2015 - 2016

Adlai E. Stevenson High SchoolCourse Book

Juniors Jennifer Kong and Matthew Rice are the winners of a student design contest to develop a special logo for Stevenson High School’s 50th anniversary, which was celebrated during the 2014-15 school year. They received $500 for winning the contest, and their logo was featured on a variety of school com-munications during the school year. Their design, shown above, was chosen from among 30 entries submitted by students and voted upon in late May of

2014. Their logo incorporates Adlai E. Stevenson II, the school’s namesake, and the “Point,” which protrudes upward from the roof of the West Building’s Forum

entrance. Kong and Rice said their goal in creating the logo was to “update an icon — the Patriot — and seamlessly connect it back to roots in the process.” Their logo features a likeness of Stevenson in place of a generic face used on the Patriot for years. The pair chose to use the Point because they see it as “a direction to the future.” They also had the Point resemble a graduation cap to

demonstrate the school‘s motto of “Success For Every Student.”

A DIRECTION TO THE FUTURE

1

Dear Students and Parents, Adlai E. Stevenson High School has a proud 50-year tradition of offering an outstanding program of academic courses, athletic programs, and co-curricular activities. Our mission of Success for Every Student leads us to seek offerings that will best prepare students for life after high school. This course book provides a brief description of every course and the sequencing of courses designed by each department. We offer a wide array of courses in all subject areas demonstrating our commitment to helping all students establish a broad foundation for future learning in college, in the work force, and beyond. High school course selection can play a significant role in a student’s future options. Designing a four-year goal-oriented plan with a counselor is an important part of the development of a coherent approach to course selection. We want every student to be prepared for the future and that starts by making informed choices regarding the classes to pursue in high school. Our counseling staff is available to help in any way possible. For incoming freshmen, the course selection process begins with one of our Freshman Parent and Student Orientation Evenings (Tuesday, January 20; Thursday, January 22; or Wednesday, January 28, 2015). Together with the information available on our website (www.d125.org) and from our division directors, students can prepare for one of our course selection evenings Thursday, February 5 or Wednesday, February 10, 2015. For current students, it is critical for both students and parents to be involved in the course selection process and work closely with a counselor to make selections. Your counselor is there to assist you along the way. Feel free to ask them questions. You can also ask teachers or division directors about courses. Seeking out the information you need will help you make better decisions about your classes for next year. In closing, the faculty and staff at Adlai E. Stevenson High School are here to support the success of every student. Your involvement in that process is important. The Board of Education is committed to the vision statement included in Appendix A of this course book. As you progress through your four years at Stevenson High School we hope that every student is prepared for future success. Sincerely,

Troy Gobble Principal

2

Student Information

Academic Eligibility ...................................................................9Academic Waiver Policy .............................................................8Appendix A - Community Relations .........................................87Appendix B - Legal Notice ......................................................89Athletic Program .........................................................................8Athletic Waiver Policies ..............................................................8Audits ..........................................................................................5 Co-Curricular Activities ............................................................10Correspondence Credits ..............................................................6Course Load ................................................................................3Course Re-Take Policy.. ..............................................................5Early Graduation ........................................................................6External Credits ..........................................................................6Graduation Planner Worksheets ................................................93Gifted Education .......................................................................85Grading Procedures .....................................................................6Grade System ..............................................................................6Graduation Requirements ...........................................................3Honor Roll ..................................................................................8Independent Study ......................................................................5Level Changes .............................................................................5Level Placement ..........................................................................4Marching Band PE Waiver Policy ..............................................8National Honor Society ...............................................................8Course Selection Worksheet .....................................................95 Schedule Changes – Criteria .......................................................5Student Records ........................................................................89Summer School ...........................................................................6Transcripts ...................................................................................7

Division

Applied Arts .............................................................................11Wendy Custable, Director, Ext. 4151 Business Education Department ...........................................12 Driver Education Department ...............................................16 Family and Consumer Studies Department ..........................17 Technology Education Department ......................................20 Technology Campus .............................................................24

Communication Arts ...............................................................25Doug Lillydahl, Director, Ext. 4326

Fine Arts ...................................................................................33Jonathan Grice, Director, Ext. 4751 Art Department .....................................................................34 Dance Department ................................................................39 Music Department ................................................................42 Theatre Department ..............................................................47

Mathematics ............................................................................51Darshan Jain, Director, Ext. 4601 Mathematics Department ......................................................52 Computer Science Department .............................................55

Physical Welfare ......................................................................57Jill Lipman, Director, Ext. 4229 Physical Education Department ...........................................58 Health Education Department ..............................................62

Science ......................................................................................63Dr. Steve Wood, Director, Ext. 4401

Social Studies ...........................................................................67Brad Smith, Manager, Ext. 4651

Special Education ....................................................................86Jay Miller, Director, Ext. 4801

Student Activities ....................................................................10Ted Goergen, Director, Ext. 4461

Student Services ........................................................................3Sarah Bowen, Director, Ext. 4501

World Languages ....................................................................73Justin Fisk, Director, Ext. 4701 World Languages Department ..............................................74 English Language Learning Department ..............................81

Table of Contents

3

Student Tutorial ProgramsFreshmen and sophomore students earning unsatisfactory grades are required to attend tutorial programs in specific content areas in the learning centers until satisfactory progress occurs. Junior and senior students earning unsatisfactory grades are strongly encouraged to work with learning center tutors for additional support in their classes. See content area pages for more specific information.

Course AvailabilityAll courses listed in this course book require a sufficient number of student requests to run in a given year. If there is not sufficient interest in a particular course, it will not be provided during the upcoming school year. Sectioning decisions are made in early March. Counselors will contact students who may need to select another course.

MINIMUM REQUIREMENTS FOR GRADUATION FROM STEVENSON HIGH SCHOOL

Constitution Test RequirementStudents must pass the Illinois and United States Constitution exams which are part of the required Government course.

Driver Education RequirementThe State of Illinois Driver Education requirement may be satisfied by completing Driver Education at Stevenson, by submitting a Certificate of Successful Completion from a commercial school, or submitting a copy of the student's Illinois driver's license if issued prior to age 18. Students must earn eight credits in their previous two semesters in order to be eligible for Driver Education.

Elective RequirementsAt least two elective credits must come from any of the following divisions: Applied Arts, Fine Arts and/or World Languages.

English RequirementsEight semester credits are required for graduation. For these classes, two writing intensive courses are required. These courses will be detailed in the course descriptions.

Course Semester/Credit English 8 Mathematics 6 Biology 2 Physical Science 2 U. S. History 2 World History 2 Government 1 Economics or Consumer Ed 1 Health 1 Driver Education 1 Required Electives 2 Additional Credits & P.E. 17 Total Credits 45

EDUCATIONAL PHILOSOPHY

The district’s educational program is designed to enable each student to develop to his or her maximum potential. The objectives for the educational program include helping each student to:

• become a productive and responsible citizen• develop the fundamental skills essential to self-directed

lifelong learning• make appropriate educational and career plans• learn and apply strategies for logical problem solving

and decision making• develop self-discipline and a sense of personal

responsibility for his or her learning, decisions, and actions

• demonstrate consideration and respect for others• make choices consistent with a healthy lifestyle• demonstrate the ability to work well with others• use technology effectively

COURSE SELECTION

Each year, students meet with counselors to choose courses for the following academic year. Upperclassmen may receive recommendations from classroom teachers for continuation in required courses. Students also choose electives and other academic courses not required for graduation. Freshmen course placements are determined by examinations. Course verification sheets are sent home each spring to ensure accuracy. The master schedule is created based on student selection of courses. After creation of the master schedule, further elective changes will be honored throughout the summer when possible.

Graduation PlannerWe encourage all students to reach well beyond the minimum graduation requirements and to make the most of the educational opportunities which Stevenson provides. Freshmen, along with their counselors, begin the discussion of the Graduation Planner in their Freshman Advisory. Students are encouraged to review their Graduation Planner located in Infinite Campus with their parents each year before course selection begins so that long-term curriculum goals can be planned and achieved as the students progress through their high school years. All students have the opportunity to update their plans at any time by meeting with their counselor. A planning worksheet is located at the back of the course book.

School Day ScheduleThe school day at Stevenson High School extends from 8:05 AM to 3:25 PM. Students are expected to be in attendance during these hours. There are eight 50 minute periods in each school day including a mandatory lunch period. "Early bird" classes are also offered in physical education and certain AP science classes. Alternate schedules are followed periodically throughout the school year to allow for various activities and meetings.

Student Course LoadEvery student must be enrolled in the following each semester:

• at least five credits of course work• a sixth supervised period (either an additional class or a full-

period study hall)

Students must meet the State of Illinois requirement of 300 minutes of supervision each day.

4

Science RequirementsStudents must complete two semesters of a biological science and two semesters of a physical science in order to graduate.

Physical Education Requirements and WaiversStudents must participate in physical education during each semester they are enrolled in school unless:

• the student is enrolled in Health Education (for the first time)

• the student is enrolled in Applied Health Education• the student is enrolled in Driver Education (for the first

time)• the junior or senior student receives an athletic waiver

(see Athletic Waiver Policy)• the student is enrolled in first semester Marching Band or

Color Guard• the student is enrolled in Dance• the senior student receives an academic waiver for six

non- physical education classes

Refer to the section on waiver policies for more specific information.

Note: Students may elect to stay in physical education and forfeit any waivers.

Prairie State Achievement Exam (PSAE) RequirementThe Prairie State Achievement Exam is required for graduation for any student who attended an Illinois public high school during their junior year. By law, all Stevenson students will sit for this exam during their junior year.

"The 46th Credit" While not one of the 45 credits required for graduation from Stevenson High School, the "46th Credit" is as important as the rest. The "46th Credit" fulfills a District 125 commitment to provide students with a coordinated education and awareness program with critical information about alcohol and other drug use, as well as resources for support.

During their years at Adlai E. Stevenson High School, students are provided with information about substance abuse and are introduced to a variety of substance abuse prevention activities through Stevenson High School's Student Assistance Program. During the three week Drug Education unit in the Health Education classes, all students are issued a "46th Credit" manual which contains current information on the dangers associated with tobacco, alcohol and other drug use, addiction, recovery, available student prevention programs, school tobacco/drug/alcohol policies, state laws and local ordinances, as well as resources for assistance within the school and community. Students are held accountable for this information and must pass a test during their Health Education class in order to satisfy this requirement. This test, devised by the school's Substance Abuse Prevention Coordinator, is based directly on the information contained in "The 46th Credit" manual. The Substance Abuse Prevention Coordinator personally works with all students who have not taken or passed "The 46th Credit" exam in the Health Education classes to ensure that this requirement is met. Seniors must have passed "the 46th credit" exam in order to participate in the graduation ceremony.

ADMISSION REQUIREMENTS TO PUBLIC UNIVERSITIES IN ILLINOIS

It is important to emphasize that the graduation requirements listed previously represent the minimum program of studies for Stevenson students. Entrance requirements to particular colleges and universities may be considerably more stringent. The following high school program is either required or strongly encouraged for admission to all public universities in Illinois:

Course Requirement Sem/CreditEnglish - Emphasis on written and 8oral communication and literature

Mathematics - Including algebra, 6advanced algebra, geometry and/or trigonometry.

Science - Emphasis on laboratory 6sciences

Social Studies - Emphasis on history 6and government

Electives - Four semesters in foreign 4language, art, music, or applied arts

For details on specific course requirements visit the College Career Center or individual college web sites.

LEVEL PLACEMENT

Level placement is used in English, mathematics, science, and world languages. The underlying goals and purposes are provided below. Freshman are assigned to the levels based upon a combination of the following criteria:

• Stevenson departmental benchmark examinations• past academic performance• teacher recommendations• student interest

The content area director considers each of these factors prior to determining a student's placement in a particular level or course. Students are strongly encouraged to consult with a director when considering a level change.

College PrepCourses provide students with the traditional college preparatory program. These courses are designed to prepare the student for entrance into college and for academic success in the college classroom. Students have an opportunity to pursue four years of English, mathematics, science, social studies and world languages.

Honors/AcceleratedCourses enable students to prepare for and pursue college-level studies while still in high school. Students who complete honor/accelerated level courses may have the opportunity to earn college credit or placement through the Advanced Placement Examination.

5

Advanced Placement CoursesStudents have the opportunity to complete Advanced Placement (AP) courses in most subject areas. The content of these college level courses is determined by the College Board. Students who score well on the exams may be awarded college credit in most of the nation's colleges and universities. In assessing a student's application, many colleges also look favorably upon courses designated as AP since these courses represent more rigorous content than the standard high school curriculum. Students are encouraged to investigate the AP policy of the college of their choice. In preparation for some Advanced Placement courses at Adlai E. Stevenson High School, students must complete summer work. Summer assignments are available in the late spring via the school's website.

SCHEDULE CHANGES

Each year, a new master schedule is created to accommodate students' course selections. Faculty members are employed, textbooks are purchased, and rooms are assigned on the basis of course requests.

Students may modify their course requests at designated times during the spring and summer months.

Students receive a copy of their final schedule at orientation. Upon receipt of the final schedule, students may not modify their schedules unless they are adding or dropping a course or changing levels in a course.

Once the semester has begun, schedule change requests must adhere to the following guidelines:

Adding a CourseStudents may add a course in place of a free hour, study hall, or another class during the first three days of a semester if space is available in the course. Students must consult with the teacher regarding make-up requirements for any missed content.

Dropping a CourseStudents may withdraw from a course until eight school days after the end of the first six-week grading period. Please note that in a full-year course students will only have the first five days of the second semester to drop. Students who drop a class after this time will receive a grade of "WF" and have a failing grade included in their grade point average. Students must maintain a minimum of five courses for credit.

Level ChangesOn occasion, students may need to change the level of the class in which they are enrolled. In order to do so, students must:

• initiate a level change discussion with their teacher• demonstrate that they have completed all homework and |||||||||||sought additional help from the teacher or resource area staff |||||||||||member• demonstrate that they have discussed the level change request |||||||||||with their counselor• request that their teacher complete the level change form• after the teacher contacts the parents, the request will be ||||||||||forwarded to the counselor and content area Director for ||||||||||approval.

Students must remain in class until the level change is approved by the Director and made by the counselor.

Downward level changes will be permitted until eight school days after the end of the first six-week grading period of each semester. The letter grade at the time of withdrawal from the class is the grade that accompanies the student to his/her new class. As the semester progresses, the teacher will review the student’s grade to ensure that it accurately reflects mastery of the new course’s learning targets.

Please note that course levels for certain Fine Arts classes (ensemble Dance & Music classes) are determined through a different process involving placement auditions.

SPECIAL SCHEDULING PROVISIONS

The Independent Study option allows juniors and seniors with a special interest in a subject to pursue that area of interest in more detail or greater depth than the existing curriculum provides. Students who wish to undertake an independent study project must:

• develop a proposal which includes clearly stated goals, the learning activities designed to achieve these goals, and a schedule detailing the time line of the project

• complete the Independent Study form located on line• obtain parent, teacher, director, and counselor approval

of the project• solicit the help of a teacher advisor to supervise the study• be scheduled into a course with the teacher advisor• attend that course everyday• pursue the project with a minimum of direction• complete the project and report its results as agreed upon

in the project proposal

Successful completion of an independent study project will result in a grade of "P" (Pass). Projects that are not completed will not receive a grade.

Credits will be determined by director and teacher.

Course Retake PolicyStudents may retake any course. The original grade will remain on the transcript. The GPA will be determined by using the points from the higher of the two grades. Duplicate credit will not be issued. Students must complete a Course Retake Form available on line before beginning the course. Courses taken at a lower level are not considered course retakes. Students may retake a course at a higher level if it is an equivalent course in terms of content. The course being retaken does not count toward an academic or athletic waiver. It does count towards the 300-minute supervision requirement.

Students wishing to retake a course in the summer at a different high school need to consult their counselor prior to registering to begin the approval process.

If a grade of "A-" or higher was earned the first time, then a course may not be retaken.

6

AuditsAudits do not count toward academic or athletic waivers but they do count toward the 300-minute supervision requirement.

Students who wish to audit a class may do so provided:

• they obtain an Audit Request Form from their counselor• there are seats available in the classroom• they request the audit within the first ten days of the

semester• receive approval of the division Director• they attend the class each day, complete all assignments,

and take exams and finals and participate in all class activities

Students will be assigned the grade of "AU" (Audit), they receive no credit towards graduation nor points for inclusion in their grade point average.

If a student fails to fulfill a requirement in a course taken on an audit basis, the student will be withdrawn from the course. No record of enrollment will appear on the student's transcript.

EXTERNAL CREDITS

Stevenson students may apply for up to four credits of external study toward the completion of elective credits required for graduation. Only elective courses may be taken for external credit. A maximum of two external credits can be earned for a World Language course. Courses offered at Stevenson will not be approved for external credit. External credits are not calculated in the Grade Point Average. No external credits will be given for work done prior to the student entering high school in the fall term.

All external credits must come from accredited programs approved by the Assistant Principal for Teaching and Learning (e.g. summer school at another high school, college, university, language school, or study abroad programs).

Students must apply for external credit. No credit will be given without an application. To apply for external credit, a student must meet with his or her counselor prior to taking the course to:

• complete an External Credit Form; and

• provide a complete course description including information about the accredited institution, the program or course content, and the number of contact hours

Upon completion of the course, the student will produce an official transcript mailed directly from the program to the registrar's office at Stevenson High School. The approval process should be completed before the course is taken or Stevenson credit may not be given.

Correspondence SchoolA maximum of two credits may be earned through correspondence. These two credits count toward the four total external credits. Only seniors who are enrolled in at least six classes at Stevenson during both semesters of the academic year and are in danger of not graduating may earn correspondence school credits. It is the student's responsibility to request an official transcript to be submitted directly to the Stevenson registrar by the school at which

the student completed the course. Final transcripts for seniors are due by May 15 if the course is to be included for meeting graduation requirements.

Summer SchoolStevenson's summer academic program offers opportunity for enrichment and remediation. The courses taken from this program become part of the student's transcript. Summer courses may be taken during the student's attendance in high school. SummerSchool credit obtained at a high school other than Stevenson is considered external credit and is not included in the calculation of the student's grade point average. Students must complete an External Credit Form and request course approval prior to enrolling in any summer school class outside of Stevenson. Students attending summer school in another accredited high school district must request that school to forward their grades to the Stevenson registrar.

EARLY GRADUATION

Students wishing to graduate early should meet with their counselor to determine eligibility. Once it is determined that the student can meet graduation requirements earlier than the scheduled semester of graduation, the student, with parent approval, must complete an Intent to Graduate Early form available on line.

GRADING

All course grades are qualified in the following manner:

A – ExcellentB – Above AverageC – AverageD – Below AverageF – Failing

Course DescriptionWithin the first five days of the semester all teachers will provide students with a course description. This description will explain the general goals of the course, the specific knowledge and skills acquired as a result of the course, the activities that will be included, and the procedures for grading.

Grading PeriodsEach semester is divided into three grading periods of approximately six weeks each. At the end of each grading period, students will be assigned a grade reflecting achievement solely for that grading period. The grade earned for one grading period does not carry over into the next.

Calculating Course GradesThe final course grade will be determined by assigning twenty-five percent to each grading period and twenty-five percent to the final examination. The steps to calculate a semester grade are listed below:

1. The following point values are assigned to each letter grade:

Grade A+ A A- B+ B B-Points 12 11 10 9 8 7

Grade C+ C C- D+ D D- FPoints 6 5 4 3 2 1 0

7

2. The points from the three six-week and semester exam grades are totaled: (Example)

1st 2nd 3rd Final Exam TotalGrade C+ C+ C+ B+ B-Points 6 6 6 9 273. The final course grade is determined from the chart below:

Grade A+ A A- B+ B B-Points 48-46 45-42 41-38 37-34 33-30 29-26 Grade C+ C C- D+ D D- FPoints 25-22 21-18 17-14 13-10 9-6 5-3 2-0 Note: Students who fail two of the reported grades must earn at least a "C-" average in the other two reported grades in order to pass the course. Students who fail the third grading period as well as the final exam will receive an "F" grade for the semester. Students who fail three of the reported grades will receive an "F" for the semester.

Second semester seniors who have an "A-" average, as well as students in AP courses who took the AP exam for the course and have a "C" average in the course, may be exempt from final exams. If no final exam is taken, total the points from the three grading periods. The final grade can be determined from the chart below. Two (F) grades receive an "F" for the semester.

Grade A+ A A- B+ B B-Points 36-35 34-32 31-29 28-26 25-23 22-20 Grade C+ C C- D+ D D- FPoints 19-17 16-14 13-11 10-8 7-5 4-2 1-0

Grade Point AverageBoth a weighted and an unweighted grade point average are calculated for each student at the conclusion of the first semester and again after summer school.

• weighted grade point average is calculated using the weights assigned to the grades in the following chart

• unweighted grade point average is calculated by assigning college prep grade points to all grades that are figured into the grade point average, regardless of their level

A B C D FCollege Prep/Core 4.0 3.0 2.0 1.0 0Accelerated 4.5 3.5 2.5 1.5 0Honors 5.0 4.0 3.0 2.0 0

ExclusionsThe following courses are not included in the calculation of a student's grade point average:

• Driver Education• courses completed by home-schooled students • correspondence courses• audit, independent study, and GPA-waived courses• external credit courses• any course in which the regular outcomes have been

significantly modified for an individual student

Grade Point WaiverStudents have the option of applying to exclude certain courses from the calculation of their grade point average (GPA). These courses are those which are not considered part of the academic core and which do not fulfill a SHS graduation requirement. Included in this waiver option are:

• all college preparatory-level Fine Arts Courses• all college preparatory-level Applied Arts courses• Introduction to Radio Broadcasting• Physical Education Leaders, Pool Leaders, and Applied

Health• all college-prep level summer school courses which

are not part of the regular school year course offerings (See summer school brochure for specific courses and deadlines for submission.)

To be eligible for a waiver, the student must be enrolled in four or more courses per semester which are included in the GPA. The Request for GPA Waiver form is available on line and must be submitted to your counselor no later than eight school days following the conclusion of the first six week grading period of each semester. All waivers must be requested; no courses will have an “automatic” waiver. Please see the Summer School course book for specific information regarding courses and deadlines offered during the summer.

Transfer StudentsThe records of transfer students will be evaluated individually with each course grade being assigned the weight of its closest counterpart in the Stevenson curriculum. The division director will make the final determination in the evaluation of the records of the transfer student.

HOMEWORK REQUESTS

Students are responsible for requesting and making up homework if they are absent from class.

When students are out ill for five days or fewer, please follow these suggestions:

• review assignment sheet, if available• review class website, if available• email teacher• utilize Infinite Campus• arrange a "homework buddy" in each class

INCOMPLETES

Students who receive a grade of "Incomplete" must complete the necessary make-up work in a timely fashion according to each teacher's guidelines before a letter grade will be assigned.

TRANSCRIPTS

Students may request transcripts by logging onto www.parchment.com. Some transcripts might require a fee to be submitted online prior to the request being processed. College admission test scores are not included on the transcripts. Students must request these test scores to be sent directly to colleges and universities. This may be done through the web sites of the testing agencies, www.act.org and/or www.collegeboard.com.

8

By law, Prairie State Achievement Exam (PSAE) content area results will be on the students' final transcripts issued after graduation.

ACADEMIC HONORS

Honor RollAt the end of each semester Stevenson announces its Honor Rolls. All letter grades are considered for Honor Roll. This includes courses that are not calculated into the grade point average. The standards for this achievement are calculated based on weighted or unweighted grade points and are as follows:

Gold Honor Roll• grade point average of 4.0 or higher with no grade lower

than a "B"• all "A's" regardless of grade point average

Green Honor Roll• grade point average of 3.0 with no more than one grade

of "C"• all "A's" and "B's" regardless of grade point average

Any incomplete grade, even in a non-GPA class, will keep a student off the Honor Roll.

National Honor SocietyThe four pillars of National Honor Society are: leadership, character, service and scholarship. Sophomores and juniors with a cumulative 3.900 weighted grade point average are reviewed for membership in National Honor Society by a faculty council selected by the principal. The faculty council reviews leadership, service and character for the selection process as per the National Association of Secondary School Principals' Constitution.

Members are expected to attend all general meetings throughout the year. All members are expected to maintain their grade point average, complete ten community service hours per semester, and participate in the National Honor Society service project. For more information regarding National Honor society, please go to the Stevenson High School web site, www.d125.org.

Honor GraduatesStudents who have earned at least 42 credits at the end of seven semesters and who have a weighted cumulative grade point average listed below are eligible to be declared Honor Graduates:

4.0 and above Highest Honors 3.75 - 3.99 High Honors 3.50 - 3.74 Honors

WAIVER POLICIES: ATHLETIC AND ACADEMIC

Athletic Waiver Policy: EligibilityThe athletic waiver is an option only for juniors and seniors. A student who has earned a Junior Varsity or Varsity letter may be eligible to preregister for an athletic waiver. Student athletes must register for athletics to receive a waiver. They must also complete the Athletic Waiver Form, found on the Stevenson website, and submit this form to the Athletic Office.

• Criteria for a non-credit waiver: A junior or senior athlete in one sport and six academic classes.

• Criteria for a credit waiver: A junior or senior athlete in at least two sports and five academic classes.

Note: If a student athlete reduces the number of academic classes, fails to participate in a sport, or for any reason fails to continue participating in a sport, he/she will be immediately placed in Physical Education by his/her school counselor.

Academic Waiver Policy: EligibilityA senior may receive an academic waiver from physical education if the student presents evidence that he/she:

• must complete a specific academic course, not included in state or local requirements, in order to be granted admission to a specific college or university

• must carry additional courses to complete graduation requirements due to failure or transfer

A senior who receives an academic waiver from physical education will not receive credit for physical education.

Marching Band and Color Guard PE Waiver PolicyAny student, grade 9-12, who is enrolled in Honor Band, Symphonic Band, Advanced Symphonic Band, Freshman Band, Concert Band, or Color Guard and is a member of the Marching Band may waive his/her PE requirement for the first semester. This waiver may be applied each fall semester throughout a student’s years of participation in Marching Band.

ATHLETIC PROGRAM

Adlai E. Stevenson High School is a member of the Illinois High School Association (IHSA) and competes within the North Suburban Conference (NSC).

Boys' Fall Boys' Winter Boys' SpringCheerleading Basketball BaseballCross Country Bowling Gymnastics Football Cheerleading Lacrosse Golf Fencing Student Athletic Tr.Soccer Ice Hockey TennisStudent Athletic Tr. Student Athletic Tr. Track & Field Swimming Volleyball Wrestling Water Polo Girls' Fall Girls' Winter Girls' SpringCheerleading Basketball BadmintonCross Country Bowling LacrosseField Hockey Cheerleading SoccerGolf Fencing Softball.Patriettes Gymnastics Student Athletic Tr.Student Athletic Tr. Patriettes Track & FieldSwimming Student Athletic Tr. Water PoloTennisVolleyball

9

ACADEMIC ELIGIBILITY

The primary purpose of Stevenson High School is to promote academic achievement. Therefore, students engaged in those areas of the Extracurricular/Co-Curricular program, which make significant demands on their time must perform satisfactorily in the classroom in order to continue their participation in those Extracurricular/Co-Curricular activities. In order to be eligible to participate in an Extracurricular/Co-Curricular activity, students must meet the weekly scholastic standing requirements of the Illinois High School Association. Students must be passing 25 credit hours each week. See the Student Guidebook for the Extracurricular/Co-Curricular Code of Conduct that details the specific rules, expectations, and consequences.

10

CompetitionBass FishingBiology OlympiadBoys BadmintonChess ClubDebate TeamEconomics ClubFCCLAHistory Fair / NHDMath TeamModel United NationsPhysics ClubScholastic Bowl Science BowlScience Club Science Olympiad Speech and Drama TeamT.E.A.M.S. Competition

DiscussionBook EndsBreakfast With BooksFilm ClubGay Straight AllianceMilitary History ClubPoetry ClubPolitical Action ClubSports Talk Club*Uprising (Non-Sponsored)

Fine Arts – ArtArt ClubOdysseyPhotography StudioVisual Communications Club

Fine Arts – DanceMelange Dance Co.Repertory Dance Co.

Fine Arts – Music – InstrumentalBaroque EnsembleColor GuardDrum LineFlute Choir Guitar ClubJazz Band IJazz Lab BandMarching BandOrchestra BoardPep Bands

CareersBusiness Professionals of AmericaF.B.L.A. Future Architects & EngineersFuture Doctors of AmericaFuture Educators of AmericaLaw ClubPrint MediaSPARKYouth & Government - JudicialYouth & Government - Legislative

Community/School Service – Inreach

9th HourDiscrimination Awareness ClubF.M.P.Operation SnowballPeer HelpersPeer TutorsS.P.I.N.S.Stevenson Student AmbassadorsSWAT

Community/School Service – Outreach

300 ClubAnimal Welfare ClubBest BuddiesC.A.R.E.Green TeamKey ClubKIVA ClubNational Honor SocietyRelay For LifeS.A.V.E.S.P.T. (Stevenson Peer Theater)Students Helping SoldiersStudents In ActionTri-M Music Honor Society

CO-CURRICULAR ACTIVITIES/CLUBS

Stevenson offers a rich array of co-curricular activities, and every student is encouraged to select one or more of these programs in which to participate. For the most current list of our activities please visit http://www.d125.org/clubs_and_activities/default.aspx.

*Uprising is not school-sponsored organization. The views and opinions expressed by this organization, and those of its participants, are not necessarily the views and opinions of District 125 or Adlai E. Stevenson High School.

Fine Arts – Music – Vocal Performance

Jazz Etc.Just the GuysLadyjazzMadrigal Singers

Fine Arts – TheatreDrama ProductionsImprov TroupeInternational Thespian SocietyStageCraftersTBA: Playwright’s Club

Leadership/Student GovernmentFreshman Class BoardSophomore Class BoardJunior Class BoardSenior Class BoardStudent Council Student CongressS.L.A. (Student Leadership Academy)S.L.A.C. (Student Leader Advisory Council)

MediaAmbassador - YearbookDJ ClubSHS TVSNN Film FestivalSNN Video AnnouncementsStatesman - NewspaperStevenson Styler WAES-FM Radio StationWIT / HALF WIT

RecreationArt From The HeartCultural Cuisine ClubInteractive GamersTable TennisTable Tennis / AdvancedVideo Game World CultureAnime ClubChinese ClubClub IsraelDiversity CouncilFrench ClubGerman ClubIndian Student AssociationLatin ClubSpanish Club

11

Appl

ied A

rt

s

•Business Education: Consumer Education meets a graduation requirement. •The classroom phase of Driver Education is a graduation requirement. •Elective courses in this Division may be eligible for the GPA waiver option.

Applied Arts divisionWendy CustAble, direCtor

Business education department

driver education department

Family and consumer sciences department

technology education department

technology campus

The Applied Arts Division offers a program of electives that develop individual interests while facilitating au-thentic learning experiences by linking the curricula to the real world. Each course teaches students to apply content knowledge in a project-oriented environment. The Family and Consumer Sciences, Technology,Business and Driver Education Departments provide learning opportunities which foster academic achieve-ment, career exploration, creativity, and problem-solving skills for all students. The unique characteristics of each of these departments provides students with a wide variety of course selections that integrate the diverse curricula of Stevenson into activities they can use in their daily lives and future careers.

12

Information Processing

BUS142 9-10-11-12

Accounting 1 BUS251 10-11-12

Advanced Accounting Honors BUS351

11-12

Accounting 2 Honors BUS252 10-11-12

Introduction to Business BUS171/172

9-10

Business Law BUS371/372

11-12

Entrepreneurship BUS231/232

10-11-12

BUSINESS EDUCATION SEQUENCE

Consumer Education BUS301/302

11-12

Investment Management BUS361/362

11-12

Freshman Sophomore Business Applications & Technology Business Applications & Technology Information Processing Marketing Introduction to Business Entrepreneurship Accounting 1, 2 Honors Junior Senior Accounting 1, 2 Honors Accounting 1, 2 Honors Advanced Accounting Honors Advanced Accounting Honors Marketing Marketing Business Law Business Law Entrepreneurship Entrepreneurship Investment Management Investment Management Entrepreneurial Tactics Entrepreneurial Tactics

Business Applications and Technology

BUS131/132 9-10-11-12

Marketing BUS281/282

10-11-12

Suggested Course Offerings

Entrepreneurial Tactics Accelerated BUS411/412

11-12

13

Appl

ied A

rt

s

BUSINESS EDUCATION DEPARTMENT

In every facet of society, business plays a vital role. Therefore, a thorough business education will provide a solid foundation for a successful, professional life. Here at Stevenson High School we provide the skills necessary for students to become tomorrow's business leaders.

Business Applications and TechnologyGPA Waiver Option BUS131-Semester 1, BUS132-Semester 2 Open to 9-10-11-12 One SemesterPrerequisite: None To live, learn, and work successfully in an increasingly complex and information-rich society, students must be able to use technology effectively. Business Applications and Technology is a course designed to teach students how to use a variety of software programs and multimedia platforms as they create a business concept. Students will strengthen their knowledge of both business operations and technology usage in the workplace as they develop communications,marketingmaterials, financial proposals, andpresentations for their proposed business.

Information Processing (College Prep)GPA Waiver Option BUS142-Semester 2 OnlyOpen to 9-10-11-12 One SemesterPrerequisite: Business Applications & Technology or proficiency testThis course will provide the students an opportunity to develop in-depth information processing skills: inputting, manipulating and managing data for hard copy, networking and visual presentation.

Advanced applications will integrate activities using word processing, database, spreadsheets, charts, graphs, mail merges, and labels. Students will also communicate information and data through the use of email. Students who complete Computer Applications and Information Processing will have the opportunity for articulated credit at the College of Lake County.

Introduction to Business (College Prep)GPA Waiver Option BUS171-Semester 1, BUS172-Semester 2 Open to 9-10 One SemesterPrerequisite: None How do you start a business? What type of records should you keep? Why do stores charge the prices they do? What is the best way to sell a product? What are the different career opportunities in the business world? These questions and more are answered in this course. The student will also investigate the different types of business organizations from sole proprietorships to large corporations. This course is strongly recommended for business career-oriented students or as a preview to other business courses.

14

Marketing (College Prep)GPA Waiver Option BUS281-Semester 1, BUS282-Semester 2 Open to 10-11-12 One SemesterPrerequisite: None - suggested: Introduction to BusinessStudents will learn how companies develop and market their products and services. Current trends in the entertainment, apparel, sports, and food industries will be explored and applied during class activities. Students will interact with members of the school and local community, and design products, advertisements, and sales promotions for their different target markets. They will learn personal selling strategies and visual merchandising techniques and get a chance to practice them in authentic projects.

Entrepreneurship (College Prep)GPA Waiver Option BUS231-Semester 1, BUS232-Semester 2 Open to 10-11-12 One SemesterPrerequisite: None - suggested: Introduction to BusinessEntrepreneurship will provide students with a working background on the skills and knowledge necessary to own and operate their own small businesses. Students will examine the environment of small business ownership, the procedures and skills necessary to open a small business, and the policies and practices of a successful small business operation. Entrepreneurship will emphasize a hands-on approach to small business ownership.

Entrepreneurial Tactics (Accelerated) BUS411-Semester 1, BUS412-Semester 2 Open to 11-12 One SemesterPrerequisite: One course required from: and One course required from:Introduction to Business Investment ManagementBusiness Law Accounting 1Marketing Accounting 2Entrepreneurship Advanced AccountingEntrepreneurial Tactics is a capstone course that ties together all the curricular fundamentals from the Business Education curriculum. This course models the research and concepts of a capstone course at many university business schools. In this project-based course, students work within teams to create a business plan that guides them in developing a business of their choice. Students will learn toworkwithandhavefirst-handcollaborationwithtopbusinessprofessionals from the community. These CFOs, CEOs, and other top executives will visit, present, and mentor the students in incorporating all the fundamentals of creating a business idea, marketingtheproduct,andpreparingthefinancesoftheirbusinessplan.

Accounting 1 (College Prep) GPA Waiver Option BUS251 - Semester 1 OnlyOpen to 10-11-12 One SemesterPrerequisite: None – suggested: Introduction to Business Thisisthefirstsemesterofatwo-semestersequenceinthestudyof Accounting. It is strongly recommended that both semesters of Accounting be taken in the same year. Accounting is currently the most in-demand college major. Basic principles and practices of double entry accounting are developed with an emphasis on the financialrecordsofsoleproprietorshipsandpartnerships.Dailytransactions, financial statements, and statement analysis areincluded. Students also have the opportunity to attend regional, state, and national accounting competitions.

Accounting 2 (Honors) BUS252 - Semester 2 OnlyOpen to 10-11-12 One SemesterPrerequisite: Accounting 1 This is the second semester of a two-semester sequence in the study of Accounting. It is strongly recommended that this semester be takenimmediatelyfollowingthefirst.Specializedjournalsystems,uncollectedaccounts,depreciation,payroll, taxes, andfinancialstatement analysis are emphasized with regard to a corporation. Students who complete this course will have the opportunity to receive articulated credit from the College of Lake County. Students also have the opportunity to attend regional, state, and national accounting competitions.

Advanced Accounting (Honors)BUS351 - Semester 1 OnlyOpen to 11-12 One Semester Prerequisite: Accounting 2 This is a semester course which serves as a capstone to the advanced study of Accounting. A "managerial approach" emphasizing the internal data used to make decisions and control revenues, costs, and expenses is explored and developed. Departmental accounting, multi-business accounting, and manufacturing (cost) accounting are other areas of study. Students learn to work both independently and as a "management team," solving business accounting problems. Students also have the opportunity to attend regional, state, and national accounting competitions. Business Law (College Prep) GPA Waiver Option BUS371-Semester 1, BUS372-Semester 2 Open to 11-12 One SemesterPrerequisite: None – suggested: Introduction to BusinessThis course is designed to satisfy the curiosity of students who are interested in learning about the law as it relates to various aspects of business. Students will gain a greater understanding of their legal rights and responsibilities as an individual, employee, manager, and business owner. General legal topics discussed include contracts, property, employment rules and regulations, businessorganization,finance,aswellastechnology,environment,entertainment and sports law. Students will participate in daily discussions about current legal events, review “real world” cases and verdicts, and participate in lively arguments and debate. In addition, guest speakers, collaborative team projects, and small group activities allow for students to work together developing a greater understanding of the law and a more authentic learning experience.

15

Appl

ied A

rt

s

Investment Management (College Prep)GPA Waiver Option BUS361-Semester 1, BUS362-Semester 2 Open to 11-12 One SemesterPrerequisite: None – Suggested: Accounting 1Investment Management is designed to help students create a well-rounded investmentplan tomeet theirfinancialgoals.Studentswilllearntechniquesusedincorporatefinanceandanalyzevariousfinancial securities like stocks, futures, and options.Theywillexploretheissuesfacedbytoday'scorporatefinancialmanagersand brokers through the use of a sophisticated, hands-on investment simulation. [This course is designed for students who are planning careersinbrokerage,investment,andotherfinancialfields.]

Consumer Education (College Prep)GPA Waiver Option (if not taken for Graduation Requirement)BUS301-Semester 1, BUS302-Semester 2 Open to 11-12 One SemesterPrerequisite: NoneConsumer Education will guide students to understand the concepts that affect fundamental decisions about their personalfinancialaffairs. This project-based course uses the latest technology to aid students’ awareness of consumer topics, issues, and strategies in planningfortheirfinancialfuture.Topicsincludethekeyconsumerconcerns of budgeting, credit, housing, insurance, investment, and taxes.This course satisfies the state consumer educationrequirement for graduation.

16

DRIVER EDUCATION DEPARTMENT

For the 2015-2016 school year students may register for first semester if they were born on or before December 31, 1999 and for second semester if they were born on or before April 30, 2000. Dates may still change due to state law changes.

* These dates are guidelines. Upon completion of course ««selection, exact birth dates will be confirmed. Students will ««be notified of any date changes via Freshman Advisory and ««your counselor.* Students must be 15 years old to obtain an Illinois permit.««Students must hold Illinois permit for 9 months before ««receiving a license.* Students must be enrolled in a Driver Education course to ««obtain an Illinois permit.* Freshmen (regardless of age) are ineligible to take Driver ««Education until the summer between freshmen and ««sophomore year.* A Driver Education teacher will contact students prior to ««the start of the Driver Education class to begin the permit ««process.* If a student drops Driver Education their permit will be ««canceled.

Driver Education Fees: $300 and an additional $20 check to the Secretary of State.

Driver EducationD/E231-Semester 1, D/E232-Semester 2Open to 10-11-12 One SemesterPrerequisite: An instruction permit issued by the Secretary of State’s office through the Driver Education Department, parental consent, verification of age (enrollment is based on chronological age), and accumulation of at least 8 credits in the previous two semesters. ELL students wishing to enroll should be in a minimum of Intermediate ELL.This course is normally taken during one semester of the sophomore or junior year. Students are enrolled in this course based on chronological age. Students must take and pass both the classroom phase and the behind-the-wheel phase of Driver Education if they wish to receive a license prior to their 18th birthday. Passing the classroom phase of the course is required for graduation.

The course is a two-phase program consisting of classroom and behind the wheel instruction. The course prepares students in safe motor vehicle operation in a suburban driving environment. Among the topics taught in this course are the rules of the road, defensive driving, natural law and their effects on vehicle control, driver responsibility, and impaired and distracted driving. Students must also meet all the essential course requirements as mandated by the Illinois State Board of Education and the Secretary of State’s Office. The grades earned in this course are not included in the student’s grade point average.

17

Appl

ied A

rt

s

Teaching Young Children, Honors FCS 311/312

10-11-12 Prerequisite:

Child Development

Development Courses

Foods Courses

Food & Nutrition

FCS111/112 9-10-11-12

Food Preparation FCS 221/222

10-11-12

Gourmet Foods FCS 321/322

10-11-12 Prerequisite:

Food Preparation

Life Management

FCS411/412 11-12

Child Development FCS 211/212 9-10-11-12

Design Courses

Clothing & Design FCS251/252 9-10-11-12

Advanced Clothing & Design

FCS291/292 10-11-12

Prerequisite: Clothing & Design

Fashion

Merchandising & Design

FCS241/242 10-11-12

Interior Design FCS231/232

10-11-12

College Credit

Available

FAMILY & CONSUMER SCIENCE DEPARTMENT

Suggested Course Sequences Foods Sequence: Careers related to Nutrition, Dietetics, Hotel Restaurant Management, and Culinary Arts

• Food  &  Nutrition  • Food  Preparation  • Gourmet  Foods  

Child Development Sequence: Careers related to Children, Social Work, Psychology, and Teaching

• Child  Development  • Teaching  Young  Children,  Honors  (Can  be  taken  multiple  times)  

Fashion Industry & Design Sequence: Careers Related to Fashion Design, Merchandising, Marketing, and Advertising

• Clothing  &  Design  • Advanced  Clothing  &  Design  (can  be  taken  multiple  times  and  as  an  Independent  Study)  • Fashion  Merchandising  &  Design  

Interior Design Sequence: Careers Related to Interior Design and Retailing

• Interior  Design  (Can  be  taken  as  an  Independent  Study)  • Clothing  &  Design  • Advanced  Clothing  &  Design  (can  be  taken  multiple  times  for  credit  and  as  an  Independent  Study)  

Social and Emotional Awareness: Careers related to Counseling, Social Work, Psychology, and Personal Development

• Child  Development  • Life  Management  

18

FAMILY AND CONSUMER SCIENCES DEPARTMENT

Family and Consumer Sciences offers a broad range of courses designed to develop practical life skills such as decision making, consumer issues, preparation for college, healthy relationship and interpersonal skills. Many of the courses have a lab component.

Clothing and Design(College Prep)GPA Waiver OptionFCS251-Semester 1, FCS252-Semester 2 Open to 9-10-11-12 One SemesterPrerequisite: NoneClothing & Design is a lab-based course where students will learn fashion construction techniques, pattern and fabric selection, and fashion presentation skills. Students will apply these techniques to their personal apparel and accessories. Students who have sewing experience will have the opportunity to expand and improve their clothing construction skills.

Advanced Clothing and Design(College Prep)GPA Waiver OptionFCS291-Semester 1, FCS292-Semester 2 Open to 10-11-12 One SemesterPrerequisite: Clothing and DesignAdvanced Clothing & Design is a continuation of the Clothing & Design course curriculum. Advanced clothing construction skills, use of industrial sewing machines, and original projects are a part of the course. Students interested in pattern manipulation, slopers and creation of their own patterns are provided the opportunity to use dress forms and fabric to create original designs. This course may be repeated and also be taken as an Independent Study.

Interior Design (College Prep)GPA Waiver OptionFCS231-Semester 1, FCS232-Semester 2Open to 10-11-12 One SemesterPrerequisite: None Interior Design is a project-based course where design is explored as it relates to housing and commercial interiors. It integrates the application of design principles with the living environment, environmentally friendly design, color, and the efficient use of design in the context of individual and family lifestyles. Emphasis is on using available resources effectively to meet individual and housing needs.

Fashion Merchandising and Design (College Prep) GPA Waiver OptionFCS241-Semester 1, FCS242-Semester 2 Open to 10-11-12 One SemesterPrerequisite: NoneFashion Merchandising & Design is a project-based course, which focuses on the fashion industry, fashion design and the merchandising of fashion related products. Topics include an overview of the fashion industry, the evolution, trends and movement of fashion, career development, merchandising, promotion, fashion and accessory design. Students interested in the fashion industry should also consider taking Clothing & Design.

19

Appl

ied A

rt

s

Foods and Nutrition (College Prep)GPA Waiver OptionFCS111-Semester 1, FCS112-Semester 2 Open to 9-10-11-12 One SemesterPrerequisite: None Food & Nutrition is a lab-based course, where students gain the basic principles of food preparation in its relationship to nutrition and wellness. The course is centered on healthy food and lifestyle choices to enhance student awareness of personal food choices, physical activity, healthy weight management and the enhancement of athletic and academic performance.

Food Preparation (College Prep)GPA Waiver OptionFCS221-Semester 1, FCS222-Semester 2 Open to 10-11-12 One SemesterPrerequisite: None Food Preparation is a lab-based course, where students enhance food preparation skills while preparing nutritious, cost effective and appealing foods that meet a variety of individual dietary needs. Students are involved in challenge based learning competitions and develop a food innovation product. Students demonstrate safety, sanitation and environmentally conscious methods of handling, storing and preparing foods while maintaining responsible lab usage and team collaboration while preparing foods within the lab.

Gourmet Foods (College Prep)GPA Waiver OptionFCS321-Semester 1, FCS322-Semester 2 Open to 10-11-12 One SemesterPrerequisite: Food Preparation Gourmet Foods is a lab-based course, where students develop advanced food preparation skills in baking and cooking while also exploring U.S. regional cuisine and gain global perspectives of international cuisine. Students compete in culinary competitions, examine the culinary industry, hospitality, current food trends and our food supply while investigating major influences and controversies associated with producing and distributing food.

Child Development (College Prep)GPA Waiver OptionFCS211-Semester 1, FCS212-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: None Child Development explores the world of the developing child. Students will be examining the physical, emotional, intellectual, social and moral development of children from prenatal to age 6. The information will be presented in a format useful to anyone who currently works with children or would like to work with them in the future. Topics of study include: overall development, current issues affecting children, guidance, and planning stimulating activities. This course is the pre-requisite for the Teaching Young Children lab course.

Teaching Young ChildrenGPA Waiver OptionHonors Option FCS311-Semester 1, FCS312-Semester 2 Open to 10-11-12 One SemesterPrerequisite: Child Development Teaching Young Children offers students the opportunity to teach pre-school and kindergarten aged students in the Little Patriots Lab School. Students will prepare and teach lessons, observe children, and assess individual children’s developmental progress. This course provides a valuable opportunity for the students to explore their interests in education and other fields related to early childhood. Teaching Young Children may be taken for a 3rd and 4th semester as honors credit and has the option for dual credit through the College of Lake County. This course can also be taken as an Independent Study.

Life Management (College Prep)GPA Waiver OptionFCS411-Semester 1, FCS412-Semester 2 Open to 11-12 One SemesterPrerequisite: None In Life Management students explore a variety of topics designed to help them meet the challenges of life. Curriculum topics work to enhance the social and emotional development of teenagers. Students gain an enhanced understanding of self, increase awareness of others, learn to develop healthy relationships and heighten responsible decision making skills. Students enhance communication skills, reduce stress, build positive relationships with others, gain independence, express emotions to others, set goals, improve time management and make decisions based on personal values. Course topics are geared toward a personalized learning environment and students have freedom to choose a focus of study.

20

TECHNOLOGY EDUCATION

MEDIA ARTS

ARCHITECTURE & ENGINEERING

Audio Video Design 1One SemesterTEC 111/1129-10-11-12

Residential ArchitectureOne Year

TEC 141/1429-10-11-12

Audio Video Design 2One SemesterTEC 121/1229-10-11-12

Web Development 1One SemesterTEC 171/1729-10-11-12

PLTW Introduction to Engineering Design

One YearTEC 171/1729-10-11-12

Web Development 2One SemesterTEC 281/2829-10-11-12

Media Arts Design & Development

One SemesterTEC 311/312

10-11-12

Game Development 1One SemesterTEC 501/5029-10-11-12

Game Development 2One SemesterTEC 511/5129-10-11-12

Print Media 1One SemesterTEC 181/1829-10-11-12

Print Media 2One SemesterTEC 251/2529-10-11-12

Commercial Architecture

One YearTEC 141/142

10-11-12

PLTW Civil Engineering & Architecture (Honors)

One YearTEC 261/262

10-11-12

PLTW Digital Electronics (Honors)

One YearTEC 261/262

10-11-12

PLTW Principles of Engineering (Honors)

One YearTEC 301/302

10-11-12

PLTW Engineering Design & Development (Honors)*

One YearTEC 401/402

12

Date modified: 8/29/14

NEW

Prerequisite: Introduction to Engineering Design (IED) and Digital Electronics (DE) or Principles of Engineering (POE), although it is suggested that students take all three (IED, DE, and POE) prior to enrolling in Engineering Design & Development.

21

Appl

ied A

rt

s

TECHNOLOGY EDUCATION DEPARTMENT

The Technology Education Department provides an opportunity for students to explore the latest technological trends in software and hardware of graphic media, audio video media and technical drawing. Students create practical projects that can enhance their personal and future professional lives.

Audio Video Design 1 (College Prep)GPA Waiver Option TEC111-Semester 1, TEC112-Semester 2 Open to 9-10-11-12 One SemesterPrerequisite: NoneAudio Video Design 1 is an introduction to moviemaking with digital video and audio technologies. The fundamental elements and techniques of cinematography are explored from pre-production (planning and storyboarding) to production (shooting, lighting, sound) to post production (editing, compositing, titles, audio, special effects). Students will use industry professional audio and video editing software to produce video shorts from conception to completion.

Audio Video Design 2 (College Prep)GPA Waiver Option TEC121-Semester 1, TEC122-Semester 2 Open to 9-10-11-12 One SemesterPrerequisite: Audio Video Design 1Audio Video Design 2 will allow students to continue working with professional digital video and audio editing software and expand their knowledge through advanced use of software and digital video effects. Topics and projects will focus on sound creation, green screen editing, picture in picture effects, multicamera filming/editing and 3D-like effects through complex digital video production software. Students who complete this course will have the opportunity to receive articulated credit from Triton College.

PLTW Introduction to Engineering Design (College Prep)GPA Waiver OptionTEC151-Semester 1, TEC152-Semester 2 Open to 9-10-11-12 Full YearPrerequisite: NoneIntroduction to Engineering Design is a full-year course is available to all students. In this course, students use 3D solid modeling design software to help them design solutions to solve proposed problems. Students will learn how to document their work and communicate solutions to peers and members of the professional community. The major focus of the IED course is to expose students to the design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. Students may receive college credit and/or advanced standing for successful completion of this course and a cumulative exam.

Residential Architecture (College Prep)GPA Waiver OptionTEC141 - Semester 1, TEC142 - Semester 2Grade: 9, 10, 11, 12 Full YearPrerequisite: NoneResidential Architecture is an entry-level architecture course that provides students with the opportunity to develop architectural planning and drawing skills. This course is designed to introduce students to the concepts, theories and practices of the professional architect. Students will use architectural software that is used

22

by professional architects to develop skills in residential design including: floor plans, plot plans, foundation plans, electrical plans, elevations, and structural detail drawings. The course culminates with a comprehensive project that has students design a home from the ground up on a designated plot with specific building constraints resulting in a model and portfolio of both 2D and 3D renderings.

PLTW Digital Electronics (Honors)TEC291-Semester 1, TEC292-Semester 2 Open to 10-11-12 Full YearPrerequisite: Introduction to Engineering Design or Residential Architecture, Introduction to Technical Drawing, Engineering CAD, Advanced Architecture, Advanced Engineering, Advanced CAD 1, Architecture CADThe Digitial Electronics course is designed to expose students to engineering design and troubleshooting techniques that are used in the electronics field. Computer simulation software is used to design and test digital circuitry prior to actually constructing them in order to see if the circuits work. The projects are traditional, such as those found in watches, digital cameras, and calculators to combinational logic using SSI chips to small subsystem implementation in programmable devices, such as small robots, in which you will learn how machines "think." You will also learn a systematic approach that engineers use to design the electronics that is used every day. Students may receive college credit and/or advanced standing for successful completion of this course and a cumulative exam.

PLTW Civil Engineering & Architecture (Honors)TEC261-Semester 1, TEC262-Semester 2 Open to 10-11-12 Full YearPrerequisite: Introduction to Engineering Design or Residential Architecture, Introduction to Technical Drawing, Engineering CAD, Advanced Architecture, Advanced Engineering, Advanced CAD 1, Architecture CADThe major focus of this course is completing long-term projects that involve the design and development of residential and commerical properties and structures. The course provides students the freedom to develop the property as a simulation or to model the experiences that civil engineers and architects face. Students work in teams, exploring hands-on activities and projects to learn the characteristics of civil engineering and architecture. In addition, students use 3D design software to help them design solutions to solve major course projects. Students learn about documenting their project, solving problems, and communicating their solutions to their peers and members of the professional community of civil engineering and architecture. Students may receive college credit and/or advanced standing for successful completion of this course and a cumulative exam.

Commercial Architecture (College Prep)GPA Waiver OptionTEC241-Semester 1, TEC242-Semester 2 Open to 10-11-12 Full YearPrerequisite: Civil Engineering & Architecture or Residential Architecture, Advanced CAD 1, Advanced ArchitectureCommercial Architecture is recommended for students interested in pursuing a career in architecture, construction, project management, interior design, or landscape design. CA provides students with an opportunity to extend their knowledge of planning and drawing procedures used in the development and preparation of construction plans for a commercial building. Students follow the architectural

design process to find a suitable site for construction, prepare client analysis, sketch concepts ideas, design detail, assembly and installation documents, calculate strengths of materials, construct a mass or mock-up model and create suitable presentations in the form of renderings or multimedia.

PLTW Principals of Engineering (Honors)TEC301-Semester 1, TEC302-Semester 2 Open to 10-11-12 Full YearPrerequisite: PLTW Introduction to Engineering and DesignIn this course students are introduced to major concepts they would expect to find in college engineering courses. Topics include, mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. Student projects include: using solar power to supply energy for a fictional town, creating a bridge, creating a robotic recycling sorter, and creating a mechanically powered vehicle.

PLTW Engineering Design & Development (Honors)TEC401-Semester 1, TEC402-Semester 2 Open to 11-12 Full YearPrerequisite: PLTW Digital Electronics or PLTW Principals of EngineeringThis capstone course allows students to design a solution to a technical problem of their choosing. They have the chance to eliminate one of the “Don’t you hate it when…” statements of the world. This is an engineering research course in which students will work in teams to research, design, test, and construct a solution to an open ended engineering problem. The product development lifecycle and a design process are used to guide and help the team to reach a solution to the problem. The team presents and defends their solution to a panel of outside reviewers at the conclusion of the course. The EDD course allows students to apply all the skills and knowledge learned in previous Project Lead The Way courses. The use of 3D design software helps students design solutions to the problem their team has chosen. This course also engages students in time management and teamwork skills, a valuable asset to students in the future.

Web Development 1 (College Prep)GPA Waiver Option TEC171-Semester 1, TEC172-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: NoneWeb Development 1 is an introductory experience in website design using project based coursework. Students will develop the technical and creative skills needed to plan, create, and publish interactive web pages. Instruction will include the creation and manipulation of text, graphics, animations, and interactive content through the use of HTML, CSS, JavaScript, Photoshop, Dreamweaver, and Flash.

23

Appl

ied A

rt

s

Web Development 2 (College Prep)GPA Waiver Option TEC281-Semester 1, TEC282-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: Web Development 1Students will continue their studies from Web Development 1 by applying modern web development techniques to create highly responsive web 2.0 sites that maximize user experience. Students will take advantage of the jQuery framework to manipulate web content and create sophisticated transitions and effects. New Internet technologies will be explored such as app writing and epublishing. Students will design and develop mobile apps that take advantage of mobile device technology such as the accelerometer, GPS, SMS, and camera functions. Students will explore the advantages and disadvantages of electronic publishing while authorizing an original document to be packaged as an ebook.

Game Development 1 (College Prep) GPA Waiver OptionTEC501-Semester 1, TEC502-Semester 2Open to 9-10-11-12 One Semester Prerequisite: NoneThis course introduces students to fundamental principals of game design and 2D computer animation using software that allows for interactivity through web browsers and mobile platforms. Students will learn vector imaging and animation techniques to design and develop characters, props, levels, and user interfact. Object-oriented programming will be introduced through a user-friendly block-snapping interface to develop game logic and build interactive environments. Students will develop a 2D game from conception to completion ready for release on iOS, Android, or the World Wide Web.

Game Development 2 (College Prep) GPA Waiver OptionTEC511-Semester 1, TEC512-Semester 2Open to 9-10-11-12 One Semester Prerequisite: Game Development 1This course will expand upon the principles of animation and gaming learned in Game Development 1 and will introduce students to the principles of three-dimensional modeling and animation for game development. Students will us 3D modeling software to create character animation and 3D environments for video games. Topics will include lowpoly modeling, rigging, animating, lighting, camera angles, and texturing. Through the use of a game engine, students will implement controls, physics, collision detection, sound, animation, and memory management. Students will develop a 3D game from conception to completion ready for release on desktop computers and the World Wide Web.

Print Media 1 (College Prep) GPA Waiver OptionTEC181-Semester 1, TEC182-Semester 2Open to 9-10-11-12 One Semester Prerequisite: NoneIn Print Media 1, students will be introduced to the basics of graphic design including digital image capture, digital illustration, and page layout using Adobe Photoshop, Illustration, and InDesign. Students will learn to design for different printing technologies including, screen printing, digital production printing, inkjet printing, die cutting, and gravure printing. Each students will

design and produce a one color t-shirt, one color decal, four full color notepads, a full color collage poster, a one color pad printed item, and a custom calendar.

Print Media 2 (College Prep)GPA Waiver OptionTEC251-Semester 1, TEC252-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: Print Media 1Print Media 2 is an intermediate study of graphic design including spot color separations, trapping, masking, advanced layering, photo corrections, multi-page layout, bleeds, and package design. Students will learn precision registration and advanced bindery and finishing techniques when producing printed products. Each student will design and produce a multicolored t-shirt, a multicolored vinyl decal, two sided business cards, a life size fat head, a frisbee, a deck of playing cards, and a package for the cards.

Media Arts Design & DevelopmentGPA Waiver OptionTEC311-Semester 1, TEC312-Semester 2Open to 10-11-12 One SemesterPrerequisite: Audio and Video Design 2, Web Development 2, Game Development 2, or Print Media 2This capstone course is an intensive course that allows students the opportunity to create portfolio material in their particular area of specialization (audio/video design, web development, game development, or print media). Upon submission and approval of a project, students will research, plan, design, and produce or publish original work that includes advanced techniques outside of or beyond the scope of current course offerings. Students collaborate with fellow students as well as industry professionals to create the finished product. This course requires students to create their own deadlines and communicate progress. The end result of the class will be at least two original works: one to be entered in a student competition and one for a community client. It is suggested that students take as many courses from the Media Arts course offerings before taking Media Arts Design and Development. This course may be repeated and also taken as an Independent Study.

*It is suggested that students take at least two of the following courses:

Print Media 1 Game Development 1 Audio Video Design 1 Web Development 1

and at least one of the following courses:

Print Media 2 Game Development 2 Audio Video Design 2 Web Development 2

24

LAKE COUNTY HIGH SCHOOLSTECHNOLOGY CAMPUS

Communications ProgramsA. Information Technology (VOC171/172) Game/Java/C++ Programming I* (VOC191/192) Game/Java/C++ Programming II* (VOC071/072) Computer Support Services I* (VOC091/092) Computer Support Services II*

C. School of Visual Arts (VOC671/672) Graphic/Web Design I* (VOC691/692) Graphic/Web Design II* (VOC271/272) Photographic Design I* (VOC281/282) Photographic Design II*

Human Services Programs (VOC291/292) CertifiedNurseAssisting(seniorsonly)*N (VOC591/592) Cosmetology I (VOC611/612) Cosmetology II N (VOC111/112) Criminal Justice I* (VOC121/122) Criminal Justice II* (VOC951/952) Culinary Arts I* (VOC971/972) Culinary Arts II* (VOC911/912) EarlyChildhoodEducationI* (VOC931/932) EarlyChildhoodEducationII* (VOC311/312) EmergencyMedicalServices* (seniors only)

(VOC211/212) Fire Fighting I* (VOC221/222) Fire Fighting II* (VOC321/322) MedicalAssistingI

Transportation Programs (VOC471/472) Automotive Service I* (VOC491/492) Automotive Service II* (VOC431/432) Automotive Collision Repair I* (VOC451/452) Automotive Collision Repair II *

Manufacturing/Industrial Programs (VOC511/512) BuildingTradesI* (VOC531/532) BuildingTradesII* (VOC541/542) Manufacturing I* (VOC871/872) Welding–FabricationI* (VOC891/892) Welding–FabricationII* (VOC251/252) Photonics I Pre-Req: Algebra 1, Geometry & 1 year of Science

(VOC261/262) Photonics II

*ArticluatedordualcreditatCollegeofLakeCountyN ValidSoc.Sec.#requiredforstatecertificationexameligibilityforseniorstandingstudents

The Lake County High Schools' Technology Campus is located adjacent to the College of Lake County in Grayslake, Illinois. The Technology Campus, which encompasses 203,000 square feet, is equipped with the latest equipment and machinery in order to provide students with valuable hands-on experience. Students who choose to attend the Technology Campus earn high school credit and the opportunity to earn college credit in many programs. The traditional vocational concept of "Learn by Doing" is the underlying method of instructional experiences at the Technology Campus. Emphasis is placed on students participating in actual or simulated job and production situations.

Eachday,busingisprovidedforsessions1and2byStevensonHighSchooltoandfromLakeCountyTechnologyCampus.Thefirstsessionbusleavesat7:50AMwithcoursesbeginningat8:20AM.ThesestudentsreturntoStevensonaround11:00AM.CosmetologystudentsattendthefirstsessionandreturntoStevensonaround12:30PM.Thesecondsessionbusleavesat10:00AMwithcoursesbeginningat10:30AM.ThesestudentsreturntoStevensonaround1:00PM.

Program descriptions are available on the Web at lakecountytech.sharpschool.com. There is an application process to complete and individual course lab fees to pay in order to attend the Technology Campus. Please direct all questions to your counselor or the Applied Arts Director. Following is a listing of courses available at the Technology Campus.

Students earn three credits per semester. Cosmetology students earn four credits per semester.

Prerequisite: Junior or senior classification. All courses are classified as College Prep.

25

Co

mm

un

iCat

ion

ar

ts

CommuniCation arts DivisionDoug LiLLyDahL, DireCtor

The Communication Arts Department includes the academic areas of English, speech, reading, and journalism. It offers courses on three levels – college preparatory, accelerated, and AP honors. It is the department's goal to assist students in becoming critical and analytical readers, logical and insightful thinkers, and skilled users of written, visual, and oral communication. All courses promote inquiry and a framework for argumentation to prepare students for college. These objectives are taught through written as well as spoken language.

Students are required to take four years/eight credits of English classes in order to complete graduation requirements.

26

COMMUNICATION ARTS DIVISION SEQUENCE

Journalistic Writing ENG901/902 9-10-11-12

College Prep Sophomore English

ENG211/212

Accl Sophomore English

ENG231/232

Adv. Journ. Writing ENG921/922 9-10-11-12

College Prep Junior English ENG311/312

*Creative Writing, ENG501/502 *Creative Writing Seminar, ENG522

*Film Genres, ENG722 Literary Analysis, ENG611/612 Literary Genres, ENG621/622

*Media Analysis, ENG691 Political Thought, ENG601/602

Writing for College, ENG541/542 Public Speaking, ENG761/762

AP Junior English ENG371/372

Accl World Masterpieces ENG431/432

AP Themes in World Literature

ENG451/452

Accl Freshman English

ENG131/132

College Prep Freshman English

ENG111/112

College Prep Junior English: Amer. Studies ENG321/322

Newspaper Production Accl

ENG951/952 10-11-12

College Prep Electives

Accl Junior English ENG381/382

Multi-Year and Journalism Electives

Students may register for these courses during the years indicated in the flow chart. If taken prior to senior year, they are to be taken in addition to freshman, sophomore, or junior

sequence courses.

Grade 9

Grade 11

Grade 10

Grade 12

*Accelerated option: May be taken for accelerated credit.

Journalism Program

College Prep

Depending on their benchmark assessment results, some students may be required to take a year of Academic Literacy at the same time as College Prep English (con currently)

American Studies (AP Jr. English/AP U.S. History)

ENG341/342

Accl. / AP

Literacy Workshop ENG781/782

10-11

Literacy Workshop

ENG781/782 10-11

27

Co

mm

un

iCat

ion

ar

ts

Academic LiteracyENG101-Semester 1, ENG102-Semester 2Open to 9 Full Year Prerequisite: Director recommendation as determined by the freshman benchmark examNote: Not an English graduation credit.The focus of this course provides instruction in the skills needed for success in high school. This course emphasizes fundamental reading skills by examining text structure and story development, word recognition, and author purpose. Literacy skills and study skills are taught and reviewed throughout the course. Depending on their benchmark assessment results, this course may be required of some entering freshmen.

Freshman English (College Prep)Freshman English (Accelerated)ENG111-Semester 1, ENG112-Semester 2ENG131-Semester 1, ENG132-Semester 2Open to 9 Full YearPrerequisite: NoneIn each of these skills based courses, students develop proficien-cies in the areas of reading, literary analysis, writing, grammar and usage, oral communication, and research. Students explore the overarching theme of the course—the individual’s understanding of himself or herself and others—through short stories, essays and articles, novels, poetry, drama and other texts. Through their reading and inquiry, students are introduced to various stylistic techniques that help them learn strategies to improve their read-ing, writing, listening, and speaking skills. Students write in mul-tiple formats throughout the year, including narrative and argu-ment, which is a framework for critical thinking. Writing is used to enhance student learning in all areas of literacy development. Authentic class discussion plays a vital role in that students talk in class as a means of enhancing their literacy skills. This holistic approach to literacy learning acclimates students to the benefits of reflecting and learning to think deeply about the ways they interact and communicate with the world around them. Students learn to write through a structured process approach that teaches students to analyze a writing task, develop the means by which to execute a task, and execute the writing through various draft-ing and revision stages. Students will be assessed regularly in the areas of full-class and small-group discussions, and students are required to deliver one formal speech each semester. Vocabulary study and reading instruction are integrated into the study of lit-erature and other texts.

Incoming 9th graders are required to take one of these courses. Course selection is determined through the careful consideration of a number of factors. In January of the 8th grade year, stu-dents within the district take a benchmark assessment in Lan-guage Arts. Students new to the district sit for this assessment in May or August. The data from the benchmark assessment is used, and each student’s 8th grade Language Arts teacher is consulted to determine the best course for each student. Freshman Col-lege Prep English serves students who will benefit from contin-ued reinforcement of the foundational skills noted above, while Freshman Accelerated English is best suited for students who are prepared for a greater challenge. Both classes are outstanding preparation for college.

Sophomore English (College Prep)Sophomore English (Accelerated)ENG211-Semester 1, ENG212-Semester 2ENG231-Semester 1, ENG232-Semester 2Open to 10 Full Year Prerequisite: NoneIn each of these skills based courses, students continue to develop their proficiencies in reading, writing, literary analysis, grammar and usage, oral communication, and research. Students explore the overarching theme—the individual’s interaction and negotia-tion with society—through the study of short stories, short essays and articles, novels, poetry, and drama. Through their exposure to a variety of texts, students build upon the various stylistic tech-niques introduced in Freshman English as a means of enhancing their literacy skills. A focus on persuasion introduces students to the study of rhetorical analysis. This writing intensive course builds upon the argumentation skills introduced in Freshman English while reinforcing a structured process approach to writ-ing. Students will be assessed regularly in the areas of full-class and small-group discussions, and students will deliver one formal speech each semester. Vocabulary study and test preparation con-tinue to be integrated into the study of literature and other texts. Sophomore College Prep English serves students who will ben-efit from continued reinforcement of the foundational skills noted above, while Sophomore Accelerated English is best suited for students who are prepared for a greater challenge. Both classes are outstanding preparation for college.

Literacy WorkshopENG781-Semester 1, ENG782-Semester 2Open to 10-11 One SemesterPrerequisite: Placement by Director based on progress monitoring assessments.Note: Not an English graduation credit.This one semester repeatable course is designed to develop lit-eracy skills that will support students in their coursework across the curriculum at SHS and beyond. Skill work will focus on disci-pline specific pre-reading, during reading, and post reading strate-gies; students will apply these skills to the texts they are working on in their content area courses.

Junior English (College Prep)ENG311-Semester 1, ENG312-Semester 2Open to 11 Full YearPrerequisite: None This skills based course completes the department’s three-year scope and sequence in the areas of reading, writing, speaking and listening, grammar and usage, and research. Students explore American themes and values through a variety of texts. Through their reading and writing, students deepen their analysis of lan-guage, and they are introduced to literary criticism. Building on the Freshman and Sophomore English focus on argumentation, students continue to develop their writing through a structured process approach that is aligned with college writing expecta-tions. This writing intensive course includes sophisticated lit-erary analysis, synthesis and argumentative process essays. Instruction in the formal research process culminates in an ex-tensive paper second semester. Students are assessed regularly in the area of full-class and small-group discussions, and they are required to participate in formal speaking assignments. Addition-ally, students participate in ACT test preparation in the areas of identifying English language skills and reading.

28

Junior English: American Studies (College Prep)ENG321-Semester 1, ENG322-Semester 2Open to 11 Full YearPrerequisite: World History, concurrent enrollment in U. S. History: American StudiesThis skills-based course is taken in conjunction with US History: American Studies (College Prep). Students are scheduled for con-secutive periods of history and English, allowing for an integrated study of the two disciplines, as well as activities which center on thematic movements in our country’s history and literature. Through the literature, students review and deepen their analysis of language and rhetorical devices, and they are introduced to literary criticism. Students continue to study the elements of argu-mentation and persuasion; identifying logical fallacies, refuting the opposition, and employing rhetorical and stylistic strategies. This writing intensive course includes sophisticated literary anal-ysis and argumentative essays, and a minimum of two in-class essays per semester. Instruction in the formal research process culminates with an extensive paper second semester. Students are assessed regularly in the area of full-class and small-group discussions, and they are required to deliver one formal speech. Additionally, intensive work with ACT test preparation is used to sharpen reading, editing, and revising skills.

Junior English (Accelerated)ENG381-Semester 1, ENG382-Semester 2Open to 11 Full YearPrerequisite: None This course promotes continued development in the areas of reading, literary analysis, argumentation, grammar and usage, oral communication, and research. The course explores American themes and values through the study of both short works of fiction and nonfiction. In addition, the course emphasizes the analysis of poetry, literature, language and the study of rhetoric. The course introduces students to literary criticism as well as building skills related to persuasion and argumentation. This writing intensive course is rigorous in terms of quantity and depth of work. The course emphasizes literary analysis and argumentative writing in order to explore various modes as well as the development of voice, purpose, and audience. The course includes test preparation skills as well as vocabulary building throughout the year.

Junior AP English Language and Composition (Honors)ENG371-Semester 1, ENG372-Semester 2Open to 11 Full YearPrerequisite: Sophomore English This is a college level course, one that adheres to the objectives articulated by the College Board, and students may obtain college credit by taking the Advanced Placement Examination, a natural culmination of the year long study of language. Upon entering this course, students are expected to be proficient in the areas of reading, literary analysis, argumentation, writing, grammar and usage, oral communication and research. The course emphasiz-es a variety of British and American texts as a means of critical analysis of language and rhetoric. This writing intensive course focuses on literary analysis, rhetorical analysis, synthesis, and argumentation, and is more rigorous than the accelerated level in terms of quantity and complexity of the writing assignments. The complexity and regularity of the writing assignments, rang-ing from process essays to a research paper, requires students to

assume an increasing degree of independence as the year pro-gresses. In addition, students write numerous short papers and in-class essays each semester. Students will be assessed regularly in the area of full-class and small-group discussions, as well as formal presentations. ACT, SAT, and AP test preparation are used to sharpen reading, editing, and revising skills. Students also en-gage in independent and intensive vocabulary study throughout the year.

American Studies (Honors)AP Junior English/AP U.S. HistoryENG341-Semester 1, ENG342-Semester 2Open to 11 Full Year Prerequisite: Sophomore English and World HistoryStudents are scheduled for consecutive periods of history and English, allowing for an integrated study of the two disciplines, development of skills for informed citizenship, and thematic movements in our country’s history and literature. This course fulfills the College Board’s objectives for both AP English Lan-guage and Composition and AP United States History, with atten-tion to how a shared focus on both content and skills reinforces the development of the common and separate course objectives, including preparation for both AP exams. The AP U.S. History component focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and inter-preting and synthesizing historical narrative) and an understand-ing of content objectives and themes. The AP English Language component features the study of primary source documents, con-temporary and historical nonfiction and fiction which students review to deepen their analysis of rhetoric, and to develop their perspective of both history and contemporary society. In devel-oping their skills with English and history, students also learn to write and orally present original arguments—both with and with-out sources. All forms of writing—analysis, argument, synthe-sis, creative prose—are influenced by students’ awareness of the interdisciplinary content. This writing intensive course features weekly writing assignments—both in class and out of class—as well as substantive research. Students are assessed regularly in the area of full-class and small-group discussions (including peer review), and they are required to deliver one formal speech. ACT, SAT and AP test preparation are used to sharpen reading, editing, and revising skills.

Advanced Placement, Themes in World Literature (Honors)ENG451-Semester 1, ENG452-Semester 2Open to 12 Full Year Prerequisite: None, but most students take Junior Accelerated English or Advanced Placement English LanguageThis course will provide students with a college-level literary experience that will foster readiness for the Advance Placement English Literature and Composition Exam. In compliance with College Board requirements, students will study works from the sixteenth century to the present, including works by such authors as Yann Martel, William Shakespeare, Fyodor Dostoyevsky, Joseph Conrad, and Franz Kafka. During the course of the year, students are expected to continue to develop their knowledge of literary terms related to prose and poetry; demonstrate how the parts and techniques of a literary work contribute to the meaning of the work; actively participate in high level analytical discourse; and create cogent, sustained and sophisticated expressions of analytical interpretation in written form. Students should expect to write

29

Co

mm

un

iCat

ion

ar

ts

weekly, including response papers, in-class essays, and process essays. Near the conclusion of the course, students are expected to take the AP English Literature and Composition Exam.

World Masterpieces (Accelerated) ENG431-Semester 1, ENG432-Semester 2Open to 12 Full YearPrerequisite: NoneThis two-semester sequence surveys world literature from ancient times to the present, focusing on both western and nonwestern cultures. Students will read poetry, prose, and drama in excerpted and complete forms. In addition to reading the “classics” early in the course’s sequence, students will read and study contemporary works that draw their inspiration and form from various earlier periods of literature. Students will read works by such authors as Sophocles, Dante, Shakespeare, Mary Shelley, and Camus. During the course of the year, students engage in close readings of prose and poetry; analyze literary style; actively participate in small and large group discussions; write response papers as well as in-class timed writing essays; write at least two major papers each semester; and develop project-based presentations.

Please note: Level changes from Advanced Placement Themes in World Literature and/or World Masterpieces into one semester electives are not possible

Semester-Long Electives

Students not taking a full year course (World Masterpieces or Advanced Placement Themes in World Literature) are expected to take two semester electives.

(College Prep, *Accelerated Option) indicates that the elective is part of a program in which students who qualify and who agree to predetermined academic expectations may earn accelerated grade weighting instead of the usual college prep grade weighting. Actual determination of level will not take place until the course convenes at the opening of the term. Students will apply and sign an academic agreement within the first two weeks of the term. The agreement will add to existing course expectations in terms of assignments and class participation. This option is available only for the English electives of Creative Writing, Creative Writing Seminar, Media Analysis, Film Genres, and some electives in the Journalism sequence.

Because each college determines its own definition of an academic unit, it is always important that you speak with your counselor about the number and type of academic units you have accumulated.

Public Speaking (College Prep)ENG761-Semester 1, ENG762, Semester 2Open to 10-11-12 One SemesterPrerequisite: Freshman EnglishThis course is designed to provide experience and training in pub-lic speaking so that students are equipped with the skills essen-tial for success in the business and academic worlds of today and tomorrow. Students learn to tailor a message to suit a particular audience, enhance the message through technology, understand logic and reasoning, develop listening skills, identify propaganda techniques, and understand the physical producers of voice to control and vary tone, volume, pitch and rate. Students participate

in workshop-oriented groups to develop the various skills listed above. Students present approximately one speech per week and are responsible for constructive feedback of their peers’ speeches.

Creative Writing (College Prep, *Accelerated Option)ENG501-Semester 1, ENG502-Semester 2Open to 11-12 One SemesterPrerequisite: NoneStudents learn to express their thoughts through writing short stories, poems and plays. Class discussions analyze and implement different writing styles including, but not limited to, fiction, poetry, and drama. The course format is a workshop that includes daily writing. Students will give and receive feedback and peer edit in small and full class groups. Students are also required to read and annotate fiction. The reading will be assessed in a manner that engages students in a process through which they become more aware of how their reading improves over time. All students participate in a variety of approaches to literacy development and to apply what they learn to the art of writing creatively.

Creative Writing Seminar (College Prep, *Accelerated Option)ENG522-Semester 2 OnlyOpen to 11-12 One SemesterPrerequisite: Creative Writing Students will refine their skills in writing and analyzing stories, plays and poetry. Projects, readings, and assignments will cover various genres that allow students to pursue individual interests. Class discussions focus on the analysis and consideration of different writing styles and genres including, but not limited to, fiction, poetry, and drama. Students explore writing in greater depth than in the pre-requisite course, examining how various genres impact writing style and what it means to create voice in writing. The course format is a workshop that includes daily writing. Students will give and receive feedback and peer edit in small and full class groups. Students are also required to read and annotate fiction. The reading will be assessed in a manner that engages students in a process through which they become more aware of how their reading improves over time. All students participate in a wide variety of approaches to literacy development and apply what they learn to the art of writing creatively.

Topics in Composition: Media Analysis (College Prep, *Accelerated Option)ENG691-Semester 1 OnlyOpen to 11-12 One SemesterPrerequisite: NoneThis one-semester course is designed to lead students to a critical understanding of the media that surround us. The course focuses on the analysis of three major media industries – advertising, news and entertainment – and the print and non-print messages created by these industries. Students will be required to write weekly response papers, read college-level texts, view a variety of forms of media, participate in class discussions, and complete four analytical projects.

30

Topics in Composition: Film Genres(College Prep, *Accelerated Option)ENG722-Semester 2 onlyOpen to 11-12 One SemesterPrerequisite: NoneThis one-semester course is designed to lead students to an understanding of the art of film through the world of film genre, including suspense, comedy, horror, among others. Topics of composition include film techniques, film history, film analysis, and elements of genre conventions. Students will be required to write weekly response papers, view a variety of films, participate in class discussions, and complete four analytical projects.

Literary Genres: The Short Story(College Prep) ENG621-Semester 1, ENG622-Semester 2Open to 12 One SemesterPrerequisite: NoneThis one-semester course is genre-based, focusing on the short story. Some genres will be explored by the class, reading common materials with the teacher guiding students in an examination of the features of the chosen genre; some genres will be explored independently in reading workshop, allowing students to pursue their own interests. The students will read numerous short stories in a semester. The course involves units on detective fiction, science fiction, Ernest Hemingway, and stories from the current year’s Best American Short Stories anthology. Students refine their annotation skills as a means of deepening comprehension and analysis. Students participate in a combination of independent and group projects in order to continue refining their literacy skills.

Political Thought and Its Literature (College Prep) ENG601-Semester 1, ENG602-Semester 2Open to 12 One SemesterPrerequisite: U. S. History and Junior EnglishThis one-semester elective course focuses on the development and evolution of government policy affecting social, economic, political, ethical, and generational issues nationally and globally. Topics are explored and informed through reading, viewing, researching, and discussing fiction and non-fiction literature including novels, historical documents, and pertinent electronic and print mass media artifacts. Students will write essays, research and participate in class debates, and speak before the class both individually and collaboratively on such diverse issues as individual rights versus social responsibility, and balancing civil liberties and national security. An important requirement of the class is fulfilling ten hours of service learning with an approved social service agency and/or political, educational, or denominational organization culminating in an experience-response essay and presentation on the challenges and rewards of community service.

Students may elect to take this course for EITHER a single credit of English or a single credit of Social Studies. PLEASE NOTE: Some colleges may grant only Social Studies credit; others will grant credit in either English or Social Studies.

Literary Analysis (College Prep) ENG611-Semester 1, ENG612-Semester 2Open to 12 One SemesterPrerequisite: NoneThis reading class is designed to help students build their reading and interpretation skills through growing independence. During the semester, students will be required to read four to six books which are incorporated into major projects. Some of these books are common class texts; others are chosen independently from lists. Students will respond to these texts in writing. Course activities also include vocabulary study and exercises to improve reading comprehension.

Writing for College (College Prep)ENG541-Semester 1, ENG542-Semester 2Open to 12 One SemesterPrerequisite: NoneThis class provides students the opportunity to develop their writing through a variety of skills, including but not limited to argumentation, research, and impromptu responses. Using a workshop format, this course focuses on writing as a process, with a strong emphasis on revision. Students will enhance their ability to read and analyze selected models of prose writing, as well as synthesize other authors' ideas. The class will also explore the growing technology available in school libraries. Student progress is evaluated throughout the semester in a manner that authorizes students to take an active role in their learning. A student's overall performance is evaluated at the end of the semester based on a comprehensive portfolio review.

Journalistic Writing (College Prep)GPA Waiver Option ENG901-Semester 1, ENG902-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: NoneThis course includes interviewing students and adults, writing stories that could get published in the student newspaper or yearbook, and solving problems that typically face reporters and editors. Designed to offer students background and practice in basic journalism concepts and skills, Journalistic Writing units include news gathering/interviewing, news writing, headline writing, copy editing, press law and page design. Oral and written communication skills, as well as critical thinking and problem solving skills, will be exercised.

Advanced Journalistic Writing (College Prep)GPA Waiver OptionENG921-Semester 1, ENG922-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: Journalistic WritingUnits in opinion writing (editorial, personal column, reviews), feature writing, sports writing, and in-depth reporting, along with hands-on production of pages and sections of the newspaper and yearbook, prepare students for positions on the student newspaper or yearbook. Students will build on the reporting and writing skills learned in Journalistic Writing. As in the prerequisite course, communication and problem-solving will be stressed.

31

Co

mm

un

iCat

ion

ar

ts

Journalism: Newspaper Production (Accelerated )ENG951-Semester 1, ENG952-Semester 2Open to 10-11-12 Full YearPrerequisite: Advanced Journalistic WritingStudents do all the work necessary to produce the school newspaper, the Statesman. Staff positions include managing editors, copy editor, design editor, advertising manager, photo manager, page editors (news, opinions, sports, in-depth and feature), reporter and photographer. Staff members gather news, research and write copy, and help complete pages. Students who hope to be photographers are encouraged to take a photography course through the Art Department. Because this is a student publication, all responsibilities, from the planning of the content to the design of an issue to the processing of photos and the completion of pages, are handled by students. After school work is necessary for the completion of each issue. This course may be repeated once for credit.

32

33

Fin

e Ar

ts

Fine Arts DivisionJon Grice, Director

Art Department Dance Department Music Department Theatre Department

The Fine Arts curriculum focuses on the necessary skills, concepts, and artistic traditions that allow each stu-dent to achieve his or her potential within each art discipline, and provides a shared common cultural experi-ence. The curriculum encompasses well-established methods, processes, and outcomes, as well as contempo-rary approaches, subject matter, and themes. It includes introductory opportunities for the novice learner. It also provides a solid foundation for students to pursue post-secondary programs with confidence, well-developed problem solving skills, and refined higher order thinking abilities. The curriculum presents students with artistic material of high and enduring quality from a variety of historical periods, artistic styles, and cultures. • Elective courses in the Fine Arts Division may be eligible for the GPA waiver option. •DancecoursessatisfythePhysicalEducationgraduationrequirements.SeeDanceDepartmentpage39 for more information.

Photos taken by Stevenson High School Students: Monica Wilner, Esdras Castillo-Ramirez, Eleonora Edreva

34

Art Department Sequence

Media Arts Sequences Art History Sequence

DrawingART221/2229-10-11-12

Art History 2ART70210-11-12

1 semester of another 2D Art Class(Drawing, Painting, or Studio Art)

AP DrawingPortfolio

ART801/80211-12

Photo 1ART401/4029-10-11-12

Computer Art 1ART501/5029-10-11-12

AP Art History ART721/722

10-11-12

Art History 1ART70110-11-12

Art & DesignART101/1029-10-11-12

PaintingART261/2629-10-11-12

Studio ArtART611/6129-10-11-12

CeramicsART201/2029-10-11-12

1 semester of another 3D Art Class(Ceramics, Sculpture, or Metals & Jewelry)

SculptureART281/2829-10-11-12

Metals & Jewelry

ART241/2429-10-11-12

Advanced 3D ArtART631/632

10-11-12

Advanced 2D ArtART621/622

10-11-12

AP 3-D DesignPortfolio

ART821/62211-12

AP 2-D DesignPortfolio:Media

ART881/88211-12

Photo 2ART411/4129-10-11-12

Computer Art 2ART511/5129-10-11-12

2D AnimationART531/53219-10-11-12

Advanced Photo & Digital DesignART421/4229-10-11-12

3D AnimationART541/5429-10-11-12

AP 2D Design: PhotographyART871/872

10-11-12

AP 2D Design: Media

ART881/88211-12

35

Fin

e Ar

ts

ART DEPARTMENT

Drawing (College Prep)GPA Waiver Option ART221-Semester1,ART222-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Art and Design This course provides the art studentwith the opportunity tolearnmore advanced realistic drawing and shading techniques.Observationaldrawingandinventivedesignareexplored.Variouscolorandblackandwhitemediaareusedinthiscourse.

The activities in the art classes are designed to develop skills of perception, problem solving, understanding, and sensitivity through a variety of experiences. The aim of the art curriculum is to give students an understanding and appreciation for the endless and constant results of artistic efforts which surround us in our daily lives.

The unique character of the art curriculum provides students an opportunity to express and nurture their creative instincts and to develop a high sense of appreciation for humankind and nature in an atmosphere where individual expression is encouraged. Courses are offered to meet the varied interests and abilities of the students. Students may be required to purchase specialized supplies and tools for some art classes.

Art and Design (College Prep) GPA Waiver Option ART101-Semester1,ART102-Semester2Opento9-10-11-12 OneSemesterPrerequisite: None Inthiscourse,studentswillexploreavarietyoftools,techniques,andmediawhichprovidesthemwiththefoundationnecessarytoexpandintomorespecializedareas.Thestudioactivitieswillfocusondevelopingskillsindrawing,painting,andsculpture/ceramics.

Photos taken by Stevenson High School Students: Esdras Castillo-Ramirez, Klaudia Grigiel, Cathy Han, Krystal Fickensher

Visual Arts Studio Courses

36

Painting (College Prep) GPA Waiver OptionART261-Semester1,ART262-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Art and Design This course is designed to teach students the concepts, skills,methods,andprocessesnecessarytoexploreoilpainting.Studentswilluseavarietyofimagesinquickstudiesinmoreextendedandcomplexpaintings.Thereisanemphasisoncolortheory,designprinciples,media, tools and a variety of painting techniques.Studentswill need to supply their ownbrushes. (Approximateexpenditure$11.00.)

Studio Art (College Prep) GPA Waiver Option ART611-Semester1,ART612-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Art and Design Theartisticfocusinthiscourseisthedevelopmentofindividualexpression through the use of creative visual problem solving.Studentswillbechallenged tobrainstormand toworkquickly.Experimentation with different techniques, compositionalapproaches,andmediawillbeencouraged.

Ceramics (College Prep)GPA Waiver Option ART201-Semester1,ART202-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Art and Design Thiscourseisahands-onclassdesignedforthoseartstudentswholiketoworkinclay.Studentswilllearnbasicandadvancedhand-buildingtechniquesandhowtouseapotter’swheel.Theywillbeintroducedtoavarietyofdecorating,glazingandfiringtechniques,andwillproduceanumberofcreativepiecesofstoneware.

Sculpture (College Prep)GPA Waiver Option ART281-Semester1,ART282-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Art and Design This course provides a hands-on approach for understandingcontemporary sculpture. Studentswill have the opportunity toworkwithclay,alabasterstoneandtheirownchoiceofmaterialstocreatetheirsculpture.Aclayhead,anabstractstonesculpture,alongwithanatureassemblagearethefinalresultsofthecreativeproblem-solvingtechniquesexploredthroughsculpturemedia.

Metals and Jewelry (College Prep)GPA Waiver Option ART241-Semester1,ART242-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Art and DesignInthiscoursestudentswillbeintroducedtotheprinciplesofdesignasappliedtometalworkandjewelry.Studentswilllearntocut,file,texture,andpolishmetalpieces.Theywillalsosolderwithatorchandsetacabochonstone.Studentswillbeexpectedtopurchaseasetofneedlefiles.(Approximatecost$9.00.)

Advanced 2D Art (College Prep)GPA Waiver Option ART621-Semester1,ART622-Semester2Opento10-11-12 OneSemesterPrerequisite: Art & Design, Two of the following courses: Drawing, Painting, Studio ArtTheAdvanced2DArtcourseisdesignedtogivestudentsadditionalexperiences increative thinkingandproblemsolvingusing2Dartmedia.Inthisclass,studentswillbuildupontheconceptsandskills learned in theirDrawing,StudioArt orPainting classes.StudentscanchoosetofocusonDrawingorPainting,eitherinarepresentationalorexpressivestyle,toproduceworksofartthatrelatetospecificdesignissuesandthemes.

Advanced 3D Art (College Prep)GPA Waiver Option ART631-Semester1,ART632-Semester2Opento10-11-12 OneSemesterPrerequisite: Art & Design, Two of the following courses: Ceramics, Metals & Jewelry, SculptureTheAdvanced3DArtclassisdesignedtogivestudentsadvancedexperiencesincreativethinkingandproblemsolvingwiththreedimensional art issues and threedimensional artmedia. In thisclass,studentscanfocusonCeramics,Sculpture,orJewelryandMetalstoproduceworksofartthatrelatetospecificdesignissuesandthemes.

Advanced Placement Drawing Portfolio (Honors)ART801-Semester1,ART802-Semester2Open to 11-12 Full YearPrerequisite: Art & Design, Two of the following courses (Drawing, Painting, Studio Art), and Advanced 2D ArtThis course offers art students a concentrated programwhichenablesthemtoapplyforcollegecreditinArt.Emphasisiscenteredonstudiowork,thepreparationofaportfolio,andthesubmissionofaportfolioforanAdvancedPlacementgrade.Inthespringeachstudentwillexhibithis/herworkinaonepersonshow.

Advanced Placement 2-D Design Portfolio: Media Concentration (Honors)ART881-Semester1,ART882-Semester2Open to 11-12 Full YearPrerequisite : Art & Design, Computer Art 1, Studio Art, and either Computer Art 2, Photography 2, or 2D AnimationThiscourseoffers2-Ddesignstudentsaconcentratedprogram,whichenablesthemtoapplyforcollegecreditinArt. Emphasis iscenteredonstudiowork,thepreparationofaportfolio,andthesubmissionoftheportfolioforanAdvancedPlacementgrade.Inthespringeachstudentwillexhibithis/herworkinaonepersonshow.

Advanced Placement 3-D Design Portfolio (Honors)ART821-Semester1,ART822-Semester2Open to 11-12 Full YearPrerequisite : Art & Design, Two of the following (Ceramics, Metals & Jewelry, Sculpture), and Advanced 3D ArtThiscourseoffers3-Ddesign studentsa concentratedprogramwhichenablesthemtoapplyforcollegecreditinArt.Emphasisiscenteredonstudiowork,thepreparationofaportfolio,andthesubmissionoftheportfolioforanAdvancedPlacementgrade.Inthespringeachstudentwillexhibithis/herworkinaonepersonshow.

37

Fin

e Ar

ts

Photography Courses

Photography 1 (College Prep) GPA Waiver Option ART401-Semester1,ART402-Semester2Opento9-10-11-12 OneSemesterPrerequisite: NoneNote: Students may use their own 35mm Camera with manual operations or check out school owned equipment. Photography 1 is designed to give beginning photo studentsa background in visual literacy and the basic skills of cameraoperation,filmprocessing,printing,enlarging,andprintfinishing.Allwork is black andwhite using a 35mmSLRfilm camera.Studentsmustsupplytheirownfilmandphotopaper(approximateexpenditureof$100.00)andcamerasmaybecheckedoutthroughtheschool'saudiovisualdepartment.

Photography 2 (College Prep)GPA Waiver Option ART411-Semester1,ART412-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Photography 1Note: Students may use their own 35mm camera with manual operations or check out school owned equipment. Photography2isdesignedtorefinestudents’photographicskillandaestheticjudgment.Specialeffects,studiolighting,portraiture,nightphotography,thepinholecamera,digitalphotographyusingPhotoshop,andcreatingaseriesofphotographsareareasstudiedinthiscourse.Studentsmustsupplytheirownfilmandphotopaper(approximateexpenditureof$100.00)andcamerasmaybecheckedoutthroughtheschool'saudiovisualdepartment.

Advanced Photography & Digital Design (Accelerated)ART421-Semester1,ART422-Semester2Opento10-11-12 FullYearPrerequisite: Photography 1 & 2 or Computer Art 1 & 2Note: Students may use their own 35mm Camera with manual operations or check out school owned equipment. This course offers a concentrated studyof photography and/ordigital design for studentswhowant to pursue imagemakingin a seriousmanner. Students on the photography track areintroducedtolargeformatprinting,DSLRcamerahandlingskills,andadvancedtechniquesusingAdobePhotoshopandLightroom.Students on the design trackwill be developing a portfolio ofdigital drawings and designs using theAdobeCreativeSuite.Designstudentswillalsoexploremethodsofdigitalphotographytoenhancetheirlayout,formatting,anddesignskills.Studentswillexplorebrainstormingmethodstodevelopstrongerconceptsandcommonvisualconnectionsthroughthedevelopmentofaseriesofwork.Studentswillcompileaportfolioandassembleaone-personshowtobeexhibitedinthespring.

Advanced Placement 2-D Design Portfolio: Photo Concentration (Honors)ART871-Semester1,ART872-Semester2Opento10-11-12 FullYearPrerequisite: Photography 1 and Photography 2, Advanced Photography & Digital DesignThiscourseoffers2-Ddesignstudentsaconcentratedprogram,whichenablesthemtoapplyforcollegecreditinArt.Emphasisiscenteredonstudiowork,thepreparationofaportfolio,andthesubmissionoftheportfolioforanAdvancedPlacementgrade.Inthe

springeachstudentwillexhibithis/herworkinaonepersonshow.

Computer Courses

Computer Art 1 (College Prep)GPA Waiver Option ART501-Semester1,ART502-Semester2Opento9-10-11-12 OneSemesterPrerequisite: NoneThiscourseisdesignedtointroducestudentstousingPhotoshopasadesigntoolandameansofproducingfinishedartwork.Studentswillhavetheopportunitytodevelopskillsandbecreativewhiledigitallydrawingandpaintingwithbothmouseand tablet,andusing photographicmanipulation techniques to produceworksofart.Projectswillhavefinearts,photography,mediaarts,andgraphicdesigncomponents.

Computer Art 2 (College Prep)GPA Waiver Option ART511-Semester1,ART512-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Computer Art 1 ThiscourseisdesignedtobeanadvancedorsecondlevelforstudentsinterestedinfurtheringtheirstudyandexplorationofusingPhotoshopasgraphicdesigntool.Studentswillbeintroducedtomorecomplexconceptsandtechniquesofmediaartsandgraphicdesignincludingposterlayout,collage,toyandgamepackage-design,andanimation.Thecoursewillhavefinearts,photographic,andcommercialartcomponents.

2D Animation (College Prep)GPA Waiver Option ART531-Semester1,ART532-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Computer Art 1

Thiscourseprovidesstudentstheopportunitytostudyandexplore2Danimation.Studentswillstudythehistoryofanimationandworkwith2Danimationsoftwaretoproducetheirownanimatedshorts, from initial concept and story boarding through finalrendering.Concepts and techniques in vector-based drawing,timing,key-framing,andmusicandlipsynchronizationwillbeexplored.

3D Animation (College Prep) GPA Waiver OptionART541-Semester1,ART542-Semester2Opento9-10-11-12 OneSemesterPrerequisite: Computer Art 1 and 2D Animation

This course is designed for studentswith an interest in 3Danimation.Inadditiontothestudyofthehistoryof3Danimation,studentswillbuildupontheconcepts,skillsandtechniqueslearnedfrom 2DComputerAnimation to help them learn to use 3Danimationsoftwaretocreateandanimatetheirown3Dmodels/characters.PolygonandNURBmodeling,texturing,lighting,andbasic3Dkey-frame/pathanimationwillbeexplored.

38

Art History Courses

Art History 1 (College Prep)GPA Waiver Option ART701-Semester1OnlyOpento10-11-12 OneSemesterPrerequisite: NoneThiscourseisdesignedasanintroductiontothehistoriesofart.Studentswill become familiarwith themajor formsof artisticexpressionfromantiquitythroughtheearlyRenaissance.Theywillbecomeinformedobserversoftheirvisualculture.Dependingonenrollment,thiscourseisofferedwithAPArtHistory. Art History 2 (College Prep)GPA Waiver Option ART702-Semester2OnlyOpento10-11-12 OneSemesterPrerequisite: NoneThiscourseisdesignedasanintroductiontothehistoriesofartfromthelastfivecenturies.StudentswillbecomefamiliarwiththemajorformsofartisticexpressionfromthelateRenaissancetothepresent.Theywillbecomeinformedobserversoftheirvisualculture.Dependingonenrollment,thiscourseisofferedwithAPArtHistory.

Advanced Placement Art History (Honors)ART721-Semester1,ART722-Semester2Opento10-11-12 FullYearPrerequisite: NoneThiscourseisdesignedasanintroductorycollege-levelcourseinthehistoryofart.Studentswillexaminethemajorformsofartisticexpressionfromprehistoricthroughcontemporarycultures.Theywill study architecture, sculpture, painting andother art formswithintelligenceandsensitivity.StudentsareexpectedtotaketheAdvancedPlacementexam.

39

Fin

e Ar

ts

Dance Department Sequence

Dance 1DNC111/1129-10-11-12

Dance 2DNC101/1029-10-11-12

Dance 3DNC201/2029-10-11-12

Dance 4DNC301/3029-10-11-12

Concert DanceDNC401/402

10-11-12

Dance LeadershipDNC601/602

11-12

Ballet / JazzDNC311/312

10-11-12

There is no placement assessment necessary for students wishing to enroll in Dance 1.

*Freshman desiring placement in either Dance 2, 3 & 4 should attend a two-day assessment for placement. Cur-rent students not enrolled in dance may register for Dance 1 and may be assessed for placement in Dance 2, 3 or 4 at a daytime assessment during their Physical Education class or study hall. Such placement requires extensive experience in Ballet, Jazz and Modern Dance. See assessment date information below. Enrollment in Dance satis-fies the physical education requirement. It may also be used as Fine Arts credit.

Assessment DatesIncoming Freshmen

February 11 and 12, 2015(Wednesday and Thursday)

4:00 to 7:30 PMRoom 2010

Must attend both dates

Current Student PlacementFebruary 13, 2015

(Friday)During scheduled P.E. class or study hall

Room 2010

40

DANCE DEPARTMENT

Dance 2DNC101-Semester 1, DNC102-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Dance 1 or placement by instructor This course is designed for students who have little experience in contemporary dance technique. Emphasis will be on dance vocabulary, essential choreographic concepts, and basic anatomy as it pertains to dance. Practice and repetition are primary means of learning movement and are followed by assessment and teacher feedback. Students will also participate in peer-to-peer feedback to continue to develop verbal skills necessary to show cognitive understanding of dance movement vocabulary, as well as viewed dance. Locomotor, center work, and choreography projects, aid in developing musicality, rhythmic structure along with class structure and etiquette. Students are required to attend and critique the Winter and Spring Dance concerts. Students will also have the opportunity to participate in the Recital during second semester.

Stevenson High School provides dance as a creative and rewarding art experience where artistic integrity and appreciation are developed. Dance is a physical and mental discipline. Students are provided opportunities to develop body strength, agility, coordination, creative problem solving skills, organizational skills, and the ability to work effectively in cooperative learning groups. They gain self-confidence, self-discipline, and satisfaction in movement. Dance students are given clear course targets and they are assessed on these targets regularly using Evidence Based Reporting. All dance students are required to purchase and wear appropriate attire as designated by the dance teacher.Dance 1 DNC111-Semester 1, DNC112-Semester 2Open to 9-10-11-12 Full YearPrerequisite: None This course will introduce dance to students who have never experienced a dance class before. Students will learn basic dance movement and concepts such as time, space and energy, as well as movement terminology. Practice and repetition are primary means of learning movement and are followed by assessment and teacher feedback. Emphasis will be on basic technique, history of different genres, dance anatomy, particularly bone and muscle structure, and conditioning exercises to prepare the body for flexibility, strength and endurance. Students will also participate in peer-to-peer feedback to create verbal skills necessary to show cognitive understanding of dance movement vocabulary as well as viewed dance. Locomotor, center work, and choreography projects, aid in developing musicality, rhythmic structure along with class structure and etiquette. Students are required to attend and critique the Winter and Spring Dance concerts. Students will also have the opportunity to participate in the Recital during second semester.

Photos taken by Stevenson High School Students: Emily Shen, Jessica Silva, Monica Wilner

41

Fin

e Ar

ts

Dance 3 DNC201-Semester 1, DNC202-Semester 2Open to 9-10-11-12 Full Year Prerequisite: Dance 2 (Beginning Dance) or placement by instructorThis course is designed for students with previous dance training. Students will explore different contemporary dance styles and focus on the detailed aspects of contemporary dance at an accelerated pace. Emphasis is on the student’s dance knowledge, creative expression, developing versatility of movement styles, movement qualities, composition, a greater understanding of dance anatomy, and conditioning. Students engage in critical response and self-assessment activities to enhance content knowledge. Locomotor, center work, and choreography projects, aid in honing rhythmic structure, quality, and dynamics. Dancers will challenge their physical limitations and their ability to dance as fully as possible. Students are required to attend and critique the Winter and Spring Dance concerts. Students will have the opportunity to participate in the Recital during second semester.

Dance 4 DNC301-Semester 1, DNC302-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Dance 3 (Intermediate Dance) or placement by instructorThis course is designed for students who have achieved a high degree of technical and creative skill in contemporary dance. Students will explore different contemporary dance styles and focus on the detailed aspects of contemporary dance at an accelerated pace. Emphasis is on technique, versatility of movement styles, movement qualities, composition, a deeper understanding of dance anatomy, and conditioning. Students engage in critical response and self-assessment activities to enhance content knowledge. Locomotor, center work, and choreography projects, aid in maturing rhythmic structure, quality, and dynamics. Dancers will challenge their physical limitations and their ability to dance, as fully as possible. Students are required to attend and critique the Winter and Spring Dance concerts. Students will have the opportunity to participate in the Recital during second semester.

Concert Dance (College Prep)GPA Waiver Option DNC401-Semester 1, DNC402-Semester 2Open to 10-11-12 Full YearPrerequisite: Dance 4 (Advanced Dance) any senior who completed Dance 3 (Intermediate Dance)This course is designed for students who have had advanced training in contemporary dance, as well as a strong background in ballet, jazz and composition. Concert dancers are responsible for maintaining a high quality of technical skill. The Concert Dance class will work toward developing and enhancing performance and choreographic skills in preparation for college level dance study and/or professional studio experience. Concert dancers will perform in the Winter and Spring Dance concerts. Students are required to attend a one week dance camp the week before school starts. Daily and after school rehearsals will be scheduled a week to two weeks prior to the opening of the Winter and Spring concerts. Rehearsals may also be scheduled after school for the guest choreographer. These rehearsals are required if the student auditions and is cast in a piece. Class fees are approximately $130 for production fees and company apparel. Dance camp week is a requirement of the course and runs one week prior to the start of school for approximately $130.

Ballet/Jazz (College Prep)GPA Waiver Option DNC311 - Semester 1, DNC312 - Semester 2Open to 10-11-12 One SemesterPrerequisite: Dance 1 (Beginning Dance) or Dance 2 (Intermediate Dance)This course will examine different elements of ballet and jazz dance as well as their origins. Students will explore technical skill and theory, history of the genres, and exploratory work. This may be repeated once for credit.

Dance Leadership: (College Prep)GPA Waiver OptionDNC601-Semester 1, DNC602- Semester 2Open to 11-12 Full YearPrerequisites: Students must complete a minimum of one year in Dance 3 (Intermediate Dance) or Dance 4 (Advanced Dance) and approval of instructorsDance Leadership is a one-year course where students will intern and assist with dance instruction in a technique class. The student leader will learn and demonstrate the teacher created combinations including warm-ups, across the floor, and center combinations. Dance leaders will model proper technique and assist students. Students will periodically work one- on- one with dance students in a peer mentoring fashion. While taking this course the Dance Leadership student will also meet individually with the teacher outside of class to learn dance pedagogy. The leadership student will create exercises and a lesson that they will instruct at the end of each semester. This course may be repeated once for credit. Dance Leadershp applications are available through the Dance website starting Nov. 4 and are due to the Dance office Dec. 1, 2014.

42

9*: Incoming Freshmen may be admitted to this class with the instructors approval following a formal audition. Please contact the Stevenson Band, Orchestra, and Guitar faculty to initiate this process

Choir**: Students that successfully complete a full two years of a Choir class may consider enrolling in Musical Theatre Workshop: THR 202 listed in the Theatre Department (pg 47)

Patriot Guitar Ensemble

MUS4421/442 9*-10-11-12

Any SHS Band, Choir,

Orchestra, or Guitar

Piano Technique & Musicianship

MUS401 9-10-11-12

Guitar Technique & Musicianship MUS421/422 9-10-11-12

Creating Music with Technology

MUS431/432 9-10-11-12

Band Sequence

Honor Band MUS141/142

10-11-12

Advanced Symphonic Band

MUS131/132 9*-10-11-12

Freshman Band MUS101/102

9

Choir Sequence

Symphonic Band

MUS121/122 9*-10-11-12

Concert Band MUS111/112 9*-10-11-12

Stevenson Chorus** MUS201/202 9-10-11-12

Advanced Chorus** MUS211/212

10-11-12

Patriot Singers** MUS221/222

10-11-12

AP Music Theory

(Honors) MUS801/802

11-12

Guitar Sequence

Other Music Courses

Music Department Sequences

Concert Orchestra

MUS311/312 9-10-11-12

Patriot Orchestra

MUS321/322 10-11-12

Symphonic Orchestra

MUS331/332 9*-10-11-12

Orchestra Sequence

43

Fin

e Ar

ts

MUSIC DEPARTMENT

Music study helps students develop skills in comprehending, creative problem solving, working as a team, logical reasoning, using symbols, conceptualizing, making value judgments, and communicating. It promotes cultural awareness and provides unique opportunities for self-expression and creativity. The Stevenson Music Department offers a variety of classes that allow students to continue – or begin – a strong, sequential program of music study. Courses are offered in instrumental music, vocal music, and non-performance classes.

Though many objectives for music education can be met in the classroom, it is important that students who are developing music skills are provided opportunities to display their accomplishments through concerts, recitals, parades, festivals, and other performance experiences. These are a direct outgrowth of the nature of the art which is being studied. Therefore, performing ensembles include an emphasis on the importance of participation in occasional after-school rehearsals and performances.

NOTE: Seniors who are enrolled in Honor Band, Patriot Orchestra, Patriot Guitar, Patriot Singers or Advanced Chorus, and have been active for 4 semesters in a performing ensemble, earn accelerated level grade points unless requesting a GPA waiver. Students enrolled in any band are offered a PE Waiver for the first semester.

halftime shows, a two week August rehearsal "camp" at Stevenson is provided for all members. Freshman Band members also perform in four formal concerts. (PE Waiver offered for first semester.)

*Concert Band (College Prep)GPA Waiver Option MUS111-Semester 1, MUS112-Semester 2Open to 9-10-11-12 (Qualified Students) Full YearPrerequisite: Audition with DirectorUpperclassmen with band experience enroll in Concert Band to continue work on total musicianship, including the development of advanced performing skills, and building further understanding of music theory. For the first 8 to 9 weeks of first semester, the Concert Band combines with the Freshman, Symphonic, Advanced Symphonic, and Honor Bands to perform as the highly acclaimed Marching Patriots. During this time, students study contemporary marching performance techniques, culminating in halftime and

Band Classes

*Freshman Band (College Prep)GPA Waiver Option MUS101-Semester 1, MUS102-Semester 2Open to 9 Full YearPrerequisite: Prior Band experience and/or approval of Band DirectorAll entering freshmen with band experience enroll in Freshman Band to continue work on total musicianship, developing performing skills, and building further knowledge of fundamental materials of music theory. For the first 8 to 9 weeks of first semester, the Freshman Band combines with the Symphonic, Advanced Symphonic, Concert and Honor Bands to perform as the highly acclaimed Marching Patriots. During this time, students study contemporary marching performance techniques, culminating in halftime and parade performances. For adequate preparation of

Photos taken by Stevenson High School Students: Emily Shen, Esdras Castillo-Ramirez, Cathy Han, Jessica Silva

44

parade performances. For adequate preparation of halftime shows, a two week August rehearsal "camp" at Stevenson is provided for all members. Concert Band members perform in four formal concerts and also perform at several home basketball games as members of the Pep Band. (PE Waiver offered for first semester.)

*Symphonic Band (College Prep)GPA Waiver Option MUS121-Semester 1, MUS122-Semester 2Open to 9-10-11-12 (Qualified Students) Full YearPrerequisite: Audition with DirectorUpperclassmen with band experience enroll in Symphonic Band to continue work on total musicianship, including the development of advanced performing skills, and building further understanding of music theory. For the first 8 to 9 weeks of first semester, the Symphonic Band combines with the Freshman, Concert, Advanced Symphonic and Honor Bands to perform as the highly acclaimed Marching Patriots. During this time, students study contemporary marching performance techniques, culminating in halftime and parade performances. For adequate preparation of halftime shows, a two week August rehearsal "camp" at Stevenson is provided for all members. Symphonic Band members perform in four formal concerts and also perform at several home basketball games as members of the Pep Band. (PE Waiver offered for first semester.) Members of this ensemble may have the opportunity to combine with the Symphonic Orchestra for several concerts for performance of the full orchestra repertoire.

*Advanced Symphonic Band (College Prep) GPA Waiver Option MUS131-Semester 1, MUS132-Semester 2Open to 9-10-11-12 (Qualified Students) Full YearPrerequisite: Audition with DirectorUpperclassmen with band experience enroll in Advanced Symphonic Band to continue work on total musicianship, including the development of advanced performing skills, and building further understanding of music theory. For the first 8 to 9 weeks of first semester, the Advanced Symphonic Band combines with the Freshman, Concert, Symphonic and Honor Bands to perform as the highly acclaimed Marching Patriots. During this time, students study contemporary marching performance techniques, culminating in halftime and parade performances. For adequate preparation of halftime shows, a two week August rehearsal "camp" at Stevenson is provided for all members. Advanced Symphonic Band members perform in four formal concerts and also perform at several home basketball games as members of the Pep Band. (PE Waiver offered for first semester.) Members of this ensemble may have the opportunity to combine with the Symphonic Orchestra for several concerts for performance of the full orchestra repertoire.

*Honor Band (College Prep/Accelerated)GPA Waiver Option for College Prep onlyMUS141-Semester 1, MUS142-Semester 2Open to 10-11-12 (Qualified Students) Full YearPrerequisite: Audition with DirectorThe Stevenson Honor Band is open by audition to the most advanced wind and percussion students. The Honor Band performs advanced repertoire at festivals, concerts and community events. For the first 8 to 9 weeks of first semester, the Honor Band combines with the Freshman, Concert, Symphonic, and Advanced Symphonic Bands to perform as the highly acclaimed Marching Patriots. During this time, students study contemporary marching performance techniques, culminating in halftime and parade

performances. For adequate preparation of halftime shows, a two week August rehearsal "camp" at Stevenson is provided for all members. Honor Band members also perform at several home basketball games as members of the Pep Band. (PE Waiver offered for first semester.) Seniors may earn accelerated credit in this course. Members of this ensemble may have the opportunity to combine with the Patriot Orchestra for several concerts for performance of the full orchestra repertoire.

*Important Note for All Band Classes: All band classes participate in activities of the Marching Patriots. All band students should be available for two weeks of Band Camp rehearsals beginning Monday, August 3, 2015, for preparation of the upcoming season’s marching show. Band Camp is held after the end of Summer School second session and before the opening day of regular classes.

Choir Classes

Stevenson Chorus (College Prep)GPA Waiver Option MUS201-Semester 1, MUS202-Semester 2Open to 9-10-11-12 Full YearPrerequisite: NoneThis course combines the best of personal enjoyment while developing vocal skills and studying the fundamentals of musicianship. Special emphasis is put on the development of sight singing skills necessary for future placement into advanced choral groups. Stevenson Chorus performs at several school concerts throughout the year.

Advanced Chorus (College Prep/Accelerated)GPA Waiver Option for College Prep only MUS211-Semester 1, MUS212-Semester 2Open to 10-11-12 (Qualified Students) Full YearPrerequisite: Audition with DirectorThis advanced treble ensemble is designed for experienced altos and sopranos. The development of vocal skills and musical concepts is achieved through the study and performance of varied literature. The importance of musicianship is stressed, along with continuing work on basic music theory. This ensemble is active at school performances and often participates in music festivals and competitions. Seniors may earn accelerated credit in this course.

Patriot Singers (College Prep/Accelerated)GPA Waiver Option for College Prep onlyMUS221-Semester 1, MUS222-Semester 2Open to 10-11-12 (Qualified Students) Full YearPrerequisite: Audition with Director, treble voices need to have completed one year in Advanced Chorus (MUS211/MUS212)This course is designed for advanced students who perform a wide variety of choral literature, from classical to contemporary. Patriot Singers also focuses on music reading, sight-singing, and more advanced music theory concepts. Students who wish to become members of Patriot Singers are urged to participate in Stevenson Chorus to gain experience and training. The Patriot Singers perform for concerts, contests and community events. Seniors may earn accelerated credit in this course.

45

Fin

e Ar

ts

Guitar Classes

Guitar Technique and Musicianship (College Prep) GPA Waiver Option MUS421-Semester 1, MUS422-Semester 2 Open to 9-10-11-12 Full Year Prerequisite: None This course is designed for guitarists who are seriously interested in working hard to become good musicians. Previous experience is helpful but not required. The course will teach the technique and musicianship needed to develop a classical guitar performance repertoire. The skills and knowledge learned will be applied to other musical styles. Emphasis is placed on development of technique, music-reading skills, sight-reading, chords (first position and barred), and expressive performance. Students will also receive basic training in flat picking, bass line construction and blues improvisation. Nylon string classical guitars are provided for class use but it is essential that students have their own nylon string classical guitar for home practice.

Patriot Guitar Ensemble (College Prep / Accelerated) GPA Waiver Option for College Prep only MUS441-Semester 1, MUS442-Semester 2Open to 9*-10-11-12 Full YearPrerequisite: Auditions are required for all students. Students should have taken at least one year of Guitar Technique and Musicianship. Freshmen may be admitted to the class with the instructor approval and audition.This course is designed for advanced guitarists who are interested in further developing their guitar technique and musicianship. The repertoire performed in this class includes chamber works for guitar, large ensemble pieces by composers of varied eras, and extensive work on etudes and solo repertoire. Emphasis is placed on development of technique, music-reading skills, composition, sight-reading, chords (first position and barred), and expressive performance as soloists and ensemble members. Students will also receive advanced training in performance practices from the various musical eras, bass line construction and blues improvisation, and flamenco rasgueado technique. Nylon string classical guitars are provided for class use but it is highly recommended that students have their own nylon string classical guitar for home practice. This ensemble performs several concerts each year and are encouraged to perform at solo and ensemble contests. Students will be required to attend periodic rehearsals and performances outside of the school day. Seniors may earn accelerated credit in this course.

Orchestra Classes

Concert Orchestra (College Prep)GPA Waiver OptionMUS311-Semester 1, MUS312-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Prior Orchestra experience and or approval of Orchestra DirectorViolin, viola, cello and bass players with previous orchestra experience are encouraged to enroll in this ensemble. This orchestra explores a variety of string orchestra and chamber music repertoire. Building on previous musicianship and performing skills training, students will become better prepared to make the transition to Symphonic Orchestra and Patriot Orchestra as well as college/adult level orchestras and chamber ensembles. Students in this class typically are mastering two octave scales and learning three octave scales, having reasonably good sight reading skills, and are working on book four to seven solo repertoire. Students who are not yet at this level are welcome in the program but a consultation with an orchestra director is advised. All students enrolled in any orchestra are expected to own or rent an instrument for home use and for performances. Cello and bass students may use school instruments for daily rehearsals. All students will be required to attend periodic rehearsals and performances outside of the school day.

Symphonic Orchestra (College Prep)GPA Waiver OptionMUS331-Semester 1, MUS332-Semester 2Open to 9*-10-11-12 Full YearPrerequisite: Auditions are required for all students. Freshmen may be admitted to this class with the instructor approval and audition.The repertoire performed includes chamber works, string orchestra, and full orchestra repertoire from advanced works written for school ensembles to works commonly performed in professional orchestras. Repertoire will focus on music of the Baroque, Classical and early Romantic eras. Strong support is given for development of chamber ensembles. Most students in this class have mastered all three octave major and minor scales, are working on the concerto repertoire, have excellent technique, and have excellent sight-reading capabilities. This ensemble combines with members of Advanced Symphonic Band for several concerts each year for performance of the full orchestra repertoire. Students will be required to attend periodic rehearsals and performances outside of the school day.

46

Patriot Orchestra (College Prep/Accelerated) GPA Waiver Option for College Prep only MUS321-Semester 1, MUS322-Semester 2 Open to 10-11-12 Only Full YearPrerequisite: All students must have completed one full year of Concert or Symphonic Orchestra in addition to a formal audition and approval from the Orchestra Director.The repertoire performed includes chamber works, string orchestra, and full orchestra repertoire from advanced works written for school ensembles to works commonly performed in professional orchestras. Repertoire will focus on music of the mid 19th century to living composers. Strong support is given for development of chamber ensembles. Most students in this class have mastered all three octave major and minor scales, are working on the concerto repertoire, have excellent technique, and have advanced sight-reading capabilities. This ensemble combines with members of Honor Band for several concerts each year for performance of the full orchestra repertoire. Students will be required to attend periodic rehearsals and performances outside of the school day. Seniors may earn accelerated credit in this course.

Other Music Courses

Piano Technique and Musicianship (College Prep)GPA Waiver Option MUS401-Semester 1 OnlyOpen to 9-10-11-12 One SemesterPrerequisite: NoneThis course is designed primarily for students with little or no piano experience. Using the electronic piano lab (MIDI Lab), the class will introduce the student to music notation, basic music theory, keyboard technique and musical terminology through the study of keyboard repertoire. Students repeating this course, or students with some theory and composition experience, will be able to pursue more advanced musical topics. Students may repeat this class once for credit. Creating Music with Technology (College Prep)GPA Waiver Option MUS431-Semester 1, MUS432-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: NoneExplore the exciting world of music and technology in this hands-on class! Creating Music with Technology will explore the latest music apps available for iPad and mobile devices. In addition, software such as Garage Band, Audacity, Finale, and Sibelius will be used to create, edit, notate, and mix music. Through these project-based activities students will learn keyboard/piano skills, music reading, and basic music theory.

AP Music Theory (Honors)MUS801-Semester 1, MUS802-Semester 2 Open to 11-12 Full YearPrerequisite: Membership in either high school Instrumental or Vocal Ensemble or approval of instructorThis course is designed to prepare students for a possible major or minor in music at the college level. Students learn the basics of tonal harmony, including: chord construction; four-part voice writing; harmonic analysis; and harmonic sequence. Students also study ear training, sight singing, melodic, rhythmic, and harmonic dictation, 20th century techniques and form/structure. Students are expected to take the AP exam.

47

Fin

e Ar

ts

2015 - 2016Theatre Department Sequence

Acting 1:THR101/1029-10-11-12

Acting 2:THR111/1129-10-11-12

* Musical Theatre Workshop - Prerequisite: Acting 1, 2, 3, 4 or 2 years of Choral Music

Theatre Design & StagecraftTHR121

9-10-11-12

Acting 4: Exploration of Performance Styles

THR21210-11-12

Advanced ActingTHR401/402

11-12

Leadership in Theatre StudiesTHR601 / 602

11-12

Musical Theatre Workshop*

THR20211-12

NEW

NEW

Acting 3:Performing

Contemporary DramaTHR21110-11-12

Directing the ActorTHR302

11-12

48

THEATRE DEPARTMENT

Acting 1 (College Prep)GPA Waiver Option THR101-Semester 1, THR102-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: None This course emphasizes the basic skills and techniques of the actor including: concentration, imagination, observation, and ensemble. Through the means of theatre games, improvisation, creative writing, and written analyses, students learn the fundamentals of creating character, writing monologues, performing monologues, and preparing a scene for performance.

Theatre is an opportunity for students to express themselves through creating characters in dramatic situations. Whether they have had previous drama experience or not, the theatre classes at SHS offer them the chance to develop their dramatic skills. The focus in all theatre classes is on the process creating theatre.

Theatre classes at Stevenson feature a sequential and cumulative curriculum which allows students to develop internal and external resources, explore creative potential, investigate the social and historical context in which they live, form aesthetic judgments, and experience the discipline of the artist. The courses are process oriented, primarily concerned with fostering integrity in the student’s work. Some courses include a public performance component.

While the theatre courses can provide pre-professional training for students, the ultimate goal is to promote appreciation of the art, the development of ensemble skills, as well as deeper self-awareness and more sensitive and reflective understanding of the human condition. Theatre students are informed of specific learning targets and are assessed regularly using Evidence Based Reporting.

Acting 2 (College Prep)GPA Waiver Option THR111-Semester 1, THR112-Semester 2Open to 9-10-11-12 One SemesterPrerequisite: Acting 1This course is designed for the student who wishes to expand his/her acting skills and expertise. The student studies concentration, observation, sensory skills, movement, voice and articulation, and characterization. Emphasis in Acting 2 is on building character relationships through both improvised and scripted/memorized scene work. The student also is expected to perform monologues and scenes, read and analyze plays, and perform a final acting scene.

Photos taken by Stevenson High School Students: Esdras Castillo-Ramirez, Klaudia Grigiel, Cathy Han

49

Fin

e Ar

ts

Acting 3: Performing Contemporary Drama (College Prep)GPA Waiver Option THR211-Semester 1 onlyOpen to 10-11-12 One SemesterPrerequisite: Acting 1 & 2Students will read several contemporary plays, write and perform a personal monologue. They will also engage in improvisation as a creation and rehearsal tool, as well as character, play, and post performance analyses. The course will culminate in a public performance of an ensemble-devised piece. Students are required to rehearse after school the week of the production.

Acting 4: Exploration of Performance Styles (College Prep)GPA Waiver OptionTHR212-Semester 2 only Open: 10-11-12 One SemesterPrerequisites: Acting 1-3 Students will use improvisation as a building block for non-script based performance beginning with the study of Commedia dell’ Arte. Students will also read, study, and perform scenes from at least one comedy by William Shakespeare, and continue their work with archetypes as they study improvisation theory and technique as related to improvisation as a performance genre. This course will also include written assignments and occasional quizzes.

Theatre Design and Stagecraft (College Prep)GPA Waiver OptionTHR121-Semester 1 onlyOpen to 9-10-11-12 One SemesterPrerequisite: NoneThis is a one semester course designed to familiarize students with the basic areas of technical theatre. Students will learn about tool and scene shop safety, theatre geography, set design, set construction, scene painting, light design, and production technologies. The course includes theory, hands-on experiences, and will culminate with a design project. After successfully completing this course students may continue their studies in Theatre Design and Stagecraft by electing to apply for an independent study option in the Theatre Design. Musical Theatre Workshop (College Prep) GPA Waiver Option THR202-Semester 2 onlyOpen to 11-12 One SemesterPrerequisite: Acting 1-4 or 2 years Choral MusicThrough the workshop process, students will focus on Musical Theater as a distinct performance style. The course will include a historical survey of the evolution of Musical Theater as well as an in-depth study of different Musical Theater genres. Students will learn and practice acting through song, voice work, and movement based activities. They will also develop proficiency in analyzing scenes and musical numbers. The course will culminate in a public performance of scenes studied in class. Students will be required to attend after school rehearsals during the week of the performance. After successfully completing this course, students who wish to continue their studies in musical theater may repeat this course once for credit.

Advanced Acting (Accelerated)THR401-Semester 1, THR402-Semester 2 Open to 11-12 One SemesterPrerequisite: Acting 1 - 4This course will provide upperclassmen the opportunity to continue their theatre study (specifically actor-training) in a focused learning environment with challenging material that will assure their preparedness for further college, university, conservatory, and/or professional theatre pursuits. Advanced Acting will include the following units for study: characterization through movement, advanced script analysis, and auditioning for professional theatre. After successfully completing this course, students who wish to continue their studies in Advanced Acting may repeat this course once for credit.

Directing the Actor (College Prep)GPA Waiver Option THR302-Semester 2 onlyOpen to 11-12 One SemesterPrerequisite: Acting 1- 4This is a one semester course that allows the student to explore and develop his/her directorial ability. The course will emphasize the development of play conceptualization, techniques for working with the actor, and directorial analysis of a play. The culminating project of the course will be a public performance of scenes directed by members of the class. There will be a secondary emphasis placed on techniques an actor may use to adjust to working with different directors. After successfully completing this course, students who wish to continue their studies in Directing may repeat this course once for credit.

Leadership in Theatre StudiesTHR601-Semester 1, THR602-Semester 2Open to 11-12 One SemesterPrerequisite: Acting 1 and through an application & interview process.Leadership in Theatre Studies is a semester course in which students will intern and assist with theatre instruction in our Acting 1, 2, 3, & 4 courses. Student leaders will learn and demonstrate superior ensemble behavior, provide feedback to their peers, and assist students by modeling performance expectations. Student leaders will work with individual students and small groups as they prepare for performances. They will also serve as stand-in scene partners and provide one-on-one time to the introductory and intermediate level student.

50

51

Mat

he

Mat

ics

MatheMatics DivisionDarshan Jain, Director

The Mathematics Division course offerings provide options and electives for meeting individual needs, experiences, and goals of all students. Course offerings provide opportunities for the development of problem-solving skills and techniques for theoretical and applied settings. Instructional design promotes student-engaged learning activities. Graphing calculators are used as an integral part of concept development. These skills and techniques will serve the student in future career and educational undertakings.

Students must pass at least six (6) semesters, including Algebra and at least one course with geometry content.

52

MATHEMATICS & COMPUTER SCIENCE

DIVISION PATHWAYS

Algebra I MTH151/152

Precalculus Honors

MTH391/392

Geometry Accelerated

MTH271/272

Geometry Honors

MTH291/292

Geometry MTH251/252

Algebra 2 Accelerated

MTH171/172

Precalculus MTH451/452

Advanced Mathematical Decision Making

MTH441/442

Algebra 2 MTH351/352

Precalculus Accelerated

MTH371/372

AP Calculus AB Honors

MTH471/472

AP Statistics Honors

MTH461/462

AP Calculus BC Honors

MTH491/492

Advanced Linear Algebra Honors

MTH592

Calculus III Honors

MTH591

1. Calculator Recommendation: A TI N-Spire CX is recommended for mathematics courses. A TI N-Spire CX CAS is recommended for all honors level mathematics courses.

2. Freshmen begin the pathway in one of four courses: Algebra I Enriched, Algebra I, Algebra 2 Accelerated, or Geometry Honors.

3. Computer Science Courses are strongly encouraged electives and can be taken concurrently with other mathematics course work. Description of Computer Science electives can be found on page 55.

Algebra I Enriched MTH111/112

Computer Programming CSC151/152

Computer Programming Accelerated CSC171/172

(One Semester)

AP Computer Science A Honors

CSC391/392

53

Mat

he

Mat

ics

Precalculus MTH451-Semester 1, MTH452-Semester 2 Open to 11-12 Full YearPrerequisite: Algebra 2 (Advanced Algebra) This course includes the topics of polynomial, rational and algebraic functions, complex numbers, trigonometric equations, identities, inverse trigonometric functions, statistics, logarithms, permutations, combinations, and probability. Students completing this course will be prepared for a college-level calculus course.

Advanced Mathematical Decision MakingMTH441-Semester 1, MTH442-Semester 2 Open to 12 Full YearPrerequisite: Successful completion of Algebra 2 (Advanced Algebra) This course is designed for students who are college bound non-mathematics majors. Specific emphasis will be on problem solving using ratio, rate and proportions, probability, combinatorics, graph theory, finance, statistical analysis, mathematical modeling using logistic growth, exponential, periodic functions and finance.

Accelerated

Algebra 2 (Accelerated) MTH171-Semester 1, MTH172-Semester 2 Open to 9-10-11 Full YearPrerequisite: Placement exam or Approval of Director; Recommended for FreshmenThis course is designed to provide students with an extensive background in advanced algebraic topics. Students will investigate a wide array of topics including inverses and transformations of functions, the study of the polynomial, exponential, rational, exponential, logarithmic, and trigonometric function families with an increased emphasis on modeling, systems of equations and matrices, and probability and statistics. Within these topics, some are studied at greater depth in order to prepare students to take advanced mathematics courses such as calculus, advanced statistics, or discrete mathematics. Successful completion of this course prepares the student for Geometry Accelerated.

Geometry (Accelerated)MTH271-Semester 1, MTH272-Semester 2 Open to 10-11-12 Full YearPrerequisite: Algebra 2 Accelerated (Advanced Algebra Accelerated) or approval of Director. Recommended for Sophomores This course requires the students to complete an in-depth study ofEuclidean Geometry. Topics include coordinate geometry, proof, congruent triangles, similar triangles, polygons, circles, area and volume. The course teaches and extends problem solving skills and the development of logical reasoning to communicate mathematics. Successful completion of this course prepares a student for Precalculus Accelerated.

Algebra I EnrichedMTH111-Semester 1, MTH112-Semester 2 Open to 9-10-11-12 Full YearPrerequisite: Placement exam and approval of Director Students in this course will meet for two consecutive periods so that by the end of this course students will have completed one full year of high school algebra as well as have developed a strong foundation in using the mathematical practices for success in future mathematics courses. This course is designed to emphasize the development of problem solving skills and strategies to approach problem situations through multiple representations (including graphs, tables and equations) to model and analyze linear functions, systems of equations, quadratic functions, and exponential functions. This course also uses statistical models to analyze relationships represented by data. Successful completion of this course will prepare students entry into Geometry. Upon successful completion of this course, students will receive two credits, one mathematics credit and one elective credit.

Algebra I MTH151-Semester 1, MTH152-Semester 2 Open to 9-10 Full YearPrerequisite: Placement exam or approval of Director This course is designed to engage students in the practice of mathematics by developing an understanding of mathematical relationships, functions, and models both in and out of context with an emphasis on problem solving. Algebraic topics will be developed and valued conceptually leading to procedural fluency. Students will utilize concepts, skills, representations, and techniques that address linear functions, exponential functions, quadratic functions, and systems of equations. This course also uses statistical models to analyze relationships represented by data. Successful completion of this course will prepare students for entry into Geometry.

Geometry MTH251-Semester 1, MTH252-Semester 2 Open to 10-11-12 Full YearPrerequisite: Algebra I or equivalentThis course deals with sets of points and related properties. Sets studied include lines, angles, polygons, with emphasis on circles, planes and surfaces of geometric solids such as pyramids, cones, cylinders and spheres. This course emphasizes systematic approaches to and processes for proving and applying theorems. Algebra is utilized extensively during the course. Successful completion of this course prepares the students for further work in Advanced Algebra.

Algebra 2 MTH351-Semester 1, MTH352-Semester 2 Open to 11-12 Full YearPrerequisite: Geometry This course is designed to provide students with a thorough background in advanced algebraic topics in preparation for continued coursework in Precalculus (MTH 451/452) and Advanced Mathematical Decision Making (MTH 441/442). Central to classroom experience is extending prior coursework and improving mathematical reasoning skills. Topics include inverses and transformations of functions, the study of the polynomial, exponential, rational, exponential, logarithmic, and trigonometric function families with an increased emphasis on modeling, systems of equations and matrices, probability and statistics.

54

Precalculus (Honors) MTH391-Semester 1, MTH392-Semester 2 Open to 10-11 Full YearPrerequisite: Geometry HonorsThis course is a continuation of the mathematics studied in Advanced Algebra Honors and Geometry Honors. The content includes that of Precalculus as well as topics related to limits, matrix algebra, discrete mathematics, polar coordinates, proof by induction, and conic sections. Successful completion of this sequence prepares the student for entry into Advanced Placement Calculus BC.

Advanced Placement Calculus BC (Honors)MTH491-Semester 1, MTH492-Semester 2 Open to 11-12 Full YearPrerequisite: Precalculus HonorsThis course deals with the BC content of the Advanced Placement curriculum beyond that of the Calculus AB sequence. Additional topics include sequences, infinite series, solutions of differential equations, advanced techniques of integration, as well as parametric and polar equations. Students enrolled in this course are expected to write the Advanced Placement Calculus BC examination.

Calculus III (Honors) MTH591-Semester 1 OnlyOpen to 12 One SemesterPrerequisite: Advanced Placement Calculus BCThis course is the last of a three-course sequence in calculus and analytic geometry and includes the essential elements of multi-variable calculus as well as the analytic geometry of space. Students perform operations with vectors, lines and planes, understand and apply curves and surfaces, understand and apply concepts involving differentiation for functions of several variables, and compute double and triple integrals. In addition, students will perform operations of polar coordinates and parametric equations. This course is a dual credit, college-level math course that is offered in collaboration with Oakton Community College. Classes are held at Stevenson High School and are taught by a Stevenson teacher. Students can earn college credit through Oakton Community College, as well as Stevenson High School credit.

Advanced Linear Algebra (Honors) MTH592-Semester 2 OnlyOpen to 12 One SemesterPrerequisite: Advanced Placement Calculus BC This course provides detailed work in the study of vectors and vector spaces. Topics include solving n by n systems of equations, operating within a vector space, performing linear transformations of vector spaces and locating eigen vectors and eigen values. This course is equivalent to a one semester college linear algebra course. This course is a dual credit, college-level math course that is offered in collaboration with Oakton Community College. Classes are held at Stevenson High School and are taught by a Stevenson teacher. Students can earn college credit through Oakton Community College, as well as Stevenson High School credit.

Precalculus (Accelerated) MTH371-Semester 1, MTH372-Semester 2 Open to 11-12 Full YearPrerequisite: Algebra 2 Accelerated (Advanced Algebra Accelerated) and Geometry Accelerated or approval of DirectorThis course provides an in-depth study of precalculus mathematics. Topics include polynomial, rational, algebraic, exponential, logarithmic and trigonometric functions and relations, conics and their properties, the complex number system, inequalities, probability and statistics. Successful completion of this course provides the student with the necessary prerequisites for Advanced Placement Calculus AB.

Advanced Placement Statistics (Honors)MTH461-Semester 1, MTH462-Semester 2 Open to 11-12 Full YearPrerequisite: Precalculus (any level)The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1. Exploring Data: Describing patterns and departures from patterns. 2. Sampling and Experimentation: Planning and conducting a study. 3. Anticipating Patterns: Exploring random phenomena using probability and simulation. 4. Statistical Inference: Estimating population parameters and testing hypotheses. Students enrolled in this course are expected to write the Advanced Placement Statistics examination. Advanced Placement Calculus AB (Honors)MTH471-Semester 1, MTH472-Semester 2 Open to 12 Full YearPrerequisite: Precalculus AcceleratedAP Calculus AB is primarily concerned with developing students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multirepresentational approach to calculus with concepts, results, and problems expressed graphically, numerically, analytical, and verbally. The connections among these representations are also important. Topics covered in this course include limits, differentiation, integration, continuity, indeterminate forms, and improper integrals. Students enrolled in this course are expected to write the Advanced Placement Calculus AB examination.

Honors

Geometry (Honors) MTH291-Semester 1, MTH292-Semester 2 Open to 9-10 Full YearPrerequisite: 9th Graders: Placement exam or approval of DirectorPrerequisite: 10th Graders: Algebra 2 Accelerated (Advanced Algebra Accelerated) and approval of DirectorThis course is an in-depth study of Euclidean geometry including extension topics of coordinate geometry, geometric probability and transformations. The course stresses problem solving skills and the development of logical reasoning and communication of mathematics. Advanced Algebra topics are integrated extensively throughout the course. Successful completion will prepare the student for Precalculus Honors.

55

Mat

he

Mat

ics

Mathematics Seminar (Honors) MTH571-Semester 1, MTH572-Semester 2 Open to 12 One SemesterPrerequisite: Approval of Director This course is designed to explore a series of topics that are of special interest to members enrolled within the class. Students with special interests and talents are called upon to share in the instructional process.

Computer Science Electives

Computer Programming CSC151-Semester 1, CSC152-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Concurrent enrollment or credit in Algebra I This full year course introduces students to computer programming and computational thinking with an emphasis on problem solving. Students will learn how to read and program code in Python and Java programming languages. The course introduces how to write programs that make decisions using conditional statements and iteration through the use of looping structures. By the end of the year, students will be able to produce their own unique and creative game, which may include animation, importing pictures, and sound. Projects include interactive programs with keyboard and/or mouse inputs that display text and/or graphics. Students cannot earn credit in CSC151/152 and CSC 171/172 (Computer Programming Accelerated). Successful completion of this one semester course prepares the student for Advanced Placement Computer Science A.

Computer Programming (Accelerated) CSC171-Semester 1, CSC172-Semester 2 Open to 9-10-11-12 One Semester Prerequisite: Concurrent enrollment or credit in Algebra IThis semester course introduces students to computer programming and computational thinking at an accelerated pace with an emphasis on problem solving. Students will learn how to read and program code in the Python and Java programming languages. Projects include interactive programs with keyboard and mouse inputs that display text and or graphics. The course introduces how to write programs that make decisions using conditional statements and iteration through the use of looping structures. Students may sign up for either CSC171 or CSC172. Successful completion of this one semester course prepares the student for Advanced Placement Computer Science A.

Advanced Placement Computer Science A (Honors) CSC391-Semester 1, CSC392-Semester 2 Open to 10-11-12 Full YearPrerequisite: CSC151/152 (Computer Programming) or CSC 171/172 (Computer Programming Accelerated) and concurrent enrollment or credit in Algebra 2 Accelerated or approval of DirectorThis course introduces students to object-oriented programming methodology with an emphasis on problem solving and algorithm development. It is meant to be the equivalent of a first-semester college course in Computer Science. Students will learn how to code more sophisticated concepts in Java. The course emphasizes the design issues that make programs understandable, adaptable and reusable. It also includes the study of data structures and abstraction. This course will prepare students for the AP Computer Science A exam.

56

57

Ph

ysic

al

We

lfa

re

Physical Welfare DivisionJill liPman, DirectorPhysical Education dEPartmEnt

hEalth Education dEPartmEnt

The Division of Physical Welfare strives to ensure that students learn how to develop lifetime wellness by being prepared to make healthy and responsible lifestyle decisions while engaging in activities that establish positive, physical, social and emotional habits. We encourage positive, healthy decision making.

Students gain the knowledge and skills necessary to become healthy, lifelong learners through a fitness based curriculum and a comprehensive Health Education Program. The foundation for cognitive, motor and social development begins with activities and discussions during Freshman Choice PE and continues through Health Education and upper level programs. Following the foundation course, students have choices in activities in which they will participate and further develop their knowledge and skills.

We make a commitment to provide each individual student with an equal opportunity for daily physical edu-cation regardless of his/her athletic ability or physical capabilities. The individual needs and interests of the student will determine his/her physical education choices.

Physical Welfare courses required for graduation: •AllstudentsmustbeenrolledinP.E.exceptwhenwaiversapply. •Seepages4and8forafullexplanationofP.E.requirementsandwaivers. •HealthEducation.

58

PHYSICAL EDUCATION DEPARTMENT SEQUENCE

Leadership Programs

Freshman Foundational Fitness

Choice PE PED101/102

9

Foundational Fitness Choice PE

PED311/312

10-11-12

Early Bird Choice PE

PED 021/022

10-11-12

Choice PE PED401/402

9-10-11-12

Adventure Ed. PED311/332

9-10-11-12

Lifeguard Training PED502 (2nd sem)

10-11

PE Leader Training PED61L/62L

11

Pool Leadership Training

PED51L/52L 11

Alternative PE Leadership

PED41L/42L 11-12

Pool Leadership PED71L/72L

12

Senior Leadership PED81L/82L

12

or

Alternative PE PED111/112

9-10-11-12

59

Ph

ysic

al

We

lfa

re

Freshman Foundational Fitness Choice PEPED101-Semester1,PED102-Semester2Opento9 OneSemesterPrerequisite: None FreshmanChoicePhysicalEducationisdesignedforstudentstolearntodevelopandmaintainphysicalfitnessinavarietyofselfselected activities.The course beginswith theFoundations ofFitnesswherestudentslearnhowtodevelopandapplyapersonalfitnessplan;howtoperformbasicliftingtechniques;andhowtoutilizeafitnesscentersafely.Studentswhoareabletodemonstratesafetyinandaroundthewaterwillchooseactivitiesinwhichtheywillparticipateandapplytheirfitnessplan.Fortheremainderofthe semester students needing additional support for achievingswimmingproficiencywill participate inAmericanRedCrossLearntoswimlessons.

Foundational Fitness Choice PEPED311-Semester1,PED312-Semester2Opento10-11-12 OneSemesterPrerequisite: NoneThiscourseisdesignedforstudentswhodidnottakeFreshmanChoicePE to learn todevelopandmaintainphysicalfitness inavarietyof self selectedactivities.Thecoursebeginswith theFoundations of Fitnesswhere students learn how to developand apply apersonalfitnessplan; how toperformbasic liftingtechniques;andhowtoutilizeafitnesscentersafely. Studentswhoareabletodemonstratesafetyinandaroundthewaterwillchoose activities inwhich theywill participate and apply theirfitness plan.Students needing additional support for achievingswimmingproficiencywill participate inAmericanRedCrossLearntoswimlessons.

Choice PEPED401-Semester1,PED402-Semester2Opento10-11-12 OneSemesterPrerequisite: A Foundational Fitness class, any previous PE course or director approvalThiscourseisdesignedforstudentstodevelopandmaintaintheirlifelongwellnessinactivitiesoftheirchoice.Studentswillchoosetheactivityinwhichtheywillparticipateeachterm.Regardlessofactivityselected,allstudentswilllearnhowtoapplytheirfitnessplan,reflectontheirfitness,andbuildtheirknowledgeofhealthrelatedfitness.Multiplecreditsmaybeearnedforthiscourse.

Adventure EducationPED331-Semester1,PED332-Semester2Opento9-10-11-12 OneSemesterPrerequisite: A Foundational Fitness class or any previous PE courseStudentsinthiscoursewillparticipateinindividual,partnerandteamactivitiestoworktowardsbecomingbetterproblemsolvers,communicators, and learn to trust otherswhile being trusted.Learnerswillbeassessedusingstandardsbasedgradingpractices.Someunitswillrequirestudentstobeinthepool.Activitiesmayincludeteambuilding,outdoorgames,biking,archery,climbing/rappelling,kayakingandcanoeing.Multiplecreditsmaybeearnedforthiscourse.

Ph

ysic

al

We

lfa

re

The Physical Education Department offers a health related fitness program. Students will experience a variety of cardiovascular and fitness-related activities as well as develop physical skills while participating in cardiovascular and team-centered activities. Students will also acquire the practical experiences and knowledge required to establish a healthy lifestyle, both as an adolescent and a maturing adult.

Excessive absenteeism or non-participation must be made up. Make-up cards are issued to students. Students can attend another class during their free hour, or use the fitness center or cardio center during their lunch hour or during Early Bird Physical Education for make-up credit.

Health education information is linked to the knowledge and understanding each student needs to improve his/her level of emotional and physical health. During the semester a student takes Health Education, he/she is not required to take Physical Education.

Medical excuses are accepted from parents for up to three (3) days within each six (6) week grading period. Excuses of longer duration must be written by a physician. Students with physicians’ notes will be accommodated in either an alternative activity or our alternative program (see Alternative Physical Education). If a physical education student is also a student athlete, any medical restrictions in physical education will also affect his/her athletic participation.

All classes in Physical Education (except the Leaders Programs) are PASS/FAIL. Students will be assessed using Evidence Based Reporting for all physical education classes.

PHYSICAL EDUCATION DEPARTMENT

60

Lifeguard Training and CertificationPED502-Semester2OnlyOpento10-11 OneSemesterPrerequisite: Ability to demonstrate required swim skills. Completion of Health Education. Students must be at least 15 years old by the end of the course.ThiscourseisdesignedtoprovidestudentswiththeabilitytoearnAmericanRedCrossLifeguarding andFirstAidCertification.StudentswillalsolearnskillsinOxygenAdministration,PreventingDiseaseTransmissionandCPR/AED.StudentswillbeassessedusingStandardsBasedgrading.Studentswillbechargeda$35feeiftheywishtoreceivetheirAmericanRedCrosscertification.StudentstakingthisclasswillbeencouragedtoparticipateinourPoolLeadershipprogram.TherequiredtextbookandmaterialsforthecourseareavailableinthePatriotSuperStore.

Pool Leadership Training (College Prep) GPA Waiver Option PED51L-Semester1,PED52L-Semester2Opento11-12 FullYear Prerequisite: Admission based on written application available on the Stevenson website, under the Physical Education web page and approval of the Physical Education Department. It is required that a student have his/her American Red Cross Lifeguarding certification.ThefirstpartoftheprogramconsistsoftheAmericanRedCrossFundamentals of InstructorTraining andWater Safety Instruc-tor Course. Students will learn techniques of teaching swim-mingandthepoliciesandproceduresofthePhysicalEducationDepartmentas theypertain toaquaticsand theroleof thepoolleader in the aquatic program. Studentswill be charged a $35fee if theywish to receive theirAmericanRedCross certifica-tion.2ndsemester,ThestudentswillthenserveasWaterSafetyInstructors,Lifeguards,andpoolaides.EachstudentwillreceiveongoingLifeguardIn-ServiceTrainingwhileintheprogramthatwillkeeptheircertificationscurrentandtheirskillssharp.Attheendofeachsemester,astudentmustreceivearecommendationinhis/herevaluationtocontinueintheleadershipprogram.TherequiredtextbookandmaterialsforthecourseareavailableinthePatriotSuperStore.FailuretocomplywiththeStevensonHighSchoolStudentGuideCodeofConductandP.E.LeaderCodeofConductcanresultinimmediatedismissal.

Pool Leadership (College Prep) GPA Waiver Option PED71L-Semester1,PED72L-Semester2Opento12 FullYearPrerequisite: Pool Leadership trainingStudentswill continue to serve asWater Safety Instructors,Lifeguardsandpoolaidestotheaquaticprogram.EachstudentwillreceiveongoingLifeguardIn-ServiceTrainingthatwillkeeptheir certifications current and their skills sharp.At the endofeachsemesterastudentmust receivearecommendation inhis/herevaluationtocontinueintheleadershipprogram.TherequiredtextbookandmaterialsforthecourseareavailableinthePatriotSuperStore.FailuretocomplywiththeStevensonHighSchoolStudentGuideCodeofConductandP.E.LeaderCodeofConductcanresultinimmediatedismissal.

Early Bird Choice P.E.PED021-Semester1,PED022-Semester2Opento10-11-12 OneSemesterPrerequisite: A Foundational Fitness course, any PE class or director approval(SeedescriptionforChoiceP.E.).EarlyBirdphysicaleducationisscheduledfrom7:00a.m.-7:50a.m.Studentswithexcessiveabsenteeism in this classwill be removed from theEarlyBirdprogram and placed in a physical education class during theregularlyscheduledday.Multiplecreditsmaybeearnedforthiscourse. Physical Education Leadership Training(College Prep)GPA Waiver Option PED61L-Semester1,PED62L-Semester2Opento11 FullYearPrerequisite: Admission based on written application submitted to and approved by the Physical Education Department during sophomore year. Application available on the Stevenson website, under the Physical Education web page. The PE leadership program is a two year commitment.ThefirstyearoftheP.E.LeadershipProgrampreparesstudentstobecomeeffectiveteacheraidesandstrongleaders.Therewillbe active participation in all activities offered at Stevenson'sPhysicalEducationprogramwherestudentswilllearntoleadgroupactivities,todevelopskillprogression,tostudythemethodsandtechniquesof teachingphysicaleducation, toofficiateavarietyofsportstoexpandleadershipskillsandtoapplyknowledgeofthose skills in groupor individual led discussions or teachingopportunities. Studentswill have the opportunity to apply theskillstheylearnbyassistingphysicaleducationclassesthroughoutsecondsemesterandinplanningafielddayforjuniorhighstudents.All studentswillparticipate inanaquaticsprogramandfitnesstesting.FailuretocomplywiththeStevensonHighSchoolStudentGuidebookCodeofConductandP.E.LeaderCodeofConductcanresultinimmediatedismissal.

Senior Leadership (College Prep) GPA Waiver Option PED81L-Semester1,PED82L-Semester2Opento12 FullYearPrerequisite: P. E. Leadership TrainingStudentswillapplywhattheylearnedinP.E.LeadershipTrainingbyservingasteacheraideswithaphysicaleducationteacher.Allstudentswillparticipateinfitnesstesting.FailuretocomplywiththeStevensonHighSchoolStudentGuideCodeofConductandP.E.LeaderCodeofConductcanresultinimmediatedismissal.

61

Ph

ysic

al

We

lfa

re

Alternative Physical Education Leadership (College Prep)GPA Waiver Option PED41L-Semester1,PED42L-Semester2Opento11-12 FullYearPrerequisite: Admission based on written application submitted to and approved by the Alternative Physical Education Coordinator during Sophomore year. Applications are available on the Physical Welfare web page. The Alternative Physical Education program is a 2 year commitment.Newstudentswillengageintrainingwhichtakesplaceinclassduringthefirstsemester.Studentswillperformone-on-oneorinsmallgroupsworkingwithindividualswhohaveavarietyofspecialneeds.Leadersalsoparticipateinworkwiththestudentsoutsideoftheregularschoolday.FailuretocomplywiththeStevensonHighSchoolStudentGuideCodeofConductandP.E.LeaderCodeofConductcanresultinimmediatedismissal.

Alternative Physical EducationPED111-Semester1,PED112-Semester2Opento9-10-11-12 FullYearPrerequisite: A physician's verification must be on file.AlternativePhysicalEducationisforstudentswho,formedicalreasons, are unable to participate in regular physical educationclassesforanextendedduration.Thisclassisalsoforstudentswithotherdisabilitiesthatmeritanadaptedcurriculum.Allcurriculumwillbemodifiedandadaptedsothatallstudentscanparticipateandbenefit.Theinstructorwillworkwiththedoctorinanefforttodesignaprogramtomeettheindividualneedsofeachstudent.Uponclearancefromthedoctor,astudentwillbereadmittedtohis/herregularlyscheduledphysicaleducationclass.

Ph

ysic

al

We

lfa

re

62

HEALTH EDUCATION DEPARTMENT

Health Education (College Prep) PED201-Semester 1, PED202-Semester 2 Open to 10 One SemesterPrerequisite: NoneThe following Health Education units are taught: Wellness and Mental Health Adult CPR & AED Fitness and Personal Health Reality of Drugs Disease Life Cycles

Within the Adult CPR Unit students have the opportunity to receive Adult CPR & AED certification (summer school excluded) through the American Red Cross.* Student participation in the Adult CPR unit is required to earn course credit. All health units & learning outcomes are described on the health web page course syllabus. Health Education should be completed by the end of the sophomore year. During the semester that a student takes Health Education, the student is excused from Physical Education. During the reality of drugs unit, students will be prepared for the graduation required 46th credit test.*It is strongly encouraged that students purchase the American Red Cross Community First Aid & Safety text.

Applied Health (College Prep)GPA Waiver Option PED231-Semester 1, PED232-Semester 2 Open to 10-11-12 One SemesterPrerequisite: Successful completion of Health EducationThe following Applied Health units are taught: Health Careers Exploration Personal Trainer Certification Preparation First Aid and Safety/AED/CPR for the Professional Rescuer Social Development and Life Skills The Stevenson Applied Health Education program is intended to provide students with an opportunity to explore various health medical career options available to them. Students will investigate various demands and qualifications required of vocations within health and medicine. Students will learn professional level rescue skills. A $35 lab fee is required for any student who wishes to earn the American Red Cross certification. During the semester that a student takes Applied Health, the student is excused from Physical Education.

The emphasis in Health Education is on choices to empower personal wellness through experiential activities.

63

Sc

ien

ce

Science DiviSionSteve WooD, Director

Science is as much a way of knowing as it is a body of knowledge. The Science Division at Stevenson is dedicated to a laboratory approach to science education that will involve each student in the process of discovery. This approach enables students to have practice in the kinds of analytical problem solving that will help them throughout life. Students will engage in the Science and Engineering Practices outlined in the Next Generation Science Standards (NGSS) as they do science. At the same time, students build an integrated information base for post-secondary studies and see the Cross Cutting Concepts that run through all science disciplines. Courses are presently offered at three levels as indicated by the sequential groupings below.

The graduation requirement for all students is two years of science. One year must be in the biological sciences which are indicated with a B after the course titles. One year must be in the physical sciences which are indicated with a P after the course titles. It is strongly recommended that all college bound students consider four years of a laboratory science.

Science Courses Required for Graduation: Two semesters biological, two semesters physical.

64

1. Freshmen begin the sequence in one of three courses: Biology College Prep, Biology Accelerated or Chemistry Accelerated.

2. Freshman placement in Chemistry Accelerated requires Geometry Honors and proficiency in the Communication Arts Benchmark Assessment.

3. Biology Accelerated placement requires Mathematics Accelerated/Honors placement and proficiency in the Communication Arts Benchmark Assessment.

SCIENCE DIVISION SEQUENCE

Earth Science SCI271/272

AP Physics 1 SCI611/612

EB SCI61E1/61E2

AP Physics 1 SCI611/612

EB SCI61E1/61E2

Chemistry Accelerated SCI211/212

Chemistry SCI301/302

Biology SCI201/202

Biology Accelerated SCI111/112

Physics SCI401/402

*Early Bird (EB) AP Environmental Science Earth Science HN Science Options: SCI641/642 SCI671/672 AP Physics 1 AP Physics 1 AP Biology SCI61E1/61E2 SCI611/612 SCI631/632

AP Physics 2 Human Anatomy SCI681/682 & Physiology Accelerated

SCI521/522 AP Physics C AP Physics C SCI66E1/66E2 SCI661/662

AP Chemistry AP Chemistry SCI65E1/65E2 SCI651/652 * Note: Early bird (EB) sections meet 7:35-9:00am during “Regular Schedule” days.

Freshmen receiving a six week grade below a “C-” and

Chemistry Accelerated SCI211/212

AP Biology SCI631/632

65

Sc

ien

ce

College Preparatory Sequence

Biology (College Prep B)SCI201-Semester 1, SCI202-Semester 2Open to 9-12 Full YearPrerequisite: Approval of DirectorThis sequence takes a hands-on, thematic approach to the study of life. Major biological themes include homeostasis, evolution, genetics, energy, and organization. Students investigate biology through inquiry and real-life applications of the concepts.

Earth Science (College Prep P)SCI271-Semester 1, SCI272-Semester 2Open to 10-11-12 Full YearPrerequisite: Completion of Biology or approval of Director.This lab-based course explores mapping, geology, atmospheric science and astronomy. First semester topics focus on the physical world and will include mapping, minerals, rocks, plate tectonics, earthquakes, volcanoes, and mountain building. Second semester topics will include geologic time, weathering and erosion, running water, glaciers, wind, atmospheric science, and Earth’s place in the Universe.

Chemistry (College Prep P)SCI301-Semester 1, SCI302-Semester 2Open to 10-11-12 Full YearPrerequisite: Completion of Biology (College Prep or Accelerated), or approval of Director, and the equivalent of one year of Algebra.This course asks students to explore basic chemistry concepts and the impact of those concepts on real-life applications. Problem solving, critical thinking, and laboratory skills are emphasized. Major topics include: atomic theory and structure, the periodic table, chemical reactions, stoichiometry, thermochemistry, nuclear chemistry, reaction rates, equilibrium, and environmental chemistry.

Physics (College Prep P) SCI401-Semester 1, SCI402-Semester 2Open to 11-12 Full YearPrerequisite: Mathematics through Geometry or beyond. This sequence includes the study of the mechanics of motion and the relationship of light, sound, heat, and electromagnetic waves. The techniques of class discussion and debate, problem analysis, laboratory experiments, and individual student projects are used as physics is approached from a “conceptual” point of view with an emphasis on real world applications.

Accelerated Sequence

Biology Accelerated (Accelerated B)SCI111-Semester 1, SCI112-Semester 2 Open to 9-10 Full YearPrerequisite: Approval of DirectorThe content of this course includes cellular structure and function, biochemistry, theories of evolution, structure and functions of single-celled and multi-cellular organisms (including humans), genetic theory, and human impact on earth. The pace of this course is accelerated and material is presented in greater depth than in College Prep Biology. Students are required to work with abstract and conceptual topics. This course also emphasizes experimental design and research including statistical analysis.

Chemistry Accelerated (Accelerated P)SCI211-Semester 1, SCI212-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Freshman placement requires approval of Director.Chemistry Accelerated is a lab-oriented, in-depth study of the fundamental concepts of chemistry with an emphasis on seeing patterns, recognizing cause and effect, and finding relationships between energy and matter. Major topics include: atomic theory and structure, the periodic table, chemical reactions, stoichiometry, thermochemistry, nuclear chemistry, reaction rates, equilibrium, and environmental chemistry.

Human Anatomy and Physiology Accelerated(Accelerated B)SCI521-Semester 1, SCI522-Semester 2Open to 11-12 Full YearPrerequisite: Biology, Chemistry and Health Education requiredThis course focuses on the anatomy and physiology of the human body as seen through a systems approach. A direct connection between coursework and authentic lab work is made possible through the use of collaborative projects and forensic investigations. Careers in medical and healthcare fields will be examined.

66

Honors Courses

Advanced Placement Physics 1 (Honors P)SCI611-Semester 1, SCI612-Semester 2Open to 10-11-12 Full YearPrerequisite: Mathematics through Advanced Algebra. Completion of Chemistry is strongly recommended. This course covers the material typical in the first semester of an introductory physics course at a college level in preparation for the Advanced Placement Physics 1 exam. It will be beneficial to students wishing to satisfy a college physical science requirement and will deal with mechanics, simple harmonic motion, waves and resistor circuits. Laboratory experiments and problem solving are emphasized in all units studied. The pace of this course is accelerated and the material is in greater depth, with more mathematical computation than in Physics. Students are expected to write the Advanced Placement exam. This class meets 1.5 periods and receives 1 1/2 credits for each semester.

Advanced Placement Physics 2 (Honors P)SCI681-Semester 1, SCI682-Semester 2Open to 11-12 Full YearPrerequisite: AP Physics 1 or Physics College PrepThis course covers the material typical in the second semester of an introductory physics course at a college level in preparation for the Advanced Placement Physics 2 exam. It will be beneficial to students wishing to satisfy a college physical science requirement and will deal with optics, modern, fluids, thermodynamics, electrostatics, resistorcapacitor circuits, and electromagnetism. Laboratory experiments and problem solving are emphasized in all units studied. The pace of this course is accelerated and the material is in greater depth, with more mathematicsl computation than in Physics. Students are expected to write the Advanced Placement exam. This class meets 1 period and receives 1 credit for each semester.

Advanced Placement Biology (Honors B)SCI631-Semester 1, SCI632-Semester 2Open to 11-12 Full YearPrerequisite: One year of Chemistry and Physics [at the college prep or accelerated level], or approval of Director.In this sequence, students study advanced topics in biology as recommended by the College Board. In-depth study of topics is reinforced by laboratory work and individual projects. This sequence is beneficial for students considering science, medicine, or related careers. Students are expected to write the Advanced Placement exam. This class meets 1 1/2 periods and receives 1 1/2 credits for each semester.

Advanced Placement Environmental Science (Honors B, P)SCI641-Semester 1, SCI642-Semester 2Open to 12 Full Year Prerequisite: One year of Biology, Chemistry, and Algebra or approval of Director This two-semester course will be the equivalent of a one semester introductory college lab course in environmental science. Students will investigate the interrelationships of the natural world, analyze environmental problems, and examine alternative solutions for resolving/preventing these problems. This class meets 1 period and receives 1 credit for each semester. Students successfully completing this course will receive one semester credit of physical science and one semester credit of biological science. Students are

expected to write the Advanced Placement exam and attend three field trips during the school year. A summer assignment must be completed prior to beginning this course.

Advanced Placement Chemistry (Honors P)SCI651-Semester 1, SCI652-Semester 2Open to 11-12 Full YearPrerequisite: Completion of one year of high school Chemistry and Physics with mathematics through Advanced Algebra or approval of Director.This sequence covers the following areas: chemical bonding, structure of matter, kinetic theory, solutions, acid base reactions, oxidation-reduction, electrochemistry, molecular geometry, thermodynamics, equilibrium, and an introduction to organic chemistry. Experiments reinforce these units; problem solving is emphasized. Students enrolled in this course are expected to write the Advanced Placement exam during the spring. This class meets 1 1/2 periods and receives 1 1/2 credits for each semester. Students enrolled in AP Chemistry may also be interested in taking a two-week Prep for AP Chemistry course offered in summer school only.

Advanced Placement Physics C (Honors P)SCI661-Semester 1, SCI662-Semester 2Open to 10-11-12 Full YearPrerequisite: Completion of Physics Accelerated or AP Physics 1, and completion or concurrent enrollment in AP Calculus AB or BC, or approval of Director.This course will incorporate the Physics C (calculus-based) curriculum into a series of engineering problem-solving situations. Students will be prepared for both the AP Physics C Mechanics, and the AP Physics C Electricity and Magnetism exams. Topics in 1st semester include kinematics, linear and rotational dynamics, and gravitation. Second semester topics include electricity and magnetism leading to the development of Maxwell’s equations. Students are expected to write the Advanced Placement exam. This class meets 1 1/2 periods and receives 1 1/2 credits for each semester.

Earth Science (Honors P)SCI671-Semester 1, SCI672-Semester 2Dual Credit with College of Lake CountyOpen to 11-12 Full YearPrerequisite: Completion of Physics strongly recommended.This course is a dual credit, college-level science course that is offered in collaboration with the College of Lake County. Classes are held at Stevenson High School and are taught by a Stevenson teacher. Students can earn college credit through College of Lake County, as well as Stevenson High School credit. The coursework is lab-based and covers three key areas: geology, meteorology, and astronomy. First semester topics focus on physical and historical geology. Second semester includes concepts related to weather, climate, planetary science and astronomy.

67

So

cia

l St

ud

ieS

Social StudieS diviSionBrad Smith, director

Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides a coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, reli-gion, and sociology, as well as appropriate content from the humanities, mathematics and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent 21st century world.

A minimum of three years of study in Social Studies is recommended for college bound students.

Social Studies Courses Required for Graduation: •OneyearofWorldHistory •OneyearofUnitedStatesHistory(orAdvancedPlacementUnitedStatesHistory);andapassinggrade grade on both the Illinois and Federal Constitution test •AlsoonesemesterofGovernment(orAdvancedPlacementGovernment);andapassinggrade grade on both the Illinois and Federal Constitution test •OnesemesterofEconomics,APMacroeconomics,orAPMicroeconomicsfulfillstheConsumer Educationgraduationrequirement

68

SOCIAL STUDIES DIVISION SEQUENCE

Grade 9 & 10

World History SOC101/102

1 YR

Native World Cultures

SOC521/522 1 SEM

Global Relations SOC531/532

1 SEM

World Religions SOC501/502

1 SEM

AP European History SOC601/602 1 YR

Constitutional Law SOC511/512

1 SEM

Grade 11

Native World Cultures

SOC521/522 1 SEM

Global Relations

SOC531/532 1 SEM

AP United States History SOC621/622 1 YR

Constitutional Law SOC511/512

1 SEM

Sociology SOC541/542

1 SEM

World Religions SOC501/502

1 SEM

Grade 12

Grade 11

Grade 10

Government SOC401/402

1 SEM

Global Relations SOC531/532

1 SEM

AP Government United States & Comparative

SOC631/632 1 YR

World Religions SOC501/502

1 SEM

Constitutional Law SOC511/512

1 SEM

Sociology SOC541/542

1 SEM

Grade 12

Grade 10

Bolded courses fulfill graduation requirement.

AP Human Geography SOC611/612 1 YR

AP Human Geography SOC611/612 1 YR

AP Psychology SOC661/662 1 YR

AP Macroeconomics SOC641/642 1 SEM

AP Microeconomics SOC651/652 1 SEM

AP Human Geography SOC611/612 1 YR

AP Macroeconomics SOC641/642 1 SEM

AP Microeconomics SOC651/652 1 SEM

United States History

SOC321/322 1 YR

United States History

American Studies* SOC331/332

1 YR

Political Thought*

SOC561/562 1 SEM

Economics SOC411/412

1 SEM

Economics SOC411/412

1 SEM

Psychology SOC551/552

1 SEM

Philosophy-Honors SOC671/672 1 SEM

College Preparation

Honors

AP European History SOC601/602 1 YR

AP European History SOC601/602 1 YR

Native World Cultures

SOC521/522 1 SEM

*Team taught with English.

Philosophy SOC671/672 1 YR

American Studies* (AP Jr. English / AP U.S. History)

SOC581/582 1 YR

AP Government United States

SOC681/682 1 SEM

AP Government United States (Online)

SOC691/692 1 SEM

69

So

cia

l St

ud

ieS

World History (College Prep) SOC101-Semester1,SOC102-Semester2 Opento9-10 FullYearCoursePrerequisite: None OneyearofWorldHistoryisrequiredforgraduation.ThissurveycourseinWorldHistoryisafoundationcourseforthesocialstudies.Aframeworkisestablishedinwhichhistoricalpatterns,themesandconceptsareexplored.Althoughthiscoursetouchesonsomeofthegreatestancientandclassicalcivilizationsoftheoldworld,italsocoversthedevelopmentofwesterntraditions,especiallyinthelast500years.Thereisanemphasisonthegeographicalcontextofcivilizations.Studentswillfindamplereasontoappreciateboththediversityofthehumanpastandthecommonalitiesineachstageofhistory.Basicskillsinreading,writing,noteandtesttakingwillbepracticed.Socialskills,cooperativegroupwork,debateandclassdiscussionwillbetaught.Studentswithsixweekgradesof"D"or"F”willberequiredtoattendtutoringinthelearningcenterduringthenextsixweekgradingperiod.

World Religions (College Prep)SOC501-Semester1,SOC502-Semester2Opento10-11-12 OneSemesterPrerequisite: World History Thiscourseisdesignedtointroducestudentstothemajorreligionsof theworld.Studentswillanalyzeeachreligion's foundations,historical development, principle themes and beliefs, andculturalimpact.Itsprimarypurposeistoequipstudentswithanunderstanding of themajor ideas and practices of theworld’sreligions so that they may better understand the world in which theylive.

Constitutional Law (College Prep)SOC511-Semester1,SOC512-Semester2Opento10-11-12 OneSemesterPrerequisite: World HistoryConstitutionalLawprovidesstudentswithanunderstandingofhowtheU.S.Constitutioncameintoexistence,whyittooktheformitdid,andhow it functions incontemporaryAmericansociety.Studentswilldevelopanalyticandevaluativeskillsbyapplyingconstitutionalprinciplestoavarietyoflegalissuesandpoliticalcontroversies.Studentswillassumetherolesoftrialattorney,judgeandjurorinamocktrialexercise,andlegislatorinmocklegislativedebates.Theseexperiencesarehighlyrecommendedforstudentsconsidering a legal career.

Native World Cultures (College Prep) SOC521-Semester1,SOC522-Semester2Opento10-11-12 OneSemesterPrerequisite: World HistoryNativeWorldCultures is a one semester course that examinesthehistory,geography,andcultureofpeoplesoutsideofWesternCivilization. It focuses on native, or indigenous communitiessuchasNativeAmericans,Amazoniantribes,Polynesians,Sub-SaharanAfricans,Arabs, andTibetans (to name a few).Thecourseemphasizesthecriticalroletraditionalpeoplesplayintheglobalizedworld through an analysis of their challenges and acelebrationoftheircontributions.Studentswillgainperspectiveontheirownlifeexperienceinthecontextofhumandiversity.

So

cia

l St

ud

ieS

70

Global Relations (College Prep)SOC531-Semester1,SOC532-Semester2Opento10-11-12 OneSemesterPrerequisite: World History Thisonesemestercoursewillfocusonsignificantcontemporarytopics inworldpolitics.Theemphasis in thecoursewillbeoninternationaleventsaftertheColdWar.Amajorgoalofthecourseistoencourageanunderstandingandevaluationoftheinternationalsystemthroughmajorcurrentevents.Studentswillbeexpectedtoreadcurrentnewspublicationsinadditiontoassignedtextmaterialsandwillbeengagedseveralissue-basedsimulationsthroughoutthe course.

Advanced Placement European History (Honors) SOC601-Semester1,SOC602-Semester2Opento10-11-12 FullYearCoursePrerequisite: World History Thiscollege-levelcoursegivesstudentsthebasicchronologyofmajoreventsfromapproximately1450throughthepresent.AnunderstandingofsomeoftheprincipalthemesinmodernEuropeanhistoryand thedevelopmentof theability toanalyzehistoricalevidencearethemajorobjectives.Thiscourserequiresexcellentreadingandwritingskills,anditsstructureisdesignedtopreparestudentsfor theAdvancedPlacementTest inEuropeanHistory.Students should expect a nightlyminimum reading assignmentof10-20pagesandoneshortpaperevery2-3weeks.Asummerreading assignmentmust be completed prior to beginning thecourse.StudentswhoenrollinthiscourseareexpectedtotaketheAdvancedPlacementExaminMay.SuccessontheAPtestmayresult in college credit.

Advanced Placement Human Geography (Honors)SOC611-Semester1,SOC612-Semester2Opento10-11-12 FullYearCoursePrerequisite: World History The purpose of theAdvanced Placement course in HumanGeography is to introduce students to the systematic study ofpatterns andprocesses that have shapedhumanunderstanding,use,andalterationofourworld.Studentsemploygeographicalandspatialconceptsandtools toanalyze topicssuchashumanpopulationmovement and organization, cultural patterns andprocesses,politicalorganization,agriculturalandrurallanduse,industrializationandeconomicdevelopment,andcityandurbanland use. Studentswill be expected to integrate college-levelreadingwithmaps,graphsandotherspatialdatasetstoconductanalyses,applymodels,anddrawconclusions.Asummerreadingassignmentmust be completed prior to beginning this course.Studentswho enroll in this course are expected to take theAdvancedPlacementExaminMay.SuccessontheAPtestmayresult in college credit.

U. S. History (College Prep) SOC321-Semester1,SOC322-Semester2Opento11 FullYearCoursePrerequisite: World HistoryThis sequence fulfills the graduation requirement of one yearofU.S.History as establishedby theStateof Illinois.With anemphasisonthe20thcentury,theoverridinggoalofthiscourseistogivestudentstheopportunitytounderstandhowthecurrentdomestic and international status of theU. S. developed. It isdesigned tohelp students to identifycausesandeffects, eventsandphilosophies,which led to thecontemporary situation,andprovidethemwithanhistoricalbasisfordecisionmaking.Thiscourse builds on the skills associated with historical inquiry introducedinWorldHistory.Geographicthemessuchaslocation,mobility,andinteractionwiththeenvironmentarestressedwithinthis historical treatment.

U. S. History: American Studies (College Prep) SOC331-Semester1,SOC332-Semester2 Opento11 FullYearCoursePrerequisite: World History, concurrent enrollment in Junior English: American Studies This two semester sequence integrates the study ofAmericanhistory and literaturewith the development of composition,reading,andresearchskills.Studentsarescheduledforconsecutiveperiods of history andEnglish, allowing separate study of thetwodisciplines, aswell as activitieswhich integrate the studyofourcountry’shistoryanditsliterature.ThiscoursefulfillsthegraduationrequirementofoneyearofU.S.History.

Advanced Placement U. S. History (Honors)SOC621-Semester1,SOC622-Semester2Opento11 FullYearCoursePrerequisite: World History ThissequencefulfillsthegraduationrequirementofoneyearofU.S.HistoryassetbytheStateofIllinois.Thisinterpretivecollege-level course considers theAmerican experience from colonialtimes to thepresent.Thecourse requiresexcellent readingandwritingskills,anditsstructureisdesignedtopreparestudentsfortheAdvancedPlacementTestinU.S.History.Courseactivitiesincludewritingpositionspaperseachsemester,2-4inclassessayspermonth,and3-4documentbasedquestionsperyear.Aheavyemphasis is placed on analyzing and synthesizing informationobtainedfromprimarysources.Asummerreadingassignmentmustbecompletedbeforetheclassbegins.StudentswhoenrollinthiscourseareexpectedtotaketheAdvancedPlacementExaminMay.SuccessontheAPtestmayresultincollegecredit.

American Studies (Honors) (AP Junior English/AP U.S. History) SOC581-Semester1,SOC582-Semester2 Opento11 FullYearCoursePrerequisite: World History, concurrent enrollment in Junior English: American Studies Students are scheduled for consecutive periods of history andEnglish,allowingforanintegratedstudyofthetwodisciplines,development of skills for informed citizenship, and thematicmovements in our country’s history and literature.This coursefulfillstheCollegeBoard’sobjectivesforbothAPEnglishLan-guageandCompositionandAPUnitedStatesHistory,withatten-tion to how a shared focus on both content and skills reinforces thedevelopmentofthecommonandseparatecourseobjectives,

71

So

cia

l St

ud

ieS

includingpreparation forbothAPexams.TheAPU.S.Historycomponent focuses on the development of historical thinkingskills (chronological reasoning,comparingandcontextualizing,craftinghistoricalargumentsusinghistoricalevidence,andinter-pretingandsynthesizinghistoricalnarrative)andanunderstand-ingofcontentobjectivesandthemes.TheAPEnglishLanguagecomponentfeaturesthestudyofprimarysourcedocuments,con-temporary and historical nonfiction and fiction which studentsreviewtodeepentheiranalysisofrhetoric,andtodeveloptheirperspectiveofbothhistoryandcontemporarysociety.Indevel-opingtheirskillswithEnglishandhistory,studentsalsolearntowriteandorallypresentoriginalarguments—bothwithandwith-outsources. All formsofwriting—analysis,argument,synthe-sis,creativeprose—areinfluencedbystudents’awarenessoftheinterdisciplinary content.Thiswriting intensive course featuresweeklywritingassignments—bothinclassandoutofclass—aswell as substantive research.Students areassessed regularly intheareaoffull-classandsmall-groupdiscussions(includingpeerreview),andtheyarerequiredtodeliveroneformalspeech.ACT,SATandAPtestpreparationareusedtosharpenreading,editing,andrevisingskills.

Economics (College Prep) SOC411-Semester1,SOC412-Semester2Opento11-12 OneSemesterPrerequisite: World History Thiscourseisdesignedtoacquaintstudentswiththeeconomicknowledge anddecision-making skills theywill need tomakerational decisions as informed citizens, responsible consumers,andproductiveworkers.Studentswilldevelopanunderstandingofbasicmicroandmacroeconomicconcepts.Theywillunderstandthepotentialfluctuationsinaneconomyandtheinfluencefiscalandmonetarypolicieshaveonaneconomy.StudentswillbeabletoarticulatetheroleofgovernmentintheUSeconomyandourroleintheincreasinglysignificantworldeconomy.Studentswillbeabletoincorporateconsumereconomicsintotheirdailydecisions.Theywill usemath skills to express andunderstand economicconcepts.Studentswilldevelopcriticalthinkingskillsthatwillhelpthemunderstandworldeventsandparticipateasaglobalcitizens.

Sociology (College Prep) SOC541-Semester1,SOC542-Semester2Opento11-12 OneSemesterPrerequisite: World History Thepurposeofthiscourseistoprovidestudentswithachanceto examine human social interaction and social organization.Sociology focuses on special topics such as groups, culture,socialization,devianceandinequalities(gender,socialclass,race,ethnicity).Thisclasswillexploretheseareasthroughsociologicalreadings and engaging in discussing and simulation. Students will learn how to becomemore reflective of themselves, theircommunity,andtheirsociety.Studentswillberequiredtocompletetencommunityservicehoursasanalternativetoatraditionalfinalexam.Uponcompletionofthiscourseandrequiredservicehours,studentsshouldgainabetterunderstandingofthemselvesandtheirplaceinthesocialworld.

Advanced Placement Macroeconomics (Honors)SOC641-Semester1,SOC642-Semester2Opento11-12 OneSemesterPrerequisite: World History Thepurposeofanadvancedplacementcourseinmacroeconomics

is to give students a thoroughunderstanding of the principlesof economics that apply to an economic system as awhole.The courseplacesparticular emphasison the studyofnationalincomeandprice-leveldetermination,andalsodevelopsstudents’familiaritywith economicperformancemeasures, thefinancialsector,stabilizationpolicies,economicgrowth,andinternationaleconomics.Itplacesemphasisonthedifferentphilosophiesandtheories associatedwithMacroeconomic analysis and policy.Studentswillanalyzebothbasicandextensiveeconomicconceptsinordertobecomeinformedeconomicconsumers,producers,andsuppliers.StudentswhoenrollinthiscourseareexpectedtotaketheAPMacroeconomicsportionof theAPEconomicsexaminMay.SuccessontheAPtestmayresultincollegecredit.

Advanced Placement Microeconomics (Honors)SOC651-Semester1,SOC652-Semester2Opento11-12 OneSemesterPrerequisite: World History ThisisanAdvancedPlacementlevelcoursepreparingstudentsfortheAdvancedPlacementTestinMicroeconomics.CourseworkinAPMicroeconomics includes:Thebasic economicproblem,thenatureofmarkets, thefirm, the factormarketsand the roleofgovernment.SuccessfulcompletionofthiscoursefulfillstheConsumerEducation requirement forgraduation.StudentswhoenrollinthiscourseareexpectedtotaketheAdvancedPlacementExaminationinMicroeconomicsinMay.SuccessontheAPtestmay result in college credit.

Philosophy: The History of Ideas (Honors) SOC671-Semester1,SOC672-Semester2DualCreditavailablewithTrinityCollege Opento11-12 OneSemesterPrerequisite: World History, U. S. History TheHistoryofIdeasisanintroductiontothephilosophiesbywhichhumanshaveattemptedtounderstandtheirworld.Itisacollege-levelelectivewhichwillconsiderthemajorworldphilosophies,theirinfluenceoneachother,andtheirinfluenceonthepresent.Studentswillbeaskedtolearnthetheoriesofmajorphilosophers,utilizethoseideasindiscussion,debatesandwrittenassignments.Studentswillbeaskedtosynthesizethoseideasintoapersonalphilosophyoftheirown.

Government (College Prep) SOC401-Semester1,SOC402-Semester2Opento12 OneSemesterPrerequisite: World History, United States HistoryThiscourseisrequiredforgraduation.Topicsconsideredinthecourseincludethefundamentalconceptsandstructureoffederal,state,andlocalgovernment;methodsofselectingcandidatesforoffice;methodsbywhichindividualsandgroupsmayinfluencegovernmentofficials;andmechanicsofvoting.TheFederalandIllinoisConstitutionTestsrequiredforgraduationbytheStateofIllinois are taken during this course.

Psychology (College Prep) SOC551-Semester1,SOC552-Semester2Opento12 OneSemesterPrerequisite: World History, United States HistoryPsychology is a scientific study that deals with emotional,behavioral andmental processes of people in society. Specialemphasisincludes:abnormalpsychology(psychologicaldisordersand treatments) and social psychology (people's perceptionsof

So

cia

l St

ud

ieS

72

themselvesandothers,groupbehaviorandinterpersonalattraction).In addition, other topics covered include personality, learning,memory,andthebrain.Thiscoursewillprovideanintroductiontotopicstypicallycoveredinanintroductorylevelcollegepsychologycourse.Studentswilllearnhowpsychologyappliestotheirlivesbypartakinginclassdiscussionsandgroupprojects.Uponcompletionof this course students should have a better understanding ofthemselvesandthewidevarietyofpeoplearoundthem.

Political Thought and Its Literature(College Prep)SOC561-Semester1,SOC562-Semester2Opento12 OneSemesterPrerequisite: United States History and Junior EnglishThisonesemesterelectivecoursewillfocusonthereadinganddiscussionof literature andothermaterialwhich explore basicissuesofpolitics,ethics,andsocialproblems.Studentswillreadnovelsandplays.Muchof thematerialreadwillbenonfiction,including articles and historical documents. Students will write essays,participateinclassdebates,andpresentreportsaboutsuchissuesas individualismvs. thecollectivisminademocracy.Animportantrequirementofthecourseisstudentparticipationintenhoursofcommunityservice.StudentsmayelecttotakethiscourseforeitheronecreditofEnglishoronecreditofSocialStudies.

Advanced Placement Government –United States and Comparative (Honors)SOC631-Semester1,SOC632-Semester2Opento12 FullYearCoursePrerequisite: World History, United States History ThefirstsemesterofthiscollegelevelcoursewillfocusprimarilyonU.S.GovernmentandPoliticsandwillgivestudentsananalyticalperspectiveongovernmentandpoliticsintheUnitedStates.ThesecondsemesterwillfocusprimarilyonComparativeGovernmentandPolitics,andwillgivestudentsabasicunderstandingoftheworld’sdiversepolitical structuresandpractices.This fullyearcoursefulfillstheGovernmentgraduationrequirement.TheFederalandIllinoisConstitutionTestsrequiredforgraduationbytheStateof Illinois are taken during the second semester of this course. Courseactivitiesincludereadingperiodicalsanddailynewspapers,aswellasacollegetextbookandsupplementaryreadings.Studentswillberequiredtointegrateinformationobtainedfromreadings,discussions, and lectures to answer detailedmultiple-choicequestions aswell aswrite analytical andargumentativeessays.StudentswhoenrollinthiscourseareexpectedtotakeboththeAdvancedPlacementExaminationinAmericanGovernmentandPolitics, and the test inComparativeGovernment andPoliticsgiveninMay.SuccessontheAPtestmayresultincollegecredit.

Advanced Placement Psychology (Honors) SOC661-Semester1,SOC662-Semester2Opento12 FullYearCoursePrerequisite: World History, United States HistoryThe purpose of the year longAdvanced Placement course inPsychologyistointroducestudentstothesystematicandscientificstudyofthebehaviorandmentalprocessesofhumansandanimals.Studentsareexposedtothepsychologicaltheories,principlesandphenomenaassociatedwitheachof themajorsubfieldswithinpsychology.Theyalsolearnaboutthemethodspsychologistsuseinscienceandpractice.Specifictopicareasinclude:biologicalbasesof behavior, sensation andperception, states of consciousness,learning,memory,cognition,personality,research,history/theory,

careers,motivation,emotion,development,abnormalpsychology,social psychology, and treatment of psychological disorders.Thiscoursewillprovidethestudentwitha learningexperienceequivalenttothatobtainedinanintroductorycollegepsychologycourse.Studentsshouldpossessstrongreadingskills.StudentswhoenrollinthiscourseareexpectedtotaketheAdvancedPlacementExaminMay.SuccessontheAPtestmayresultincollegecredit.

Advanced Placement Government – United States (Honors) SOC681-Semester1,SOC682-Semester2Opento12 OneSemesterPrerequisite: World History, United States HistoryThiscoursegivesstudentsananalyticalperspectiveongovernmentandpolitics in theUnitedStates.Thiscourse involvesboth thestudyofgeneralconceptsusedtointerpretU.S.politicsandtheanalysisofspecificcasestudies.Italsorequiresfamiliaritywiththevariousinstitutions,groups,beliefs,andideasthatconstituteUnitedStatespoliticalreality.Thiscoursefulfillsthegraduationrequirement of one semester ofGovernment.TheFederal andIllinoisConstitutionTests required for graduation by theStateofIllinoisaretakenduringthiscourse.Courseactivitiesincludereadingperiodicals anddaily newspapers, aswell as a collegetextbookandsupplementaryreadings.Studentswillberequiredto integrate information obtained from readings, discussions,andlecturestoanswerdetailedmultiple-choicequestionsaswellaswriting analytical and argumentative essays. StudentswhoenrollinthiscourseareexpectedtotaketheAdvancedPlacementExamination inAmericanGovernment and Politics inMay.SuccessontheAPtestmayresultincollegecredit.

Advanced Placement Government – United States (Honors) ONLINESOC691-Semester1,SOC692-Semester2Opento12 OneSemesterPrerequisite: World History, United States HistoryThe curricular requirements for this course are identical to thetraditionalAPGovernment–UnitedStatesonesemestercourse(SOC681, SOC682). Instructional activities are adjusted foranonline instructionalsetting. Therewillbenophysicalclassmeetingperiodortime,thoughsomeactivitieswillbeavailableto all enrolled students in-person during the school day. Theprimarymodeofinstructionwillbeonline.Dailyactivitiesandassignmentswillrequire30-90minutesofworkperschoolday.These assignmentswill have daily due dates andwill receiveindividualizedfeedbackfromyour teacher. Aminimumof60minutesaweekofin-personordigitalpeercollaborationwillbeexpected.AllcommonAPGovernmentTeamAssessmentsandtheFinalExamwill be conducted in-personduring the schoolday.Dailyin-personofficehourswillbeavailableforallstudentsenrolledinthecourse.In-personremediationmayberequiredasneededonanindividualstudentbasiswithyourteacher.

73

Wo

rl

d

la

ng

ua

ge

s

World languages divisionJustin Fisk, directorWorld languages department

english language learning department

World Languages: Your Key to the World – Opening Doors. Opening Minds.

To meet the aims and purpose of World Language instruction, it is recommended that students take two to five years of a language. Many colleges and universities require a two to four year sequence in one language.

A placement test must be taken by all incoming freshmen who have had two years of Spanish, French, German, Mandarin Chinese, Latin or Hebrew in junior high school. By meeting proficiency standards in the placement test, the student will be placed in the appropriate second year course. Students who completed Spanish in a junior high school from the consortium will receive two units of high school credit for the first year upon successful completion of a second year of Spanish at Stevenson High School.

Students who have developed proficiency in a language through life experience, rather than through formal study, may be placed by examination into the most appropriate language course for their skill level. However, no transcript credit for earlier courses in that language will be awarded.

Prior credit approval from the World Language director is needed before enrolling in courses for external credit. Please refer to the “External Credits” section of the course book.

World Languages courses satisfy the graduation requirement for elective credits.

74

WORLD LANGUAGES DIVISION SEQUENCE

Hebrew 1 HBR101/102

Hebrew 3 Acc

HBR311/312

Hebrew 4 Acc

HBR411/412

German 1 GRE101/102

*German 2 Acc

GRE211/212

German 3 Acc

GRE311/312

French 1 FRE101/102

*French 2 Acc

FRE211/212

*Latin 2 Acc

LAT211/212

Spanish 1 SPA101/102

French 3 Acc

FRE311/312

*Hebrew 2 Acc

HBR211/212

Latin 1 LAT101/102

Spanish 5 Honors: AP Language SPA601/602

Spanish 3-4 Acc

SPA311/312

*Spanish 2-3 Acc

SPA211/212

Spanish 6 Honors: AP Literature &

Culture SPA611/612

Spanish 3 SPA301/302

Spanish 4 SPA401/402

*Spanish 2 SPA201/202

Adv. Spanish

Conversation & Culture

SPA511/512 SPA511/512

*Determined by Benchmark exam for freshmen and previous coursework for Grades 10 – 12

Latin 3 Acc

LAT311/312

Mandarin Chinese 1

CHI101/102

*Mandarin Chinese 2 Acc CHI211/212

*Mandarin Chinese 3 Acc CHI311/312

AP French Language – Honors

FRE601/602

AP German Language – Honors

GRE601/602

AP Latin Vergil – Honors

LAT621/622

AP Chinese Lang & Culture – Honors CHI601/602

75

Wo

rl

d

la

ng

ua

ge

s

WORLD LANGUAGES DEPARTMENT

Wo

rl

d

la

ng

ua

ge

s

French 1 (College Prep)FRE101-Semester 1, FRE102-Semester 2Open to 9-10-11-12Prerequisite: NoneStudents begin to develop their competence in French across three modes of communication: interpersonal, presentational, and interpretative. They will explore the language in the context of six AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments in the presentational and interpersonal modes (speaking and writing) provide the students the opportunity to use the language in practiced, familiar contexts. Interpretive listening and reading tasks are focused on the acquisition and recognition of basic stated information in the target language. Additionally, students explore the cultures of the French-speaking world, making comparisons and connections with their own experiences. Communication in class (teacher-student and student-student) is primarily in French.

French 2 (Accelerated)FRE211-Semester 1, FRE212-Semester 2Open to 9-10-11-12 Full YearPrerequisite: French 1 or demonstrated proficiency on the placement test for French 2 Accelerated and approval of DirectorThis course is the first in the three-year accelerated sequence that prepares students for AP French language and culture. Students continue to develop their competence in French across the three modes of communication in the context of the six AP themes. Performance-based assessments in the interpersonal and presentational modes (speaking and writing) provide the

students the opportunity to use the language in practiced, familiar contexts as well as occasional unfamiliar topics with increasing independence. Interpretive listening and reading is focused on the recognition of key details and making inferences about the content of authentic sources. Students continue to explore the cultures of the French-speaking world in new contexts. Communication in class (teacher-student and student-student) is primarily in French.

French 3 (Accelerated) FRE311-Semester 1, FRE312-Semester 2Open to 10-11-12 Full YearPrerequisite: French 2 AcceleratedThis course is the second in the three-year accelerated sequence that prepares students for AP French language and culture. Students continue to develop their competence in French across the three modes of communication in the context of the six AP themes. Performance-based assessments in the interpersonal and presentational modes (speaking and writing) provide the students the opportunity to use French independently in familiar contexts, with the increasing ability to use the language in unfamiliar contexts. Interpretive listening and reading tasks are focused on both literal comprehension and inferential interpretation. Throughout the course, students continue to explore the cultures of the French-speaking world in new contexts. In this course, students also read authentic literature including poems, short stories, and excerpts from novels. Communication in class (teacher-student and student-student) is entirely in French.

76

Advanced Placement French Language (Honors)FRE601-Semester 1, FRE602-Semester 2Open to 11-12 Full Year Prerequisite: French 3 AcceleratedStudents continue to work to develop their competence across the three modes of communication in the context of the six AP themes, as they simultaneously prepare for the AP French Language and Culture exam. Performance-based assessments (speaking and writing) provide the students the opportunity to use the language independently in unfamiliar contexts. Interpretive listening and reading tasks involve authentic sources designed for native speak-ers and are focused on both literal comprehension and inferen-tial interpretation. A variety of authentic print, audio and video materials provide the basis for exploration of the cultures of the French-speaking world. Tasks involve students analyzing and making comparisons with their own cultural products, practices, and perspectives. Communication in class (teacher-student and student-student) is entirely in French.

German 1 (College Prep)GRE101-Semester 1, GRE102-Semester 2Open to 9-10-11-12 Full Year Prerequisite: NoneGerman 1 is an introduction to German language and culture. Students begin to develop their competence in German across the three modes of communication: interpersonal, presentational, and interpretative in the context of the following AP themes: Contemporary Life and Personal and Public Identities. Performance-based assessments in the presentational and interpersonal modes provide the students the opportunity to use the language in practiced, familiar contexts. Interpretive listening and reading tasks are focused on the acquisition and recognition of basic stated information in the target language. By the end of the course, students will be able to communicate in German in a basic way in familiar contexts. Moreover, they will be able to read and understand short stories in German. Additionally, students will explore the target culture, make comparisons and connections with their own experiences, and come to view language learning as a life-long pursuit. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in German. This is the first course in a four course sequence that prepares students for AP German Language and Culture.

German 2 (Accelerated)GRE211-Semester 1, GRE212-Semester 2Open to 9-10-11-12 Full Year Prerequisite: German 1, or passing the placement test and approval of director.Students continue to work to develop their competence in German across the three modes of communication in the context of the following AP themes: Contemporary Life, Families and Communities, and Science and Technology. Performance-based assessments in the presentational and interpersonal modes provide the students the opportunity to use the language in practiced, familiar contexts with increasing independence. Moreover, they will be able to read and understand more complex stories in German. Interpretive listening and reading are focused on the acquisition and recognition of key details in the target language. Students continue to explore the target culture in new contexts. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in German. This is the second

course in a four course sequence that prepares students for AP German Language and Culture.

German 3 (Accelerated)GRE311-Semester 1, GRE312-Semester 2Open to 10-11-12 Full Year Prerequisite: German 2 (Accelerated), or passing the placement test for German 3 Accelerated and approval of director.This course, which moves at a faster pace than German 2 Accelerated, begins preparation for the Advanced Placement German Language and Culture Examination. Students continue to work to develop their competence in German across the three modes of communication in the context of the six AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments in the presentational and interpersonal modes provide the students the opportunity to use the language in familiar contexts independently. Additionally, authentic materials will expand their German knowledge. Interpretive listening and reading tasks are focused on literal comprehension with increasing emphasis on inferential interpretation. Students continue to explore the target culture in new contexts. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in German.

Advanced Placement German Language (Honors)GRE601-Semester 1, GRE602-Semester 2Open to 11-12 Full Year Prerequisite: German 3 (Accelerated), or passing the placement test for AP German and approval of director. This AP German course is designed for motivated students who have successfully finished three years of German and who are interested in taking a higher level German course. It is aimed to prepare students who are interested 1) in taking the Advanced Placement German language and Culture examination; and/or 2) in furthering their study in the German language and culture. Special emphasis is placed on the use of authentic source materials related to culture and current events and the integration of language skills. Specific work includes: analysis of articles and literature, formal and informal oral presentations, formal and informal writings, a variety of audios/videos related to conversations, announcements, news reports, or academic or cultural topic related to the German-speaking world. The expectation is that all communication in the classroom (teacher-student and/or student-student) take place in German.

Hebrew 1 (College Prep)HBR101-Semester 1, HBR102-Semester 2Open to 9-10-11-12 Full Year Prerequisite: NoneHebrew 1 is an introduction to the Hebrew language and Israeli culture. Students develop their competencies across three modes of communication: interpersonal, presentational, and interpretative. Students become comfortable reading the print form of the Hebrew alphabet that appears in books and also learn the script form for writing. The course explores the language in the context of the six AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments in the interpersonal, presentational, and interpretive modes provides students with the opportunity to use the language

77

Wo

rl

d

la

ng

ua

ge

s

Wo

rl

d

la

ng

ua

ge

s

in practiced, familiar contexts. Interpretive listening and reading tasks focus on the acquisition and recognition of basic stated information in Hebrew. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Hebrew. Additionally, students explore Israeli culture, make comparisons and connections with their own experiences, and come to view language learning as a life-long pursuit.

Hebrew 2 (Accelerated)HBR211-Semester 1, HBR212-Semester 2Open to 9-10-11-12 Full Year Prerequisite: Hebrew 1, or Passing the Placement Test for Hebrew 1 and Approval of DirectorStudents continue to develop their competence in Hebrew across the three modes of communication: interpersonal, presentational and interpretive. Students also continue to learn in the context of the six AP themes: Global Challenges; Science and Technology; Contemporary Life; Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments provide the opportunity to use the language in practiced, familiar contexts with increasing independence. Interpretive listening and reading activities are focused on the acquisition and recognition of key details in Hebrew. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Hebrew. Additionally, students explore Israeli culture through a variety of contexts and authentic materials, such as short stories, essays, poems, songs, news reports, advertising, and video-clips from Israel.

Hebrew 3 (Accelerated)HBR311-Semester 1, HBR312-Semester 2Open to 10-11-12 Full Year Prerequisite: Hebrew 2 or Passing the Placement Test for Hebrew 2 Accelerated and Approval of DirectorStudents continue to develop their competence in Hebrew across the three modes of communication: interpersonal, presentational and interpretive in a near-immersion environment. Students also continue to learn in the context of the six AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments provide us the opportunity to use the language independently in familiar contexts. Interpretive listening and reading activities are focused on the ability to interpret and infer meaning in Hebrew. Practice is provided regularly, both within the classroom and at home. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Hebrew. Students continue to explore Israeli culture through a variety of contexts and authentic materials, such as short stories, essays, poems, songs, news reports, advertising, art, video-clips, and movies from Israel.

Hebrew 4 (Accelerated)HBR411-Semester 1, HBR412-Semester 2Open to 11-12 Full Year Prerequisite: Hebrew 3 or Passing the Placement Test for Hebrew 3 Accelerated and Approval of DirectorStudents develop their competence in Hebrew and engage in higher-level reading, writing, listening and speaking activities that align with the interpersonal, presentational and interpretive modes of communication in an immersion environment. Students continue to learn in the context of the six AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments provide the opportunity to use the language independently even in unfamiliar contexts. Interpretive listening and reading activities are focused on both literal comprehension and inferential interpretation of the language. In Hebrew 4, classroom discussions and debates are lead by the students. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Hebrew. Israeli culture continues to be explored through a variety of contexts and authentic materials, such as short stories, essays, poems, songs, print and broadcast news reports, advertising, art, video-clips, popular TV sitcoms and movies from Israel.

Latin 1 (College Prep)LAT101-Semester 1, LAT102-Semester 2Open to 9-10-11-12 Full Year Prerequisite: NoneLatin 1 focuses on learning the basics of Latin grammar, syntax, and vocabulary. This course is designed to enable students to read materials in Latin with ease and understanding and to write original Latin sentences employing the vocabulary and grammatical structures learned. Additionally, basic prefixes, suffixes, and roots of vocabulary words and word families will be studied. This class will also cover topics in Roman history, mythology, and culture.

Latin 2 (Accelerated)LAT211-Semester 1, LAT212-Semester 2Open to 9-10-11-12 Full Year Prerequisite: Latin 1, or passing the placement test and approval of director.Latin 2 focuses on refining students’ knowledge of grammar and syntax from Latin 1 in order to facilitate the translation of more complex passages. Readings will focus on daily life in Rome, mythology, and the heroic ideal. In addition, students will complete a semester of vocabulary study based on Latin roots, which is designed to increase students’ English vocabulary. Students will also study prescription writing in Latin abbreviations, Latin in modern law, and Latin in medicine and anatomy.

78

Latin 3 (Accelerated)LAT311-Semester 1, LAT312-Semester 2Open to 10-11-12 Full Year Prerequisite: Latin 2 Accelerated Students will explore various selections of Latin Literature. Students will continue to refine their skills in literal translation, sight translation, scansion, and literary analysis both in the target language and in English in order to facilitate greater fluency in the reading of Latin literature. Authors that will be studied include Ovid, Catullus, Cicero, Plautus, and Caesar. Caesar is studied in order to provide a bridge to Advanced Placement in fourth year.

Advanced Placement Latin Vergil (Honors)LAT621-Semester 1, LAT622-Semester 2Open to: 11-12 Full Year Prerequisite: Latin 3 AcceleratedStudents will complete preparation for the Advanced Placement Latin exam. Students will continue to refine reading, writing, listening, and speaking skills. Training in translation, meter, and poetic devices involved in the study of major Latin works of literature will be stressed. The students will become more com-fortable in the reading and interpretation of Vergil's Aeneid and Caesar’s De Bello Gallico. To achieve this endeavor, both the cul-tural component (history, politics, social structure, and art) and the linguistic aspect (grammar, vocabulary, and structure) will be emphasized. Students are expected to take the AP Latin exam in May. Students proceeding to Advanced Placement Latin will be provided with summer readings by the classroom instructor.

Mandarin Chinese 1 (College Prep)CHI101-Semester 1, CHI102-Semester 2Open to: 9-10-11-12 Full Year Prerequisite: NoneMandarin Chinese 1 is an introduction to Chinese language and culture. It is designed for students who are not heritage/native speakers*. Students begin to develop their competence in Chinese across the three modes of communication: interpersonal, presentational, and interpretative in the context of the following global themes: Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments in the presentational and interpersonal modes provide the students the opportunity to use the language in practiced, familiar contexts. Interpretive listening and reading tasks are focused on the acquisition and recognition of basic stated information in the target language. By the end of the course, students will be able to communicate in Mandarin (the spoken language) and Hanzi (the written language) in a basic way in familiar contexts. Additionally, students explore the target culture, make comparisons and connections with their own experiences, and come to view language learning as a life-long pursuit. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Mandarin.

* There is a placement exam for heritage students or students with prior knowledge that includes reading, writing, and a short interview. The results from the exam will determine the appropriate course for the student.

Mandarin Chinese 2 (Accelerated)CHI211-Semester 1, CHI212-Semester 2Open to: 9-10-11-12 Full Year Prerequisite: Mandarin Chinese 1, or passing the placement test and approval of director.Mandarin Students continue to work to develop their competence in Chinese across the three modes of communication in the context of the following AP themes: Contemporary Life, Families and Communities, Beauty and Aesthetics, and Science and Technology. Performance-based assessments in the presentational and interpersonal modes provide the students the opportunity to use the language in practiced, familiar contexts with increasing independence. Interpretive listening and reading are focused on the acquisition and recognition of key details in the target language. Students continue to explore the target culture in new contexts. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Mandarin.

Mandarin Chinese 3 (Accelerated)CHI311 -Semester 1, CHI312-Semester 2Open to: 10-11-12 Full Year Prerequisite: Mandarin Chinese 2 (Accelerated), or passing the placement test for Chinese 3 Accelerated and approval of director.This course, which moves at a faster pace than Chinese 2 Accelerated, begins preparation for the Advanced Placement Chinese Language and Culture exam. Students continue to work to develop their competence in Chinese across the three modes of communication in the context of the six AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, Beauty and Aesthetics. Performance-based assessments in the presentational and interpersonal modes provide the students the opportunity to use the language in familiar contexts independently. Interpretive listening and reading tasks are focused on literal comprehension with increasing emphasis on inferential interpretation. Students continue to explore the target culture in new contexts. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Mandarin..

AP Chinese Language and Culture (Honors)CHI601-Semester 1, CHI602-Semester 2Open to: 11-12 Full Year Prerequisite: Mandarin Chinese 3 (Accelerated), or passing the placement test for AP Chinese and approval of director.This Chinese AP course is designed to prepare students for the Advanced Placement Chinese language and Culture examination, i.e. a level comparable to fourth semester (or equivalent) college/university courses in Mandarin Chinese. The course focuses on language proficiency while dealing with level- and age-appropriate cultural content throughout the course. Students engage in readings, conversation and composition and research projects. The expectation is that all communication in the classroom takes place in the target language. By the end of the year, students will be able to understand the spoken language formally (lectures, news, etc.) and in conversation (dialogues…); to acquire vocabulary and structures that enable students to understand, analyze contextualized materials (advertisement, posters, newspaper, magazine articles, letters etc.); to describe an event or activity in a cohesive and coherent manner with linguistic accuracy; to write appropriately employing the organization, vocabulary, and structure appropriate to the purpose of their writing and to demonstrate cultural appropriateness through spoken and written discourse.

79

Wo

rl

d

la

ng

ua

ge

s

Wo

rl

d

la

ng

ua

ge

s

Spanish 1 (College Prep)SPA101-Semester 1, SPA102-Semester 2Open to 9-10-11-12 Full YearPrerequisite: NoneStudents begin to develop their competence in Spanish across three modes of communication: interpersonal, presentational, and interpretative. They will explore the language in the context of the six AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Performance-based assessments in the presentational and interpersonal modes provide the students the opportunity to use the language in practiced, familiar contexts. Interpretive listening and reading tasks are focused on the acquisition and recognition of basic stated information in the target language. Practice is provided regularly, both within the classroom and at home. Additionally, students explore the target culture, make comparisons and connections with their own experiences, and come to view language learning as a life-long pursuit. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Spanish.

Spanish 2 (College Prep)SPA201-Semester 1, SPA202-Semester 2Open to 9-10-11-12 Full Year Prerequisite: Spanish 1, or Passing the Placement Test for Spanish 2 Accelerated and Approval of DirectorStudents continue to work to develop their competence in Spanish across the three modes of communication in the context of the six AP themes. Performance-based assessments provide the students the opportunity to use the language in practiced, familiar contexts with increasing independence. Interpretive listening and reading are focused on the acquisition and recognition of key details in the target language. Practice is provided regularly, both within the classroom and at home. Students continue to explore the target culture in new contexts. This is the first course in a four course sequence that prepares students for AP Spanish Language and Culture. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Spanish.

Spanish 2-3 (Accelerated)SPA211-Semester 1, SPA212-Semester 2Open to 9-10-11-12 Full Year Prerequisite: Spanish 1, or Passing the Placement Test for Spanish 2 Accelerated and Approval of DirectorIn comparison to Spanish 2 college prep, Spanish 2-3 accelerated has a faster pace and students are are asked to engage in interpersonal, presentational, and interpretive tasks at more advanced proficiency levels. Students continue to work to develop their competence in Spanish across the three modes of communication in the context of the six AP themes. Performance-based assessments provide the students the opportunity to use the language in practiced, familiar contexts as well as occasional unfamiliar topics with increasing independence. Interpretive listening and reading are focused on the acquisition and recognition of key details with emerging evidence of inference making in the target language. Practice is provided regularly, both within the classroom and at home. Students continue to explore the target culture in new contexts. In this course, students also begin reading poems and short stories by authors who appear on the AP Spanish Literature and Culture reading list. This course is the first in the three year accelerated sequence that prepares

students for AP Spanish language and culture. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Spanish.

Spanish 3 (College Prep)SPA301-Semester 1, SPA302-Semester 2Open to 10-11-12 Full Year Prerequisite: Spanish 2 Students continue to work to develop their competence in Spanish across the three modes of communication in the context of the six AP themes. Performance-based assessments provide the students the opportunity to use the language in familiar contexts independently. Interpretive listening and reading tasks are focused on literal comprehension with increasing emphasis on inferential interpretation. Practice is provided regularly, both within the classroom and at home. Students continue to explore the target culture in new contexts. This is the second in a four course sequence that prepares students for AP Spanish Language and Culture. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Spanish.

Spanish 3 -4 (Accelerated)SPA311-Semester 1, SPA312-Semester 2Open to 10-11-12 Full Year Prerequisite: Spanish 2-3 Accelerated Students continue to work to develop their competence in Spanish across the three modes of communication in the context of the six AP themes. Performance-based assessments provide the students the opportunity to use the language independently in unfamiliar contexts. Interpretive listening and reading tasks are focused on both literal comprehension and inferential interpretation. Practice is provided regularly, both within the classroom and at home. Throughout the course, students continue to explore the target culture in new contexts. In comparison to the college prep sequence of courses, Spanish 3-4 accelerated has a faster pace and students are asked to engage in interpersonal, presentational, and interpretive tasks at more advanced proficiency levels. In this course, students also continue reading authentic literature including poems, short stories, and plays. This course is the second in the three year accelerated sequence that prepares students for AP Spanish Language and Culture. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Spanish.

80

Spanish 4 (College Prep)SPA401-Semester 1, SPA402-Semester 2 Open to 11-12 Full Year Prerequisite: Spanish 3 Students continue to work to develop their competence in Spanish across the three modes of communication in the context of the six AP themes. Performance-based assessments provide the students the opportunity to use the language independently in unfamiliar contexts. Interpretive listening and reading tasks are focused on both literal comprehension and inferential interpretation. Practice is provided regularly, both within the classroom and at home. Cultural information and comparisons are drawn from authentic print, literary works and class discussion. Students will participate in classroom debates and facilitate classroom discussion through their own student-led presentation. Upon completion of this course, students will be prepared to enter into AP Spanish Language and Culture. The expectation is that the communication in the classroom (teacher-student and/or student-student) take place primarily in Spanish.

Spanish 5 Honors: AP Spanish Language & CultureSPA601-Semester 1, SPA602-Semester 2 Open to 11-12 Full Year Prerequisite: Spanish 4 or Spanish 3-4 Accelerated This course is designed to introduce students to the formal study of Peninsular Spanish, Latin American, and U.S. Hispanic literature. The course aims to develop students’ critical reading and analytical writing skills in Spanish as well as their ability to make interdisciplinary connections and explore linguistic and cultural comparisons. This course will be conducted entirely in Spanish appropriate to this level and covers the entire official AP Spanish Literature and Culture reading list. Literary texts are grouped by themes and presented in chronological order within each of the following themes: las sociedades en contacto, la construcción del género, el tiempo y el espacio, las relaciones interpersonales, la dualidad del ser, and la creación literaria. Students are expected to discuss literary texts and their different historical, socio-cultural, and geopolitical contexts in a variety of interactive oral and written formats in Spanish. Additionally, students will analyze themes and features of artistic representations, audiovisual materials, and audio sources in Spanish related to course content.

Spanish 6 Honors: AP Spanish Literature and CultureSPA611-Semester 1, SPA612-Semester 2Open to 12 Full Year Prerequisite: Spanish 5 Honors: AP Spanish Language & CultureThis course is designed to introduce students to the formal study of Peninsular Spanish, Latin American, and U.S. Hispanic literature. The course aims to develop students’ critical reading and analytical writing skills in Spanish as well as their ability to make interdisciplinary connections and explore linguistic and cultural comparisons. This course will be conducted entirely in Spanish appropriate to this level and covers the entire official AP Spanish Literature and Culture reading list. Literary texts are grouped by themes and presented in chronological order within each of the following themes: las sociedades en contacto, la construcción del género, el tiempo y el espacio, las relaciones interpersonales, la dualidad del ser, and la creación literaria. Students are expected to discuss literary texts and their different historical, socio-cultural, and geopolitical contexts in a variety of interactive oral and written formats in Spanish. Additionally, students will analyze themes and features of artistic representations, audiovisual materials, and audio sources in Spanish related to course content.

Advanced Spanish Conversation and Culture (College Prep)SPA511-Semester 1, SPA512-Semester 2Open to 12 Full Year Prerequisite: Spanish 4Advanced conversation and culture builds upon the communicative focus in the presentational, interpretive and interpersonal modes from prior coursework, but will uniquely explore the language through a cultural lens. The aim of this course is to present how the language manifests itself in various regions of the Spanish-speaking world through both historical and contemporary settings. Students who like to travel or who are thinking about studying abroad in college will enjoy this course and the experience it will provide prior to graduation. In discovering Spanish throughout the world, students will also engage in film studies, literature and a comprehensive review of grammar, all of which will prepare them for continued language study at the university level. Student-teacher interactions are conducted exclusively in Spanish.

81

Wo

rl

d

la

ng

ua

ge

s

ENGLISH LANGUAGE LEARNING

All ELL classes receive full credit toward graduation requirements. Levels are based on assessment scores, class performance, and Director approval. Additional support for students enrolled in the ELL program will be provided in the following courses: World History, US History, Biology, College Prep Chemistry, Accelerated Chemistry, Computer Applications, Information Processing, and Health. Please refer to the appropriate division section of the course book for a full description of these courses.

Beginning ELL Language Arts

ELL161/162

American Literature

ELL461/462

Advanced ELL Language Arts

ELL361/362

1

Intermediate ELL Language Arts

ELL261/262

2

82

ENGLISH LANGUAGE LEARNING (ELL) DEPARTMENT

The Stevenson High School English Language Learning (ELL) Program is part of the World Languages Division. Students at Stevenson who are non-English or limited-English speakers are provided with a transitional language program. While in this program, students have the opportunity to learn English and to strengthen their reading and writing skills. The goal of the ELL program is to increase the English fluency of limited-English speakers so that they can be successful in mainstream high school classes. The ELL staff guides and gives tutorial support to its students. Appropriate placement of students in the ELL program is done through state and national testing scores, home language surveys, teacher recommendations, and the cooperative efforts of the Student Services Department and the ELL faculty in the World Languages Division.

Beginning ELL Language Arts (College Prep)ELL161-Semester 1, ELL162-Semester 2Open to 9-10-11-12 Full YearPrerequisite: WAPT-screener below a 3.0This is a two-credit course for beginning ELL students who are new to the English language or have limited English vocabulary and communication skills. The course meets two periods a day, and instruction is entirely in English. Students work on developing and expanding their vocabulary, grammar, speaking, listening, reading, and writing skills. Students will be introduced to classic literature such as Sarah, Plain and Tall and Sadako and the Thousand Paper Cranes. Students will practice their writing skills in the context of the course readings and will start with basic sentence structures and end with 3-paragraph essays. Speaking and listening will focus on proper pronunciation as well as interpersonal and presentational communication. Upon completion of the course, students will receive two credits in English.

Intermediate ELL Language Arts (College Prep)ELL261-Semester 1, ELL262-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Prerequisite: Proficiency as demonstrated on WAPT-screener (3.0 - 4.0), ACCESS exam or successful completion of Beginning ELL, teacher recommendation, or director approval.This is a two-credit course for Intermediate ELL students. This course will meet two periods each day, and instruction is entirely in English. In this course, students will use the READ 180 program as well as read novels such as Night, Whirligig, and Breaking Through. Students will build on their writing skills from Beginning ELL and will move beyond paragraph construction to composing, revising, and editing narrative, descriptive, expository, and persuasive essays. Speaking and listening is practiced and assessed as students are expected to have conversational and presentational English speaking skills. The overall English difficulty of course materials reflects that of a mainstream middle school course. Upon completion of this course, students will receive two credits in English.

83

Wo

rl

d

la

ng

ua

ge

s

Advanced ELL Language Arts (College Prep)ELL361-Semester 1, ELL362-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Proficiency as demonstrated on WAPT-screener (4.0-5.0), ACCESS exam or successful completion of Intermediate ELL, teacher recommendation, or director approval..This is a two-credit course for Advanced ELL students. This course will meet two periods each day that is taught entirely in English, and it mirrors a College Prep Freshman English with ELL support. Students will read a variety of texts from a variety of genres such as Of Mice and Men and To Kill a Mockingbird. Students will also continue to refine and develop their writing skills and will be required to write multi-page essays using a variety of writing styles. In addition to reading, writing, and advanced grammar skills, students will advance their listening and speaking skills by partaking in Socratic discussions, debates, and oral presentations. Upon completion of this course, students will receive two credits in English.

American Literature (College Prep)ELL461-Semester 1, ELL462-Semester 2Open to 9-10-11-12 Full YearPrerequisite: Proficiency as demonstrated on WAPT-screener or ACCESS exam, successful completion of Beginning ELL Language Arts, teacher recommendation or director approval.This is an English course for ELL students who are transitioning out of the ELL program. The course mirrors a Sophomore College Prep English course, and much of the course reading is identical to what is used in a sophomore-level English course. For example, students will read literature such as A Raisin in the Sun and The Great Gatsby. Students are expected to produce work with ELL support similar to that of a mainstream student. Students’ proficiencies will advance in the areas of literary analysis, writing, grammar, oral communication, and research.

84

Wo

rl

d

la

ng

ua

ge

s

85

Gifted EducationStevenson serves the needs of talented young people in many ways. Thirty-two Advanced Placement courses are available to students and prepare them to write the College Board's examinations for possible college credit.

The programs listed below represent additional opportunities for students in Science and Mathematics. They are generally non-credit, ungraded opportunities for specially selected students.

Science Professionals as Resource KnowledgeOpen to 11-12Prerequisite: Enrollment in AP Science courses, recommendation of Science teachers, commitment to project development, and summer researchThe purpose of SPARK is twofold in that it is an attempt to stimulate independent scientific research by students and to link them with professional mentors involved in the field. Each student is paired with a volunteer practicing scientist and works with the mentor to complete research during the summer. Topics may be in any area of science and completed research may be submitted to state and national competitions.

Talented Young Mathematician's Program (TYMP)Open to 9-10-11-12Prerequisite: Honors Math PlacementThis program provides gifted mathematics students the opportunity to explore topics beyond the regular mathematics curriculum. Sophomores, juniors, and seniors enrolled in a honors-level math class meet during lunch and occasionally outside the school day to increase their knowledge of mathematical problem solving. These students are eligible to become members of Stevenson’s competitive mathematics team.

Freshman TYMP is an advisory offering students an opportunity to work on non-traditional mathematics. Upper-class student mentors who have experience with TYMP content and have demonstrated a genuine desire to mentor freshmen throughout the year will help freshmen transition to high school and become familiar with policies, procedures, and traditions at Stevenson. Students in this advisory benefit from the freshman mentor program (FMP), have an opportunity to work collaboratively and individually on challenging mathematics (TYMP), and work towards qualifying for competitive events (the Math Team). All freshmen enrolled in TYMP are concurrently enrolled in another honors-level math class. Active engagement in TYMP is a first step towards being invited to join the freshman-level competitive Math Team.

86

Special Education ServicesStevenson High School provides all students with special education needs a free and appropriate public education. Students and their parents serve as members of the IEP team and fully participate in the determination of eligibility for special education services. Once a student has been found eligible for special education and/or related services, an individualized education program is developed to determine the appropriate services. It is the responsibility of this multi-disciplinary team to determine the most appropriate education placement in the least restrictive environment.

Stevenson High School offers a full continuum of services and programs, as outlined below:

The Illinois State and Educational Rights and Responsibilities Guide is posted on the Special Education home page of the Stevenson website. In addition, Procedural Safeguards are available upon request from the Special Education Division.

Resource ProgramThe Stevenson High School Special Education Resource program is designed to foster the independence essential to work toward:

• Becoming active learners in the areas of academics and social skills;• Taking advantage of the resources that Stevenson High School has to offer;• Developing and achieving realistic transition goals.

Daily resource sessions support a student's IEP and transition plans with the special education teachers' support through the teaching and guided student implementation of strategies addressing Social Emotional Learning, Reading, Writing, and Test Taking. The resource period is divided up into three components including strategy instruction/review, self-management, and individualized support. The primary goal of resource instruction is to promote the self-advocacy, and self-determination essential for independence within and beyond the walls of Stevenson High School. Self-Management and individualized support represent the application of skill sets through the following:

• Utilization of automated systems to track progress;• Utilization of automated systems to track assignments and upcoming assessments.• Differentiated academic support to address and practice skill sets presently challenging the students.

Instructional Courses Instructional courses are designed to meet the needs of students who may require individualized assistance with the courses required for graduation. Instructional courses parallel mainstream curriculum and may be taught collaboratively with both a special education and mainstream teacher, to courses that address the basic life skills necessary to support select transition goals taught by Special Education personnel exclusively. Similar to our resource program,theprimarygoalofthespecialeducationinstructionalclassesistofostertheacademicproficiencyandindependencenecessarytosupportthestudent’sprogressiontowardhis/hernextlevelofproficiencyinalldomains.

Autism Support Program The Autism support program is a strategy-based resource program that serves as a platform for reinforcing core content areas and social emotional learningskillsforindividuallearning.StudentsparticipateinsocialskillsdevelopmentaddressingspecificchallengesasdocumentedintheirIEP.Thismilieuoffersstudentsahomebasethroughoutthedayprovidingadditionalemotionalsupportandoutletforsensorybaseddyssregulationandintensifiedcase management.

Educational Life Skills Program TheEducationalLifeSkillsProgram(ELS)isdesignedasaschool-within-aschool,supportingstudentswithsignificantfunctionalandcognitivedeficits.The ELS program offers cross-categorical, small group instruction. Within the context of addressing all content areas of study, including electives, courses aresignificantlymodified(perstudentIEP)andemphasizefunctionallifeskilldomainsincludingdomestics,self-care,recreation/leisure,community,vocational skill sets, and communication.

On Site Alternative Education Program The alternative education program (AEP) is a highly supervised program that addresses the individual needs of students who have been challenged with behavioral aspects of their education. The AEP program provides a separate and highly structured learning environment for students to meet graduation requirements and reach post-secondary transition goals. Through a non-traditional setting, social emotional learning is emphasized within context of academic growth and achievement.

Hearing/Vision Itinerant Services Itinerant support services are provided for students challenged with mild to severe vision/hearing exceptionalities, ensuring access to all school resources. Supports include monitoring students, provision of direct service, and consultation with special education/mainstream staff.

Alternative Off Campus Programming Forstudentsrequiringintensifiedsupportsystemsandsupervision,withextensiverelatedserviceprogrammingthatneedstobeprovidedinamoreimmediate and centralized fashion, Adlai E. Stevenson High School supports alternate off-site placement within a variety of therapeutic settings.

Consultative/Collaborative Model Stevenson High School's consultative and collaborative model is designed to meet the needs of special education students within the mainstream educational environment. This model facilitates the exchange of information and supportive services between special and general education. Ongoing contact is made with mainstream teachers, who maintain the primary responsibility for curricular and disciplinary issues.

Related Service Supports The Adlai E. Stevenson High School Special Education Program offers comprehensive related service supports including: Speech Language, Physical/Occupational Therapy, Prevocational support/coordination, and Counseling.

Transition Program Stevenson High School's Transition Service Program provides individualized skill development for special education students ages 18 - 22. The curriculum for the transition program includes learning targets focusing on the development and enhancement of daily living skills, and vocational training in the areas of work behavior and communication.

Placement into the transition program is addressed on an annual basis by each student's IEP Team upon completion of all Stevenson High School graduation requirements.

87

APPENDIX ADistrict 125 Board of Education

Vision Statement for Stevenson High School(Board Policy 1001, Revised September, 2010)

Curriculum In order to ensure “Success for Every Student,” Stevenson High School dedicates itself to a comprehensive and clearly articulated curriculum comprised of what should be learned, how it will be taught, and how learning will be assessed. From the classroom to the athletic field and in all activities, students prepare to thrive in a global community and learn to accept the challenge and responsibility of participating and leading in a democracy. To attain this vision:

A. Students learn important academic content, analyze and think critically, attain physical well-being, and develop social and emotional competencies.

B. Curriculum, instruction, and assessment are dynamic, intellectually challenging, and attentive to the diverse learning needs of students.

C. Formative and summative assessment monitor student learning and track progress toward explicit learning targets, inform instruction, and support programmatic decisions.

D. Curricular teams collaborate to meet educational goals through the use of technology, interdisciplinary learning, and innovative teaching techniques.

E. Students actively engage in their learning and the assessment of such learning. Feedback provides focus for learning and growth and promotes individual improvement.

F. Students learn leadership skills in all curricular and co-curricular pursuits.

Equity and Access for All Students

In order to ensure “Success for Every Student,” Stevenson High School establishes high expectations for all students and provides the support required to help them meet those expectations. Every student is recognized and valued as an individual, and the creation of support systems allows each student to attain the high standards the community holds for them. Staff members understand the importance of pursuing equity; therefore, they provide each individual student with appropriate levels of support to meet or exceed expectations. To attain this vision:

A. Faculty and staff provide students with access to opportunities and resources that allow students to meet high expectations for learning in academic, social, and emotional contexts.

B. Faculty and staff provide students with necessary support and interventions to ensure achievement of curricular expectations and appropriate social and emotional development.

C. Faculty and staff provide students with the information and support to develop educational and career goals for transitioning to, through, and beyond high school.

D. Faculty and staff teach and guide students to accept increasing responsibility for their learning, decisions, and actions.

E. Faculty and staff provide students access and encouragement that allows students to explore and take advantage of the variety of opportunities for participation in curricular and co-curricular programs.

F. Faculty and staff encourage students to persevere and excel intellectually and ethically as they actively engage in academic and co-curricular pursuits.

88

Building a Professional Learning Community

In order to ensure “Success for Every Student,” the Board of Education, administration, staff, students, parents, and community commit to collaborative practices that ensure continuous improvement and progress toward the vision. The collective expertise and passionate commitment to learning drives individuals to excellence in their fields. To attain this vision:

A. All members of the school community actively promote and uphold the District’s mission, vision, values, and goals.

B. The District commits to recruiting, developing, and retaining individuals who embrace the school’s mission, vision, values, and goals.

C. All adults commit to developing and contributing to high-performing collaborative teams to better serve and support all students.

D. All members of the learning community understand that personal and professional development depends on goal setting resulting from thoughtful and critical reflection, which leads to continued learning and growth.

E. Everyone commits to innovation, collective inquiry, evidence-based decision- making, and reflects on the results of teaching and learning.

A Culture for Learning

In order to ensure “Success for Every Student,” Stevenson High School establishes a safe, caring environment and fosters a culture that is highly collaborative, enables everyone to engage in ongoing learning. Stevenson dedicates itself to meaningful teaching and learning experiences. Such a culture maximizes learning, builds mutual respect between all members of the Stevenson community, and supports high levels of collaboration.

To attain this vision:

A. All members recognize and appreciate the diversity in the greater school community, encourage mutual respect, and promote social awareness among all school stakeholders.

B. Learning is dynamic and socially constructed, requires student engagement and collaboration, and supports relationships with peers and teachers.

C. Students learn to balance the curricular and co-curricular aspects of school life to promote personal growth and life-long learning.

D. All members value social-emotional learning and work diligently to serve as models for all members of the school community.

E. The community promotes and models healthy life choices and responsible decision-making as we continue to work to eliminate alcohol, drugs, violence, and bullying.

F. The community promotes, recognizes, and celebrates individual and collective effort and achievement.

G. The district maintains an environmentally responsible physical facility that meets the needs of all members of the Stevenson community and meets the learning needs of the 21st century.

89

Community Engagement

In order to ensure “Success for Every Student,” Stevenson High School values the importance of strong collaborative relationships with its extended community — families, residents, businesses, government agencies, and other educational systems. Stevenson recognizes its position as a leading professional learning community and actively participates in state, national and global educational initiatives. To attain this vision:

A. The school provides shared-learning opportunities for the extended community to foster partnerships promoting the District’s vision and values.

B. The extended community provides the various resources that enable the school to offer exemplary academic and co-curricular programs and, in turn, expects effective stewardship in the use of those resources.

C. The extended community utilizes school resources and facilities.

D. Parents play an active role in the education of their children, monitor their children’s academic performance, and work collaboratively and positively with staff to maximize their children’s educational experience.

E. The school, business community, and other organizations collaborate to provide authentic learning experiences for students and staff, thereby reinforcing the relevance of the academic and co-curricular programs.

F. The school continually seeks effective partnerships with consortium districts and post¬secondary institutions to maintain articulation and provide seamless transitions.

G. The school promotes community participation through volunteer efforts, service learning, and leadership opportunities.

I. The school reaches out to use expertise in the community in order to develop authentic career experiences and opportunities for growth that ignite a passion for learning and exploration beyond the classroom.

90

APPENDIX B LEGAL NOTICE TO STUDENTS AND PARENTS

CONFIDENTIALITY OF STUDENT RECORD INFORMATION

In accordance with the provisions of the Family Educational Rights and Privacy Act and its regulations, the Illinois School Student Records Act and its regulations, and Board Policy 7:340, Student Records, and its administrative procedures, each parent/guardian and student is advised as follows: 1. Directory information may be released to the general public without written consent from a parent/guardian, unless a

parent/guardian requests that such information not be released. Any parents/guardians who do not want such information to be made public should check “I do not wish to release information” under the Request to Release Student Information when completing the Online Registration during the summer. Parents/guardians may also make such request by contacting the District office. Directory information is limited to: a. Student’s Name b. Student’s Address c. Parent’s or Guardian’s Name d. Parent’s or Guardian’s Mailing Address e. Parent’s or Guardian’s Telephone Number f. Parent’s or Guardian’s Electronic Mail (E-mail) Address g. Student’s Birth Date and Place h. Student’s Gender i. Student’s Grade Level j. Student’s Major Field of Study k. Student’s Dates of Attendance in School l. Student’s Academic Degrees, Honors, and Awards m. Information in relation to the Student’s participation in School-Sponsored Activities, Organizations, and Athletics n. Photographs, videos, or digital images used for informational or news-related purposes (whether by a media outlet

or by the school) of the student participating in school or school-sponsored activities, organizations, and athletics that have appeared in school publications, including but not limited to yearbooks, newspapers, or sporting or fine arts programs, except that: (i) no photograph highlighting individual faces will be used for commercial purposes, including solicitation, advertising, promotion or fundraising without the prior, specific, dated and written consent of the parent/guardian or student, and (ii) no image on a school security video recording will be designated as directory information.

2. District 125 maintains school records for each student. A school student record is any record that contains personally identifiable information of a student, or information that would link the document to a student, except for records kept in the sole possession of a staff member, which are destroyed no later than the student’s graduation or permanent withdrawal, and are not accessible or revealed to anyone other than a temporary substitute teacher; video or other electronic recordings created and maintained by law enforcement professionals working in the school or for security or safety reasons or purposes, provided the information was created at least in part for law enforcement or security or safety reasons or purposes; and electronic recordings made on school buses. These consist of two types of records: permanent records and temporary records.

A student’s permanent record consists of: a. basic identifying information, including the student’s name and address, birth date and place, gender, b. academic transcript including grades, class rank, graduation date, grade level achieved, scores on college entrance

examinations, and the unique student identifier assigned and used by the SIS, c. attendance record, d. health record, e. record of release of permanent record information, f. scores received on all State assessment tests administered at the high school level, and g. if not maintained in the temporary record, honors and awards received, information concerning the student’s

participation in school-sponsored activities or athletics, or offices held in school-sponsored organizations.

91

NO OTHER INFORMATION WILL BE PLACED IN THE STUDENT PERMANENT RECORD. The permanent record will be kept by District 125 for sixty (60) years after graduation, a transfer, or permanent withdrawal. A student’s temporary record consists of all information by which the student may be individually identified but is not required to be in the student permanent record. A student’s temporary records must include: a. a record of release of temporary record information, b. scores received on the State assessment tests administered in the elementary grade levels (kindergarten through

grade 8) c. information regarding serious disciplinary infractions (those involving drugs, weapons, or bodily harm to another)

that resulted in expulsion, suspension, or the imposition of punishment or sanction, d. information provided under Section 8.6 of the Abused and Neglected Child Reporting Act, e. completed home language survey form, f. health-related information, and g. accident reports. The temporary record may include family background information, intelligence test scores (group and individual), aptitude test scores, reports of psychological evaluations (including information on intelligence, personality, and academic information), elementary and secondary achievement level test results, participation in extracurricular activities, including any offices in school-sponsored clubs or organizations, honors and awards received, teacher anecdotal records, other disciplinary information, special education records, records associated with plans developed under Section 504, and any verified reports or information from non-educational persons or organizations of clear relevance to the education of the student. The temporary record will be destroyed five years after graduation, a transfer, or permanent withdrawal. A summary of the types of records maintained by District 125 are listed below along with the officials or custodians of these records: Record Type of Record Custodian of Record a. Directory Information Permanent & Temporary Registrar b. Achievement Test Data Temporary Registrar c. Courses/Grades Permanent Counselor & Registrar d. Attendance Data Permanent Dean & Registrar e. Graduation Status Permanent Counselor & Registrar f. Enrollment/Transfer Information Permanent Registrar & Counselor g. IQ/Psychological Data Temporary Special Education/Psychologist h. Family/Social History Temporary Special Education i. Discipline Temporary Dean j. Counseling Records Temporary Counselor, Social Worker, Psychologist k. Activities and Awards Temporary Student Activities Director l. Transcript Request Forms Temporary Registrar m. Health Records Permanent School Nurse n. Health-Related Information Temporary School Nurse o. Accident Reports Temporary School Nurse p. IEPs and Special Education Records Temporary Special Education q. Section 504 Plans and Records Temporary Student Services/Section 504 Coordinator r. Home-school communications Temporary Various

3. District employees and school officials who have a current, demonstrable educational or administrative interest in the student may have access to student records for the purpose of furthering such interests without parent/guardian consent. A school official is a Board member, attorney, auditor, insurance representative, independent evaluator, contractor, consultant, volunteer, or other person to whom District 125 has outsourced institutional services or functions for which District 125 would otherwise use employees.

92

4. Each parent/guardian of a student under 18 years old has a right to inspect and copy information in the student’s records. Such requests must be made in writing to the Principal. Access to the records will be given within 15 school days of District 125’s receipt of the request. Access will not be given with respect to confidential letters/recommendations concerning post-secondary institutions, including but not limited to a college/university. Where parents/guardians are divorced or separated, both shall be permitted to inspect and copy the student’s records unless District 125 receives a copy of a court order indicating otherwise. When a student reaches 18 years old, graduates from high school, marries, or enters military service, all rights and privileges accorded to the parents/guardians become exclusively those of the student and no one other than the student can request records or information in such records.

5. District 125 charges $0.35 per page for copies of student records. No parent/guardian or student will be precluded from receiving copies because of financial hardship.

6. Parents/guardians have the right to request a hearing to challenge the accuracy, relevancy, or propriety of their student’s records, except for academic grades and references to expulsions or out-of-school suspensions if the challenge is made at the time the student’s school records are forwarded to another school to which the student is transferring. Parents also have the right to insert a written rebuttal concerning the contents of such records.

7. Upon request for a hearing concerning the content of the student’s records, the Principal will arrange an informal meeting with the parent/guardian. If thereafter the parent/guardian wishes to proceed with a hearing, the parent/guardian must submit such request in writing to the Superintendent. The parent/guardian has the right to present evidence and call witnesses, cross-examine witnesses, legal counsel, and receive written statement of the decision and the reasons for such decision. The parent/guardian may insert a written statement of reasonable length describing their position on disputed information. The parent/guardian may appeal the decision to an administrative tribunal or official designated by the State Board of Education.

8. Parents/guardians have the right to file a complaint with the U.S. Department of Education concerning alleged failures by District 125 to comply with the requirements of the Family Educational Rights and Privacy Act (FERPA). The name and address of the Office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue S.W., Washington, D.C. 20202-4605.

9. Upon graduation, transfer or permanent withdrawal of the student, District 125 will notify the parents/guardians and the student of the destruction schedule for the student’s permanent and temporary records and of their right to request a copy.

10. Requests for District 125 to release a student’s records to any person other than the parents/guardians (or student age 18 or older) must be in writing.

11. Upon receipt of a court order of protection, the Principal will file it in the records of a student who is the “protected person” under the order of protection. No information or records shall be released to the Respondent named in the order of protection. When a student who is a “protected person” under an order of protection transfers to public or private school, or as soon as possible, the Principal will, at the request of the Petitioner, provide, within 24 hours of the transfer or as soon as possible, written notice of the order of protection, along with a certified copy of the order, to the school to which the student is transferring.

12. District 125 may grant access to, or release information from, student records without parent/guardian consent or notification to any person for the purpose of research, statistical reporting, or planning, provided that no student or parent(s)/guardian(s) can be identified from the information released, and the person to whom the information is released signs an affidavit agreeing to comply with all applicable statutes and rules pertaining to school student records.

13. District 125 will grant access to, or release information from, a student’s records pursuant to a court order, provided that the parent(s)/guardian(s) will be given prompt written notice of such order’s terms, the nature and substance of the information proposed to be released, and an opportunity to inspect and copy such records and to challenge their contents. However, District 125 will comply with an ex parte court order requiring it to permit the U.S. Attorney General or designee to have access to a student’s records without notice to or the consent of the student’s parent(s)/guardian(s).

14. District 125 will grant access to, or release information from, any student record as specifically required by federal or State law. NOTE: IT IS STEVENSON’S POLICY TO SHARE INFORMATION REGARDING THE CRIMINAL ACTIVITIES OF STUDENTS WITH JUVENILE AUTHORITIES, INCLUDING LOCAL POLICE DEPARTMENTS, AS PERMITTED BY LAW.

15. District 125 will grant access to, or release information from, student records to any person possessing a written, dated consent, signed by the parent(s)/guardian(s) (or student age 18 or older) stating to whom the records may be released; the information or record to be released; the reason for the release; the right of the parent(s)/guardian(s) or eligible student to copy the information to be disclosed, challenge its contents, limit the consent to designated record(s) or portion(s) of the information contained in those records, and revoke the consent in writing at any time; the consequences of a refusal to consent, if any; and the date on which the consent expires. One copy of the signed consent form will be kept in the temporary records and one copy is mailed to the parent(s)/guardian(s) (or student age 18 or older) by the Superintendent or designee.

93

16. District 125 may release student records, or information contained therein, to the official records custodian of another Illinois school, or an official with similar responsibilities in a school outside of Illinois, in which the student has enrolled or intends to enroll, upon written request from such official.

17. Prior to the release of any records, or information under items 14 and 16 above, District 125 will provide prompt written notice to the parent(s)/guardian(s) (or student age 18 or older) of this intended action. This notification shall include a statement concerning the nature and substance of the records to be released and the right to inspect, copy, and challenge the contents. If the release is under 14 above and relates to more than 25 students, a notice published in the newspaper is sufficient.

18. District 125 may release student records, or information contained therein, in connection with an emergency without parent/guardian consent if the knowledge of such information is necessary to protect the health or safety of the student or other persons. District 125 employees and school officials shall make this decision taking into consideration the nature of the emergency, the seriousness of the threat to the health or safety of the student or other persons, the need for such records to meet the emergency, and whether the persons to whom such records are released are in a position to deal with the emergency. District 125 will notify the parent(s)/guardian(s) (or student age 18 or older) as soon as possible of the information released, the date of the release, the person, agency or organization to whom the release was made, and the purpose of the release.

19. District 125 will grant access to, or release information from student records to juvenile authorities when necessary for the discharge of their official duties upon their request before the student’s adjudication, provided they certify in writing that the information will not be disclosed to any other party except as provided under law or order of court. “Juvenile authorities” means: (a) a circuit court judge and court staff members designated by the judge; (b) parties to the proceedings under the Juvenile Court Act of 1987 and their attorneys; (c) probation officers and court appointed advocates for the juvenile authorized by the judge hearing the case; (d) any individual, public or private agency having court-ordered custody of the child; (e) any individual, public or private agency providing education, medical or mental health service to the child when the requested information is needed to determine the appropriate service or treatment for the minor; (f) any potential placement provider when such release is authorized by the court to determine the appropriateness of the potential placement; (g) law enforcement officers and prosecutors; (h) adult and juvenile prisoner review boards; (i) authorized military personnel; and (j) individuals authorized by court.

20. District 125 will grant access to, or release information from student records, to a SHOCAP (Serious Habitual Offender Comprehensive Action Program) committee member, provided that: (a) the committee member is a State or local official or authority; (b) the disclosure concerns the juvenile justice system’s ability to effectively serve, prior to adjudication, the student whose records are to be released and the official or authority certifies in writing that the records will not be disclosed to any other party except as provided under State law without the prior written consent of the student’s parent(s)/guardian(s); (c) the disclosure’s purpose is limited to identifying serious habitual juvenile offenders and matching those offenders with community resources pursuant to Section 5-145 of the Juvenile Court Act of 1987; and (d) the release, transfer, disclosure, or dissemination consistent with the Family Educational Rights and Privacy Act.

21. Upon their request, military recruiters and institutions of higher learning will have access to secondary students’ names, addresses, and telephone listings, unless an objection is made by the student’s parent(s)/guardian(s). Any parents/guardians who do not want such information to be released should check “I do not wish to release information” under the Request to Release Student Information when completing the Online Registration during the summer.

22. It is the student’s right that no person may condition the granting or withholding of any right, privilege or benefits, or make as a condition of employment, credit or insurance, the securing by any individual of any information from a student’s temporary record which such individual may obtain through the exercise of any right secured under State or federal law.

23. Copies of the Board Policy 7:340, Student Records, and its administrative procedures are available for inspection in the District’s Administrative Office. Policy 7:340 is also available on the District’s website. If you have any questions, please call 847-415-4000 and ask for the Principal.

94

IND

IVID

UA

L ED

UC

ATI

ON

/CA

REER

PLA

N

9/16

/132

EM

/TM

4yr

plan

(indi

vid

edu)

14-

15.d

oc

NA

ME

: ___

____

____

____

____

____

____

____

____

____

____

____

____

GR

AD

UA

TIO

N Y

EA

R: _

____

____

___

DA

TE: _

____

____

__ C

OU

NS

ELO

R:_

____

____

____

____

____

____

_

CA

RE

ER

GO

AL(

S)/M

AJO

R: _

____

____

____

____

____

____

____

____

____

___

CO

LLE

GE

CH

OIC

E(S

): __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

S.H

.S. G

radu

atio

n R

equi

rem

ents

S

ugge

sted

Col

lege

Adm

issi

on S

eque

nce

(One

cre

dit i

s ea

rned

for e

ach

sem

este

r cou

rse

pass

ed.

No

cred

it is

ear

ned

for l

unch

or s

tudy

hal

l.)

*If y

ou in

tend

to p

artic

ipat

e in

col

lege

ath

letic

s,

refe

r to

the

NC

AA

Elig

ibili

ty C

ente

r onl

ine

at

http

s://w

eb1.

ncaa

.org

/elig

ibili

tyce

nter

/com

mon

C

o-C

urric

ular

Act

iviti

es: _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Out

side

Act

iviti

es/J

obs:

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

9th

Gra

de G

oal:

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

10th

Gra

de G

oal:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

11th

Gra

de G

oal:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

12th

Gra

de G

oal:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ C

olle

ge-b

ound

stu

dent

s sh

ould

sch

edul

e a

min

imum

of f

our a

cade

mic

uni

ts e

ach

sem

este

r. A

cade

mic

uni

ts in

clud

e E

nglis

h, m

athe

mat

ics,

sci

ence

, soc

ial s

tudi

es, a

nd

wor

ld la

ngua

ge c

ours

es. C

erta

in c

olle

ges

may

requ

ire a

dditi

onal

ele

ctiv

es fo

r adm

issi

on. S

tude

nts

are

stro

ngly

enc

oura

ged

to c

onta

ct c

olle

ges

to d

eter

min

e ad

mis

sion

requ

irem

ents

. Stu

dent

s sh

ould

see

thei

r cou

nsel

or fo

r per

sona

lized

as

sist

ance

. *Th

e co

mpl

etio

n of

the

PS

AE

(Pra

irie

Sta

te A

chie

vem

ent E

xam

) and

pas

sing

the

Illin

ois

and

Fede

ral C

onst

itutio

n te

sts

mus

t be

achi

eved

to m

eet g

radu

atio

n re

quire

men

ts. T

o pa

rtici

pate

in th

e gr

adua

tion

cere

mon

y, th

e “4

6th

Cre

dit T

est”

mus

t be

pass

ed. Req

uire

d co

urse

s to

add

: Phy

sica

l Edu

catio

n, D

river

Edu

catio

n, H

ealth

, Wor

ld H

isto

ry, U

.S. H

isto

ry, E

cono

mic

s/C

onsu

mer

Edu

catio

n, G

over

nmen

t. Fr

eshm

an e

nrol

led

in th

e se

cond

yea

r of S

pani

sh s

houl

d ad

d tw

o ad

ditio

nal c

redi

ts fo

r the

Wor

ld L

angu

age

prof

icie

ncie

s.

FR

ESH

MA

N

SO

PHO

MO

RE

J

UN

IOR

SEN

IOR

SE

MES

TER

1

SEM

ESTE

R 2

SE

MES

TER

1

SEM

ESTE

R 2

SE

MES

TER

1

SEM

ESTE

R 2

SE

MES

TER

1

SEM

ESTE

R 2

1-E

nglis

h E

nglis

h 1-

Eng

lish

Eng

lish

1-E

nglis

h E

nglis

h 1-

Eng

lish

Eng

lish

2-M

ath

Mat

h 2-

Mat

h M

ath

2-M

ath

Mat

h 2-

3-S

cien

ce

Sci

ence

3-

Sci

ence

S

cien

ce

3-

3-

4-Lu

nch

Lunc

h 4-

Lunc

h Lu

nch

4-Lu

nch

Lunc

h 4-

Lunc

h Lu

nch

5-

5-

5-

5-

6-

6-

6-

6-

7-

7-

7-

7-

8-

8-

8-

8-

Pre

viou

s su

mm

er

scho

ol:

P

revi

ous

sum

mer

sc

hool

:

Pre

viou

s su

mm

er

scho

ol:

P

revi

ous

sum

mer

sc

hool

:

Cre

dits

/sem

.: C

redi

ts/s

em.:

Cre

dits

/sem

.: C

redi

ts/s

em.:

Cre

dits

/sem

.: C

redi

ts/s

em.:

Cre

dits

/sem

.: C

redi

ts/s

em.:

Tota

l cre

dits

/yr.:

Tota

l cre

dits

/yr.:

Tota

l cre

dits

/yr.:

Tota

l cre

dits

: M

in 4

2 fo

r H

onor

s G

rad.

Min

. 45

for G

rad.

Sub

ject

# o

f se

mes

ters

E

nglis

h

8 M

athe

mat

ics

6 S

cien

ce (2

P, 2

B)

4 W

orld

His

tory

2

U.S

. His

tory

2

Gov

ernm

ent

1 E

cono

mic

s (C

onsu

mer

Ed.

) 1

Hea

lth

1 D

river

Edu

catio

n 1

Req

uire

d E

lect

ives

2

Add

t’l C

redi

ts a

nd P

hys.

Ed

17

Tota

l Cre

dits

45

Subj

ect

# of

sem

este

rs

Eng

lish

8 M

athe

mat

ics

6-8

Sci

ence

6-

8 S

ocia

l Stu

dies

6-

8 Fo

reig

n La

ngua

ge

4-8

95

COURSE SELECTION WORKSHEET 2014-2015 STUDENT NAME ______________________________________ ID# _______________ CLASS OF : 20 ____ GENDER: M F DATE OF BIRTH: ______________

USE THIS WORKSHEET TO PLAN YOUR COURSES FOR THE 2013-14 SCHOOL YEAR. (SEE REVERSE SIDE OF THIS PAGE FOR COURSE NUMBERS NOT LISTED IN THE DEPARTMENTS.) REMEMBER TO INCLUDE TYMP, WAIVERS, AND STUDY HALL. FOLLOW THE INSTRUCTIONS PROVIDED BY YOUR COUNSELOR TO ENTER YOUR COURSES

INTO THE STUDENT MANAGEMENT SYSTEM.

** PE ATHLETIC WAIVERS ** PE WAIVER FOR BAND AND COLOR GUARD (SEMESTER 1 ONLY) ** AFTER SCHOOL STUDENT COUNCIL (YOU MUST BE ENROLLED IN 7 CLASSES DURING THE SCHOOL DAY) TO ENROLL IN DRIVER EDUCATION YOUR DATE OF BIRTH MUST BE ON OR BEFORE: 12/31/98 FOR - 1ST SEMESTER AND 4/30/99 FOR - 2ND SEMESTER CAREER GOAL________________________________________________________ POST SECONDARY PLANS______________________________________________

COURSE # SEMESTER 1

COURSE # SEMESTER 2

COURSE NAME SEMESTER 1

COURSE NAME SEMESTER 2

LUNCH1

LUNCH2

LUNCH LUNCH **

96

ADDITIONAL COURSE NUMBERS

COURSE TITLE

SEMESTER 1

SEMESTER 2

JANUARY GRADUATE

JANGRD

LUNCH

LUNCH1

LUNCH2

HALF PERIOD LUNCH L NCH01 LNCH02

ATHLETE- 8TH HOUR FREE ATH081 ATH082

P.E. WAIVER - ACADEMIC

PEAW01

PEAW02

P.E. WAIVER - BAND

PEBW01

P.E. WAIVER - CREDIT

PEDCW1

PEDCW2

P.E. WAIVER - NO CREDIT

PENC01

PENC02

P.E. WAIVER - COLOR GUARD

PEGW01

STUDENT COUNCIL-FREE HOUR

STUCN1

STUCN2

STUDENT COUNCIL- STUDY HALL

STUSH1

STUSH2

STUDENT COUNCIL – NINTH HOUR

STUC91

STUC92

STUDY HALL

STUDY1

STUDY2

ADDITIONAL STUDY HALL STUDY11 STUDY22

HALF PERIOD STUDY HALL STDY01 STDY02

T.Y.M.P. - SOPHOMORE

MTH921

MTH922

T.Y.M.P. - JUNIOR

MTH931

MTH932

T.Y.M.P. - SENIOR

MTH941

MTH942

UNSCHEDULED TIME

FREE01

FREE02

HALF PERIOD FREE TIME FRE251 FRE252

SENIORS- 8TH HOUR FREE FREE81 FREE82

The United States Department of Education named Adlai E. Stevenson High School as one of the nation's 2002 Blue Ribbon Schools, making Stevenson one of only three schools in America – and the only high school in Illinois – to earn the honor four times. Adlai E. Stevenson High School previously received Blue Ribbon honors in 1987, 1991 and 1998.

Serving the Communities of:Half Day, Lincolnshire, Long Grove, Prairie View, and portions of Buffalo Grove, Deerfield, Hawthorn Woods,Kildeer, Lake Forest, Lake Zurich, Mettawa, Mundelein, Palatine, Riverwoods, Vernon Hills, and Wheeling.

Adlai E. Stevenson High School1 Stevenson Drive

Lincolnshire, IL 60069(847) 415-4000