guidance department - Plymouth Regional High School

PEMI-BAKER REGIONAL SCHOOL BOARD 

Catherine Hahn, Chair 

Kathy Ringlein Barbara Noyes Susan Judd 

Lisa Ash Ross Deachman Tim Naro 

Andy Hancock Ed Gaiero Joe Clark Jr. 

Carolyn Varin Walter Joyce Peter Pettengill 

Superintendent of Schools 

Assistant Superintendent 

Assistant Superintendent 

Principal 

Assistant Principal 

Interim Assistant Principal/Director of CTE 

Director of Athletics 

Director of Health & Clinical Services 

Director of Special Education 

Director of Alternative Education 

Technology Coordinator 

Interim School Safety Coordinator 

Mark Halloran 

Ethel Gaides 

Kathleen Boyle 

Bruce W. Parsons 

Robert Price 

Randy Cleary 

Charles Lenahan 

Dr. Phil Sanguedolce 

Dr. Kerry Schnell 

Richard Knowles 

Daniel Pierce 

Todd Austin 

Nondiscrimination Policy Statement 

The School Administrative Unit #48 School Boards including, Campton, Ellsworth, Holderness, Pemi- 

Baker, Plymouth, Rumney, Thornton, Waterville Valley, and Wentworth have adopted a policy of 

nondiscrimination on the basis of sex, race, creed, color, country of national origin, handicapping 

condition, disability or age. 

Pemi-Baker Cooperative School District, in accordance with the requirements of Title IX of the Education 

Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, Title VI of the Civil Rights Act of 

1964, The Age Discrimination Act of 1975, Individuals with Disabilities Education Act, and amendments 

thereto in Public Laws, hereby declare formally that it is the policy of the Pemi-Baker Cooperative School 

Board in their actions, and those of their employees, that there shall be no discrimination on the basis of 

sex, race, creed, color, country of national origin, disability or age for employment in, participation in, or 

operation and administration of any educational program or activity in the district‘s schools. 

Inquiries, complaints and other communications relative to the compliance of this policy and other public 

laws and federal regulations concerned with nondiscrimination, shall be addressed to: 

Title IX Coordinator: 

Kathy Boyle, Assistant Superintendent 

47 Old Ward Bridge Road, Plymouth, NH 03264 - (603) 536-1254 

Section 504 Coordinator: 

Robert J. Price, Assistant Principal 

86 Old Ward Bridge Road, Plymouth, NH 03264 - (603) 536-1444 

Any complaints or alleged infractions of the policy, law, or applicable regulations, will be processed 

through the grievance procedure as outlined in this Parent/Student Handbook. 

The Board acknowledges that their policy of nondiscrimination applies to employment practices in hiring 

and personnel management as well as to admissions and participation in, and operation and administration 

of programs and activities within the Pemi-Baker Cooperative School District, and is applicable to all 

persons employed or served by the district.

TABLE OF CONTENTS 

PRHS Philosophy and Goals………………………………………………………………………… 4 

A Message from the Administration……………………………………………………… 6 

A Message from the Guidance Department………………………………………… 7 

Course Listings by Department………………………………………………………………. 8 

NH Scholars………………………………………………………………………………………………… 10 

4-Year Plan………………………………………………………………………………………………….. 11 

NCAA Academic Eligibility Requirements……………………………………………… 12 

Academic Policies and Procedures…………………………………………………………… 14 

Guidelines for Selecting Courses……………………………………………………………… 18 

Electives List………………………………………………………………………………………………… 21 

Alternative Education Programs: …………………………………….…………………… 22 

English Department……………………………………………………………………………………… 23 

Social Sciences Department……………………………………………………………………… 33 

World Languages Department………………………………………………………………… 39 

Mathematics/Computer Science Department……………………………………… 43 

Science Department…………………………………………………………………………………… 52 

Family and Consumer Science Department…………………………………………… 59 

Industrial/Technology Education……………………………………………………………… 61 

Career and Technical Education Department…………………………………….. 64 

Construction Technology…………………………………………………………………………… 65 

Marketing Education…………………………………………………………………………………… 65 

Culinary Arts………………………………………………………………………………………………… 66 

Automotive Technology……………………………………………………………………………… 67 

Health Science Technology……………………………………………………………………… 68 

Financial Services and Business Management (At Newfound Reg. H.S.) 69 

Cooperative Work Experience…………………………………………………………………… 71 

Fine and Performing Arts Department…………………………………………………… 71 

Physical Education/Wellness Department……………………………………………… 82 

Student Services Department…………………………………………………………………… 84 

Transitional Services…………………………………………………………………………………… 84 

Guidance Department…………………………………………………………………………………… 85 

Driver Education…………………………………………………………………………………………… 86 

3

PLYMOUTH REGIONAL HIGH SCHOOL 

PHILOSOPHY AND GOALS 

GROWTH: EVERY PERSON, EVERY DAY, SOME WAY 

Plymouth Regional High School is a learning center in rural north central New 

Hampshire that meets the diverse educational needs of students from the 

towns of Ashland, Campton, Ellsworth, Holderness, Plymouth, Rumney, 

Thornton, Waterville Valley (AREA agreement), and Wentworth. It offers 

broad, flexible curricula and teaching techniques to prepare students for 

further education and/or future career choices. The responsibility for 

educating our students is shared by the parents, faculty, administrators, 

School Board members, community members, and the students themselves. 

The primary role of the public school is to pass on, from generation to 

generation, the knowledge and cultural values vital to the sustenance of our 

society. 

PRHS Mission Statement 

Together we challenge one another to develop and demonstrate the 

attitudes, skills, and knowledge essential to attaining excellence in self, 

family, and community. 

To this end the curriculum is designed to: 

(1) Promote high educational standards in all subject areas 

(2) Build valuable vocational skills 

(3) Stimulate the development of the thinking, problem solving, and 

creative capabilities of each student 

(4) Promote social and civic responsibility 

(5) Encourage students to be physically, morally, and emotionally 

healthy 

As a complement to the curriculum, our varied student activities offer 

additional educational opportunities for growth and exploration. Plymouth 

Regional High School endeavors to teach students to take responsibility for 

themselves and their actions, recognize their responsibility to others, have a 

commitment to their community, and become citizens who can adapt to the 

ever-changing global society. 

4

PLYMOUTH REGIONAL HIGH SCHOOL 

VISION 

Growth: Every person, every day, some way. 

MISSION STATEMENT 

Together we challenge one another to develop and demonstrate 

the attitudes, skills, and knowledge essential to attaining excellence 

in self, family, and community. 

1. Our graduates will acquire information 

A. By locating and gathering information from a variety of resources 

B. By reading 

2. Our graduates will critically think and problem solve 

A. By organizing collected information 

B. By evaluating sources 

C. By applying creative problem solving strategies 

D. By analyzing and drawing conclusions 

3. Our graduates will demonstrate effective communication 

A. By working together with peers in an effective manner 

B. By speaking 

C. By writing 

D. By utilizing technology 

E. By utilizing visual, auditory and kinesthetic methods 

4. Our students will demonstrate the skills necessary to be active and 

responsible members of society 

A. By adhering to accepted codes of conduct 

B. By working together with peers in an effective manner 

C. By evaluating and reflecting on their actions, choices, and goals 

5

A MESSAGE FROM THE ADMINISTRATION 

Dear Students: 

This Program of Studies has been prepared to assist you in planning the 

most effective use of your four years at the high school. As you think about 

these four years, there are immediate and long-range concerns. Certain 

questions must be answered as you determine which program is best for you. 

Some of these questions are: 

1. What are your strengths and weaknesses? 

2. What kind of grades are you presently receiving? 

3. What subjects interest you? 

4. At this point, what are your long-term goals? 

5. What courses should you take to achieve these goals? 

6. Are you aware of requirements for courses before you select them? 

7. How can you find out more about the courses before you select them? 

8. What requirements must you meet for graduation? 

9. Does your planning include short-term goals? For instance, is there an 

after-school or summer job that taking some courses would help you 

obtain? 

10. What other responsibilities or commitments will you have that you need 

to plan for? For example, will you be involved with work, 

extracurricular activities, family obligations, etc? 

An important part of the educational process is to learn how to make 

intelligent, well-thought-out choices from a variety of options, a skill which 

will be necessary for the rest of your lives. Before finalizing your program 

selections for next year, make certain that you have consulted your parents, 

teachers, and counselors, whose advice will help to maximize your 

opportunities and ensure that you are preparing for your future. 

We wish you success in both designing and carrying out your individual 

program. 

Bruce W. Parsons Randy Cleary Robert Price 

Principal Interim Assistant Principal/ Assistant Principal 

Director of CTE 

Kerry Schnell, Ed.D. 

Special Ed. Director 

Charles Lenahan 

Athletic Director 

Daniel Pierce 

Technology Coordinator 

Richard Knowles 

Director of Alternative Education 

Phil Sanguedolce, Psy.D. 

Health & Clinical Services Director 

Todd Austin 

Interim School Safety Coordinator 

6

A MESSAGE FROM THE GUIDANCE DEPARTMENT 

Dear Students and parents: 

The Guidance Department of Plymouth Regional High School welcomes incoming 

ninth grade students, transfer students, and returning students for what we 

believe will be a wonderful school-year 2010-2011. Our staff focuses on the whole 

child, and our aim is to help students with both educational and personal 

development. We encourage you to work with your counselor to obtain the most 

meaningful education possible at Plymouth Regional High School. The lack of 

English language skills is not a barrier to participation in any course at Plymouth 

Regional High School. For students who may need ESL services please speak with a 

guidance counselor to arrange the proper services. 

We have a specialized ninth grade counselor in addition to our upper class 

counselors to ensure that each student receives the individualized attention 

necessary to meet today’s challenges. The Registrar and Guidance Secretary are 

anxious to assist students and parents in utilizing the many available materials and 

resources in the Guidance Resource Center. 

In addition to developing student’s schedules and helping students plan for the 

future, the counselors are advocates for students. The counselors will help 

students work with teachers, parents, and other professionals to ensure that each 

student’s needs are met. The counselors are good listeners, and they hope you give 

them the opportunity to listen to you. 

Each counselor is eager to assist parents in any matter regarding student progress 

in school and with any future planning. Please do not hesitate to contact the 

Guidance Office (536-1444) or check out the guidance page on the school website 

at www.prhs.sau48.org for current updates on upcoming events. The Guidance 

Office offers many informational meetings and seminars concerning higher 

education throughout the school year. Parents of any high school student are 

welcome to attend regardless of the age or grade of the student. 

All of the guidance resources we have are available to parents/guardians as well as 

students. Feel free to come in and check out our materials in print, on video, and on 

the computer. We look forward to assisting parents and students throughout the 

school year. Again, welcome and good luck. 

Katie Pagnotta Guidance Counselor Ann Rasmussen Guidance Counselor 

Peter Gulick Guidance Counselor Paul Ferenc Guidance Counselor 

Gloria Rainwater Registrar Meg McGlauflin Guidance Secretary 

7

COURSE LISTING BY DEPARTMENT 

ENGLISH 

100 ENGLISH 9 102 ENGLISH 9 HONORS SUPPL 103 ENGLISH 9-180 

106 ADVENTURES IN READING 109 ENGLISH 10-2 112 ENGLISH 10-3 

115 ENGLISH 10-HONORS 118 ENGLISH 11-2 121 ENGLISH 11-3 

124 AP ENGLISH 11 LANG./COMP. 127 AMERICAN STUDIES ENGLISH 130 WORLD LITERATURE 

133 BRITISH LITERATURE 136 AP ENGLISH LIT. & COMP. 139 DRAMATIC LITERATURE 

142 CREATIVE WRITING 145 FANTASY LITERATURE 

SOCIAL STUDIES 

150 GEOGRAPHY 151 AMERICAN PRESIDENCY 153 CIVICS/NH HISTORY – 2 

154 CIVICS/NH HISTORY – 3 155 CIVICS/NH HISTORY HON 156 GLOBAL HISTORY 

159 ECONOMICS 162 US-HISTORY – 2 163 AMERICAN STUDIES SOC 

165 US HISTORY – 3 168 AP US HISTORY 170 CRIMINAL/CIVIL LAW 

173 PSYCHOLOGY 176 SOCIOLOGY 179 FAR EASTERN STUDIES 

181 MIDDLE EASTERN STUD. 183 AP EUROPEAN STUDIES 

WORLD LANGUAGE 

200 FRENCH I 203 FRENCH II 206 FRENCH III 

209 FRENCH IV 212 SPANISH I 215 SPANISH II 

218 SPANISH III 221 SPANISH IV 223 AP SPANISH 

MATH 

300 ALGEBRA I A 303 ALGEBRA I B 306 ALGEBRA I 

309 ALGEBRA II 312 ALGEBRA II HONORS 315 BASIC GEOMETRY 

318 GEOMETRY 321 GEOMETRY HONORS 324 MATH TOPICS 

327 PRE-CALCULUS 330 PRE-CALCULUS HONORS 333 FINITE MATH 

336 STATISTICS 339 CALCULUS 341 AP CALCULUS 

COMPUTER SCIENCE 

342 VISUAL BASIC 343 ADVANCED VISUAL BASIC 344 INTRO TO JAVA 

345 ADVANCED JAVA 

SCIENCE 

350 FOUNDATIONS IN BIOLOGY 353 BIOLOGY 354 EARTH SCIENCE 

355 INTRO TO PHYSICS – 2 356 INTRO TO CHEMISTRY -2 358 INTRO TO PHYSICS – 3 

359 INTRO TO CHEMISTRY – 3 362 INTRO TO PHYSICS – HON 363 INTRO TO CHEMISTRY– HON 

365 AP BIOLOGY 366 ADVANCED BIOLOGY 368 CHEMISTRY 

371 CHEMISTRY HONORS 374 ANATOMY & PHYSIOLOGY 377 ENVIRONMENTAL SCIENCE 

380 PHYSICS 383 PHYSICS HONORS 385 CURRENT SCIENCE INVEST. 

391 GEOLOGICAL SYSTEMS 392 OCEANOGRAPHY 

FAMILY & CONSUMER SCIENCE 

500 FOODS & NUTRITION 503 COSTUMING 506 CREATIVE COOKING 

509 LIVING ON YOUR OWN 

INDUSTRIAL TECHNOLOGY 

512 POWER AND ENERGY I 515 POWER AND ENERGY II 524 DRAFTING 

527 MECHANICAL DESIGN 530 ARCHITECTURAL DRAFTING 533 BASIC WOODWORKING 

536 ADVANCED WOODWORKING 539 ENGINEERING/CAD I 

CAREER AND TECHNICAL EDUCATION 

603 CONSTRUCTION TECH I 606 CONSTRUCTION TECH II 612 MARKETING I 

615 MARKETING II 618 MARKETING III 621 CULINARY ARTS I 

624 CULINARY ARTS II 627 AUTOMOTIVE TECH I 630 AUTOMOTIVE TECH II 

640 HEALTH SCIENCE I 643 HEALTH SCIENCE II 

FINE AND PERFORMING ARTS 

660 INTRO TO THEATRE 661 TEACHING ASST. INTR. THEA 662 TECH THEATRE I 

8

663 TECH THEATRE II 666 ACTING I 669 ACTING II 

670 TEACHING ASST. ACTING 671 TEACHING ASST. TECH THEA 672 THEATRE/CLASSROOM I 

673 THEATRE/CLASSROOM II 703 ART I 706 DESGN 

FINE AND PERFORMING ARTS (CONTINUED) 

709 PRINTMAKING 712 SCULPTURE 715 GRAPHIC ARTS 

718 DRAWING AND PAINTING 721 COMPUTER GRAPHIC DES. 724 ADV. COMPUTER GRAPHICS 

735 INTRO TO DIGITAL PHOTO 737 ADVANCED DIGITAL PHOTO 739 WEB & MULTIMEDIA DESIGN 

740 CONCERT CHORUS 746 CHAMBER SINGERS 749 CONCERT BAND 

751 INTEGRATED MUSIC 758 JAZZ ENSEMBLE 

PHYSICAL EDUCATION 

790 PHYSICAL EDUCATION 791 UPPER CLASS PE 793 WELLNESS 

STUDENT SERVICES 

SKILLS DEVELOPMENT 

824 EMPLYMENT SKILLS 826 MATH & READING 828 INDEPENDENT LIVING SKILLS 

830 LIFE SKILLS 

GUIDANCE DEPARTMENT 

400 NINTH GRADE SEMINAR 850 WORK BASED LEARNING 856 STUDENT LIBRARY AIDE 

857 VOLUNTEER SERVICE 

****Plymouth Regional High School participates in the NH Scholars programs. 

The information on the following page should be considered as you plan your course 

of studies. You can be a NH scholar. 

9

What is the New Hampshire Scholars Program? 

The New Hampshire Scholars Program recommends a Core Course of Study to high school 

students giving every participating student the advantage of well-rounded, more challenging 

coursework in English, math, science, social studies and foreign language. Students who 

undertake this rigorous Core Course of Study will challenge themselves to do their best work 

during their high school career and will enjoy a wider range of postsecondary options upon 

graduation. 

Benefits of being a New Hampshire Scholar 

Advanced preparation for college 

Learn decision-making and critical thinking skills necessary for work 

Training/mentoring from potential employers 

Recognition as a State Scholar at high school graduation 

Designation as a State Scholar on high school transcript 

Become a better candidate for certain types of scholarships and financial aid 

New Hampshire Scholars Required Courses: 

English - 4 years 

Math - 3 years 

Laboratory Science - 3 years 

Social Studies - 3.5 years 

Foreign Language - 2 years of the same foreign language other than English 

Students who complete this Core Course of Study will be prepared both for college and work. 

They will also be recognized at graduation as New Hampshire Scholars. 

Please visit www.NHscholars.org for information on the program and other resources to help 

better prepare you for college and career. 

10

FOUR YEAR PLAN 

Name ________________________________ YOG ________ 

Date ____________ 

Tentative Future Goals/Career Path __________________________________________ 

GRADUATION REQUIREMENTS CREDITS GRADE 9 GRADE 10 GRADE 11 GRADE 12 

English 4 

Civics/NH History .5 

Geography .5 

US History 1 

Mathematics 3 

Science (1 Biological/1 Physical) 3 

Earth Science .5 

Physical Education 1 

Wellness .5 

Digital Portfolio 

P 

The Arts .5 

Ninth Grade Seminar .5 

Economics .5 

Electives 8.5 

TOTAL 24 

Grade 9 

Credits 

Grade 11 

Credits 

Grade 10 

Credits 

Grade 12 

Credits 

11

NCAA FRESHMAN-ELIGIBILITY STANDARDS 

QUICK REFERENCE SHEET 

KNOW THE RULES: 

Core Courses 

NCAA Division I requires 16 core courses as of August 1, 2008. This rule applies to any student first entering 

any Division I college or university on or after August 1, 2008. See the chart below for the breakdown of this 16 corecourse 

requirement. 

NCAA Division II requires 14 core courses. See the breakdown of core-course requirements below. Please note, 

Division II will require 16 core courses beginning August 1, 2013. 

Test Scores 

Division I has a sliding scale for test score and grade-point average. The sliding scale for those requirements is 

shown on page two of this sheet. 

Division II has a minimum SAT score requirement of 820 or an ACT sum score of 68. 

The SAT score used for NCAA purposes includes only the critical reading and math sections. The writing section of 

the SAT is not used. 

The ACT score used for NCAA purposes is a sum of the four sections on the ACT: English, mathematics, reading 

and science. 

All SAT and ACT scores must be reported directly to the NCAA Eligibility Center by the testing agency. Test 

scores that appear on transcripts will not be used. When registering for the SAT or ACT, use the Eligibility 

Center code of 9999 to make sure the score is reported to the Eligibility Center. 

Grade-Point Average 

Only core courses are used in the calculation of the grade-point average. 

Be sure to look at your high school’s list of NCAA-approved core courses on the Eligibility Center's Web site to make 

certain that courses being taken have been approved as core courses. The Web site is www.ncaaclearinghouse.net. 

Division I grade-point-average requirements are listed on page two of this sheet. 

The Division II grade-point-average requirement is a minimum of 2.000. 

DIVISION I 

16 Core-Course Rule 

16 Core Courses: 

4 years of English. 

3 years of mathematics (Algebra I or higher). 

2 years of natural/physical science (1 year of lab if 

offered by high school). 

1 year of additional English, mathematics or 

natural/physical science. 

2 years of social science. 

4 years of additional courses (from any area 

above, foreign language or nondoctrinal 

religion/philosophy). 

DIVISION II 

14 Core-Course Rule 

14 Core Courses: 

3 years of English. 

2 years of mathematics (Algebra I or higher). 

2 years of natural/physical science (1 year of lab if 

offered by high school). 

2 years of additional English, mathematics or 

natural/physical science. 

2 years of social science. 

3 years of additional courses (from any area 

above, foreign language or nondoctrinal 

religion/philosophy). 

PLEASE NOTE: Beginning August 1, 2013, students planning to attend an NCAA Division II institution will be 

required to complete 16 core courses. 

12

OTHER IMPORTANT INFORMATION 

Division II has no sliding scale. The minimum 

core grade-point average is 2.000. The 

minimum SAT score is 820 (verbal and math 

sections only) and the minimum ACT sum score 

is 68. 

14 core courses are currently required for 

Division II. However, beginning 2013, students 

will be required to complete 16 core courses. 

16 core courses are required for Division I. 

The SAT combined score is based on the 

verbal and math sections only. The writing 

section will not be used. 

SAT and ACT scores must be reported 

directly to the Eligibility Center from the testing 

agency. Scores on transcripts will not be used. 

institution for the first time need to also complete 

the amateurism questionnaire through the 

Eligibility Center Web site. Students need to 

request final amateurism certification prior to 

enrollment. 

13 

NCAA DIVISION I SLIDING SCALE 

CORE GRADE-POINT AVERAGE/ 

TEST-SCORE 

New Core GPA / Test Score Index 

Core GPA SAT ACT 

Verbal and Math ONLY 

3.550 & above 400 37 

3.525 410 38 

3.500 420 39 

3.475 430 40 

3.450 440 41 

3.425 450 41 

3.400 460 42 

3.375 470 42 

3.350 480 43 

3.325 490 44 

3.300 500 44 

3.275 510 45 

3.250 520 46 

3.225 530 46 

3.200 540 47 

3.175 550 47 

3.150 560 48 

3.125 570 49 

3.100 580 49 

3.075 590 50 

3.050 600 50 

3.025 610 51 

3.000 620 52 

2.975 630 52 

2.950 640 53 

2.925 650 53 

2.900 660 54 

2.875 670 55 

2.850 680 56 

2.825 690 56 

2.800 700 57 

2.775 710 58 

2.750 720 59 

2.725 730 59 

2.700 730 60 

2.675 740-750 61 

2.650 760 62 

2.625 770 63 

2.600 780 64 

2.575 790 65 

2.550 800 66 

2.525 810 67 

2.500 820 68 

2.475 830 69 

2.450 840-850 70 

2.425 860 70 

2.400 860 71 

2.375 870 72 

2.350 880 73 

2.325 890 74 

2.300 900 75 

2.275 910 76 

2.250 920 77 

2.225 930 78 

2.200 940 79 

2.175 950 80 

2.150 960 80 

2.125 960 81 

2.100 970 82 

2.075 980 83 

2.050 990 84 

2.025 1000 85 

2.000 1010 86

ACADEMIC POLICIES AND PROCEDURES 

COURSE LOAD 

A student must carry a minimum of six credits per year. Seniors may carry a 

minimum of 5.5 credits. Requests for exceptions must be made through the 

Guidance Office and approved by the Principal. 

COURSE SELECTION POLICY 

Parents/guardians/students possess the final authority and responsibility for a 

student’s course selections, provided that reasonable prerequisites have been met 

and that space is available. Teachers, counselors and administrators have a 

responsibility to guide students and parents in the decision making and may, of 

course, note their recommendations on the course selection sheet. 

DROP-ADD POLICY 

Scheduling for each school year is conducted the previous spring. It is essential 

that students select their courses carefully and with the assistance of their 

counselors and teachers. Once a student’s schedule has been created, changes will 

be made only for extenuating circumstances and are subject to available space in 

desired courses. All drop/add requests should be completed within the first two 

weeks of each semester. No course may be added after the first two weeks of 

the course, and any course drops must be completed within the first six weeks 

of the course. See the School Calendar in your handbook. The students’ schedules 

are constructed for the following year on the assumption that they will pass the 

subjects that they are taking at the time. In the event of failure, the student’s 

program will be modified to incorporate the course (s) necessary to make up the 

failure(s). 

EARLY GRADUATION 

Students desiring to accelerate and complete high school in fewer than four years 

must so indicate in writing to the Principal. A letter from a parent or guardian must 

accompany the student’s request. All students planning to graduate early must 

meet all graduation requirements. The guidance counselor and administration will 

give final approval considering academic and personal goals of the student. 

SUMMER SCHOOL POLICY 

Courses in which a student has received a failing grade of 50 or higher may be made 

up through an approved summer school program. All requests to make up credit by 

attending summer school must be approved by the guidance department and the 

administration in advance. Students should not be excluded from summer school 

for financial reasons. If tuition assistance is needed, please contact either the 

administration or a guidance counselor. Private tutoring, further defined as 

instruction conducted outside of a regular accredited high school program, is not 

acceptable as a means of earning credit for course failure 

14

ACADEMIC POLICIES AND PROCEDURES (continued) 

PRHS STUDENTS TAKING COURSES AT PLYMOUTH STATE UNIVERSITY 

Please refer to the Plymouth Regional High School Academic Calendar and 

Handbook. 

PEMI-BAKER ACADEMY ALTERNATIVE EDUCATION PROGRAMS 

Students who graduate from Pemi-Baker Academy may earn a high school diploma 

and must meet the same credit requirements as students at Plymouth Regional High 

School, though the courses are presented in an alternative setting. Please see the 

Director of Alternative Education for more information about either program. 

GRADUATION REQUIREMENTS 

A minimum of 24 credits is required to earn a diploma. Students are required to 

take a minimum (or the equivalent) of 6 credits per year (5.5 credits for seniors) 

and should experiment with courses from a variety of departments. A balanced 

distribution of courses is necessary. The distribution is outlined below. 

Number of Credits Subject in Which Credits Must be Earned 

4……………………………………..………..English 

3 (1 Alg/1 Geom)…………………..Mathematics* 

3 (1 Bio/1 Phys/ ½ Earth)…..Science***** 

½ ……………………………..………………Geography 

½………………………………………………Civics/NH History 

½………………………….……………….…. 9 th Grade Seminar 

½……………………………………………... Economics** 

1…………………………………….………...United States History 

1……………………………….……………...Physical Education 

½…………………..………………………….Wellness 

½…………………………..………………….The Arts*** 

P……………………………………………Information and Communications Technology**** 

All students must successfully complete a digital portfolio 

to graduate. 

Remainder of credits to be elected. 

*This requirement for the third credit in math may be met by taking the upper level courses 

in the math department, or by selecting from math based electives in Accounting, Intro and 

Advanced Java, C++ Programming, two years of Construction Technology or Marketing III. 

**This requirement may be met through Economics in the Social Studies department, or 

through Marketing I. 

*** This requirement may be met through Art I, Intro to Art, Computer Graphic Design, 

Intro to Theatre, Band, Chorus, Acting I, Tech Theatre I, Digital Photography, Web Design 

and Development or Introduction to Dramatic Literature. 

****This requirement consists of the creation of a digital portfolio. Students must 

successfully complete the digital portfolio during senior year to graduate. 

*****This requirement may be met through any science elective including Power and Energy 

I and Power and Energy II. 

15

ACADEMIC POLICIES AND PROCEDURES (continued) 

INDEPENDENT STUDY 

Students will be considered for courses of independent study only after approval of 

the teacher, counselor, and principal. In the course of four years, a student should 

not request to take any more than two credits for independent study toward 

graduation. No more than one credit will be allowed for each project. 

COURSE LOAD 

A student must carry a minimum of six credits per year. Seniors may carry a 

minimum of 5.5 credits per year. Exceptions must be made through the Guidance 

Office and approved by the principal. 

DISCLAIMER CONCERNING THE PROGRAM OF STUDIES 

The courses listed in the Program of Studies will be offered based on availability of 

physical space, funding, and on the number of enrollees. 

EXPLANATION OF TERMS USED IN THE COURSE DESCRIPTIONS 

The following terms are listed with each course description: 

1. Length of course: Identifies whether a course meets for ½ year or 

a full year and the amount of credit received. 

2. Prerequisite(s): Indicates prior courses which are required. 

3. Course Description: Identifies basic information about the course. 

4. Required Titles or Items: Identifies readings and other items that 

are required for the class. 

5. Assessment: Identifies how students will be assessed in each 

class. 

16

GRADING SYSTEM 

Student achievement for all grades, 9 - 12, will be marked as follows: 

A 

B 

C 

D 

F 

P 

I 

90-100 Superior 

80-89 Commendable 

70-79 Average 

60-69 Needs Improvement 

59 (and below) Failure, no credit 

Passing 

Incomplete 

Reports to parents on student achievement will be issued every nine weeks. At the 

midpoint (4 ½ weeks) in each marking period, progress reports will be mailed home. 

On report cards, failing grades below 50 will only show an F. The numerical grade 

will not be listed. On the final report card for the year and the official transcript, 

both the numerical and letter grade will be listed. 

HONOR ROLL 

High Honors are obtained by securing a grade of 90 or better in every course. 

Honors are obtained by securing a grade of 80 or better in every course. 

EARNED TIME 

Students eligible for Earned Time must pass in a signed parental consent form 

during the first week of school or within five days of the issuing of report cards. 

Once a student has passed in this form, it will be considered valid for the 

remainder of the school year unless withdrawn by the parents (see handbook). 

17

GUIDELINES FOR SELECTING COURSES 

The following represents suggested program outlines for students planning to 

pursue a two-year or four-year post-secondary degree in Engineering, Science, 

Mathematics, or Liberal Arts, or a Technical Field of study. Please keep in mind 

that these courses represent an average or typical program. The program you take 

may vary depending upon your interests and abilities. There is no single college or 

technical preparatory program. Programs can vary in direct relation to your 

individual needs and the requirements of the particular school to which you will 

apply. Consult with your teachers, counselors, parents, and admissions catalogs to 

create the best program for you. Refer to the graduation requirements to be 

certain that all requirements are met. 

MATH, SCIENCE AND ENGINEERING CONCENTRATIONS 

Freshman Year 

English 9 (Honors) 

Algebra I/Algebra II/Honors 

Biology 

Geography/Earth Science 

Physical Education/Wellness 

Freshman Seminar 

Electives - Computer/Tech Ed 

Junior Year 

English 11-3, 11 AP, Amer. Studies 

Algebra II/Pre-Calculus/Honors 

Chemistry/Chemistry Honors 

U.S. History 3/AP/Amer. Studies 

World Language 

Electives-Computer/Tech Ed 

Sophomore Year 

English 10-3, Honors 

Geometry/Honors 

Intro to Physics/Chemistry/H 

Global History 


Physical Education 

Economics/Civics and NH History 

Electives - Computer/Tech Ed 

The Arts 

Senior Year 

British Literature, AP, 

Pre-Calculus/AP Calculus/Statistics 

Physics/Physics Honors/AP Bio/Adv. Bio 

Social Studies Elective 


Electives-Computer/Tech Ed 

18

HEALTH AND MEDICAL FIELDS CONCENTRATION 

The following four year academic plan represents a general suggested program of 

study for students planning to pursue a career in many of the health care fields, 

including certificate or two-year or four-year post-secondary programs in 

therapeutic services, health information services, and bio-technology research and 

development. Examples of these careers include but are not limited to: Dental 

Services, diagnostic medical imaging, dietics, health information technology, human 

services, emergency medical services, exercise and sports medicine, holistic health 

care, medical (clinical) laboratory science, nursing, nutrition, optometry, pathology, 

pharmacology, rehabilitation therapies, and surgical technology. Programs can vary 

in direct relation to your individual needs and the requirements of the particular 

school to which you will apply or health field in which you wish to work. Consult with 

your teachers, counselors, parents, and admissions catalogs to create the best 

program for you. 

Students who choose the two year Health Science program will have the 

opportunity to job shadow in several different career paths to learn about 

opportunities in the health care field. The second year of the Health Science 

program’s emphasis is to train students as Licensed Nursing Assistants. By 

graduation they will be prepared to work as licensed professionals having 

experience in long term care and acute care or to continue onto post-secondary 

education. 

Suggested Program of Study to prepare for Health Fields: 

Ninth Grade 

Tenth Grade 

English 9 English 10-H, 10-3, 10-2 

Algebra I or Algebra I A 

Geometry H, Geom or Basic Geom 

Biology or Foundations in Biology Intro to Chem H, 3, or 2 

Earth Science Intro to Physics H, 3, or 2 

Physical Education & Wellness 


Geography Economics/Civics NH History H, 3, or 2 

Foods and Nutrition 

The Arts/Physical Education 

9 th Grade Seminar 

Eleventh Grade 

Am. Studies, English 11-AP, or 11-3 

US History AP, 3 


Algebra II or Algebra I B 

Anatomy and Physiology 

Chemistry H, or Chemistry 

Health Science I (Full Year) 

Twelfth Grade 

AP Lit., British Lit. 

Statistics 

Calculus, Pre-Calculus or Math Topics 


AP Biology/Advanced Biology 

Physics 

Health Science II (Full Year) 

19

LIBERAL ARTS and HUMANITIES CONCENTRATIONS 

Freshman Year 

English 9 

Algebra I/Algebra II /Honors 

Biology 

Geography / Earth Science 


Art I 


World Language Recommended 

Junior Year 


English 10-3, Honors 

Geometry/Honors 

Physical Science 3/Honors 




Economics/Civics and NH History 

Electives - Fine Arts recommended 

Senior Year 

English 11-3, English 11-AP, Amer. Studies British Literature, AP 

Algebra II/Pre-Calculus/Honors Finite/Statistics/PreCalc/Calc/Honors 

Chemistry or Honors 

AP Bio/Adv. Bio/Anat & Phys/Env. Sci. 

U.S. History 3, AP/Amer. Studies Social Studies Electives 



Electives – Eng, Fine Arts 

Electives – Eng., Computers, Fine Arts 

Career and Technical Education (CTE) Fields 

Freshman Year 


English 9 English 10-2, 10-3 

Algebra I/Algebra I A 

Geometry/Basic Geometry 

Foundations in Biology/Biology Intro to Phys/Chem 2 or 3 

Geography / Earth Science 



Marketing I 

Power& Energy 

Civics and NH History/Economics 


The Arts 

Basic Woodworking/Adv. Woodworking 

Junior Year 

Senior Year 

English 11-2, 11-3, Amer. Studies 

World/British Lit 

Algebra II/Algebra I B/Math Topics Pre-Calculus/Finite Math/Statistics 

Chemistry 

Physics (recommended) 

U.S. History 2, 3, Amer. Studies 

Computer Electives 

CTE Courses (First Year) 

CTE Courses (Second Year) 

(CTE Courses: Culinary Arts, Automotive Technology, Construction Technology, 

Marketing, Health Science, Business Management at Newfound) 

See the Comprehensive Listing of Career and Technical Education Courses! 

20

Electives 

BUSINESS, SCIENTIFIC, and TECHNICAL TRADES (CTE) AND FIELDS 

Power, Energy and Transportation I and II 

Basic and Advanced Woodworking Technology 

Construction Technology 

Automotive Technology 

Financial Services (Newfound) 

Statistics 

Geological Systems/Oceanography 

Culinary Arts 

FAMILY & CONSUMER SCIENCE 

Costuming and Clothing Design and Construction 


Creative Cooking 

Living on Your Own 

Anatomy and Physiology 

Health Sciences I and II 

Current Science Investigations 

Marketing I, II, and III 

Business Management (Newfound) 

Environmental Science 

Physics 

COMPUTER PROGRAMMING 

Java, Advanced Java 

Visual Basic 

Advanced Visual Basic 

LIBERAL and FINE ARTS 

Intro to Art 

Jazz Ensemble 

Art I 

Criminal and Civil Law 

Design 

Far Eastern Studies 

Drawing and Painting 

Middle Eastern Studies 

Graphics 

Fantasy Literature 

Printmaking 

Integrated Music 

Sculpture 

Computer Graphic Design/Advanced Graphic Design 

Intro to Digital Photography/Advanced Digital Photography 

Web & Multimedia Design 

Intro to Theatre 

Acting I, II 

Technical Theatre I, II 

Intro to Dramatic Literature 

Concert Chorus 

Chamber Singers 

Concert Band 


Psychology 

Creative Writing 

Sociology 

French and Spanish 

Advanced Placement courses in History, Math, Science, and Spanish 

21

ALTERNATIVE EDUCATION PROGRAMS 

PEMI-BAKER ACADEMY 

AND 

PEMI-BAKER OUTDOOR LEADERSHIP ACADEMY 

Students may choose from two alternative education programs at Plymouth 

Regional High School. These programs are the Pemi-Baker Academy (PBA) 

and the Pemi-Baker Outdoor Leadership Academy (POLA). Applications to 

either program will be taken throughout the school year, but admission into 

either program may be considered on a space availability basis. 

The Pemi-Baker Academy has a compact school day schedule with a work 

requirement. At least 2 credits of Work Cooperative are required as a 

minimum for graduation from PBA. The courses offered at PBA are designed 

to prepare graduates for both post-secondary education and immediate 

entry into full-time employment. There is no transportation provided by 

PRHS or PBA between student’s homes or workplaces and PBA. Students 

who do not have a reliable, daily source of transportation should not apply. 

The Pemi-Baker Outdoor Leadership Academy takes an interdisciplinary 

approach to curriculum integrating core subjects of English, math, science, 

and social studies with outdoor experiential learning. Students enrolled in 

POLA will participate in some or all of the following activities: rock climbing, 

hiking, backpacking, winter camping, service learning, and canoeing and river 

travel. Other outdoor activities may also be included in the program. 

Students will participate in multi-day over-night backcountry expeditions. 

These expeditions may run from two days to ten days. 

Enrollment in PBA and POLA is limited. Interested students must apply and 

be accepted into either program. Applicants should contact the Director of 

Alternative Education for information and an application. Students who 

transfer their academic program to PBA or POLA must maintain enrollment 

in PBA or POLA for at least one full semester. Credits obtained in PBA or 

POLA may not necessarily be transferable one to one into another academic 

program at PRHS. However, PBA and POLA students must meet the 24 

credit graduation requirement. With the approval of the guidance 

department and the principal, students who graduate from PBA or POLA will 

receive a PRHS diploma. 

22

ENGLISH DEPARTMENT 

The English program is designed to improve the students’ awareness of the 

importance of the English language in their personal and career development. 

Competence in the skills of reading, writing, speaking, and listening is stressed. 

Emphasis is placed on developing comprehension, critical thinking skills, coherence, 

cogency, and fluency in the expression and communication of ideas. 

Literary works are selected for their excellence in content, style, and student 

interest. Through literature students are encouraged to examine various social 

values, to develop an appreciation of various literary styles, and to view reading as 

an enjoyable activity. 

Students in grades nine through twelve follow a full-year program in their 

appropriate phase level. These courses are designed to offer the student a fouryear 

program encompassing all aspects of English. Successful completion of the 

preceding level is required before going on to the next level. 

All students must pass 4 years (9, 10, 11, 12) of English for graduation. 

100 English 9 

Length of Course 

Prerequisite(s) 

Course Description 

Required Titles 

Assessments 

1 year (1 credit) 

None 

English 9 

9 th grade English is a heterogeneous course required for all Freshmen. It 

is a survey course that covers literature of different time periods and 

countries and is organized by theme. Grammar and vocabulary are also 

integral parts of the 9 th grade English curriculum. 

The Odyssey 

Of Mice and Men 

Romeo and Juliet 

The Bean Trees or another novel at teachers’ discretion 

The Miracle Worker 

Essay tests, objective tests, quizzes, papers, projects, oral presentations, 

homework (reading, journals, vocabulary sentences, grammar practice), 

class discussion 

Midterm Exam: 10% of grade for the year; will assess mastery of parts 

of speech and vocabulary from classical roots 

Final Exam: 10% of grade for the year; 5% will assess mastery of parts 

of speech, parts of the sentence; 5% will assess mastery of literature, 

vocabulary and writing 

23

102 English 9 Honors Supplement 





Assessments 

1 year (1/2 credit) (Must be taken in addition to English 9. This course 

meets every other day for 45 minutes. Students who take this course 

will not have a structured study hall during their freshman year. 

Recommendation from 8 th grade English teacher or administrative 

approval 

English 9 Honors Supplement is an advanced English course for 

motivated high achieving students. This course is a foundation for 

those students who wish to take English in future years at the honors 

and AP level. Students will do extensive reading and writing in this 

course to prepare them for future success in honors/AP. 

To be determined 

Papers, exams, and quizzes 

103 English 9 -180 

Course Title English 9-180 




Assessments 

1 Year (2 Credits) 

SRI scores, NECAP scores, elementary principal input 

This 2 credit course meets New Hampshire state standards and PRHS 

standards for English 9 while incorporating the Scholastic Read 180® 

Program to increase students‘ individual reading levels. Periodic 

Scholastic Reading Inventory (SRI) tests will be given throughout the 

year to ensure that students‘ reading levels are, in fact, improving. 

Periodic SRI‘s and assessments 

Midterm Exam: 10% of grade for the year; will assess mastery of parts 

of speech and vocabulary from classical roots. 

Final Exam: 10% of grade for the year; 5% will assess mastery of parts 

of speech, parts of the sentence; 5% will assess mastery of literature, 

vocabulary and writing 

Both assessments for and of learning for Romeo and Juliet and The 

Odyssey 

24

Adventures in Reading 

106 Reading Enrichment for Ninth-Graders 




Assessments 

½ year (.25 credit) (pass/fail) 

Enrollment is limited 

This course emphasizes engaging with the written word in order to 

develop knowledge, gain historical and cultural perspective, create and 

strengthen social ties, discover and augment the self, and deepen 

aesthetic pleasure. Students encounter various literary forms, among 

which may be short fiction, novels, essays and other non-fiction, poetry, 

plays, etc. Students will also examine the historical development of 

certain words and phrases. 

Grades are determined by journals, written responses, essays and other 

writing, quizzes, word puzzles, homework, discussion, presentations, 

tests, individual and group projects, memorization, and other methods. 

Students are expected to participate in class discussion and read aloud. 

English 10 

109 English 10-2 



Prerequisite(s) English 9 



Assessments 

Much like ninth grade English, English 10-2 is a survey course that 

covers literature of different time periods and countries and is 

organized by theme. However, this is a remedial course, primarily 

designed to build skills. The aims of this course are to develop the 

students‘ abilities to analyze what they read and to improve their 

reading, speaking, listening, viewing, and writing skills. This course 

covers a review and extension of grammar and literary terms. Students 

develop skills in vocabulary, punctuation, and correct usage. 

Composition projects cover the process of prewriting, writing, and 

rewriting. The literature read includes novels, short stories, poetry, 

plays and non-fiction. 

Elements of Literature: 3 rd Course (Holt) 

Prentice Hall Grammar and Composition 

Death Watch 

The Pearl 

Animal Farm OR Night. 

Tests, class participation, homework, writing projects and academic 

writing journals 

Midterm Exam: 10% of grade for the year; will assess mastery of 

parts of speech, and parts of the sentence and Latin roots; 5% will be 

literature 

Final Exam: 10% of grade for the year; 5% will assess mastery of 

parts of speech, parts of a sentence, and Latin roots; 5% will assess 

mastery of literature, vocabulary, writing and literary terms. 

25







The year begins with a review of grammar skills. English 10-3 is a survey 

course that covers literature of different time periods and countries and is 

organized by theme. A variety of literary types will be read including drama, 

short stories, poems, non-fiction, and novels. Students will do research and 

use the MLA style guide. Writing compositions and improving analytical 

skills will also be emphasized in this course. Outside reading will be required 

on an individual basis. Grammar, mechanics, and writing and viewing skills 

are reviewed and developed. 


Prentice hall Grammar and Composition 

Julius Caesar 

Optional Title: Night 

Lord of the Flies 

The Pearl 

Animal Farm or The Dogs of March 

Assessments 

Essay tests, objective tests, quizzes, independent research, papers, class 

discussion, notebook checks, grammar practice, homework; Latin roots 

Midterm Exam: 10% of grade for the year; will assess mastery of parts of 

speech, parts of the sentence, and the phrase; 5% literature 

Final Exam: 10% of grade for the year; 5% will assess mastery of parts of 

speech, parts of the sentence, the phrase, and the clause; 5% will assess 

mastery of literature, vocabulary writing, and literary terms. 

115 English 10-Honors 






English 9 and Teacher Recommendation 

This course is a pre-AP class. Critical thinking and independent 

work are emphasized. English 10 Honors moves at an accelerated 

pace. It is a survey course that covers literature of different time 

periods and countries and is organized by theme. Class discussion of 

the literature is an essential element of the course, and participation is 

required. Writing assignments will be frequent and will be primarily 

in the form of analytical essays. Latin roots form the basis for 

vocabulary study. English grammar and composition will include 

study of the parts of speech and the elements of the sentence, the 

phrase and the clause. This course includes a required summer 

reading assignment that is assessed through journal responses 

and a paper. 

The Power of Myth (Summer Reading) 


Prentice Hall Grammar and Composition 

The Pearl 

Julius Caesar 

Lord of the Flies 

26

Additional Suggested Titles 

Assessments 

A Tale of Two Cities; Night 

The Little Prince 

Jane Eyre 

Things Fall Apart 

Nectar in a Sieve 

Essay tests, objective tests, quizzes, papers, projects, independent 

research, oral presentations, homework (reading, journals, vocabulary 

sentences, grammar practice), class discussion 


parts of speech, parts of the sentence, and the phrase (5%) and 

literature assessment (5%). 

Final Exam: 10% of grade for the year; 5% will assess mastery of 

parts of speech, parts of the sentence, the phrase and the clause; 5% 

will assess mastery of literature, vocabulary, writing and literary 

terms. 

English 11 







Assessments 

Much like English 10-2, English 11-2 is designed for students who 

still require remediation of basic skills. It is a survey course in 

American literature. This course complements the U.S. History course 

that is also taken in the 11 th grade. Vocabulary, usage, writing and 

critical listening and thinking skills are emphasized. 

The Crucible 

Our Town 

The Great Gatsby 

The Color of Water and/or additional, optional titles 

Essay tests, objective tests, quizzes, papers, projects, homework and 

oral presentations 






English 11-3 is a history-based course for college-bound students. The 

focus of the course is American literature and it complements the US 

history course taught in the 11 th grade. The course is a chronological 

survey of literary works from the Native Americans to the writers of 

today. Novels, plays, short stories and poetry are read in the original 

form. Reading and writing assignments are extensive. Vocabulary and 

usage are important components, with an emphasis on SAT 

preparation. Students work on projects and papers independently but 

are expected to participate in class discussion and group work. 

27


Assessments 

Major literary works will be studied in conjunction with literary 

movements. 

Essay tests, objective tests, quizzes, papers, projects, homework, and 


Midterm and final exams will comprise 20% of the grade for the year. 

124 AP English-11 Language and Composition 





Assessments 


English 10 Honors 

English 11-AP Language and Composition is a challenging, historybased 

course for students who are self-motivated lovers of language. 

The focus of the course is American literature and it complements the 

US history course that is taught in the 11 th grade. The course is a 

chronological survey of literary works from the Native Americans to 

the writers of today. Novels, plays, short stories and poetry are read in 

the original form. Reading and writing assignments are extensive. 

Vocabulary and usage are important components, with an emphasis 

on SAT preparation. This course also prepares students for the 11AP 

exam in Language and Composition which focuses on rhetoric and 

argument; essays and non-fiction works are used as texts. 

The Summer Reading component for 11-AP requires reading two 

books: 

1. String Too Short to Be Saved 

2. 50 Essays 

An assigned essay is due on the first day of class as a form of 

assessment. Students must sign a form acknowledging that they 

understand there is a summer requirement and that they have received 

the assignment. 


Our Town 

The Scarlet Letter 

Ethan Frome 

The Color of Water 

The Crucible 

The Grapes of Wrath 

Critical, analytical papers, research papers, teacher made tests, 

quizzes, individual projects and presentations, creative writing 

assignments modeled on various genres studies. Optional AP test. 

127 American Studies – English Section 




1 year (2 credits as this course is coupled with course 163 American 

Studies - History Section) 

Recommendation of English and History Departments 

American Studies is a two-credit, two-period, interdisciplinary course 

that satisfies the requirements for both US History and English 11. It 

is taught by two teachers, one from the English department and one 

28

from Social Studies. American Studies is a heterogeneous course, 

open to all juniors. In the English portion of the course, students 

follow the standard American Literature curriculum; in the history 

portion they receive a standard US History course from the Colonial 

times to the present day. In some areas, more emphasis will be placed 

on the social, cultural and artistic merits of the time period. 


Assessments 

The Crucible 

Our Town 


Red Badge of Courage and additional, optional titles 



130 World Literature 

English 12 






Assessments 

Much like English 11-2, this course is designed for students who 

continue to require remediation of basic skills. This is a survey course 

that covers world literature organized by culture. Vocabulary, usage, 

writing, and critical listening and thinking skills are emphasized. 

Titles chosen at teacher‘s discretion 



English rubric is used in grading writing assignments 

133 British Literature 





Assessments 


English 11 or American Studies 

This is a history-based literature course for the college-bound senior. 

The course is a chronological survey of the literature of Britain from 

the Anglo-Saxons to present day. Reading and writing assignments 

are extensive and include poetry, novels, and plays. Analysis of 

literary techniques and the connection between literature and history 

are important components. Students are graded on tests, writing 

projects, journals, individual and group presentations, and homework. 

Beowulf 

The Canterbury Tales 

Hamlet 

Frankenstein 

Wuthering Heights 

Additional novels, plays, poetry, and videos 

Essay and objective tests, papers, projects, presentations, quizzes, 

29

homework, class participation 


important terms for time periods studied. 

Final Exam: 15% of grade for the year; will assess mastery of the 

connection between history and literature of the time periods 

covered throughout the year. 

136 AP English-12 Literature and Composition 





English 11-AP or American Studies 

This Humanities AP course is an inquiry into man‘s search for 

meaning and existence as seen through philosophy, religion, 

government, art, music, and, of course, literature. Much of the class is 

conducted as a seminar in which students are expected to teach and 

learn from each other as we explore literature from ancient Greece to 

the twentieth century. This is a rigorous course appropriate for the 

serious student of literature and ideas. Students have the option of 

taking the Advanced Placement Exam in English Literature and 

Composition in May for possible college credit. 

Students are required to read three assigned novels during the summer 

and write an essay in response to a prompt to be provided by the 

teacher. The novel titles and the detailed essay prompt will be given to 

students in the spring of their junior year. Students must sign a form 

acknowledging that they understand there is a summer requirement 

and that they have received the assignment. 

Typical Titles 

Song of Solomon 

Frankenstein 

The Awakening 

Rosencrantz and Guildenstern 

are Dead 

Antigone 

Oedipus the King 

A Dollhouse 

Bel Canto 

A Prayer for Owen Meany 

Heart of Darkness 

Wuthering Heights 

Paradise Lost 

Hamlet 

Dr. Faustus 

Death of A Salesman 

Selected Short Stories and Poems 

Assessments 

Essay tests, papers, oral presentations, AP practice tests (objective), 

quizzes, class participation, and homework. 


literary devices and close reading 

Final Exam: 15% of grade for the year; will assess mastery of APlevel 

reading and writing 

139 Introduction to Dramatic Literature 




½ year (½ credit) 

None. Open to grades 9-12. Introduction to Theatre recommended. 

(This course is an elective that does not fulfill an English requirement, 

but does fulfill the requirement for ½ credit in the arts.) 

30

This course is designed as a survey of dramatic literature. The class 

will explore various dramatic works from different historical and 

cultural periods. Students will examine how a play is put together to 

create a world on stage. Students will read several plays and examine 

others through the use of video. The course is designed to round out 

knowledge of the theatre and theatrical styles. If you enjoy studying 

other realities through theatre, this may be the course for you. 

Assessments 

class participation, projects, tests, essays, quizzes 

142 Creative Writing 




Required Texts 

½ year ( ½ credit) 

Must be a junior or senior 

This course is an elective course of study chosen by those students who enjoy 

writing, who want to practice and improve their writing skills, and who want 

to expand their repertoires of writing styles. During this course students will 

be introduced to the various genres of writing, shown ways to overcome 

writer's block, generate writing subjects, work with language, and be 

encouraged to practice their performance readings. While this course is a 

writing class, moderate reading is assigned and required. Three textbooks 

and various writing models are used to generate student creativity and 

expression. Students also submit their work to several literary journals for 

publication consideration. 

Writing Down the Bones 

Writing Poems 

Writing Fiction 

Writing the Memoir 

Sleeping on the Wing 

Assessments 

Each quarter students' grades are based on writing projects, drafts, peer 

critiques, homework, a quarter portfolio, class participation, and attendance. 

The final year average is based on the mid-year portfolio (mid-year exam), 

the final portfolio (final exam), and the 4 quarter grades. 

145 Fantasy Literature 


½ year ( ½ credit) 

Prerequisite(s) None: Open to students in Grades 9-12 


Assessments 

This course is a one semester elective course of study chosen by students in 

grades 9-12 who are interested in the genre of fantasy. During this course 

students will read fantasy from the library‘s extensive collection, view a 

variety of early and current fantasy films, and write their own samples of 

fantasy. Students will become familiar with the basic fantasy archetypes of 

hero, mentor, threshold guardian, shadow (villain), herald (messenger), and 

shape shifter. Competencies in this course will be demonstrated through 

creative and critical writing and various projects. The foundational literature 

of the course includes Edith Hamilton‘s Mythology, Joseph Campbell‘s The 

Hero with a Thousand Faces and Orson Scott Card‘s How to Write Science 

Fiction and Fantasy. 

Creative and critical writing and projects. 

31

ESL (English as a Second Language) 

Instruction in English as a Second Language (ESL) is offered to non-English 

language background students. At the beginning of the school year, language 

minority students are assessed in their English reading, writing, speaking, and 

listening skills to determine their level of proficiency with the language. The goal 

of ESL is to help each student obtain fluency in all domains, as well as to support 

them in their content classes during that process. ESL classes are credit bearing. 

If you have a need for ESL, make sure you let your counselor and English teacher 

know! 

32

SOCIAL SCIENCES DEPARTMENT 

The Social Sciences Department is committed to helping students become literate, 

informed, decision makers who are willing and able to participate successfully in 

America’s future. 

All students must complete one year of Geography, one semester of Civics/NH 

History, and one year of US History for graduation. 

150 Geography 




Assessments 

½ Year (1/2 credit) 

None 

World Geography is a study of the earth‘s systems and processes. It is a 

science that examines the physical and cultural relationships between 

the environment and humans. It is a study of history and the impact of 

civilizations on political borders and ideology. The basis for 

understanding geographic concepts is an application of what one 

observes to one of the five geographic themes: Location, Place, 

Movement, Human-Environment Interaction, and Region. Empirical, 

analytical, and performance methodology are used to solve problems 

and make predictions. The basic units of study include an introduction, 

India and South Asia, China and East Asia, Southwest Asia/North 

Africa, Sub Saharan Africa, and Eastern Europe. 

Students will be assessed with collected homework, quizzes, tests, 

writing assignments, and a final exam. 

151 American Presidency 




Assessments 

½ Year ( ¼ Credit) 

Enrollment is limited 

The American Presidency is an historical study of the office of the 

President and the individuals who served as President of the United 

States. It examines the power of the office and the individual. It 

examines how the presidency has changed since its limited 

Constitutional roots in 1789 to a party leader and leader of the free 

world. The elastic power of the presidency is studied in relation to the 

power of Congress and the voice of the people. 

Homework, quizzes, tests, oral presentations, writing. 

33

CIVICS/NEW HAMPSHIRE HISTORY 

153 Civics/NH History-2 




Assessments 

½ Year (½ credit) 

None 

In this course students will learn the idea of liberty, equality, and 

justice. Students will study the Declaration of Independence, the U.S 

Constitution, and the New Hampshire Constitution. Students will learn 

about the basic principles of government that are intended to protect 

their right to the enjoyment of these ideals. Students will learn about 

the rights and responsibilities of citizens in a country/state/community 

committed to liberty, equality, and justice. 

Tests, quizzes, small projects, participation, and current-events. 

154 Civics/NH History-3 




Assessments 


Recommendation of 9 th grade Geography and English teacher 

The PRHS civics program uses the textbook United Sates Government: 

Democracy in Action. This course is designed to provide the 

knowledge of theory, principles, and structure of government of the 

United States and its underlying philosophy. Beginning with the study 

of the origins of government, this course covers topics such as our 

Federal Constitution, New Hampshire Constitution, our electoral 

system, political parties, governmental policy, current events, and 

involvement with business, labor, education, and other areas of life as a 

citizen. 

Tests, quizzes, discussions, participation, mini-projects, essays, 

homework, presentations, and simulations. 

155 Civics/NH History Honors 




Assessments 


Recommendation of 9 th grade Geography and English teacher 

The PRHS civics program uses the textbook United Sates Government: 

Democracy in Action. This course is designed to provide the knowledge 

of theory, principles, and structure of government of the United States 

and its underlying philosophy. Beginning with the study of the origins of 

government, this course covers topics such as our Federal Constitution, 

New Hampshire Constitution, our electoral system, political parties, 

governmental policy, current events, and involvement with business, 

labor, education, and other areas of life as a citizen. In addition to the 

regular course work, students complete a substantial project each quarter 

to demonstrate the knowledge of the course material. 

Tests, quizzes, discussions, participation, mini-projects, essays, 

homework, presentations, and simulations. 

34

156 Global History 




Assessments 


None 

Global History is a full-year college prep course which explores the 

beginnings of civilization, civilizations of modern nations, the 

development of industrial society, wars in the 20 th century, and modern 

world since 1945. Areas of study include Europe, Africa, Latin 

America, Russia, and North America. 

Objective tests, essays, quizzes, papers, projects, discussions, class 

participation, and homework. 60 % tests, papers, projects; 20% 

quizzes, class participation; 20% homework 

159 Economics 




Assessments 


None 

Economics is a heterogeneous class providing a survey of macro and 

microeconomic principles 

Students will be graded on various forms of tests, quizzes, and current 

event class work assignments. 

162 United States History - Level 2 




Assessments 


None 

This course is designed for the students to approach United States 

History, since 1850, by learning through application. Thematic topics 

are highlighted throughout this course. Major issues in the 

development of the United States since the Civil War are used to 

compare with current topics in the world today. 

Homework completion is mandatory. 

Students will be graded on daily homework, current-events, tests, 

quizzes, small projects, participation in class, papers, and one term 

project. 

35

163 American Studies – History Section 

Length of Course 1 year (2 credits as this is coupled with course 127 American Studies – 

English Section) 



Assessments 

Recommendation of English and History Departments 

American Studies; History 

This is a year-long course that will cover topics from the colonial times 

to the modern day period. The objective of the course is to make 

students aware of the long journey this country has made to become the 

most powerful nation in the world. 

Students will do weekly section reviews and be tested on each chapter 

approximately every week and a half. Papers on different topics will be 

assigned and library time provided. There will also be group 

presentations. A year-long project will be chosen by each student and 

will count 1/9 of the final grade. 

From time to time we will work together with the English teacher on 

combined projects such as museum visits and other exhibitions. A 

group project dealing with early colonial life will be done sometime 

during the school year after a visit to Strawberry Banke. 

Homework counts 25% and tests and projects 75% of your grade. 

165 United States History - Level 3 




Assessments 


None 

This is a year survey course of the history of the United States 

Students will do weekly section reviews and be tested on each chapter 

approximately every week and a half. Papers on different topics will be 

assigned and library time provided. There will also be group 

presentations. 

A year-long project will be chosen by each student and will count 1/9 of 

the final grade. 

Homework counts 25% and tests and projects 75% of your grade. 

168 Advanced Placement US History 





Honors English, Recommendation of History Department 

This is a college level taught course that fulfills the US History 

requirement. Students who receive a three or better on the Advanced 

Placement Exam can apply for college credit. The object of the course 

is to give the students a college type learning experience while they are 

still in high school. It also gives students with a real interest in US 

History a chance to expand their knowledge. Students will be assigned 

summer reading. They may choose a book from a summer reading list. 

These books will be available from the school library. Students must 

sign an acknowledgment stating what they are reading and that they 

have received the assignment that is due the first day of class. 

36

Assessments 

Students are given multiple choice questions, document-based 

questions, and essays that are modeled or taken from past AP exams. 

There are class debates and research projects from the library and 

Internet. The text has an Internet site that students are required to use 

for advanced work. Test will be given approximately every two weeks. 

170 Criminal and Civil Law 




Assessments 


Open to Juniors and Seniors ONLY 

In Criminal and Civil Law students will explore the criminal justice 

system and law in the United States. It will focus on the foundation of 

law, criminal and civil cases, types of crimes, personal and legal rights, 

law enforcement and its various agencies, and the court and penal 

systems. Case studies and connections to current events, and peer 

collaboration will be a regular part of the course. A variety of sources 

will be examined: news articles, case investigation, debating, direct 

instruction and students will participate in and conduct a mock trial. 

Weekly quizzes, daily homework, in class work, examinations, oral 

presentations, debates, and a mock trial. 

173 Psychology – The Individual 




Assessments 


Junior and seniors only 

Explore the joys and challenges of infancy and childhood, adolescence 

and adulthood, middle age and old age. The course examines 

motivation, emotions, attitudes and values, and various conditioning 

techniques. 



176 Sociology – The Group 




Assessments 


Juniors and seniors only 

The course provides students with a comprehensive examination of the 

basic concepts, principles, and methods central to the scientific study of 

sociology. The students are given the opportunity to think like 

sociologists and develop a social imagination. The social imagination 

enables students to view their own lives within a larger social and 

historical context. Students will also be exposed to the rich diversity 

which is present within society. This includes cross-cultural materials, 

data, and a wide variety of historical sources. 



37

179 Far Eastern Studies 




Assessments 


None. Preference given to seniors 

This term course is an introduction into the history and culture of three 

Far Eastern countries: India, China, and Japan. The objective of the 

course is to give the students an awareness of the importance these 

countries play in world affairs. Most students have never had much 

contact with these societies over their academic careers. 

Class work consists of group presentations on the geography, industry, 

and agriculture of these countries, research of modern day problems, 

Vedic poetry, writings, origami, and Haiku. There are guest speakers 

and several classes are spent learning how to write Japanese. 

Students are given standardized tests, participate in group research and 

presentations, and must give a talk and term paper on a subject of their 

choice concerning some aspect of these countries‘ culture or history. 

Students will choose their paper topic the second week of the course. 

Depending on what topic they choose, they will be given a date when 

their presentation is due. This paper will count for 10% of the final 

grade. Tests count for 75%, and quizzes 25% of the grade. 

181 Middle Eastern Studies 




Assessments 

½ year ( ½ credits) 

Juniors and seniors with preference given to seniors 

Middle Eastern Studies is a semester long, seminar style elective class 

designed to enhance understanding of the history, culture, and politics 

of the Middle East as defined as the area between Egypt and Pakistan. 

The course is structured to emulate a college style seminar atmosphere 

designed to promote discussion of readings and other information 

provided to the students. There is a substantial reading component. 

Reaction papers, research papers, quizzes, homework, and Final Exam. 

183 Advanced Placement European History 


1 year (1 Credit) 

Prerequisite(s) Open to students in grades 10-12 


This course is designed (a) to develop an understanding of some of the 

principle themes in modern European history, (b) to develop an ability to 

analyze historical evidence, and (c) to develop an ability to express that 

understanding and analysis in writing. A primary goal is to have each student 

who completes this course take and pass the Advanced Placement 

Examination in European History. In addition, however, it will provide all 

students a strong college level background in European history that will 

enhance their ability to understand world events and possibly serve as a 

foundation for future historical studies. Students will be assigned summer 

reading. They may choose a book from a summer reading list. These books 

will be available from the school library. Students must sign an 

38

acknowledgement stating what they are reading and that they have received 

the assignment that is due the first day of class. 

Assessments 

Es Numerous short essays, constructing a thesis, answers to essay questions, free 

response and document based questions, and a final term paper or optional 

oral presentation. 

WORLD LANGUAGES DEPARTMENT 

The world language program is designed to provide for the needs of the students in 

a society that requires people who can use a world language adequately in dealing 

with scientific concepts, psychological insights, cultural analysis, and economic 

terms available only in world literature. It also provides knowledge of other 

countries - people, geography, history, social institutions, literature, and culture - 

which results in a better perspective on our own culture through adjustments to 

cultural similarities and differences. The study of world language is a progressive 

experience and implies progressive acquisition of linguistic skills. These skills are: 

1. to understand the spoken language 

2. to read 

3. to write 

4. to speak 

The acquisition of the above skills will result in a broader knowledge of the 

student’s own language as well as the target language studied. 

Most colleges and universities require at least two years in the same world 

language, and competitive colleges and universities recommend at least 3 years in 

one world language. 

200 French I 

French 




Assessments 


None 

This course is designed to give students an introduction to the French 

language. It focuses on students‘ ability to speak, write, listen, and read 

in French, as well as giving students an introduction to cultural aspects 

of the French-speaking world. 

Rubrics, tests and quizzes (written, oral, and listening comprehension), 

class participation, homework, mid-term, final exam, skits, and group 

projects. 

39

203 French II 




Assessments 


Completed French I with a C or above 

This course is designed to expand student‘s knowledge of vocabulary, 

grammatical structures, and cultural aspects of the French-speaking 

world. 

Rubrics, tests, quizzes (written and oral), class participation, homework, 

mid-term and final exams, worksheets and short essays will be used. 

206 French III 




Assessments 


Completed French II with a C or above 

French III focuses on language proficiency. Language skills learned in 

French I and French II will be reinforced and refined. New vocabulary 

and more advanced grammatical concepts will be introduced. There 

will be an increased focus on literature and cultural awareness. A wide 

variety of resources are utilized such as videos, music, 

audiocassettes/compact discs, publications, and the internet. 

Assessments at this level will include rubrics, exams, quizzes, 

(including all skills), skits, video projects, video exams, memorizing 

and reciting poetry, classroom activities, murals, posters, presentations 

speaking and listening activities, and research papers. 

209 French IV 




Assessments 


Completed French III with a C or above 

For the dedicated and motivated French student, this course is designed 

to increase proficiency in the four major skills. The course focuses on 

written and oral expression, as well as in depth study of advanced 

structural and grammatical patterns. In addition, some literature and 

culture will be read and analyzed. 

Tests, quizzes, skits, class participation, projects, a variety of rubrics, 

compositions, and journals. 

40

Spanish 

212 Spanish I 




Assessments 


None 

This course is designed to give students an introduction to the Spanish 

language. It focuses on students‘ ability to speak, listen, read, and write 

in Spanish, as well as giving students an introduction to cultural aspects 

of the Spanish-speaking world. 

Rubrics, tests, quizzes (written, oral, and listening comprehension), 

skits, homework, class participation, and group projects. 

215 Spanish II 




Assessments 


Completed Spanish I or Conversational Spanish II, C or above 

This course is designed to expand students' knowledge of vocabulary, 

grammatical structures, and cultural aspects of the Spanish-speaking 

world 

Rubrics, tests, quizzes (written and oral), class participation, videos, 

skits, homework, mid-term and final exams, worksheets, and short 

essays will be used. 

218 Spanish III 




Assessments 


Completed Spanish II with a C or above. 

Spanish III focuses on language proficiency. Language skills learned in 

Spanish I and Spanish II will be reinforced and refined. New 

vocabulary and more advanced grammatical concepts will be 

introduced. There will be an increased focus on literature and cultural 

awareness. A wide variety of resources are utilized such as videos, 

music, audiocassettes/compact discs, publications, and the Internet. 

Assessments at this level will include rubrics, exams, quizzes 

(including all skills) skits, video projects, video exams, memorizing and 

reciting poetry, classroom activities, murals, posters, presentations, 

speaking and listening activities, and research papers 

41

221 Spanish IV 




Assessments 


B or better in Spanish III 

At this level, the student is called upon to demonstrate increased 

proficiency in the skills of reading, writing, speaking, and listening. In 

addition, the works of at least six major Spanish painters will be studied 

in depth. There is also a focus on the literature of the Hispanic world. 

Tests, quizzes, skits, class participation, projects, rubrics for essays and 

journals. 

223 Advanced Placement Spanish 




Assessments 


A- or better in Spanish III or Spanish IV 

For the dedicated and motivated Spanish student, this course is 

designed to increase proficiency in the four major skills. The course 

focuses on written and oral expression as well as in-depth study of 

advanced structural and grammatical patterns. This course is the 

equivalent of a third year college Spanish course. 

Every student enrolled in AP Spanish will be required to complete a 

packet of work over the summer. This packet will include readings, 

grammar exercises, and a composition. Work will be reviewed and 

handed in for grading on the first day of class. Students must sign a 

form acknowledging that they understand there is a summer 

requirement, and they have received the assignment. 

Tests, quizzes, skits, class participation, projects, AP rubric, essays, 

journals. AP practice tests, AP test 

42

MATHEMATICS/COMPUTER SCIENCE 

We live in a data driven society that ultimately relies on a person’s 

ability to reason mathematically. In the world today we are bombarded with 

vast amounts of quantitative information. Therefore, the level of 

mathematical thinking and problem solving required to analyze and 

communicate has increased dramatically. In such a world mathematical 

competence opens doors to productive futures. 

All students deserve an opportunity to understand the power and 

beauty of mathematics. The Mathematics Department offers sequences of 

college preparatory courses for students with varied learning styles and 

academic interests. It is our goal to provide the means to develop the 

habits of mind of a mathematician and to think critically. We believe all 

students can reach high standards of academic achievement through our 

supportive and academically focused environment. 

The flow chart below shows sequences of courses which students 

follow through four years at Plymouth Regional High School. Although these 

represent the sequences which most students follow, there are exceptions. 

Movements up and down and across levels are common. Student motivation 

and the completion of necessary prerequisites are the major factors in 

determining which sequence a student will follow. Students and parents are 

advised to consult with the teacher and guidance counselor in the event that 

there are any questions regarding course information, prerequisite skills, and 

appropriate sequences. It is also important to read the course level 

descriptions that follow the flow chart. 

Level 2 Level 3 Honors 

9 th 

Grade 

Algebra I A Algebra I Algebra II 

Honors 

10th 

Grade 

Basic 

Geometry 

Geometry 

Geometry 

Honors 

11 th 

Grade 

Algebra I B Algebra II Precalculus 

Honors 

12 th 

Grade 

Algebra II 

or 

Math Topics 

Precalculus, 

Finite Math, 

Statistics, or 

Math Topics 

43 

AP Calculus, 

Calculus, 

Statistics, or 

Finite Math

Course Level Descriptions 

The Mathematics Department offers courses at three instructional levels: 

Level 2, Level 3, and Honors. It is important to note that all three levels are 

college preparatory and share an essential common core curriculum which is 

aligned with both the New Hampshire Mathematics Curriculum Frameworks 

and the NCTM Principles and Standards for School Mathematics. The level 

descriptions are not intended to be exclusive but rather are intended to 

help students and parents identify a learning profile that comes closest to 

that of the student and to determine which level will most likely meet the 

student’s specific learning needs. 

Level 2 courses progress at a pace that allows for skill development and 

reinforcement of concepts. The courses are designed to support the 

learning of students who may not have fully retained the skills and concepts 

covered in prior courses which will be reviewed when needed in the course. 

Mathematical concepts tend to be introduced at a concrete level and 

developed with an increasing level of abstraction. New ideas are often 

developed through student investigation with significant guidance from the 

teacher. Students will usually learn to solve problems through repetition of 

routine problems. Students will receive support from the teacher in 

developing study skills and using the textbook as a resource. Classes 

typically include substantial review of homework and previously covered 

content. Students are expected to take responsibility for their own learning 

with guidance from the teacher and to seek help when needed. The course is 

designed to meet the needs of a student who thrives in a directed learning 

environment. 

Level 3 courses progress at a fast pace. Students are expected to have 

developed most of the skills and understood most of the concepts covered in 

prior courses, but the course will include some review of difficult topics that 

may not have been fully retained. Mathematical concepts are introduced 

using a balance of abstract and concrete approaches. New ideas are often 

developed through student investigation with moderate guidance from the 

teacher. Students will be expected to solve routine problems independently 

and solve open-ended and non-routine problems with teacher support. 

Students will be expected to use the textbook as a resource and occasionally 

to learn new material independently. Typical classes include some review of 

homework and previously covered content before new material is introduced. 

Students are expected to be self-motivated, taking responsibility for their 

44

own learning and seeking help when needed. The course is designed to meet 

the needs of a student who thrives in a guided learning environment. 

Honors/AP courses progress at a very fast pace covering the greatest 

breadth and depth of topics. Students are expected to have mastered the 

skills and thoroughly understood the concepts covered in prior courses. 

They are expected to have retained this past knowledge, which will generally 

not be reviewed in the course. Mathematical concepts are often introduced 

at an abstract and theoretical level. New ideas are often developed through 

student investigation with minimal guidance from the teacher. Students will 

be expected to apply their knowledge to open-ended and non-routine 

problems. Students will sometimes be expected to learn material by reading 

the textbook and/or solving problems on their own. Typical classes include 

minimal review of homework and previously covered material. Students are 

expected to be highly self-motivated, taking the fullest responsibility for 

their own learning and seeking help when needed. The course is designed to 

meet the needs of a student who thrives in a more independent learning 

environment. 

300 Algebra I A 




Required Materials 

Assessments 


None 

Algebra I A is the first course in a two-year program that will complete 

the Algebra I curriculum. It is designed for students who need a slower 

pace and additional practice to master mathematical concepts. Math 

labs and manipulatives are used in this course. This course is intended 

for students in grade 9. 

3-ring binder, notebook and graph paper, and pencils 

Homework, math labs, class activities, quizzes, tests, and projects 

303 Algebra I B 





Algebra I A (formerly Linear Algebra A) and Basic Geometry 

Algebra I B is the second part of a two-year program that completes the 

Algebra I curriculum. It is designed for the student that needs a slower 

pace and supplementary materials to achieve mastery of the 

fundamental concepts in Algebra. This course is also an option for 

students who need additional reinforcement before entering Algebra II. 

This course is intended for students in grade 11. 

45


Assessments 

Three-ring binder, pencils, calculator. A scientific calculator is 

adequate for this course. A Texas Instruments TI-83 Plus graphing 

calculator is optional. 

Homework, class work, quizzes, tests, projects, and presentations 

306 Algebra I 





Assessments 


70 or better in 8 th grade math course 

This course is designed for diligent students in the college preparatory 

sequence. Students entering Algebra I have mastery of the fundamental prealgebra 

skills including basic operations with fractions, decimals, and 

integers. In Algebra I students perform algebraic manipulations, solve 

equations, and graph linear functions. An emphasis on communicating 

mathematical ideas and developing analytical and critical thinking skills 

prepares students for future coursework. The use of a graphing calculator 

will be introduced. This course is intended for students in grade 9. 

Three-ring binder, pencils, calculator. A scientific calculator is adequate for 

this course. A Texas Instruments TI-83 Plus graphing calculator is optional. 

Tests, quizzes, notebook quizzes, homework, class work, projects, labs, 

participation 

309 Algebra II 





Assessments 


Algebra I (formerly Linear Algebra) and Geometry (70 or better in 

both) 

This course is the third course for motivated students in the college 

preparatory sequence. This course will stress more applications, 

problem solving, and critical thinking that are expected of college 

bound mathematics students. The course builds upon many of the skills 

mastered in Algebra I and develops the students‘ understanding of nonlinear 

functions. This course is intended for students in grade 11. 

Texas Instruments TI-83 Plus graphing calculators are required. They 

are used extensively in the analysis and manipulation of data, graphs, 

and equations. They are used on most tests and incorporated in outside 

class projects and on homework. Also, students should have a threering 

binder and a supply of pencils. 

Homework, quizzes, tests, math labs, class activities, and projects. 

46

312 Algebra II Honors 





Assessments 


Algebra I (Formerly Linear Algebra) (90 or better) 

The content of this course is essentially the same as that of Algebra II. 

Homework assignments are intended to be of the same length as those 

in the non-honors course but will contain some exercises of a more 

challenging nature. Greater emphasis will be placed on word problems 

and practical applications of non-linear algebra, and some test questions 

will be more difficult than those given in the regular course. This 

course is intended for students in grades 9 or 11. 

Graphing Calculator (TI-83+) Students should have a three-ring binder 

and a supply of pencils. 

Written exams and quizzes, homework assignments, individual and 

group in-class assignments, projects and presentations 

315 Basic Geometry 





Assessments 

1 year ( 1 credit) 

Completion of Algebra I A (formerly Linear Algebra A) or Algebra I 

(formerly Linear Algebra) 

Students work with the tools of geometry and discover geometric properties 

by experimentation. All traditional topics are presented, with a greater 

emphasis on inductive reasoning rather than deductive reasoning. Formal 

geometric proofs are not introduced in this course. This course focuses on 

problem solving and extra time is allotted for cooperative learning activities. 

This course is intended for 10 th grade students. 

Scientific calculator, compass, protractor, three ring binder, colored pencils 

Tests, quizzes, projects, class participation, homework 

318 Geometry 





Assessments 


70 or better in Algebra I (formerly Linear Algebra) 

Geometry is the branch of mathematics that studies the shapes of 

objects and their relationships. Through an informal guided discovery 

approach, students use protractors, compasses and straight edges to 

explore geometric properties and their relationships. Inductive and 

deductive reasoning are emphasized in this course to make and verify 

students‘ discoveries logically. All the topics traditionally taught are 

presented, with an emphasis on inductive rather than deductive 

reasoning. 

Scientific calculator, compass, protractor, three ring binder, colored 

pencils 

Tests, quizzes, projects, homework 

47

321 Geometry Honors 





Assessments 


Algebra II Honors (formerly Non-Linear Algebra Honors) 

The Honors Geometry course is designed for the serious math student. 

It is expected that students work independently and collaboratively as 

they discover the relationships that exist within the realms of two- and 

three-dimensional space. Formal proofs are used extensively to 

reinforce concepts and mathematical ideas throughout the year. 

Scientific calculator, compass, protractor, glue stick, colored pencils, 

and three ring binder 

Test, projects, labs, quizzes, homework, class participation, portfolio 

324 Math Topics 





Assessments 


Passing grade or better in three previous math courses (including 

Geometry or Basic Geometry). 

This course gives an overview of several math topics stressing the 

importance of problem solving, algebra, and geometry in each topic as 

it is investigated. Skills are learned through experiences in math labs 

and by developing solutions to mathematical problems. This course is 

intended for students in grade 12. 

Calculator 

Homework, quizzes, tests, projects, class participation 

Midterm Exam 5% Final Exam 5% 

327 Pre-Calculus 





Assessments 


Algebra II (Formerly Non-Linear Algebra) and Geometry 

This course is designed to prepare a student to take Calculus either as a 

senior in high school or as a freshman in college. The course extends 

the algebra II concepts of families of functions. We revisit the topics 

with new emphasis placed on transformations in the plane, solutions of 

functions, domain and range, and asymptotes. The family of functions 

we study are trigonometric, exponential, logarithmic, quadratic, linear, 

absolute value, polynomial, radical, and rational. Trigonometry is 

studied in depth. Multiple methods of finding solutions are explored. 

Students will view a problem and its solution from four perspectives: 

algebraically, numerically, graphically, and verbally. As time permits 

the math of finance is included in this course. 

Graphing calculator (Texas Instruments 83+ recommended) 

Homework, quizzes, tests, workshops, class projects, exams 

48

330 Pre-Calculus Honors 






Algebra II Honors (Form. Non-Linear Algebra Hon) , Geometry Honors 

This course is designed to prepare a student to take AP Calculus as a 

senior in high school or Calculus as a freshman in college. The course 

extends the Algebra II concepts of families of functions. We revisit the 

topics with new emphasis placed on transformations in the plane, 

solutions of functions, domain and range, asymptotes, extreema, and 

inverse functions. The family of functions we study are trigonometric, 

exponential, logarithmic, quadratic, linear, absolute value, polynomial, 

radical, and rational. Trigonometry is studied in depth. Multiple 

methods of finding solutions are explored. Students will view a 

problem and its solution from four perspectives: algebraically, 

numerically, graphically, and verbally. if time permits the course will 

study probability, polar coordinates, conic sections, and finance math. 


Assessments 

333 Finite Math 

Homework, quizzes, tests, class workshops, projects, and exams. 





Assessments 

336 Statistics 





Assessments 


Algebra II (Formerly Non-Linear Algebra) and Geometry 

Finite Math is an alternative to Pre-Calculus. It is intended for students 

who want to take mathematics in their senior year, but are not planning 

a highly mathematical major in college. This course is well suited for 

students interested in a career in Psychology, History, Communications, 

Journalism, and many others. The varied topics covered are designed to 

give these students a head start on mathematics course(s) they are likely 

to take in college. This course is intended for students in grade 12. 

TI-83+ and a 3 ring-binder. 

Quizzes, daily homework, examinations, and projects. 


Finite Math (80 or better) or Pre-Calculus (70 or better) 

Students will be introduced to many important statistical concepts and 

procedures in this course. The emphasis will be on explaining 

statistical procedures and interpreting the resulting conclusions. The 

concepts learned in this course will be useful for any students interested 

in studying the sciences, the social sciences, business, or mathematics 

in their college program. This course follows the AP curriculum. 

Students opting to take the AP exam will need to complete extra review 

materials so they will be prepared. Intended for students in grade 12. 

Graphing Calculator (TI-83+) 

Homework, quizzes, tests, investigative tasks, AP sample problems, 

Midterm exam 5%, Final Project 5% 

49

339 Calculus 





Assessments 


Pre-Calculus (80 or better) 

This course will cover the same major topics of differentiation and 

integration that are covered in the AP course, but will be paced slower 

than AP Calculus. More time will be spent on developing mechanical 

skills and applications studied will be paced more flexibly. Students 

majoring in business, economics, biological sciences and social 

sciences will benefit from this course as they will encounter calculus in 

their college studies. This course is intended for students in grade 12. 


Homework, class work, take-home quizzes/advanced assignments, 

group work, quizzes and tests. 

341 Advanced Placement Calculus 





Assessments 


Pre Calculus Honors (85 or better) 

A summer math assignment of review pre-calculus material will be 

assigned. AP Calculus students should sign out an AP Calculus 

textbook and pick up their summer assignment from the AP 

Calculus teacher before the end of the year. By signing out the 

textbook, students acknowledge that they understand the additional 

requirements of this class. 

One 4-hour class will be held during the week before school opens. 

This date will be on the summer assignment sheet. The purpose of 

this class is to review the summer assignment in preparation for an 

exam on the second day of class. 

An in-house full-day AP Calculus ―Field Trip‖ will be held in April 

on a day when AP Calculus is normally held to further prepare for 

the AP Calculus exam in May. 

Calculus is the first math course in a scientific or engineering program, 

a required course in many majors such as Economics and Accounting, 

and a recommended course in many others. It can be a very difficult 

course in college and getting a head start in high school is an excellent 

idea. Taking Calculus in high school has become common practice, 

and students with good math ability should seriously consider taking it 

to be on equal footing with students from other public and private high 

schools. The syllabus for the AP Calculus, AB Exam is followed. This 

course is intended for students in grades 11 and 12. 

Graphing Calculator (TI-83 or TI-89) 

Written exams and quizzes, AP Calculus practice free response and 

multiple choice packets, homework assignments, individual and group 

in-class assignments, projects. 

50

342 Visual Basic Programming 




Assessments 


Algebra I (Formerly Linear Algebra) (B or better) 

This is a beginner level course for students who want to explore 

programming either as a hobby or a career. Major programming 

concepts will be taught using Visual Basic, which allows students to 

manipulate prewritten modules and learn to create their own programs, 

based on a visual style of programming. Students read the text, test 

prewritten programs throughout the chapters, and complete 

programming assignments at the end of each chapter for credit. The 

ability to problem solve will be a developed in this course. 

Students are graded according to their production output on chapter 

exercises, tests, and projects. 

343 Advanced Visual Basic Programming 




Assessments 


Introduction to Visual Basic (B or better) 

This is a continuation of Visual Basic for students who want to explore 

this language to a deeper level. The course uses a self-directed, 

experiential approach. Students read the text, test prewritten programs 

throughout the chapters, and complete programming assignments at the 

end of each chapter for credit. 



344 Introduction to Java 




Assessments 


Advanced Visual Basic (B or better) 

This is an intermediate level course for students who want to explore 

programming as a career. The course is taught with a hands-on, 



end of each chapter for credit. Many of the ideas that have been 

introduced in Visual Basic will be investigated more thoroughly 

continuing with an object oriented design in the language of Java. 

Students will learn to write and debug their own computer programs. 



51

345 Advanced Java 




Assessments 


Introduction to Java (B or better) 

This is an intermediate level course for students who want to explore 

programming as a career. The course is taught with a hands-on, 



end of each chapter for credit. This course will continue to focus on 

teaching the thought process behind object oriented programming. 



SCIENCE DEPARTMENT 

The Science Department strives to offer a curriculum that is flexible enough to 

meet the needs of students with a variety of plans for the future. There are 

courses which prepare our students for college and other professional training; 

practical courses which meet the needs and interests of students as future 

citizens; and courses to familiarize the student with his/her environment and 

associated problems. Many different teaching methods are used in these courses 

including lectures, audio-visual aids, laboratory exercises, problem solving by the 

students, and tests. Proper laboratory techniques and the evaluation of data are 

stressed. Students are encouraged to investigate on their own. It is hoped that a 

basis for further learning is built and at the same time that the students’ interest 

in science is reinforced. Three years of science (one year of biology and one year 

of physical science, plus one year of another science) are required for graduation. 

Many students at Plymouth Regional High School take four or five science courses 

before graduation. We encourage this and offer a wide variety of courses to meet 

students’ interests and needs. 

The decision about placement in Biology in Grade 9 (whether to take Foundations in 

Biology or Biology) should be based on an evaluation of the student’s abilities and 

work ethic. Success in Biology depends heavily on reading comprehension, 

vocabulary acquisition, and written and oral communication skills. 

350 Foundations in Biology 





None 

This course will focus on the study of life emphasizing aspects of 

Unity, Continuity, and Diversity. A study of Ecological Interactions 

built around local water quality monitoring will act as a capstone 

experience for the course. A variety of other projects such as wild 

flower collections and tree identification may also be undertaken. This 

52

course is designed for those interested in basic biology. Grades will be 

based on daily work, lab work, participation, projects, quizzes, and 

tests. 

The decision for placement into Biology or Foundations of Biology is 

based on an evaluation of the student‘s ability and work ethic. Success 

in Biology depends heavily on reading comprehension, vocabulary 

acquisition, and written and oral communication skills. 

Assessments 

Homework, biological figures with labels, graphic organizers, note 

taking assignments, reading worksheets, quizzes, and tests 

353 Biology 




Assessments 


Recommendation of 8 th grade teacher 

This course will focus on the study of life emphasizing aspects of 

Unity, Continuity, and Diversity. A study of Ecological Interactions 

built around local water quality monitoring will act as a capstone 

experience for the course. A variety of other projects such as 

wildflower collections and tree identification may also be undertaken. 

This course is designed for the student who has demonstrated good 

study skills and an aptitude for science and who plans to continue 

his/her science education beyond minimum graduation requirements. 

The decision for placement into Biology or Foundations in Biology is 

based on an evaluation of the student‘s ability and work ethic. Success 

in Biology depends heavily on reading comprehension, vocabulary 

acquisition, and written and oral communication skills. 

Tests, quizzes, homework, in-class assignments, lab reports, notebook, 

special projects, mid-term and final exam 

354 Earth Science 




Assessments 

½ year (1/2 credit) 

None 

Earth Science is designed as an inquiry based course exploring the 

geological, hydrological and astrological systems that influence our 

daily lives. This is a hands-on activity/laboratory based class that 

requires students to question the environment around them and learn to 

research and problem solve individually and as part of a group. Topics 

include plate tectonics, Earth‘s energy systems, alternative energy and 

the Big Bang Theory. Earth Science is required for all freshman. 

Tests, quizzes, homework, in-class assignments, lab reports, notebook, 

special projects, mid-term and final exam 

53

355 Introduction to Physics - Level 2 




Assessments 


Foundations in Biology, and Algebra I A 

This course will focus on lab safety, motion, and electromagnetism. 

Tests, quizzes, homework, in-class assignments, lab reports, special 

projects 

356 Introduction to Chemistry - Level 2 




Assessments 


Foundations in Biology, and Algebra I A 

This course will focus on lab safety, topics in chemistry, and exploring 

the interactions of matter and energy. 


projects 

358 Introduction to Physics - Level 3 




Assessments 


Foundations in Biology or Biology and Algebra I 

This course will focus on lab safety, the physics of motion, and 

electromagnetism. 


projects 

359 Introduction to Chemistry - Level 3 




Assessments 


Foundations in Biology or Biology and Algebra I 

This course will focus on lab safety, topics in chemistry, exploring the 

interactions of matter and energy. 


projects 

54

362 Introduction to Physics - Honors 




Assessments 


B or better in English 9, Algebra I, and Biology 

This rigorous course will focus on lab safety, kinematics (physics of 

motion), and electromagnetism. Students are expected to study 

independently without constant teacher monitoring. 


projects 

363 Introduction to Chemistry - Honors 




Assessments 


B or better in English 9, Algebra I, and Biology 

This rigorous course will focus on lab safety, topics in chemistry, 

exploring the interactions of matter and energy. Students are expected 

to study independently without constant teacher monitoring. 


projects 

365 Advanced Placement Biology 




Assessments 

1 Year (2 credit) 

Grades 11 and 12; Biology (B or Better); Chemistry (recommendedmay 

be taken concurrently) 

Advanced Placement Biology is a third year, laboratory based, AP 

course, which covers topics that are more in depth than those covered 

in ninth grade biology. The instructor will assume that you have a 

working knowledge of basic biology and chemistry. The course 

investigates cellular processes, biochemistry, genetics, evolution, 

microbial life, systems of plants and animals, behavior and basic 

ecological principles. This course is designed for the students who 

have performed well in biology and is highly recommended for those 

who plan to major in the life sciences in college. The subjects and 

laboratories covered during this course will prepare students to take the 

AP Biology Examination. By following the AP syllabus, this course is 

equivalent to an introductory (first year) biology course at the collegiate 

level with regards to its content and application of laboratories. Class 

meets daily. 

Written tests and quizzes, simple and formal laboratory reports, 

laboratory participation, daily homework assignments (problem sets, 

journal entries, reading assignments with questions) mini-presentations, 

outlines, pathogen research paper, graphical organizers, biological 

biography poster, independent research project , mid-term exam, final 

exam (No senior exemptions). 

55

366 Advanced Biology (NOT Advanced Placement) 




Assessments 

1 Year (1 credit) 

Grades 11 and 12; Biology (B or Better); Chemistry (recommendedmay 

be taken concurrently) 

Advanced Biology is a third year, laboratory based course which covers 

topics that are more in depth than those covered in ninth grade biology. 

The instructor will assume that you have knowledge of basic biology 

and chemistry. The course investigates cellular processes, 

biochemistry, genetics, evolution, microbial life, systems of plants and 

animals, behavior ,and basic ecological principles. This course is 

designed for the students who have performed well in biology and is 

highly recommended for those who plan to major in the life sciences in 

college. This course will not prepare students for the AP exam. 

Written tests and quizzes, simple and formal laboratory reports, 

laboratory participation, daily homework assignments (problem sets, 

journal entries, reading assignments with questions) mini-presentations, 

outlines, graphical organizers, biological biography poster, mid-term 

exam, final exam (No senior exemptions). 

368 Chemistry 




Assessments 


Biology, Introduction to Physics/Chemistry (level 3 or above) and 

enrollment in Algebra II 

Students taking this Chemistry course will get a solid background in 

how the world around them works by studying matter and energy. 

Tests, quizzes, homework, in-class assignments, lab reports, lab 

practicals, special projects, mid-term and final exam 

371 Chemistry Honors 




Assessments 


Biology, Introduction to Chemistry & Physics Honors, Concurrent or 

previous enrollment in Algebra II. 

Chemistry is the study of matter—its composition, structure, and the 

changes it undergoes (including energy relationships). This rigorous 

course will challenge students to develop a clear quantitative and 

qualitative understanding of matter. A variety of experiences including 

lectures, discussions, readings, videos, projects, and lab activities will 

help students develop a clear mental model of matter. A large portion 

of this course is the understanding of and solution of quantitative 

problems. Students are expected to study independently without 

constant teacher monitoring and to seek assistance if having difficulty. 

Course grade is based on a combination of the following: homework, 

quizzes, tests, lab practicals, and special projects. 

56

374 Anatomy and Physiology 




Assessments 


Biology (B or better), Introduction to Chemistry/Physics, Chemistry 

(recommended). 

An advanced level science course that examines the structural and 

functional organization of the human body. The goal of this course is to 

provide a comprehensive understanding of how the body normally 

works and what happens when illness or injury occurs. This course is 

suitable for those students interested in pursuing a career in the medical 

field. 

Quizzes, tests, labs, homework assignments, research projects, health 

fair, job-shadowing, mid-term exam, and final exam. 

377 Environmental Science 




Assessments 


Biology, Introduction to Chemistry & Physics, Chemistry strongly 

recommended. 

Environmental Science is a third year science course offered to those 

students interested in the study of the biosphere. The goal of this course 

is to raise students‘ awareness of environmental issues and foster the 

development of environmentally conscious citizens. This will require 

students to apply biology, math, and language/communications skills 

learned in previous classes. Students will apply insights and skills 

gained through their hands-on local investigations to understand 

complex global environmental issues. 

Grades are based on daily work, projects, laboratory activities, 

homework, papers, quizzes, and tests. An evening presentation to a 

local conservation group of the results from the water quality studies 

may be required. 

380 Physics 




Assessments 


Introduction to Physics-3, Introduction to Chemistry-3, Finite Math. 

Chemistry or Chemistry Honors is recommended. 

Physics is a college preparatory course designed for non-science 

majors. This physics course is also appropriate for students continuing 

on to vocational/technical 2 year/3 year colleges. This course focuses 

on mechanics and electricity. Some of the material in mechanics will 

be covered through the study of the physics of track and field. Students 

will generate a manual explaining how they may improve their 

performance in track through their knowledge of physics. Electricity is 

taught using the CASTLE method in which the students learn about 

electricity through the use of circuits and capacitors. Special projects 

and events may include amusement park physics, a track and field 

manual, oral reports on physics topics such as toys, auto collisions, 

science fiction, etc., and a lab practical exam on electric circuits. 

Tests, quizzes, homework, lab and oral reports, and projects. 

57

383 Physics Honors 




Assessments 


Intro to Physics Honors, Intro to Chemistry Honors, Chemistry, and 

Pre-Calculus. 

Physics Honors is a college preparatory course for those students who 

are planning to further their studies in the sciences. This course focuses 

on the study of mechanics and electricity through laboratory exercises 

and word problems. Special projects and events may include 

amusement park physics, bridge or truss building competition, research 

paper, seminar on sports, and so on. 

Tests, quizzes, homework , lab reports, oral reports, and special projects 

385 Current Science Investigations (CSI) 




Assessments 


Foundations in Biology or Biology, Intro to Physics, Intro to Chemistry 

Current Science Investigations is a third year hands on science elective 

based on current events and natural phenomena. The topics for the 

course might include but are not limited to: lab safety, forensic science, 

energy sources, medical mysteries and ethical issues. 

Laboratory activities, oral presentations, special projects, quizzes, tests, 

and homework assignments. 

391 Geological Systems 




Assessments 

½ Year (½ credit) Fall Semester 


Geological Systems is a third year science elective designed to increase 

students‘ understanding of the earth‘s dynamic systems. This course 

focuses on the geological processes that have shaped the Earth in the 

past and continue to influence modern topography and ecosystems. 

Students will study diverse geological phenomena such as plate 

tectonics, soil science, glaciers, and river systems. Geological Systems 

concerns the Earth and the dynamics of how it changes through time. 


and homework assignments 

58

392 Oceanography 




Assessments 

½ Year (½ credit) Spring Semester 


Geological Systems is highly recommended 

Oceanography is a third year science elective based on the study of 

geological, physical, and chemical processes concerning the world‘s 

oceans. The integrated nature of ocean studies through such sciences as 

meteorology, astronomy, geology, chemistry, and biology is a major 

theme of the course and is applied to human impacts and current global 

issues concerning the world‘s oceans. The laboratory section 

concentrates on the experiments and observations oceanographers use 

to measure and understand the oceans‘ interactive processes. 


and homework assignments 

FAMILY AND CONSUMER SCIENCE 

All students will find Family and Consumer Science courses helpful. Courses provide 

students with opportunities to develop a knowledge and understanding of social, scientific, 

technological and economic principles, as they relate to personal, home, and family life. 

Courses consist of lab and non-lab activities that provide an opportunity for students to 

explore the many areas of family and consumer sciences. Courses may be selected to 

develop new skills and to explore career possibilities. 

500 Foods and Nutrition 




Assessments 


None 

The basics of food preparation are explored with hands-on experience in 

the food labs. The importance of food safety and sanitation are stressed. 

Fundamental nutrition is discussed in relation to each unit of food 

studied. 

Self- and teacher-assessed lab evaluations/tests and quizzes 

Self- and teacher- assessed nutritional article summaries, class 

participation. 

503 Costuming, Clothing Design, and Construction 





None 

This course will offer students an opportunity to explore and expand 

their knowledge of fashion, fabrics, and clothing/costuming 

construction. Emphasis will be placed on the history of fashion, fashion 

terminology, the use and care of the sewing machine, hand and machine 

sewing skills, and the completion of a student selected garment. The 

wide array of possible careers within the textile and garment industry 

will also be explored. Students planning a career in fashion or technical 

theatre will find this course valuable. 

59

Assessments 

Quizzes, tests, group and individual projects, garment construction, and 

class participation 

506 Creative Cooking 




Assessments 



This course is a more in-depth exploration of the world of food and 

career opportunities within the industry. The basics of food preparation 

are enhanced, and students are encouraged to use their own creativity to 

produce unique food items and meals. A variety of cultures and foreign foods 

are explored. 

Self- and teacher-assessed lab evaluations/written tests and quizzes 

Self- and teacher-assessed cookbook/self -and teacher-assessed cooking 

demonstration is ½ of the final, ½ of final is written, class participation. 

509 Living on Your Own 




Assessments 


Seniors Only 

This is a seniors-only course with the major objective being to prepare 

students for success in the years following graduation. A wide array of 

topics will be covered to enable students to build a foundation of life 

management skills in order to lead productive, fulfilling lives. 

Quizzes, tests, projects, class participation 

60

INDUSTRIAL/TECHNOLOGY EDUCATION 

Technology Education at Plymouth Regional High School is a comprehensive activitybased 

education program where academic skills are applied in a technical setting. 

It provides planned learning experiences that develop positive attitudes, knowledge, 

and skills related to Communication, Energy-Power-Transportation, and Construction 

and Manufacturing Technologies. Programs of instruction can be individually tailored 

to challenge the gifted, average, and disadvantaged student. Society offers 

success and satisfaction to people who can achieve academically and technically 

while employing a positive attitude toward work and others. 

512 Power, Energy, and Transportation Technology I 




Assessments 

½ Year (½ credit) This course counts as a science elective 

None 

Power – Energy – Transportation contains problem-solving activities, 

which provide an overview of power and energy and how these systems 

are converted and transmitted for use in other technologies such as 

transportation. Problem-solving activities will include hot air balloons, 

mousetrap vehicles, electricity projects, simple machines and complex 

machines using Lego/DACTA, principles of flight, and a solar device. 

Grading will be based on participation (individual and group) and 

quality of lab assignments on each unit of instruction. Tests, quizzes, 

and lab assignments are graded based on a percentage of points earned 

out of total points allotted. 

515 Power, Energy and Transportation Technology II 




Assessments 

½ Year (½ credit) This course counts as a science elective 

None 

Power – Energy – Transportation contains problem-solving activities 

which provide an overview of power and energy and how these systems 

are converted and transmitted for use in other technologies such as 

transportation. Problem-solving activities will include principles of 

flight, CO² cars, electronic circuit board projects, robotic projects using 

Lego/DACTA, and rockets. 

Grading will be based on participation (individual and group) and 

quality of lab assignments on each unit of instruction. Tests, quizzes, 

and lab assignments are graded based on a percentage of points earned 

out of total points allotted. 

61

524 Drafting Technology (Drafting I) 




Assessments 


None 

Drafting technology is an introductory course in mechanical and 

architectural drafting using drawing boards and AutoCAD software. 

Problem-solving activities in shape and size description, sectioning, 

auxiliary views, pictorial drawings, and house plans will be covered. 

Since drafting is the language of industry, anyone interested in careers 

in manufacturing, construction, and engineering of design is encouraged 

to enroll in this course. 

Grading will be based on participation and quality of lab assignments 

on each unit of instruction. Tests, quizzes, and lab assignments are 

graded based on a percentage of points earned out of total points 

allotted. 

527 Mechanical Design (Drafting II) 




Assessments 


Drafting Technology 

Mechanical Design is a continuation of Drafting Technology. 

Advanced problems in mechanical drafting will be solved using 

advanced AutoCAD 2004 applications that include Autodesk Inventor. 


on each unit of instruction. Tests, quizzes, and lab assignments are 

graded based on a percentage of points earned out of total points 

allotted 

530 Architectural Drafting (Drafting II) 




Assessments 


Drafting Technology 

Architectural Drafting is a course that employs the same general 

principles learned in Drafting Technology. Activities will include the 

drawing of a complete set of house plans with cost estimation, 

perspective drawing, and topographical drafting using AutoCAD 

application software. 

Participation and quality of lab assignments on each unit of instruction. 

Tests, quizzes, and lab assignments are graded based on a percentage of 

points earned out of total points allotted. 

62

533 Basic Woodworking Technology 




Assessments 


None 

Woodworking Technology is an introductory course that provides 

students with an opportunity to explore woodworking hand tools, 

machines, materials, and the process in which these items are used. This 

is a hands-on course in which problem solving techniques and 

teamwork will be developed. Care and safe use of hand tools and 

machines will be stressed in planning and production of projects. 

Students will be allowed to choose from a variety of pre-determined 

projects to produce: puzzle, lamp, cribbage board, band saw box, stool, 

and game board. 

Worksheets, projects, quizzes, class participation, attendance, shop and 

personal safety practices, end of semester exam. 

536 Advanced Woodworking Technology 





Woodworking Technology 

The pace of this half-year competency-based woodworking course is 

accelerated, and the project requirements are expanded. This course 

expands upon the fundamental concepts and skills required to be 

successful in woodworking. This is a hands-on course in which problem 

solving techniques and teamwork will be developed. Care and safe use 

of hand tools and machines will be stressed in planning and production 

of projects. Students will be allowed to choose from a variety of predetermined 

projects to produce: Adirondack chair, coffee table, and end 

table. 

Assessments 

539 Engineering Graphics/CAD I 

Worksheets, projects, quizzes, class participation, attendance, shop and 

personal safety practices, end of semester exam. 

Length of Course ½ Year Credit : 4 /NHCTC Manchester 



Assessments 

Minimum Requisite: Concurrent enrollment in Pre-Calculus 

mathematics and level 3 English 

Prerequisite: Drafting Technology and Mechanical Design 

Students will study the engineering graphics language that is necessary 

to communicate technical ideas and solve engineering problems. The 

language is used to think through (solve) engineering design problems 

and communicate those solutions to others. Course topics include 

projection systems (with an emphasis on multi-view projection), 

visualization, sketching, geometric constructions, basic dimensioning, 

and the interpretation of engineering drawings. Engineering model 

geometry will be constructed via sketching and AutoCAD software 

tools. Integrated CAD competencies include: paper and model space 

set-up, prototype drawing use, coordinate input systems, 2-D 

engineering geometry construction in model space, geometry editing, 

hatching, and paper space drawing layout. 

Competency-based exams, final exam - written/problem-solving 

63

CAREER AND TECHNICAL EDUCATION DEPARTMENT 

The Regional Career and Technical Education Center located at Plymouth Regional 

High School serves students from PRHS and Newfound Regional High Schools. 

There are seven programs offered through the center. Five of these programs are 

offered at PRHS and two are offered offsite. Programs offered at PRHS include: 

Construction Technology, Marketing Education, Culinary Arts, Health Science 

Technology, and Automotive Technology. Offsite programs include: Financial 

Services and Business Management, offered at Newfound Regional High School. 

Students considering offsite programs will need to allow extra time in their 

scheduled to accommodate travel time between schools. 

Career and Technical Education (CTE) programs prepare students for two 

things: (1) to enter a two or four year college program; and (2) to enter the 

job market with skills in a specific career area. 

All programs are open to both men and women. Students are encourages to enroll 

in programs based on career goals and interests without regard to traditional sex 

role stereotyping. Individuals planning a career in a technical field or for 

employment immediately after graduation should plan to enroll in a CTE program 

during their junior and senior years. Programs meet five days each week rather 

than on the alternate day schedule. Safety and OSHA requirements are observed 

in all courses as appropriate. Grades in all courses are based on the demonstration 

of skills, quality of work, attitude, tests, quizzes ,and attendance. 

Policy for moving from Level I to Level II in CTE Courses 

A limited number of spaces are available in level II courses. At times, the number 

of students requesting enrollment in level II courses exceeds the number that can 

safely be accommodated. 

To move to level II, successful completion of level I course is required. The 

following criteria (as prioritized below) will be used in deciding which students may 

enroll in level II courses: 

1. Number of NH Core Competencies achieved during level I: 

Preference will be given to students who have completed the greatest 

number of core competencies. 

2. Attendance: 

Preference will be given to students who have the least absences. 

3. Attitude and Work Ethic: 

Preference will be given to students who demonstrate a positive attitude 

and strong work ethic. 

4. Discipline issues: Students may be denied acceptance in level II if they 

have a record of disciplinary actions. 

64

CONSTRUCTION TECHNOLOGY 

603 Construction Technology I 


1 Year (2 credits) 

Prerequisite(s) Basic Woodworking / Drafting Recommended. Open to grades 10, 11, 

and 12. (16+ years of age) 


Assessments 

This program is designed to provide students with job entry skills in the 

building industry. Areas of concentration will include framing and 

finish carpentry, masonry, concrete finishing, painting, landscaping, 

residential wiring, residential plumbing, architectural drawing, and 

other tasks related to the construction field. The student will also have 

access to various software packages that are used by construction 

professionals. Construction Technology 1 students will be involved in a 

variety of projects on site as well as lab work in our shop. 

Apprenticeship opportunities are available to second year students who 

have completed Tech. 1 with an ‗A‘ grade point average. Local 

contractors are willing to sponsor qualified apprentices while students 

are still enrolled at PRHS. 

Fifty percent: job site behavior and effort. Fifty percent: classroom 

work to include 1) in class unit assignments 2) quizzes 3) end of quarter 

tests 4) major quarter projects such as: a. Home Design Project and b. 

Construction Career Research Paper. 

606 Construction Technology II 




Assessments 


Construction Tech I 

This course provides a more extensive study of light frame construction 

as well as an introduction of commercial metal building fabrication. A 

major emphasis on construction math skills will be highlighted 

throughout the course. The design/bid/build process will be focused on 

community involved projects. 

50% based on classroom/site behavior and performance. 50% tests, 

quizzes, and estimate preparation. 

MARKETING EDUCATION 

612 Marketing Education I 





None 

The marketing I course focuses on three major areas of study. The three 

areas include economics, general marketing and business studies, and 

retail operating procedures. The studies of these three areas are 

completed in a traditional classroom and within a hands-on lab 

experience through various business enterprises. 

65

Assessments 

Pretest examination, post test examination, essay assessment, assigned 

daily assignments, assigned projects, oral presentations, and lab 

performance. 

615 Marketing Education II 




Assessments 


Marketing I 

The Marketing II course will focus on six major areas of marketing and 

general business studies. Those areas include the selling process, 

promotion, distribution, purchasing and inventory management, pricing, 

marketing information management, and marketing research and 

product/service management and development. The studies of these six 

areas of marketing and general business studies are taught in a 

traditional classroom and within a hands-on lab experience through 

various business enterprises. Students will also further develop their 

skills and expertise in the areas of retail operations, entrepreneurship, 

management, business law, accounting, and finance. 

Pretest examination, post test examination, essay assessment, assigned 

daily assignments, assigned projects, oral presentations, and lab 

performance. 

618 Marketing Education III 




Assessments 


Marketing II 

The Marketing III course is intended to further develop the students‘ 

knowledge in the functions of marketing and business in the areas of 

selling, promotion, pricing, and entrepreneurship. In Marketing III 

there is an emphasis placed on the marketing functions of buying, 

distribution, stock handling, inventory control, conducting marketing 

research, product planning, and career development. Completion of 

Marketing III also allows students to earn one full credit in 

mathematics. 

Tests, quizzes, written work, and authentic assessment. 

621 Culinary Arts I 

CULINARY ARTS 




Assessments 


11 th and 12 th grade, must be 16+ years of age 

Culinary Arts I focuses on instruction for a career in the food service 

industry. Students are trained in production methods on commercial 

equipment, in sanitation, and in safety. 

Students will be graded on various forms of tests, quizzes, practicals, 

66

624 Culinary Arts II 

homework and class work assignments, projects, labs, and catering 

functions. 




Assessments 


Successful completion of Culinary Arts I 

Culinary Arts II focuses on classic food preparation techniques with an 

emphasis on food-handling safety and sanitation in the food service industry 

and experience in all aspects of restaurant/food service management. There is 

an articulation agreement with NH Technical College at Berlin aligning our 

curriculum with theirs. 

Grades are based on a combination of attendance, skills, attitude, effort, labs, 

projects, assignments, quizzes, and tests. 

AUTOMOTIVE TECHNOLOGY 

627 Automotive Technology I 

Length of Course: 

Prerequisite(s): 

Course Description: 

Assessments 


None 

Automotive Technology I is designed to provide students with job entry 

level skills in the automotive service and repair field. Students are not 

limited to this area as many of the skills apply to a vast array of careers. 

Instruction is provided in a variety of approaches, including large group 

presentations, small group demonstrations, and individual activities. 

Projects include bench type work, work on simulated components, and 

live work. This course is aligned with NATEF certified automotive 

programs. 

Homework, quizzes, tests, lab worksheets, and lab performance. 

630 Automotive Technology II 



Prerequisite(s) Automotive Technology 1 


Assessments 

Automotive Technology II uses the skills obtained in Automotive Tech 

I and continues on in the study of automotive systems. The emphasis in 

the second year is on lab vehicles and live work. Second year students 

are eligible for work coop. Students may also participate in the Ford- 

AAA Troubleshooting contest. This course is aligned with NATEF 

certified automotive programs. 

Homework, workbook activities, test and quiz grades, completion and 

quality of lab activities, and complying with industry and lab standards. 

67

Health Science Technology 

640 Health Science Technology I 




Required Items 

Assessments 

1 year (2 credits) 

Foundations In Biology or Biology, Wellness, Introduction to 

Chemistry, Introduction to Physics. 

This is an introductory course designed for the student who is 

contemplating a career in a health care profession. The curriculum 

covers a wide variety of important and interesting topics related to a 

student‘s future success in a health career. These topics include: safety 

practices, ethics, leadership, employability skills, communication skills, 

teamwork, legal responsibilities, career introduction and exploration, 

human anatomy and physiology, medical terminology, assessment 

skills, CPR and First Aid Certification. Students have an opportunity to 

learn about career opportunities in the health field by participating in 

job shadowing experiences with local health care professionals. 

Students participate in PRHS and community wellness and health 

screening events. Professionalism and leadership skills are acquired 

and applied by becoming active members of the Health Occupations 

professional organization HOSA (Health Occupations Students of 

America.) Students have the opportunity to earn 3 college credits 

through NHCTC Running Start Program for Medical Terminology. 

TB skin test (PPD) is required and will be offered for those students 

participating. Proof of MMR and DPT immunization status is also 

required. 

Weekly quizzes, weekly assignments, journals, tests, class work, 

examinations, skills demonstrations, oral presentations, projects, job 

shadowing evaluations, mid-term and final exam. 

643 Health Science Technology II 





Health Science Technology I 

This is the second year of a two year program in introducing the high 

school student to occupations in the health field. The student in the 

second year of Health Science will have the opportunity to apply 

acquired skills in a clinical setting, through participation in a nursing 

assistant program. The student will train in a clinical setting in long 

term and acute care. At the end of the academic year, the student will 

sit for the licensure exam administered by a representative of the State 

of New Hampshire Board of Nursing. Upon passing the practical and 

written exams, the student will be awarded a certificate of completion 

and may apply to the state for licensure as a Licensed Nursing 

Assistant. The student will also be prepared for a future career path in a 

health related profession. Professionalism and leadership skills are 

acquired and applied by becoming active members of the Health 

Occupations professional organization HOSA (Health Occupations 

Students of America) 

68


Assessments 

TB skin test (PPD) is required and will be offered for those students 

participating. Proof of MMR and DPT immunization status is also 

required. 

Weekly quizzes, weekly assignments, in class work, skills 

demonstrations and exams, oral presentations, clinical evaluations, 

projects, portfolio/senior project, mid-term and final exam. 

Satellite CTE Program (at Newfound Regional HS) 

Financial Services and Business Management 

Programs in Financial Services and Business Management are offered at Newfound 

Regional High School. Students considering a career in business or finance will find 

these courses valuable in preparing for a two or four year college or for entry into 

the job market. Each program is a two year sequence of courses. Any student 

interested in enrolling in either of these programs may arrange to visit the 

programs and speak with the instructors. Classes will meet every day of the week. 

Programs will be offered either at the beginning of the day or at the end of the 

day. For programs offered at the beginning of the day students will leave PRHS at 

7:30, attend class at NRHS from 8:05—9:50 and return to PRHS by 10:40. For 

programs offered at the end of the day, students will leave PRHS at 11:30, after A 

lunch, attend class at NRHS from 12:15—1:50 and return to PRHS by 2:20. 

649 Financial Services I (At Newfound) 

Course Title 




Assessments 

Financial Services I 

1 year (2credits) 

None 

Year one is composed of two courses: Accounting and Introduction to 

Everyday Law. Students get an overview of the field of financial 

services as well as an introduction to accounting. They will also explore 

legal aspects of business and day to day life. 

Written tests, quizzes. and projects. 

650 Financial Services II (At Newfound) 

Course Title 



Financial Services II 


Financial Services I 

Course Description This year includes advanced accounting, for which students may earn 3 

college credits through an agreement with the NH Community 

Technical College at Laconia. It also includes a semester of money and 

banking and a semester of media presentation. 

Assessments 

Tests, quizzes, and projects. 

69

651 Business Management I (At Newfound) 

Course Title 




Assessments 

Business Management I 


None 

This year includes experience in basic keyboarding, media presentation, 

desktop publishing skills, as well as money and banking. 


652 Business Management II (At Newfound) 

Course Title 




Assessments 

Business Management II 


Business Management I 

Through an agreement with NH Community Technical College at 

Laconia, students may earn 4 college credits in software applications. 

This course also includes introduction to everyday law, which gives an 

overview of the legal aspects of business and day to day life issues. 


70

655 Cooperative Work Experience 

Grades: 11, 12 (or 16+ years old) Length: 9-36 weeks 

Prerequisite: Enrollment in an 

approved vocational/technical 

program 

Credit: 1/4 credit per 45 hours 

worked (up to 1/2 credit maximum 

per year) 

The Cooperative Work Experience Program seeks to enhance and supplement a 

student’s educational program through a cooperative arrangement between the 

school and local employers. Students receive job skills training in their PRHS 

classes and work-based learning through part-time employment, whether unpaid or 

paid. The Career Counselor actively seeks job sites for students who wish to 

expand their skill training based on a well-constructed training plan that is 

established and agreed upon by the student, the industry or business, the student’s 

mentor teacher, and the Career Counselor. 

Students will be assessed on: 

1) performance skills and attitude by the cooperating employer, through a written 

letter or by personal telephone conversation with their cooperating teachers; 

2) personal observation and evaluation of the student in the job assignment by the 

school Career Counselor; 

3) personal conference between the student and the Career Counselor, evaluating 

the student’s work assignment. 

FINE AND PERFORMING ARTS 

The Fine and Performing Arts Department encourages learning through the 

intellectual, creative, affective, social, physical, and manipulative modes. 

THEATRE ARTS 

Theatre is an integral part of the academic program at Plymouth Regional High 

School. An introductory course is offered, as well as courses in basic and advanced 

acting, basic and advanced technical theatre, and in dramatic literature. The goal 

of the department is to encourage students to broaden their outlook on the world 

by using their imagination. The theatre is a place to develop public speaking skills, 

to improve the use of your voice, and to learn how to use body language to convey 

your thoughts. Students in technical theatre will learn to create illusions on stage 

and how to bring about a certain mood or feeling through lighting, stage design, and 

make-up. Theatre is a place to create new worlds while examining the ones we live 

in now. 

71

660 Introduction to Theatre 



Prerequisite(s) None. Open to grades 9-12 


Assessments 

The course is an overview of the world of the legitimate theatre. 

Although the term was originally applied to live professional stage, it is 

now used to distinguish onstage acting from other media forms such as 

motion picture and television. This course will introduce basic 

improvisation acting concepts; a history of theatre; and basic play 

production elements, such as sets, lighting, sound, costuming, and 

makeup. 

Projects, tests, quizzes, papers, and class participation 

661 Teaching Assistant in Intro to Theatre 




Assessments 

½ Year (½ credit) (may be repeated for credit) 

90 or better in two or more theatre courses; extensive theatre 

background, and the desire and ability to teach theatre skills in class. 

This course is for the highly motivated and skilled technician, designer, 

and/or actor who wishes to help others learn skills in Introduction to 

Theatre. It is open to students who have demonstrated the attitude, 

skills, and knowledge of technical theatre and/or acting necessary to run 

small groups and to supervise beginning students. The course may be 

repeated for credit. 

Class participation and written work 

662 Technical Theatre I 




Assessments 


None. Open to grades 10-12. Introduction to Theatre is recommended 

This course will emphasize theatre terminology, set construction 

techniques, safe use of hand and power tools, basic theatrical makeup, 

basic theatrical lighting. Grades will be determined by various tests, 

quizzes, and projects; classroom discussion; and student motivation. 

Projects, tests, quizzes, and class participation. 

663 Technical Theatre II 



Prerequisite(s) Technical Theatre I. 


This course is an extension of Technical Theatre 1. It will continue the 

study of theatre terminology. Advanced theatre construction techniques 

will be covered, in addition to work in special effects makeup, 

theatrical lighting, and sound. Design work in sets, lighting, and 

72

makeup will be introduced, and students will have the opportunity to 

design and construct advanced projects. The course may be repeated 

for credit. 

Assessments 

Projects, tests, quizzes, and class participation. 

666 Acting I 




Assessments 


None. Open to grades 10-12; Intro to Theatre recommended 

This course is an introduction to acting focusing on theatre games, 

improvisation, and monologue work. Proper use of the voice will be 

taught through improvisation and scene work. Physical skills on stage 

and basic techniques in acting will be stressed. Most of the work will 

be in small groups and student selected. 

Weekly class participation, quizzes, projects, and homework 

assignments. 

669 Acting II 




Assessments 


Acting 1. Open to grades 10-12; Intro to Theatre recommended 

This course is an extension of Acting I. Advanced work in 

characterization, motivation, physical skills, and vocal work will be 

emphasized through script analysis. The course will focus on how to 

bring a character to life from the written page. Theatre games and 

improvisation will be integrated as appropriate. The course may be 

repeated for credit. 

Weekly class participation, quizzes, projects, and homework 

assignments. 

670 Teaching Assistant in Acting 




Assessments 




This course is for the highly motivated and skilled actor who wishes to 

help others learn skills in Acting I or II. It is open to students who have 

demonstrated the attitude, skills, and knowledge necessary to run small 

groups and to direct beginning actors. 


671 Teaching Assistant in Technical Theatre 






73


Assessments 

This course is for the highly motivated and skilled technician and/or 

designer who wishes to help others learn skills in Technical Theatre I or 

II. It is open to students who have demonstrated the attitude, skills, and 

knowledge of technical theatre necessary to run small groups and to 

supervise beginning technicians. 


672 Theatre in the Classroom and Community I 




Assessments 

½ Year (½ credit) (may be repeated for credit) It is recommended but 

not required to take both TCC I and II during the same year. 

85 or better in two or more theatre courses; extensive ensemble acting 

or technical theatre experience; 

This course is designed for the advanced theatre student. There are 

several components to the course. First, the class will act as a resource 

for the rest of the school by presenting period theatre pieces to classes. 

For example: the Global History class could request a section of 

OEDIPUS THE KING and the TCC class would prepare a section and 

perform it for the Global History class or help them perform their own. 

Second, the class will act as a liaison to the SAU (and Ashland) 

elementary schools. The class will perform short plays, both 

professionally and class-written, at these schools, as scheduling allows. 

Third, the class will develop a project each semester with a community 

organization. Students should be skilled and highly motivated in either 

or both acting or technical theatre. The class may be repeated for 

credit. 

Class participation, projects, essays 

673 Theatre in the Classroom and Community II 




Assessments 

½ Year (½ credit) (may be repeated for credit) It is recommended but 

not required to take both TCC I and II during the same year. 

85 or better in two or more theatre courses; extensive ensemble acting 

or technical theatre experience; It is not necessary to have taken TCC I 

This course is an extension of TCC I and is designed for the advanced 

theatre student. There are several components to the course. First, the 

class will act as a resource for the rest of the school by presenting 

period theatre pieces to classes. For example: the Global History class 

could request a section of OEDIPUS THE KING and the TCC class 

would prepare a section and perform it for the Global History class or 

help them perform their own. Second, the class will act as a liaison to 

the SAU (and Ashland) elementary schools. The class will perform 

short plays, both professionally and class-written, at these schools, as 

scheduling allows. Third, the class will develop a project each semester 

with a community organization. Students should be skilled and highly 

motivated in either or both acting or technical theatre. 

Class participation, projects, essays 

74

VISUAL ART 

Art courses focus on creative activities to strengthen students’ aesthetic 

experiences, increase perceptual awareness, and build on the fundamental skills of 

art. Students are encouraged to create original art works to visually express ideas. 

In studying the aesthetic accomplishments of different cultures, past and present, 

students will gain insights into art as a powerful communicative force and will be 

able to make discriminating judgments. Students are required to keep a portfolio 

of their work as a self- and teacher-evaluative instrument. 

703 Art I 




Assessments 


None 

Art I is an introductory course aimed at providing students with the 

opportunity to explore a variety of expressive means. Study includes: 

drawing, color theory, painting, design, printmaking, sculpture, art history, 

and art appreciation. A variety of materials will be used to create a required 

number of original art works. Students will explore concepts in art in many 

different media and should be willing to put a lot of effort into their work. 

This course is a prerequisite for all advanced level art courses. 

1. Completed student art work based on: 

a. Creative solutions to given concepts 

b. Original expression of ideas 

c. Use of media and tools 

d. Effort and positive attitude 

2. Class participation and performance and personal growth 

3. Completed homework assignments 

4. Study of artists and art history–written assignments 

5. Individual and group critiques 

706 Design 




Assessments 


Successful completion of Art I 

This course will involve the student in concepts focusing on many design 

areas: textile and surface design, apparel design, industrial and product 

design, furniture design, interior design, architectural, and environmental 

design. Elements and principles of design as well as color concepts will be 

studied in depth using many different media. The course will include slides, 

visuals, and group critiques. Students will keep a portfolio of their artwork. 










75

709 Printmaking 




Assessments 



This course will involve the students in printmaking as a fine art. Students 

will create original designs and will learn the techniques of woodcuts, multicolor 

linoleum block printing, silk screen printing, drypoint engraving, 

embossings, monotypes, lithography, and other innovative processes. 

Students will be required to complete drawing homework assignments 

relevant to each printing process. Slides and visuals will be used to study the 

work of printmakers. Students are those interested in exploring advanced 

printmaking techniques using their own images. Portfolios will be kept of 

prints made and may be used for further education in the field of art. 










712 Sculpture 




Assessments 



The student will be creating and constructing sculptural forms. These threedimensional 

images will take the form of relief, carvings, assemblages, cast 

forms, and additive forms. Materials used will include clay, plaster, wood, 

paper, cardboard, wire, and found objects. Sculptural works of different arts, 

past, and present will be studied. Students will explore images in sculpture in 

more depth than in Art I and may prepare a portfolio of work for future 

education. 










76

715 Graphic Arts 




Assessments 



This course is a combination of commercial art and visual communication. It 

will involve drawing and painting and construction techniques as it relates to 

advertising. Students will be creating logo designs, letterheads and business 

cards, poster design, package design, illustration, book jacket design, and 

other concepts in commercial art. They will learn the techniques of layout, 

design, choosing lettering and appropriate images that relate to the product 

being advertised. The students will be involved in analyzing today‘s 

advertising. Slides, visuals, and group critiques will be part of the class. 

Students are those interested in pursuing advertising and design related to 

commercial art for potential careers in arts. Portfolios will be developed as a 

requirement of the class and for students interested in going to art school. 










718 Drawing and Painting 




Assessments 



Each student will be creating original art works in various subject matter: 

landscape, still life, portraits, figure drawing, color studies, interior 

environments, thematic visual statements, and using imaginative ideas. 

Requirements include completed drawings based on a given assignment each 

week and participation in group critiques. Slides/visuals of past and present 

artists will be examined for greater understanding of art history and how 

different artists have interpreted their world. Media will include pencil, 

charcoal, pastel, acrylics, and mixed media. Students are required to have 

their own sketch book and will be required to complete one drawing 

assignment per week. Students should be highly motivated to develop their 

own images in drawing and painting. Portfolios will be kept for students who 

are interested in furthering their education in art. This is a course for serious 

art students. 










77

721 Computer Graphic Design 




Assessments 


None 

This is an Art course designed to introduce students to the world of 

Computer Graphic Design and Desktop publishing. Students will 

draw upon cultural awareness, media studies and publication design 

to aid the student in developing an understanding of the world in 

which designers create and function. They will utilize the design 

principals of Art. This course will allow students to become familiar 

with the technology that is essential for visual communications. 

Students will learn design software such as Adobe Photoshop and 

Illustrator. A beginning portfolio in computer graphics will be 

developed. 

1. Completed student design portfolio work based on: 

a. Creative solutions to given design problems 

b. Use of materials and software 

c. Ability to effectively communicate through graphic text design 

2. Class participation and performance 

3 Test, Quizzes 


724 Advanced Computer Graphic Design 




Assessments 


Computer Graphic Design 

This is an art course designed to foster students‘ interest in graphic 

design. Students will be introduced to many graphic design 

techniques and will be required to develop an advertisement 

campaign for a product line. Students will utilize the elements of art 

and the principles of design. This course will allow students to 

become familiar with the industry standard software that is essential 

for visual communications. Students will also further their current 

knowledge of the programs Adobe Photoshop and Adobe Illustrator. 

1. Completed advertisement campaign to consist of: 

a. Digital copy of graphic design portfolio 

b. Hard copy of graphic design portfolio 

2. Class participation and performance 

3 Test, Quizzes 

4. Research paper 


78

PHOTOGRAPHY 

735 Introduction to Digital Photography 





Assessments 


None 

This is an Art course designed to introduce students to the world of 

digital photography. Students will learn numerous ways to create 

their images using techniques such as collage, hand tinting of 

images, and computer processes. Students will utilize the elements 

of art and the principles of design. This course will allow students to 

become familiar with the technology that is essential for visual 

communications. Students will learn how to use a digital camera as 

well as different techniques of creating a final composition. Students 

will also learn the program Adobe Photoshop. A beginning digital 

portfolio will be developed. 

Students are required to have a thumb drive to transport and store their 

work. 

Tests and quizzes, constant practice, and critique of work. The students 

will also be graded on their final digital portfolio. 

737 Advanced Digital Photography 





Assessments 


Intro to Digital Photography 

The advanced digital photography course will allow students to 

apply the elements of art, principles of design while challenging 

them to use new technology and new technical aspects of 

photography. This course will expand their knowledge of technical 

lighting, shutter speed and aperture. Additionally, students will be 

introduced to different ways of formally exhibiting their artwork. 

This course will immerse the students in the field of digital 

photography. They will study many different styles of photography, 

and develop their own through their personal portfolio. After taking 

this course students will be more prepared to go into a career in 

digital photography. 

Students are required to have a thumb drive to transport and store their 

work. 

Tests and quizzes, constant practice, and critique of work. The students 

will also be graded on their final digital portfolio. 

79

WEB DESIGN 

739 Web & Multimedia Design 

Length of Course ½ Year ( ½ Credit) 



Assessments 

None 

Do you like to be creative with technology? This course is designed to 

introduce students to different ways of communicating concepts and 

ideas utilizing technology and 21 st century tools. Students will become 

skilled in manipulating a wide variety of digital files including web 

sites, audio, video, still images, animation, physical objects, text, 

soundtracks and digital data using computer applications, related visual 

and sound techniques. This is a project-based class that offers hands-on 

experience with a wide variety of options to explore while designing 

fun projects. 


on each unit of instruction. A midterm project will give students the 

opportunity to create, manage, and design a basic web site. The final 

project will be a group project that will offer the opportunity to create 

or re-design a section of the PRHS website. Or, students have the 

option to design a professional website for an outside source. 

MUSIC 

740 Concert Chorus 

Length of Course 1 year – 1 credit (Open to students in grades 9-12) 



Assessments 

None 

Concert Chorus is an ensemble open to all students with the purpose to 

further their study of choral music. We will be performing a wide variety of 

literature and will perform several concerts throughout the year. Each student 

will have an opportunity to develop basic music theory skills as well as basic 

vocal technique. Students will be expected to be at all outside concerts and 

performances. 

Grades are based on measures of musicianship, effort to improve 

musicianship, and leadership, also attendance of rehearsals, sectionals, and 

performances. 

746 Chamber Singers 

Length of Course 1 year (1 credit) (Open to students in grades 9-12) 



Entrance by audition 

Chamber Singers is an ensemble for the most advanced singers who have 

demonstrated an excellent level of musicianship and work ethic in their 

previous ensemble. We will be developing more advanced music theory 

skills, as well as singing more challenging literature. Students will be 

80

expected to be at all outside concerts and performances. Please see the 

instructor about arranging an audition. 

Assessments 


musicianship, and leadership, also attendance of rehearsals, sectionals, and 

performances. 

749 Concert Band 

Length of Course 1 year (1 credit) (Open to students in grades 9-12). 



Assessments 

None 

Concert Band is an ensemble open to all students with the purpose to further 

their study of instrumental music. Each student will have an opportunity to 

develop basic music theory skills as well as become technically fluent on 

their instrument. Students will be expected to practice their individual parts 

outside of class on a regular basis. All band students are required to 

participate in pep band, as well as any outside concerts and performances. 


musicianship, leadership, and attendance. 

751 Integrated Music 

Length of Course 1 year (1 credit) (Open to students in grades 9-12). 



Assessments 

None 

Integrated Music is designed for students who would like to participate in 

both band and chorus. This group will be smaller, so more emphasis will be 

given to working in small ensembles. Students will be expected to practice 

their individual parts outside of class on a regular basis. This group will also 

be required to perform with the pep band, as well as any outside concerts and 

performances. 



758 Jazz Ensemble 




Assessments 


Entrance by audition 

Jazz Ensemble is a select ensemble for the most advanced instrumentalists 

who have demonstrated an excellent level of musicianship and work ethic in 

their previous ensemble. The ensemble will develop advanced music theory 

skills as well as explore jazz literature and performance practice. This 

ensemble will perform with the Concert Band as well as additional jazz charts 

on each concert. Jazz Ensemble members are required to participate in pep 

band, as well as any outside concerts and performances. Please see the 

instructor about arranging an audition. 



81

PHYSICAL EDUCATION/WELLNESS DEPARTMENT 

790 Physical Education 




Assessments 


None 

A major purpose of physical education is to prepare individuals to be 

active, healthy, intelligent, and responsible participants in society. The 

school curriculum should provide for each pupil the opportunities 

needed for growth and development( physical, intellectually, 

emotionally, socially) to the full extent of the individual‘s potential 

abilities. This course may NOT be repeated for credit after one full 

credit of Physical Education has been achieved. 

Written exams and quizzes. 

A graduation requirement of one full credit in physical education must be 

completed by all P.R.H.S. students. All students take one semester during 

ninth grade and take one semester during tenth grade. 

All students who have failed to complete Physical Education, and all students who 

could not be scheduled during freshman and sophomore years, must make up 

deficiencies during the junior and/or senior years in order to meet the graduation 

requirements. 

Only those students with legitimate medical excuses verified by a physician 

shall be exempt from physical education requirements. (Medical excuses must 

be renewed each year). All students are required to change into gym clothes for 

all classes. After four absences per semester, no credit will be received for that 

semester unless the classes are made up during the students’ free time. 

The following activities will be offered in Physical Education: 

Aerobic Exercise 

Racquetball 

Archery 

Recreational Games 

Badminton 

Soccer 

Basketball 

Softball 

Cross Country Skiing 

Step Aerobics 

Fitness Option 

Street Hockey 

Flag Football 

Tennis 

Golf 

Volleyball 

Handball 

Weight Training & Conditioning 

Jogging 

Wrestling 

Yoga 

82

791 Upper Class Physical Education (UC PE) 




Assessments 


1 Credit of Physical Education 

The upper level physical education class provides an opportunity for 

students to continue their development of a health and physically active 

lifestyle. Also, it will allow students to become more proficient in a 

variety of skills and activities by challenging themselves with a selfassessment 

approach. 

25% personal fitness journal, 25% quizzes and exams, 50% daily 

participation grade 

793 Wellness 




Assessments 


None 

A comprehensive Health Education course required for graduation. 

The goal of this course is to focus on the knowledge and skills 

necessary for healthy attitudes and behaviors. 

Quizzes, tests, homework assignments, research projects, 

community service, and final exam. 

83

STUDENT SERVICES 

Special education services are available to qualified students. Please see the 

Director of Special Education for information. 

Skills Development 

Grades: 9, 10, 11, 12 

Prerequisite: SEEP Team placement 

Length: Dependent upon individual 

need 

Credit: Based on number of sessions 

attended 

Individual and small group instruction is provided to meet I.E.P. goals in the skill 

area to be remediated. 

Special Education Transitional Services 

The following non-credit courses are designed for the special education student 

who is completing a non-traditional program. These courses are designed to assist 

the students to live independently and obtain work in the community. 

824 Employment Skills 

Focuses on job readiness and job-keeping skills. Students’ interests and strengths 

are explored and developed through individual IEP goals. 

826 Math and Reading 

Focuses on the development of functional math skills and recognition of sight 

words. Money skills, budgeting, and survival word recognition are developed through 

individual IEP goals. 

828 Independent Living Skills 

Focuses on the development of accessing resources within the community. Decisionmaking 

skills and skills in conflict resolution are also developed within this 

curriculum. 

830 Life Skills 

Focuses on the individual skills that students require in order to live as 

independently as possible. This includes skills such as shopping, simple food 

preparation, and attending to personal care. 

84

GUIDANCE DEPARTMENT 

Some people think the Guidance Department is just about academic and college 

counseling! Not so! We also offer credit for experiences designed to help students 

learn skills for the world of work and for their everyday lives. 

400 Ninth Grade Seminar 




Assessments 

One Year (½ credit) 

None 

This course is required of all ninth graders. Every four weeks students will 

rotate between four Seminar Teachers with varying subject matters. During 

one session students will begin to create a digital portfolio to demonstrate 

proficient, ethical, and responsible use of 21 st century tools, including, but not 

limited to, digital technology and communication tools, in the context of core 

subjects. . The other sessions of Seminar will provide reinforcement of 

skills and concepts in English and Mathematics. 

Self Assessment based on seminar rubric. 

Explore Test, digital portfolio, projects and classwork. 

850 Work Based Learning 

Grade: 11, 12 (16+ years old) Length: 1/4- 1 Year 

Prerequisite: None Credit: 1/4- 1/2 

Would you like to shadow a police officer? Are you interested in exploring 

television, radio or broadcasting careers? Does a career in engineering or fashion 

design pique your interest? If you want to explore various career fields, then this 

job shadowing program is for you! This program is designed to give students an 

opportunity to explore various career fields and to help them gain entry skills in a 

career area of their choice. Students who have a strong desire to develop good 

work habits are encouraged to apply through our Career Counselor. Once accepted 

into the program, the students will: 

1. Complete career awareness training, which includes letter and resume writing, 

interview, and telephone techniques, etc. 

2. Prepare a resume and interview with the potential worksite supervisor. 

3. Complete all written work connected with the program. 

4. Express interest in pursuing in-depth exploration of various career options. 

5. Acquire appropriate and assertive job-seeking and/or educational skills. 

6. Identify personal characteristics, interests, and aptitudes related to various 

occupations. 

7. Develop an awareness of both present and projected employment outlook. 

8. Perform the skills required by the employer at the chosen worksite. 

9. Work a minimum of 5 hours per week at an approved worksite. 

10. Attend all group workshops connected with the program. 

85

VOLUNTEER SERVICES 

856 Student Library Media Aide 

Grades: 9, 10, 11, 12 Length: By arrangement with Library 

Media Center 

Prerequisite: Passing grade in all 

subjects 

Credit: 1/4 credit per semester 

maximum 

Would you like to volunteer some time and receive credit for it? Would you like to 

help get new books ready for other students to use? Would you like to do clerical 

work, organize files, put materials away? Are you interested in learning how to use 

a video camera or how to tape student presentations in the classroom? Can you help 

us set up and operate other audiovisual equipment? See the staff in the Library 

Media Center if you are interested in working here during a study hall or free time. 

Your credit will be based on the number of hours of service per week, but total 

credit earned cannot exceed 1/4 credit in any given semester. The program is 

offered on a credit/non-credit basis. 

857 Volunteer Services 

Grades: 11, 12 Length: By arrangements with 

sponsor and permission of the 

Principal 

Prerequisite: Passing grade in all 

subjects 

Credit: 1/4 credit per semester 

maximum 

Volunteer Services is not a course. Rather, it is a program that recognizes 

volunteer contributions to the school and community on the part of students. 

Students who are meaningfully engaged in volunteer services to the school or 

community should notify the Guidance Office. The Guidance Department will need 

documentation stating to whom the service is being volunteered, the number of 

hours of service given, and the responsibilities and/or tasks involved. Under this 

program, juniors and seniors may earn credit in any quarter but total credit earned 

cannot exceed 1/2 in any given school year. The intent of the program is to 

recognize volunteer service on the high school transcript. Therefore, the program 

will be offered on a credit/non-credit basis. 

DRIVER EDUCATION 

This course is provided by an outside contractor and is paid for by the students. 

Students may arrange to do their practice driving during study hall if approved by 

the Assistant Principal. This course is open to all students who will turn 16 by the 

end of the class. Admission into the course will be determined by age, oldest 

students first. Grading for the course is Pass/Fail. Application forms are available 

in Guidance. Students who complete Driver Education successfully receive .5 

credit on their transcripts. 

86

guidance department - Plymouth Regional High School

Create successful ePaper yourself

Delete template?

Save as template?