Registration Guide 2011-2012 - Wayzata Public Schools

2011-12

MISSION STATEMENT: 

Wayzata High School exists to create opportunities to build 

"Character and Scholarship 

for Life" 

All our efforts will go into supporting students as they develop 

knowledge, skills and confidence to become capable global citizens.

Welcome to Wayzata High School! This Registration Guide has been prepared to assist students in selecting 

courses for next year. We offer a wide variety of diverse, challenging learning opportunities. Planning a high 

school program to meet your unique needs is a process involving many choices and decisions. Your success 

is important to us and the following suggestions may help you in this process: 

• Discuss your plans with parents, counselors, and teachers as they can provide valuable insight. 

• Select courses that will meet district and state graduation requirements as well as support future 

educational and career goals. 

• Participate in courses designed to satisfy current interests, curiosity, and the development of personal 

skills. 

• Employ as many resources within the school as necessary to assist you in planning an effective overall 

educational program. 

As part of our ongoing commitment to provide a high quality education, we expect students to: 

1. invest their best efforts in their academic and co-curricular activities; 

2. accept responsibility for their learning, decisions and actions; 

3. treat staff and each other with respect. 

We are proud and excited to have you as a part of Wayzata High School!

DISTRICT #284 NONDISCRIMINATION POLICY 

It is the policy of the WAYZATA PUBLIC SCHOOLS not to discriminate on the basis of sex, race, religion, 

age, marital status or handicapping conditions. These requirements are specified in Title IX of the 1972 

Education Amendments, Title VI of the 1964 Civil Rights Act, and Title VII of the 1972 Equal Employment 

Opportunity Act. 

The WAYZATA PUBLIC SCHOOLS' policies include reference to nondiscrimination in the areas of 

recruiting, treatment and advancement in employment, access to course offerings, curriculum content, and 

employment of resource persons in the classroom. 

Inquiries regarding compliance with Title IX, Title VI, and Title VII may be made by students, parents, 

employees or applicants by contacting: 

Annie Doughty 

Executive Director of Human Resources 

WAYZATA INDEPENDENT SCHOOL DISTRICT NO. 284 

210 County Road 101 North 

P. O. Box 660 

Wayzata, MN 55391 

or 

Director of the Office of Civil Rights 

Department of Health, Education and Welfare 

Washington D. C. 

Copies of grievance procedures and forms for submitting grievances are available to all staff, students, and 

parents through your school principal or from the WAYZATA PUBLIC SCHOOLS administration offices.

TABLE OF CONTENTS 

General Information ii 

Alternative Programs 1 

Art 15 

Business Education 21 

Communications 32 

Engineering, Technology and Design 43 

Family and Consumer Science 50 

Health/Physical Education 53 

Mathematics 58 

Music 63 

Science 71 

Social Studies 78 

World Languages 86 

Online Registration Instructions 95 

Page

GENERAL INFORMATION 

Wayzata High School employs a modified block schedule. This schedule provides numerous opportunities for 

students to take a wide variety of classes while still meeting both local and state graduation requirements. Our 

school day is divided into four blocks with each block being approximately eighty-six minutes in length. Lunch will 

be approximately thirty minutes and is added to the third block. 

Our school year is divided into four terms of nine weeks each. Most courses are either one or two terms and are 

identified as such in this guide. A two-term course in the block schedule is the equivalent of a full year of course 

work in a standard schedule. Freshmen and sophomores are required to be registered for a full schedule of sixteen 

credits per year. Juniors and seniors are required to register for fourteen credits per year. We do, however, 

encourage juniors and seniors to take sixteen credits each year, but they may take a maximum of two study halls in 

each year. 

GRADUATION REQUIREMENTS 

To earn a Wayzata High School diploma, students must complete requirements in two (2) areas: 

1. A student must have earned sixty (60) credits in Grades 9, 10, 11 and 12, with a distribution of coursework that 

meets the standards established by the Wayzata School Board and which meets Minnesota State standards, 

including: 

Graduates of 2012, 2013, 2014, 2015 

COURSE OF STUDY 

* Communications 

8 

* Social Studies 8 

** Science 8 

** Mathematics 8 

Arts 2 

* Physical Education 2 

Health 1 

ii 

CREDITS 

Required 37 

Electives 23 

TOTAL 60 

* Specific courses are required as part of total credits. 

** Science requirements can be fulfilled by: ** Math requirements can be fulfilled by: 

8 Science credits 8 Math credits 

7 Science credits and 1 STEM credit 7 Math credits and 1 STEM credit 

6 Science credits and 2 STEM credits 6 Math credits and 2 STEM credits 

STEM courses are designed to dramatically increase student interest in, and preparation for, careers in Science, 

Technology, Engineering and Mathematics (STEM). 

Courses that satisfy the STEM designation will be identified by the acronym STEM after the course 

number. 

2. Starting with the graduating class of 2010, students will be required to pass the Minnesota Comprehensive 

Assessments (MCA-II) state tests.


GETTING STARTED 

SCHEDULING AT WAYZATA HIGH SCHOOL 

Here are some tips on getting started with your high school registration. 

Wayzata High School uses a BLOCK SCHEDULE. Understanding the schedule will help you understand the 

course descriptions. The block schedule divides the year into four terms of nine weeks each. The school day is 

divided into four blocks of 86 minutes each. 

Blocks 

(86 min.each) 1 

2 

3 

4 

Terms (9 weeks each) 

1 2 3 4 

Most courses are one or two terms in length. A two-term class is the equivalent of a full-year course in a standard 

schedule. A one-term class is the equivalent of a semester course in a standard schedule. A typical schedule might 

look like this: 

Terms (9 weeks) 

1 2 3 4 

Blocks 

(86 min.) 1 Art Business Mathematics (2 terms) 

2 Social Studies (2 terms) Science (2 terms) 

3 World Language (2 terms) Communications (2 terms) 

4 Physical Ed. Fam/Cons Sc Industrial Tech 

In grades 9 and 10, students must register for 16 total credits of course work. In grades 11 and 12, students must 

register for at least 14 credits. Each term of a course results in one term credit. Successful completion of a full 

schedule – four blocks for four terms – results in 16 credits. Music courses have a slightly different configuration in 

the schedule as do some other student programs. 

iii


REGISTRATION 

Students are encouraged to carefully select courses for the entire year. We hope you will take advantage of our 

broad selection of offerings from all departments. It is strongly recommended that students wishing to take a large 

number of advanced placement courses make an overall plan for their sophomore, junior and senior years. This will 

make scheduling these classes easier. 

The scheduling office will keep your registration plan on file for the year. In the event there are conflicts, closed 

classes, or classes not offered due to inadequate enrollments, we would use your alternate selections to adjust your 

schedule. It is in your best interests to make sure alternate selections are listed on the registration form in 

priority order. Due to the fact we build the master schedule and hire and assign teachers based on student course 

requests, choose wisely and carefully because you will be expected to honor your choices except under unusual 

circumstances. (i.e., failing a prerequisite, failing a sequential class). There will be limited opportunities for students 

to make adjustments in their schedule based on availability of seats. 

EARLY GRADUATION 

Students who wish to graduate early must contact their counselor to work out the details. These students will be 

expected to meet all graduation requirements. A written contract will be established and must be signed by the 

student, parent/guardian, and counselor. This should be completed before the end of the junior year. A student may 

not earn more than sixteen (16) credits per school year to accelerate graduation. 

CREDIT RECOVERY 

Students who are unable to successfully complete all their course work should work with their counselors to develop 

individualized plans to recover credits and earn their diplomas. Students can do make-up credit courses through 

independent study during the school year and through summer programs. A student who is short credits may not 

earn more than twenty-four (24) credits in one academic year. 

POST-SECONDARY ENROLLMENT OPTION (PSEO) 

The Post-Secondary Enrollment Options program allows juniors and seniors in high school to take courses, full- or 

part-time, at liberal arts, community or technical colleges, universities, or non-profit degree granting trade schools 

for both high school and college credit. The program provides students with a greater variety of course offerings 

and the opportunity to pursue more challenging study. The tuition, fees and required textbooks are at no cost to 

students. 

Students should see their counselor during registration for detailed information on this program in early spring prior 

to the year they would enter the program. Students cannot accelerate graduation through PSEO. In some cases, 

coordinating calendars may present a difficult hurdle to overcome. 

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POST-HIGH SCHOOL PLANNING 

College and other post-secondary institutions have entrance requirements that vary from schools requiring only high 

school graduation to those that are extremely selective. The following information may be helpful to you as you 

plan your high school courses. 

In general, admissions are based on a student’s preparation, and the following factors are those most commonly 

considered: 

1. Grade Point Average 

2. High school courses completed 

3. Test scores 

4. Extracurricular and community activities including evidence of leadership 

The more selective a school is, the more emphasis is placed on rigorous academic work in communications, social 

studies, mathematics, science, world language, as well as a higher GPA and higher test scores. It is wise for collegebound 

students to take as much math, science, and world language as they can comfortably handle while 

maintaining a strong GPA. 

Students should select courses that reflect their interests, talents, and goals. Taking academic courses without being 

able to learn the material adequately and maintain a strong GPA is usually counter-productive. Moreover, many 

colleges are looking for students with a background in the arts, extra-curricular activities and community service as 

well as academics. 

Students are encouraged to meet with their counselors and to use the College and Career Center (CCC) to obtain 

specific information to help with their planning. 

Following are selected examples of entrance requirements: 

1. Community College System - Community colleges require high school graduation or the equivalent. 

They do not require a specific GPA or test scores. Solid academic preparation is required to avoid 

significant remedial coursework. 

2. Technical Colleges - A well-rounded high school background is important. Math, at least through 

Integrated 3, is particularly important. Technology, family and consumer science, and arts courses are very 

appropriate. A student wishing further exposure to technical education might also consider attending 

Hennepin Technical College half time as a junior and/or senior. 

There are 33 public technical colleges in the State of Minnesota and several private vocational schools 

offering a variety of technical programs for high school graduates. See your counselor or stop in the 

College and Career Center for additional information. 

3. Minnesota State University System - The six state universities will automatically accept Minnesota 

residents or who earn a particular ACT score, which varies by school. 

v


The following courses are minimum requirements for admission to Minnesota State Universities: 

4 years of English (including composition and literature) 

3 years of math (through Integrated 3) 

3 years of science (including one year each of a biological and a physical science) 

3 years of social studies 

2 years of a single world language 

1 year of either world culture or fine arts 

4. Private Colleges - Entrance requirements vary greatly among private colleges. Emphasis is placed on 

strong college preparatory course work, GPA, test scores, extra-curricular activities, leadership and service. 

5. University of Minnesota – Twin Cities - The U of M - TC is made up of several separate colleges, each 

with its own admission requirements. Admissions have become highly competitive for many of the 

colleges. Students considering the U of M should refer to the application booklet or the U of M website for 

specific requirements and standards. 

6. University of Wisconsin System – Admission requirements for the Wisconsin system vary widely from 

campus to campus. An excellent booklet on the Wisconsin system is available from counselors and the 

CCC with detailed admissions information. 

POST-HIGH SCHOOL PLANNING RESOURCES 

Most high school students do not have firm career plans. The most frequent comment is “I don’t even know where 

to start!” Fortunately, help is available. Several resources at WHS can be helpful to students as they plan. 

Counselors – Through group guidance and individual sessions, the counselors help students and parents work 

through the post-high school planning process. The myriad of planning resources can be a little daunting. 

Sometimes personal contact with the counselor helps make it all seem more manageable. 

College and Career Center (CCC) – The CCC offers a wide range of printed, software and online resources. It is 

open to students and parents five days a week, with times before and after school as well as during the school day. 

MCIS – Minnesota Career Information System – This is an online resource purchased by WHS guidance services to 

provide additional access to planning support. Students and families can use this resource 24-7, all year round. The 

modules can take a student through the process from exploration to specific planning. Among the multitude of 

resources included are career exploration, college search, testing preparation, and financial aid. Login information is 

available from the CCC. 

Naviance – Naviance is a comprehensive website that you can use to help in making decisions about your post-high 

school plans. 

Research colleges – Compare GPA, standardized test scores and other statistics to actual historical data from our 

school for students who have applied and been admitted in the past. 

Transcripts – See where your transcripts have been sent and when they were sent. 

College Visits – See which college representatives are visiting WHS and when. 

Scholarships – Search scholarship listings. 

See your counselor for details. 

NCAA ELIGIBILITY REQUIREMENTS 

Athletes interested in becoming eligible for Division I and Division II college athletic programs must meet the 

NCAA eligibility criteria. Early academic planning is critical so see your counselor for details. 

vi


WHS ADVANCED PLACEMENT PROGRAM 

The WHS Advanced Placement (AP) program has grown in the variety of courses offered as well as the numbers of 

students willing to take academic challenges that match their abilities and interests. The program has a strong 

commitment from both administration and teachers. AP courses are college courses taught by trained WHS teachers 

on the high school campus. The WHS AP Program offers 26 courses representing a variety of discipline areas. The 

benefits for a student selecting these courses are many. 

• Provides academic challenge needed to maximize the potential of college-bound students. 

• Motivates students to improve study habits. 

• Demonstrates to colleges the student is taking advantage of AP courses offered at WHS. 

• Allows students to excel in their chosen area of interest or strength. 

• Provides students a chance to earn college credit accepted nation-wide without leaving the high school 

campus. 

• Rewards achievement. 

• Fosters leadership qualities in outstanding students. 

• Permits students to “bank” credit for college graduation while also permitting students to fulfill core 

requirements or take more advanced courses. 

WHS has many talented students who are encouraged to take Advanced Placement courses in their areas of strength 

or interest. WHS students consistently score far above national AP averages in the tests given in May. Tests are 

scored on a 1-5 scale, and score of 3 or above may make the student eligible for credit depending on the individual 

college or university policy. In 2010, 1347 AP tests were administered and 88% of the students scored a 3 or higher. 

The AP Program is highly respected by the colleges and universities. 

If you have questions about AP courses, please contact Sue Iverson, the AP Coordinator, at 763-745-6605. The AP 

teachers are also available to answer more specific questions about courses. AP classes are described in this guide. 

Weighted grades are used only with AP courses. We encourage students who plan to attend a four-year college to 

try at least one AP course during their high school careers. 

AS YOU PLAN YOUR FOUR YEARS AT WHS, FILL IN THE AP COURSES YOU WISH TO TAKE 

FIRST. 

AP COURSES ARE OFFERED IN 2011-2012 TO ASSIST YOU IN TAKING THE FOLLOWING 

TESTS: 

Art History 

Biology 

Calculus AB 

Calculus BC 

Chemistry 

Chinese Language 

Computer Science AB 

Economics: Macro 

Economics: Micro 

English Language 

English Literature 

Environmental Science 

European History 

French Language 

German Language 

Government & Politics: Comparative 

Government & Politics: United States 

vii 

Human Geography 

Music Theory 

Physics B 

Psychology 

Spanish Language 

Statistics 

Studio Art: Drawing 

Studio Art: Pottery 

United States History

ALTERNATIVE PROGRAMS 

COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) 

The College of Entrance Examination Board sponsors the CLEP Program. It is a national program of credit by 

examination that offers you the opportunity to obtain recognition for college-level achievement. No matter when, 

where or how you have learned, by means of formal or informal study – you can take CLEP tests. If the results are 

acceptable to your college, you will receive credit. 

Many colleges today encourage students to take CLEP tests for credit in courses for which they already have 

mastered the content. People of all ages have reduced college costs in time and money by successfully completing 

CLEP tests for credit. It is possible to receive up to one full year of college credit through these tests. 

ALTERNATIVE LEARNING 

Students attending Wayzata High School may earn credits toward graduation from courses taught through 

alternative formats. These learning opportunities would have to be courses not offered in our curriculum. They 

need to be accredited by a legitimate agency and taught by a certified instructor. Lastly, any request must be preapproved 

by the principal in charge of curriculum and scheduling. 

CREDIT FOR LEARNING 

In order to meet the Minnesota Department of Education guidelines, Wayzata High School has established a process 

by which students can satisfy the requirements for any course they believe they are significantly educated. There are 

two options available to satisfy the requirements and they are outlined in School Board Policy 625. The two options 

include Credit for Prior Learning and Credit for Assessment. Both options have specific criteria that must be met, so 

that students are clearly demonstrating proficiency in a subject area. 

In order to satisfy the academic standards for the Credit for Prior Learning, it is the responsibility of the student to 

demonstrate that they have met all of the standards associated with the course in which they believe they are 

proficient. In addition, the student must include documentation about the individual who provided the instruction, 

his/her credentials, the materials used in his/her learning, the timeline, and the assessment procedures. 

In order to satisfy the academic standards for the Credit for Assessment, the student must make arrangements to 

“test-out” of a course. The student must take all assessments required by the specific department and successful 

proficiency will only be permitted if the student demonstrates 85% proficiency on the given assessments. 

If a student does qualify for either the Credit for Prior Learning or the Credit for Assessment, he/she will be assigned 

a “T” (Test-Out) on his/her transcript. It is important to note that while the student will have satisfied the 

requirement for the course(s) in which they have demonstrated proficiency, the course will not be calculated in 

his/her GPA, nor will actual high school credit be earned toward graduation. The “credit” attained is, therefore, a 

satisfaction of a requirement only. 

Specific questions about the process should be directed to the associate principal working with curriculum and 

scheduling. 

1


T.A.P. (THE ALTERNATIVE PROGRAM) 

T.A.P. Day program provides credit opportunities for 11th and 12th grade students. It is a credit-based program 

designed to meet the diverse needs of challenged youth. Students learn through individualized study plans and apply 

that learning toward completion of high school graduation requirements or personal academic goals. 

The program emphasis of T.A.P. is to provide a supportive academic environment based on a partnership between 

students and staff. However, students are expected to take primary responsibility for their own success and are 

allowed varied opportunities to suit different learning styles. Entrance to the program is through an application 

process, which must be completed before starting the program. 

T.A.P. Independent Study is a state certified program for students who are at risk of not graduating from high 

school. Wayzata High School students must have their counselor certify eligibility for this program. Students meet 

once a week with their teacher(s) and complete assignments on their own time. Most students use this option to 

make up additional credits while attending high school. Students may earn a maximum of 2 independent study 

credits per term. These credits will be converted into the type of credit used at the student's home school. Courses 

available through T.A.P. day program and/or independent study are: English, Social Studies, Health, Physical 

Education, Technology Education, Business Education, Art, Math, Science, On-the-Job Training and Work 

Experience. 

T.A.P Extended Year is a six-week long summer school program that runs from 7:30 a.m. - 11:00 a.m. daily. 

Students may earn the same type of credits as during the school year day program. 

FOCUS 

The FOCUS program is an alternative program designed for 9 th and 10 th grade students who are not succeeding in 

the traditional classroom setting. Students take 45-minute classes in English, Math, Social Studies and a Leadership 

Development elective. The half-day program runs the entire year with smaller class sizes and hands-on learning. 

Students will continue to take mainstream courses during the remaining part of the school day. 

The goals of the FOCUS program are to increase student motivation toward school and learning, to improve each 

student’s academic skills and to give each student reason to feel self-confident and hopeful for a bright future at 

Wayzata High School. Students interested in FOCUS are to apply through their school counselor. 

091 ACADEMIC TUTORING 

Prerequisite: Grade 11/12; Instructor approval; space limited 

Eleventh and twelfth grade students may register to serve as academic tutors. They will be assigned to tutor ninth 

and tenth grade students on their homework in mainstream classes. Although tutors are not expected to be “experts” 

in any subject area, strong academic skills are important. Tutors must be prepared to be positive role models and 

demonstrate leadership skills. 

2


VISION 21 

Vision 21 is the name that defines the Wayzata Public Schools gifted and talented program. The purpose of Vision 

21 is to meet the academic, creative and affective needs of talented students. 

Selecting the courses that will appropriately challenge a student and prepare the student for future educational goals 

requires careful planning. Sue Iverson, the Vision 21 coordinator, is available to help students and/or parents create 

an academic pathway for the high school years. 

In addition to offering schedule guidance, Vision 21 also offers a variety of academic co-curricular activities such as 

Knowledge Master Open, Quiz Bowl, Science Olympiad, Science Bowl, Math Team, Future Problem Solving, 

Minnesota State Brain Bee, Biology Olympiad, Physics Olympiad and Linguistics Olympiad. 

The Vision 21 coordinator also links students with enrichment opportunities outside the school such as Honors 

Mentor Connection, SciMent, summer enrichment classes, and a variety of others. 

4 Terms 

056 HONORS MENTOR CONNECTION 

Prerequisite: Grades 11/12 and an application process; enrollment limited to a maximum of 6 students per 

year 

The Mentor Connection is a highly selective yearlong course offered through Intermediate District 287. Students 

are selected from thirteen districts to work with a practicing professional. Students must have an area of intense 

interest, a history of academic success, and the ability to work independently. Students apply in the spring. Visit 

the Mentor Connection website www.district287.org/hmc or see Sue Iverson, the Vision 21 coordinator, for details 

and application materials. 

Students selected for this program must understand that they are earning 4 credits through their work in this offcampus 

program. Because they are earning credits from another source, the students are not allowed to remain on 

the WHS campus during the time dedicated to HMC. The HMC students are not assigned a WHS class during 4 th 

block the entire year and must leave during this time period each day. If not using the time at an HMC seminar or 

for work with a mentor, students must find an alternate site to work on their project. HMC students involved in 

extra-curricular activities may return at the end of the school day and participate. 

058 TALENT DEVELOPMENT MENTOR PROGRAM 

2 Terms 

Prerequisite: Grades 11/12; an application process (available from your guidance counselor) and a screening 

interview 

Mentoring is a process which will connect and develop relationships between students and a professional in the real 

world. This program will help young professionals set career goals and take steps toward them. Mentoring is an 

empowering relationship that requires mutual sharing, growing and learning. Each student will be matched with a 

mentor in a field of their choice. Skills will be developed in career investigation and planning, networking, resume 

writing, interviewing and professionalism. 

To enroll in this program a student must apply and be interviewed. Qualifying students will receive an acceptance 

letter. Students will have both classroom instruction and a field experience. Students must be able to provide their 

own transportation to and from professional seminars and mentor appointments. 

3


059 SCIMENT ONLINE PROGRAM 

4 Terms 

Prerequisite: High academic achievement in science. Science Research A, B, C and D are four 1-term 

offerings that must be taken in a sequence but timing is flexible. 

SciMent is an alternative to Honors Mentor Connection. Offered through District 287 and Northern Star Online, it 

is designed to provide talented students an opportunity for high academic achievement in science through 

independent research, mentoring and competition in the Intel Science & Engineering Fair, the premiere science 

competition in the world. WHS students may enroll in SciMent and earn credits toward their 16 yearly credits OR 

they may enroll in SciMent in addition to 16 credits at WHS and complete the work outside the normal school day. 

If a student enrolls in SciMent in addition to a full course load at WHS, the student will be responsible for paying 

the tuition. Students enrolled in SciMent during the school day and not assigned to a WHS class must leave the 

campus during the block dedicated to SciMent. Students involved in extra-curricular activities may return at the end 

of the school day and participate. 

ENGLISH LEARNERS - EL 

The EL (English Learners) program offers four levels of English to students who are learning English as another 

language. The levels are Beginning, Intermediate, Advanced Level 1 and Advanced Level 2. Courses are designed 

to accommodate the needs of ELs at each level with a strong focus on improving their reading, writing, speaking and 

listening skills. Registration in the EL program is done through a referral process typically involving the EL staff 

and the counseling department. Students, faculty, administration or parents may also initiate this process. Foreign 

exchange students will not be permitted to enroll in these classes. 

071 EL Beginning Communications 

This course is designed for ELs (English Learners) who are learning English at a beginning level. Students will work 

on academic as well as conversational English skills. Focus will be on reading, writing, speaking and listening skills. 

Integrated into the course will be learning skills such as study habits, organizational skills, and test taking strategies. 

072 EL Intermediate Communications 

This course is designed for ELs (English Learners) who are learning English at an Intermediate level. Students will 

work on academic as well as conversational English skills. Focus will be on reading, writing, speaking and listening 

skills. Integrated into the course will be learning skills such as study habits, organizational skills, and test taking 

strategies. 

073 EL Advanced Level 1 Communications 

This course is designed for ELs (English Learners) who are learning English at an advanced level. Focus will be on 

academic English needed for high school courses and college. Students will increase understanding of English 

grammar and usage through development of reading, writing, speaking and listening skills. Students will also focus 

on test taking strategies applicable towards the ACT, SAT and state required tests. 

074 EL Advanced Level 2 Communications 

This course is designed for ELs (English Learners) who have completed the Advanced Level 1 class. Focus will be 

on academic English needed for high school courses and college. Students will increase understanding of English 

grammar and usage through development of reading, writing, speaking and listening skills. Students will also focus 

on test taking strategies applicable towards the ACT, SAT and state required tests. Technology based activities will 

also be embedded into the curriculum. 

4


HENNEPIN TECHNICAL COLLEGE (HTC) 

Juniors and seniors from Wayzata High School are eligible to participate in a wide variety of vocational programs 

through Hennepin Technical College. A registration information guide for classes offered at HTC is available in the 

Counseling Office. Students who select these programs and are accepted by HTC will spend three hours per day at 

the college. Transportation will be provided between Wayzata High School and the campus. 

Hennepin Technical College is located just south of the intersection of Highways 494 and 169. Students attending 

HTC receive 8 credits for the year (four credits per semester). The courses are graded after each term. The courses 

last for two blocks. Seniors have priority in the programs. Bus transportation is provided for students but students 

may elect to drive with parental approval. Attendance is the same as a regular class at Wayzata High School. 

Students are developing a college transcript in some courses so grades are very important. 

Career Cluster courses are designed to assist you in making career decisions. Hands-on instruction is emphasized. 

Each course offers you a broad array of information from similar careers within an industry. From here, you could 

branch off into a major for your college career choice. 

Your class activities will include: 

You will: 

Exposure to equipment and practices representative of current technology 

Lab projects designed to “put it all together” 

Tours of business and industry 

Gain an understanding of the opportunities available within your chosen career cluster 

Develop a foundation of technical knowledge and skill development 

Acquire a deeper understanding of each related college major and how it matches your interests, abilities 

and aspirations 

Earn HTC college credit by satisfactorily completing the course requirements and by obtaining a grade of 

an A or B 

After successfully completing a related Cluster and/or Program Course, you can continue your education by 

enrolling in college major courses. This is an excellent opportunity for you to begin your college education while 

still enrolled in high school. Check the HTC College Catalog and talk to your HTC counselor for dates and times of 

specific classes. 

Programs are available at the Eden Prairie campus. 

IF YOU HAVE QUESTIONS CONCERNING HTC, PLEASE CONTACT MR. BATALDEN IN THE 

COUNSELING OFFICE. Remember: A separate application is required to attend HTC! 

Construction Careers 

(STEM) Construction (Fall and Spring Semesters) 

The goal of this course is to provide students with experiences and examples of the construction industry that will 

allow them to assess their own abilities and interests in the various construction disciplines. Areas of study include: 

wall framing, residential electrical basics, wood shop tools and methods, blueprint reading, ceramic tile, introduction 

to CAD, cabinetmaking, residential plumbing basics, deck construction and roofing. Note: Students will be 

required to have a 16 oz. hammer, tool/nail pouch, 25’ tape measure, Carpenter’s pencil, speed square, utility 

knife and safety glasses. 

5

Culinary Arts Careers 

Culinary Arts (Fall Semester) 


This course is intended to introduce students to a variety of careers in the food service industry. Some areas studied 

will be safety and sanitation, reading and conversion of recipes, plate/platter garnishing, bakery and pantry 

production, appetizers, canapés and hors d’oeuvres, restaurant managements/food cost controls, and preparation of 

stocks, sauces and soups. Note: An approximate $30 fee for uniforms will be charged. 

12:10 Eden Prairie – Math Enhanced Course: students use mathematics (geometry, algebra, measurement, 

graphing, etc.) applied in a technical context. 

Culinary Arts (Spring Semester) 

This course offers a more advanced level of culinary training tailored to the standards of the industry. Hands-on 

activities are approximately 70 percent of the coursework. Areas of study include: introduction to breakfast 

cookery, introduction to multicultural cuisine, cake decorating, ice sculpturing, range and meat food cookery 

techniques, and advanced baking techniques. Note: An approximate $30 fee for uniforms will be charged. 



Cooking for Independent Living (Fall and Spring Semesters) 

(No College Articulated Credit is available for this course.) 

This course introduces the student to basic food preparation skills for use in the home setting as well as on the job. 

The student will learn to prepare balanced meals with emphasis on nutrition and economy. This course is designed 

for students who are developing transition skills. Areas of study include menu planning, economy/budgeting, 

nutrition, sanitation and safety, measurements, shopping for food, knife skills and full meal preparation. Note: An 

approximate $30 fee for uniforms will be charged. 

Food Service Assistant (Fall and Spring Semesters) 


In this course, students will acquire a basic knowledge of the skills required to perform a variety of tasks in a 

particular area of food service through hands-on learning. Social skills needed to be successful on the job are 

incorporated into the class curriculum. Areas of study: food sanitation and safety, identification and use of 

commercial equipment. following recipe procedures, weighing and measuring, following verbal and written 

directions, and preparation and presentation of foods. Note: An approximate $5 fee for chef’s hat will be 

charged. 

Human Services Careers 

Law Enforcement (Fall Semester) 

This program is designed for students interested in law enforcement careers such as police officer, crime scene 

investigator or probation officer. This practical hands-on program makes it possible to learn such things as: CSI, 

traffic stop techniques, fingerprinting and booking, first responder and squad car familiarization, interview and 

interrogation techniques and history and evolution of law enforcement. 

6

Law Enforcement (Spring Semester) 


This program continues the study of law enforcement with a focus on police procedures, homeland security, and 

disaster response. This practical hands-on program makes it possible to learn such things as: traffic stop techniques, 

patrol and interactions with fire/rescue and first responder, and fingerprinting and booking. 

Medical Careers 

Medical Careers (Fall Semester ONLY) 

This exciting course is for students who are interested in exploring a career in the medical field. Topic areas assist 

the student to explore the legal and ethical responsibilities of a health care worker plus a variety of medical career 

options, to develop career goals, identify personal characteristics, learn medical terminology (the language of health 

professionals), and to be given an introduction to anatomy and physiology of the human body. Upon completion, 

students may continue by enrolling in the spring offering of Nursing Assistant course. 

12:10 Eden Prairie – Math Enhanced Course: students use mathematics (math concepts, terms, calculations, 

measurement tools) applied to real health care situations. 

(STEM) Nursing Assistant (Spring Semester ONLY) 

Recommended Prerequisites: Passed the HTC Accuplacer test within the areas of reading comprehension and 

listening skills. 

This advanced course prepares students for entry-level patient-care job and expands on the Medical Careers course. 

Students acquire skills in basic nursing, emergency response, human-needs rehabilitation and restorative services. 

Skills are practiced in a supervised laboratory and a long-term care facility. Upon successful completion, students 

will receive American Heart Association CPR and First Aid cards and will be eligible to take the state Nursing 

Assistant Registry exam. The course meets Federal and Minnesota Department of Health requirements. Note: An 

approximate $30 fee for uniforms will be charged. A uniform is mandatory for the clinical experience. 

12:10 Eden Prairie – Math Enhanced Course: students use mathematics (math concepts, terms, calculations, 

measurement tools) applied to real health care situations. 

Transportation 

Auto Body Repair (Fall and Spring Semesters) 

Students will be introduced to auto body repair technology by learning welding, non-structural repair, collision 

damage estimating and refinishing. Areas of study include automobile refinishing, detailing, painting, cutting and 

heating process, disassembly, and assembly and alignment of bolt-on components. Note: An approximate $40 lab 

fee will be required. 

Advanced Auto Body Repair (Fall and Spring Semesters) 

Recommended Prerequisites: Must have completed Auto Body Repair both Fall and Spring Semester. 

Students hone the skills in repairing today’s technologically advanced cars that require knowledge of metals and 

plastics and proficiency in doing structural repairs using specialized equipment. Students will restore and refinish 

vehicles, and build trailers and carts using skills learned in class. Areas of study: frame repair, welding, metal 

finishing, painting, and alignment of body components. 

7


(STEM) Automotive Technology (Fall and Spring Semesters) 

Students will learn about basic automotive systems and begin mastering tools, techniques and maintenance 

procedures regularly performed on automobiles. Students will perform work on donated vehicles or their own 

vehicles, and conduct repair and maintenance procedures on tires, steering, suspension and electrical systems. In the 

Spring semester, students will learn brake theory, diagnosis and repair. Basic engine mechanical features are also 

covered. Note: An approximate $30 uniform fee will be required. 



Know Your Car (Fall and Spring Semesters) 


This course introduces students to basic automotive operation, ownership, and maintenance/repair, and is designed 

for students in transition preparing for independent living. Students should have a driver’s license or permit, but 

one is not required. Vehicles are provided for student learning. An approximate $30 uniform fee will be 

required. 

Transportation Program of Study (Fall and Spring Semesters) 


This introductory course is designed for EL students or students with limited reading ability that have an interest 

in mechanical systems. Students learn tool names, usage and put this information to practical use. Basic 

transportation electrical circuitry, its repair and schematics, will also be covered. This is an intensive hands-on 

course to reinforce new words, ideas and information, and to use these by participating in many shop projects. The 

students will use computer skills, visual skills and diagnostics to evaluate and repair basic automotive systems. 

Outdoor Motor Sports/Power Equipment I (Fall and Spring Semesters) 

Students learn how to maintain and repair ATVs, motorcycles, mini bikes, snowmobiles, personal watercraft, as well 

as small internal combustion engines used on power equipment such as lawn tractors, generators, trimmers and 

leaf/snow blowers. Students also learn engine maintenance, preventive care, problem solving, minor and major 

engine rebuilding and how to achieve customer satisfaction. These series of courses, the facilities and the instructor 

are nationally certified by the Equipment & Engine Training Council (EETC). 

Outdoor Motor Sports/Power Equipment II (Fall and Spring) 

Recommended Prerequisites: Must have passed Outdoor Motor Sports/Power Equipment I. 

Students in the advanced course will focus on skill building, diagnostics, trouble-shooting, preventive care and 

minor and major engine rebuilding. A large emphasis will be placed on time management which will include 

ordering parts, customer communication, invoicing and computer skills. Electrical components, along with reading 

schematics and the repair to these items, will be a component of this course also. These series of courses, the 

facilities and the instructor are nationally certified by the Equipment & Engine Training Council (EETC). 

8


SPECIAL EDUCATION 

The Special Education Department at Wayzata High School is committed to providing a full continuum of services 

to students with special needs. These services include opportunities for skill development in resource and selfcontained 

settings, as well as integration into the mainstream of the school community. Teachers support and 

consult with the general education teaching staff, and team-teach in targeted classes. Prerequisite for all Special 

Education classes: IEP team recommendation. 

Courses developed to meet IEP needs include: 

063 FUNCTIONAL ENGLISH STRATEGIES 9/10 

Grade 9 Grade 10 Grade 11 Grade 12 

Prerequisite: None 

This course is designed for special education students in need of remedial reading and writing instruction. Students 

will work on improving their reading comprehension and speed, sentence and paragraph writing, and vocabulary. 

Placement decisions should be made by the IEP team and class instructor based upon individual student needs and 

IEP goals. 

065 FUNCTIONAL ENGLISH STRATEGIES 11/12 



This course is designed for special education students in need of basic remedial reading and writing instruction. 

Students who have not met graduation standards in reading or writing and whose needs cannot be met within one of 

the many mainstream Communications classes can earn a communications credit in this class. Students will work on 

improving their reading comprehension and speed, sentence and paragraph writing, vocabulary, and spelling. 

Placement decisions should be made by the IEP team and class instructor based upon individual student needs and 

IEP goals. 

066 FUNCTIONAL/LIFE SKILLS PROGRAM 



This program is designed to meet the needs of students with developmental cognitive disabilities. Students will be 

involved in hands-on, real-life learning situations that take place in the school and community. The program will 

address the areas of communication, home/daily living, jobs and job training, post secondary education, 

recreation/leisure and adapted physical education, and community instruction. 

9

EVERDAY MATH 


Everyday Math courses are designed for students who have math goals/objectives written in their IEP and would 

benefit from small group instruction. The focus of these courses will be on improving math skills, as well as 

practicing math skills in everyday situations. Students will also practice calculator skills and become comfortable 

with the calculator as a tool to aid in their math success. 

068 EVERYDAY MATH 1 

2 Terms Grade 9 Grade 10 Grade 11 Grade 12 


Everyday Math 1 is a math course designed for students who have math needs outlined on their IEP and/or would 

benefit from small group instruction. The focus of this course will be on improving math skills, as well as practicing 

these math skills in everyday situations. Units in this course will cover: whole numbers, place value, rounding, 

decimals, money, fractions, length/mass/volume, bar graphs, time, angles, area/perimeter and word problems. 

Students will also practice calculator skills and become comfortable with the calculator as a tool to aid in their math 

success. The class will involve direct instruction, practice of math skills covered that day and group activities. 





benefit from small group instruction. The focus of this course will be on improving math skills, as well as practicing 

these math skills in everyday situations. Units in this course will cover: whole number review, fraction review, area 

of triangles, ratios, measurement, averages and percentages, angles, geometric construction, volume, beginning 

algebra and word problems. Students will continue to practice and become comfortable with the calculator as a tool 

to aid in their math success. The class will involve direct instruction, practice of math skills covered that day and 

group activities. 





benefit from small group instruction. The focus of this course will be on improving math skills that students have 

built in Everyday Math 1 and 2. This course will explore more algebra and geometry concepts. The class will 

involve direct instruction, practice of math skills covered that day and group activities. 

070 STUDY SKILLS FOR LIFE: GRADE 9 



This class is designed to help students develop and improve strategies for life-long learning through participation in 

activities and group discussion. Topics include self-esteem, goal setting, communication skills, personal awareness, 

self-advocacy, problem solving and teen issues. The course will also address organizational skills and study skills by 

applying them to the general education curriculum. 

076 TEEN STUDIES 



Investigate teen issues through literature, readings, hands-on activities and film! Learn about the teen brain, your 

learning style, positive decision making skills and improved communication techniques. There will also be 

opportunities to improve task completion for other classes and become a better self-advocate. 

10


077 EXCEL 



This is an alternative program for students with emotional and/or behavioral needs. EXCEL is designed to provide 

more intense intervention and support to students in achieving their individual goals. 

075 STUDY SKILLS FOR LIFE: U.S. HISTORY 


Prerequisite: To be taken at the same time as U.S. History 

2 Terms Maximum 

This course is designed to support students in their current social studies class by reviewing and practicing such 

skills as planning and organization, time management, assignment completion, discussing current events, and 

listening skills. Developing and practicing self-advocacy skills will be an emphasis of the class. 

079 STUDY SKILLS FOR LIFE: MO PRO 


Prerequisite: To be taken at the same time as Mo Pro 

2 Terms Maximum 

This course is designed to support students in their current social studies class by reviewing and practicing such 

skills as planning and organization, time management, assignment completion, discussing current events, and 

listening skills. Developing and practicing self-advocacy skills will be an emphasis of the class. 

081 BETTER HABITS, BETTER GRADES 1 



Better Habits, Better Grades 1 is a study skills course designed to acquaint students with the tools and skills needed 

to be a successful student. Focus will be on improving organization, study habits, work completion and 

accomplishing IEP goals/objectives. Students are also encouraged to become self-advocates and learn how to 

communicate their needs to teachers and parent/guardians. Only students who qualify for special education services 

are able to enroll in this class. Students may enroll in this class for a maximum of 2 terms. 

082 BETTER HABITS, BETTER GRADES 2 


Prerequisite: Better Habits, Better Grades 1 

This course is designed to continue implementation of study skills from Better Habits 1. Students will work to 

enhance their study, reading and writing skills while enrolled in two mainstream, academic courses. Students will 

be expected to do classroom assignments as well as complete or work on mainstream assignments. Sophomores new 

to the building should take Better Habits, Better Grades 1 before Better Habits 2. Only students who meet Special 

Education criteria are able to enroll in this class for a maximum of 2 terms. 

083 WORK SEMINAR 



Work Seminar is a course that is designed to prepare students for the world of work. The course curriculum will 

include topics such as: individual interest and abilities as related to work, seeking employment, developing a 

resume, interviewing techniques, and how to succeed in a job/career. This class must be taken before On-the-Job 

Training. 

11


084 ON-THE-JOB TRAINING (OJT) 


Prerequisite: Work Seminar 

Class and work time encompasses 3rd and 4th block with some students continuing to work later in the day. This 

course is designed for either students who are just entering the workforce or for students who are focused on a 

particular career. Students receive assistance and support from Work Coordinators and Job Coaches in seeking 

employment and succeeding at their jobs. Regular communication between the work coordinators, job coaches, 

students and employers is necessary. Transportation is provided. 

085 HIGH SCHOOL SURVIVAL SKILLS 



This is a course for students with Asperger’s Syndrome and similar autism spectrum disorders. The course will 

cover study skills, organization, self-esteem issues, social relationships and other life skills, including independent 

living, job skills and self-advocacy. 

086 SOCIAL COMMUNICATION SKILLS 


Prerequisite: None (This class is only offered semester one.) 

This course is only for students who have an IEP and need direct instruction in the areas of Transition and 

Communication. Through small group instruction and a variety of role playing activities, students will learn social 

communication skills which include: understanding and monitoring voice tones, quality, and emotions; speaking 

and acting in front of a group; increasing body awareness of personal space and boundaries; understanding the 

difference between humor and sarcasm, and between appropriate and inappropriate humor; reading other people’s 

body language and understanding non-verbal cues; communicating feelings appropriately and managing one’s 

emotions; predicting other’s emotions in a variety of settings; and making friends. 

078 APPLIED COMMUNICATIONS & THEATRE (A.C.T.) 


Prerequisite: None (This class is only offered semester 2.) 

This course is only for students who have an IEP and need direct instruction in the areas of Transition and 

Communication. Through small group instruction and a variety of role playing activities, students will learn social 

communication skills which include: understanding and monitoring voice tones, quality, and emotions; speaking 

and acting in front of a group; increasing body awareness of personal space and boundaries; understanding the 

difference between humor and sarcasm, and between appropriate and inappropriate humor; reading other people’s 

body language and understanding non-verbal cues; communicating feelings appropriately and managing one’s 

emotions; predicting other’s emotions in a variety of settings; and making friends. 

The following classes are designed to provide small group instruction in both the school and community settings for 

students working towards developing independence in life now and for the future. 

087 APPLIED MATH LIFE SKILLS 



Applied Math Skills is a yearlong class which provides small group instruction covering a variety of everyday math 

skills such as problem solving, budgeting, time management, etc. Each section will be tailored to the student’s 

unique learning needs. Students will continue to develop math skills that are practical for real-life application. 

12


088 WHS BEAD C.R.E.W. 



The WHS Bead C.R.E.W. (Creative, Responsible, Educated Workers) is a student run business. This business 

creates, markets and sells beaded products (lanyards, jewelry, bookmarks, etc.) Service Learning Projects will also 

be a part of this class. This class focuses on employment and social communication skills. Prior approval from one 

of the work coordinators is required. 

089 APPLIED READING LIFE SKILLS 



This is a yearlong class which provides small group, direct instruction in reading, writing and verbal 

communications. Curriculum and instruction will be tailored to meet each individual learner’s needs. Students will 

continue to work on personal goals and objectives that encompass areas of reading, language arts and 

communication. An assessment will be given to determine class placement. 

Independent Study 

Wayzata High School students who wish to enroll in an independent study may do so if the course they wish to 

enroll is one that has been approved through Wayzata Public Schools curriculum review process and the Wayzata 

High School new course proposal committee (i.e., the course must appear in the Wayzata High School registration 

guide). Eligible students are responsible for filling out the paperwork and finding a Wayzata High School teacher to 

facilitate the independent study. The paperwork can be found in the first floor scheduling office. Please note that 

mainstream high school independent study is not associated with the independent study coursework offered through 

The Alternative Program (TAP). 

13


WEST METRO EDUCATION PROGRAM 

Interdistrict Downtown School 

General Information 

The West Metro Education Program (WMEP) is a partnership of ten metro area school districts: Brooklyn Center, 

Colombia Heights, Edina, Hopkins, Minneapolis, Richfield, Robbinsdale, St. Anthony-New Brighton, St. Louis 

Park, and Wayzata. The Interdistrict Downtown School, a magnet school of WMEP, is located in the heart of the 

metro area, close to real-life learning labs in the arts, education, business and government. Its curriculum taps into 

the vast resources of the city as teachers develop new opportunities for students. Students have opportunities to 

study music at MacPhail and Orchestra Hall and can study theater at the Guthrie, the State Theater and the 

Orpheum. Students may learn about government, the judicial system, and law enforcement at City Hall, in 

courtrooms, or judges’ chambers. Students will have an opportunity to look at businesses and the economy with 

community leaders who are the school’s neighbors. Students will work in a space designed for real-life learning, 

experimenting in the lab, dancing, singing or acting in the studio, and creating community in every space. 

The Interdistrict Downtown School pledges that a graduate will: 

1) Be prepared for life-long learning. 

2) Come to see life as offering many lessons and opportunities. 

3) Build a foundation of strong basic skills and higher order thinking. 

4) Have achieved high academic standards through a challenging curriculum that draws on the best 

teaching practices. 

5) Demonstrate affirming, respectful relationships. 

6) Discover and develop his/her talent(s). 

7) Be prepared to live and work in a diverse society and global community. 

Interdistrict Downtown School 

Registration Information Guide 

The Interdistrict Downtown School is a public school K-12 program. Students who are enrolled in any of 

the ten participating West Metro Education Program districts may apply. Applicants are selected by lottery 

based on space available for the home district. Students accepted into the Interdistrict Downtown School 

will attend this school full time and will not attend classes at Wayzata High School. Transportation to the 

Downtown School is provided for all students by their home districts at no charge to the student. 

Applications are available at each district. Wayzata High School students that have questions about the 

Downtown School or the WMEP program should talk to their counselor or call Pat Harris at the Wayzata 

Public Schools Administrative Building (763)-754.5070. 

14

ART 

The visual arts are a critical component of our growth as human beings. Whether we are viewing or producing art, 

we are developing skills of problem-solving, communication, decision-making and discipline. Wayzata Public 

Schools have adopted a comprehensive curriculum in visual arts in which students have experiences in making art 

(art production), develop skills in expressing ideas about the nature of art, both orally and through writing 

(aesthetics), analyze and form judgments about art works (art criticism), and appreciate the significance of art 

through time in human cultures (art history). These experiences form an important part of all students' basic 

education in Wayzata Schools. 

Wayzata High School’s Art department offers a sequential range of courses in Computer Art, Drawing, Painting, 

Pottery and Mixed Media. Our recommendation to students is to study a certain area of art for two to five 

consecutive terms. This is only a recommendation, not a requisite for enrollment. For students who are interested in 

pursuing art at the college level, we suggest the following: 

* Enrollment through level 3 and advanced work in at least two areas of art. 

* Designing a portfolio your junior and senior years should emphasize drawing but also include some 

computer art and painting. 

* Follow the entire drawing sequence to qualify for Advanced Placement Drawing or follow the entire 

pottery sequence to qualify for Advanced Placement Pottery. 

Advanced Placement Art Classes 

The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. 

Students need to be highly motivated and disciplined to pursue their artistic vision. Final work must be executed 

with extreme skill, a discriminating eye and mature discipline. The AP portfolio requirements include works that 

reflect: 1) a sense of quality in a student’s work; 2) the student’s concentration on a particular visual interest or 

problem; and 3) the student’s need for breadth of experience in the formal, technical and expressive means of the 

artist. 

The AP Studio Art program sets a national standard for performance excellence in the visual arts. AP Art is not 

based on a written examination; instead, students submit portfolios for evaluation. This College Board program 

provides the only national standard for performance in the visual arts in which students may earn college credit 

while still in high school. 

AP Drawing and AP Pottery students will organize an art exhibit at the end of the class providing students an 

opportunity to display their artwork. 

AP Art History is for highly motivated students interested in history, various world cultures and art. A background 

in studio art is not required. Students who have been successful in the humanities, such as history and literature, are 

encouraged to take this course. This is a college level course, which prepares students for the AP Exam in May of 

each academic year. 

Note: All Level 1, 2 and 3 Visual Art classes are offered for one term. All advanced and advanced placement 

courses are two term classes. 

15

ART 

606 COMPUTER ART 1 

1 Term Grade 9 Grade 10 Grade 11 Grade 12 


This is an art class where technology is the tool used to create artistic imagery. Central to the course will be the 

study of the Elements and Principles of Art. First drawing, digital photography and collages will create the root 

images before the vast editing potential of Adobe Photoshop is studied and explored. Students who are interested in 

computer and visual art or commercial design careers are encouraged to take this course. Students should maintain a 

"C+" average to continue into Computer Art 2. A materials fee will be charged for this class. 



Prerequisite: Computer Art 1 

Digitized images will further be explored and enhanced, along with continued emphasis on design and color theory. 

Advanced Adobe Photoshop techniques will be studied. The student will be responsible for developing a personal 

electronic portfolio and must be able to work independently. Those who are interested in the computer and video 

imaging, visual art or commercial design careers are encouraged to take this course. A materials fee will be charged 

for this class. Students should maintain a “B” average to continue into Computer Art 3. 



Prerequisite: Computer Art 2 

In Computer Art 3 students will continue to develop their digital art using the combined styles and techniques of 

graphics and fine arts. Contemporary artist will be studied in the quest to understand “style.” Greater emphasis will 

be placed on using digital photography as a source for developing images. Students are responsible for adding art to 

their electronic portfolio that demonstrates an emerging style. Those who are interested in the computer and video 

imaging, visual art or commercial design careers are encouraged to take this course. A materials fee will be charged 

for this class. 

609 POTTERY 1 



In this class, students are introduced to the fundamentals of wheel-thrown pottery and ceramic decorative processes. 

Course materials and assignments will examine the process of creating clay vessels, ceramic history, aesthetics, and 

commercial context. Students should maintain a "C+" average to move into Pottery 2. A materials fee will be 

charged for this class. 

615 (STEM) CERAMIC TECHNOLOGY 


Prerequisite: Pottery 1 

This course provides an overview of ceramic technology with a hands-on approach to working with the materials 

and process. The class will explore the science behind manipulating and understanding ceramic materials. Basic 

chemistry in relation to earth minerals will be explored – prior chemistry is NOT necessary. Mold making and use 

of plaster will be covered. A materials fee will be charged for this course. 

16

ART 

610 POTTERY 2 



A sequential study of wheel work, ceramic history, aesthetics, and criticism will be continued during this one term 

class. At this level of study, students will continue their work on the wheel and explore slab and coil fabrication. 

Technical studies will involve students working with glaze chemistry. It is strongly recommended that students 

maintain a "B" average to qualify for the next level of pottery coursework. A materials fee will be charged. 

611 POTTERY 3 



This course will stress technical wheel proficiencies. In all levels of pottery, students study design, ceramic history, 

aesthetics, and ceramic criticism. This solid foundation of study directly affects their work on the wheel and their 

decorating styles. Introductory projects in hand building are part of this course. It is strongly recommended 

students maintain a "B" average to qualify for the next level of pottery coursework. Sophomores wanting to take 

this course need prior teacher approval. Students are asked to provide their own set of tools and a materials fee will 

be charged. 

612 ADVANCED POTTERY 



The foundation of skills and information gained from the beginning and intermediate levels of pottery assists the 

Advanced Pottery student in the development of a personal style in this two-term class. Students will start work 

with a variety of clay bodies and types of firings. The curriculum allows the students to utilize their technical 

proficiencies as they develop their portfolios. It is strongly recommended students maintain an "A" during this 

course to qualify for AP Pottery in which they continue to build their portfolios. Students are asked to provide their 

own set of tools and a materials fee will be charged. Course description for Advanced Placement Pottery is under 

#631. 

613 PAINTING 1 


Prerequisite: Drawing 1 

This course teaches the fundamentals of water based painting techniques. Skills and techniques learned in Drawing 

1 are reviewed, and basic skills necessary to become a skilled painter are taught. Techniques in composition and 

design are studied with an emphasis on color theory. A "C+" should be maintained to continue to the next level of 

painting. Students are asked to provide some of their own tools and a materials fee will be charged. 

614 PAINTING 2 


Prerequisite: Painting 1 

Painting 2 students use techniques learned in Painting 1 to begin developing a personal painting style. More 

advanced painting skills are taught and students will work on a larger scale. Students are asked to provide some of 

their own tools and a materials fee will be charged. 

617 DRAWING 1 



In this foundations’ course, students are introduced to basic drawing skills and techniques. Emphasis is placed on 

developing a discriminating eye, where the student learns to draw in a realistic manner through direct observation. 

The sequence of study includes not only producing art but art history, aesthetics, and criticism as well. Students 

should maintain a "C+" to continue in the drawing sequence. Students are asked to provide some materials. 

17

ART 

618 DRAWING 2 



Drawing 2 students are challenged to further develop and refine skills and techniques learned in Drawing 1. 

Composition and design principles are emphasized. It is strongly recommended students maintain a “B” average to 

qualify for the next level of drawing coursework. Students are asked to provide some materials and a materials fee 

will be charged. 

619 DRAWING 3 



Drawing 3 students are expected to work at a higher level using the techniques learned in the previous drawing 

classes. Composition, principles of design, color theory, and an introduction to personal style are covered. 

Aesthetics and criticism are also included in this term's study. It is strongly recommended students maintain a "B" 

to qualify for the next level of drawing. Students are asked to provide some materials and a materials fee will be 

charged. 

620 ADVANCED DRAWING 



A strong foundation of skills from previous drawing classes assists the Advanced Drawing student in developing a 

personal style during this semester course. Critical thinking skills and a strong work ethic are necessary for this 

rigorous pre-AP course. At the conclusion of this class, students will have a body of work to be included in a 

personal portfolio. Students at this level are encouraged to participate in art exhibits and competitions. It is 

strongly recommended students maintain a "B+" to continue into Advanced Placement. (Course description for 

Advanced Placement Drawing is under #629). Students are asked to provide some materials and a materials fee 

will be charged. 

625 MIXED MEDIA 1 



Students who take Mixed Media 1 are introduced to design elements and have an opportunity to explore a variety of 

art media and techniques including design, box making, book making, printmaking and metalsmithing. A "C+" 

should be maintained to continue on in Mixed Media 2. A materials fee will be charged for this class. 



Prerequisite: Mixed Media 1 

Mixed Media 2 students are challenged by more extensive study in areas introduced in Mixed Media 1. New areas 

of study include collagraphs, jewelry techniques, box making and book making. A "B" should be maintained to 

continue on in Mixed Media 3. A materials fee will be charged for this class. 



Prerequisite: Mixed Media 2 

Students will complete a jewelry concentration, building on skills taught in Mixed Media 2. Students will be 

required to make a bezel and do a stone setting, use master soldering techniques, and design and execute personal 

style into their jewelry pieces. A materials fee will be charged for this class. 

18

ART 

629 ADVANCED PLACEMENT DRAWING 


Prerequisite: Advanced Drawing 

This drawing portfolio curriculum is designed for advanced art students who wish to continue their studies by 

organizing and developing a drawing portfolio to present to the College Board. The class is designed to address a 

very broad interpretation of drawing issues that may include many types of painting, printmaking, and twodimensional 

studies for sculpture as well as abstract and observational works. Students will learn to take slides of 

their work for their portfolios. Students will learn to take slides of their work for their portfolios. Critical thinking 

skills and a strong work ethic are necessary for this rigorous class. A materials fee will be charged for this class. 

631 ADVANCED PLACEMENT POTTERY 


Prerequisite: Advanced Pottery 

This class is designed for Advanced Pottery students who want to continue their studies by organizing and 

developing their three-dimensional ceramic portfolio for college review. The ceramic portfolio will include a broad 

interpretation of issues such as mass, volume, form, plane, light, and texture. These elements and concepts can be 

articulated through hand building and throwing forms, as well as final firing processes. Critical thinking skills and a 

strong work ethic are necessary for this rigorous class. A materials fee will be charged for this class. 

632 ADVANCED PLACEMENT ART HISTORY 



This course is designed to provide an understanding of the visual arts and what it means to be human, covering 

prehistory (Paleolithic) to the contemporary eras of world art history from a variety of cultures (Western and Non- 

Western). In this course, students will learn to look at works of art critically, enabling them to articulate what they 

see and experience. It will also provide an understanding of various cultures through the study of their art. AP Art 

History is a college-level survey course and uses a college-level textbook, Gardner’s Art through the Ages, 12 th 

edition, along with supplementary materials. Students will be expected to complete a large amount of reading on a 

daily basis – strong reading skills (college-level ability), note-taking skills and personal discipline are essential in 

this course. 

19

Drawing 

• Drawing 2 

• Drawing 3 

• Advanced 

Drawing 

• AP Drawing 

• Drawing 1 

Painting 

• Painting 1 

• Painting 2 

ART 

At a Glance 

Visual Art Electives 

Pottery 

• Pottery 1 

• Ceramic 

Technology 

• Pottery 2 

• Pottery 3 

• Advanced 

Pottery 

• AP Pottery 

AP Art History 

20 

Computer Art 

• Computer Art 1 



Mixed Media 

• Mixed Media 1 

• Mixed Media 2 

• Mixed Media 3

BUSINESS, MARKETING AND TECHNOLOGY 

The Wayzata Business Education department offers an unparalleled opportunity for students to receive a top quality 

business learning experience. We provide a rigorous, relevant curriculum that not only teaches necessary business 

skills, ethics and strategies, but also educates students how to build relationships that will prepare the aspiring 

professional to play significant roles in the competitive global economy. 

Elective in School; Requirement for Life…Got Business?! 

Students interested in certain business career clusters can use the business education grid on page 32 to plan their 

class choices for registration. This is suggested for students taking business classes in a specific area of interest. 

Please be sure to check each course description for prerequisites. 

The Business Department offers personal development classes: Keyboarding, High School 101, and Personal 

Financial Management. 

It is strongly recommended that all students complete Introduction to Computer Technology to gain a fundamental 

understanding of technology before graduation. 

Concurrent Enrollment Partnerships (C) 

Concurrent Enrollment is a partnership between secondary and post-secondary schools. Through this partnership, 

qualified students can earn college credit prior to high school graduation. CEPs differ from other pre-college credit 

programs because high school instructors teach the college courses during the normal school day. Students receive 

dual credit and there are not additional costs for the student. A college transcript will be mailed to the student from 

the post-secondary institution. 

Course Articulation (†) 

High school students may take technical college courses while still attending high school. These high school 

courses have been matched with similar courses at various community and technical colleges in the metro area. 

Students meeting the college requirements will earn college credit, as well as high school credit, to apply toward 

graduation. Articulated courses are designated with a dagger (†). More information may be obtained at 

http://www.techprepmn.com. 

744 and 745 Internship/Mentorship Program 

To be eligible for the Internship program a student must have taken or be currently enrolled in an 

advanced/capstone class in either the Business, Family and Consumer Science, or Engineering, Technology and 

Design departments. These courses may be taken before or during the first term while enrolled in the Internship 

program. See full course description in this section. 

21

Accounting/Finance 


711 † ACCOUNTING 1 



The primary focus of Accounting 1 is to learn the rules and procedures of accounting for profit-motivated 

businesses. Students will be introduced to the language of business and basic accounting principles. Students will 

complete an accounting cycle for a service business organized as a sole proprietorship. The course will stress 

integrating computer applications and electronic accounting to complete business simulations and present 

information. The course is recommended for students interested in business careers after high school, students 

majoring in business at a post-secondary institution, students interested in starting their own business, and students 

who want to understand financial information for their own personal use. Students will be charged a lab fee for 

accounting materials. Students in this course are encouraged to join Business Professionals of America. 

713 †C COLLEGE LEVEL ACCOUNTING (PILOT) 


Prerequisite: Integrated Math 2 or 2X and Accounting 1 

This is a college level course designed to replicate the introduction to accounting course taught in a university 

setting. Accounting is a language that provides information about the financial position of an organization. When 

you study accounting you are learning this specialized language which communicates the financial position of an 

organization. This course is an “integrated “approach to teaching accounting which consists of eight modules. 

Topics include financial accounting, financial statement analysis and managerial accounting. Approximately 75% 

of the course is dedicated to financial accounting and 25% is dedicated to managerial accounting topics. Students 

will be given a brief introduction to financial and managerial accounting in the Accounting 1 class. Students will 

receive college credit through Concurrent Enrollment at North Hennepin Community College. 

722 †C PERSONAL FINANCIAL MANAGEMENT 



Learn basic survival skills in managing your personal finances. This class will prepare students for life in 

understanding the practical skills of economics and personal finance. Students will learn basic money management 

skills by preparing a budget, maintaining a checking account, and preparing tax forms. As consumers they will learn 

how to make responsible decisions regarding spending, savings, investing and the wise use of credit which is crucial 

for young adults to understand prior to graduation. Other topics covered will be housing/mortgages, auto purchasing, 

and insurance. Students in this course are encouraged to join Business Professionals of America. Students will 

receive college credit through Concurrent Enrollment at North Hennepin Community College. 

723 MANAGING YOUR INVESTMENTS 


Prerequisite: Personal Financial Management or Independent Living 

Your economic success will in large part be determined by your ability to understand and manage the money you 

earn in ways that ensure your ability to purchase a home, provide for college education, and save for retirement. In 

this class, a spectrum of investments--from conservative to more risk tolerant--will be explored. You will learn 

about money markets, certificates of deposit, mutual funds, stocks, bonds, commodities, and futures. You will also 

compete in “The Stock Market Game” at the state level sponsored by BESTPREP. Additionally, students will 

learn how to research a company’s finances, track a stock’s performance, and build and manage a portfolio of 

investments. Students in this course are encouraged to join Business Professionals of America. 

725 (STEM) BUSINESS MATH 


Prerequisite: Integrated Math 3 or Instructor Approval 

Business Math will combine algebraic and graphical approaches with practical business and personal finance 

application. The class will explore algebraic thinking patterns and functions in a financial context. The class will 

cover six financial topics: Investing, Banking, Credit, Income Taxes, Insurance and Household Budgeting. 

22

Computer/Technology 


701 † KEYBOARDING* 



This course is designed for students with little or no skill in touch-typing. If you type less than 35 wpm and/or need 

improvement in keyboarding skills you should take this course. Students who have successfully completed and 

passed Wayzata’s Middle School keyboarding requirement should not enroll in this course. Emphasis will be placed 

on skill development including speed, accuracy and technique. Students will develop business communication skills 

including composing, proofreading, researching and language art skills. Included in this course is an introduction to 

business documents. Students will prepare and design memos, e-mails, letters, reports and tables. 

* Students who have not attended Wayzata Middle Schools should work with a high school counselor or contact the 

Business Department Chair to determine proper placement. 

* The high school does not administer a test-out option for incoming 9 th grade students. This requirement is met at 

the students’ middle schools, during the 8 th grade year. 

705 † INTRODUCTION TO COMPUTER TECHNOLOGY 


Prerequisite: Keyboarding (701) or successful completion of Middle School Keyboarding requirement. 

This course is designed for students who have some knowledge of the computer and how it works. To be enrolled in 

this course you must be able to key 35 wpm with minimal errors and have successfully completed the Wayzata 

Middle School keyboarding requirements. 

In this course, students will become familiar with parts of the computer and software concepts. They will also be 

introduced to the Internet and web page design. Microsoft Word and Excel exercises will help students become 

familiar with all of Microsoft Office 2010 applications and allow them to create professional documents. Students 

will also learn how to use Web 2.0 tools as well as Presentation software. In addition, they will be introduced to 

PDAs and learn how to utilize these devices as a planning and organizational tool. Students will be learning 

valuable, lifelong skills they can apply in competition through Business Professionals of America. 

It is strongly recommended that all students complete this course to gain a fundamental understanding of technology 

before graduation. 

707 † COMPUTER APPLICATIONS FOR COLLEGE AND BEYOND 


Prerequisite: Introduction to Computer Technology 

This course covers advanced concepts in Microsoft Office 2010 Word, Excel, PowerPoint and Access. Students will 

learn how to increase productivity by using these applications together. Skills Assessment Management (SAM) will 

be used to evaluate students’ proficiency in utilization of these applications. Successfully completing this course 

will prepare students for entering the work world and/or college. It is highly suggested that students who plan on 

attending college complete this course. Students who are entering the work world may want to seek certification as a 

Microsoft Office Specialist.* Preparation for this certification will be accomplished during this class. Students in 

this course are encouraged to join Business Professionals of America and are qualified for the Internship Program. 

* Microsoft Office Specialist certification, the premier Microsoft desktop certification, is a globally recognized 

standard for demonstrating desktop skills. The Office Specialist program is helping meet the demand for qualified 

and knowledgeable people in the modern workplace. 

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708 † WEBSITE DESIGN 


Prerequisite: Introduction to Computer Technology 

Would you like to design a website from start to finish? Using today’s web standard xHTML (Extensible Hypertext 

Markup Language), students will master a variety of web design concepts to create powerful websites ready for the 

World Wide Web. Course topics include formatting web pages using cascading style sheets (CSS), tables, forms, 

JavaScript and DHTML (Dynamic Hypertext Markup Language). Using one of the business industry’s most 

popular authoring programs, Adobe Dreamweaver CS3, students will design websites that are practical to the 

business world as well as a student’s personal professional development. Students in this course are encouraged to 

join Business Professionals of America. 

709 † ADVANCED WEBSITE DEVELOPMENT 


Prerequisite: Website Design 

Designing and developing multimedia based websites that compel users to interact with your website is essential for 

today’s web developer. A variety of web development tools like Adobe Flash and Adobe Dreamweaver allow 

students to develop multimedia websites for the changing World Wide Web landscape. Students will create simple 

flash based websites with basic animations and ActionScript. Additional web development topics will be reviewed 

including the basics of image, audio and video editing. Students in this course are encouraged to join Business 

Professionals of America. 

716 C (STEM) CISCO NETWORKING 1 


Prerequisite: Application process (applications are available in the counselors’ office). Recommended 

completion of Computer Technician Essentials 1 and 2. 

Wayzata High School and the Cisco Networking Academy offer a program that will prepare students to become 

network technicians. Cisco will offer an industry valid certificate to individuals who successfully complete the sixterm 

program and pass the certification exam. Students registering for any of these courses will be required to sign a 

document in support of proper computer use and ethics spelling out their exact responsibilities and obligations while 

enrolled in this program. Students will also be required to go through an interview process with a team of teachers 

and administrators to decide how well students would fit into the class. Furthermore, students will be required to 

learn an ethics in technology curriculum. 

Students will be evaluated each term and must receive a passing grade of 70% to continue on to the next term. It is 

strongly recommended that students have Internet access at home because the entire curriculum is Internet based. 

CCNA certification is recognized by business and industries and offers excellent employment opportunities with 

career advancement potential in addition to college employment opportunities. Many colleges award credit to 

students who have completed networking courses through the WHS Cisco Academy. Terms one and two will focus 

on the networking fundamentals. Student learning will include the OSI model, networking components, cabling and 

industry standards, network design, and basic router configuration. Students will be charged a lab fee. Students in 

this course are encouraged to join Business Professionals of America. Students will receive college credit through 

Concurrent Enrollment at Anoka Ramsey Community College 



Prerequisite: Cisco Networking 1 with passing grade of C- and teacher approval 

Cisco Networking 2 will focus on router configuration. Students will install, configure, and troubleshoot a network 

in class. Students will also concentrate on switch technologies and routing protocols. Students will be charged a lab 

fee. Students in this course are encouraged to join Business Professionals of America. Students will receive 

college credit through Concurrent Enrollment at Anoka Ramsey Community College. 

24




Prerequisite: Cisco Networking 2 with passing grade of C- and teacher approval 

Cisco Networking 3 will emphasize advanced router and switching configurations including access lists and IPX, 

advanced network designs, and applications in real world networking situations. Students will also prepare for the 

CCNA exam and explore intern possibilities within our school district and businesses. Students will be charged a 

lab fee. Students in this course are encouraged to join Business Professionals of America. Students will receive 

college credit through Concurrent Enrollment at Anoka Ramsey Community College. 

719 †C VISUAL BASIC.NET PROGRAMMING 


Prerequisite: Integrated Math 2 or 2X (Algebra) 

Learn to build your own computer programs. In a Windows environment, students are introduced to programming 

concepts using Visual Basic.Net. Students will incorporate graphics, sound, animation and text to create real 

software applications. Advanced topics will include web integration of programs and database. Students will learn 

how to use programming applications that they are likely to encounter in the real world. If you think the 

technological revolution is passing you by, this course is an excellent introduction course for those wanting to learn 

the basics of computer programming in a simple, user-friendly format. Students in this course are encouraged to 

join Business Professionals of America. . Students will receive college credit through Concurrent Enrollment at 

North Hennepin Technical College. 

743 † (STEM) ADVANCED PLACEMENT COMPUTER SCIENCE 


Prerequisite: An A in Integrated Mathematics 4 or 4X, or an A in Visual Basic or instructor’s approval. 

This is a college level course designed to teach problem analysis, algorithmic thinking and the use of a symbolic 

programming language. The AP syllabus will be followed and therefore the language used will be JAVA. The 

students will be prepared to take Test A in AP Computer Science. Because of the advanced nature of the curriculum 

and the need for good symbol manipulation and analytical thinking skills, a solid mathematics background is 

essential. Students who are planning to major in engineering should seriously consider taking this course. Students 

in this course are encouraged to join Business Professionals of America. 

760 † (STEM) COMPUTER TECHNICIAN ESSENTIALS 1 



In today’s business world, knowing how to interact with computer technology is essential. This course is designed 

for students who wish to get hands-on experience installing, building, upgrading, repairing, configuring, 

troubleshooting and performing preventative maintenance of basic personal computer hardware and operating 

systems. 

This course prepares students to take the CompTIA A+ Essentials industry certification which is necessary for many 

IT careers. More information may be obtained at http://certification.comptia.org/a/. It is highly suggested that 

students who enroll in this course take the A+ certification exams. Half-price vouchers (approximately $75) will be 

made available to students who achieve a C (70%) or higher in this course. In addition, students will acquire skills 

that can be used to acquire a position in the technology industry or for personal use. Approximately 20% of class 

time will be spent doing hands-on lab work with the remainder of the time spent learning curriculum and gaining an 

understanding of computer concepts. 

A$10 lab fee will be charged to students to maintain lab equipment. Students in this course are encouraged to join 

Business Professionals of America. 

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761 †C (STEM) COMPUTER TECHNICIAN ESSENTIALS 2 


Prerequisite: Computer Technician Essentials 1 

Students interested in a future in the information technology industry who have completed Computer Technician 

Essentials 1 are strongly encouraged to take this course. This course prepares students to take the CompTIA A+ 

practical application industry certification, which together with the CompTIA A+ Essentials exam measures 

comparable content knowledge and skills for an entry-level IT professional. 

Approximately 20% of class time will be spent doing hands-on lab work with the remainder of the time spent 

learning curriculum and gaining an understanding of computer concepts. 

A $10 lab fee will be charged to students to maintain lab equipment. Students in this course are encouraged to join 

Business Professionals of America. Students will receive college credit through Concurrent Enrollment at Hennepin 

Technical College. 

Marketing/Business 

724 BUSINESS LAW 


Prerequisite: Introduction to Business or teacher approval 

This course will give students a solid foundation in business law, while also introducing personal law topics that 

affect them on a daily basis. Students will be challenged to think analytically as they study classic legal cases as 

well as recently decided cases. The course will include the following topics: contract law, property law and 

employment law. Additional topics may be added as time permits. Students in this course are encouraged to join 

Business Professionals of America. 

731 ADVERTISING AND PROMOTIONS 


Prerequisite: Marketing 1 

A must for any student interested in marketing and business. Few companies or organizations can be successful 

without employing sound advertising and promotions. Learn how to promote products, services, and yourself. 

Create and implement an advertising and promotion plan for a business. Students will be able to design and lay out 

advertising plans, coordinate displays with advertising, and use proper visual merchandising techniques. All 

students will have the opportunity to compete in DECA and show off their abilities in advertising and promotion. 

* For additional information, please visit the course website found in the Business & Marketing section of the 

Wayzata High School website. 

732 MARKETING 1 



If you want to find out how companies like Nike, Coke, General Mills and other successful companies and 

organizations accomplish their goals, this class is for you. It will explore the activities involved in the foundations 

and functions of marketing products, services, images, and ideas. The course is project oriented and will include a 

more in-depth look into marketing. Each student will have the opportunity to explore a variety of careers in 

marketing. This course is a great exploration into the world of marketing and is an important step before taking 

Advertising and Promotions, Fashion Merchandising, Entrepreneurship or Marketing 2 at WHS or entering postsecondary 

business or marketing programs. 

Lastly, students will also have the opportunity to get involved in the professional student organization of DECA (an 

association of marketing students). 

26


733 INTERNATIONAL BUSINESS 


Prerequisite: Introduction to Business 

Even though we have the most dominant economy in the world, the United States represents only 5% of the world’s 

population. In a global economy, the importance of understanding foreign markets is increasing at a dramatic pace. 

In International Business, students will learn about the cultures and economies of world markets like the European 

Union, the Pacific Rim and Asia, Africa, and Central and South American countries. 

734 ENTREPRENEURSHIP (STARTING A BUSINESS) 


Prerequisite: Marketing 1 and/or Accounting 1 or teacher approval 

This class will explore the activities involved in owning a business. The course covers what makes a good 

entrepreneur, types of ownership, business plans, marketing, financing a business and accounting. The class 

explores entrepreneurial theory as well as real world situations. Students will be using the text, a supplemental text 

(The Knack), the school store, current events and a simulation as primary resources. Students will work in the 

school store as well as approach it from a management perspective. This class is a great match for students who 

want a challenge and who are interested in becoming an entrepreneur. 

735 INTRODUCTION TO BUSINESS 



This is a great introduction to the classes offered within the business department. This basic business course is 

designed to acquaint students with the major activities associated with a business. Students will gather a basic 

understanding of general business, economics, entrepreneurship, business communications, and government’s role 

in business. Each of these topics is then covered in further detail if students proceed and take a variety of classes 

within the business department. Career exploration will also be emphasized in this course. Overall the course gives 

students a broad exposure to business operations and a solid background for additional business courses. Students 

are encouraged to join Business Professionals of America (BPA) or DECA. 

737 MARKETING 2 


Prerequisite: Marketing 1 

This class will begin at the point Marketing 1 finished in the exploration of the activities involved in the use of the 

marketing concept in individual marketing careers. The course is project oriented and will include all areas of 

marketing. Each student will complete a marketing project specific to his or her career interests. This course is a 

great look into specific careers and the competitive nature in the world of marketing. This class is an important step 

to take before deciding to further one’s education in business or marketing. Students will be strongly encouraged to 

become a part of the local cocurricular DECA chapter and participate in some outside class activities as part of their 

learning. A fee will be part of the DECA registration. 

27


738 FASHION MERCHANDISING 


Prerequisite: Marketing 1 or teacher approval 

J. Lo, Sean Puffy Combs, Eve, Ralph Lauren and Tommy are just a few that have taken the Fashion Industry by 

storm. Find out how successful fashion buyers, coordinators, designers and managers set and accomplish their goals. 

Fashion merchandising is one of the FASTEST growing topics among high school students today! This class will 

explore the activities involved in fashion marketing such as discovering the fundamentals of fashion, fashion 

merchandising and fashion design. This course is hands-on project oriented and will include an in-depth look into 

marketing and promotion in the fashion industry. This course is a great exploration into the world of apparel and 

accessories market and is an important step to take before pursuing post-secondary programs in fashion and apparel 

marketing or business. Students will create their own fashion merchandising promotion plan for use in a retail 

environment. Lastly, students will have the opportunity to get involved in the professional student organization of 

DECA (an association of marketing students.) 



739 ENTERTAINMENT MARKETING 


Prerequisite: Marketing 1 or teacher approval 

This class will help you develop an understanding of marketing concepts and theories applied to the sports and 

entertainment industries. The course will include e-tail, history of sports and entertainment marketing, creation of a 

product and promoting an event. Students will have the opportunity to engage in many hands-on projects. This 

class is made for students who understand the basics of marketing and are ready to take those skills to new heights in 

sports and entertainment marketing. 

740 ADVANCED PLACEMENT MICROECONOMICS 


Prerequisite: Integrated Math 2 or 2X 

AP Micro is a one-term course designed to replicate the introductory microeconomics course taught in a university 

setting. The purpose of the course is to give students a thorough understanding of the principles of economics that 

apply to the functions of individual decision makers, both consumers and producers, within the economic system. It 

places primary emphasis on the nature and function of product markets, and includes the study of factor markets and 

of the role of government in promoting greater efficiency and equity in the economy. This course serves as a 

preparation for the Advanced Placement Examination in Microeconomics. Students in this course are encouraged to 

join Business Professionals of America. 

741 ADVANCED PLACEMENT MACROECONOMICS 



AP Macro is a one-term course designed to replicate the introductory macroeconomics course taught in a university 

setting. The course will give students a thorough understanding of the principles of economics that apply to 

economic systems as a whole. Beyond the study of basic economic concepts such as the price system, supply and 

demand, and elasticity, this course places particular emphasis on the study of national income, fiscal and monetary 

policies, economic performance measures, economic growth, and international economies. This course serves as a 

preparation for the Advanced Placement Examination in Macroeconomics. Students in this course are encouraged 

to join Business Professionals of America. 

28


744 INTERNSHIP/MENTORSHIP 


Prerequisite: Completed or currently enrolled in an intermediate or advanced class in Business, Marketing, 

Computer Technology, Industrial Technology or Family and Consumer Science. 

So, you want to be SUCCESSFUL in your higher education and the real world? College expects you to be prepared 

and the Global Economy demands it! Are you missing the link that connects the classroom to the real world? Are 

you interested in advancing to the next level of professionalism while networking within the community? If so, then 

you should consider this course. Self-motivated students who are interested in taking charge of their professional 

life will participate in this course and intern/mentor experience. The first term of this advanced course is designed 

to challenge and prepare students interested in learning concepts and developing skills in: 

management and leadership 

business-culture 

networking 

resume writing 

interviewing skills 

negotiating and handling conflict 

teambuilding 

self-management 

human resources 

career exploration 

and at the same time incorporate the element of FUN while learning. Instructional methods include: class 

discussions, job shadows, guest teachers, individual and group work, presentations, computer work, research, and 

internship/mentorship experiences in career areas as one would like to explore. 

Term – 2: In order for a student to advance to the internship/mentorship experience the student must earn a C- or 

better during term one. During term 2 students will be acquiring firsthand knowledge and experience in their chosen 

career. They will be getting valuable college experience while still in high school. Students may choose to be 

released 4 th block from school and intern/mentor in the community at a position related to their career objective. 

Students will need to arrange their own transportation to and from the internship/mentorship site. 

Students will receive one credit for the classroom portion of this program and one credit for the Internship portion. 

All students will also be encouraged to join either DECA (An Association of Marketing Students), Business 

Professionals of America (BPA), or SkillsUSA. All of these student organizations are co-curricular. 



745 INTERNSHIP (SEMESTER 2) 


Prerequisite: Internship (Semester 1) and Instructor approval 

This course is a continuation of 744 Internship (Semester 1). In this semester students will continue to work at their 

arranged training station from semester 1. 

NOTE: Students can only enroll in the internship program for a maximum of 4 credits (semesters 1 and 2). 

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Other Business Courses 


736 HIGH SCHOOL 101 


Prerequisite: Grades 9 and 10 and other grades with instructor approval 

This class is designed to help students perform better in high school and get ready for the real world. The course 

covers organization, time management, reading strategies, vocabulary, paragraph writing, note taking, test taking, 

learning styles and study skills in trying to help students prepare for success at Wayzata High School. It also dives 

into communication skills, networking, conflict resolution, career exploration and basic finance to help prepare 

students for their future. This class is an excellent option for freshman and sophomores wanting to improve their 

academic skills as well as preparing themselves for life after high school. 

778 * YEARBOOK 


Prerequisite: Grades 10, 11 and 12 with Teacher Approval/Application only. 

This is an elective course designed for students who want to work on the yearbook staff to create, design, and 

publish the Wayako. Course work includes writing within journalistic framework, desktop publishing, graphic 

design, photography, publication rights and responsibilities, marketing and sales. Although most of the work is 

done in class, students will be required to do some after-school work to meet deadlines. Students will learn Adobe 

Photoshop and InDesign CS3, use digital cameras, publish with online Yearbook Software, and, in the end, see their 

work published in the WHS yearbook. 

Applications may be downloaded from http://whsyearbook.com and MUST be filled out prior to registration 

close. 

* Courses with an asterisk indicate that they may not meet NCAA core requirements for Division 1 or 2 or meet 

individual entrance requirements for some colleges. 

30


At a Glance 

Students interested in certain business career clusters can use the following grid to plan their class choices for registration. This 

is suggested for students taking business classes in a specific area of interest. Please be sure to check each course description for 

prerequisites. Students are welcome to explore as many career clusters as possible and should not limit their focus to only one 

cluster area. 

Computer/Technology 

Cluster 

• Keyboarding 

• Introduction to Computer 

Technology 

• Computer Applications for 

College and Beyond 

• Digital/Desktop Publishing 

• Visual Basic.Net 

Programming 

• Multimedia Applications 

• Website Design 

• Computer Technician 

Essentials 1 

• Computer Technician 

Essentials 2 

• CISCO Networking 1 



• Advanced Website 

Development 

• AP Computer Science 

• Keyboarding 

Accounting/Finance 

Cluster 

31 

General Business 

Cluster 

Introductory Level: Suggested for 9 th and 10 th Grade 

• Personal Financial 

Management 

• Accounting 1 

• Business Math 

• Introduction to 

Business 

Intermediate Level: Suggested for 10 th - 12th Grade 

• Managing Your 

Investments 

• Entrepreneurship 

• International Business 

Advanced Level 

• Marketing 1 

• Accounting 1 

• International Business 


• Business Law 

• AP Microeconomics 

• AP Macroeconomics 

• College Level Accounting 

Marketing 

Cluster 

• Marketing 1 

• Advertising and 

Promotions 


• Fashion Merchandising 

• Entertainment Marketing 

• Marketing 2 – 

DECA/BPA 

• Internship/Mentorship Class* 

Available to any student that completes an introductory level class and one intermediate level class 

The Business Department also offers Personal Skill Development Courses: 

• High School 101 

• Yearbook 

• Personal Financial Management

COMMUNICATIONS 

Students at Wayzata High School earn English credits by choosing literature, writing, speech and/or general 

communications courses. All courses include a variety of language arts activities; for instance, a literature course 

may include writing, vocabulary, and/or speech work. Be aware that certain colleges may not accept some courses 

for English credit. Courses with an asterisk (*) indicate they may not meet NCAA core requirements for 

Division 1 or 2 or meet individual entrance requirements for some colleges. 

9th Grade Communications 

100 NINTH GRADE COMMUNICATIONS 



This survey course is designed to provide a transition from the middle school to the high school academic 

environment. Communications students will study the novel, short stories, poetry, and plays. All students will read 

and analyze Of Mice and Men and Romeo and Juliet. Students will improve their vocabulary and develop their skills 

in grammar, usage, and mechanics. Special emphasis will be placed on speaking and also on preparation for this 

year’s writing test. 

Writing components include direct instruction and/or guided practice in the paragraph, the expository essay, 

research and documentation. 

101 HONORS COMMUNICATIONS 9 



This rigorous, survey course provides a transition from the middle school to the high school academic environment 

and emphasizes the social, economic, and political influences (SEPI) of and on literature. Students study five (5) 

subgenres of world literature: the short story, nonfiction, poetry, drama and the novel. Students read and analyze Of 

Mice and Men, The Tragedy of Romeo and Juliet, and other canonized and modern works. Students improve their 

vocabulary and develop their skills in grammar, usage and mechanics. Special emphasis is placed on speaking in 

large and small group discussions, Socratic Seminars and delivering presentations. 

Writing components include literary analysis essays, expository essays, poetry analysis essays, documentation and 

research. The students read fiction, nonfiction and poetic literature at the post-secondary level. 

32

10th Grade Communications 


With some exceptions, all sophomores must take either the 10 th grade communications class or the 10 th grade honors 

communications class. Sophomores are allowed to sign up for other elective communications classes in addition to 

this 10 th grade requirement. 

107 10th GRADE COMMUNICATIONS 



English 10 is a comprehensive course designed to give sophomores a strong background in close reading and writing 

skills. The course includes study of vocabulary, grammar, usage and punctuation. Writing, both formal and 

informal, is an important component of the course. Students will read, discuss and write about literature from 

several genres: poetry, drama, fiction and nonfiction. Literature selections range from classic to contemporary 

pieces and titles vary by instructor. Poetry selections include works from Homer (notably The Odyssey), Whitman, 

Frost and Plath. Novel selections may include A Separate Peace, The Natural, House on Mango Street and The 

Adventures of Huckleberry Finn. Short fiction selections may include such authors such as Faulkner, O’Connor, 

White, Thurber and London. Dramatic selections will include one Shakespearean play, and may also include 

Antigone, A Raisin in the Sun or Cyrano de Bergerac. 

Students will write a persuasive essay and a literary analysis in addition to informal pieces such as journals. Teacher 

may also include instruction on narrative, expository and/or descriptive writing. 

110 HONORS COMMUNICATIONS 10 


Prerequisite: Honors Communications 9 or teacher recommendation 

This course is a comprehensive communications course including reading, writing and speaking/listening skills for 

students capable of engaging in accelerated learning with strong emphasis on reading challenging texts, writing for 

academic purposes (persuasion, analysis, argumentation), and fully participating in a discussion-based approach to 

learning. Students will read, discuss and write about literature from several genres, including poetry, drama, short 

story, essay and novel. Students will apply a variety of lenses to analyze literature in depth. Students selecting this 

course should have experienced success in prior English courses and should be capable of advanced reading and 

writing performance. 

Communications Electives 

Students may take more than one communications course after their freshman year. 

105 GRAMMAR AND USAGE 



This is a course in traditional grammar, covering material from the basics to a level of maturity expected by 

colleges, with special emphasis on usage problems. It may serve as a supplement to foreign language study or as 

review for college-placement tests. Due to the pace and level of difficulty, this course is for juniors and seniors 

only. 

33


115 AMERICAN LITERATURE AND HUMANITIES 



Meet colorful and engaging characters who inhabit the pages of great American literature and learn about the 

authors who created them. Read several classic novels, including The Scarlet Letter, My Antonia, The Great 

Gatsby, The Grapes of Wrath, The Catcher in the Rye and The Things They Carried as well as short stories, essays 

and poetry. Read or view masterpieces of American drama (The Glass Menagerie, A Streetcar Named Desire and 

Death of a Salesman). View literary selections against the backdrop of history, culture, and literary and 

philosophical movements. Learn approaches to literary analysis and examine literature through various lenses of 

literary criticism. Most importantly, approach literature with the understanding that art enriches our lives as it 

enhances our understanding of others, the world and ourselves. 

Writing components include direct instruction and/or guided practice in the paragraph and the expository essay. 

117 WORLD LITERATURE & HUMANITIES 



What does it mean to be human? This question has dominated and driven the landscape of art, thought and culture 

across the globe. Through an in-depth exploration of a representative selection of literature, art, philosophy and 

religion, you will develop your understanding of the cultures of Africa, Central and South America, India, China, 

Eastern Europe and the Middle East (among other places). In this class, you will think, discuss and write critically 

about how people around the world respond to this question. You will experience the great stories, both classic and 

contemporary, of the world as you read novels, short stories, drama, and poetry, and view foreign films. Embrace 

this global village in a class that will expand your knowledge of world cultures. Through our study, we will 

celebrate cultural differences and discover those elements of the life and thought that transcend cultural boundaries 

and are universally human. 

Writing components include guided practice in the paragraph, the expository essay, research and documentation. 

118 MODERN AMERICAN LITERATURE: 1940 - 1970 



This class will focus on American literature between World War II and the Conflict in Vietnam and the relation of 

that literature to developments in art, politics, business, music, science and culture. It will involve a great deal of 

reading and discussion of challenging, sophisticated and sometimes controversial texts. These might include The 

Naked and the Dead, Revolutionary Road, In Cold Blood, Invisible Man, The Crucible, A Streetcar Named Desire, 

One Flew Over the Cuckoo’s Nest, The Bell Jar and On the Road. One might also read the stories and articles of 

authors such as John Cheever, Hunter Thompson, David Halberstam, Joan Didion, Tom Wolfe and Norman Mailer 

and the poetry of Sylvia Plath, Allen Ginsberg, Gary Snyder, Diane DiPrima, Adrienne Rich and Theodore Roethke. 

Films such as Pleasantville, Guilty by Suspicion, Quiz Show, Psycho and High Noon might also be explored. These 

texts will be studied in the context of such phenomena as the Cold War, developments in corporate America, the rise 

of McCarthyism, the Beat and Countercultural movements, and the rise of Rock ‘N Roll. 

Writing components include guided practice in the expository essay, research and documentation. 

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127 HIGH SCHOOL CONFIDENTIAL: SEEING OURSELVES IN LITERATURE 



The goal of this class is to develop the reading habit and to build enjoyment of literature through high interest 

materials, activities and clear instruction in literacy strategies. This class uses these strategies to give students a 

“toolkit” for reading, writing, speaking and listening. This class will read and discuss stories and novels about 

topical and sometimes controversial issues to which high school readers can relate. Texts include Sharon Draper’s 

Forged by Fire, Margaret Bechard’s Hanging on to Max, Chris Crutcher’s The Crazy Horse Electric Game, and 

Patricia McCormick’s Cut. The curriculum is designed for students who would like to improve their reading skills 

in a supportive and structured environment. There will be some class-time reading and discussion that encourages 

reflection and makes real life connections to the stories and novels. There will also be opportunities for studentselected 

reading material. 

Writing components include direct instruction and/or guided practice in reflective writing, creative writing, the 

expository essay, research and documentation. 

** Due to the nature of this course, teacher and/or counselor recommendation may be requested. 

132 THE LITERATURE AND HISTORY OF FILM 



Students will read about, view and study films from various genres including the Western, the Horror Film, Film 

Noir, the Musical and the Epic. Students will view and analyze many of Hollywood’s finest classics from the mid- 

20’s to the early 90’s. In addition, specific directors and their work will be studied including Frank Capra, Alfred 

Hitchcock and Orson Welles. Students will articulate their analysis of the films in essays following each unit of 

study. In addition, there is a major paper each term. Written work will emphasize the development of critical 

interpretive skills. Students with a particular interest in film theory and history will find this course very valuable. 



139 ADVENTURE STORY 



The goal of this class is to develop the reading habit and to build enjoyment of literature through high interest 

materials, activities and clear instruction in literacy strategies. This class uses these strategies to give students a 

“toolkit” for reading, writing, speaking and listening. This class will read and discuss stories, novels and nonfiction 

works about adventure. Texts include Robb White’s Deathwatch, Jon Krakauer’s Into the Wild, and Walter 

Dean Myers’ Fallen Angels. The curriculum is designed for students who would like to improve their reading skills 

in a supportive and structured environment. There will be some class-time reading, discussion to encourage 

reflection, and written journal responses to build connections to and draw reactions from the topics and themes 

found in the novels, short stories, short non-fiction works and adventure films. There will also be opportunities for 

student-selected reading material. 

Writing components include direct instruction and/or guided practice in reflective writing, creative writing, the 

expository essay, research and documentation. 

** Due to the nature of this course, teacher and/or counselor recommendation may be requested. 

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140 SPORTS LITERATURE & EXPOSITORY WRITING 


Prerequisite: Grades 11 and 12 

Through fiction and nonfiction written about sports, students will view the field and the impact it has on our society. 

A wide variety of areas will be topics for reading, writing, discussion, and individual presentations to the class. 

Students will read class assignments, write expository and personal papers, participate in class discussions and 

activities, and complete an in-depth study of at least two works of contemporary sports literature. Various reading, 

writing and speech assignments will be required of students, and each student should expect to be an active learner 

on a daily basis. This class is limited to juniors and seniors. 



141 SCIENCE FICTION/FANTASY LITERATURE 



This course will cover the origin and development of science fiction and fantasy literature. We will evaluate 

prevalent themes and ideas in the literature by reading short stories and novels from the traditional format of high 

fantasy, science fiction, dark fantasy and others. Writing assignments will require students to identify, analyze and 

discuss major themes, with an emphasis on completing analytical reviews examining the genre’s various forms in 

our society. Evaluations will be administered through tests, quizzes, projects and writing assignments. 

Writing components include direct instruction and/or guided practice in the expository essay, research and 

documentation, and creative writing. 

145 DETECTIVE/GOTHIC LITERATURE 



Gothic Literature will include the study of stories and novels that explore the darker side of popular fiction. All 

students will read Frankenstein and Dracula as well as a number of short stories. We will discuss how the fears 

confronting an individual or a society invade the thoughts and actions of normally rational people. Detective 

Literature will emphasize the way that our heroes, such as detectives, reflect the times in which we live. Types of 

detectives will be studied and we will watch videos that show the detectives at work. All students will read Hound 

of the Baskervilles and Maltese Falcon as well as a variety of short stories. Visual experiences in this course will 

acquaint students with some of the detectives and monsters who have populated the reading lists of so many lifetime 

readers. All students complete a class project that involves the serious study of a gothic or detective author, a novel 

of his/her creation, and a creative component that the student can share with the class. 

Writing components include guided practice in essay writing, expository essay, and creative expression. 

150 SHAKESPEARE AND THE ENGLISH RENAISSANCE 



This class will read, discuss and act out selected works of William Shakespeare, putting his works into the larger 

context of 16th- and early 17th-century England. Students will have an opportunity to see a live onstage production, 

view “traditional” and modern productions as well as adaptations. We explore the question, “What does 

Shakespeare have to do with us now?” Main selections are A Midsummer Night’s Dream, The Merchant of Venice, 

The Taming of the Shrew, Hamlet, King Lear and The Tempest. 

Writing components include guided practice in the expository essay, research and documentation, and creative 

writing. 

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151 MYTH AND LEGEND: GREAT STORIES OF THE PAST 



This class is ideal for those who enjoy the subject of mythology in general, who plan to pursue advanced English 

courses at WHS, and/or who intend to study the liberal arts after high school. Our focus will be on ancient Greek 

and Roman myths and legends, but we will also examine the stories of other cultures around the world. Throughout 

the semester, we will trace the universal need to understand creation, life and death, natural phenomena, and rules 

for living a “good” life. We will also learn about the gods, heroes and monsters of both Western and non-Western 

cultures. Grades will be based on tests, presentations, essays and projects. Major texts include Homer’s Iliad, 

Hamilton's Mythology and Malory's Le Morte d'Arthur. 

Writing components include direct instruction and guided practice in the expository essay, research and 


155 RANGE OF POETRY 



Using English and American poetry as reflections of Western cultural, religious, and philosophical concerns, 

students will examine representative works from 1900 to the present. Students who successfully complete this 

course should attain a clearer picture of modern intellectual history. Students will explore the questions: What is 

“good” poetry? What does it reveal about the past? Why do we continue to read and write it? 

Writing components include direct instruction and/or guided practice in the expository essay, research and 


165 PHILOSOPHY IN LITERATURE: From Plato to Pirsig 



Issues of traditional importance to the intellectually curious, arising from literature and as raised in philosophical 

texts themselves, comprise the subject matter for this course. The class will enable students to gain a familiarity 

with philosophers such as Plato, Aristotle, Aquinas, Descartes, Spinoza, Berkeley, Hume, Kant and Nietzsche and 

to think about such issues as the possibility of free will; mind, body and identity; how and whether we know; ethics; 

the existence of God; and aesthetics. Students might expect to read such classic and popular works of literature as 

Oepidus Rex, Antigone, Utopia, the Republic, the Book of Job; The Pearl, A Man for All Seasons, and Zen and the 

Art of Motorcycle Maintenance. Students should expect to take an enthusiastic part in class discussion and to write 

analytically about the discussion and related issues. 

Writing components include guided practice in the expository essay. 

166 ADVANCED PLACEMENT ENGLISH LITERATURE & COMPOSITION 



As a rigorous, college-level class, this is a challenging and enriching course with a seminar approach critical to the 

open discussion of ideas. Students read a variety of novels, plays, stories and poetry, both modern and classic, based 

on what is frequently featured on the AP exam as well as what will prepare students for success in college work. 

Close reading, analytical writing and discussion are emphasized. Major texts, which vary by instructor, may include 

Invisible Man, Heart of Darkness, Slaughterhouse Five, Catch-22, Their Eyes Were Watching God, King Lear, The 

Importance of Being Earnest, Emma, The Metamorphosis, Oedipus Rex, Hamlet, Jane Eyre, Great Expectations, 

Madame Bovary, A Doll’s House, The Red Badge of Courage, The Old Man and the Sea, The Cherry Orchard, 

Beloved, Native Son, The Color Purple, Cat on a Hot Tin Roof, and All the Pretty Horses. Summer reading is 

required. 

Writing components include direct instruction and/or guided practice in literary analysis, research and 

documentation and informal journaling. 

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175 JOURNALISM 1 



Journalism 1 gives students a broad introduction to the news media. Students will develop skills in media literacy, 

news judgment, news writing, feature writing, editing, page layout and broadcast journalism. Issues for study 

include ethics, laws, bias, freedom of speech, media ownership and the role of the news media in society. An 

interest in writing is necessary. This course is required for Journalism 2 and strongly recommended for Yearbook. 

Writing components include direct instruction and/or guided practice in the paragraph, research and documentation, 

and news and feature writing. 

176 JOURNALISM 2 


Prerequisite: Journalism 1 and Teacher Approval 

In Journalism 2 students prepare and present a daily news and school information program, Newsbreak, in 

coordination with the Advanced Television Production class. Students also produce the school newspaper, the 

Trojan Tribune. Both are student-directed projects that require strong writing skills and the ability to meet deadlines. 

Additionally, students will be required to work independently and in teams. Leadership and motivational skills are a 

plus. 

Writing components include direct instruction and/or guided practice in the paragraph, research and documentation, 

and news and feature writing. 

183 * INTRODUCTION TO THEATRE 



Students study a broad history of Western theatre, as well as learning performance skills. They learn 

improvisational techniques for both staging and developing material. Students work together to produce both 

scripted and unscripted material. They will learn vocalization, body movement, mime, and character development. 

Part of the study includes attending a professional theater performance and participation in a final performance. 

Writing components include guided practice in the paragraph, the expository essay, research and documentation, and 

creative writing. 

* Courses with an asterisk indicate that they may not meet NCAA core requirements for Division 1 or 2 or meet 

individual entrance requirements for some colleges. 

184 STYLES OF ACTING 


Prerequisite: Introduction to Theatre 

Students will study historical periods and important playwrights. This may include: Greek, British, French, 

Russian, Italian, German and Modern American drama. Students will study and prepare scenes from the plays of 

these periods and playwrights with each student acting as a director sometime during the course. 

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185 DYNAMICS OF SPEECH 



Students will learn healthy speaking voice production techniques and diction for the stage or other public speaking 

venues. Several important methods of speech developed by celebrated theater, speech and voice specialists will be 

taught. Presentation skills focused on commanding space and attention will be instilled. The students will become 

familiar with the International Phonetic Alphabet and how to apply the system to Standard American Speech and the 

skill of accents. The most used European and American standard dialects will be taught to the student to train the 

ear and enlarge the ability to shape sound. The canon of important world dramatic literature will be used for 

presentation. Shakespeare verse selections from several plays will be used as a base for all dialects. 

186 SPEAKING OUT AND SOCIAL ISSUES 



This class will allow students to explore issues of social concern and speak out in a variety of formats. Students will 

give individual speeches, work with partners in debates, and interact in student congress sessions. Emphasis will be 

placed on constructing evidenced arguments and persuasive communication. Students will learn how to think 

critically. This is an opportunity for students who like to interact with others. 

Writing components include guided practice in research and documentation and creative writing. 

189 DEBATE FOR COMPETITION 



This course will help the student who wishes to be a member of the school debate team. Geared for students just 

beginning debate, the class will center its study and practice around the national debate topic debated by teams 

throughout the United States. Students will study the resolution, develop cases, and participate in interscholastic 

competition. Class activities stress skills such as selection of issues, in-depth research, building cases, and 

presenting them effectively. Students will participate in minor skirmishes and practice debates to prepare them for 

competition. Since class participants are members of the team, they are required to attend weekend 

tournaments from October through December. Contact the instructor or your counselor if you have questions. 

Writing components include guided practice in the expository essay, research and documentation. 

190 HONORS DEBATE FOR COMPETITION 


Prerequisite: Debate for Competition and Teacher Approval 

This is an advanced debate class for students who will be debating on the junior varsity or varsity debate team. 

Debate for Competition is a prerequisite for this course unless the student is a transfer student and has debated 

elsewhere. Students will study the national debate topic, but will learn advanced skills in terms of debate theory, 

research, logic and argumentation, and skills of persuasion. Since members of this class are members of the 

debate team, the course requires participation at the interscholastic tournaments from October until early 

February. 

Writing components include guided practice in the paragraph, the persuasive essay, research and documentation. 

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192 CREATIVE WRITING AND CREATIVE WRITERS 



Students will study and practice the creative process by exploring the various forms of creative expression. The 

creative writing class will follow a workshop approach where students: 

1. Learn the techniques and skills necessary to produce effective creative writing. 

2. Practice the techniques and skills in various creative formats. 

3. Share their rough drafts with peer conference partners, comment on and evaluate the writing of other students, and 

revise drafts to complete finished products. 

4. Share products with the instructor for evaluation. 

Writing components include direct instruction and/or guided practice in the paragraph, the expository 

essay, and creative writing. 

195 COMPOSITION 



Composition is an intermediate level writing class to help students improve their writing skills. Since you will be 

called on to write in a variety of situations, both in and after high school, writing well is crucial for your success. 

You will focus on developing your ability to generate ideas with depth and organize those ideas in a clearly 

structured form. To further aid in clear expression of your ideas, you will also practice proper use of mechanics. In 

addition to frequent reading and writing activities, you will write a personal vignette, a persuasive essay, a 

compare/contrast essay, and a critical analysis paper similar to one you can expect to write in college. All of this 

work will be done in a community of writers who share their work and give and receive feedback through a writer’s 

workshop. 

Writing components include direct instruction and/or guided practice in the paragraph, the expository essay, and 

creative writing. 

196 UPPER LEVEL COMPOSITION 



You’ve done the five-paragraph essay; you can write a well-organized paper. Now you’re ready to breathe more life 

into your writing. Because powerful writing consists not only of organization, idea development and proper 

mechanics, but also voice, style, and flow, this class will focus on bringing your writing to a more sophisticated 

level. In addition to reading and writing activities designed to help you reach this next level, you will also practice 

these skills through the following types of papers: descriptive, metaphor, critical analysis and satire. All of this 

work will be done in a community of writers who share their work and give and receive feedback through a writer’s 

workshop. 



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198 BRITISH LITERATURE 



Classic Literature You Should Know for College. Heroes, monsters, villains, witches, ghosts, evil, greed, thieves, 

murderers, storytellers, assassinations, romance, nature, poetry, totalitarianism. From Beowulf to Big Brother - this 

is what colleges want you to know. This 2 term college preparatory course will cover 400 A.D. to modern times. 

Major texts are Beowulf, The Canterbury Tales, MacBeth, 1984 and The Lake Poets. Emphasis is on literature of 

England. Grade level or above in reading will help insure success in this course. Juniors and seniors only. 


research and documentation, and creative writing. 

199 ADVANCED PLACEMENT LANGUAGE AND COMPOSITION 



This class offers skilled writers who have been successful in other writing courses an opportunity to challenge 

themselves even further with a college-level class. While students will write on a variety of topics, the focus of the 

course will be on expository, analytical and argumentative writing as is required in college. You will become a 

skilled reader of prose as you analyze through discussion and writing how a writer’s purposes, choice of subject 

matter, audience expectations and use of conventions and language resources contribute to the effectiveness of 

writing. You will work on written responses to the close reading of nonfiction material and impromptu writing of 

the kind used in AP tests and college achievement tests. The class is open to both 11th and 12th graders. It is 

excellent preparation for the AP Literature and AP United States History classes. 



41

• 9 th Grade Communications 

• 10 th Grade Communications 

Literature 

• American Literature & 

Humanities 

• World Literature & Humanities 

• Modern American Literature 

• High School Confidential: 

Seeing Ourselves in Literature 

• Literature & History of Film 

• Adventure Story 

• Sports Literature & Expository 

Writing 

• Science Fiction/Fantasy 

Literature 

• Detective/Gothic Literature 

• Shakespeare & the English 

Renaissance 

• Myth & Legend 

• Range of Poetry 

• Philosophy in Literature 

• British Literature 

• AP Literature & Composition 


At a Glance 

Grade 9 Requirement 

Grade 10 Requirement 

Electives 

Writing 

• Grammar & Usage 

• Journalism 1 

• Journalism 2 

• Creative Writing & Creative 

Writers 

• Composition 

• Upper Level Composition 

• Honors Communications 9 

• AP Language & Composition 

• Honors Communications 10 

42 

Speech and Theatre 

• Introduction to Theatre 

• Styles of Acting 

• Dynamics of Speech 

• Speaking Out & Social Issues 

• Debate for Competition 

• Honors Debate for Competition

ENGINEERING, TECHNOLOGY AND DESIGN 

The Engineering, Technology and Design Department fosters student learning that will develop 21 st century 

competencies in a constantly changing technological environment. Engineering, technology and design prepares 

students to be technologically literate global citizens and contributing members of an evolving society. The 

application, evaluation and synthesis of math, science and engineering concepts are integral components of 

instruction necessary to develop 21 st century technological competencies. The Engineering, Technology and Design 

Department provides students with the opportunity to enroll in a variety of courses that will prepare them for a 

successful future. 

Course Articulation (†) 


courses have been matched with similar courses at Hennepin Technical College, Anoka Technical College, 

Normandale Community College, St. Cloud Technical & Community College, St. Cloud State University and 

Anoka-Ramsey Community College. Students meeting the technical college requirements will earn technical 

college credit, as well as high school credit, to apply toward graduation. This is an excellent way to get a head start 

on an Associate of Applied Science (AAS) degree without leaving the high school. Articulated courses are 

designated with a dagger (†). 

744 and 745 Internship Program 




program. See full course description in the Business department section. 

43


Architectural Design 

Communicating in a symbolic language, such as CAD, is recognized worldwide as a necessary part of architecture 

and engineering. Wayzata offers students a great opportunity to learn about how CAD is used through the use of 

AutoCAD. These are great courses for students who are interested in architecture or just want to develop their 

creative skills. 

910 (STEM) ARCHITECTUAL DESIGN (Computer Aided Drafting - Architecture) 



Students will use the tools, vocabulary and theory of the Architecture profession to learn about the design, 

development and construction of single family homes. This course is an introduction, yet comprehensive study of 

architectural history, fundamentals of design, architectural scales, environmental design factors, indoor and outdoor 

living areas, traffic areas and patterns, kitchens, general service areas, sleeping areas and designing floor plans and 

elevations. The student will also be introduced to various materials used in residential and commercial construction. 

CAD (Computer Aided Drafting) software will be introduced and used to complete many of the required 

assignments. Students will also research architectural career opportunities. It is strongly encouraged to become a 

member of Skills USA. 

911 (STEM) ARCHITECTURE AND INDUSTRIAL DESIGN 

(Computer Aided Drafting - Architecture) 


Prerequisite: Architectural Design 

This course will build on the knowledge and skills developed in Architectural Design. Students begin by designing 

and drawing individual rooms, then arranging them into a floor plan using CAD. Students will also design the 

exterior of the house, as well as the layout of the property. The class concludes with the students designing and 

drawing an entire set of plans, as well as building a model of the house. Students will also be able to produce 

exciting 3D walkthrough and animations of their designs. It is strongly encouraged to become a member of Skills 

USA. 

Project Lead the Way (PLTW) 

Project Lead the Way is a comprehensive engineering program that prepares students for careers in engineering. 

Successful students who earn a “B” or better and score 70% or higher on the PLTW exam may earn college credit 

while taking Principles of Engineering, Introduction to Engineering Design or Civil Engineering. 

940 (STEM) ENGINEERING CONCEPTS 



Students will be introduced to a variety of engineering concepts in a project-based setting that will require them to 

think critically and solve engineering problems. This course is an introduction, yet comprehensive study of 

engineering careers, project documentation, design principles, prototype development and the interpretation of 

engineering drawings. Computer Aided Drafting software (Inventor) will be introduced and used to complete some 

of the required assignments. Students will also conduct research concerning various engineering disciplines. 

44


941 † (STEM) PRINCIPLES OF ENGINEERING (POE) 


Prerequisite: Engineering Concepts 

Principles of Engineering is a continuation of the student’s previous introduction to engineering careers and labbased 

problem solving projects. This course introduces and provides students with experiences concerning a wide 

variety of technological systems and manufacturing processes. Students will be required to think critically as 

activities, projects and problems are implemented throughout the semester. The use and comprehension of math, 

science and technology will be needed for students to successfully research, design, fabricate and test a variety of 

project solutions. The engineering problem-solving process will be reinforced throughout this course. 

942 † (STEM) INTRODUCTION TO ENGINEERING DESIGN (IED) 



Introduction to Engineering Design is a course which develops students’ problem solving skills. Students will work 

from sketching simple geometric shapes to using 3-dimensional solid modeling software. During the course 

students will learn a problem solving design process and how it is used in industry to manufacture products. 

Examples of problems and learning situations could be the cleaning of emissions from a vehicle to the creation of an 

item to solve a household problem. 

943 † (STEM) CIVIL ENGINEERING AND ARCHITECTURE (CEA) 



The major focus of the Civil Engineering and Architecture (CEA) course is a long-term project that involves the 

development of a local property site. As students learn about various aspects of civil engineering and architecture, 

they apply what they learn to the design and development of this property. Students work in teams, exploring 

hands-on projects and activities to learn the characteristics of civil engineering and architecture. In addition, 

students use Rivet, which is a state of the art 3D design software package from AutoDesk, to help them design 

solutions to solve their major course project. Students learn about documenting their project, solving problems, and 

communicating their solutions to their peers and members of the professional community of civil engineering and 

architecture. 

Printing Technology 

Students will experience a wide variety of career information and develop an understanding of individual strengths, 

interests, and abilities relating to a possible career in the printing field. 

SPECIAL NOTICE: College credit may be earned in Printing Technology courses from various post-secondary 

schools. Please check with the appropriate instructors for current status and information. 

930 † DIGITAL DESIGN 



The average American is exposed to over 3000 advertisements a day. The focus of Digital Design is to create a 

comprehensive understanding of how the graphics we see on a daily basis are created. Students will be introduced 

to and work with Adobe’s Photoshop, Illustrator and Indesign to create a number of printed works; an example 

would be screen printing on textiles. 

45


931 † APPLICATIONS OF PRINT 


Prerequisite: Digital Design 

Applications of Design allows students to take their knowledge of both the printing processes and software to create 

multiple color screen prints along with 4 color process offset press creations. Students will develop the skills and 

knowledge to operate all printing lab equipment to assemble a portfolio of their work. 

932 ADVANCED PRINT TECHNOLOGY (APPRENTICESHIP PROGRAM) 


Prerequisite: Applications of Print with a grade of “B” or higher. 

This course is designed for the student to combine classroom activities and industrial experiences into an 

apprenticeship program. These students would be earning an Apprenticeship Degree in the Printing Career field. 

The selected students would need to meet application approval, instructor approval, and formal interviewing 

processes through the designated printing establishment. These students would be learning many areas of the 

printing field with daily hands-on experience in a business environment. The student would be mentored by the 

employees of the company and learn many new printing skills. This is a state apprenticeship program where the 

student may earn an 800 hours degree or a 2000 hour apprentice degree. The student would be enrolled in required 

courses at the high school and work afternoons at the printing establishment. Before registering for this course you 

must contact the Printing Technology Department located in the Engineering, Technology and Design Department. 

This program may run from two to four terms. 

Design Medium 

921 (STEM) ANIMATION 

Prerequisite: Computer Art 1 or Digital Design 


This course is designed to introduce students to the exciting and ever-changing world of computer animation. We 

will begin with simple, time-based animations and end with a multi-chapter digital story. Basics such as computer 

graphics and story boarding will also be covered. 

922 (STEM) INTERACTIVE MEDIA DESIGN 

Prerequisite: Animation 


Interactive Media Design is a continuation of Animation Art and will build upon skills and knowledge gained in 

Animation Art. The focus is placed on design and animation, instead of art; however, it is a way for students to take 

art to another level. Adobes’ Flash and After Effects will be the platform for this course. 

46


Television Production 

Television production helps prepare students for lifelong learning beyond the production studio. The “intelligent 

behaviors” such as leadership, persistence, flexibility in thinking, inquisitiveness, problem- solving, precision of 

language and thought, curiosity, cooperation, and listening are heavily stressed. Students will gain knowledge of 

and develop an appreciation for the “soft skills” of time-management, group-management and self-directed learning 

in addition to learning the skills involved in television production, digital multimedia production, web-casting and 

other ancillary subjects. 

935 TELEVISION PRODUCTION 1 



Note: Seniors should not take this course semester 2 to allow for registration slots for continuing students in grades 

9-11. 

This level 1 course is designed to introduce the skills, methods, and techniques of television production to students 

having little or no high school production experience. Students will advance through the basics of writing, planning, 

and producing television/video projects by editing, graphic preparation, audio techniques, remote production and 

live studio work. In addition to learning the skills of television production/video production, students will work on 

developing their own creative talents, self-directed learning abilities and leadership skills through both live and 

edited presentations. Students enrolled in this course must be able to work with technology independently and in 

group settings. 

937 ADVANCED TELEVISION PRODUCTION 


Prerequisite: Successful completion of Television Production 1 

Note: A grade of “B-” or better in Television Production 1 is required. Television Production 1 pass/fail grades 

will not be accepted. 

Because space is limited, entry into this class will be selective and based on performance in TV 1. This advanced 

offering is an interdisciplinary class with the Journalism 2 class during the same class period. Students will spend a 

portion of the class period learning advanced skills in production, digital multimedia and media convergence. The 

second half of the class period will be devoted to the production and broadcast of “Wayzata News Break,” the award 

winning, live, daily news and information program for the school and school community. Trojan Video Magazine 

will be produced on a monthly basis in this class. Students enrolled in this course must be able to work with 

technology independently and in group settings. 

47


Woodworking Technology 

The Woodworking Technology area offers students, who are hands-on learners, the opportunity to explore the 

techniques and procedures this large industry has to offer. Many will enjoy the lifelong benefits woodworking has 

to offer as a hobby. 

950 WOODWORKING TECHNOLOGY LEVEL 1 



Woodworking Technology Level 1 is for the student who is interested in the introductory operations of hand, power, 

and stationary woodworking equipment. This course is designed to introduce students to woodworking and cabinet 

making with an emphasis on safety. The student will explore and develop skills related to the care and use of all 

woodworking tools, machines, and materials. The student will apply these skills on three assigned projects, 

introducing them to design concepts, safety of tools and machine operation, aspects of fine woodworking, problem 

solving, decision making, group work and time management skills. It is strongly encouraged to become a member 

of Skills USA. A substantial lab fee is required for this elective course. 

951 WOODWORKING TECHNOLOGY LEVEL 2 


Prerequisite: Woodworking Technology Level 1 with a strongly recommended grade of “B” or better in 

Woods 1 

In the first term, this class will review safety and skills. The class will be organized as a company in which a 

product will be made and sold. The second half of the term, the emphasis will be on advanced joinery and 

techniques in which the students will select their own projects to build. The instructor will place limits on the size 

and difficulty of projects so that all the work can be completed, while emphasizing woodworking and cabinet 

making skills and safety. The student will apply these skills to design concepts, safety of tools and machine 

operation, aspects of fine woodworking, problem solving, decision-making, group work, and time management 

skills. It is strongly encouraged to become a member of Skills USA. 

All students will be required to purchase their lumber outside of class and bring it in after a calculation of total board 

feet needed is made for each individual project. 

48

• Architectural Design 

• Architecture and Industrial Design 

• Digital Design 

• Applications of Print 

• Advanced Print Technology 


At a Glance 

Course Sequence 

Design and Engineering 

Woodworking 

• Engineering Concepts 

• Woodworking Technology Level 1 

• Woodworking Technology Level 2 

Television Production 

• Television Production Level 1 

• Advanced Television Production 

Printing and Design Medium 

• Principles of Engineering (POE) 

• Introduction to Engineering Design (IED) 

• Civil Engineering and Architecture (CEA) 

Printing Design Medium 

• Animation 

• Interactive Media Design 

49

Course Articulation 

FAMILY AND CONSUMER SCIENCE 


courses have been matched with similar courses at Hennepin Technical College. Students meeting the technical 

college requirements will earn technical college credit, as well as high school credit, to apply toward graduation. 

This is an excellent way to get a head start on an Associate of Applied Science (AAS) degree without leaving the 

high school. Articulated courses are designated with a dagger (†). 

744 and 745 Internship Program 




program. See full course description in the Business department section. 

855 INDEPENDENT LIVING 


Prerequisite: Strongly recommended for Grades 11 and 12 

This course focuses on the components of successful living away from home. Students will examine their roles as 

global consumers as they navigate through the world independently, making choices based on decision-making 

abilities, personal income and budgetary practices. Topics addressed in the course include the examination of one’s 

personal value system, the decision-making process, consumer rights, responsible money management skills, 

roommate compatibility, renting an apartment, purchasing a vehicle, credit card usage, identity theft, planning a 

vacation and the steps one would take to purchase their first home. 

860 PERSONAL AND FAMILY ISSUES 1 


Prerequisite: Strongly recommended for Grades 10, 11 and 12 

Explore and discuss issues facing adolescents and families in our rapidly changing society. Learn to make decisions 

regarding personal growth, lifestyles, and relationships. Topics addressed include: family issues, mental health 

issues, relational communication, various aspects of being in an intimate relationship, sexuality and sexual violence. 

50


861 INTERIOR DESIGN 1 



Throughout history humans have organized and enhanced their surroundings to meet their physical and 

psychological needs. Today, the interior design profession incorporates a broad scope of services offered to a wide 

variety of clients. The course curriculum was designed to ensure that students understand the elements and 

principles of design, the process of selecting and arranging accessories and furniture, and creating functional floor 

plans. Students will articulate their own design style as they create aesthetically appealing spaces for the final design 

project. 

862 PERSONAL AND FAMILY ISSUES 2 


Prerequisite: Personal and Family Issues 1 with a “C” grade or better 

This course is designed as an extension of Personal and Family Issues 1. Take a deeper look at issues teens face 

today. Topics addressed include couple relationships, addictions, alcoholism, codependency, family/media 

influences on self-image, dealing with the death of a loved one and self-injury. It will help you discover confidences 

in your interpersonal situations and utilize resources available to you in coping with life situations. 

863 CHILD PSYCHOLOGY 1 



This class is designed to give students the skills necessary for effectively caring for, working with, and parenting 

children. Students will learn about the physical, intellectual, social and emotional development of children birth to 

age 3. They will examine child development theories and parenting strategies for encouraging healthy development 

through reading, love, play and guidance. This course is a prerequisite for Child Psychology 2. 

864 † CHILD PSYCHOLOGY 2 


Prerequisite: Child Psychology 1 with a grade of “C” or better 

In this course, students will study preschool and school age development along with associated child development 

theories and healthy parenting practices. Students will also examine elements of a successful preschool program and 

learn about basic lesson planning. This will prepare them to design, teach and interact with preschool age children. 

Students will apply child development concepts with children from the community in the Trojan Tots program. 

870 CULINARY ARTS 1 



Much of the pleasure of eating comes from savoring the tastes and smells of well-flavored, thoughtfully prepared 

foods. This course affords students the opportunity to learn the basics of cooking equipment, culinary principles, 

and cooking techniques by preparing and serving a wide variety of healthy, savory, and aesthetically pleasing foods. 

Some of the main units of study include principles of meat cookery, preparing fruits and vegetables, principles of 

pastas and grains, vegetarian cooking, and quick breads and yeast breads. This course is a prerequisite for Culinary 

Arts 2. There is a lab fee for this course. 

871 CULINARY ARTS 2 


Prerequisite: Creative Foods 1 with a grade of “B” or better. 

Like any fine art, great cookery requires taste and creativity, an appreciation of beauty, and a mastery of technique. 

Like the sciences, successful cookery demands knowledge and an understanding of culinary principles. Some of the 

main units of study include flavors and seasonings, meat and poultry butchery and cookery, stocks and sauces, 

soups, hors d’oeuvres, principles of baking and plate presentation. A project will be completed to demonstrate 

mastery in a chosen area of study. Experiences will be similar to Culinary Arts 1 with more rigor and higher 

expectations for mastery. There is a lab fee for this course. 

51


875 CAREER SEARCH 



This course will help students explore and design a plan for their post-secondary education and establish career 

goals. Students will use a variety of self-assessments to determine careers that are a good fit and explore these career 

areas in-depth. In addition, students will have an opportunity to practice job seeking skills such as interviewing and 

resume writing. The skills needed to succeed in the 21 st century workplace will also be addressed. 

Education and 

Human Services 

• Child Psychology 1 

• Personal & Family Issues 1 

• Child Psychology 2 

• Personal & Family Issues 2 

At a Glance 

Visual Arts 

and Design 

Introductory Level 

• Interior Design 

Advanced Level 

52 

Culinary Arts 

• Culinary Arts 1 

• Culinary Arts 2 

Internship Program – See full course description in the Business Department section. 

The Family and Consumer Science Department also offers Personal Skill Development 

Courses: 

Independent Living 

Career Search

HEALTH AND PHYSICAL EDUCATION 

All incoming 9th grade students are required to take two terms of ninth grade physical education. One term of health 

is required in tenth grade or later. 

9th Grade Physical Education 

008 9 TH GRADE PHYSICAL EDUCATION – KINETIC WELLNESS 

2 terms Grade 9 Grade 10 Grade 11 Grade 12 


The 9 th grade physical education program will provide structured classes designed to enhance students’ interest in 

lifelong physical activity. At WHS we understand the connection between fitness and academic success. We will 

strive to help students become and remain active throughout their lives. 

Students will meet national and state standards and benchmarks for physical education. 

Students will create an activity and fitness plan, set individual goals, assess current levels of fitness and 

progress, manage time and responsibilities and overcome barriers to regular physical activity. 

Students will build confidence in their ability to lead active lifestyles and take control of their own health. 

Develop a plan to meet the minimum requirement for cardiovascular health: 60 minutes of moderate to 

rigorous exercise seven days a week as recommended by the surgeon general. 

Students will understand that regular exercise or activity helps prevent: heart disease, diabetes, osteoporosis 

and a host of other diseases. Regular exercise and physical activity will be stressed as the key components in 

maintaining a healthy body. 

Students will choose from a variety of activities that will be selected based on student interest and facility 

availability. The offerings MAY include but are not limited to: aerobics, dance, use of fitness equipment, team 

and individual sports and adventure education. 

* If a student opts out of 9 TH Grade Physical Education – Kinetic Wellness or takes an online course to fulfill the 

graduation requirement, the student will not be eligible for elective physical education classes. 

53

Health - 10th Grade Requirement 


045 HEALTH EDUCATION 



This course will help students acquire the knowledge needed to make informed decisions that enhance individual, 

family, and community health in all six priority health areas: 

Promote: 

• healthful nutrition/dietary practices 

• physical fitness 

Reduce/Prevent: 

• tobacco use 

• drug/alcohol use 

• intentional/unintentional injuries 

• HIV/STDs/unintentional pregnancies 

$2.00 American Red Cross card fee will be required from all students who fulfill ARC CPR/First Aid requirements 

and want to receive cards. 

Physical Education Electives Grades 10-12 

All elective physical education courses may include activities which take place off campus, requiring studentprovided 

transportation and possible fees. Each student agrees to abide by all traffic laws, driving directions to and 

from sites, and all rules governing the use of Alcohol, Tobacco or Other Drugs. If a student is caught under the 

influence or in possession of alcohol, tobacco or any form of illegal narcotics, they will receive a grade of “F” and 

will finish the term in a study hall. 

Strength Training and Conditioning 1, 2, Peak Performance, Aerobics and Weight Training, and Co-ed Social Dance 

are the only courses that may be taken twice, and instructor approval is required. Taking these courses for a third 

time is not permitted. Students are allowed to enroll in different physical education electives during the course of 

the school year, but students are not permitted to take multiple physical education electives in the same term. 

011 COMPREHENSIVE OUTDOOR PHYSICAL EDUCATION 



A course designed for those students wishing to experience a variety of team and individual sports that normally 

take place outdoors. Activities may include flag football, tennis, golf, softball, soccer, Frisbee golf, broomball, track 

and field, and others. 

012 INDOOR PHYSICAL EDUCATION 



A course designed for those students wishing to experience a variety of team and individual sports that normally 

take place indoors. Activities may include badminton, bowling, pickle ball, basketball, volleyball, floor hockey, and 

a variety of indoor games. 

54


013 STRENGTH TRAINING AND CONDITIONING 1 



Strength and Conditioning 1 is designed to meet the needs of the beginner as well as the experienced fitness 

enthusiast. This course will provide students with the opportunity to learn basic motor skills, techniques, and 

knowledge in exercises and the methods utilized in improving muscular strength, muscular endurance, aerobic and 

anaerobic conditioning (cardiovascular endurance), and flexibility of the human body. Emphasis on these elements 

will provide students the knowledge needed to live a healthy life. May be repeated once with instructor 

approval. 

014 STRENGTH TRAINING AND CONDITIONING 2 


Prerequisite: Strength Training and Conditioning 1 or teacher approval 

Strength and Conditioning 2 is designed to expand on the skills, techniques, concepts, and knowledge gained in 

Strength Training 1. This course will expand and focus on the components of health-related fitness. More advanced 

concepts of power training, competitive weight lifting, and individual program design will be taught. May be 

repeated once with instructor approval. 

016 PEAK PERFORMANCE TRAINING 


Prerequisite: Strength Training and Conditioning 2, or Strength Training and Conditioning 1 with teacher 

approval 

This course is designed to enhance the necessary performance skills for individuals seeking training specific to their 

athletic or recreational interests. The course will combine various elements of strength training as well as 

plyometric, agility, and speed development. Each individual will have the opportunity to create their own unique 

training program or follow established training programs. Students enrolled in this course during their competitive 

season will adjust their training schedule to accommodate competitive physical demands. May be repeated once 

with instructor approval. 

017 TEAM SPORTS 



Activities may include flag football, soccer, volleyball, broomball, basketball, softball, team handball, and floor 

hockey. 

018 INDIVIDUAL SPORTS 



Activities may include badminton, archery, cross-country skiing, pickleball, golf, tennis, table tennis, and bowling. 

019 AEROBICS AND WEIGHT TRAINING 



This course is designed to promote total body fitness. It includes a variety of activities that improve cardiovascular 

fitness, sound principles of weight control, guidelines for exercise, and weight lifting for muscle toning, strength, 

and flexibility. Students weight lift Monday, Wednesday and Friday. Aerobic activity (fitness walking, aerobics, 

step aerobics, jogging, and other related activities) occurs on Tuesday and Thursday. May be repeated once with 

instructor approval. 

55


020 COMPETITIVE VOLLEYBALL/BASKETBALL 



This course is designed for the student who is interested in a competitive experience, as well as having a desire to 

improve individual skills and fundamentals. The essentials of volleyball and basketball rules and strategies will be 

highlighted. Students will be placed on teams and competitive situations based on skill and knowledge of the game. 

Students must be ready to compete at a high level. A variety of exercise and conditioning activities will round out 

the class. 

021 LIFELONG ACTIVITIES 



The activities selected for this course are those which foster a life-long interest in physical recreation. Most 

activities take place off campus. Units in Terms 1 and 4 will include: Frisbee golf, archery, golf, geocaching, 

bowling, racquet sports, rock climbing, and scuba diving. Units in Terms 2 and 3 will include: bowling, golf, 

racquet sports, rock climbing, cross country skiing, broomball, and scuba diving. 

022 CO-ED SOCIAL DANCE 



Do you want to take one of the hottest classes at Wayzata High School? We are looking for guys and girls who 

want to learn how to dance. In this class, students will learn a variety of social dances which include (but are not 

limited to): Cha-Cha, Swing, Fox Trot, Waltz, Salsa, Hip Hop, Folk Dance and Triple Swing. Grading will be based 

on participation, written tests, self and peer evaluation, additional assignments and daily points. May repeat class 

for two credits. 

023 OUTDOOR ADVENTURE EDUCATION (Term 1 or 4) 



Looking for a fun way to end the day? Outdoor Adventure Education is all about taking risks and stepping outside 

of your comfort zone. You should come prepared to face a new challenge every day. Some of the outdoor 

adventures you will experience are canoeing, rock-climbing, camp cooking, rolling a kayak, the ropes course and 

much more! Not to mention an all-day climbing trip to Taylors Falls! 

024 WINTER OUTDOOR ADVENTURE EDUCATION (Term 2 or 3) 



Got cabin fever? Head outside at the end of the day and have fun in the snow! In this class you will experience 

building snow caves (quinzhees), cooking outdoors, rock-climbing, rolling a kayak (in a pool), Nordic skiing and 

more! You’ll even get to try ice climbing on an all-day trip to a state park ice wall! 

56


• Comprehensive Outdoor Physical Education 

• Indoor Physical Education 

• Team Sports 

• Individual Sports 

• Lifelong Activities 

At a Glance 

Physical Education 

Grade 9 

• Physical Education 9 

Electives Grades 10 – 12 

• Strength Training 1 

• Strength Training 2 

• Aerobics & Weight Training 

• Competitive Volleyball/ Basketball 

• Co-ed Social Dance 

Electives Grades 11 & 12 

• Outdoor Adventure Education 

• Winter Outdoor Adventure Education 

• Peak Performance 

Health Education 

Grade 10 

• Health Education 

57

MATHEMATICS 

Students are urged to carefully select mathematics courses to meet the requirements of the Wayzata School District, 

state requirements and best prepare them for their post-secondary plans. 

The Wayzata School District requires students to take eight credits in mathematics. More and more universities and 

occupations are requiring an understanding of mathematics that includes the concepts of algebra, geometry, 

trigonometry, probability, statistics and discrete mathematics. With this in mind, students should consider taking at 

least a minimum of math through Integrated 3 for a variety of post secondary institutions. In most cases, universities 

may want applicants to have completed math through Integrated 4. Taking mathematics in your senior year is very 

important in providing a smooth transfer from high school to college. 

Incoming 9 th grade students may register for 311, 312 or 314 based upon the recommendation of their 8 th grade math 

teacher. If parents wish to disregard the teachers’ recommendation, they must fill out the appropriate form and 

return it with the registration materials. Students are not permitted to double up in mathematics during their 9 th 

grade year. 

A student who earns a passing grade less than C in any math course is encouraged to retake the course rather 

than proceeding into the next course in the sequence. Credit will be given for both courses. 

311 INTEGRATED MATHEMATICS 1 


Prerequisite: Connected Mathematics 8 

This course continues the extensive, connected study of mathematics from the middle school Connected 

Mathematics curriculum. It is centered around concepts of algebra, geometry, trigonometry, probability and 

statistics, and discrete mathematics. Applying mathematics to solving problems set in a real world context is 

emphasized. 

312 INTEGRATED MATHEMATICS 1X 


Prerequisite: An A in 8 th grade math and a recommendation from your 8 th grade math teacher 

This course is only open to ninth grade students who have demonstrated a high ability in Connected Mathematics 8. 

It continues the extensive, connected, and applied study of mathematics started in the middle school curriculum. 

The course includes and expands the following topics: Patterns of Change, Patterns in Data, Linear Functions, 

Vertex-Edge Graphs, Exponential Functions, Patterns in Shape (2 and 3-dimensional Geometry), Quadratic 

Functions and Patterns of Chance (Probability). 

58

MATHEMATICS 



Prerequisite: A grade of C or better is strongly recommended in Integrated Mathematics 1 

This course continues the extensive, connected study of mathematics from Integrated Mathematics 1. Topics 

included in this course are matrix models, coordinate geometry, exponential functions, optimization, trigonometric 

functions, and probability distributions. 



Prerequisite: Connected Mathematics 8 or Accelerated Mathematics 8 or recommendation of your Integrated 

Instructor 

This course is open only to ninth and tenth grade students who have demonstrated a high level of achievement in 

Connected Mathematics 8. An “A” in Connected Mathematics 8 or recommendation from the Integrated 1 teacher 

is strongly recommended. This course continues the extensive, connected study of mathematics started from the 

middle school curriculum. The topics included in this course - matrix models, coordinate geometry, exponential 

functions, optimization, trigonometric functions, and probability distributions - will be studied at a more rigorous 

pace than the pace of the Integrated Mathematics 2 course. 



Prerequisite: A grade of C or better is strongly recommended in Integrated Mathematics 2 or 2X 

This course continues the extensive connected study of mathematics from Integrated Mathematics 2. Geometric 

reasoning, linear programming, and rates of change associated with polynomial, logarithmic, exponential, and 

trigonometric functions will be studied. 



Prerequisite: An A or B in Integrated Mathematics 2X or an A in Integrated 2 and Instructor approval. 

This course is open only to students who have demonstrated a high level of achievement in Integrated Mathematics 

2 or 2X. This course continues the extensive, connected study of mathematics from Integrated Mathematics 2X. 

The topics included in this course - geometric reasoning, linear programming, and rates of change associated with 

polynomial, logarithmic, exponential, and trigonometric functions - will be studied at a more rigorous pace than the 

pace of the Integrated Mathematics 3 course. 



Prerequisite: A grade of C or better is strongly recommended in Integrated Mathematics 3 or Integrated 

Mathematics 3X 

This course continues the extensive, connected study of mathematics from the earlier Integrated Mathematics 

courses. The topics included in this course complete the foundation for the study of calculus. Students who intend to 

study calculus in the future should complete this course. The topics included are designed for students who intend 

to pursue a course of study related to mathematics, engineering, science, or business. 



Prerequisite: An A or B in Integrated Math 3X or an A in Integrated 3 and instructor approval. 

This course is open only to students who have demonstrated a high level of achievement in Integrated 3X. This 

course continues the extensive, connected study of mathematics from the earlier Integrated Mathematics courses. 

The topics included in this course complete the foundation for the study of calculus. Students who intend to study 

calculus in the future should complete this course. The topics included are designed for students who intend to 

pursue a course study related to mathematics, engineering, science, or business. The topics in this course will be 

studied at a more rigorous pace than the pace of the Integrated Mathematics 4 course. 

59

MATHEMATICS 

332 CALCULUS CONCEPTS 


Prerequisite: A grade of C or better is strongly recommended in Integrated Mathematics 4 or 4X. 

This is an introduction to basic differential and integral calculus. An emphasis will be placed on using technology, 

such as a graphing calculator, to learn calculus and help solve problems. This is not intended to be the equivalent of 

a first-year college calculus course, nor does it prepare students for the Advanced Placement Exam in Calculus. The 

focus of the course will be on understanding and applying basic limits, derivatives, and integrals to real world 

problems. 

336 ADVANCED PLACEMENT STATISTICS 


Prerequisite: Integrated Mathematics 4 or 4X or concurrent registration with 4 or 4X. 

A grade of C or better in Integrated 3 and 4 is strongly recommended. 

The purpose of the course is to introduce students to the major concepts and tools for collecting, analyzing, and 

drawing conclusions from data. Students are exposed to four broad conceptual themes: 

1. Exploring Data: observing patterns and departures from patterns 

2. Planning a Study: deciding what and how to measure 

3. Anticipating Patterns: producing models using probability and simulation 

4. Statistical Inference: confirming models 

The TI-83, TI-83+ or TI-84 is recommended for this course. 

Students who successfully complete the course and AP examination may receive credit and/or advanced placement 

for a one-semester introductory college statistics course. 

341 ADVANCED PLACEMENT CALCULUS A 


Prerequisite: An A or B in Integrated Mathematics 4X. An A in Integrated Mathematics 4 or Calculus 

Concepts and instructor’s recommendation. 

This course will follow the outline set forth by the Advanced Placement program to cover the topics necessary for 

the Advanced Placement Calculus (AB) Exam. Topics include limits, derivatives, integrals and applications. 

Students who successfully complete the course and the Advanced Placement Exam may receive credit and/or 

advanced placement for a one-semester introductory college calculus course. 

Advanced Placement Calculus is an extremely rigorous course. It requires students to integrate much of their 

previous learning in mathematics and apply that knowledge to solving problems in novel situations. Students 

must be comfortable with ambiguous situations and thinking creatively to solve problems. They will be 

required to spend a significant amount of time outside of class doing mathematics. 

342 ADVANCED PLACEMENT CALCULUS B 


Prerequisite: AP Calculus A (with a minimum grade of B or instructor approval) 

This course will complete the topics necessary for the Advanced Placement Calculus (BC) Exam. These topics 

include parametric, polar and vector functions, polynomial approximations, series and differential equations. 

Students who successfully complete the course and Advanced Placement Exam may receive credit and/or advanced 

placement for a one-semester introductory college calculus course. 

The level of rigor in the Advanced Placement Calculus B course goes well beyond that of the Advanced 

Placement Calculus A course. Students must be willing to commit a significant amount of time outside of 

class doing mathematics in order to be successful in the course. 

60

MATHEMATICS 

344 INTRODUCTION TO LINEAR ALGEBRA AND DIFFERENTIAL EQUATIONS 


Prerequisite: AP Calculus B (with a minimum grade of C or instructor approval) 

Note: There will be an informal “lab” component to the course. Students will learn how to use a free clone of an 

industry-standard software package (see http://www.gnu.org/software/octave/). 

Students will learn how the study of differential equations is a beautiful application of the ideas and techniques of 

calculus to the modeling of everyday phenomena. Within this context, they will learn how to solve and interpret 

differential equations algebraically, numerically (using computers and calculators), graphically, and qualitatively 

(via discussion of properties of equations and solutions). At the same time, students will learn the basic concepts of 

linear algebra, a branch of mathematics that demonstrates some of the underlying structure inherent in mathematical 

systems. They will learn how to apply these concepts to the solution and interpretation of systems of equations, and 

in particular, systems of differential equations. 

61

• Connected Mathematics 8 

Completed in 8 th Grade 

• Integrated Mathematics 1 




MATHEMATICS 

At a Glance 

Middle School 

High School 

Integrated Mathematics 

62 

• Integrated Mathematics 1X 

Completed in 8 th Grade 





Students: Movement from the regular sequence (left side) to the accelerated (X) 

sequence (right side) can be made with instructor’s recommendation. 

Movement from the accelerated (X) sequence to the regular sequence should be made 

if the student is unable to succeed at ‘X’ sequence level and pace. 

A student who earns a passing grade in the D range any math course is encouraged to 

retake the course rather than proceeding into the next course in the sequence. Credit 

will be given for both courses. 

• AP Statistics 

You may register concurrently 

for AP Statistics and 

Integrated Mathematics 4 or 

Integrated Mathematics 4X. 

Advanced Mathematics 

• Introduction to 

Linear Algebra and 

Differential 

Equations 

This course may be taken 

following successful 

completion of AP Calculus A 

and B. 

• Calculus Concepts 

Calculus Concepts may be 

taken following completion 

of Integrated Mathematics 

4 or Integrated 

Mathematics 4X. 

• AP Calculus A 

• AP Calculus B 

AP Calculus may be taken 

following successful completion 

of Integrated Mathematics 4X.

The music department offers classes in two areas: 

• Performing Organizations 

• General Music Classes 

MUSIC PERFORMING ORGANIZATIONS 

MUSIC 

Music Performing Organizations include band, choir and orchestra. Because of their performance requirements, 

time will be required outside of the normal school day, usually several evenings per year. 

Students participating in band, choir or orchestra are also eligible for a wide range of extra-curricular groups 

including Chamber Singers, Jazz Ensembles, Madrigal Singers, OPUS, Percussion Ensembles, Spirit Band, Tri-M, 

Viva Voce, etc. Detailed information on these groups will be presented in classes. 

GENERAL MUSIC COURSES 

General Music Course offerings include Electronic Music, Music History and Music Theory. Course lengths and 

requirements are detailed on the following pages. 

Performing Organizations 

Band 

Concerts! Tours! Contests! Ensembles! Marching Band! Parties! FUN! All this can be yours if you join the 

outstanding Wayzata High School Band program. 

The band program at Wayzata High School offers opportunities in all aspects of a well-rounded band curriculum 

including Ninth Grade Band, Marching Band, Symphonic Band, Wind Ensemble, Jazz Ensembles, “Spirit Band,” 

Musical Pit Ensemble, and Winter Percussion Ensemble. (NOTE: The Jazz Ensembles, Spirit Band and Winter 

Percussion Ensemble are extensions of the regular band program and meet outside of the school day. Students must 

be registered for band during the day to participate in these ensembles). 

All band students will perform at three to four concerts throughout the school year. Some band members will also 

play at the Classic Lake Conference Band Festival. All band students may elect to participate in the Solo/Ensemble 

contest. The Marching Band (grades 10-12 only) performs at all home football games and several community 

parades. The Wind Ensemble tours periodically and the Marching Band occasionally takes a major trip. 

• All current 8th grade band students should sign up for 650 9th Grade Band. 

• All current 9th grade band students must sign up for 651 Marching Band and 653 Symphonic Band. 

• All current 10th and 11th grade band students may sign up for 651 Marching Band and should register for 653 

Symphonic Band. 

• Only students who were previously in Wind Ensemble should sign up for 654 Wind Ensemble. 

After the spring auditions, a student’s band may change. The band directors will work with the Scheduling Office to 

facilitate necessary changes in a student’s schedule. 

63

MUSIC 

650 BAND - GRADE 9 


Prerequisite: A passing grade in Band during grades 6 - 8, or permission of the instructor. 

All incoming ninth grade band students should register for this band. They will be divided into two equal ability 

bands. These bands will participate in a wide variety of activities including formal concerts, band festivals, and a 

possible tour. Emphasis will also be placed on furthering the students' fundamental musical skills on their 

instruments, understanding of music, and overall musicianship...and lots of fun. This class will meet all year on 

alternate days with ninth grade physical education. 

Freshman Please Note: For future years in Band you will be taking one of two classes opposite Symphonic Band. 

(See Course 653.) Therefore, if you want one of these courses wait to take it at that time. 

651 MARCHING BAND 


Prerequisite: All students enrolled in Marching Band must have successfully completed Band 9 or receive 

permission from the director. 

The Wayzata High School "Marching Machine" meets for 1 term in the fall of the school year. Students will 

perform at all home football games, two parades and some other fall sporting events. Being in Marching Band 

requires hard work, sacrifice, dedication, determination, mental and physical perseverance, and a whole lot of fun! 

The Marching Band will/may take some type of tour every fall, usually involving a performance at a college football 

game. Students in Marching Band will be expected to attend practices before school starts in the fall. 

Note: All Sophomores in the band program are required to participate in Marching Band. 

653 SYMPHONIC BAND 



Students should register for this band if they are currently enrolled in Symphonic Band or Band-Grade 9. After 

auditions in the spring, students may be placed in a different band depending on their ability level. Symphonic Band 

studies and performs a wide variety of great repertoire at a high level. Class emphasis will be on furthering the 

development of individual and ensemble playing skills, and the pursuit of excellence. 

This class will meet on alternate days with the following courses: 

2011 – 2012: Health (Grade 10), Psychology (Grades 11 & 12) 

2012 – 2013: Health (Grade 10), Grammar & Usage (Grades 11 & 12) 

654 WIND ENSEMBLE 



This select ensemble is one of Wayzata's "top" performing ensembles. Therefore, in the initial registration, only 

students who have been previous members may register for the course. However, after auditions are held in the 

spring, other students will be added to this band. A variety of advanced level wind ensemble and band literature will 

be studied and performed. Most Wind Ensemble members study privately on their instruments to develop personal 

musical understanding, appreciation, playing techniques, and musicianship. Because of the advanced nature of this 

class, it will meet for a full block every day during terms 2, 3 and 4 of the school year. 

64

MUSIC 

Choir 

The Wayzata High School Choir Program offers a broad range of opportunities for students who are interested in 

building classical vocal technique. Students who register for the Wayzata High School choral program can expect to 

study music from traditional choral repertoire. Emphasis will be placed upon disciplined ensemble behaviors and 

rehearsal etiquette. Students will be tested on sight reading skills and part preparation individually throughout the 

year. 

There are six curricular choirs: Bel Canto (11-12), Cantori (10), Concert (11-12), Ninth Grade Treble, Ninth Grade 

Men’s, and Varsity Men’s (10-12). For students who are members of choirs in grades 10-12, there are three cocurricular 

opportunities: Madrigals, Vive Voce and Chamber Singers. 

All choir students perform in at least three concerts throughout the year. In the spring, 9 th grade students are 

featured in a concert of their own, while 10-12 th grade students perform in “Moment in Time,” a choral revue of 

Broadway, Pop and Jazz music. 

10-12 th grade students also participate in Classical Lake Conference Festivals and Minnesota State High School 

League Large Group contests. Members of WHS Choirs have the opportunity to participate in several MSHSL 

Solo/Ensemble contests in the spring. 

• All 9 th grade male choir students should sign up for 9 th grade Men’s Choir. 

• All 9 th grade female choir students should sign up for 9 th grade Treble Choir. 

• All 10 th grade female choir students should sign up for Cantori. 

• All 10 th grade male choir students should sign up for Varsity Men’s Choir. 

• All 11 th and 12 th grade choir students should sign up for Bel Canto or Varsity Men’s Choirs. Adjustments will 

be made in the scheduling office for 11 th and 12 th grade students who choose to audition for Concert Choir in 

the spring. 

655 NINTH GRADE TREBLE CHOIR 


Prerequisite: Audition and teacher approval 

All ninth grade girls should register for this choir. Treble Choir is a singing group that provides students with 

opportunities to develop vocal technique, improve music reading, and perform a variety of SSA music. All ninth 

grade choirs will participate in the winter concert with the other high school choirs. In addition to this concert, the 

ninth grade choirs conclude the year with a spring concert in May. 

This choir meets every other day all year long. 

Assessment in choir is based upon sight-reading tests, part tests, performance and daily participation. 

Extracurricular activities available to 9 th Grade Treble Choir members include voice lessons and a Solo/Ensemble 

Competition. 

656 NINTH GRADE MEN’S CHOIR 


Prerequisite: Audition and teacher approval 

All ninth grade boys interested in singing at the high school level should register for this course. 9 th Grade Men’s 

Choir is a singing group that provides students with opportunities to develop vocal technique, improve music 

reading and perform a variety of TTB music. Ninth grade choirs participate in the winter concert with the other high 

school choirs. In addition, the ninth grade choirs conclude the year with their own spring concert in May. 

This choir meets every other day all year long. 

Assessment in choir is based upon sight-reading tests, part tests, performance and daily participation. 

Extracurricular activities available to 9 th Grade Men’s Choir members include voice lessons and Minnesota State 

High School League Solo/Ensemble Competition. 

65

MUSIC 

657 CANTORI 


Prerequisite: Audition, teacher approval and grade of “B” or better in Ninth Grade Treble Choir 

Cantori is a singing group that provides tenth grade students with treble voices opportunities to develop technique, 

improve music reading, and perform a wide variety of SSA music. Performances include the Winter Choir Concert, 

a Classics Concert, and the spring "Moment in Time" Broadway Revue. Participation in the Classic Lake Varsity 

Choir Festival and Region VIAA Competition is an integral part of this group experience. Extracurricular activities 

available to Cantori members include Madrigals, voice lessons, and solo/ensemble competitions. 

658 VARSITY MEN’S CHOIR 


Prerequisite: Audition, teacher approval and grade of “B” or better in 9 th Grade Men’s Choir 

Varsity Men’s choir is a singing group that provides 10th, 11th and 12th grade students with changed voices an 

opportunity to develop vocal technique, improve music reading skills and perform a variety of TTBB music. 

Performances include: the Winter Concert, Classics Concert, and the spring “Moment in Time” Broadway Revue. 

Participation in the Classic Lake Conference Varsity Choir Festival and MSHSL Region Large Group Choir 

Competition are integral parts of this group experience. Extracurricular opportunities available to Varsity Men’s 

Choir members include voice lessons and MSHSL Solo/Ensemble Competitions. Members are eligible to audition 

for Madrigals, a cocurricular ensemble of Varsity Men’s and Cantori members that meets after school. 

659 BEL CANTO 


Prerequisite: Audition, teacher approval and grade of “B” or better in Cantori 

Bel Canto Choir is an upper division choir of junior and senior treble voices. Bel Canto provides opportunities for 

students to build vocal techniques, to prepare three and four part treble choir music from a wide variety of style 

periods, and become a part of a committed performing group. The Bel Canto Choir will perform in the winter Choir 

Concert, a Classics Concert, and the spring “Moment in Time” Broadway Revue. Participation in the Classic Lake 

Conference Treble Festival and Region VIAA Competition is an integral part of this group experience. 

Extracurricular activities available to Bel Canto members include Vive Voce, voice lessons, and solo/ensemble 

competitions. 

660 CONCERT CHOIR 


Prerequisite: Audition, teacher approval and grade of “B” or better in Bel Canto, Cantori or Varsity Men’s 

Concert Choir provides opportunities for students to build vocal techniques, prepare music from a wide variety of 

style periods, and become a part of a committed performing group. Concert Choir is designed to be a vocally 

balanced group of juniors and seniors. The Concert Choir will perform in the middle school/high school choir 

festival, a winter concert, a performance with the WHS orchestra, a Classics Concert in March, and the spring 

"Moment in Time" Broadway Revue. Region VIAA Choral Competition provides an opportunity for interaction 

with area, region and conference schools. Every three years this group will tour. Extracurricular activities available 

to Concert Choir members include Vive Voce, Chamber Singers, voice lessons and solo/ensemble competitions. 

66

MUSIC 

Orchestra 

Participation in one of the three Wayzata High School orchestras is a sequential step for students who receive 

instruction through the Wayzata Public School program and is both a complimentary and challenging educational 

component for students who have worked primarily with private instructors and area youth orchestras. With class 

goals of increased confidence in instrumental technique and increased understanding of musical expression, students 

of all backgrounds can experience success and growth through self-paced proficiency assessments and a broad array 

of orchestral literature. 

Whether engaged by the process of building on past skills and experiences, excited by the opportunity to share time 

and talents with like-minded peers or enriched by the experience of performing varied music in varied settings, 

string players are part of a thriving community at Wayzata High School. Through our school orchestra program, 

students can also access competitive and non-competitive large group, small ensemble and solo experiences such as 

the Region Contests, All-State Orchestra and Minnesota State High School League competitions, the cocurricular 

symphony orchestra, and opportunities for local, regional and national performance and travel. 

664 NINTH GRADE ORCHESTRA 


Prerequisite: Successful completion of the 6 – 8 th orchestra curriculum or teacher approval 

All ninth grade orchestra students should register for this class. Course emphasis is placed on building and refining 

instrumental technique, developing musicianship and performing appropriate challenging and varied small and large 

group string literature. This ninth grade orchestra performs at least twice each year. This class meets every day all 

year long in order to develop a comprehensive set of skills and knowledge before moving to every other day 

rehearsals beginning in the sophomore year. 

665 STRING ORCHESTRA 


Prerequisite: Successful completion of the appropriate 9 – 11th grade orchestra curriculum or teacher 

approval 

This class offers opportunities for the refinement of developmental skills and the introduction and development of 

advanced skills through sequential study and an expanding breadth of string literature. The string orchestra 

performs at least twice each year. This class meets every other day, all year. 

670 CHAMBER ORCHESTRA 


Prerequisite: Successful completion of the appropriate 9 – 11th grade orchestra curriculum and teacher 

approval 

The auditioned nature of this class indicates an emphasis on advanced instrumental technique and musicianship 

through a wide and challenging range of string literature. At least five performances, including a joint performance 

with the Concert Choir and the Lake Conference Festival will be prepared each year. The Chamber Orchestra also 

serves as the String section for the WHS Symphony Orchestra. Placement requirements are available from the 

director. To maintain proper instrumentation, enrollment in this course may be limited. Meeting placement 

requirements does not guarantee consent to enroll in this course. Please visit with the instructor if you have 

questions. This class meets every other day, all year. 

67

General Music Classes 

MUSIC 

640 ELECTRONIC MUSIC 1 



Are you interesting in creating music? Do you play in a band, but want more information on recording techniques? 

Would you like to know how to put a song together? How about digital recording direct to disk and burning onto a 

CD? Then this class is FOR YOU! Students will create contemporary music while learning about musical forms, 

styles, and compositional practices. Basic acoustics and music theory will be discussed. Students will work handson 

with the latest in electronic music gear. You must earn a "B" or better to continue in Electronic Music 2. 

641 ELECTRONIC MUSIC 2 


Prerequisite: Grade of "B" or better in Electronic Music 1. 

This class is a music composition based class. Students are graded much more on their individual music 

compositions. This class assumes that students are able to work independently while composing and arranging their 

music and have a thorough understanding of all concepts from Electronic Music 1. Students will compose a wide 

variety of music in many different styles. Students will also complete compositions for use with multimedia and 

video. 

642 MUSIC HISTORY 



Music has been an important part of every culture in the long and involved history of humanity. In our own culture, 

music is pervasive and inescapable, whether or not we consciously listen to it. Most people go through a series of 

phases in their awareness and appreciation of music. With a wide variety of musical styles available to us at the 

click of a mouse, we are presented with the choice of making informed listening choices or passively accepting 

whatever is popular (or marketed) at the moment. The receptive and mature listener and performer seeks 

information about a wide variety of music in order to make intelligent and satisfying listening and performing 

decisions. 

The Music History class at WHS focuses on music of Western European origin, commonly referred to as “classical” 

music. The eras of music history covered include the Middle Ages, Renaissance, Baroque, Classical, Romantic and 

Contemporary. Music by Bach, Handel, Mozart, Haydn, Beethoven, Brahms, Mahler, Verdi and Wagner will be 

studied and analyzed for form and content. Students will be assigned their own set of CDs for use with the textbook 

and tests will require recall of specific pieces and composers. This course is strongly recommended for AP 

Music Theory students in the same year they take AP Music Theory. Topics from Music History appear on 

the AP Music Theory test. It is also recommended that all students registering for this class have previous 

musical experience through school programs or private study. 

647 BASIC MUSIC THEORY 



This course is designed primarily for students with previous music instruction who wish to deepen their 

understanding of musical structures and practices. This course is best suited for students who have experience in 

Electronic Music 1 or past participation in a band, orchestra, choir, or private instrumental or vocal study, including 

the study of guitar or piano. Course content focuses on the analysis and construction of melody, harmony, rhythm 

and form, and the development of ear training skills. It is recommended that students with a limited music 

background be earning at least a “C” in their most recent math course. 

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MUSIC 

649 ADVANCED PLACEMENT MUSIC THEORY 


Prerequisite: Grade of “B-” or better in Basic Music Theory or grade of B- or better on final test from 

Basic Music Theory. See a music faculty member for more information. 

This is a rigorous course designed for students who are seriously considering further music study at the college level 

and contains the two elements of freshman college fundamentals: written theory and ear training. Daily activities 

will emphasize melodic and harmonic dictation, 4-part writing and score analysis. Students who successfully 

complete the course will be prepared to take the AP Music Theory Exam. College credit may be awarded depending 

upon the score. 

We recommend that students who are considering taking this course do so in the same year with Basic Music 

Theory and Music History. The courses are scheduled in a complimentary sequence. 

69

Band 

• 9 th Grade Band 

• Marching Band 

• Symphonic Band 

• Wind Ensemble 

• Basic Music Theory 

• AP Music Theory 

MUSIC 

At a Glance 

Choir 

Grade 9 

• 9 th Grade Treble Choir 

• 9 th Grade Men’s Choir 

Grades 10 - 12 

• Cantori (Grade 10) 

• Bel Canto (Grades 11 – 12) 

• Concert Choir (Grades 11 – 12) 

• Varsity Men’s Choir (Grades 

10 -12) 

General Music Courses 

• Electronic Music 1 

• Electronic Music 2 

70 

Orchestra 

• 9 th Grade Orchestra 

• String Orchestra 

• Chamber Orchestra 

• Music History

SCIENCE 

Course offerings are designed to appeal to a wide range of interests and skills. All courses involve laboratory work. 

Some courses require advanced reading and math skills; these usually have a challenge level similar to freshman 

college courses. 

The Wayzata School District requires students to take 8 credits in science. 

In order for students to select courses that match ability, interest level, and reading level, descriptions should be read 

carefully. Interest level and reading skills are considered in all courses. Math skills are considered more important 

as students move from biology to chemistry to physics. 

9th Grade Science 

408 PHYSICAL SCIENCE 9 


Prerequisite: Grade 9 

The ninth grade physical science course includes traditional introductory topics drawn from chemistry and physics, 

integrated with interdisciplinary, multicultural science topics, and problem-solving experiences. Chemistry topics 

include: atomic structure, patterns in the periodic table, writing chemical formulas, and balancing chemical 

equations. Physics topics include: motion, forces (gravity, friction, electromagnetism, etc.), mechanical energy, 

work and machines, and power. 

409 HONORS PHYSICAL SCIENCE 9 


Prerequisite: Completion or concurrent enrollment in Integrated 2X AND 

EXPLORE Science score of 24 or 25 

Honors physical science is a rigorous course designed for motivated students with advanced math skills who wish to 

pursue science in the future. It combines chemistry, physics and mathematics, and extends learning to topics not 

typically taught in 9 th grade physical science such as nuclear chemistry, robotics and self-designed research projects. 

Students will be expected to complete up to one hour of homework nightly. The course will move at an accelerated 

pace and will include demanding supplemental readings, use of a T1 graphing calculator and maintenance of a 

laboratory notebook. 

71

SCIENCE 

Biology 

Biology is taught at two levels. Biology is the least demanding of reading skills, Biology X requires grade level or 

above reading skills. Both are introductory biology courses. Advanced biology courses include Human Anatomy, 

Human Genetics and Zoology. These advanced courses are non-sequential and require successful completion of 

Biology X or Biology with instructor's approval. Advanced Placement Biology is designed to provide students with 

the experience of a challenging college-level introductory biology course and prepare students to take the AP test in 

the spring. Students who do well on this national test may earn college credit in biology. 

416 BIOLOGY 


Prerequisite: Physical Science 

The topics in Biology will be the same as Biology X: conditions for life, cell structure and function, genetics, 

human biology, microbes, and ecology. Laboratory work, averaging 1 or 2 activities per unit, will be an integral 

part of the course. Please note that students who take Biology must receive instructor’s approval to enroll in 

advanced life sciences courses, such as Human Anatomy, Genetics and Zoology. 

417 BIOLOGY X 


Prerequisite: Physical Science 

Biology X requires grade level reading skills. This course will cover topics in greater depth than Biology. The 

topics covered include conditions for life, cell structure and functions, genetics, human biology, microbes, and 

ecology. Laboratory work, averaging 1 or 2 activities per unit, will be an integral part of the course. Students 

completing this course with a “C” grade or better may enroll in Human Anatomy and Zoology. Students receiving a 

“D” may enroll with instructor's approval. 

418 ENVIRONMENTAL SCIENCE 


Prerequisite: Physical Science and either Biology or Biology X (or instructor’s approval if neither of these 

have been taken). 

Many people see a future of increasing global prosperity while others see impending catastrophe. This course will 

study the natural world, our environment, human influence and impact, and will discuss issues relating to the natural 

world and society. Environmental Science will include lab activities, technology applications, class activities, 

discussions, and individual and group research. 

419 WILDLIFE SCIENCE 


Prerequisite: Biology or Biology X or with teacher approval 

Wildlife Science will center its activities in learning the process of scientific inquiry as it applies to Minnesota 

wildlife. Students will learn ecology, geology, and biology as it applies to wildlife in the State of Minnesota, as well 

as understanding what biodiversity is and the effect it will have on the future of humans on planet Earth. 

We will study the biology, ecology, natural history and issues of the Gray Wolf in Minnesota, Yellowstone National 

Park, and in Europe. The wolf study will conclude with a field trip to the Wildlife Science Center for a day of 

observing behavior in several captive packs of wolves. Some of the inquiry activities will be done in our outdoor 

learning area. 

72

SCIENCE 

420 HUMAN ANATOMY 


Prerequisite: Biology with Teacher Approval or Biology X with a strongly recommended grade of "C" or 

better. 

This course is an advanced elective designed as a college prep course. It will be especially helpful to students 

interested in the biomedical sciences as careers. The topics include muscle physiology, human organs, and 

cardiovascular physiology. The major lab activity will be cat dissection. 

421 ZOOLOGY 



better. 

This course is an advanced elective designed as a college prep course. Zoology will study the animal kingdom from 

a comparative anatomy approach. The course will use the techniques of discussion and extensive lab work 

involving dissections. 

422 ADVANCED PLACEMENT ENVIRONMENTAL 


Prerequisite: Completion of Biology or Biology X; Completion of Chemistry or Chemistry X; Completion 

or concurrent enrollment in Integrated Math 3 

AP Environmental Science is designed to be the equivalent of a one-semester introductory college course in 

environmental science. The goal of the course is to provide students with the scientific principles, concepts and 

methodologies required to understand the interrelationships of the natural world. Topics covered in this course will 

include ecosystems, population, land and water use, energy, pollution and global change. 

423 APPLIED SCIENCE: FORENSICS 


Prerequisite: Biology 

This course will help the students to develop skills in applying the analytical techniques used by forensic scientists, 

to evaluate evidence, to investigate relevant instrumentation, to apply an interdisciplinary approach to real work 

scenarios. Topics covered in the course would include: Introduction, History and Exchange Principle; Evidence 

and Crime Scene; Fingerprinting; Decomposition and Entomology; Blood and DNA. 

424 HUMAN GENETICS 



better. 

This course will include studies of human genetics, population genetics, and genetic conditions. A research project 

will be completed by each student. 

425 ADVANCED PLACEMENT BIOLOGY 


Prerequisite: Biology X with a strongly recommended grade of "B" or better and completion of or 

concurrent enrollment in Chemistry X. 

Advanced Biology's primary goal is to provide students with a challenging college level course and prepare the 

student for the national AP biology test given in mid-May. Students scoring well on this test may earn college credit 

for freshman biology. Students enrolled in this course are encouraged to take the test. 

73

SCIENCE 

451 MARINE BIOLOGY 



better. 

Our planet is over 70% water, most of which is found in the oceans. There is another world under the surface of 

these waters that few people have the chance to explore. Marine Biology provides students with the opportunity to 

experience this world in the classroom. Through research, experimentation, video, computer interactives and handson 

activities, students will experience each of the diverse ecosystems within the ocean, the organisms that live in 

them, and how they relate to each other ecologically. This course is not focused on the anatomy and physiology of 

the organisms and has no dissection (which is more the focus of Zoology), but rather focuses on the bigger picture of 

the ocean and how each part relates to the other. 

Chemistry 

There are two sequences for a full year of beginning chemistry. The two sequences are Chemistry and Chemistry X. 

Both approaches assume no prior knowledge of chemistry and cover the main topics of general chemistry. They 

differ in the depth at which the topics are covered and mathematical emphasis. Chemistry X is more difficult and 

assumes a stronger math background. Background in Organic Chemistry will be very useful for students planning to 

pursue a medically related area or a major in Chemistry. There is also a 3-term sequence of Advanced Placement 

Chemistry, which uses college level materials and requires the successful completion of Chemistry X as a 

prerequisite. 

426 CHEMISTRY 



This course approaches chemistry from the point of view of various issues in science and technology confronting 

society. Specific chemical principles are introduced as needed to better understand these central issues. Laboratory 

experiments are an integral part of the course. The basis for this class is the Chemistry in the Community 

curriculum developed by the American Chemical Society. This class will provide an adequate background in 

chemistry for college-bound students who do not intend to major in science. The student should be in the top 75 

percent of the class. 

428 ORGANIC CHEMISTRY 


Prerequisite: Chemistry or Chemistry X 

This one term course introduces some of the topics of carbon chemistry. Equal time is spent on General Organic 

(nonliving systems) and Biochemistry (living systems). This course would be a valuable background for students 

planning on majoring in chemistry at college or planning on going into a medically related area, such as medical 

technology, nursing, veterinary science, dentistry, or medicine. The math level is comparable to Chemistry. It is 

recommended that Organic Chemistry be taken IN ADDITION TO the two terms of either Chemistry or Chemistry 

X. 

430 CHEMISTRY X 


Prerequisite: Completion or concurrent enrollment in Integrated Math 3 or 3X 

This sequence will provide a solid background for college chemistry. The student should feel comfortable with 

math. THE STUDENT SHOULD BE IN THE TOP 40 PERCENT OF THE CLASS. Topics covered will include 

equation writing and balancing; quantitative relationships in chemical reactions; kinetic theory; atomic and 

molecular structure and its application to a study of reactions including rates, energies, and equilibrium acid-base. 

Laboratory experiments are an integral part of the course. 

74

SCIENCE 

433 ADVANCED PLACEMENT CHEMISTRY 


Prerequisite: Chemistry X with a strongly recommended grade of "B" or higher 

This is a full-year advanced chemistry course that will study the topics of a typical freshman college chemistry 

course. The lab will be used to emphasize selected topics and will average an experiment every two weeks. Students 

taking this course are encouraged to take the Advanced Placement Test in the spring. Students who have applied 

themselves in this course have done well on the advanced placement test. 

Physics 

There are three sequences for a full year of beginning physics. Two of these, Physics and Physics X, differ in depth 

of topics covered and in mathematical background. The Physics X course is more challenging and assumes the 

student is either enrolled concurrently in, or has completed, the Integrated PRECALCULUS 4 or 4X course. The 

third sequence available to highly motivated students with a very strong math background, concurrent enrollment or 

completion of calculus, is Advanced Placement Physics. 

443 PHYSICS 


Prerequisite: Completion or a concurrent enrollment in Integrated Math 3 or 3X 

Enrollment in this course assumes concurrent enrollment in, or completion of, Integrated Math 3 or 3X. The Physics 

sequence provides a reasonable background for college-bound students who are planning majors other than physics, 

chemistry, or engineering. The basic topics of physics will be covered, including motion, forces, energy, waves, 

sound, light, electricity and magnetism. Practical applications to the student's world are emphasized in a conceptual 

approach; frequent laboratory experiences support this emphasis as well. 

446 PHYSICS X 


Prerequisite: Completion or a concurrent enrollment in Integrated Math 4 or 4X. 

This is a comprehensive course intended for students who may be considering post-secondary study in the physical 

sciences. Topics include kinematics, dynamics, conservation of energy and momentum, thermodynamics, sound 

optics, electricity and magnetism. Practical applications and laboratory work are emphasized. As the prerequisite 

implies, students who elect this class should be comfortable with basic algebra and trigonometry. (Note: Since both 

this class and AP Physics are designed to be first courses in physics, students may not take AP Physics after 

completing Physics X.) 

449 ADVANCED PLACEMENT PHYSICS "B" 


Prerequisite: Completion or concurrent enrollment in Calculus “A” 

This is an introductory college level course that prepares students for further study in the physical sciences while 

also preparing them for the AP Physics “B” exam. Topics are similar to those discussed in Physics X, with the 

addition of quantum mechanics. Both courses emphasize lab work and practical applications. The courses primarily 

differ in the pace and depth with which topics are discussed. AP Physics does not directly use calculus, but 

completion or concurrent enrollment indicates a student has the math skills needed to be successful in the course. 

Students are encouraged to take the AP test in the spring. (Note: Unlike the other AP science classes, AP Physics is 

a first course in physics. Students may not take AP Physics after completing Physics X.) 

75

SCIENCE 

Earth/Space 

These courses are electives in Earth and Space Sciences for grades 10-12. 

440 ASTRONOMY 



Astronomy is an elective course that is probably the oldest and first science humans have considered. In addition to 

the topics of astronomy and astrophysics, we will also consider ethno astronomy and archaeo astronomy to see what 

our ancestors and other living cultures thought/think of the skies and wished us to learn from their stories and 

architecture (i.e., Stonehenge, Pyramids, etc.). This course uses the materials from Project S.T.A.R., a program 

developed at the Harvard Smithsonian Center for Astrophysics (HSCA), which emphasizes hands-on activities. We 

will also consider southern skies with a text called The Secret of the Incas: Myth, Astronomy and the War Against 

Time. The main text is Cosmic Perspective for astronomical scales, measurements, optical devices and objects 

within our solar system and beyond. It will also work with the nature of light, the structure of stars and the stars’ 

distribution in the physical universe. Does E.T. exist? 

450 THE DYNAMIC EARTH: EARTH SYSTEMS IN ACTION 


Prerequisite: Completion of or concurrent enrollment in Biology or Biology X 

This course will integrate the earth science areas, including meteorology and geology, with chemistry, physics, 

biology, mathematics and applied sciences to study the Earth as an integrated system. Course work will help 

students obtain a deeper understanding of the physical, chemical, biological and human interactions that determine 

the past, current and future states of the Earth. This course will provide students with a physical basis for 

understanding the world in which we live and upon which humankind seeks to achieve sustainability. 

76

• Biology 

• Chemistry 

• Physics 

SCIENCE 

At a Glance 

Course Sequence 

• Physical Science 9 

• Honors Physical Science 9 

77 

• Biology X 

• Chemistry X 

• Physics X 

• AP Physics 

Students: Movement from the regular sequence (left side) to the accelerated (x) sequence (right side) can be made 

with instructor’s recommendation. 

Movement between the accelerated sequence and the regular sequence can only take place between courses with 

instructor approval. 

Electives 

Earth/Space Science Biology Chemistry 

• Astronomy 

• The Dynamic Earth: Earth 

Systems in Action 

• Environmental Science 

• Wildlife Science 

• Human Anatomy 

• Zoology 

• Applied Science: Forensics 

• Human Genetics 

• AP Biology 

• AP Environmental 

• Marine Biology 

• Organic Chemistry 

• AP Chemistry

SOCIAL STUDIES 

The Wayzata High School Social Studies department is dedicated to providing students with a high quality social science 

education. At each grade level students are directed to a concise social science curriculum designed to challenge their intellect 

and support their social development. All social studies students will learn meaningful content knowledge, essential skills and 

civic values necessary to participate as citizens in a democratic nation and a diverse world. Those 9th, 10th and 11th grade 

students who are particularly interested and motivated to excel in the social sciences can select from an extensive list of enriched 

or advanced placement offerings that satisfy one or more of the WHS social studies graduation requirements. There are also a 

variety of Social Studies electives available to students in grades 10 through 12 that are offered both at the Advanced Placement 

and non-Advanced Placement levels. The selection of these elective course offerings allows students to enhance their liberal arts 

education in ways that suit individual tastes, preferences and requirements for life beyond high school. 

The following chart is provided by the social studies department in order to assist parents in helping their child transition to the 

high school setting. 

9 th Grade Civics 9th Grade Honors Civics 

9 th Grade Reading Level 12 th Grade Reading Level 

20-40 minutes of Homework per night 1-2 hours of Homework per night 

2-3 Formal Research Papers 5-6 Formal Research Papers 

Content is suited to 9 th grade (emphasis on 

understanding/comprehension with some analysis and application 

exercises 

78 

Content is suited to 12 th grade (assumed that 

understanding/comprehension is present or easily grasped; emphasis 

on in-depth analysis and application of content to current situations). 

There may be a learning curve for students as they learn the processes 

associated with an honors course. 

Not a pre-requisite for Advanced Placement Courses. Not a pre-requisite for Advanced Placement Courses. 

May be appropriate for a student who is considering the Honors 

program, but feels anxious and or uncomfortable with the transition to 

high school or who has concerns about managing their extracurricular/non-academic 

time commitments. 

REQUIRED SOCIAL STUDIES CLASSES 

9TH: CIVICS (required of all 9th graders) 

Government & Citizenship 

Honors Government & Citizenship 

10TH: WORLD STUDIES - Choose one of the following two options: 

Would be appropriate for a student who feels confident in their 

abilities and is comfortable with the transition to high school or who is 

confident about managing their extra-curricular/non-academic time 

commitments with high school rigor while maintaining desired GPA. 

2 Terms 

2 Terms 

AP European History 3 Terms 

World History 2 Terms 

11TH: AMERICAN (U.S.) HISTORY - Choose one of the following 

two options: 

AP United States History 3 Terms 

United States History 2 Terms 

12TH: MO PRO: AN ANALYSIS OF MODERN SOCIAL PROBLEMS (required course for all 

seniors) 

2 Terms

9th Grade Social Studies 


220 GOVERNMENT & CITIZENSHIP 9 



Ninth grade Social Studies places emphasis on the study of U.S. citizenship. Students are encouraged to develop a 

personal perspective through the investigation of historical and current events. Learning activities include reading 

for information, problem solving, critical thinking, writing, debate, and discussion. Students gain authentic 

experiences through trial, election, and additional simulations. 

221 HONORS GOVERNMENT & CITIZENSHIP 9 



This rigorous class is designed for highly motivated students who choose to pursue an accelerated, in-depth study of 

U.S. citizenship. Special emphasis will be placed on writing, problem solving, critical thinking, debate and 

discussion. Students will be able to learn and apply these skills in a mock trial, election, legislature, and other 

simulations. Students must be able to manage their time and be able to handle a twelfth grade reading level that 

includes an average of 45 - 50 minutes of homework a night. The learning activities and skill development in this 

course will help prepare students for further study in AP social studies course work. 

10th Grade World History 

224 10TH GRADE WORLD HISTORY 



This course examines regions of the world through a historical approach. The course surveys human history from 

5000 BC to present. The regions of emphasis include Asia, Africa, and Europe. Meaningful levels of geography, 

political science, as well as other social sciences, are employed to provide students with an in-depth understanding 

of their world. Reading comprehension, writing and research skills are also incorporated. 

233 ADVANCED PLACEMENT EUROPEAN HISTORY 



This course surveys the intellectual, cultural, political, social and economic history of Europe from the Renaissance 

to the present. This course is very challenging and demanding. It is the equivalent of a college survey course in 

European history, and therefore, uses a college level textbook and supplementary materials. Students will be 

expected to complete a large amount of reading on a daily basis – strong reading skills (college-level reading 

ability), note-taking skills and personal discipline are essential in this course. Students will be assessed frequently 

on their understanding and analysis of the major events, people, concepts and trends of European history. 

11th Grade United States History 

208 UNITED STATES HISTORY 



This is a two-term course that satisfies the district and state history requirement. It will chronologically examine 

American history from 1763 to the present. The course will attempt to balance cultural, social, political, and 

economic topics. This course requires reading and writing on a daily basis. Evaluations will include projects, 

presentations, and subjective/objective tests. 

79


211 ADVANCED PLACEMENT UNITED STATES HISTORY 



This three-term course will help students prepare for the Advanced Placement Test. This course satisfies the district 

and state history requirement. It is a chronological examination of American history from pre-Columbian time to 

the present, with an emphasis on social history. Reading assignments are long and the reading level is advanced. 

Substantial emphasis is placed on higher-level learning skills and reading comprehension. Summer reading is 

required. 

12th Grade Social Studies 

251 MO PRO: AN ANALYSIS OF MODERN SOCIAL PROBLEMS 



Mo Pro is a senior-level course designed to provide the student with opportunities to think deeply about social 

issues. This course serves as a culmination of a student’s social studies experiences. It challenges students to forge a 

deeper understanding of themselves, their community, country and world, and the issues we currently face. Mo Pro 

combines various aspects of the social sciences (sociology, economics and a study of public policy) with the skills 

necessary to succeed beyond high school. These life skills include the ability to access relevant information, analyze 

and evaluate that information, and formulate conclusions in order to develop knowledgeable and active citizens. 

Social Studies Electives Grades 10-12 

239 ANCIENT CIVILIZATIONS A 



This course will be offered every other year (opposite Ancient Civilizations B). You may register for this course in 

2012 for the 2012-2013 school year. In this course students will study the early civilizations of Mesopotamia, 

Greece, Rome and Egypt. 

240 ANCIENT CIVILIZATIONS B 



This course will be offered every other year (opposite Ancient Civilizations A). You may register for this course in 

2011 for the 2011-2012 school year. In this course students will study the early civilizations of Egypt, Sub-Saharan 

Africa, India, China and the Americas. 

241 ANTHROPOLOGY 



This course is an introduction to the study of cultural anthropology. It begins with an introduction to the origins of 

human culture, and then focuses on studying cultural patterns from a worldwide variety of societies. An 

understanding of similarities and differences among human groups will be encouraged through the application of the 

theories and concepts of cultural anthropology. We will study different cultural practices regarding marriage, 

family, kinship, politics, economics, religion and the supernatural, mythology, language, and gender roles. 

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242 CURRENT ISSUES 



The focus of this class will be current topics of international importance, with an in-depth look at selected political 

and economic issues, science and technology, and the role of the United States in world politics. Class discussion 

will be guided by the actual events occurring. Current newspapers and news periodicals will be used as the text. 

Students will also use library resources and the Internet. 

243 HISTORY OF FRONTIERS 



This course explores the importance of the frontier in American history. What has the frontier meant to our identity, 

development and mythology? Topics covered include mountain men and mining, cowboys and pioneer farmers, the 

West as a myth (in fiction and film) as well as the role of race, ethnicity and gender in the West. The course will 

end with a unit on space (the final frontier). 

244 GLOBAL ECONOMICS 



Globalization, out-sourcing, free trade, specialization, NAFTA, exchange rates – what do they all mean? Global 

economics is everybody’s business – and something that all of us will need to better understand in order to engage 

on a global scale in the 21 st century. The economy of the United States is closely integrated into the world economy. 

Our economic policies and practices have a significant impact on the actions of other nations, and their policies and 

practices, in turn, have a significant impact on the U.S. This course will explore the economic interactions of 

various nations and organizations including China, the European Union, the Middle East, and what it means for 

individuals, businesses and governments in an inter-dependent world. 

* While not a prerequisite for AP Human Geography, nor a replacement for Human Geography, those students who 

enjoyed Global Economics might also wish to consider enrolling in Advanced Placement Human Geography. 

245 WORLD RELIGIONS 



World Religions will compare and contrast the great religions of the world, including Buddhism, Hinduism, 

Christianity, Islam, and Judaism. The course will include the mythology of ancient humans. 

246 WOMEN'S ISSUES AND HISTORY 



This course will be intertwining events in American history with issues of relevance in women's lives today. For 

example, the women's suffrage movement will be tied to the role of women in politics today. Media portrayal of 

women, domestic violence and the increasing popularity of women's athletics will be just a few of the numerous 

contemporary issues discussed in the class. Consequently, students will gain an in-depth understanding of the 

impact of women on American history and challenges that face women today. 

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247 INTRODUCTION TO HUMAN GEOGRAPHY 



In today’s increasingly interconnected world, it is essential that students learn to understand the world around them. 

Human Geography will introduce students to these key processes which have shaped human understandings and 

continue to re-define the way we interact with the natural world. In this term, students will focus on global 

interactions between people while wrestling with important 21 st century topics including population policy, 

globabilization, cultural preservation and geopolitics. Through this process, students will develop a more 

sophisticated world view. College level text and readings make this class a challenging one. 

248 ADVANCED PLACEMENT HUMAN GEOGRAPHY 


Prerequisite: Introduction to Human Geography 

This is a college preparatory class for students who have successfully completed Introduction to Human Geography 

and would like to prepare for the Advanced Placement Test. In this class, students will delve deeply into many of 

the important forces that are affecting individual countries in the modern world. While gaining a balanced 

understanding of international relations, economic development and the ever-evolving urban landscapes, students 

will learn to make keen observations and ask important questions. Additional attention paid to environmental 

challenges and solutions reinforces the application-based nature of this course. 

249 ASIAN STUDIES 



From Kanji to Karaoke, from Buddhism to Bollywood, the cultures of Asia have contributed to the modern world in 

diverse and profound ways. Asian Studies analyzes how these ancient cultures have developed into thriving 

contemporary societies while balancing their rich historical traditions and customs. Students will examine countries 

of South and East Asia including China, India, Japan and Thailand. If you are interested in international business, 

traveling to Asia, or deepening your interactions with people from Asian cultures, this course is for you. 

250 UNITED STATES MILITARY HISTORY 



This elective course is a survey of American military history and the interaction between society and military 

instructions, technology and techniques, from 1763 to the present. The course will focus on such questions as how 

changing “styles” of warfare, the composition of the military establishment (militias, citizen armies, paid 

professionals, mercenaries), and the transformation in military technology have impacted upon state and society. It 

will not only address such themes as wartime strategy, operational tactics and combat technology, but also the 

impact of warfare on society and on the remembrances of ordinary men and women in uniform. In addition to 

students interested in military history, this course appeals to students with an interest in furthering their future 

studies in the armed forces, Reserve Officer Training Corps or on the United States Military Academies. 

254 PSYCHOLOGY 



Psychology is the study of human behavior. This is an introductory course to psychological behavior and theory. 

The course will serve as a general survey for anyone interested in the subject matter. Some of the behaviors to study 

include research strategies, the brain, child development, adolescence and adulthood, sensation, perception, 

consciousness, learning, memory and personality. College-level text and supplementary readings make this class a 

very challenging one. 

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255 ADVANCED PLACEMENT PSYCHOLOGY 


Prerequisite: Psychology 

This is a college preparatory course for students who have successfully completed Introduction to Psychology and 

would like to prepare for the Advanced Placement Test. A brief review of Introduction to Psychology will be 

followed by study in the areas of thinking, language, intelligence, motivation, emotion, psychological disorders, 

therapy, stress, health and social psychology. 

258 YOUTH EXTENDING SERVICE (Y.E.S.) 


Prerequisite: Instructor Approval (*See Information Below) 

This class is an opportunity for students to develop their ability to meet the needs of others in schools or the 

community. Students will work in various areas that may include: tutoring/mentoring (preschool, elementary, or 

middle school), working with senior citizens, and/or other projects. Students will volunteer their time in one of the 

above areas during a regular class period and will regularly reflect on what has transpired throughout the week. Any 

hours not school authorized must be made up. 

* Student records will be considered in three areas, due to the need for a high level of maturity and responsibility for 

off campus learning. 

o Attendance 

o Discipline/Behavior 

o Chemical Violations 

** In addition, because this coursework takes place off campus, requiring student-provided transportation, students 

must agree to abide by all traffic laws and rules governing the use of alcohol, tobacco, or any other drugs. If a 

student is caught under the influence they will be withdrawn from the class with an F. 

259 LEADERSHIP 



No matter which path you choose, this class will help prepare you to excel in your career, relationships and life. 

Whether you serve in a current leadership position or would like to in the future, this class is designed to help 

students gain the skills and confidence necessary to be effective organizational members and leaders. Highlights 

include analyzing leadership qualities, developing presentation proficiency and building discussion skills. We’ll 

explore leadership content including Dale Carnegie’s How to Win Friends and Influence People, Stephen Covey’s 

The Seven Habits of Highly Effective People and Daniel Goleman’s Leadership That Gets Result. Research includes 

past leaders and current best practices. 

262 ADVANCED PLACEMENT AMERICAN GOVERNMENT 


Prerequisite: See Prerequisite information below. 

AP American Government and Politics will examine the constitutional underpinnings of our democratic system of 

government and how those principles are incorporated into the division of power between the states and federal 

government and within our political institutions. In addition, this course will analyze the following topics: Political 

Beliefs and Political Behaviors, Political Parties, Interest Groups, Mass Media, Public Policy, Civil Rights and Civil 

Liberties. The topics of this course will be examined on a college level. 

Recommended for students who performed at a B+ or higher level in 9th grade Social Studies. Students 

should also have an intense interest in political science. Students are encouraged to consult with their current 

Social Studies teacher, as well as their 9th grade Social Studies teacher, to help determine the appropriateness 

of this course relative to student aptitude, motivation and interest. 

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263 ADVANCED PLACEMENT COMPARATIVE GOVERNMENT 


Prerequisite: See Prerequisite information below. 

AP Comparative Government and Politics is designed to be an introduction to the different political systems in the 

world. We will be focusing on several broad concepts throughout this course: globalization, power and authority in 

states, political institutions, and citizens of states, political and economic change and public policy. Course content 

and the application of these concepts will be organized around a country-to-country format, focusing on six 

countries: Great Britain, Russia, China, Iran, Mexico and Nigeria. Supplemental readings throughout the course 

will look at comparative government from a theoretical focus as well. The topics of this course will be examined on 

a college level. 

Recommended for students who performed at a B+ or higher level in 9th grade Social Studies. Students 

should also have an intense interest in political science. Students are encouraged to consult with their current 

Social Studies teacher, as well as their 9th grade Social Studies teacher, to help determine the appropriateness 

of this course relative to student aptitude, motivation and interest. 

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• Government & Citizenship 9 

• 10 th Grade World History 

• United States History 

• Ancient Civilizations (A & B) 

• Anthropology 

• Current Issues 

• History of Frontiers 

• Women’s Issues & History 

• World Religions 


At a Glance 

Social Studies Requirements 

Grade 9 

Grade 10 

Grade 11 

Grade 12 

• Modern Problems 

• Honors Government & Citizenship 9 

• AP European History 

Social Studies Electives 

Grades 10 -12 

Grades 11 – 12 

• Asian Studies 

• Global Economics 

• Psychology 

• AP Psychology 

• AP United States History 

• Introduction to Human Geography 

• AP Human Geography 

• AP American Government 

• AP Comparative Government 

• United States Military History 

• Youth Extending Service (Y.E.S.) 

• Leadership 

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WORLD LANGUAGES 

Factors students should consider when registering for World Languages: 

Arabic 

• All courses beyond level 1 have a prerequisite. In order to have adequate background to complete the next 

level successfully, it is recommended that a student achieve a grade of “C” or better in both terms of the 

prerequisite course. 

• All students are encouraged to continue as far as possible in the course sequence. The longer study time 

leads to increased language proficiency, greater personal satisfaction and more success at college level 

language study. We encourage all students to learn at least one language other than English. 

• Students completing level 4 or AP language courses will take the MLPA (Minnesota Language Proficiency 

Assessment). Students may receive up to 10 credits at the University of Minnesota depending on their 

score. See any language teacher for further information. 

• Most colleges and universities recommend 2-3 years of a single world language for admission. 

• Students in grades 10-12 may take two levels of the same language in one school year. 

• Students in grades 10-12 may study more than one language. 

580 ARABIC 1 



This course is for students who have never studied Arabic. It is an introduction to the Arabic language, its sound 

and structures, and to Arabic-speaking cultures. Dialogues, conversations, stories, songs, videos and oral 

presentation, together with reading and writing exercises, will be used for learning basic vocabulary in context. 

Students listen, repeat and do partner work in the world language lab. Students will learn basic sentence structure to 

make statements about themselves and their surroundings in the past, present and idiomatic future tenses. At this 

level, web resources are used to enhance students’ knowledge of culture and language. 

581 ARABIC 2 


Prerequisite: Arabic 1 

This course is for students who have studied Arabic 1. It is an introduction to the Arabic language, its sound and 

structures, and to Arabic-speaking cultures. Dialogues, conversations, stories, songs, videos and oral presentation, 

together with reading and writing exercises, will be used for learning basic vocabulary in context. Students listen, 

repeat and do partner work in the world language lab. Students will learn basic sentence structure to make 

statements about themselves and their surroundings in the past, present and idiomatic future tenses. At this level, 

web resources are used to enhance students’ knowledge of culture and language. 

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Chinese 


570 CHINESE 1 



This course is for students who have never studied Chinese. It is an introduction to the Chinese language and to 

Chinese culture. Students listen individually and speak with partners in the world language lab. Web resources are 

used to enhance students’ knowledge of cultures and languages. Students successfully completing Chinese 1 should 

register for Chinese 2. 

In this course students learn to: 

* understand and use everyday expressions and simple sentences. 

*introduce themselves and others, ask everyday questions and answer them. 

* communicate in a simple way if the persons they are talking to speak slowly and clearly and are prepared to help 

them. 

571 CHINESE 2 


Prerequisite: Grade of “C” or better in both terms of Chinese 1 is strongly recommended. 

This course is for students who have completed Chinese 1. Chinese 2 will provide reinforcement and expansion of 

vocabulary and basic grammatical concepts learned in Chinese 1. World language lab listening and partner speaking 

activities continue as in Chinese 1. Presentation software is used to develop students’ understanding of culture and 

language. Students successfully completing Chinese 2 should register for Chinese 3. 


* understand and use frequently used expressions concerning areas of everyday life. 

* communicate in simple routine situations. 

* exchange information on familiar subjects. 

* describe their own background and education, and their immediate environment and needs. 

572 CHINESE 3 


Prerequisite: Grade of “C” or better in both terms of Chinese 1 and Chinese 2 is strongly recommended. 

Chinese 3 class activities will emphasize the cultural perspectives of Chinese-speaking countries, including music, 

film, art, society and interactive web-based activities. Students successfully completing Chinese 3 should register for 

Chinese 4. Instructor approval is required for students who wish to register for Advanced Placement Chinese from 

Chinese 3. 


* understand main ideas and some supporting details of clear language texts about familiar topics. 

* handle many travel situations that might arise while in a Chinese-speaking country. 

* give their opinions and a short explanation. 

* express personal interest. 

* tell about experiences and events. 

* describe dreams, hopes and goals. 

* give short explanations about plans. 

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573 CHINESE 4 


Prerequisite: Grade of “C” or better in Chinese 3. 

This course is taught mainly in Chinese. Students will be expected to use Chinese in class. Authentic texts are used 

as well as Chinese cinema, integrated web-based activities, presentation software, and video resources. Chinese 4 is 

taught with a college-level textbook. Students completing Chinese 4 should register for AP Chinese. 

In this course students will be able to: 

* understand the main ideas and supporting details of a text 

* understand some specialist information in a field of personal interest. 

* communicate spontaneously with minimal effort with a native speaking partner. 

* express themselves on a range of topics. 

* explain their point of view and list advantages and disadvantages of possibilities 

574 ADVANCED PLACEMENT CHINESE 


Prerequisite: Grade of “C” or better in Chinese 4 or teacher approval. 

This college-level course, taught in Chinese, provides the necessary background to take the Advanced Placement 

test in May. Students will be expected to use Chinese at all times in class. Authentic texts are used in Chinese 

cinema, integrated web-based activities, presentation software, pod casting and video resources. College credit may 

be received depending upon the score obtained on the AP test. 


* understand the main ideas and supporting details of complex texts and some abstract subjects. 

* understand specialist information in a field of personal interest. 

* communicate spontaneously and fluently without great effort with a native speaking partner. 

* express themselves clearly on a broad range of topics. 

* explain their point of view and list advantages and disadvantages of possibilities. 

French 

509 FRENCH 1 



This course is for students who have never studied French. It is an introduction to the French language and to French 

culture. Students listen individually and speak with partners in the world language lab. Web resources are used to 

enhance students’ knowledge of cultures and languages. Students successfully completing French 1 should register 

for French 2. 


* understand and use everyday expressions and simple sentences, 

* introduce themselves and others, ask everyday questions and answer them 


them. 

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513 FRENCH 2 


Prerequisite: Grade of “C" or better in both terms of French 1 is strongly recommended. 

This course is for students who have completed French 1. French 2 will provide reinforcement and expansion of 

vocabulary and basic grammatical concepts learned in French 1. World language lab listening and partner speaking 

activities continue as in French 1. Presentation software is used to develop students’ understanding of culture and 

language. Students successfully completing French 2 should register for French 3. 





* describe their own background and their immediate environment and needs. 

516 FRENCH 3 


Prerequisite: Grade of “C” or better in both terms of French 2 is strongly recommended. 

French 3 class activities will emphasize the cultural perspectives of French-speaking countries, including music, 

film, art and society. Interactive and web-based activities are used to develop skills. Students successfully 

completing French 3 should register for French 4. Instructor approval is required for students who wish to register 

for Advanced Placement French from French 3. 



* handle many travel situations that might arise while in a French-speaking country. 






519 FRENCH 4 


Prerequisite: Grade of “C” or better in both terms of French 3 is strongly recommended. 

This course is taught in French. Students will be expected to use French in class. Authentic texts are used as well as 

French-speaking cinema, integrated web-based activities, presentation software, pod casting and video resources. 

French 4 is taught with a college-level textbook. Students completing French 4 should register for AP. 







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525 ADVANCED PLACEMENT FRENCH 


Prerequisite: Grade of “C” or better in French 4 or teacher approval 

This college-level course, taught in French, provides the necessary background to take the Advanced Placement test 

in May. Students will be expected to use French at all times in class. Authentic texts are used as well as Frenchspeaking 

cinema, integrated web-based activities, presentation software, pod casting and video resources. College 

credit may be received depending upon the score obtained on the AP test. 







German 

548 GERMAN 1 



This course is for students who have never studied German. It is an introduction to the German language and to 

German culture. Students listen individually and speak with partners in the world language lab. Web resources are 

used to enhance students’ knowledge of cultures and languages. Students successfully completing German 1 should 

register for German 2. 





them. 

553 GERMAN 2 


Prerequisite: Grade of “C” or better in both terms of German 1 is strongly recommended. 

This course is for students who have completed German 1. German 2 will provide reinforcement and expansion of 

vocabulary and basic grammatical concepts learned in German 1. World language lab listening and partner speaking 

activities continue as in German 1. Presentation software is used to develop students’ understanding of culture and 

language. Students successfully completing German 2 should register for German 3. 





* describe their own background and their immediate environment and needs. 

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556 GERMAN 3 



German 3 class activities will emphasize the cultural perspectives of German-speaking countries, including music, 

film, art and society. Interactive and web-based activities are used to develop skills. Students successfully 

completing German 3 should register for German 4. Instructor approval is required for students who wish to register 

for Advanced Placement German from German 3. 



* handle many travel situations that might arise while in a German-speaking country. 






559 GERMAN 4 



This course is taught in German. Students will be expected to use German in class. Authentic texts are used as well 

as German-speaking cinema, integrated web-based activities, presentation software, pod casting and video 

resources. German 4 is taught with a college-level textbook. Students completing German 4 should register for AP. 







565 ADVANCED PLACEMENT GERMAN 


Prerequisite: Grade of “C” or better in German 4 or teacher approval 

This college-level course, taught in German, provides the necessary background to take the Advanced Placement 

test in May. Students will be expected to use German at all times in class. Authentic texts are used as well as 

German-speaking cinema, integrated web-based activities, presentation software, pod casting and video resources. 

College credit may be received depending upon the score obtained on the AP test. 







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Spanish 


531 SPANISH 1 



This course is for students who have never studied Spanish. It is an introduction to the Spanish language and to 

Spanish culture. Students listen individually and speak with partners in the world language lab. Web resources are 

used to enhance students’ knowledge of cultures and languages. Students successfully completing Spanish 1 should 

register for Spanish 2. 





them. 

534 SPANISH 2 


Prerequisite: Grade of “C” or better in both terms of a level 1 course. 

This course is for students who have completed level 1. Spanish 2 will provide reinforcement and expansion of 

vocabulary and basic grammatical concepts learned in level 1. World language lab listening and partner speaking 

activities continue as in level 1. Presentation software is used to develop students’ understanding of culture and 

language. Students successfully completing Spanish 2 should register for Spanish 3. 





* describe their own background, and their immediate environment and needs. 

536 SPANISH 3 


Prerequisite: Grade of “C” or better in both terms of Spanish 2 is strongly recommended. 

Spanish 3 class activities will emphasize the cultural perspectives of Spanish -speaking countries, including music, 

film, art, society and interactive web-based activities. Students successfully completing Spanish 3 should register for 

Spanish 4. 



* handle many travel situations that might arise while in a Spanish -speaking country. 






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538 SPANISH 4 


Prerequisite: Grade of “C” or better in both terms of Spanish 3 is strongly recommended. 

This course is taught in Spanish. Students will be expected to use Spanish in class. Authentic texts are used as well 

as Spanish-speaking cinema, integrated web-based activities, presentation software, pod casting and video resources. 

Spanish 4 is taught with a college-level textbook. Students completing Spanish 4 should register for AP. 






545 ADVANCED PLACEMENT SPANISH 


Prerequisite: Grade of “C” or better in Spanish 4 or Teacher Approval 

This college-level course, taught in Spanish, provides the necessary background to take the Advanced Placement test 

in May. Students will be expected to use Spanish at all times in class. Authentic texts are used as well as Spanishspeaking 

cinema, integrated web-based activities, presentation software, pod casting and video resources. College 

credit may be received depending upon the score obtained on the AP test. 






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Arabic 

• Arabic 1 

• Arabic 2 

• Chinese 1 

• Chinese 2 

• Chinese 3 

• Chinese 4 

• AP Chinese 

Chinese 


At a Glance 

Middle School 

High School 

94 

French 

• French 1 

• French 2 

• French 3 † 

• French 4 

• AP French 

German 

• German 1 

• German 2 

• German 3 † 

• German 4 

• AP German 

Spanish 

• 6 th , 7 th and 8 th 

Grade Spanish 

1* 

* Students who 

successfully complete 

middle school Spanish 

through 8th grade 

may enroll in Spanish 

2 or they may choose 

Arabic, Chinese 1, 

French 1 or German 1 

instead. 

• Spanish 1 

• Spanish 2 * 

• Spanish 3 

• Spanish 4 

• AP Spanish 

† Students who move from level 3 to Advanced Placement should expect to be challenged and should do so only 

with appropriate guidance from their language teacher. 

Notes: 

• Students completing level 4 or AP language courses will take the available MLPA (Minnesota Language 

Proficiency Assessment). Students may receive up to 10 credits at the University of Minnesota depending on their 

score. 

• Students completing Advanced Placement may sign up for the Advanced Placement Exam given in May. Students 

may earn university level credit depending on their score and individual university policy. See any language 

teacher for further information.

ONLINE REGISTRATION INSTRUCTIONS 

Wayzata High School 

2011 – 2012 Online Registration Instructions 

Web site open from February 2rd through the 18 th / Registration materials are due in Advisory 

on February 16 th . 

Lose your password? Contact your floor secretary 

Best screen size settings: 1024 by 768 

LOG INTO WEBSITE 

http://skywardfamilyaccess.iscorp.com/wayzata 

1. Enter your LOGIN (see label) 

(5 letters of STUDENT last name 

3 of STUDENT first name & 3 zeros 

in most cases) 

2. Enter your PASSWORD 

(see label) 

3. Click on LOGIN 

NEXT YEAR REQUESTS 2011-2012 

1. Click on COURSE REQUEST/COURSES FOR 2011-2012 

You will see the 

UPDATE REQUESTS: 

16 CREDITS REQUIRED 

for 9 th & 10 th graders 

14 or MORE REQUIRED 

for 11 th & 12 th graders 

2. Click on the course number (use the scroll bar to find the course number) and then click ADD 

COURSE 

3. Repeat step 2 until you’ve selected the required number of courses/credits 

ALTERNATE COURSES 

1. Click Alternate Courses 

2. Add courses as above. 

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All Students 

must select 

at least 2 to 4 alternates 


(Note: Alternate courses will 

show up with a # before the 

course number in the 

second window.) 

All entries are SAVED immediately. 

Click on LOGOUT OF SYSTEM to leave the web site. 

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Questions and Answers 

What if my login and/or password are incorrect, what do I do? 

First check login and password for typical keying errors. Here are possible solutions. 

• The login is the five letters of student last name, three letters of student first name 

and three zeroes (in most cases). If your first or last name does not fill the 

required number of characters spaces must be added. 

• 1- is the number one 

• l - is a lower case “L” 

• 0 - oblong shape is the number zero 

• o – circular shape is a lower case letter “O” 

While in the process of requesting my courses the computer shuts down. Will I lose my 

selection(s)? 

No, when you log back in courses previously selected will still be there. 

Do I “save” before exiting the system? 

No, when you log out, Skyward will automatically save the courses requested. 

Will I have the opportunity to make changes after February 18? 

No, students need to select their courses carefully. 

What if I lose my instruction worksheet and password? 

Floor secretaries will have access to passwords and logins. 

Is there a scheduling preference given to students who register early? 

No. Registration is a tally process. Skyward is simply counting how many students 

select a specific class. 

What if I do not have access to a computer? 

Students can register at any computer that has access to the Internet. Students can 

register at home, school or at any public library. Wayzata High School will have a 

computer lab open during Curriculum Night on February 15, 7:30 - 8:45 p.m. The Media 

Center is open daily from 7 – 3:30 and Thursdays until 4 p.m. 

What happens if I do not select (2) Alternate classes? 

Some students may be at a disadvantage if a scheduling conflict arises or if a class is not 

offered due to limited enrollment. It is in your best interest to select two alternate classes. 

What if I am absent from school on February 16? 

Students should turn in registration worksheet immediately upon returning to school. 

What if a student has a scheduling question, whom should they contact? Contact 

the scheduling office at sharon.peterson@wayzata.k12.mn.us 

What if the student has a technical question, whom should they contact? Contact 

the technician at marie.reed@wayzata.k12.mn.us or call 763-745-5110 

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Registration Guide 2011-2012 - Wayzata Public Schools

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