Program of Studies - Acton-Boxborough Regional School District ...

Acton-Boxborough 

Regional High School 

2012-2013 Program of Studies 

Together we promote respect for 

self, others and learning. 

Acton-Boxborough Regional High School 

36 Charter Road 

Acton, Ma. 01720 

Tel: (978) 264-4700 

ab.mec.edu/abrhs

Acton Acton-Boxborough Acton Boxborough Regional Regional High High School 

School 

Mission Mission Statement 

Statement 

Together Together we we promote promote respect respect for for self, self, others, others, and and learning. 

learning.

ACTON-BOXBOROUGH REGIONAL SCHOOL COMMITTEE 

John Petersen, Chairperson 

Brigid O. Bieber 

Dennis Bruce 

Michael Coppolino 

Xuan Kong 

Kim McOsker 

Paul Murphy 

Maria Neyland 

Bruce Sabot 

ACTON-BOXBOROUGH REGIONAL HIGH SCHOOL 

ADMINISTRATION 

Superintendent Stephen Mills, Ed.D. 

Director of Personnel & Admin. Services Marie Altieri 

Director of Curriculum Deborah Bookis 

Principal Alixe Callen, Ed.D. 

Assistant Principals Susan Atwater-Rhodes 

Larry Dorey 

James Marcotte 

Director of Athletics Steve Desy

Dear Student: 

Acton-Boxborough Regional High School 

36 Charter Road, Acton, Massachusetts 01720 

Telephone: (978) 264-4700 

Together we promote respect for self, others, and learning. 

This booklet is your primary resource as you plan your high school program. In it you 

will find graduation requirements, the goals of the various school departments and 

programs, information about course levels and their differences, and descriptions of 

specific course offerings. 

Acton-Boxborough has a wide variety of courses from which students can design a 

course of study to meet their individual needs. School administration and faculty review 

the curricular offerings each year, and changes are made based on the needs of the 

student community. Therefore, you should review the contents of this booklet carefully to 

see the specific offerings for next year. 

Wise course selection is the result of a thoughtful process and is the basis for a 

challenging and satisfying high school experience. After familiarizing yourself with the 

contents of the Program of Studies and making some tentative choices, you should 

consult with your parents and your current teachers. You may also wish to seek 

assistance from your school counselor and from Department Leaders. Your choices 

should be made based on a plan for your future. Whether you expect to enter college or 

the world of work, you will need to develop a set of skills and knowledge that will help 

you succeed in your life after high school. 

Final responsibility for planning your high school program rests with you and your 

parents. The opportunities are here. Let us help you to take advantage of them. 

Reviewing the Program of Studies is the best way to begin. Additional information will 

be available on line at ab.mec.edu/abhrs and through counselors, faculty, and 

administration. 

Alixe Callen, Ed.D. 

Principal 

• FAX (978) 264-3345 - Web Address: ab.mec.edu/abrhs

GENERAL INFORMATION 

TABLE OF CONTENTS 

Scheduling Process 1 

Graduation Requirements 1 

Frequently Asked Questions 2 

990 Information 3 

Credit System 7 

Sequential Subjects 7 

Auditing Courses 8 

Unweighted Grade Point Average 8 

Weighted Grade Point Average 8 

Histogram 9 

Grouping 9 

Advanced Placement Programs 10 

Transitional Support Team 11 

Speech and Language Programs 12 

Special Education Programs 12 

Alternative Programs 13 

Summer School 100 

DESCRIPTION OF CURRICULUM AREAS 

English 15 

Social Studies 22 

Mathematics 30 

Science 40 

World Languages 51 

Child Development 73 

Industrial Technology 74 

Performing Arts 76 

Visual Arts 84 

English Language Learning 92 

Academic Support Center 92 

Peer Counseling 93 

Occupational Development Program 93 

Health/Physical Education 94 

Career Exploration 95 

Audio Visual Media 98

GENERAL INFORMATION 

Our hope is that all of our students will develop schedules that provide an 

appropriate level of challenge for them. Because there are no single “right” 

answers about what courses to take, we have tried to design a process that allows 

for thoughtful communication and interaction among students and adults in 

order to ensure that each student has a collection of courses that is appropriate, 

balanced, interesting, and challenging. 

Scheduling Process 

Our Pupil Course Request (PCR) process is designed to meet the goals outlined 

above. As a first step, students should discuss their goals and interests with their 

teachers who will make recommendations for course levels. Those 

recommendations will then be available to students and families via the 

PowerSchool Parent Portal. Students, with the help of their parents, will then 

choose elective courses to round out the core courses recommended by teachers. 

On occasion, students become interested in “overriding” a teacher 

recommendation. Those overrides should be undertaken thoughtfully after 

significant discussion with school personnel and parents. Incoming students 

interested in overriding are required to meet and discuss their request with the 

applicable department leader. Returning students are encouraged to do so. 

Graduation Requirements 

In order to receive an Acton-Boxborough Regional High School diploma, 

students must: 

• Earn 100 credits. 

• Receive a “competency determination” by the Massachusetts Department 

of Elementary and Secondary Education based on performance on the 

Massachusetts Comprehensive Assessment System (MCAS) test. 

In addition, students must earn passing grades in the following areas of study: 

• Four years of English 

• Three years of social studies (one of which must be U.S. History) 

• Two years of science (one of which must be biology) 

• Two years of mathematics 

• Fitness for Living (AB’s integrated health and physical education course 

taken by all freshmen) 

• Three semesters of physical education over the course of the next three 

years (grades 10, 11, 12) 

• One additional year of an academic elective – English, social studies, 

math, science, or a third year of a world language. 

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• Starting with the Class of 2016 students will be required to earn 2.5 credits 

from Performing Arts, Visual Arts, Communication or Industrial 

Technology. 

Frequently Asked Questions 

1. Where can I find out about each of the courses offered at the high school? 

Our Program of Studies includes descriptions of each ABRHS course. 

Furthermore, teachers in each department should discuss the following year’s 

offerings in their departments with their current students. 

2. Of the students who ask for overrides each year, what percentage is 

successful? 

The reason we continue to allow overrides is that a significant percentage 

(somewhere between one-third and one-half) of all those requesting overrides each 

year are successful. A student will be most successful if he/she possesses a strong 

work ethic and a passion for the subject matter. 

3. What must I do in order to be eligible for interscholastic athletics? 

Student athletes are required to be taking and passing at least the equivalent of 

four 5-credit courses. The following courses do not qualify towards interscholastic 

eligibility: Audiovisual Media Technology, Technical Theatre, Teacher’s 

Assistants, Work Study, School Store. 

4. What happens if not very many people sign up for a particular course? 

We will do everything we can to allow each course to run. However, we also need 

to ensure that class sizes are reasonable across the board. Final decisions will be 

made by the administration. 

5. What if I get my schedule and I notice a problem? 

Efforts will be made in the spring to resolve any potential conflicts. Students 

seeking schedule changes after schedules are sent out in the summer should 

arrange to present their request to the “Appeals Board” during a designated day 

in late summer. 

6. Is it better to take a lower-level course and get a higher grade or a higherlevel 

course and get a lower grade? 

As frustrating as this sounds, there is no one answer to this question. Students 

must make determinations based on their own interests, future plans, and the 

other demands on their time. 

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7. What about the weighted versus the unweighted GPA? 

Our advice is that students should make determinations based on their own 

interests and demands. Each college computes its own numerical GPA based on 

their own formula. 

ABRHS requires all students to spend 990 hours per year in academic study. 

This time may include scheduled classes, directed studies and activities directly 

related to each student’s course of studies. Teachers need not be present during 

all 990 hours; however, all activities should carry the same academic rigor as that 

of classroom activities. Teachers make themselves available at published times 

to provide guidance in all areas of study. Students who are progressing toward 

graduation requirements at a consistent pace will fulfill their 990 requirements 

through required classes, electives, and associated activities. Directed studies 

may supplement any student’s structured learning plan. Required learning 

activities include Science, English, Social Studies, Mathematics and World 

Language portfolios associated with full year and some semester courses in these 

departments. Additional activities by choice are listed following the department 

requirements. 

SCIENCE PORTFOLIOS – 30 hours 

All students enrolled in a full-year science course will be expected to keep and 

maintain a Science Portfolio. It is expected that the portfolio materials will be 

completed outside of the classroom. Because of this time commitment, all 

leveled science courses will be credited with an additional 6 hours per credit of 

class time. For example, a 5-credit Biology course would add 30 hours to its 

actual hours of seat time, while a 7 credit Chemistry course would add 42 hours. 

This portfolio will consist of one or more of the following items: 

• formal lab reports 

• lab notebooks 

• supplemental experimental analysis 

• independent research projects 

• supplemental MCAS review material 

• participation in an online community or the creation of other online 

materials such as web pages, blogs, wikis, pod casts, etc. 

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MATHEMATICS PORTFOLIOS – 30 Hours 

Students in mathematics classes work outside of class time on review packets for 

most major examinations, as well as for the midyear and final examinations. 

These assignments are above and beyond the daily homework assigned from the 

textbook. Some classes also do projects related to their curriculum. Other courses 

may work on MCAS or SAT 1 or SAT 2 level 1 or 2 materials outside of class 

time, beyond the regular homework assignments. Students in Advanced 

Placement Classes attend after school or weekend review sessions. The curricula 

will include one or more of these elements as is appropriate for the subject matter 

and goals of the course. 

ENGLISH PORTFOLIOS – 30 hours 

As part of the writing process, all English students keep a writing portfolio, 

which is collection of written work including assignments such as formal 

analytical papers, reading responses, creative pieces, MCAS prompts, in-class 

essays, process writing, and brainstorming. Students use the writing portfolio to 

progress in their writing skills; they review, edit, and rewrite assignments, as 

well as set academic goals, focusing on both strengths and weaknesses, for 

improving their writing. 

SOCIAL STUDIES – 30 HOURS 

All students in social studies classes participate in at least one of the following: 

Research, summer reading, review packets, review sessions, portfolios, projects, 

movie reviews, critical reviews of a monograph. Curricula will include one or 

more of these elements as is appropriate for the subject matter and goals of each 

course. 

WORLD LANGUAGES – 30 HOURS 

Students in the World Language Department work beyond the classroom in a 

multitude of activities, which are different from the traditional homework 

assignments. Each term, students of the World Language Department complete 

both a speaking and a writing assessment in addition to other testing. Speaking 

assessments include: news broadcasts, theatrical skits, PowerPoint presentations, 

interviews, telenovela videos, telephone conversations, debates, mythology 

projects, language lab recordings. Writing assessments include: interpersonal 

and formal essays, literature-based critiques, postcards, dialogues, 

cultural/historical units which may also have a speaking component. 

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ACTIVITY 

HRS ACTIVITY 

HRS. 

AB Human Rights 

30 Mock Trial Group 

30 

ABCO 30 Ocean Science Bowl 30 

Academic Decathlon_____________ 30 Performing Arts Individual 

70 

Ambassadors 

30 Activity____________________ 

Anime Crew 30 Power Down 30 

Art Club 30 Proscenium Circus Cast 100 

Asha 30 Proscenium Circus Crew 50 

AB Buddies____________________ 30 Recycling Group 30 

Chess Club 

30 

Class Officer Jr./Sr. 30 Regional Advisory Council 30 

Classics Club 30 SADD 30 

Common Ground 30 School Committee Rep. 30 

Driver's Education 40 School Council 30 

English Hour 30 Science Team 30 

Envirothon_____________________ 30 Self-Directed Study 35 

Fitness Club 

30 

French Club 30 Spanish Club 30 

Future Business Leaders__________ 30 Spectrum (newspaper) 30 

G.I.V.E. 

30 

High School Quiz Show 30 Speech and Debate 70 

Hip Hop Club 30 String Ensemble 30 

Idiosyncrasy 30 Student Council 30 

Interact 30 Torch (yearbook) 30 

Invisible Children 30 WHAB 30 

Italian Club 30 Window Seat (Literary Magazine & Creative Writing 

Club) 

Math Team 30 Youth in Philanthropy 

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30 

30

COURSE HRS. COURSE HRS. COURSE HRS. 

English Child Development Special Education 

Full year course 171 Child Development 70.5 Learning Center (year) 141 

Creative Writing 70.5 Child Development Lab 141 Learning Center (y*) 70.5 

Creative Writing II 

Public Speaking and 

70.5 SCE (year) 141 

Debate 70.5 Industrial Technology SCE(y*) 70.5 

Design Eng. I 141 REAL (year) 141 

Social Studies Design Eng. Survey 70.5 REAL (y*) 70.5 

Full year course 171 Design Eng. II 141 ODP (year) 141 

Semester electives 85.5 Design Eng. III/IV 141 ODP(y*) 70.5 

Wood. Tech I 70.5 

Math Wood Tech II 141 Occup. Dev. Program 

Full year course 171 Intro to Special Educ. 141 

Semester electives 85.5 Acad. Support 

ASC (sem*) 35.3 Career Planning 

Science Peer Tutoring (sem*) 35.3 Work Study 141 

Earth Science 171 Directed Study (sem) 70.5 Job Shadowing 7.5 

Biology 171 Directed Study (sem*) 35.3 Senior Seminar 70.5 

Chemistry 230 Fund. Of Banking 141 

Physics 230 Performing Arts School Store 35.25 

Advanced Chemistry 230 Concert Choir 82.5 

Advanced Biology 200 Madrigal Singers 161 Audio Visual Media 

Environmental Science 171 Women's Ensemble 82.5 Radio/TV Production 70.5 

Physical Science 171 Sophtones 82.5 A.V. Media Tech (sem*) 35.25 

Foundations of Science 171 Hist. Rock Music 70.5 News & Sports Media 70.5 

Semester electives 70.5 Band 282 Film Analysis 70.5 

Band Color Guard 141 

World Languages Jazz Band 82.5 

Full year course 171 Intro to Tech. Theater 70.5 Health/ Physical Educ. 

Intro to Directing 70.5 P.E. 35.25 

Visual Arts Intro to Acting 70.5 Fitness for Living 70.5 

Ceramics I 70.5 Adv. Acting 70.5 Adaptive PE 35.25 

Ceramics II 70.5 Music Theory and Tech. 70.5 

Sculpture 70.5 year=full year course 

y*=full year every other 

Drawing & Painting 141 English Lang. Learning 

day 

Adv. Draw & Paint 171 ELL I 171 sem=semester every day 

sem*=sem. every other 

Adv. Draw & Paint (sem) 85.5 ELL II 171 day 

Jr./Sr. Portfolio 171 ELL Amer. Hist. 171 

Adv. Portfolio 171 

Animation 70.5 Peer Counseling 

Photography I 35.3 Peer Counseling 70.5 

Adv. Photo (sem*) 35.3 Peer Mentoring 171 

Digital Imagery 70.5 

Digital Imagery II 70.5 Speech and Language 

Web Page Design 70.5 Speech and Language 70.5 

Hist. of Modern Art 70.5 

Studio Asst. (sem) 70.5 

Studio Asst. (year) 141 

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Certificate of Attainment: The Certificate of Attainment is available to many 

students who have completed all local graduation requirements but who have 

not yet qualified for a high school diploma because they have not passed the 

required MCAS tests. This is a state-endorsed credential, based on specific 

criteria available through the Department of Education. 

Certificate of Program Completion: A Certificate of Program Completion 

signifies the successful completion of an individualized program that must 

include the following areas: Functional Academics, Health and Wellness, Life 

Skills, Employability Training and Community Service. 

Credit System 

Satisfactory completion of a year’s work in a course meeting five times a week 

will entitle a pupil to 5 credits toward graduation. 

Satisfactory completion of a year’s work in a course meeting alternate days will 

entitle a pupil to 2.5 credits toward graduation. 

Satisfactory completion of a semester’s work in a course meeting five times a 

week will entitle a pupil to 2.5 credits toward graduation. 

Satisfactory completion of a semester’s work in a course meeting alternate days 

will entitle a pupil to 1.25 credits toward gradation. 

Satisfactory completion of lab science courses beyond biology will award 

additional credit based on lab frequency. 

Sequential Subjects 

Each advanced course in sequential subjects such as algebra, geometry, 

and world language may be taken only if the preceding course in the 

sequence is passed with a final grade of C- or better. If you received a D+ or 

lower in a course you have several options: 

1. Make up the course in summer school at Acton-Boxborough or an approved 

course in one of the surrounding communities or study independently and 

complete all course outline work. Your final grade from summer school or 

independent study will be added to your transcript. However, please be aware 

that it does not remove the original grade nor affect class rank. Credit will only 

be awarded to students who failed the course during the school year. If this 

grade is a C- or better, you may advance in the sequence. Before taking the 

makeup final you must present all course work assigned in the summer school 

course or independent study. 

2. You may repeat the course. Students repeating a sequential subject during the 

school year may receive credit a second time providing they earn a grade of C- or 

better. Although the course being repeated may count towards graduation credit, 

it will not be calculated into the student’s grade point average. 

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3. Drop from the course sequence. 

The following are sequential subjects: (Not inclusive) 

1. Algebra I, Geometry, Algebra II, advanced math courses 

2. Spanish I-V, French l-V, Latin I-II, Italian 

3. English I-IV (D- is passing in English) allowing continuation in sequence 

Auditing Courses 

Any student requesting to audit a course (take a course for no credit) during the 

school year must be aware of the following criteria: 

1. In addition to the course to be audited, the student must be scheduled for a 

minimum of five courses that meet on a daily basis. 

2. Students may only request one audit per year (pending approval). The 

student must complete the “Audit Request Form” that can be obtained from 

his/her counselor. The completed form must be returned within two weeks of the 

close of the first marking term to the Assistant Principal in charge of scheduling. 

3. If the audit request is approved, the student must adhere to the standards of 

the course. Failure to comply with the attendance, academic, and behavioral 

expectations of the classroom instructor will result in the student’s withdrawal 

from the course with “W”. Please remember that a student receives no grade 

and no credits for an audited course. 

Unweighted Grade Point Average (GPA) 

Your unweighted GPA is primarily used for membership in the various honor 

societies at ABRHS, and is also frequently requested on applications for 

internships, scholarships, or other extracurricular programs. The unweighted 

GPA is cumulative from the beginning of freshman year. It is computed at the 

end of the freshman year and yearly thereafter using all grades received in its 

calculation. 

Weighted Grade Point Average (GPA) 

The calculation of the weighted GPA (only leveled courses with an SP, CP, AE or 

H/AP designation) takes into account the level of the courses you have taken and 

the number of credits each course is worth. Only final grades are used to 

determine the weighted GPA and it is calculated yearly beginning at the end of 

9th grade. Students should note that the "elective courses" or courses with no 

levels (English I, Sociology, Accounting, You and the Law, etc.) are not 

considered in the calculation of your weighted GPA. 

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Histogram 

A histogram is a chart of the weighted grade average distribution for each class. 

It is developed at the end of each year for each class. This information allows a 

student to see their relative standing in the class. 

Rank in Class: ABRHS does not calculate rank in class. 

What Does It All Mean: 

Your unweighted GPA, weighted GPA and relative standing in the class 

(histogram), are some indicators of your academic performance while attending 

AB. This information is included in your student record and colleges and 

universities and even employers often use this information in making acceptance 

decisions. Subject to certain limitations, students may designate the portions of 

their student record that will be released. However, it is customary for the 

District to send (and colleges typically expect to receive) grading information, 

weighted GPA, unweighted GPA, and the chart of weighted grade average 

distribution in addition to other information. Of course, you should keep in mind 

that while a weighted GPA and histogram might be used instead of your 

unweighted GPA, colleges and universities use many other methods in making 

acceptance decisions. It is helpful to use your relative standing in the class in 

preparation for the college search and application process, but do not be 

overwhelmed by it. Please see your high school counselor if you have any 

questions about the above information. 

Grouping 

Students are placed in classes subject by subject at four levels: honors, 

accelerated/enriched, college preparatory or standard preparatory. Placement is 

based on the recommendations of teachers. Students and parents, however, 

have a voice in the grouping process whereby they can either refuse a higher 

ability level designation, or request consultation with a Department Leader to 

seek a higher level designation. Parents and students are encouraged to seriously 

consider the placement recommendation of the classroom teacher. The classroom 

teacher has the advantage of being able to compare the student’s ability and 

performance with that of other students. Experience has shown that when 

students are misplaced in ability levels, they often meet with frustration and/or 

stress. 

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Honors Level (H, H/AP) courses are recommended for students who have 

demonstrated exceptional academic achievement through a combination of 

ability and motivation. These courses contain considerable enrichment and 

acceleration. Teachers will assume that students are able to grasp concepts on 

initial presentation, and will, therefore, emphasize observation, analysis, 

synthesis and problem solving. There will be little practice or repetition within 

the classroom. Students are expected to be able to organize their time to plan 

long-term assignments, and to seek help when necessary, all on their own 

initiative. 

Accelerated/Enriched (AE) courses either move at a somewhat faster pace 

than our college preparatory courses and/or include some additional 

materials that expand on topics being covered. Therefore, more homework can 

be anticipated both in volume and in degree of difficulty. While these courses 

provide some practice and repetition in the classroom, it is assumed that 

students will be able to grasp material with only a moderate amount of teacher 

direction. Students are expected to show initiative in class discussions and in the 

approach to and completion of assignments. 

College Preparatory (CP) courses are designed to prepare students for success in 

college-level course work. Students in these courses have homework on a regular 

basis, and will be expected to plan and complete some long term assignments. A 

good deal of classroom time is devoted to reviewing concepts and problems 

encountered in the homework. 

Standard Preparatory (SP) courses provide an introduction to the subject. The 

pace is slower than our college preparatory program in order to provide for more 

reinforcement of the material presented. Homework assignments stress review 

much more than new applications. These courses 

are not college preparatory courses. 

Advanced Placement Programs 

Acton-Boxborough Regional High School currently offers Honors/Advanced 

Placement courses at the junior and senior class levels. The AP designation 

indicates that the program of study recommended by the College Board is 

incorporated into the course work. A student need not take the AP exam to 

enroll in this advanced level. 

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Honors/Advanced Placement Courses 

English IV H/AP French V H/AP 

U.S. History II H/AP Spanish V H/AP 

U.S. History II H/AP Advanced Biology H/AP 

Psychology H/AP Advanced Chemistry H/AP 

European History H/AP BC Calculus H/AP 

JAVA Prog. H/AP AB Calculus AE/AP 

Environmental Science H/AP Statistics H/AP 

Latin IV Vergil H/AP 

Transitional Support Team 

The transitional support team is available to a select group of incoming freshmen 

who have had a history of academic difficulty. The support services provided on 

the transitional team are designed to help students make a successful transition 

from the junior high school to the high school by providing the academic skills 

needed to meet the demands of a high school curriculum. 

The services are provided by the mainstream teachers of the four major subject 

areas (English, World History, Earth Science and Math) all working as part of a 

teaching team making use of an integrated curriculum. Each classroom teacher 

is supported by a teaching assistant and several tutor/mentors selected from the 

junior and senior classes. With the additional support, a variety of valuable 

services are possible on a regular basis. Regular weekly meetings of the four 

teachers, the teaching assistant and the school counselor provide the opportunity 

to discuss student progress, coordinate curriculum, and conference with parents. 

Ultimately, the transitional support provides a comprehensive and coordinated 

approach to each student. 

The Transitional Support Team is provided during the student’s first crucial year 

in high school, a challenging time for all students but particularly students 

whose success has been inconsistent. With the support provided through the 

transition services, students are given an enhanced opportunity to realize success 

as freshmen and develop the skills, confidence and study habits needed for 

academic achievement for the remaining three years of high school. 

Students participating in the Transitional Support Team must be recommended 

by the junior high school. 

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Speech and Language Program 

The Speech and Language program at the Acton-Boxborough Regional High 

School serves students in grades 9 through 12 who have communication 

disabilities. These disabilities include: language comprehension, oral expression, 

social/pragmatics, articulation, voice quality and fluency. The speech/language 

specialist provides teacher and parent consultations, screenings and diagnostic 

evaluations, and educational/direct therapeutic services. Following an evaluation 

and based on the development of an Individualized Educational Plan (IEP), the 

speech/language specialist meets with students in accordance with the IEP. The 

amount of support time, methods and materials used to meet students’ objectives 

vary according to the age, interests, and special needs of the student. Students 

are encouraged to participate in developing their own programs. Services to the 

community include communication with parents and other professionals such as 

physicians and other speech/language specialists. 

Special Education Programs 

Special Education services are available to students with identified disabilities 

who require services in school in order to access their education until the age of 

22 or upon receiving a regular high school diploma. Students experiencing 

difficulty in the regular education program may be referred to the Student 

Assistance Team (SAT) as part of the pre-referral process. The SAT may 

recommend a screening or may refer a student for an evaluation to assist in the 

determination of a disability. After completion of an evaluation, the Team 

convenes to determine eligibility for special education services. The Team 

consists of the student, parent, regular educator and related service providers as 

required. If a student is found eligible for special education services an 

Individualized Education Plan (I.E.P) is developed. Special education 

regulations are implemented to provide a free and appropriate public education 

(F.A.P.E.) as designated by the reauthorization of the Individuals with 

Disabilities Education Act, 2004. Student needs are met through consultation, 

support to the classroom and /or direct service, using both remedial and/or 

compensatory approaches, with a goal toward appreciating and incorporating 

individual styles of learning. Students may receive support in a variety of areas 

as defined by their I.E.P. Programs may include a combination of services within 

regular classrooms, specialized programs or learning center settings. 

Collaboration among special educators, teachers, parents and students is 

maintained for coordination of academic and social/emotional expectations, 

classroom modifications and/or accommodations, strategies, and student 

progress. 

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Alternative Programs 

Academic Support Center 

Acton-Boxborough Regional High School offers an academic support center that 

is available to all students. Students who are scheduled to participate in the 

academic support center will receive graduation credit for their participation. 

Students are referred to this program through the counseling department. 

Grades for this program are pass/fail and will be based on effort, attendance, and 

behavior. Other students may access this program on an as needs basis by 

simply dropping in. 

The MAP program of Acton-Boxborough Regional High School is an alternative 

education program that works with students in general and special education 

who experience significant academic and/or behavioral difficulties despite 

numerous and increasingly restrictive interventions. These difficulties may 

include absenteeism, inattention, impulse control, depression, anxiety, repeated 

academic failure, or poor decision-making skills. These students have the 

intellectual abilities to achieve, but they struggle to commit their energies to 

learning. 

We believe these students will excel in a small, structured, and supportive 

environment that is able to address their particular needs. The program is limited 

to twenty (20) students. MAP provides a school experience that allows students 

to refocus their energy on learning. Such an experience includes strong faculty 

relationships, counseling support, academic support, and high interest 

curriculum that helps students to earn high school credit and prepares them for 

state-mandated assessments. Within this model, we emphasize the individual 

student, yet we encourage growth within the supportive small group setting. 

Students are held accountable for their choices and are encouraged to make 

connections between their behaviors and their consequences while they are 

empowered to recognize their positive choices. Students meet regularly with 

staff to work toward their individual goal areas and to discuss readiness to 

transition to the traditional high school classroom. 

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The School-to-Work Alternative Program (SWAP) of Acton – Boxborough 

Regional High School is an alternative education program designed to help “at 

risk” students meet the academic requirements to graduate from high school 

while learning specific vocational skills both in the classroom and on the job to 

help them become responsible and capable workers. The program is limited to 

ten (10) students per term (or 12 if there is any out-of-district student enrolled) 

and is structured under the premise that, despite all interventions, there exist 

certain students who are presently incapable of success in a traditional high 

school setting. It is therefore the intent of SWAP to provide an environment that 

will increase the chances of success for these students. SWAP provides a basic 

academic core curriculum of a high school education, and therefore, is not an 

appropriate option for any student who can be successful in a traditional setting. 

The program meets two days a week on Tuesdays and Thursdays from 2:35 p.m. 

-7:30 p.m. Students take classes in English, math, science, history, vocational 

education and physical education. Psychological services are available through 

the program’s psychologist. In addition, the program requires all full-time 

students to work 20 hours a week at a job as part of their vocational education 

requirement. Part-time students will be considered on an individual basis by the 

SWAP team. 

The STAR Center is in place to support ABRHS students receiving Home 

Hospital services. The aim is to help students who are unable to access their 

education due to significant medical and/or psychiatric needs. Students 

receiving these supports are able to access the academic work that they otherwise 

would be unable to access due to their medical condition. Documentation from a 

medical professional is required in order for students to access these services. 

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ENGLISH 

The goals of the English Department center on developing in students the ability 

to communicate effectively and to understand and appreciate what they read. 

Specific student objectives are as follows: 

1. To speak and to write clear, idiomatic English. 

2. To engage in the writing process, from prewriting to editing and peer 

feedback to revision. 

3. To develop voice and depth in both personal and literary papers. 

4. To develop confidence, independence, and critical judgment about one’s 

own work. 

5. To understand as fully as possible what is read. 

6. To increase understanding of self and others through literature. 

7. To develop standards of judgment and taste in literature. 

8. To find enduring pleasure and value in reading good books. 

In order to realize these objectives, students will be grouped both 

heterogeneously and homogeneously. 

Sophomore and junior English courses are divided into honors (H), 

Accelerated/Enriched (AE), College Prep (CP), and Standard Prep (SP). 

Freshman and senior English courses are less finely divided, with only Honors 

and Standard Preparatory students being homogeneously grouped. 

Recommendations for a student’s course placement are made by English 

teachers, who carefully consider a student’s growth as a reader and a writer, 

interest in the subject matter, work habits, and overall performance. In most 

cases, to move up a level placement, a student must be earning an A- or better in 

his or her current course and earn a teacher recommendation. 

SP courses stress improvement of practical communication skills and employ 

high interest materials and shorter length reading and writing assignments. CP 

courses are designed for students who have an adequate command of 

communication skills but desire to improve them. AE courses are designed to 

challenge those who have a superior command of reading and writing skills and 

wish to pursue their studies in greater depth. Honors/AP classes are designed to 

accommodate those students whose academic interests and abilities will be 

fulfilled in analytical work and in independent study. 

To meet the requirements of the English Department, each student will complete 

a four-year fundamental program. 

Individualized English for freshmen (#115) and sophomores (#126 ) meets this 

requirement, as does the ninth grade Transition Program course (#151). These 

three offerings are “by teacher recommendation” only. Creative Writing, 

Creative Writing II, and Public Speaking and Debate are elective courses, which 

do not fulfill department requirements. 

15

FRESHMAN ENGLISH 111(H), 112 (English 1), 115 (Individualized English SP) 

Grade: 9 Grouping: Honors and Heterogeneous 

Prerequisite: Honors placement by teacher recommendation 

Freshman English is organized around a study of four broad thematic units: The 

Nature of Love, The Nature of Evil, The Nature of Man and Universe, and The 

Nature of Good/The Virtuous Life. Focusing on reading and writing skills, the 

freshman curriculum builds on the English program at the junior high school. 

Consistent with the junior high school program, the ninth grade program teaches 

writing as a process with opportunities for students to refine and revise their 

work based on peer and teacher feedback. In both personal and literary papers, 

students develop purpose and focus in their writing and become more critical 

about their own work. Students read core works, both classic and contemporary, 

in a variety of genres. For independent reading, students choose from among 

thematically related works. Through their reading, students learn to question 

and explore ideas and to evaluate their conclusions. 

Full year course, 5 times per week, 5 credits 

TRANSITION ENGLISH 151 (SP) 

Grade: 9 Grouping: Transition Team 

Prerequisite: Must be taken in conjunction with other Transition classes and 

enrollment must be reviewed by Transition Team Faculty. 

Transition English is organized around a study of four broad thematic units: The 

Nature of Love, The Nature of Evil, The Nature of Man and Universe, and The 

Nature of Good/The Virtuous Life. Focusing on reading and writing skills, the 

curriculum builds on the English program at the junior high school and is very 

closely related to the heterogeneous freshman curriculum. The Transition 

Program teaches writing as a process and provides opportunities for students to 

refine and revise their work based on peer and teacher feedback within a small, 

supportive environment. Students develop purpose and focus in their writing 

and become more critical about their own work. Similar to the program’s focus 

on writing, the Transition Program focuses on reading as a process and provides 

students opportunities to build their reading strategies and overall sense of who 

they are as readers. Students read core works, both classic and contemporary, in 

a variety of genres. For independent reading, students choose from among 

thematically related works. Through their reading, students learn to question 

and explore ideas and to evaluate their conclusions. 


16

SOPHOMORE ENGLISH 121(H), 122 (AE), 123 (CP), 126 (Individualized English SP) 

Grade: 10 Grouping: Homogeneous 

Prerequisite: Grouping by teacher recommendation 

The sophomore curriculum continues to develop skills in reading, writing, and 

conducting research. The course reading is based on the McDougal, Littel 

American Literature text and assorted novels and plays. Certain works are 

studied in common at each level. Approaches may vary, ranging from 

chronological to thematic. As in the ninth grade, students are given frequent 

writing opportunities in analytical and personal writing. At all levels, prewriting 

activities, peer editing, teacher feedback, revision, and analysis of specific writing 

issues help students understand the need for and importance of writing as a 

versatile form of communication. Further, many of the reading and writing 

assignments are typical of those that students will be expected to master for the 

MCAS, the state testing administered during sophomore year. The 

research projects vary and may be interdisciplinary in scope but are designed to 

help students integrate reading and writing skills, learn proper documentation, 

and evaluate differing critical points of view. Classroom activities designed to 

meet these goals are varied to accommodate different learning styles, encourage 

risk taking, and provide opportunities for both independent and collaborative 

learning. 


AMERICAN STUDIES 201 (AE) 

Grade 10: Grouping: Homogeneous 


This course, a combination of the sophomore English and Social Studies 

curricula, covers the same content as the traditional courses. American Studies 

thematically connects the big ideas of literature and American History in 

activities, assignments, readings, and simulations. The course requires several 

projects that foster skills in research, writing, reading, speaking, and cooperative 

learning. The class meets for two consecutive class periods each day, allowing for 

flexible scheduling of activities. 

Full year course, 5 times per week, 5 English credits and 5 US History I credits 

JUNIOR ENGLISH 131 (H), 132 (AE), 133 (CP), 134 (SP) 



The twofold emphasis on literature and writing continues during the junior year. 

Juniors study British literature for the beauty and enduring quality of the works, 

and for the longstanding traditions and themes that they represent. Juniors study 

17

works of Old and of Middle English, a Shakespearean play, works of the 

Romantic and Victorian periods, and literature of the twentieth century. Students 

continue their study of analytical writing, developing sophistication of ideas, 

structure, and style. These writings include opportunities for prewriting, 

collaborative planning, peer and teacher editing, and revision. Analytical essays 

and other, less formal writing assignments allow students to develop a personal 

voice and style. 


SENIOR ENGLISH 

For the 2012-2013 school year, seniors will have the option of taking full-year 

homogeneously grouped classes, English IV H/AP or English IV SP, a full-year 

heterogeneously grouped class, English IV with Senior Project, or two heterogeneously 

grouped semester-long English IV courses. 

SENIOR ENGLISH 141 (H/AP) 



This course is organized around the study of broad thematic units: Family 

and Heritage, Self, and Community. These units examine the influence of the 

collective and personal past and the immediate family on each person’s search 

for personal values and beliefs. Students then investigate the manner in which 

people interact to form an interconnected community. This structure 

accommodates a study of literature from different time periods and national and 

cultural perspectives, adding breadth to students’ previous study of American 

and British literature. Teachers choose from a variety of core works and 

choice titles as appropriate. Seniors will continue to practice and develop skills in 

reading, analyzing, and discussing literary ideas. In addition, they will continue 

to refine their skills in analytical writing about literature, using clear 

organization and appropriate, detailed and well developed evidence in support 

of a strong central idea. Students will also be given opportunities to practice 

both multiple-choice questions and essay responses tailored to the AP Literature 

and Composition Exam taken in the spring. 


18

SENIOR ENGLISH 144 (SP) 



This course, Literature of the Self, is organized around the study of broad 

thematic units: Family, Self, and Community. These units examine the influence 

of the collective and personal past and the immediate family on each person’s 

search for personal values and beliefs. Students also investigate the manner in 

which people interact to form an interconnected community. Teachers choose 

from a variety of core works and choice titles as appropriate. This course also 

focuses intensely on continuing to develop reading comprehension, analytical 

writing, and personal writing skills. The needs of individual students help 

determine the skills focused on in class, and students are provided with 

significant individualized instruction. 


SENIOR ENGLISH WITH PROJECT 146 

Grade: 12 Grouping: Heterogeneous 


This course is organized around the study of broad thematic units: family, self, 

and community. Students taking English 4 have the option of taking this course 

with the Senior Project, which offers students the opportunity to focus on an area 

of personal interest and work on it intensively over the last term of senior year. 

Students choose their topic for the project in the fall, narrow their focus and 

utilize research skills in late winter and early spring, and spend term 4 applying 

their research to an ambitious project. Components of the project include journal 

writings, an annotated bibliography, an interview, a written synthesis, an oral 

presentation with a visual or audio component, and participation in the Senior 

Project Exposition. Core literary works are studied during the first three terms of 

the year. 

SENIOR ENGLISH SEMESTER-LONG COURSES 



Students choosing this option to fulfill their senior year English requirement must enroll in 

and pass two semester-long courses. Students will take one course in the fall semester and 

one in the spring semester. The semester-long courses have the same learning goals and 

academic expectations. Seniors will continue to practice and develop skills in reading, 

analyzing, and discussing literary ideas. In addition, they will continue to refine their skills 

in analytical writing about literature, using clear organization and appropriate, detailed and 

well developed evidence in support of a strong central idea. 

19

LITERATURE AND THE HUMAN CONDITION 154 

Theories of psychology have always informed literature, and vice versa. In this 

course, students will explore how writers have attempted to understand and 

depict the complexities and dilemmas of humanity. 

Semester Long Course, 5 times per week, 2.5 credits 

CONTEMPORARY NONFICTION 156 

This course provides an overview of contemporary nonfiction. Students will 

study important forms of nonfiction written within the past twenty years such as 

memoirs, biographies, articles, essays, and online mediums. Students will 

understand how writers of nonfiction use their craft to see our society, and its 

current trends, issues, and conflicts. 


SCIENCE FICTION AND FANTASY 157 

Science fiction lends itself to a variety of interpretations (psychological, 

sociological, ideological, e.g.) and can encourage imaginative thinking that more 

"realist" literature may not allow. In this course, students will survey three 

genres: science fiction, dark fantasy, and high fantasy. 


SPORTS AND LITERATURE 158 

Through novels and shorter works of fiction and nonfiction written about sports, 

students will study elements of fiction and nonfiction writing. Students will 

explore the role of community, the commitment to a cause, the meanings of 

success and failure, and the human drive to persevere and endure. 


LITERATURE AND FILM 159 

In this course, students will study and understand that film, like literature, tells a 

story, and that film, like literature, uses particular devices to convey meaning. 

Students will see the similarities and differences in the two types of narratives 

and develop their appreciation for both. 


CREATIVE WRITING I 149 

Grades: 10-12 Grouping: Heterogeneous 

Prerequisite: English I 

In this elective, students will study writing through exercises organized by 

genres, which include poetry, personal essay/memoir, short story, and drama 

(stage play or screen play). In this workshop course, students will be encouraged 

to take risks and foster individual creativity. They will also gain skills in criticism 

and review through the discussion of writing modes and student work, and in 

20

overall writing effectiveness through constant practice, reinforcement of existing 

skills, and attention to grammar, sentence structure, and style conventions. 

Semester course, 5 times per week, 2.5 credits 

CREATIVE WRITING II 150 


Prerequisites: English II and Creative Writing I 

This elective is designed for juniors and seniors who have completed Creative 

Writing I. Students will continue to participate in workshops as well as keep a 

writing journal. Students will also determine personal writing goals for the 

semester with the instructor and develop a plan to meet these goals. Students 

will work towards creating their own writing portfolio and submit to a literary 

magazine of their choosing. In addition, students will take what they have 

previously learned in Creative Writing I and teach a lesson on a topic of their 

choice to current Creative Writing I students. 


PUBLIC SPEAKING AND DEBATE 895 


In this elective, students will study the arts of speech and debate in an active 

classroom environment. Students will examine classic speeches and discuss 

the reasons for their enduring success; study the fundamental skills that make 

an effective speech; apply these lessons by writing, rehearsing, and delivering 

speeches and presentations in a variety of styles, including persuasive, 

informative, and impromptu; engage in thoughtful dialogue with their peers 

in several formats, including class discussion, student congress, and public 

forum debate; become involved with contemporary issues; learn how to research 

and apply evidence to create a structured, logical, and convincing argument; and 

offer and receive constructive feedback. 

Semester Course, 5 times per week, 2.5 credits 

Portfolio Description 

As part of the writing process, all English students keep a writing portfolio, 

which is a collection of written work including assignments such as formal 

analytical papers, reading responses, personal essays, creative pieces, MCAS 

prompts, in-class essays, process writing, and brainstorming. Students use the 

writing portfolio to progress in their writing skills; they review, edit, and rewrite 

assignments, as well as set academic goals, focusing on both strengths and 

weaknesses, for improving their writing. 

21

SOCIAL STUDIES 

The goals of the Social Studies Department focus on developing in students an 

understanding of the development of our culture, providing them with the 

information and skills necessary to interpret their world and act effectively 

within it as responsible citizens. In part, our “culture” refers to the unique 

characteristics of American society - its social structure, its economic system, and 

its political organization. Students need to understand the general patterns of 

western civilization from which the culture evolved. In addition in an age in 

which the United States is committed to both civic responsibility and global 

citizenship, it is also important to develop an awareness of and appreciation for 

other cultures. 

Student Objectives include the following: 

1. to demonstrate an awareness of the major factors involved in the development 

of civilizations from the Middle Ages to the present; 

2. to acquire useful and relevant information about the world in which they live; 

3. to develop the necessary skills to gather further information about whatever 

interests them; 

4. to think critically about sources of information, primary, secondary, and 

technological recognizing bias and viewpoint and separating fact and fiction; 

5. to interpret the world around them in such a way that they can make 

responsible decisions and act upon them effectively; 

6. to develop personal values and a sense of their own worth and dignity as 

individuals; 

7. to respect and appreciate one’s own culture and way of life as well as those of 

others; 

8. to be aware of the dependence of humans on their total environment and a 

personal concern for the preservation of an environment worth living in; 

9. to possess a sense of responsibility toward others and a willingness to work in 

a cooperative way for the common good; 

10. to develop a respect for learning and a desire to continue to learn beyond the 

opportunities provided by formal education. 

To meet these needs, a curriculum has been developed which consists of a core 

program required of all students plus various electives available for those who 

choose to enroll. All students are expected to take the core program consisting 

of World History, United States History and Government I, and United States 

History and Government II. In addition to the core courses, students may add as 

many electives as they can fit into their schedule; but electives may not be used 

22

as substitutes for the required core courses. When the number of students in one 

course is large, ability grouping allows teachers to work at the academic level 

that most closely meets the ability of the class. Therefore, students in the social 

studies core courses are divided into Honors, Accelerated/Enriched, College 

Preparatory and Standard Preparatory sections. Most social studies electives, on 

the other hand, are planned for students who represent the entire spectrum of 

abilities and interests typical of juniors and seniors. 

WORLD HISTORY 211 (H), 212 (AE), 213 (CP) 


Prerequisites: None (required course) 

World History is a required course designed to serve two general goals: 1) To 

survey the development of civilization from the decline of Rome through the 

Napoleonic era and 2) to provide necessary background and analysis for more 

meaningful understanding and interpretation of recent events. While there is 

more emphasis on the evolution and legacy of western civilization, aspects of 

African and early American history are included as well. The course focuses 

largely on themes of government, economic development, religion, and cultural 

heritage. The World History course in the Transition Program, by teacher 

recommendation only, fulfills this requirement. 


TRANSITION WORLD HISTORY 285 (SP) 


Prerequisites: Must be taken in conjunction with other Transition classes and 

enrollment must be reviewed by Transition Team Faculty 

Transition World History is a course designed to serve two general goals: 1) To 

survey the development of civilization from the decline of Rome through the 

Napoleonic era and 2) to provide necessary background and analysis for more 

meaningful understanding and interpretation of recent events in a small, 

supportive setting. While there is more emphasis on the evolution and legacy of 

western civilization, aspects of African and pre-Columbian American history are 

included as well. The course focuses largely on themes of government, economic 

development, religion, and cultural heritage. 


23

U.S. HISTORY AND GOVERNMENT I 221 (H), 222 (AE), 223 (CP), 286 (SP) 


Prerequisites: Normally World History (required course): B in World History (H) 

strongly recommended for U.S. I (H) 

In this course the development of the United States is traced from the colonial 

period to the close of the nineteenth century when the United States began to 

emerge as one of the foremost powers of the world. The main emphasis of the 

course is on the internal development of the nation- economically, socially, and 

politically- and the growth of a distinctive American way of life. The course also 

emphasizes the role of the Declaration of Independence and the Constitution as 

the basis for the development of American government. By limiting the time 

span of this course and reserving a more complete discussion of twentieth 

century America until the following year, it is possible to provide more 

opportunities for in-depth study of major issues and events in American history. 

To facilitate this, a variety of materials are used in connection with the basic 

textbook, and these materials are chosen to fit the different ability levels of the 

various classes. As this course represents the second step in the “core 

program”, all students are required to take it. 


AMERICAN STUDIES AE (201, English); (202, Social Studies) 


Prerequisite: None 

This course, a combination of the sophomore English and Social Studies 

curricula, covers the same content as the traditional courses. At pertinent points 

American Studies thematically connects the big ideas of literature and American 

history in activities, assignments, and readings. The course requires several 

projects that foster skills in research, writing, reading, and cooperative learning. 

The class meets for two consecutive periods each day, allowing for flexible 

scheduling of activities. 

Full year course, 5 times per week, 5 credits English and 5 credits US History I 

U.S. HISTORY AND GOVERNMENT II 231 (H/AP), 232 (AE), 233 (CP) 


Prerequisites: Normally U.S. History & Government I (required course); B in U.S. 

History I (H) strongly recommended for U.S. History II (H/AP) 

The second half of the two-year sequence in American History confines itself 

almost entirely to the twentieth century. Drawing upon the foundation laid in 

the previous years, this course stresses two important themes: 1) the movement 

of the United States, as a leading world power, away from nineteenth century 

24

isolationism toward a program of global involvement; 2) the drastically changing 

role of the United States Government in regard to its own people as the power 

and influence of the federal government grew. While these are the central 

themes, attention is given to other major events and issues involving the United 

States during the twentieth century. The limited time span of the course provides 

excellent opportunities for students to study issues in depth and to pursue 

independent research. As with the first half of this program, a variety of 

materials selected according to ability level is used with the basic texts. 

Students who plan to take the AP examination in May are strongly urged to 

attend after school review sessions (10-15) 


ECONOMICS 236 

Grade: 11-12 Grouping: Heterogeneous 

Prerequisite: By teacher recommendation 

This is an introductory course in economics stressing macro-economic concepts, 

theory, policies, problems, and issues such as supply and demand, role of the 

public sector, unemployment, money and banking, and distribution of income. 

While the major objective of the course is to acquaint the student with the formal 

discipline of economics, there is a purposeful effort to examine practical 

economic factors as they occur week by week. The possibility of taking the AP 

examination exists for students willing to do individual review. 


INTERNATIONAL RELATIONS 241 (H) 

Grade:12 Grouping: Homogeneous 

Prerequisites: U.S. History and Government I and II (required courses) 

International Relations is a challenging course and should be elected only by 

serious students. The course deals with the forces which are at work in shaping 

the policies of nations toward one another and determining the events which 

make the headlines. While current events is very much involved, the course 

covers more than a simple review of “what is going on in the world.” In order to 

understand why international events happen as they do, the origins and 

development of various ideologies are traced. It is also necessary to review 

much of the historical development of particular nations and cultures and to 

consider how non-ideological forces are involved. In order to do this 

successfully, students must be able to draw extensively on their background in 

previous history courses. As understandings are built of the forces involved in 

international relations, these insights are then applied to specific current issues 

such as the direction of U.S. foreign policy, the future of Russia, Eastern Europe 

25

and the Middle East, the impact of ethnic and separatist movements, the role of 

globalization, nationalism and internationalism and global problems such as the 

environment, the development of economic interdependence, and various others. 

The course utilizes a variety of readings as well as a series of simulations and 

student run seminars. Role playing and group participation help bring historical 

and current crises to life for the students. Students will be able to recognize and 

differentiate simple bias from propaganda in new sources. 


PSYCHOLOGY 251 (H/AP), 252 (AE), 253 (CP) 

Grade: 11, 12 Grouping: Homogeneous 

Prerequisites: A- in AE US History I or II or B in H US History I or II 

for AP Psychology 

Psychology introduces students to the concepts, principles, theories, and 

methodologies within the general field of psychology, which studies the 

behavior and mental processes of humans and animals. Topics addressed in this 

class include but are not limited to research methodology, psychobiology, 

sensation and perception, cognition, intelligence, learning, memory, 

consciousness, child and adolescent development, personality, and 

psychopathology. The course parallels many ideas and principles addressed 

through the behavioral and social sciences. Throughout this course, there is an 

emphasis on relating and applying ideas and concepts addressed in class, the 

text, and outside literature to current events and social trends occurring in our 

local community and the world at large. 

AP Psychology 

Carries the possibility of college credit if students take the AP examination. 


POLITICAL SCIENCE 272 (Semester Course) 

Grade: 11 ,12 Grouping: Heterogeneous 

Prerequisites: This course is for juniors and seniors 

This course is designed as a basic introduction to the study of political science on 

the federal, state, and local levels. Special emphasis is placed on the tools of the 

political scientist and on topics of current interest. Students study the electoral 

process at the federal, state and local levels. The course considers the 

relationship between political theory and historical and current events. Active 

participation in political activity is an important component of the class. 

The possibility of the AP examination exists for students who are willing to do 

some additional preparation. 

Semester course, 5 times per week, 2.5 credits. 

26

SOCIOLOGY 276 (Semester course) 

Grade: 11,12 Grouping: Heterogeneous 

Prerequisites: None (Elective) 

Sociology, the study of social behavior and societies, introduces students to the 

concepts, principles, theories, and methodology of the general field of sociology 

with an emphasis on contemporary American society and current controversial 

social issues. Topics addressed in the class include but are not limited to research 

methodology, culture, norms, roles morality, crime, deviance, social control, 

social stratification, class inequality, race ethnicity, and the social institutions of 

religion, school, and sport. This course parallels many ideas and principles 

addressed through the behavioral and social sciences. Throughout this course, 

there is an emphasis on relating and applying ideas and concepts addressed in 

class, the text, and outside literature to current events and social trends occurring 

in the local community and the world at large. 


YOU AND THE LAW 282 (Semester Course) 

Grades: 11, 12 Grouping: Heterogeneous 

Prerequisites: None (Elective) 

You and the Law is a one semester course which offers the student an 

opportunity to explore many facets of the American legal system. Emphasis is 

placed on the major areas of constitutional, criminal, civil, and juvenile law. 

The course includes regular discussion, and videos. In addition, there are visits 

from several guest speakers, including local police officers, state police 

investigators, judges, lawyers, a probation officer, and an FBI agent. Students 

will take field trips to a state prison facility and a superior court to observe 

criminal trials. 


EUROPEAN HISTORY 284 (H/AP) 

Grades: 12 Grouping: Homogeneous 

Prerequisites: U.S. History and Government I and II (required courses); B in U.S. 

History II and Government (H/AP) strongly recommended. 

This course is comparable in scope and challenge to a college level introductory 

course in European history. Its principle aim is to provide students with an 

overall knowledge of basic chronology, significant events, and trends in 

European history from 1450 to present. Furthermore, its aim is to foster, through 

intensive study of specific topics, a deeper understanding of political, social, 

economic, and intellectual forces in history. As part of political history, the 

growth of the modern nation state, the development of absolutism, 

27

constitutionalism, revolution, balance of power, diplomacy and international 

peacekeeping efforts will be considered. Intellectual and cultural history, 

changes in religious and secular thought, trends in literature, music and arts, and 

the interrelationship of the arts historically are studied. From the socioeconomic 

point of view, the influence of social classes, the changes in economic structures, 

the roles of commerce and the industrialization, and the development of 

imperialism and Europe’s influence on the rest of the world will be analyzed. 

Traditionally most students take the AP examination given in May. 

Full year course, 5 times per week, 5 credits. 

CURRENT EVENTS A GLOBAL PERSPECTIVE 274 

(Semester course) 

Grade: 9, 10 Grouping: Heterogeneous 

Prerequisites: An interest in current events and world affairs. 

Restricted to Freshmen and Sophomores. 

This course is designed to provide students with a general overview and 

understanding of some of the most important and interesting problems facing 

the world today. Though the focus is on “World” events, there may be national 

events which warrant discussion. The course is flexible and is likely to change 

each time it is offered. The course utilizes a number of basic tools: maps (both 

where they can be found and what they can tell you); news sources both 

American and English language publications from most major countries, the CIA 

Factbook, US State Dept., the UN., and various foreign state and tourist 

departments; and role playing simulations of real world crises. Students taking 

the course will develop a better understanding of the value of maps and 

geography, a solid understanding of the most important events facing our world; 

facility and familiarity with a large and varied number of web sources 

for world news, culture, and opinions; and the ability to look at situations 

through the eyes of other cultures. 


28

FACING HISTORY AND OURSELVES 262 (A/E) 

Grade 10-12 Grouping: Homogeneous 

Facing History and Ourselves is a semester long elective course for AE credit. 

This course will help students find meaning in the past while recognizing the 

need for participation and responsible decision making in the future. The 

primary historical case study of the course will be an examination of the 

Holocaust. This focus will be accompanied by units that examine other 

historical and contemporary cases of prejudice and injustice. In studying these 

topics basic essential questions will be considered: What causes human beings to 

commit heinous crimes against others? What factors lead people to sit back and 

allow injustice to occur? How can we take the lessons learned from the past and 

empower ourselves to make sure future injustices do not occur? How can we 

take such lessons and apply them to decisions we make every day? The Facing 

History course and curriculum believes that students must be trusted to examine 

history in all of its complexities, including its legacies of prejudice, 

discrimination, resilience and courage. All of these themes will be examined 

through a series of readings, videos, guest speakers, discussions, and personal 

journals. 


29

MATHEMATICS 

The goal of the Mathematics Department is to teach mathematical structure, 

theory, concepts and skills to develop student self-confidence and positive 

attitudes towards mathematics. 

Our Guiding Principles are as follows: 

Mathematical ideas should be explored in ways that stimulate curiosity, 

create enjoyment of mathematics, and develop depth of understanding. 

Effective mathematics programs focus on problem solving, and require 

teachers who have a deep knowledge of the discipline. 

Technology is an essential tool in a mathematics education and all students 

should gain facility in using it where advantageous. 

All students should have a high quality mathematics program. 

Assessment of student learning in mathematics should take many forms to 

inform instruction and learning. 

All students should understand the basic structure of mathematics. 

All students should recognize that the techniques of mathematics are 

reflections of its theory and structure. 

All students should gain facility in applying mathematical skills and 

concepts. 

All students should understand the role of inductive and deductive reasoning 

in mathematics and real life situations. 

Students are grouped homogeneously for most mathematics courses and there 

are prerequisite degrees of achievement for some courses. Although concepts 

and mechanics are taught at each level of difficulty, emphasis shifts from 

mechanics to concepts and theory according to the difficulty level, Standard Prep 

to Honors. Recommendations for homogeneous grouped classes is based upon 

student achievement, motivation and proficiency. 

Standard Prep (SP) students cover, at a slower pace, the concepts and skills 

usually required for college admissions with stress on practical applications. 

College prep (CP) students thoroughly cover the concepts, skills, and 

applications required for college admission. Accelerated/Enriched (AE) students 

demonstrate math aptitude, complete more material and do more exercises that 

require deeper conceptual understanding. Honors (H) students demonstrate 

special mathematics aptitude and interest for learning even more sophisticated 

concepts and theory. The grade 9 mathematics course in the Transition Program 

(#360), requiring RJG staff recommendation, is counted toward graduation 

requirements in mathematics. 

30

ALGEBRA I 310 (H) 

Grade 9 Grouping Homogeneous 

Prerequisite: Yearly grade of A (93) in Grade 8 Level AE, or Permission of 

Department Leader. 

Algebra I is the introductory course for students preparing for college entrance. 

Only students who have excelled in eighth grade AE mathematics should elect 

this course at the honors level. This course provides a formal introduction to real 

number system and makes use of deductive reasoning in the presentation of 

concepts. Included in this course are: Set theory, operation with directed 

numbers, the solution of equations and inequalities, the field properties of real 

numbers, the concept of algebraic proof, a large variety of word problems, 

operations with monomials and polynomials, factoring and its application in the 

simplification of algebraic fractions and equation solving, coordinate graphing, a 

variety of coordinate geometry topics, the solution of simultaneous equations in 

2 and 3 variables, simplification of radicals, equations involving radicals, the 

quadratic formula, and graphs of quadratic functions. Topics will be covered in 

more depth than in the AE course. Introductory topics from probability and 

statistics will also be included. 


ALGEBRA I 312 (AE), 313 (CP) 


Prerequisite: Algebra I AE requires Grade 8 AE mathematics, or the equivalent 

Algebra I is the introductory course for students preparing for college entrance. 

Only students who have done C+ or better work in eighth grade mathematics 

should elect this course. Topics include: A review of fundamentals with directed 

numbers, the solution of linear equations and inequalities, the solution of related 

word problems such as consecutive integer, angles, coin, mixture, and motion, 

an introduction to functions in verbal, tabular, and equation format, graphing 

lines, and finding the equations of lines in various forms given a variety of 

information. Topics such as percents, probability, rates of change, and direct and 

inverse variation are also covered, as are systems of equations in 2 variables, 

operations with monomials and polynomials, factoring polynomials, solving 

quadratic equations by factoring, and the simplification of square root radicals. 

Additional topics at the AE level include: Set theory, the field properties of the 

real numbers, more involved algebraic word problems, the solution of quadratic 

equations by completing the square and the quadratic formula, the simplification 

of all types of algebraic fractions, the solution of fractional equations with 

31

polynomial denominators, more extensive work with radicals, graphs of 

quadratic and exponential functions and related word problems. Introductory 

topics from probability and statistics will also be included. 


FOUNDATIONS FOR ALGEBRA 315 (SP) 



This course will build up the mathematical background of the students enrolled. 

Topics will include: operations with integers, fractions, decimals and percents, 

operations with directed numbers, the solution of equations and inequalities, 

proportions, graphing lines, et., The goal of this course is to prepare students to 

successfully enroll in an Algebra I course the following year. 

Full year course, 5 times per week 

TRANSITION ELEMENTARY ALGEBRA I-1 360 (SP) 




Transition Elementary Algebra I-1 is the first year of a two year sequence 

covering the basics of Algebra I. This course is intended to suit the student who 

requires more time to practice and develop the concepts of Algebra I within a 

smaller, supportive environment. The presentation leans toward an informal 

approach with limited deductive reasoning. 


ELEMENTARY ALGEBRA I-1 316 (SP) 

Grade 9 Grouping: Homogeneous 


Elementary Algebra I-1 is the first year of a two year sequence covering the 

basics of Algebra I. This course is intended to suit the student who requires 

more time to practice and develop the concepts of Algebra I. The presentation 

leans toward the informal intuitive approach with limited deductive reasoning. 


32

ELEMENTARY ALGEBRA I-2 326 (SP) 


Prerequisite: C- in Elementary Algebra I - 1 SP 

This is the second year of the two-year Algebra I sequence. Upon successful 

completion of this course, the student will have acquired the two years of credit 

necessary for graduation as well as all of the Algebra background needed to take 

Geometry. 


GEOMETRY 311 (H), 322 (AE), 323 (CP) 

Grades: 9, 10 Grouping: 

Homogeneous 

Prerequisite: C- in Algebra I CP, AE, or H; B in El. Alg. I-2 SP; Geometry AE or H 

requires a student to have completed Algebra I AE or H. 

This course, more than either Algebra I or Algebra II, emphasizes the role of 

deductive reasoning and problem solving in mathematics. Students are required 

to write proofs of theorems, and at the AE and H level to solve a variety of 

original problems. Covered in this course are such topics as: the role of 

undefined terms, postulates, and theorems in Geometry, parallel and 

perpendicular lines, congruence and similarity of triangles and other polygons, 

applications of corresponding parts of congruent and similar triangles, 

properties of right triangles, circles, constructions, areas of planar figures, and 

introductory Solid Geometry. Students also study right angle trigonometry and 

coordinate geometry. The accelerated/ enriched sections also study introductory 

transformational geometry as well as logic and truth tables. The Honors sections 

also study Coordinate Geometry in more depth and more advanced 

Transformational Geometry. 


GEOMETRY 324 (SP) 

Grades: 11, 12 Grouping: Homogeneous 

Prerequisite: C- in Algebra I CP or C- in El. Alg. 1-2 SP 

This course will introduce students to the study of plane and space figures in a 

very informal way. The approach used will focus on geometric definitions and 

concepts and their applications instead of formal deductive approach. All 

traditional geometry topics will be covered; however, the concept of formal proof 

will be completely omitted. This course is designed for those students who 

would have difficulty learning formal geometry - in particular for those who 

took the Elementary Algebra I Standard Prep sequence. Topics included will be 

33

points, lines, planes, angles, polygons, solid figures, parallel and perpendicular 

lines, circles, congruence and symmetry. 

Full year course, 5 days per week, 5 credits 

ALGEBRA II 321 (H), 332 (AE), 333 (CP) 

Grades: 10 - 12 Grouping: Homogeneous 

Prerequisite: C- in Geometry 

Algebra 2 AE or H requires students to have completed Algebra I AE or H 

Algebra II reviews and extends the concepts developed in the first course before 

introducing new materials. Topics include: the solution of equations and 

inequalities, including those with absolute values, linear equations and 

inequalities, systems of linear equations and inequalities, systems of equations in 

3 variables, matrices, polynomials, factoring, radicals, complex numbers, various 

solution methods for quadratic equations, the conic sections, systems of 

simultaneous quadratics, polynomial functions, function composition and 

inverses, variation problems, the arithmetic of rational expressions, solving 

radical equations, and rational equations, and an introduction to Sequences and 

Series. The AE and H sections also study complex fractions, a variety of word 

problems, the theory of higher degree equations, conic section theory, 

exponential and logarithmic functions as well as permutations, combinations, 

and Probability. 


ALGEBRA II 334 (SP) 


Prerequisite: C- in Geometry 

This course will build upon the Algebra that students learned in the Elementary 

Algebra I Part I and Part 2 sequence or the Algebra I CP course before 

proceeding on to new material. Topics will include: Simplifying expressions and 

solving linear equations, graphing lines and finding the equations of lines, 

solving systems of equations, simplifying polynomials, factoring, solving 

quadratic equations by all three methods, simplifying rational expressions, 

solving rational and radical equations, the midpoint and distance formulae, and 

an introduction to graphing the quadratic relations conic sections. As time 

permits, additional material on matrices, sequences and series, probability, 

and/or exponential functions may be included in the course. 


34

PRECALCULUS/INTRODUCTION TO CALCULUS 331 (H) 


Prerequisite: B in Algebra II H, or A+ grade in Algebra II AE or by permission of 

the Department Leader. 

This course is for those students in Grade 11 who are strong in mathematics and 

who desire to take Calculus in Grade 12. It provides a very strong preparation for 

students planning a career in math or science. It begins by reviewing and 

extending a number of prerequisite topics from Algebra II H. These include: 

Linear functions, Quadratic functions, Polynomial functions, inequalities in 1 or 2 

variables, properties of functions, inverses and graphs of functions, etc. from an 

algebraic and geometric viewpoint. A comprehensive course in Trigonometry is 

then presented for the remainder of the first semester. In the second semester, 

there is a complete coverage of Analytic Geometry including Polar Coordinates, 

Vectors, parametric equations, Equations of lines and planes in space, graphs of 

algebraic and rational functions, exponential and logarithmic functions, conic 

sections, translations and rotations, etc. Additional topics include: Sequences 

and Series from a more advanced viewpoint, matrices, and elementary concepts 

from Differential Calculus such as computations of limits and derivatives, and 

the use of derivatives in graphing and the solution of max/min word problems. 

Students must have access to a graphing calculator for class work and 

homework. 


PRECALCULUS/INTRODUCTION TO CALCULUS 352 (AE) 


Prerequisite: B- in Algebra II AE; C- in Algebra II H (Not open to students who 

took Algebra II CP) 

This course is for those students in grades 11 and 12 who are strong in 

mathematics and are planning on taking Calculus the following year. Students 

are expected to have excellent retention of the material from previous courses. It 

begins by reviewing and extending a number of prerequisite topics from Algebra 

II AE. These include: Linear Functions, Quadratic Functions, Polynomial 

Functions, inequalities in 1 or 2 variables, properties of functions, inverses and 

graphs of functions, etc. from an algebraic and geometric viewpoint. A 

comprehensive course in Trigonometry is then presented. Following this 

material, there is a complete coverage of Analytic Geometry including Polar 

Coordinates, Vectors, parametric equations, graphs of algebraic and rational 

functions, and exponential and logarithmic functions. Additional topics include: 

Matrices and elementary concepts from Differential Calculus such as 

35

computations of limits and derivatives, and the use of derivatives in graphing 

and the solution of max/min word problems. Students must have access to a 

graphing calculator for class work and homework. 


PRECALCULUS 353 (CP) 


Prerequisite: C- in Algebra II 

This course aims at strengthening the mathematical backgrounds of students for 

future studies. Its degree of difficulty assumes that those enrolling in the course 

have the ability, interest, and self motivation necessary to master the advanced 

topics. The first half of the year includes the study of coordinate geometry of 

points and lines, quadratic equations, quadratic functions, various types of 

inequalities, the theory of functions, exponents and logarithms, complex 

numbers, and some of the conic sections. The second half of the year covers the 

major topics of circular and triangle trigonometry. 


BC CALCULUS 341 (H/AP) 


Prerequisite: B+ in Precalculus/Intro to Calculus H or approval by 

Department Leader 

This is a rigorous course for those seniors who have successfully completed four 

years of mathematics and who are willing to give the time and effort necessary to 

master the study of calculus. The material covered in this course includes: 

functions, limits, derivatives of algebraic and trigonometric functions, 

integration, applications of differentiation and integration, methods of 

integration, advanced topics in analytic geometry, hyperbolic functions, 

advanced topics in polar coordinates, infinite sequences and series, Taylor 

expansions of functions, and differential equations. The course closely follows 

the recommendations for a B-C Advanced Placement program in Calculus. 

Students who complete this course and score well on the Advanced Placement 

exam can place out of a full year of college level calculus, thereby allowing them 

to take sophomore calculus when they are freshman in college. Students must 

have access to a graphing calculator for class work and homework. This course is 

equivalent to college Calculus I and Calculus II 


36

AB CALCULUS 342 (H/AP) 


Prerequisite: C- in Precalculus/Intro to Calculus (H) or B- in Precalculus/Intro to 

Calculus (AE) (Not open to students from Precalculus CP) 

This course is intended for seniors who have completed either Precalculus/Intro 

to Calculus H or AE. The material covered in this course include: 

functions, limits, derivatives of algebraic and trigonometric functions, 

integration, applications of differentiation and integration, and methods of 

integration. The material will be presented in a more intuitive manner than in the 

theoretical honors level calculus. The course closely follows the 

recommendations for the AB advanced placement program in Calculus. Students 

must have access to a graphing calculator for class work and homework. This 

course is equivalent to college Calculus I. 


CALCULUS (AE) 343 


Prerequisite: C- in Precalculus/Intro to Calculus H or AE (not open to students 

from Precalculus CP) 

This course will introduce the concepts, mechanics, and applications of 

Differential and Integral Calculus. It initially reviews the content of 

Precalculus/Intro to Calculus and continues to revisit these topics throughout the 

year as new material is introduced. The material covered in the course will 

include functions, limits, derivatives of algebraic and trigonometric functions, 

definite and indefinite integration, as well as many of the applications of 

differentiation and integration; however this course is not specifically designed 

to prepare students for the Advanced Placement examination in Calculus. While 

some students may be eligible for advanced standing in College Calculus, all 

students will be thoroughly prepared for a beginning College Calculus class. 


37

PROBABILITY AND STATISTICS 346 (Semester course) 


Prerequisite: B- in Algebra II AE or H 

A one semester course covering introductory topics in Probability and Statistics, 

for students who have completed Algebra II. Topics introduced will be 

permutations, combinations, dependent and independent events, conditional 

probability etc., as well as statistical concepts such as measurement, scales, 

tabulation data, measures of central tendency, measures 

of variability, the normal distribution, etc. 


STATISTICS 347 (H/AP) (Semester course) 

Grades: 11 or 12 

Prerequisite B- or higher in Probability/Statistics 

This course will expand on many of the topics introduced in the first course, and 

will follow the Advanced Placement Syllabus for Statistics as designed by ETS. It 

is designed for the strongest students from the first course who desire to obtain 

more in depth knowledge of the subject matter. Topics such as the binomial 

probability distribution, normal distributions, sample distributions, the Central 

Limit Theorem, estimation, hypothesis testing, regression and correlation, the 

Chi-square and F distributions will be covered. A brief introduction to non 

parametric statistics will also be presented. 

Semester Course, 5 times per week 2.5 credits 

JAVA PROGRAMMING 357 (H) 


Prerequisite: B- in “Intro to Java Programming” or permission of the 

Department Leader 

This course is designed for students who have programming experience. It will 

follow the Advanced Placement course description for Computer Science using 

JAVA. The course will emphasize these aspects of the programming problem 

solving process: object-oriented programming, problem specifications and 

organization, algorithms, coding, debugging, the elements of good programming 

style, and the means of producing a high quality finished product. This course is 

only offered during the second semester. 


38

INTRODUCTION TO JAVA PROGRAMMING 358 (AE/H) Semester Course 


Prerequisite: B- grade in Geometry AE or H, or permission of Department Leader 

This course will serve as an introduction to computer programming using the 

Java Language. The language and syntax and semantics will be discussed, as 

well as the elements of algorithm design and development. The basics of object 

oriented programming will be introduced. 


ACCOUNTING I 623 

Grouping: Heterogeneous 

Prerequisite: Grade 12 or successful completion of geometry 

Accounting 1 is designed to allow students to be exposed to topics related to the 

finances of a business. Students may wish to use the skills from this class for 

both their personal use and possibly in their occupational career choice. 

Achievement in accounting will be based on the student’s knowledge and 

understanding of the generally accepted accounting principles (GAAP) followed 

by businesses. Areas to be stressed within the course will include the 

identification of business forms, journalizing and posting business transactions, 

preparation and interpretation of financial reports, and banking activities. The 

first semester will focus on the financial operations of a service business and 

students will learn the financial operations of a merchandising business during 

the second semester. Throughout the course, students will be exposed to a 

variety of technology including business machines and accounting software. 

Students with an interest in studying business beyond high school are highly 

encouraged to enroll. Students must purchase a workbook to accompany the 

textbook (approximately $35). 


39

SCIENCE 

EDUCATIONAL PHILOSOPHY: 

We believe that students should be exposed to the process of scientific inquiry so 

they can acquire and interpret scientific knowledge, and begin to realize the 

wider applicability of scientific problem-solving methods. By making the 

laboratory the focal point of learning, we seek to foster students’ appreciation for 

the experience of doing science 

GUIDING PRINCIPLES: 

•Students must be able to collect and analyze data and formulate hypotheses. 

•Inductive and deductive problem-solving skills are central to science education. 

•An effective program in science addresses the limitations of data and 

conclusions. 

•Students should be able to use or design a strategy for testing scientific 

concepts. 

•A comprehensive science program will emphasize the delicate checks and 

balances in mans’ abiotic and biotic environments and the stresses upon these 

ecosystems, which could affect the destiny of the world. 

•Science is integrally related to mathematics. 

•An effective science program builds students’ ability to communicate accurately 

and precisely. 

•An effective science program stresses both cooperative and independent 

learning. 

EARTH SCIENCE 411 (H) 

Grades: 9-12 Grouping: Homogeneous 

Prerequisite: Minimum grade of A- in 8th Grade Science 

By Recommendation of the Department 

Students recommended for at least Algebra I (AE) (concurrently) 

Earth Science (H) is an in-depth study of the earth and the universe around it. 

While building a strong foundation in the fundamental concepts of Astronomy, 

Meteorology, Oceanography, and Geology, student will be asked to design 

experiments modeling natural phenomena. Utilizing direct observation and 

experimentation students will analyze data and develop explanations accurately 

communicating their understanding of the natural world. This rigorous 

curriculum challenges students and fosters scientific problem solving skills in a 

supported, self directed environment. 


40

EARTH SCIENCE 412 (AE) 


Prerequisite: No grade below a B- in 8 th Grade Science 

By Recommendation of the Department. 

Earth Science (AE) is an accelerated course on the earth and the universe around 

it. While building a strong foundation in the fundamental concepts of 

Astronomy, Meteorology, Oceanography, and Geology, this course will 

emphasize critical thinking and scientific reasoning skills using math and graphs. 

Lab work, fieldwork, and other hands on activities enrich this curriculum 

fostering scientific problem solving skills. 


EARTH SCIENCE 413 (CP) (EARTH SCIENCE 414 - SP) 


Prerequisite: By Recommendation of the Department 

Earth Science (CP) is a comprehensive course on the earth and the universe 

around it. In a teacher directed environment, students will build a strong 

foundation in the fundamental concepts of Astronomy, Meteorology, 

Oceanography, and Geology. Lab work, fieldwork, and other cooperative hands 

on activities are designed to allow students of various learning styles to explore 

the natural world and apply scientific models to their everyday experience. The 

Earth Science (414-SP) course covers, at a slower pace, concepts and skills 

required for college admissions. This offering is by teacher recommendation 

only. 


TRANSITION EARTH SCIENCE 485 (SP) 




Transition Earth Science is a comprehensive course on the earth and the universe 

around it. In a small, supportive, teacher directed environment, students will 

build a foundation in the fundamental concepts of Astronomy, Meteorology, 

Oceanography, and Geology. Lab work, fieldwork, and other cooperative hands 

on activities are designed to allow students of various learning styles to explore 

the natural world and apply scientific models to their everyday experience. 


41

FOUNDATIONS IN SCIENCE 467 (SP) 


Foundations in Science is a full year course that can be taken for one year or two 

consecutive years. It provides a basis in Life Science and is closely correlated 

with the Massachusetts State Science Frameworks with the MCAS test in mind. 

This course is designed for students who learn best by having the opportunity to 

see material in many different forms and may require more time to master 

science content and prepare for state standardized testing. This offering is by 

teacher recommendation only 


BIOLOGY 421 (H) 


Prerequisite: By Recommendation of the Department 

Minimum grade of A in 8th Grade Science; recommended for 9 th grade Geometry 

(H) (concurrently) 

Biology (H) is offered to students in all grades. This course is designed to 

provide the student with a comprehensive understanding of life and living 

things. The course is organized around the theme of ecology and focuses on the 

role of humans on the planet. Examples of topics covered are ecology, matter and 

energy, cells, photosynthesis cell respiration, heredity, molecular gene evolution 

classification, microorganisms, plants and animals, and the human body. 


BIOLOGY 422 (AE) 

Grades: 10 -12 Grouping: Homogeneous 

Biology (AE) is an accelerated course which will cover the following topics in 

detail: cellular biology, genetics, evolution, classification, micro-biology, plants, 

invertebrates, vertebrates, human biology and ecology. 


BIOLOGY 423 (CP), 460 (SP) 


Biology (CP) is a college preparatory course designed to provide the students 

with a fundamental understanding of the major topics in biology. The following 

topics will be covered: ecology, biochemistry, cellular biology, genetics, natural 

selection, classification, a survey of major kingdoms and human biology. The 

Biology (SP) course covers, at a slower pace, concepts and skills required for 

college admissions. This offering is by teacher recommendation only. 


42

CHEMISTRY 431 (H) 


Prerequisite: Algebra II (H) (concurrently) or by Recommendation of the 

Department 

Chemistry (H) is offered to qualified students with the recommendation of the 

Science Department. The course attacks, in depth, the major theoretical concepts 

and ideas of chemistry such as the mole, stoichiometry, periodicity, atomic 

structure, bonding, chemical reactions, chemical energy, kinetics, equilibria and 

solution chemistry (including acid and base theories and electrochemistry). In 

addition, a unit on organic chemistry and biochemistry is studied. Classroom 

dialogue and problem- solving encourage students to think creatively, to analyze 

and question scientific information, and to foster independent work habits. 

Weekly laboratory work to demonstrate, elucidate, and develop key concepts is 

an essential part of this course. 

Full year course, 8 times per 6 day cycle, 7 credits 

CHEMISTRY 432 (AE) 


Prerequisite: Algebra I; Algebra II (AE) or Geometry (AE) (concurrently) 

Chemistry (AE) is a comprehensive chemistry course with a solid laboratory 

component. The course content includes the following major inorganic chemical 

concepts: the mole, stoichiometry, periodicity, atomic structure, bonding 

chemical reactions, chemical energy, kinetics, equilibria solutions and acids and 

bases. The course requires Algebra II or Geometry concurrently, to support 

problem solving and conceptualization of abstract chemical concepts. The 

extensive laboratory work is used to develop key chemical concepts, teach basic 

laboratory techniques, and train students in data acquisition and analysis. 


CHEMISTRY 433 (CP) 


Prerequisite: Algebra I completed 

Chemistry (CP) is a college preparatory course designed to provide the students 

with a fundamental understanding of major concepts in chemistry. 

Through frequent laboratory experiments, the student gains laboratory skills and 

is able to appreciate the experimental foundation of chemical concepts. 

The course covers such topics as nuclear chemistry, the mole concept, 

stoichiometry, periodicity, atomic structure, chemical bonding, chemical 

reactions, solution chemistry, and organic chemistry. 

Full year course, 8 times per week, 6 day cycle, 7 credits 

43

PHYSICAL SCIENCE 463 (CP) 


Physical Science (CP) is a conceptual course that introduces the important ideas 

of physics and chemistry. Labs are an integral part of the course. This course is 

intended for those students whose math skills are not strong, but are interested 

in the physical sciences. 

Successful completion of this class prepares students to take either CP Chemistry 

or CP Physics the following year. 


PHYSICS 441 (H) 


Prerequisite: Calculus (concurrently) or by Recommendation of the Department 

Physics (H) is a calculus-based physics course. It is very mathematically 

challenging and lab-oriented. Labs are used extensively to both introduce and 

reinforce the key concepts being studied. Students are expected to be able to 

apply the concepts studied to new situations. The key concepts covered include: 

motion in one and two dimensions, Newton’s laws, energy, momentum, 

rotational mechanics, oscillations, universal gravitation, relativity, electrostatics, 

circuits, and magnetism. While this is not specifically an AP course, it does cover 

the material of the Physics C “Mechanics” Advanced Placement Exam. 


PHYSICS 442 (AE) 


Prerequisite: Trig/Analytical Geometry (AE) (concurrently) 

Physics (AE) is an algebra and trigonometry-based physics course. Concepts and 

mathematical problem solving are both important aspects of this course. Labs 

are used extensively to both introduce and reinforce the key concepts being 

studied. The key concepts covered include: motion in one and two dimensions, 

Newton’s laws, momentum, energy, universal gravitation, electrostatics, circuits, 

magnetism and waves. 


44

PHYSICS 443 (CP) 


Prerequisite: Algebra II (concurrently) 

Physics (CP) is focused on the concepts of physics and uses labs extensively to 

both introduce and reinforce the key ideas being studied. While there is some 

problem solving in this class, the emphasis is on conceptual understanding and 

being able to apply the laws of physics to every day situations. The key concepts 

covered include: motion in one and two dimensions, Newton’s laws, 

momentum, energy, universal gravitation, electrostatics, circuits, magnetism and 

waves. 


ADVANCED BIOLOGY 451 (H/ AP) 


Prerequisite: Biology, Chemistry and Recommendation of the Department. 

(Minimum grade of B in Biology (H) strongly preferred). 

This second year biology course is designed to give students the opportunity to 

pursue college level studies while still in secondary school. This second level 

biology course includes an in depth study of the following topics: molecules and 

cells, heredity and evolution, organisms and populations and ecology. Students 

complete laboratory units suggested by the Advanced Placement Biology 

Development Committee, and may take the Biology Advanced Placement Exam. 


ADVANCED CHEMISTRY 439 (H/AP) 

Grades: 11- 12 Grouping: Homogeneous 

Prerequisite: Chemistry and Recommendation of the Department. (Minimum 

grade of B in Chemistry H strongly preferred) 

Students recommended for this program must display a strong interest in 

science, strong math skills, and a willingness to assume greater academic 

responsibility. This second year chemistry course includes an in depth study of 

the following topics: gases, liquids, solution chemistry, thermodynamics, 

stoichiometry, kinetics, equilibrium, electrochemistry, atomic structure, complex 

ions, and organic chemistry. Laboratory work is an integral part of this course. 

Students completing this course may take the Chemistry Advanced Placement 

Exam. 


45

ENVIRONMENTAL SCIENCE 459 (H/AP) 


Prerequisites: By Recommendation of the Department 

The Environmental Science (H/AP) is designed to be the equivalent of a one 

semester introductory college course in environmental science. It is a rigorous 

science course that stresses scientific principles and analysis, and includes a 

laboratory component. The course will provide students with the principles, 

concepts and methodologies needed to understand the interrelationships of the 

natural world, and to identify and analyze environmental problems, with the 

goal of examining alternative solutions for resolving and preventing such 

problems. Areas of study include ecology, population, energy, pollution, land 

use, waste management, and global climate change. Students completing this 

course may take the Advanced Placement Exam in Environmental Science. 


ENVIRONMENTAL SCIENCE 458 (H/AP) (On-Line Course) 



The hybrid online Environmental Science Course (H/AP) is designed to be the 

equivalent of a one semester introductory college course in environmental 

science. This section of this course will meet on Wednesday nights from 7-9 PM 

and the remainder of the course will be completed online. The class meetings 

will focus on the laboratory component of the course and be used for unit tests. 

The course will address the same principles, concepts, and methodologies as the 

in-class section with an increased emphasis on case studies and other 

applications. Students completing this course may take the Advanced Placement 

Exam in Environmental Science. 

The first class will be on held on September 5, 2012. 

Full year course, 1 time per week and on line, 5 credits 

46

Differences between the Online Courses and In-School Courses 

• Flexibility in the School Schedule - Online courses allow for greater 

flexibility by freeing up a period during the school day. Students do their 

work when they are ready to focus on it. 

• Potential to Work toward Mastery - Quizzes can be taken an unlimited 

number of times (best score stays) and case studies can be resubmitted for 

up to full credit. 

• More One-to-One Interaction – The teachers are reading all of the 

thoughts and ideas that are posted by students, they get to “know” these 

students better. 

• Develop Online Learning Skills - Online learning and professional 

development is a rapidly expanding segment of education. Students 

become self-direct learners with time management and technology skills 

that will prepare them well for the future. 

SCITECH 452 (SP) (NOT OFFERED) 

Grades: 11- 12 Grouping: Homogeneous 

Alternate Year Offering (Will NOT be offered for 2012-2013) 

Prerequisite: By recommendation of the Department 

Let Newton coach you in your skateboard technique: take a chemist to the 

supermarket! Scitech is a practical full year course which combines and applies 

the major concepts of both chemistry and physics. It is intended for juniors/ 

seniors who would not normally take standard chemistry and/or physics. This 

lab oriented course will cover the following topics: energy sources (nuclear, car 

fuels, batteries), household chemicals, food additives, plastics (new composites), 

pollution, environment, and the physics of sport. 


SEMESTER COURSES 

ANATOMY AND PHYSIOLOGY 436 (Semester Course) 

Grades: 11- 12 Grouping: Heterogeneous 

Prerequisites: Biology and Chemistry or by Recommendation of the Department 

Anatomy and physiology are branches of biology which deal with the structure 

and function of the human body. This is a laboratory oriented course which 

places emphasis on how structure relates to function to maintain health and 

equilibrium within the body. This course will prepare students interested in 

pursuing careers in health fields such as medicine, nursing, physical therapy and 

47

exercise physiology. Although this course is not leveled, the academic demands 

are rigorous. 


BIOETHICS 453 (Semester Course) 

Grades: 11 - 12 Grouping: Heterogeneous 

Prerequisite: Biology, or by Recommendation of the Department, and with 

Parental Permission 

Bioethics is a semester course intended for mature juniors/seniors having the 

requisite attitude and science background. It will be taught in a seminar setting 

where students will be expected to be responsible, serious in purpose, and 

committed to the fulfillment of course expectations. 

The following topics will be addressed in this course: doctor-assisted suicide 

(euthanasia), abortion, fetal tissue research, animal/human experimentation, 

alternative medicine, legalization of marijuana, AIDS, DNA science, cloning, 

organ transplantation, stem cell research, reproductive biology, environmental 

issues, public health, and designer babies. 

Students will be required to write critiques, position papers and one research 

paper. Participants will also be expected to orally articulate their views and 

positions; in addition, they will be required to make a Power Point presentation 

of their research. A Socratic methodology will be used to generate thoughtful 

and cogent class discussions. We acknowledge that many of these important 

issues are controversial; therefore, even though this is a science course, some 

discussion of social implications will inevitably result. The purpose will not be to 

moralize or proselytize, but instead, to promote a healthy exchange of ideas. 

Departmental recommendation and parental permission are required for 

participation. 


BIOETHICS ONLINE 454 (Semester Course) (Hybrid On-Line Course) 

Grades:11-12 Grouping: Heterogeneous 

Prerequisite: Biology, or by recommendation of the Department, and with 

Parental Permission 

Bioethics Hybrid Online covers the same topics as the traditional Bioethics class. 

Student participation will still be required, though the discussions, reports and 

presentations will all occur both in-class and in an on-line environment. It is 

expected that students enrolled in this class will have the self-discipline to stay 

on the class schedule and the maturity to have on-line discussions of emotionally 

48

charged topics in a thoughtful and respectful manner. Students will need 

broadband internet access to be able to fully participate in this class. 

This is a hybrid course. The course will meet for 3 of the 6 days (A,C,E or B,D,F) 

in class during the school day. The remainder of the coursework will be 

completed in the online environment. 

Semester course, 2.5 credits 

ENGINEERING PRINCIPLES 465 (Semester Course) 


Prerequisite: Algebra I completed 

Engineering Principles is an unleveled semester long elective open to juniors and 

seniors. This course is very hands-on, focusing on the engineering process of 

design-test-redesign. There are a number of projects that students will have to 

complete. In each project, students will have to design and build a device to 

complete a challenge (e.g. making a catapult to launch a ball to hit a target.) Each 

project applies the steps of the engineering process; testing and refining the 

device being built and learning from both successes and failures to improve the 

product. 


MARINE BIOLOGY 466 (Semester Course) 


Prerequisite: Biology and Chemistry or by Recommendation of the Department 

Marine Biology is an unleveled semester elective open to juniors and seniors. 

This course will cover the basic physical description of the oceans and its 

relationship to the biological systems that make up the oceans and seas. Areas of 

study include the history of ocean exploration, ocean chemistry and physics, 

marine ecosystems and conservation, marine invertebrates, the biology of fishes, 

marine mammals and polar biology. Labs and dissections will complement the 

course. 


49

THE HUMAN BODY 462 (SP) (Semester Course) 


Alternate Year Offering- (Will be offered for 2012-2013) 


The Human Body (SP) is a one semester laboratory course that covers the study 

of the human body. The focus of this study is health and wellness as it relates to 

anatomy and physiology. The body’s systems will be covered through the topics 

of disease (causes and prevention), wellness (nutrition and exercise), and health 

(the effects of drug and tobacco use). Through a variety of activities, students 

will explore biological concepts that are relevant to everyday living. 


SCIENCE AND THE ENVIRONMENT 461 (SP) (Semester Course) 


Alternate Year Offering- (Will be offered for 2012-2013) 


Science and the Environment is a one-semester course geared towards the 

development of citizens who can make informed, knowledgeable decisions 

concerning environmental issues affecting our community, our nation, and the 

world. Through a variety of hands-on activities, students will explore some of 

the environmental problems that face us today including population growth, 

development, pollution, waste, acid rain, ozone thinning, and global warming. 


50

WORLD LANGUAGES 

The primary goal of the world language program is to develop learners who 

become proficient in at least one language other than English, and who gain 

knowledge and understanding of another culture. 

Student objectives in all world languages are as follows: 

*to develop proficiency through conversing, reading, writing, listening, 

viewing, and presenting in the target language 

*to communicate with local and international speakers of the target 

language 

*to increase awareness of our place and the relationships within the global 

community 

Student objectives in the classical language are as follows: 

*to read and understand Latin 

*to improve one’s ability to communicate in English 

*to make linguistic connections to other languages studied 

Student objectives in all world languages are as follows: 

*to develop an understanding of the target culture: its daily life, history, 

literature, and arts 

*to develop insight into languages and cultures through comparison and 

contrast 

*to develop critical and creative thinking, as well as organizational, 

cooperative, and study skills 

*to acquire information about and make connections with other disciplines, 

e.g. the arts, English, social studies 

*to use technology as a tool for developing language skills and accessing 

authentic material 

Students are grouped homogeneously in Honors (H), Accelerated/Enriched (AE), 

or College Preparatory (CP) when feasible in year I through V courses. 

Minimum prerequisite grades to advance from course to course are noted in the 

individual course descriptions. Of equal importance are teacher 

recommendations, made in the spring of each year, which will help students to 

select a course based upon the student’s achievement, motivation, and 

proficiency in each language skill. The language laboratory is an integral 

component of all modern language courses. Classes access the laboratory 

biweekly to utilize digitalized fields and/or audio cassettes, audio CD’s, video 

cassettes, DVD's, laserdiscs, video information displays, and computer software, 

ACR recording and the Internet; student activities and assessments in the 

laboratory may be individual, paired, or grouped. World language students are 

assessed through a variety of instruments: written tests and quizzes, oral 

51

proficiency tests, compositions, journal writing, projects, and oral presentations. 

Nightly homework is necessary to reinforce class work, and is therefore required 

in all courses. Students are encouraged to participate in the classroom by using 

the target language individually, in pairs, and in group work. In addition, all 

modern language students are encouraged to access teacher and textbook 

recommended websites to develop their listening and speaking skills as well as 

to enrich or reinforce classroom instruction. 

Advancement from the first level of a high school world language course or 

entry from the 8 th grade to the next level, is determined by several criteria. 

1) If a student wishes to move to an honors level from a non-leveled first 

year course (French, Italian, or Latin), Spanish 1 accelerated/enriched, 

Spanish 1 college preparatory, or either 8 th grade French or Spanish, he 

must achieve a 90-100; for advancement from a non-leveled course or 

Spanish 1AE to an accelerated/enriched level, he must achieve an 80-89; 

for continued enrollment in a college preparatory class, he must achieve a 

70 or above. 

2) In addition to this criterion of grade achievement, teachers will take into 

consideration the following criteria: 

a) competency regarding the listening, speaking, reading and writing 

skills 

b) ability to retain and use new vocabulary and expressions 

c) facility with learning and using new grammar and verbs 

d) consistent preparation of daily homework assignments 

e) self-discipline and positive attitude towards second language 

acquisition 

f) readiness with materials and paperwork for daily class 

LATIN 

Latin introduces the students to the classical world via the Latin language. Study 

is further enhanced through examination of English derivatives from both Latin 

and Greek, connections between Latin and English grammar, as well as the 

exploration of Greek and Roman myth and Roman history and culture, and its 

ultimate influence upon western civilization. 

A “C-“ average at the end of the year in a World Language course, unless 

otherwise stated, indicates that the student may advance to the next year of 

language study, however, teachers in the World Language Department will 

make their level recommendations based on departmental grade average 

guidelines as well as demonstrated skill development. 

52

LATIN 1 500 (non-leveled) 

Grades 9-12 Grouping: Homogeneous 

Prerequisite: none 

This course will introduce students to the Latin language and Roman culture. A 

variety of strategies and methods are used to appeal to various learning styles 

(visual, verbal, aural) and intelligences (linguistic, logical). Emphasis is placed on 

learning Latin vocabulary in order to build English vocabulary. Vocabulary is 

used to convey meaning and is presented through teacher modeling and visually 

focused contexts including games and readings. Students will have the 

opportunity to take the National Latin Exam (Intro Level) in March. This course 

is intended for students who have either difficulty or no prior experience 

studying a foreign language. 


This course is for students in Grades 9, 10, 11, 12, although it is recommended to 

begin Latin in grades 9 or 10 

LATIN I (H) 506 


Prerequisite: B or higher in English 

This is an in-depth, introductory course of the Latin language, with heavy 

influence upon grammar, vocabulary, writing and reading comprehension. Units 

in mythology, history and Roman culture are also an integral part of this course. 

Students will use the first book of the Jenney series and will proceed at a rigorous 

pace, completing approximately 2/3 of the book by year-end. Intended for 

students looking to advance to Latin II Honors and begin reading original Latin, 

starting with Caesar, at mid-year. Students will be prepped to take the National 

Latin Exam (Latin I level) in March. 


This course is for students in Grades 9, 10, 11, 12, although it is recommended to 

begin Latin in grades 9 or 10. 

53

LATIN II 502 (AE) 

Prerequisite: C- or higher in Latin I (non-leveled) or at the discretion of the 

department head in consultation with the teacher. 

This course will follow the curriculum of the Latin II Honors course but at a 

moderate pace. 


LATIN II 501 (H) 

Prerequisite: A- or higher in Latin I Honors or at the discretion of the 


This course is a continuation of the Latin I course, with completion of Latin 

grammar by year-end. Focus shifts from writing and reading comprehension and 

works toward reading fluency. Supplementary texts based upon history and 

mythology will be used to help the student hone their reading (read: translating) 

skills. Additional units are also an integral part of this course. Students will be 

prepped and given the opportunity to take the National Latin Exam for the Latin 

II level in March. 


LATIN III 503 (AE) 

Grades 9-12 Grouping: heterogeneous 

Prerequisite: C- or higher in Latin II AE. 

This course will cover selected passages from the authors covered in the 

Latin IIIH curriculum at a moderate pace. Emphasis will focus on reading 

comprehension and reading fluency, handling site passages, recognition of 

figures of speech, understanding of the literary and historical context of the 

literature, recognition of themes, and meter and scansion. Students will work 

from the second and third year books of the Jenney Series, as well as 

supplementary texts. Additional readings and projects on the lives and times of 

authors covered will be assigned throughout the year. Students will take the 

National Latin Exam offered in March. 


54

LATIN III Latin Literature 508 (H) 


Prerequisite: C or higher in Latin II Honors or at the discretion of the department 

head in consultation with the teacher. 

This course is a survey of Latin Literature. 

Materials read will be selected works of Caesar, Ovid, Catullus, Cicero and Pliny, 

all in the original Latin. Emphasis will focus on reading comprehension and 

reading fluency, handling site passages, recognition of figures of speech, 

understanding of the literary and historical context of the literature, recognition 

of themes, and meter and scansion. Students will work from the second and 

third year books of the Jenney Series, as well as supplementary texts. Students 

will also take the National Latin Exam offered in March. 


LATIN IV 524 (AE) 


Prerequisite: C- or higher in Latin III AE or at the discretion of the department 


This course will cover selected readings from Vergil’s Aeneid in the original 

Latin, at a moderate pace. There will be significant further readings (in English), 

as well as projects assigned throughout the year on related topics. Emphasis will 

focus on reading comprehension and reading fluency, handling of site passages, 

recognition of figures of speech, understanding historical and literary context of 

the readings, recognition of themes, and meter and scansion. Students will use 

the fourth book in the Jenney Series as well as supplementary sources to aid in 

translation. Students will take the National Latin Exam offered in March. 


LATIN IV Vergil/CAESAR 525 ( H / AP) 


Prerequisite: C or higher in Latin III H/AP or at the discretion of the department 


This course will cover readings required for the AP Exam offered in May. 

Materials required will be selected passages (totaling approx. 1800 lines) from 

Vergil’s Aeneid and Caesar’s DeBello Gallico, all in the original Latin. There will 

be significant further readings (in English), i.e. Book VI in its entirety, throughout 

the year. Emphasis will focus on reading comprehension and reading fluency, 

55

handling of site passages, recognition of figures of speech, understanding 

historical and literary context of the readings, recognition of themes, and meter 

and scansion. Students will use the fourth book in the Jenney Series as well as 

supplementary sources to aid in translation. Summer reading will focus on the 

role of Epic and the Hero within English literature. Leading up to the AP Exam, 

students will also take the National Latin Exam offered in March. 


ITALIAN 

In an effort to vary the curriculum offerings among the Romance languages, the 

department is offering Italian. It is recommended for those with strong language 

skills, that is, for those who have previously studied a foreign language. 






ITALIAN I 527 ( non-leveled ) 

Grade: 9-12 Grouping: Heterogeneous 

Prerequisite: B- or better in a previously studied World Language or at the 

discretion of the department head. This course is for students who wish to begin 

the study of Italian. 

This course will provide a foundation in the basic skills of reading, writing, 

listening and speaking. There will be written and oral practice as well as 

vocabulary building. Students will be introduced to useful and practical 

expressions as well as grammatical structures. Some time will be dedicated to 

Italian culture, geography, customs and routines found in Italy. Audiovisual 

material and ancillary materials will be used regularly. Language lab activities 

will be an integral part of this course. 

Full year course, 5 times per week, 5 credit 

56

ITALIAN II 528 (AE) 

Grades: 10-12 

Prerequisite: B- or better in Italian I (non-leveled) or at the discretion of the 


This course continues the second year study of the Italian language at a moderate 

pace. 


ITALIAN II 529 (H) 


Prerequisite: A- or better in Italian 1 (non-leveled) 

Italian II H continues the study of the Italian language at an accelerated pace. 

Culture, geography, and food will host themes for the course. The four basic 

skills of reading, writing, listening, and speaking will be enforced through audio 

and visual aides as well as ancillary materials. Emphasis on speaking proficiency 

through discussions and debates will play an integral part of the course. A short 

novel with be read as well as short stories and varied primary source materials. 


ITALIAN III 534 (AE) 


Prerequisite: C- or higher in Italian II AE 

This course continues the third year study of the Italian language at a moderate 

pace. 


ITALIAN III 535 (H) 


Prerequisite: C or higher in Italian II H 

This course offers students the opportunity to continue their study of Italian at 

an intensive pace. Students enrolled in Italian 3 Honors will improve their 

proficiency in the listening, speaking, reading and writing skills through a new 

text book, Con Fantasia, which allows students to review previously studied 

grammar concepts with more refinement and depth. Many small details of the 

language will be introduced so that students will have the opportunity to speak 

and write with more fluency. Students will cover the first eight chapters of the 

book exploring themes such as people, health, mass media, time, family, travel, 

cooking, and Italian history. Oral proficiency will play an integral part in this 

third level as students synthesize previously studied material in order to express 

themselves in everyday settings. In addition to studying advanced grammatical 

57

concepts, students will continue their understanding of the Italian culture 

through the study of art, film and history. In addition, they will read selected 

materials from a variety of primary sources. 


ITALIAN IV 537 AE 

Grade: 12, Grouping: Homogeneous 

Prerequisite: C- or higher in Italian III AE 

This course will follow the curriculum of the Italian IV H course with fewer 

independent assignments to be completed outside of class. 

ITALIAN IV 536 H 

Grade: 12, Grouping: Homogeneous 

Prerequisite: C or higher in Italian III H 

Italian IV H is taught at a challenging and aggressive pace. Students will work 

with the Con Fantasia text book to further enhance their grammar skills, covering 

the last seven chapters of the book. Students will practice their skills in reading, 

writing, listening and speaking through themes such as transportation, sports, 

formal and informal encounters, the work place, the world of animals, the world 

of cinema, family structures, and fashion. Verbal expression continues to be an 

integral part of the course as students will have the opportunity to engage in 

presentations, debates, skits, and spontaneous speaking activities to improve 

their speaking skills. Through a variety of literary mediums, including a short 

novel, news articles, short stories, poems, and excerpts from Italian plays, 

students will refine their reading comprehension and writing skills. Music, films, 

and other audio recordings will be used to sharpen listening skills and will serve 

as a departure point from which class discussions will take place. Culturally, 

students will reflect on previously studied material and apply it to the study of 

Italian-American culture here in the United States, with a piece that allows them 

to reflect on their own personal heritage as well. 

58

FRENCH 

French is an integrated approach to language learning, which includes the study 

of grammar. It is recommended for those with strong language skills, that is, for 

those with grades of B- or higher in their English courses. 






FRENCH I 510 (non-leveled) 



French I begins by immediately introducing the student to conversational skills 

used in greeting people, making introductions, talking about family and friends, 

and ordering in a cafe’. The student is introduced to the basic structures of the 

French language. Emphasis is on asking and answering questions in French. 

The themes of this course are daily activities, leisure pastimes, getting around 

town, and shopping for clothes. The cultural focus is Paris and the richness of the 

French-speaking world. Integrated audio and video programs help the students 

to learn correct pronunciation and practice listening and speaking. 


FRENCH II 513 (CP) 


Prerequisite: C- or higher in French I (non-leveled) 

French II CP begins with a of review of the basic communicative structures and 

thematic vocabulary of French I, before beginning more challenging 

communicative skills: narrating past events orally and in writing, describing 

daily activities in more detail, engaging in longer communicative exchanges, 

reading a wide variety of texts and stories. The themes of this course are 

weekend activities and entertainment, public transportation, food and meals, 

eating out, sports and health, and the home. The cultural focus is France and the 

richness of the French-speaking world. Integrated audio and video programs 

help the students to improve pronunciation, listening, and speaking. This course 

is taught at a pace that allows time for the development of fundamental skills. 


59

FRENCH II 512 (AE) 


Prerequisite: B- or higher in French I (non-leveled) 

French II AE begins with a brief period of review of the basic communicative 

structures and thematic vocabulary of French I, before beginning more 

challenging communicative skills: narrating past events orally and in writing, 

describing daily activities in more detail, engaging in longer communicative 

exchanges, reading a wide variety of texts and stories. The themes of this course 

are weekend activities and entertainment, public transportation, food and meals, 

eating out, sports and health, and the home. The cultural focus is France and the 

richness of the French-speaking world. Integrated audio and video programs 

help the students to improve pronunciation, listening, and speaking. This course 

is taught at a moderate pace. 


FRENCH II 511 (H) 


Prerequisite: A- or higher in French I (non-leveled) 

French II H begins with more challenging communicative skills: narrating past 

events orally and in writing, describing daily activities in more detail, engaging 

in longer communicative exchanges, reading a wide variety of texts and stories. 

The themes of this course are weekend activities and entertainment, public 

transportation, food and meals, eating out, sports and health, clothes and 

fashion, and the home. The cultural focus is France and the richness of the 

French-speaking world. Integrated audio and video programs help the students 

to improve pronunciation, listening and speaking. This course is taught at an 

accelerated pace. 


FRENCH III 523 (CP) 


Prerequisite: C- or higher in French II CP 

French III CP completes the curricular program begun in French II CP. After a 

review of the communicative structures and thematic vocabulary of French II CP, 

students begin more challenging communicative tasks: describing daily activities 

in more detail, discussing future events and future conditions, talking about 

hypothetical situations. The themes of this course are sports and health, clothes 

and fashion, the home, travel abroad and camping. The cultural focus is France 

and the richness of the French-speaking world. Integrated audio and video 

60

programs help the students to improve pronunciation, listening, and speaking. 

This course is taught at a pace that allows time for the development of 

fundamental skills. 


FRENCH III 522 (AE) / IV 533 (CP) 


Prerequisite: C- or higher in French II AE or H for IIIAE/ 

C- or higher in French III for IV CP 

French III AE/IV CP begins with a brief period of review to reacquaint students 

with material studied the previous year. Students will have opportunities to use 

language in practical situations such as telephone calls, shopping, and travel 

abroad. They will read and speak about daily life situations such as describing 

oneself and others, expressing opinions, asking for help, accepting or refusing 

invitations, and thanking people. Linguistic structures will be used in speaking 

and writing activities. Comprehension skills will be developed through the 

reading of poems and short stories. Students will develop their listening 

comprehension skills through a coordinated audio program. Individual and 

group projects will focus on the history, art, music, and 

contemporary culture of the Francophone world. Audio, video, computer 

software programs, and a feature film are components of the course. 


FRENCH III 521 (H) 


Prerequisite: C or higher in French II H 

French III H is taught at an accelerated pace and challenging level. Students will 

have opportunities to use language in practical situations, such as traveling 

abroad, shopping, and making hotel reservations. Linguistic structures will be 

used in speaking, written translations, and writing activities. Comprehension 

skills will be developed through the reading of poems and short stories. Students 

will develop their listening comprehension skills through a coordinated audio 

program. Internet-based research, analysis of literature and film, and individual 

and group projects will enable students to deepen their understanding of the 

history, art, music, and contemporary culture of the Francophone world. 


61

FRENCH IV 532 (AE)/ V 543 (CP) 


Prerequisite: C- or higher in French III AE or H for IV AE 

C- or higher in French IV for V CP 

French IV AE/V CP completes the second half of the program begun in French III 

AE/IV CP. Students will continue to use language in practical situations, such as 

making reservations, or looking for a job. Linguistic structures will be used in 

speaking and writing activities. Comprehension skills will be developed through 

the reading of magazine articles, poems, and short stories. Students will develop 

their listening and speaking skills through a coordinated audio program. 

Individual and group projects will focus on French history. Audio, video, 

computer software programs, and a feature film are components of the course. 


FRENCH IV 531 (H) 


Prerequisite: C or higher in French III H 

French IV H is taught at an accelerated pace and challenging level. It is designed 

to improve and reinforce the four basic language skills of reading, writing, 

listening, and speaking. Grammatical structures are reviewed at this level, and 

emphasis is placed upon accurately applying these structures to writing and 

speaking. Vocabulary development is emphasized, to be applied to both 

compositions and conversations. The French IV H student will further develop 

the reading skill by reading an authentic work as well as excerpts from French 

literature. The study of culture will focus upon those people, institutions, and 

ideas in French history that have contributed toward making France what it is 

today. Audio, video feature films, and computer software are used to improve 

communicative competence. This course is essential for those who intend to take 

the CEEB SAT II in French, for those who intend to continue their French studies 

at the college level, or for those who hope to improve their listening and 

speaking proficiency for career or travel. 


FRENCH V 542 (AE) 


Prerequisite: C- or higher in French IV AE or H 

The French V AE course departs from the basal textbook program used in 

French I through IV. The French V AE course is developed around themes: 

62

youth, the family, social classes/prejudice and images of contemporary France. 

The course uses video clips, feature films, contemporary music, audio programs, 

short stories, contemporary articles and speaking activities to explore these 

themes. The goal of the course is to improve one’s communication skills, 

knowledge of French culture, and listening and reading proficiency. This course 

is helpful for those who have not yet taken the CEEB SAT II in French and who 

intend to do so, for those who plan to continue their French studies at the college 

level and for those who aspire to improve their listening and speaking 

proficiency for career or travel. 


FRENCH V 541 (H/AP) 


Prerequisite: B- or higher in French IV H or at the discretion of the department 


French V H/AP is taught at an accelerated pace and challenging level to expose 

students to contemporary Francophone culture and literature and to prepare the 

students for the French Language Advanced Placement exam in May. The 

curriculum is organized around the six themes suggested by the College Board: 

contemporary life, the quest for self, science and technology, global challenges, 

family and community and beauty and aesthetics. A wide variety of literary, 

cultural and journalistic readings encourages the acquisition of sophisticated 

vocabulary and strong reading skills. Clarity, accuracy and fluidity in writing 

are honed through cultural comparisons, grammar review, and varied forms of 

written expression including literary analysis. At this level, oral proficiency is a 

major goal. The teacher and students will use French in all situations. Guided 

activities encourage students to make connections between the chapter themes 

and the occurrence of the same or related issues in their own culture and in their 

lives. Speaking assessments range from oral presentations, video broadcasts and 

interviews, to debates, storytelling and literary and cultural analysis. The use of 

authentic French audio interviews, websites with contemporary news 

broadcasts, contemporary music, and both short and feature films are designed 

to improve listening comprehension, to habituate the student to native speakers, 

and to familiarize the student with contemporary Francophone culture. 

This course is significantly more demanding than French 5 AE in order to 

develop the skills assessed on the French Language AP exam. It is also excellent 

preparation for those students who have not yet taken the CEEB SAT II test in 

French and who intend to do so. 


63

SPANISH 

In an effort to meet the different needs of our beginning language learners, the 

department offers two options for studying first year Spanish. 

•The Spanish I CP course is open to all language learners. Unlike more 

traditional language offerings, grammar is modeled in this course, rather than 

analyzed. Therefore this approach to language learning is ideal for those who 

would benefit more from an aural approach to second language learning and a 

functional view of grammar rather than an analytical approach. Spanish I CP 

part I students will be able to continue this methodology in Spanish I CP part II. 

Spanish I at the CP level will be taken during two years. 

•Spanish I AE is an integrated approach to language learning which includes the 

study of grammar. It is recommended for those with strong language skills, that 

is, for those with grades of B- or higher in their English courses. 






SPANISH I Part I 554 (CP) 



This course will introduce students to the Spanish language and to Hispanic 

culture. A variety of strategies and methods are used to appeal to various 

learning styles (visual, aural) and intelligences (interpersonal, kinesthetic). 

Emphasis is placed on how grammar is used to convey meaning. Practical 

vocabulary is presented through teacher modeling, and is reinforced through 

interactive activities, games, and readings. Language learning tips, realia, 

technology, and audio visual resources help the students to learn Spanish. This 

course is for students who have no prior experience studying Spanish. 


SPANISH I Part II 555 (CP) 

Grades 9-12 Grouping: Heterogeneous 

Prerequisite: C- or higher in Spanish I Part I; D+ or higher in grade 8 Spanish 

After a period of review, Spanish I Part 2 continues the work begun in Spanish I 

Part I. Students will continue to acquire vocabulary and to study grammar and 

64

verb structures by using the same strategies and methods from the previous 

year. Cultural units related to textbook themes will increase students’ 

understanding of the Hispanic culture. 


SPANISH I 552 (AE) 



Spanish I introduces the students to the Spanish language and culture through 

an integrated approach to language learning. Students are introduced to useful 

and practical expressions, vocabulary, and grammatical structures with an 

emphasis on asking and answering questions in Spanish. Cultural 

information, comparison, and regional differences help students to gain 

knowledge and understanding of the culture of Spanish-speaking countries. 

Students begin reading authentic documents and literature. Language learning 

tips, realia, technology, and audio visual resources help the students to learn 

Spanish. This course is taught at an accelerated pace. 


SPANISH II 563 (CP) 


Prerequisite: C- or higher in Spanish I 

After a period of review, students continue their study of the Spanish language 

and Hispanic culture. Students continue to acquire and use vocabulary and 

grammar through listening, speaking, reading, and writing activities. In this 

course students will learn to talk about past events. Similar strategies and 

methods as used in Spanish I CP will again be utilized. 


SPANISH II 562 (AE) 


Prerequisite: B- or higher in Spanish I (AE) 

Spanish II AE continues the study of the Spanish language and culture, at a 

moderate pace, through an integrated approach to language learning. 

Presentation and practice of functional expressions, vocabulary, and grammar 

structures are interwoven with cultural information, language learning tips, and 

realia. The technology, audiovisual materials, and readings are integrated 

throughout each chapter. 


65

SPANISH II 561 (H) 


Prerequisite: A- or higher in Spanish I (AE) 

Spanish II H continues the study of the Spanish language and culture at an 

accelerated pace through and integrated approach to language learning. 

Presentation and practice of functional expressions, vocabulary and grammar 

structures are interwoven with cultural information, language learning tips, and 

realia. The technology, audiovisual materials, and readings are integrated 

throughout each chapter. This course also includes the reading and analysis of 

authentic documents and literature. 


SPANISH III 573 (CP) 


Prerequisite: C- or higher in Spanish II 

Spanish III CP continues the goal of second language acquisition with a 

functional view of grammar rather than an analytical approach. Students expand 

their knowledge of Spanish vocabulary, idioms, and cognate recognition. In 

working towards competency, this course continues to develop proficiency in 

reading, writing, listening, and speaking. Students will develop an awareness 

and appreciation of Hispanic cultures through projects and a variety of 

interactions in culturally authentic situations. 


SPANISH III 572 (AE) 


Prerequisite: C- or higher in Spanish II AE or H 

Spanish III AE provides a fully integrated program emphasizing 

communication, pair and group work, and learning in context. Activities are 

designed to motivate students, to foster the use of critical thinking skills, and to 

promote the development of listening, speaking, reading, and writing skills. To 

complement each lesson, ancillary materials present an umbrella theme depicting 

contemporary daily life experiences. Vocabulary, oral communication, and 

grammar activities are correlated with each unit theme and function. A video 

program helps students to develop listening comprehension skills, while 

enabling them to “travel” through the diverse Hispanic world. 


66

SPANISH III 571 (H) 


Prerequisite: C or higher in Spanish II H 

Spanish III H is taught at an accelerated pace and challenging level. This course 

offers a fully integrated program emphasizing communication, pair and group 

work, and learning in context. Activities are designed to motivate students, to 

foster the use of critical thinking skills, and to promote the development of 

listening, speaking, reading, and writing skills. To complement each chapter 

vocabulary, oral communication, grammar and activities are correlated with each 

unit theme and function. A video program helps students to develop listening 

comprehension skills while enabling them to “travel” through the diverse 

Hispanic world. Students will further develop the reading skill by examining 

several contemporary short stories by Spanish and Latin American authors. 


SPANISH IV 583 (CP) 


Prerequisite: C- or higher in Spanish III 

Spanish IV CP provides students with the opportunity to synthesize the 

knowledge and skills acquired in their previous study of Spanish. Students will 

acquire new vocabulary, but the class will focus on developing communicative 

competency through intense review and practice of the grammatical structures 

introduced in previous courses. A video program helps students to develop 

listening comprehension skills, increase vocabulary, and gain cultural insights, 

while enabling them to “travel” through the diverse Hispanic world. To develop 

reading skills, students will read various selections from a graded Spanish 

reader. 


SPANISH IV 582 (AE) / V 593 (CP) 


Prerequisite: C- or higher Spanish III AE or H for IV AE/C- or higher in IV CP. 

Spanish IV AE/V CP completes the work begun in Spanish III AE and IVCP. It 

provides a fully integrated program emphasizing communication, pair and 

group work, and learning in context. Activities are designed to motivate 

students, to foster the use of critical thinking skills, and to promote the 

development of listening, speaking, reading, and writing skills. To complement 

each chapter, vocabulary, oral communication, and grammar activities are 

correlated with each unit theme and function. A video program helps students to 

develop listening comprehension skills while enabling them to “travel” through 

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the diverse Hispanic world. Students will further develop the reading skill by 

examining several contemporary short stories by Spanish and Latin American 

authors. 


SPANISH IV 581 (H) 


Prerequisite: C or higher in Spanish III H 

Spanish IV H is taught at an accelerated pace and challenging level. The 

Encuentros Maravillosos curriculum is designed to further develop students’ 

vocabulary acquisition, mastery of grammar, and communication skills through 

the reading of authentic literary works (complete or excerpts) from noted 

Hispanic authors. The selection of literary works is based on accessibility and 

intrinsic interest to students. Guided activities encourage students to make 

connections between the chapter themes and the occurrence of the same or 

related issues in their own culture and in their lives. Vocabulary and language 

structure are reinforced in and contextually related to each literary theme. 

Literary themes selected for their appeal and their capacity to promote 

thoughtful discussion include: Dreams vs. reality, Coping with the loss of 

someone or something special, Personal idiosyncrasies, Response to parental 

expectations, Pivotal Childhood experiences, The real, the unreal, and the 

absurd, Intergenerational conflict, Superstition, Extraordinary behavior, Cultural 

diversity and tolerance, Societal expectations and stereotype, Modern 

perspectives, Attitude about life and death, and Solidarity vs. solitude. This 

course is important for those students who intend to take the CEEB SAT II in 

Spanish during their junior year. 


SPANISH V 592 (AE) 


Prerequisite: C or higher in Spanish IV AE or H 

Spanish V AE emphasizes communication, pair and group work, and learning in 

context. Activities are designed to motivate students, to foster the use of critical 

thinking skills, and to promote the development of listening, speaking, reading, 

and writing skills. Authentic audio, video and print materials related to chapter 

themes are integrated throughout the course. Vocabulary, oral communication, 

grammar and activities are correlated thematically. Language lab and a 

supplementary video program provide for additional speaking and 

listening/viewing comprehension practice, and allow students to experience 

authentic Hispanic cultural perspectives. This course is helpful to those who 

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have not yet taken the CEEB SAT II in Spanish and who intend to do so, for those 

who intend to continue their Spanish studies at the college level, and for those 

who hope to improve their listening and speaking proficiency for career or 

travel. 


SPANISH V 591 (H/AP) 


Prerequisite: B- or higher in Spanish IV H or at the discretion of the department 


Spanish V H/AP is designed to expose students to contemporary Spanish and 

Latin American culture through their study of literature and grammar and to 

prepare students for the Spanish Language Advanced Placement Exam in May. 

The course is planned to consolidate the four basic language skills of reading, 

writing, listening, and speaking. The fine points of grammatical structure are 

reviewed at this level. Emphasis is placed upon both grammatical accuracy and 

clarity of writing in frequently assigned compositions. The students will further 

develop the reading skill by reading contemporary materials on the cultures of 

Spanish-speaking countries in Latin America; they will read Latin American 

literature of contemporary social significance. The course is conducted entirely in 

Spanish, and students are required to participate in classroom discussion and 

conversation in Spanish. An authentic Spanish audio program, feature films, cds 

and an AP audio series are designed to improve listening comprehension, to 

habituate students to native speakers, and to familiarize students with 

contemporary Hispanic culture, its lifestyles, institutions, influences, and 

problems. At this level, oral proficiency is a major goal. Students will be given 

the opportunity to use Spanish in more sophisticated communicative tasks and 

social situations. This course is significantly more demanding than Spanish V AE 

in order to develop those skills measured on the Advanced Placement 

examination in Spanish language. Greater emphasis is place on the comparing, 

contrasting, and synthesizing skills, the development of which is the focus of the 

Spanish Language AP exam. 


69

CHINESE 

In an effort to help our students meet the needs, demands and opportunities 

associated with globalization, the department is offering Chinese. This course 

will be geared to those students who wish to begin their study of Chinese. Please 

consult with the department chairperson if you have questions. 

A “C-“ average at the end of the year in a World Language course indicates, 

unless otherwise stated, that the student may advance to the next year of 




CHINESE 1 546 (non-leveled) Heterogeneous 

Prerequisite: Chinese 1: Prerequisite: Entry into Chinese I is by permission of 

the department head in consultation with the teacher of Chinese. 

Elementary Chinese: This course is for students who wish to begin the study of 

Mandarin Chinese. It is an introduction to spoken Chinese using the Pinyin 

system of Roman letters. Students learn to converse simply and are introduced to 

the writing of Chinese in simplified characters. Considerable oral practice and 

frequent written exercises lead students to a mastery of the grammar and the 

tones of Chinese. Through student-centered activities students will develop the 

four basic skills of listening, speaking, reading and writing. The focus will be on 

the development of the conversational skill. In addition, students will begin to 

develop an appreciation of Chinese culture that will better prepare them to 

interact in a global society. 


CHINESE II (AE) 547 

Grades 10-12 

Prerequisite: C- or higher in Chinese 1 

This course begins with a brief review of the basic communicative structures and 

basic vocabulary of the Chinese 1 course. The goals of Chinese 2 are to increase 

oral proficiency in conversation while continuing to reinforce listening skills, and 

to introduce more complex grammar patterns, broader vocabulary and 

expressions. Reading and simplified character writing skills will continue to be 

developed through textbook, authentic multimedia sources, interaction with 

native speakers as well as in- and outside classrooms and language labs. 

Students will continue to explore diverse cultures of the Chinese-speaking world 

and changing trends of ancient traditions in modern societies. 


70

CHINESE III (AE) 548 


Prerequisite: C- or higher in Chinese II AE or at the discretion of the department 

head in consultation with the teacher of Chinese. In addition, any student who 

has not studied Chinese in AB must take a placement test which will be 

administered in early March. 

This course continues the third year study of the Chinese language at a moderate 

pace. 


CHINESE III (H) 549 


Prerequisite: C or higher in Chinese II or permission of the department head in 

consultation with the teacher of Chinese. In addition, any student who has not 

studied Chinese in AB must take a placement test for entry to this level. This will 

be administered in early March. 

This course offers students the opportunity to continue their study of Chinese 

and/or to enter the Chinese program as a Heritage-speaker of Chinese. This third 

year accelerated course in Chinese is for students of proven linguistic ability who 

want to continue developing proficiency as they expand vocabulary and 

grammatical structures. Communication skills in speaking and writing will be 

developed through authentic materials, group activities, projects, and 

presentations. Language laboratory listening, dialoguing, and Chinese typing 

are integral parts of this course. Expanded knowledge of Chinese culture, 

literature, history, and modern development of the country will be acquired 

through readings, discussions, interaction with invited guest speakers, and field 

trips. 


CHINESE IV (H) 557 


Prerequisite: C or higher in Chinese III H or permission of the W.L. RDL in 

conjunction with the teacher of Chinese. In addition, any student who has not 

studied Chinese in AB must take a placement test for entry to this level. This will 

be announced for administration in early March. 

This course offers students the opportunity to continue their study of Chinese 

and/or to enter the Chinese program as a heritage-speaker of Chinese. This 

fourth year accelerated course in Chinese is designed to improve and reinforce 

the four basic skills of listening, speaking, reading, and writing. Communication 

skills will be developed through reading and analyzing authentic materials or 

excerpts from Chinese literature, participating in real life related projects, and 

71

presenting research results. Language laboratory listening, dialoguing, and 

Chinese typing are integral parts of this course. Expanded knowledge of Chinese 

culture, literature, history, and modern development of the country will be 

acquired through readings, discussions, interaction with invited guest speakers, 

and field trips. 


CHINESE IV (AE) 556 


Prerequisite: C- or higher in Chinese III AE or permission of the W.L.RDL in 

conjunction with the teacher of Chinese. In addition, any student who has not 

studied Chinese in AB must take a placement test which will indicate the 

accurate level for the student. 

This course continues the fourth year study of the Chinese language at a 

moderate pace. 


SUMMER MAKEUP 

The development of listening and speaking skills holds a high priority in World 

Language Department modern language courses. This is accomplished through 

student/student, student/teacher, and student/software interaction. Therefore, 

independent study is not a make up option for any modern world language 

course without previous consultation with the department head. In addition, if 

permission is granted, the student will need to pass a departmental assessment 

for admission to the next level. Students who have completed four terms of 

French I or II or Spanish I or II, and who have received a grade of 69 or below, 

may enroll in the ABRHS Summer School to earn credit and/or progress to the 

next year of study. French or Spanish Summer School students will be required 

to take a departmental examination which measures competence in grammar 

and verb usage as well as accumulated vocabulary and knowledge of diverse 

cultures. In addition, the World Language Summer School exam will measure 

proficiency in the listening and reading skills. The ABRHS Summer School 

French and Spanish instructors will grade student coursework (50%) and the 

departmental final examination (50%). A grade of 60 or higher in this course is 

required to receive world language credit; a grade of 70 or higher is required to 

progress to the next year of study. The Summer School instructors will submit 

Summer School student grades to the World Language Regional Department 

Leader, who will determine appropriate ability level placement for September. 

Summer make up is not an option in Spanish or French III, IV, or V electives. The 

depth and range of language proficiency required in these courses cannot be 

duplicated in a summer make up offering. 

72

CHILD DEVELOPMENT 

CHILD DEVELOPMENT LECTURE #734 


Prerequisite: Must complete Child Development Lecture #734 in order to enroll 

in the Child Development Practicum #735. 

This course is designed for students who are interested in working with young 

children in future careers such as teaching, psychology, social work, medicine, 

child advocacy, etc. Students will study the physical, emotional, and cognitive 

development of children from prenatal development to early childhood; with 

particular focus on the preschool aged child. This lecture class does not work 

directly with the preschoolers - it is the prerequisite for the practicum (#735) 

course. 

Full year course, meets on alternate days, 2.5 credits. 

CHILD DEVELOPMENT PRACTICUM # 735 (meets in the Preschool) 


Prerequisite: Must have completed the Child Development Lecture #734 (can be 

taken concurrently with permission from teacher and counselor) 

This course provides students with the opportunity to work directly with 3 -5 

year old children on a daily basis in the Child Development Preschool. Students 

will gain experience with curriculum planning and teaching methods as well as 

using observation and evaluation techniques. Learning experience will focus on 

the practical application of child development principles studied in Child 

Development Lecture #734. This laboratory course meets daily in the preschool 

located in the high school (West Wing). 


Note: If a student successfully completes two years of the Child Development 

Practicum class and one year of Child Development Lecture, upon graduation, 

they may submit application to receive a Level 1 Certification from the 

Massachusetts Department of Early Education and Care which qualifies the 

student for greater job responsibility in child care settings. 

73

INDUSTRIAL TECHNOLOGY 

Industrial Technology courses are designed to provide exploratory experiences 

in design and manufacturing technology rather than complete vocational 

training in any one area. Topics of study are centered on architectural and 

engineering drawing, computer aided drafting and woodworking. In each area 

of study, critical thinking and problem solving skills are stressed in addition to 

the development of good work habits. The use of tools and materials to solve 

problems will result in new knowledge and acquisition of lifelong skills. 

DESIGN ENGINEERING I 760 



Technical Drawing I is a computer aided design (CAD) course designed to 

acquaint the student with the 

basic principles and techniques of architectural drafting and mechanical drawing 

as well as the design process. 


DESIGN ENGINEERING SURVEY 761 



Each of the major topics of the full year, everyday course #760 will be covered, 

but with less depth and detail. 

Full year course, meets alternate days, 2.5 credits 

DESIGN ENGINEERING II 762 / 763 


Prerequisite: Technical Drawing I 

Technical Drawing II is a computer aided design (CAD) course designed to 

follow a natural progression 

of learning in one of the two main foci of Technical Drawing I, either mechanical 

drawing or architectural drafting. 

762 Section (Architectural) will cover the following topics: 

Preparation of a complete and detailed set of house plans. 

Detailing of location, foundation, framing, electrical, plumbing, and code 

restrictions. 


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763 Section (Mechanical) will add depth to the major topics covered in Technical 

Drawing I with emphasis placed on dimensioning and tolerances of machine 

parts and mechanical assemblies. 


DESIGN ENGINEERING III / IV 764 


Prerequisites: Instructors Permission Technical Drawing I and II 

Advanced study of technical drawing is for students who have completed two 

years of drafting and wish to develop expertise in the field of either mechanical 

or architectural design through guided practice and the completion of 

challenging projects. Course objectives will be tailored to meet the interests and 

career aspirations of the student. 


WOODWORKING TECHNOLOGY I 771 

Grades; 9,10 Grouping: Heterogeneous 


With the ultimate focus on safety, traditional topics such as lumber, wood 

processing, joinery, hand tool and machine operations will be taught along with 

an emphasis on the dynamics of using and creating technology. The course 

introduces the students to a variety of problem solving activities by using the 

tools and materials commonly used in the woodworking industry. 

Students will experience and integrate concepts of basic math and geometry, and 

have better understanding of these fundamental concepts by creating and 

building woodworking projects. 


WOODWORKING TECHNOLOGY II 777 

Grades; 10-12 Grouping: Heterogeneous 

Prerequisite: #771 

This course encompasses all of the WOODWORKING TECHNOLOGY I, course 

#771. The course is designed to enhance coverage of traditional woodworking 

techniques and best practices using new and updated state of the art equipment. 

Students will understand and be introduced to “real world” experiences, 

including: teamwork, group projects, advanced problem solving techniques, 

mathematical concepts, & Engineering Design Process. Students will understand 

and experience computer integration and its vital role to today’s trade. In 

addition, using computer software, students will design & produce projects by 

using a state of the art robotic CNC router. 


75

PERFORMING ARTS 

Education in the Arts plays a major role in three general areas of educational 

impact: societal, instructional and individual. Societally, students gain 

knowledge of events and historical movements that shaped society. 

Instructionally, the arts may help to develop critical and creative thinking skills. 

Individually, the arts can provide the means for communicating thoughts, 

emotions, and ideas that cannot otherwise be expressed. 

For those students interested in developing skills in voice, instrumental, and 

drama performance, the Performing Arts Department offers courses and 

activities of considerable variety. Performance material is selected to: meet the 

varied needs and skill levels of the students; provide cultural enrichment for the 

students; provide aesthetic value for the students; make provision for technical 

growth of the students; provide for school and community service; create 

interdisciplinary relationships. 

CONCERT CHOIR 873 


Prerequisite: Men grades 9-12, Women grade 11-12 

As part of the Vocal Program, the Concert Choir is open to all grade levels, 

however, to help maintain proper balance of male to female voices, all freshman 

and sophomore girls are assigned to La Cappella. Fundamentals of singing 

technique and music reading are stressed. Choral literature from all periods of 

composition is used to build repertoire for programs throughout the year. There 

will occasionally be after school commitments for school and community 

performances. All participants must perform at all concerts and other events 

scheduled by the Director. Concert Dress Attire is required at own expense. 


LA CAPPELLA 870 

Grades: 9 & 10 Grouping: female 


As part of the vocal program, La Cappella is comprised of women in grades 9 & 

10, but is open to women of all grade levels. Fundamentals of singing technique 

and music reading are stressed. Choral literature from all periods of composition 

with three and four part music for treble voices is used to build repertoire for 

programs throughout the year. There will occasionally be after school 

76

commitments for school and community performances. All participants must 

perform at all concerts and other events scheduled by the Director. Concert 

Dress Attire is required at own expense. 


CHAMBER CHOIR 880 


Prerequisite: By audition only; must have sung in Concert Choir or La Cappella 

for at least 1 year. 

As part of the Vocal Program, the Chamber Choir is an auditioned, mixed-voice 

ensemble of no more than 52 singers. Singers will study advanced choral 

literature from all musical periods and are expected to rehearse at a focused and 

sophisticated level. There will be after school commitments for school and 

community performances. All participants must perform at all concerts and 

other events scheduled by the Director. Concert Dress Attire is required at own 

expense. 


MADRIGAL SINGERS 874 


Prerequisite: By audition only – Must be a current member of the Chamber Choir 

and/or Band 

A small, mixed vocal ensemble of no more than 24 auditioned male and female 

voices the Madrigal Singers concentrate on Renaissance and Baroque madrigal 

music as well as Contemporary music. Blend, balance, and interdependence are 

stressed, as well as sight-reading, and style of the music performed. This group is 

asked to sing occasionally during, and often after the school day for various 

organizations throughout the community. All participants must perform at all 

concerts and other events scheduled by the Director. 

Full year course, alternate days scheduled during school day and 1 weekly 

rehearsal scheduled after school, 5 credits. 

77

MUSIC THEORY AND TECHNOLOGY I 896 


Prerequisite: Some basic music theory knowledge is desired, however not 

required. 

Music Theory I is a beginning course in music theory for students who may, or 

may not already have a working knowledge of musical notation. The class 

covers standard music theory objectives, as well as concepts designed to 

encourage the development of well-rounded musicians. These topics include: 

musical notation, key signatures & scales, chords, musical terminology, forms in 

music, and simple composition projects. 

Full year course, meets alternate days, 2.5 credits. 

ADVANCED MUSIC THEORY AND TECHNOLOGY 871 


Prerequisite: Must have completed Music Theory I, or by approval of the 

Instructor. 

The Advanced Music Theory course is a second level course in music theory for 

students who already have an advanced working knowledge of musical notation 

and theory, and/or students who are continuing on from Music Theory I. The 

class will review basic music theory objectives, as well as cover advanced topics 

designed to encourage the development of well-rounded musicians. These 

topics include: musical notation, all key signatures & scales including modes, 

chords, score analysis, transposition, harmonization of melodies and partwriting, 

forms in music, and advanced composition projects. 

Full year course, meets alternate days, 2.5 credits. 

HISTORY OF ROCK & ROLL AND CONTEMPORARY MUSIC 877 

Grades 9-12 Grouping: 

Heterogeneous 


This course focuses on the social development and significance of Rock & Roll in 

history. You will have a chance to be the rock critic as you study the 

chronological history of rock while listening to and viewing Rock & Roll 

78

ecordings and films. Class assignments are organized around lectures, small 

group discussions, and in-class activities. The course begins with an overview of 

ancestors and influences: blues, jazz, country & western, and popular music, and 

the crossover success of rhythm & blues acts that marked the true birth of rock & 

roll. We will study the musical and social trends of the 1960's, including the 

influence of the Beatles and the British Invasion, the Acid Rock rock explosion 

and social upheaval of the late 1960's, and the changes in Rock & Roll music 

during the seventies, eighties, and nineties. 

Semester course, meets every day, 2.5 credits 

BAND 881 


Prerequisite: Instrumental Training 

The Band performs as both a Marching Band through the fall semester (plus a 

band camp of 5 days in Aug.) and a Concert Band for the remainder of the school 

year. During the marching season the Band prepares an intricate field show that 

they perform at football games and State festivals. The Marching Band also 

represents our community in various parades in and around Acton. The concert 

season consists of three formal concerts and other performance opportunities 

that may be scheduled. The Band meets every day during the school week and 

one evening per week during marching season. Students have the opportunity 

to study and perform a wide variety of band literatures for both concert and 

marching ensembles. There is a $90 activity fee. All participants are expected to 

perform at all events scheduled by the Director. 


COLOR GUARD 882 



Flags, dancers, show characters etc., are all considered to be members of the 

Color Guard that performs in tandem with the Marching Band. The Color Guard 

will meet two evenings per week throughout the marching season (Sept. - Nov., 

plus a band camp of 5 days in Aug.), one evening rehearsing with the band, the 

second rehearsing as a section only. Members of the Color Guard who also want 

79

to play in the band during concert season should register for Band. There is a $90 

activity fee. All participants are expected to perform at all events scheduled by 

the Director. 

Semester course (fall), 2 evenings per week, 2.5 credits 

JAZZ BAND 884 


Prerequisite: By Audition Only – Must be current member of Band (881) 

This course is offered to students who are interested in learning to play jazz, 

popular rock and swing music in a Big Band setting. The Jazz Band rehearses 

one afternoon per week with a few extra rehearsals scheduled as needed. 

Improvisation will be encouraged. Performances include three formal concerts 

and other school and community events. All participants are expected to 

perform at all events scheduled by the Director. 

Full year course, 1 day per week for 2 hours after school, 2.5 credits 

INTRODUCTION TO DIRECTING 891 



This course will focus on methods to unlock the life of a script in a production. 

Studies will include historic styles, selection of plays, blocking, casting, working 

with actors, auditioning, working with designers, rehearsing, technical 

rehearsals, marketing and managing a theatrical production. Students will be 

expected to direct one ten- minute play for the public at the conclusion of this 

class. 

Assignments include play reading, creation of rehearsal schedules, structural 

analysis of plays, rehearsals with actors and preparation for production. It is 

expected that directors rehearse with actors outside of class time. Experience in 

theater – either on stage, technical, or back stage is strongly recommended. 

Semester course (fall), meets every day, 2.5 credits 

80

INTRODUCTION TO ACTING 893 



This introductory class is for any student who wants to begin or improve his 

acting and performance skills. This class will be a fast paced workshop format 

designed to strengthen acting, observation and listening skills through exercises 

in improvisation, theater games, creative dramatics, pantomime and theater 

exercises. The main focus of the class is to build ensemble and begin to 

strengthen resources as an actor. Students will perform selected scenes and 

monologues for peers. Students will be exposed to various contemporary acting 

styles such as those of Sanford Meisner and Constantine Stanislavski. Acting 

styles will periodically be studied through the use of video. 

Assignments will include reading and analysis of plays from various eras, 

reading and selection of scenes and monologues, memorization of lines, and 

projects related to acting. 

Semester course meets every day, 2.5 credits. 

ADVANCED ACTING 899 


Prerequisite: Introduction to Acting, one semester class 

This class is for any student who has taken introduction to acting or who has 

experience in acting. This course will provide a more advanced curriculum in 

acting with a focus on character development and script analysis and scene 

study. This course includes work on voice, improvisation, body language, 

monologues and movement for the stage. Reading, analysis and performance of 

dramatic texts from various periods of theater history will be a staple of the 

course. Students will study Shakespearian Poetics and perform a monologue of 

their choice from his work. Assignments will include reading and analysis of 

plays from various eras of theater history, memorization of scenes and 

monologues and projects having to do with acting. 

Semester course – (spring), meets every day, 2.5 credits 

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INTENSIVE SCENE STUDY (Offered alternating years, ’13-‘14/’15-’16) 888 

Grades 10-12 

Prerequisite: Advanced acting or permission of the instructor are prerequisites 

for entry into this class. 

This class will consist of more advanced scene study and acting techniques. 

Plays, readings and scenes will be selected from the classics of world theater 

including but not limited to Shakespeare, Oscar Wilde, Sheridan, Bertolt Brecht, 

Anton Chekov, and Henrik Ibsen. Work in intensive scene study consists of 

reading, analyzing and discussing classics of theater, choosing scenes, 

memorizing and then exploring scenes. Advanced movement and voice 

techniques will be explored. The text will be How To Stop Acting by Harold 

Guskin. Students will be expected to furnish their own texts. This is class is for 

experienced actors only. 

Semester course, meets alternate days, 1.25 credits 

INTRODUC TION TO MUSICAL THEATER 890 

(Offered alternating years, ’12-‘13/ ’14-’15) 

This class will focus on the development of Musical Theater, its history and the 

unique place it holds in the world of entertainment. Selections representative of 

the beginning of this art form to the present day will be studied. The class will be 

a fast paced workshop format where students may choose scenes from a variety 

of shows to perform for peers. Songs from musical theater will be studied and 

students may choose to rehearse and perform selections for the class. Basic dance 

combinations from the musical theater canon will be introduced and 

performed for peers. Notable composers of musical theater will be studied 

including Webber, Kern, Rodgers and Hammerstein, Ebb, Rice, Sondheim, and 

Porter. At times, video selections will be used to enhance the class. 

Assignments will include reading, short papers, play reading and selection of 

scenes and /or songs for class performance. 

Semester course, meets every day, 2.5 credits. 

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AUDIO-VISUAL MEDIA TECHNOLOGY 965 


Prerequisites: None 

This course will provide students with a working knowledge of modern Audiovisual 

system design and operation in an informal, hands-on setting. Students 

will assist and lead technical projects related to supporting faculty needs and 

special events in the school community. Students can earn extra credit by making 

a commitment to participate beyond the school day when special events require 

support. Enrolled students also make up the ABRHS Technical Production Staff 

and are eligible for paid work opportunities. 

Pass/Fail Course—Semester Alternate Schedule 1.25 Credits 

INTRODUCTION TO TECHNICAL THEATRE 887 


Prerequisites: None 

This course will introduce students to basic technical operation and design for 

the theatre. Students will work in both classroom and hands-on settings to gain 

an understanding in general theatre knowledge, rigging systems, plus lighting 

and sound design. Projects, participation, and some evaluations contribute to 

grade. Students are encouraged to participate in Proscenium Circus productions 

for extra credit. Enrolled students are part of the ABRHS Technical Production 

Staff and are eligible for paid work opportunities throughout the year. 

Full year course meets alternate days, 2.5 credits 

83

VISUAL ARTS 

Philosophy 

Art is essential in a complete education. Students engage in art production, art 

history, art criticism and aesthetics to broaden their understanding of self and 

community, to place the arts in an historical and cultural context, and to 

experience the arts as a universal form of human expression and communication. 

Guiding Principles 

The art curriculum: 

• emphasizes the development of students’ skills and understanding of 

creating and responding; 

• teaches the language inherent in the four disciplines: art production, art 

history, art criticism, aesthetics; 

• enables students to apply imagination and rational thinking to the making 

of art; 

• enables students to invent and explore multiple solutions to a problem; 

• enables students to understand the value of reflection and critical 

judgment in creative work; 

• promote knowledge and understanding of visual culture; 

• facilitates positive peer interaction, including giving, receiving and using 

feedback; 

• encourages self-motivation to create and problem-solve; 

• encourages appreciation of how knowledge learned in the arts is integral 

to understanding the world; 

• fosters positive attitudes toward art and opinions of other artists; 

• promotes students to use a variety of assessment methods for self 

reflection; 

• promotes life long learning and introduces career possibilities in the arts; 

• promotes first hand art experiences which may include visits to art 

museums, galleries, and interacting with practicing artists. 

84

ART MAJOR PORTFOLIOS 

Students planning to major in art at the college level will need to submit a 

portfolio of artwork as part of the application process. This portfolio is a critical 

part of the college admission process. It is important to note that this 

requirement is for students who plan to concentrate in all areas even 

architecture, fashion design, interior design, and photography. Subsequently, it 

is the strong recommendation of the Visual Arts program that students planning 

to major in art at the college level take Drawing & Painting, Advanced Drawing 

&Painting, and at least one year of Portfolio. Other areas of art electives are also 

strongly encouraged based on individual interests. 

ART MINOR OR SUPPLEMENTARY PORTFOLIOS 

Students planning to minor in art or submit a supplementary art portfolio as part 

of the college application process usually submit eight to twelve works of art 

with at least several works that demonstrate observation skills. This portfolio is 

beneficial in the college application process as it demonstrates a well-rounded 

education, creativity, divergent thinking, observation skills, unique problem 

solving, and attention to detail. Subsequently, it is the strong recommendation of 

the Visual Arts program that students planning to submit a supplementary 

portfolio at the college level take Drawing & Painting, Advanced Drawing & 

Painting and at least one year of Portfolio. Other areas of art electives are also 

strongly encouraged based on specific interests. 

COURSE OFFERINGS: 

CERAMICS I 821 



In the Ceramics I course students will learn basic techniques of hand-building 

such as pinch, coil, slab, and drape, followed by an introduction to wheel 

throwing. Assignments emphasize inventive design and technical skill in 

constructing both functional and non-functional forms. Various surface texture 

and glaze application methods will be explored. 


85

CERAMICS II 828 


Prerequisite: Ceramics I with a B- or higher 

Ceramics II builds on skills and concepts developed in Ceramics I, with a major 

emphasis placed on wheel throwing techniques. New constructions may include 

handled forms, drape molding, altering forms and assemblage. 

Sculpture and vessel making will focus on form, surface design, and good 

craftsmanship. Exposure to historical and contemporary ceramics will be 

included. 


SCULPTURE 822 



In this class, students will learn both relief and in-the-round sculptural methods 

using traditional and non-traditional materials and techniques. Students will 

explore inventive design in the context of concepts such as motion, mood, social 

issue, observation, and abstraction. Materials will include but are not limited to: 

wire, clay, plaster, wood, paper, cardboard, and mixed media. 


DRAWING AND PAINTING I 823 



Drawing and Painting introduces the basic skills, concepts, and techniques for 

the student to create artwork on a two-dimensional surface. The development of 

drawing skills is emphasized. Observation and imagination will play a part in 

traditional and experimental approaches to subject matter. Students will develop 

the confidence and ability to evaluate and discuss their own work and the work 

of others. A variety of media will be utilized: pencil, charcoal, pen and ink, cut 

and torn paper, acrylics, pastels, colored pencil, and mixed media. 


ADVANCED DRAWING AND PAINTING 824, 825 


Prerequisite: Drawing and Painting with a B- or higher 

Advanced Drawing and Painting builds on learning acquired in Drawing and 

Painting I. Students will continue developing ability in observational skills and 

rendering, problem solving with multiple solutions, and personal imagination. 

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New topics include linear perspective, printmaking, abstraction, and 

independent challenges. Students will explore advanced techniques and 

expressive application of materials including but not limited to: pencil, charcoal, 

acrylic, watercolor, and mixed media. 

Semester course (824), 5 times per week, 2.5 credits 

Full year course (825), 5 times per week, 5 credits 

JR./SR. PORTFOLIO 826 

Grades: 11 and 12 Grouping: Heterogeneous 

Prerequisite: (10 credits) Drawing & Painting and Advanced Drawing & Painting 

with a B- or higher in each class. 

Jr./Sr. Portfolio is for the student who is seriously planning a career in art, or is 

highly motivated and plans to minor in art at the college level. Students will 

begin to gather college information, review portfolio needs, and further develop 

their portfolios through class assignments and independent challenges. 

Concepts explored will provide students with an opportunity to begin 

developing their unique voice as an artist. 


ADVANCED PORTFOLIO 834, 835 


Prerequisite: (15 credits) Drawing & Painting, Advanced Drawing & Painting, 

Jr./Sr. Portfolio with a B- or higher in each class 

Advanced Portfolio provides students with additional assignments and 

challenges to develop a cohesive body of work needed for the competitive 

college application process. Students will be encouraged to develop their own 

voice as an artist while exploring personally meaningful concepts. Students will 

continue to gather college information and will finalize their portfolios. 


Semester course (835), 5 times per week, 2.5 credits 

PHOTOGRAPHY I 841 



Photography students will learn that a photographer’s art work is based on what 

you look at and what you see. Developing this unique vision will be the primary 

focus of this course. Students will work quite independently as soon as they have 

mastered the use of their 35 mm camera, the techniques of processing black and 

white film and developing black and white images in the darkroom. Classroom 

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time will be spent primarily on creating printed images of the photographs taken 

outside of class. 

Semester course, alternate days, 1.25 credits 

* Students must have their own 35 mm camera fin order to take this course. 

ADVANCED PHOTOGRAPHY 842, 853 


Prerequisite: B- or higher in Photography I 

The second level of photography will build on skills learned in Photography I. 

Unique and personal views will be further emphasized. Students will also be 

introduced to new approaches such as double exposures, contact negatives, 

solarization and hand coloring. 

Semester course (842), alternate days, 1.25 credits 

Semester course (842a), alternate days, 1.25 credits 

* Students may sign up for 2 semesters of Advanced Photography during a school year. 

Select both 842 and 842a to enroll in 2 semesters of Advanced Photography alternate 

days. 

Semester Course (853), every day, 2.5 credits 

Semester Course (853a), every day, 2.5 credits 

*Students may sign up for 2 semesters of Advanced Photography during a school year. 

Select both numbers 853 and 853a to enroll in 2 semesters of Advanced Photography 

every day. 

Note: Students must have their own 35 mm camera in order to take Advanced 

Photography. 

DIGITAL PHOTOGRAPHY 855 



In this course students will learn how to use a digital single lens reflex camera 

(DSLR) to create engaging photographs that express their personal view of the 

world. We will explore deeply the professional tool of Adobe Photoshop, and 

learn how this “digital darkroom” can not only improve our photographs, but 

also create a new sense of reality. The class will cover such topics as resolution, 

scanning, color correcting, touch-ups, and printing. We will also spend time 

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learning about the images of contemporary photographers who utilize digital 

technology in their work. Paper for photographic prints will be provided. 


• Students must have their own DSLR camera (not a point-and-shoot 

model) in order to take this course. 

DIGITAL IMAGERY 1 859 



Students of Digital Imagery 1 will learn to use professional-level software 

to create a variety of graphic design projects. Students will learn to use Adobe 

Photoshop for image editing and Adobe InDesign for layout. Introduction 

to the work of contemporary graphic designers and typography, as well as the 

creative process of brainstorming, designing & revising will be covered in this 

semester course. Lessons offer opportunities to create unique, practical, and 

expressive graphic designs using type and images generated by computer 

software. Students will participate in self, peer, and group critiques. 

Semester course – 5 times per week, 2.5 credits 

DIGITAL IMAGERY II 860 


Prerequisite: Digital Imagery 1 with a B- or higher 

Students of Digital Imagery II will continue to learn new Photoshop and 

InDesign techniques while creating a variety of original artworks. This course 

has a special focus on the use of digital photography and uses Photoshop to 

create and edit original photographs. Students will examine how graphic design 

and digital photography impact the design field. 


WEB PAGE DESIGN I 849 



Web Page Design provides opportunities for students to create and design 

a multiple page website. The course focuses on the use of HTML, CSS, 

Photoshop and Dreamweaver. Students create original layouts and graphics, 

explore the basics of typography, and are introduced to writing HTML. Students 

learn best practices for website management. Introduction to the work of 

contemporary designers, as well as the creative process of brainstorming, layout, 

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design & revision will be covered in this semester course. Students will 

participate in self, peer, and group critiques. 


ADVANCED WEB PAGE DESIGN 858 


Prerequisite: Web Page Design I with a B- or higher 

Students of Advanced Web Page Design will work more independently and will 

be expected to create two projects. The first project will take the form of a small 

webpage or presentation which will be used to demonstrate design and technical 

concepts to beginning web design students. The second project will involve the 

construction of a larger, independent project for a client outside of the school. 


ANIMATION I 829 



This course guides students through the basics of animation on and off the 

computer. They will study the history of animation and foundations essential to 

the animation field. Students will view examples of classic, experimental, and 

contemporary animation. Students will explore the use of digital cameras, 

drawing tablets, and/or scanners. Students will create and edit original 

storyboards, stop motion characters and short animations using Flash and 

StopMotion. Students will participate in self, peer, and group critiques. 


ANIMATION II 833 

Grades: 9-12 Grouping: Hetergeneous 

Pre-Requisite: Animation I with a grade of B- or higher 

In this class students will engage in a variety of independent and collaborative 

challenges that build on the technical and storytelling skills necessary to produce 

compelling animations. We will aim toward the creation of longer animations 

that tell our stories in depth. Students will have the choice between working in a 

variety of mediums, such as stop motion, 2D cell, claymation, and Flash. 

Emphasis will be placed on matching the needs of one’s animation concept to the 

appropriate medium. The study of the work of contemporary animators will be 

a major aspect of the course, as well as an exploration of career options in the 

field. 


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ART HISTORY: FROM IMPRESSIONISM TO TODAY 854 



Have you ever wanted to know about the life and art of artists like Monet, 

Cassatt, Van Gogh, Picasso, Dali, Pollock, and Warhol? This course will examine 

art making from the beginnings of Impressionism through to the present day. 

Using slides, discussions, DVDs, hands-on assignments and a field trip to a 

major museum, students will be introduced to the lives and work of the greatest 

artists of the modern era. 


STUDIO ASSISTANT 844, 845, 846, 847 


Prerequisite: Art Faculty recommendation 

A studio assistantship in art provides a grade 12 student, with appropriate 

background and interest, the opportunity for on-the-job experience. The student 

will assist with material preparation and in-class instruction. The student must 

have experience in the subject matter. 

Studio Assistant is available in the following courses: 

. Photography I and Advanced Photography 

. Animation I 

. Web Page Design I 

. Ceramics I and II 

. Sculpture 

. Drawing and Painting I 

. Advanced Drawing and Painting 

Semester course (844, 845), alternate days, 1.25 credits 

Full year course (846), alternate days, 2.5 credits 


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ENGLISH LANGUAGE LEARNING 

ENGLISH LANGUAGE LEARNING - English Credit 


Prerequisite: Recommendation of ELL teacher 

The ELL classes provide beginner-early intermediate (ELL1 1) and intermediatetransitioning 

(ELL 2/3) English instruction to students who are learning English. 

The curriculum focuses on the proficiency of listening, speaking, reading and 

writing. The goals of the program include instruction crafted to ease entry into 

the mainstream English classes by mastering grammar, vocabulary, structured 

writing and reading comprehension by using the state guidelines for English 

Language Proficiency benchmarks. The American History class is crafted to 

follow the Massachusetts U.S. History I benchmarks while using an adapted ELL 

textbook and supplemental material. Additionally, the students are given 

support with assignments from their academic classes in the Academic Support 

Center. They also have the opportunity to take some of their tests in the room. 

Full year course, every day, 5 credits 

ELL I 911 

ELL II – 946 

ELL American History – 944 

ACADEMIC SUPPORT CENTER 

ACADEMIC SUPPORT CENTER Grades: 9-12 913 - ASC 

Prerequisite: Due to class size restrictions, ASC may require instructor approval. 

Grouping: Heterogeneous 

Scheduling: ASC students attend the program either daily or on alternate days. 

Typically, The Academic Support Center provides students with extra help on 

class work and reinforcement of course content. Developing good study skills 

and work habits are taught in conjunction with assigned work. Periodic 

consultations with classroom teachers and school counselors comprise an 

important part of the program. 

914 - Peer Tutoring. Peer Tutors attend on alternate days and can receive 

community service credit when they assist students on a regular basis. Peer 

tutors work one on one and in small groups of student to assist with instruction, 

work completion, and organizational skills. Selection of peer tutors is made by 

application in the spring term and requires a teacher recommendation and 

student essay. Training of Peer Tutors takes place throughout the year under the 

supervision of the director of alternative programs and the ASC coordinator. 

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PEER COUNSELING 

Grades: 11, 12 920 

Prerequisite: Consent of the Instructors Grouping: Heterogeneous 

This course is designed to provide students with experience in personal growth 

and training in peer relationships. In a small group atmosphere, students will 

examine their own values and attitudes and how these influence their 

interactions with others. Following this, a number of sessions will be devoted to 

the development of effective listening skills with the remainder of the course 

devoted to discussion of, and practice with, the helping relationship. At the end 

of the training sessions, students will be placed with other high school students 

or with students at the junior high or elementary levels. Students are required to 

go through a selective application process. Participation is limited to 40-50 

students. Students who are accepted into this program will be expected to adhere 

to the “Standards of Conduct” as outlined in Section III of the Student 

Handbook. Violations may result in dismissal from the program. Grades will be 

assigned on a pass-fail basis. 

Full year course, meet once a week, 1.0 credits 

OCCUPATIONAL DEVELOPMENT PROGRAM 

INTRODUCTION TO SPECIAL EDUCATION 922 

Grade: 11 & 12 

Requirements: Daily Fieldwork one period/day 

This course is designed to give students practical experiences working with peers 

with special education needs in a high school setting. Supervised participation 

within the Occupational Development Program on a daily basis gives each 

student familiarity with different educational approaches and their application in 

a special education classroom. In addition, students will develop a general 

knowledge about major disability areas and have opportunities to assist in the 

planning and implementation of various teaching techniques for helping 

Occupational Development Program students achieve their educational goals. 

Participation in this course is selective and is limited to eight participants. 

Students interested need their counselor’s recommendation. 

Full year course, daily fieldwork, 5 credit 

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HEALTH / PHYSICAL EDUCATION 

PHYSICAL EDUCATION 995 (Semester Course) 

Grades: 10, 11, 12 one semester for each grade 

Physical Education contributes to the total education of the individual. Students 

are instructed in a variety of physical education and movement activities. These 

activities are designed to develop emotional well being, strength of character, 

sensitivity to the differences of others, as well as a sense of citizenship, self-worth 

and identity. This opportunity to achieve physical excellence reflects the 

similarity of purpose between physical education and larger school goals and 

objectives. Physical Education is a State Department of Education mandated 

program as well as an Acton-Boxborough graduation requirement. 

Semester Course meets alternate days, 1.25 credits per semester. 

FITNESS FOR LIVING 997 (Year Course) 



Ninth Grade Integrated Health / Physical Education Curriculum 

This course will provide an integrated, team taught approach to 

an effective wellness program for all ninth grade students at ABRHS. 

The goal of this wellness education program is for students to learn about or 

develop: accurate information about health and fitness; realistic self-evaluation 

about critical health and fitness issues; self-esteem and communication skills; 

decision-making and self empowerment skills; and, knowledge and practice of 

lifelong physical activities which promote health and fitness. 

Students will learn about and discuss risk prevention topics such as 

Stress Management, Teen Dating Violence, Sports Health, Decision Making, 

Accident Prevention and Safety, Substance Abuse, CPR, Media Literacy, First 

Aid, Sexually transmitted diseases, Cardiovascular Fitness, Nutrition and 

Sexual Harassment. 

In addition to formal classroom instruction, students will participate in fitness 

and lifetime activities including aerobics, aquatics, mixed games, and strength 

and flexibility training. 

Year course, meets alternate days, 2.5 credits. 

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HEALTH EDUCATION (SEMESTER COURSE) 998 

Grades 11-12: Heterogeneous 

Prerequisite: Fitness for Living 

This semester course would be open to Juniors and Seniors who have 

successfully completed the Fitness for Living course. This course focuses on the 

issues/challenges that young adults face today. Students will evaluate concepts 

related to health promotion and disease prevention to enhance health and 

healthier behaviors. Students will analyze their personal health choices and 

decision making practices. Students will gain a better understanding of the 

interrelationships of the dimensions of health (Emotional, Intellectual, Physical, 

Spiritual, Environmental, Social and Mental). Emphasis is placed on information 

building, and positive decision-making skills through the use of class 

discussions, audiovisual presentations, lectures, role-play, and guest speakers. 

Students will learn and discuss Teen health Issues such as Relationships, Stress 

Management Techniques, Sports Nutrition, Teen-dating violence, Substance 

Abuse, First Aid and CPR and Conflict Resolution and Disease Prevention. 

Semester Course meets alternate days, 1.25 credits per semester 

CAREER EXPLORATION 

SENIOR SEMINAR 


Senior Seminar is a semester course that focuses on two areas: career exploration 

and life skills. Career exploration activities allow students to explore their 

interests and aptitudes and to investigate possible careers that match. This indepth 

study allows students to use a variety of self-evaluation instruments to 

determine their strengths; they build on these results in subsequent college and 

career searches. Specific skills addressed include: writing a resume; crafting a 

cover letter; and developing interview skills, including participating in a practice 

interview with a member of the local business community. The second part of 

the course deals with life skills, with a major focus on personal finance, including 

budgeting and wise use of credit; car buying; apartment rental and furnishing; 

ways to start a small business; and trip planning. In all areas, extensive use of 

the Internet for fact-finding will enhance student decision-making and direct 

class discussion. Students who have taken Senior Seminar are also eligible to 

participate in a three-week internship at the end of their senior year in the career 

of their choice. Given that internships replace the last three school weeks of 

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Term Four, any senior carrying more than one Advanced Placement course 

and/or taking Senior English with Project should give careful consideration to 

applying for the internship. A senior's academic course load may be used as a 

determining factor in the application process. 

Semester course, 5 times per week, 2.5 credits. 

COOPERATIVE WORK STUDY PROGRAM 940 


Prerequisite: See Below 

Cooperative Work Study is occupation orientated paid work experience. It gives 

students an opportunity to integrate on-the-job experience with their chosen 

career pathway. Students continue to improve industry based skills and 

knowledge with skills already developed in school. Participants in the program 

are allowed to leave school in order to go to their place of work. 

The following requirements must be met to participate in the Cooperative Work 

Study Program: 

l. Student must be 16 years or older. 

2. Student must be a junior or senior. 

3. Student must meet with the Work Study supervisor prior to signing up for 

the course and complete an application. 

4.Students must meet the work study supervisor quarterly in order to develop a 

portfolio of vocational materials. 

Students will be evaluated on a regular basis each quarter. Credits can be either 

for the full year (5 credits) or by the quarter (1.25 credits). Quarters do not have 

to be consecutive. 

Grading is Pass/Fail 

JOB SHADOWING PROGRAM 950 



The Job Shadowing Program provides students with opportunities to explore 

occupations of interest to them. On an individual basis (or in small groups) 

students visit an adult at work for one day to gain first-hand familiarity with 

careers of interest to them. Each year dozens of adults in a variety of occupations 

volunteer to host students; students may also find their own sponsors for this 

program. Each job shadowing student may visit one or more work sites during 

the year. Each participating student is required to research the occupation to be 

observed before the visit and to write an evaluation of the experience after it is 

96

over. Students may earn up to 0.5 credit for each job shadowing experience 

completed. Students may sign up for Job Shadowing as part of the scheduling 

process or at the beginning of the school year. 

MENTORING PROGRAM 916 

Grades 11-12 

Prerequisite: Consent of instructors 

This program will provide students with an opportunity to mentor freshman 

students in an English, math, social studies or science classroom under the 

guidance of the classroom teachers. Members work with students in small 

groups and on a one-to-one basis. Mentors, are expected to demonstrate 

behaviors and skills which will assist class members in attaining 

academic success. In addition, mentors must complete coursework as directed by 

the teacher. Participation in this course is selective and limited to 2 to 6 mentors 

per academic class. Students interested must complete the application form 

(obtained from Mrs. Watkins or Ms. Baker), secure a teacher’s recommendation 

and, if needed, interview with the subject matter teachers. 


FUNDAMENTALS OF BANKING 947 

Grades: Open to any student ages 16+ 

Prerequisite: Consent of Work Study Coordinator and with acceptance by 

Workers’ Credit Union (application and references required) 

This course was first offered in 2007-2008 through the newly created in-school 

branch of Workers’ Credit Union. This course will offer an internship at the 

school branch. Students will receive supporting instruction while actively 

working. 

Learning objectives include: 

Teller Training 

Income/Expense Budgets 

Savings Plan 

Credit 

Investments 

This course will be offered either as a semester course or full-year enrollment. 

Credit will be quarterly, with a pass/fail grade. In the case of oversubscription, 

priority must be given to upperclassman. 

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ABRHS SCHOOL STORE 953 

Grades: 9 – 12; every other day or daily 


Students will be trained to handle all aspects of the store operation including: 

Customer service, marketing products, making change, stocking shelves, taking 

inventory and ordering. Once students have completed training, they will run 

the store with support from the Store Supervisor. 

Students will also earn community service hours. 

Semester or Full Year 

Pass/Fail 

AUDIOVISUAL MEDIA 

21 st CENTURY MEDIA TECHNOLOGY 736 

Grade 9-12 Grouping: Heterogeneous 

This course is an introduction to the basic concepts of new media technology. 

Specific topics will include television production including the use of a virtual 

television studio, digital video editing, podcasts and blogs. This course is offered 

to freshmen only. The course will prepare students to use new media 

technology skills across several disciplines in high school and college. 


NEWS AND SPORTS MEDIA 737 


This course is for students interested in creating news and sports programming 

for broadcast media. Students will use new media technologies such as a virtual 

television studio, podcasts, and blogs. These productions will be broadcast via 

the Internet, radio, and the Acton Educational Access Channel. In addition, 

students will have the opportunity to receive class credit for broadcasting 

various Acton-Boxborough athletic events. 


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FILM ANALYSIS: TECHNIQUE AND THEMES 738 

(formerly Introduction to Film) 


This course is an introduction to the basic technical and thematic aspects of 

cinema, where students will have the opportunity to view, analyze and discuss 

films. Students will consider the major themes of significant films both as they 

represent specific time periods and as they impact our culture. Students also 

examine the technical aspects of film, including cinematography, sound, editing 

and acting. In addition, students direct, shoot and edit their own short film. 


RADIO AND TELEVISION PRODUCTION 904 


This experience will introduce students to the procedures and techniques 

necessary to utilize the equipment found in the High School radio and television 

studios. Students will acquire problem-solving skills through hands-on training 

in actual and simulated production environments. In the television studio, 

students will be directly involved in preparing the television studio for High 

School shoots Including camera commands, switching, audio, graphics, and 

chroma key backgrounds, teleprompter, and preparing for a shoot using a 

Virtual Studio. In the Air studio, students will be trained to host a weekly radio 

show. Students will also be trained on the many uses of the radio production 

studio including the use of multi-track sound editing software “Adobe 

Audition” and the daily production of public service and community 

announcements. Students will also be responsible for assisting teachers with 

film projects in classrooms. 

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Acton - Boxborough Regional High School 

SUMMER SCHOOL 

Monday, June 25th – Friday, August 3 rd 

No Summer School July 4th 

Grades 1-12 

A full range of enrichment 

and 

remedial courses including 

English, Math, History, Biology, Chemistry, Physics, 

Physical Education, French, Spanish, 

SAT Preparation, Writing Skills, Creative Writing 

Look for Online Registration late February 

For more information contact 

Christopher Clinton, Director of Summer School 

cclinton@mail.ab.mec.edu 

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Discrimination and Harassment Nondiscrimination Notice 

The Acton-Boxborough Regional School District is committed to equal employment and 

educational opportunity for all members of the school community. As students you are 

protected from discrimination on the basis of race, color, religion, natural origin, gender, 

sexual orientation, age and disability in areas such as: admission to school, classroom 

assignment, participation in courses or support services, grading, school-sponsored 

extra curricular activities and competitive athletics, graduation requirements, and 

student rules. The schools are also committed to maintaining a school and work 

environment that is free of harassment based on race, color, religion, national origin, 

gender, sexual orientation, age or disability. Harassment includes physical or verbal 

conduct that is derogatory; this may include jokes, gestures, unsolicited remarks, or 

other behavior that creates an intimidating or offensive working or learning 

environment. If you have a concern about discrimination or harassment, you should 

inform an adult in the school community. You may feel comfortable discussing your 

concern with a teacher, your counselor, an assistant principal, or the principal. That 

person will take appropriate steps to attempt to resolve the situation. Activities may 

include discussion with involved persons, identifying and questioning of witnesses, and 

other appropriate steps. This also means you have thought about 1) the nature of your 

concern (dates, names, places, facts about the situation) and 2) actions you think should 

be taken to remedy the situation. You may also bring your complaint to and obtain 

assistance from the Director of Pupil Services. In most cases, a resolution will be 

achieved. However, if it is determined that a hearing is warranted, a hearing will be held 

before the Superintendent of Schools or a person that he or she may designate. The goals 

of the above grievance procedures are to resolve complaints in a fair and timely manner 

and to ensure compliance with nondiscriminatory practices. Additionally, reprisals or 

retaliation against any individual who reports on, or files a discrimination or harassment 

complains is strictly prohibited. 

If you wish to discuss your rights, would like further information, or want to obtain help 

in filing a complaint; you may contact the Director of Pupil Services at the Acton Public 

School/Acton-Boxborough Administration Building. Any person having inquiries 

concerning the Acton Public and Acton-Boxborough Regional School Districts’ 

compliance with the regulations implementing Title VI, Title IX, Section 504, ADA, or 

Chapter 622 is directed to contact the Director of Pupil Services, Administration 

Building, 15 Charter Road, Acton, Ma. Telephone 978-264-4700 ext. 3265 who has been 

designated by the Acton Public and Acton Boxborough Regional School Districts to 

coordinate the Districts’ efforts to comply with these laws, or write to the Office of 

Civil Rights, 33 Arch Street, Suite 900, Boston, MA 02110, or the Massachusetts 

Department of Education, Office of Program Quality Assurance, 350 Main Street, 

Malden, MA 02148 

101

SEX EDUCATION 

PARENT NOTIFICATION POLICY 

Pursuant to Chapter 291 of the General Laws of Massachusetts, the School 

Committees direct the Superintendent to ensure timely parental/ guardian 

notification of any curriculum used it the Acton Public or Acton-Boxborough 

Regional Schools which primarily involves human sexuality issues or human 

sexual education. This policy allows parents/ guardians the flexibility to exempt 

their children from any portion or completely from the curriculum being offered. 

The Committees want to encourage the flow of information while recognizing 

the rights of parents. The following courses contain human sexuality issues or 

human sexual education: 

Bioethics 

Fitness for Living 

Senior Seminar 

Biology 

Parents with questions should contact the school nurse or Health Education 

Coordinator. 

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