HIGH SCHOOL COURSE GUIDE

NORTH SALEM SCHOOL DISTRICT

HIGH SCHOOL

COURSE GUIDE

2022-2023

2 
 
COURSE DESCRIPTION CATALOG 
MISSION AND BELIEFS  3 
STUDENT GOALS  3 
HIGH SCHOOL PHILOSOPHY  3 
GOALS  3 
HOW TO USE THIS GUIDE  4 
PLANNING YOUR PROGRAM  4 
DROPPING OR CHANGING COURSES  4 
AP EXAM FEE SCHEDULE  4 
REPEATING A COURSE OR REGENTS EXAM  5 
MINIMUM NUMBER OF COURSES  5 
PROMOTION REQUIREMENTS  5 
INDEPENDENT STUDY  5 
AWARDING CREDIT  5 
SCHEDULING GUIDELINES  5 
REGENTS DIPLOMA REQUIREMENTS  6 
CRITERIA FOR ADMISSION TO HONORS AND ADVANCED PLACEMENT CLASSES  6 
COURSE ALTERNATIVES  6 
EARLY GRADUATION  6 
COMMUNITY SERVICE  7 
VALEDICTORIAN/SALUTATORIAN  7 
HONOR ROLLS  7 
ENGLISH NATIONAL HONOR SOCIETY  7 
INTERNATIONAL THESPIAN SOCIETY  7 
MATH NATIONAL HONOR SOCIETY  7 
NATIONAL ART SOCIETY  8 
NATIONAL HONOR SOCIETY  8 
NATIONAL SOCIAL STUDIES HONOR SOCIETY  8 
WORLD LANGUAGE HONOR SOCIETY  8 
CO-CURRICULAR ACTIVITIES  9 
DIPLOMA AND CREDENTIAL OPTIONS  10 
POTENTIAL COURSE OFFERINGS  12 
POTENTIAL ELECTIVE COURSE SELECTIONS  13 
PNW BOCES TECH CENTER POTENTIAL COURSE OFFERINGS  14 
ENGLISH  15 
FAMILY AND CONSUMER SCIENCE  17 
FINE ARTS AND MEDIA ARTS  17 
GENERAL COURSES   19 
MATHEMATICS  19 
MUSIC  25 
PHYSICAL EDUCATION  26 
NORTH SALEM INTERSCHOLASTIC ATHLETIC PROGRAM  28 
SCIENCE  29 
SOCIAL STUDIES   32 
SPECIAL PROGRAMS  35 
TECHNOLOGY AND ENGINEERING  36 
WORLD LANGUAGES  38 
NCAA REQUIREMENTS  42

NORTH SALEM CENTRAL SCHOOL DISTRICT MISSION AND BELIEFS

North Salem High School will engage students to continuously learn, question, define and solve problems through critical and

creative thinking.

In pursuit of this, we believe that:

● All students are capable of learning.

● All students are supported and challenged to continuously improve.

● Academic, intra and interpersonal skills are essential for success.

● The learning environment must be safe, ethical and respectful.

● Everyone in the community shares responsibility for student development.

● We must continue to hire and retain staff of the highest quality.

● Collaboration, data and evidence guide decision-making.

STUDENT GOALS

● Students will develop tolerance, compassion and appreciation for diversity in order to be constructive members of society.

● Students will be able to assess personal skills, aptitudes and abilities, in order to make informed decisions, recognize excellence

and develop the courage and comfort to take risks when striving for highest achievement.

● Students will develop competence in self-management, develop skills for long-term planning to accomplish multiple tasks and

take responsibility for achieving goals.

HIGH SCHOOL PHILOSOPHY

North Salem High School is dedicated to fostering a love of learning while promoting excellence in the educational process. The

school provides students with the knowledge, skills and positive attitudes necessary to make the transition to a productive, caring

and responsible adulthood. North Salem High School promotes the ideals of good citizenship, stresses ethical values and transmits

our multicultural heritage, enabling all students to be committed participants in a democratic society.

North Salem High School recognizes and supports the uniqueness of each individual. The school strives to provide each student

with the appropriate opportunity to develop intellectually, emotionally, physically and socially to their maximum potential in an

atmosphere which fosters independent thought and actions. The following goals structure the school’s efforts to assist all students

in experiencing success both during and after their high school years.

GOALS

● To maintain an atmosphere which provides support yet fosters independent thought and action, which will enable the

student to become a productive citizen.

Dear Student,

This booklet contains a list of all the courses available to you at North Salem High

School. Please read it carefully so that you can make wise choices for the upcoming school year. It is

advisable that you carry a full program so that you can explore various subjects and career alternatives.

Please consider these points: Which courses will be most helpful in planning your

college/employment career? Which courses are best suited to your academic ability? Which courses

will help you to improve an area of weakness? Please discuss your choices with your parents and

teachers. We will do our best to accommodate your course selections.

Sincerely,

The School Counselors

● To organize instruction in order to develop appropriate communication, mathematical and reasoning skills essential to live a

full and productive life.

● To promote lifetime learning patterns that will enable the student to adapt to the new demands, opportunities and values of

a changing world.

● To acquire the appropriate knowledge and attitudes to maintain one’s mental, emotional and physical health in order to

develop the capacity for creativity, recreation and self-renewal.

● To foster an understanding of human relations – respect for and ability to relate to other people in our own and other

nations – including those of different sex, religious origins, racial backgrounds, cultures and aspirations.

● To understand the processes of developing values – particularly the formation of spiritual, ethical and moral values which are

essential to individual dignity and a humane civilization.

● To recognize the individual abilities and learning styles of each student and to provide the means necessary for each to achieve

their full potential.

● To encourage the development of a career plan perspective and goals necessary to secure employment and perform work in

a manner that is gratifying to the individual and to those served.

● To develop an understanding of the processes of effective citizenship to foster responsibility in the school and in the

community.

● To foster knowledge of the interdependence between people and their environment to develop a lifelong sense of

ecological responsibility.

HOW TO USE THIS GUIDE

This guide, published by the School Counseling Department, in cooperation with the faculty, contains all of the essential

information you need to plan your academic schedule for the school year.

PLANNING YOUR PROGRAM

Planning the courses you will take each year requires serious thought. Underclassmen especially should consider a four-year plan,

which is based on carefully considered and realistic personal goals. Throughout high school, your counselor can help you develop

these plans. Your current teachers have recommended courses for the next school year. Some courses have prerequisites and

academic requirements for admission. High school students meet with their counselor in early spring to discuss courses for the

following year.

DROPPING OR CHANGING COURSES

If you are considering any change in your course schedule, every effort should be made to accomplish it early in the school year.

All course changes require a parent signature of approval.

Students enrolled in full-year courses may drop a course with no entry made on their transcripts, if they do so prior to

the end of the seventh week of school. Students seeking to drop the course beyond the end of that deadline will have an entry

of drop-pass or drop-fail on their transcripts and permanent record cards.

No full-year course can be dropped after 30 weeks.

Students enrolled in semester courses may drop a course with no entry made on their transcripts, if they do so prior to

the end of the fourth week of the course. Students seeking to drop the course beyond the end of that deadline will have an entry

of drop-pass or drop-fail on their transcripts and permanent record cards. The exception to this is AP European History. As

this course begins in the fourth quarter of Global 9 Honors, students who plan to drop the course must do so by the end

of the ninth grade to avoid a W/P or W/F entry on a transcript. No semester course can be dropped after 15 weeks.

Students may add a course during the first three weeks of a full-year course and during the first two weeks of a semester course.

AP EXAM FEE SCHEDULE

AP Exam Fees for 2022-2023 school year are not finalized yet.

The College Board is now requiring that school districts must order all AP exams scheduled to be taken in May, by November 15

each year.

During the 2021-2022 school year, all exams ordered on time cost $96 per exam. If a student enrolled in an AP course after

November 14

, they incurred an additional $40 late order fee imposed by the College Board for a total of $136 per exam. If an

exam was ordered for a student and the exam was unused or cancelled the student was responsible for paying the unused/cancelled

exam fee of $40 imposed by the College Board. Students transferring in or out of North Salem after the deadline did not incur the

fee.

GRADE APPEALS: Please note that all appeals regarding a final grade must be submitted by July 15

REPEATING A COURSE OR REGENTS EXAM

Students may elect to retake a course or Regents exam, but will receive credit once. If a student retakes a Regents exam in August

and achieves a higher grade then in June, the new grade will be used to re-calculate the final course average. Any time a Regents

exam is taken again after August, the higher exam grade will appear on the transcript (though the final grade will not be

recalculated).

MINIMUM NUMBER OF COURSES: All students must take the equivalent of five courses each semester plus physical

education.

PROMOTION REQUIREMENTS: Eighth-grade students must successfully complete a minimum of four of the five basic

courses (English, mathematics, science, social studies, and world language) to earn promotion to the next grade level. High school

students must earn the following number of credits to earn sophomore, junior or senior status:

Grade 10 – Four credits (including English 9 and Global Studies I)

Grade 11 – Nine credits (including English 10 and Global Studies II)

Grade 12 – Fourteen credits (including English 11 and U.S. History)

We strongly urge any student who fails a course to attend summer school. It is extremely difficult for a student to make up a

failed course during the school year.

Course requests will be available for parents to review on Parent Portal during the 3

marking period.

INDEPENDENT STUDY: Students who have an interest in a particular area of study which is not offered in our curriculum

may want to consider study of that course on an independent basis. Credit will be granted providing the student works under the

direction of a teacher who agrees to monitor the progress made during the independent study process. Independent study for

courses required for graduation must follow the regulations set forth by the State Education Department of New York. Final

approval for these courses is at the discretion of the Building Principal.

AWARDING CREDIT: The granting of credit will not be based solely on a Regents examination or final exam score, but on a

passing final average determined by adding the four quarters and the Regents exam or final exam and dividing by five.

SCHEDULING GUIDELINES

Every effort is made to tailor a schedule to individual needs. Your counselor will meet with you each year to conduct an annual

review of your program and progress. This is an excellent time to look ahead at your goals. Having a long-range goal in mind,

whether it is a particular career, a certain type of college or a specific job, helps considerably when you make decisions about

which course to take.

There are some general guidelines one should follow throughout the process. First, if you are considering college of any type,

enrolling in the most challenging courses possible is recommended. Second, if you know far enough in advance of graduation that

you are not planning to attend college, it is most important to develop a skill before graduation. Having a high school diploma is

not enough; our increasingly complex and technological world demands job skills. It is possible to build enough skills for an entry-

level job upon graduation through PNWBOCES (see list of Tech Center courses).

REGENTS DIPLOMA REQUIREMENTS

Units of Credit

English

Social Studies

Mathematics

Science

World Language

Health

0.5

Art/Music

Physical Education

Electives

3.5

22 units

(SEE CHART FOR MORE INFORMATION)

CRITERIA FOR ADMISSION TO HONORS AND ADVANCED PLACEMENT CLASSES

North Salem Middle/High School, in keeping with the vision of the North Salem School District, seeks to help students set

challenging goals and plans for themselves, and strives to support them in their work to be motivated and competent learners. To

that end, the criteria for enrollment in Honors and Advanced Placement courses at North Salem High School is designed to

encourage the participation of capable learners in the challenges of the Honors or Advanced Placement curriculum, while at the

same time ensure that the rigor of the course of study can be maintained.

To enroll in Honors and Advanced Placement courses, students must qualify by earning a total of 2 points according

to the rubric outlined below:

● Earn minimum of 90 percent on the Regents exam or final exam in the previous course. 1 point

● Earn minimum of 90 percent course average in the previous heterogeneous or Regents level course or earn minimum of

85 percent course average in the previous Honors level course. 1 point

● Earn the recommendation of the teacher based on teacher-developed criteria. 1 point

● Demonstrate mastery on a placement test developed by the department. 1 point

Total points required to enroll = 2 points

All students in AP classes are expected to take the AP exam in May. AP Exam fees must be assumed by the student. The

AP designation will be removed from the transcript should a student refuse to take the AP exam. For seniors, a revised transcript

will be sent to colleges

COURSE ALTERNATIVES

North Salem High School offers a variety of alternatives to the full five-course schedule to qualified students. Some of these

alternatives are listed below. With proper planning and supervision, these experiences can be both satisfying and enriching.

Reasonable alternatives proposed by a senior but not listed below will be given serious consideration. The only limit to the

alternatives is individual imagination. These alternatives, however, cannot replace requirements.

Some examples of appropriate alternatives include: BOCES New Visions, courses at area colleges and a foreign exchange student

program. Students considering alternatives should consult early with their school counselor.

EARLY GRADUATION

We believe that students benefit from the academic and social skills that are continually developed in the total four-year high school

experience. Therefore, we do not recommend that students exercise the option of early graduation. However, we recognize that

special circumstances exist in which early graduation may in fact be in the best interest of the student.

Students considering early graduation must schedule an appointment with their school counselor by May 1 of their sophomore year

to review credits and graduation requirements. A letter from the student’s parent or guardian requesting this option is required at

that time. Students considering this option will be required to meet the requirements for graduation during the junior year. Other

course requirements may be met through enrollment in a college or university course at the family expense. A course description

must be submitted and the course must be approved by the director of counseling and the high school principal before enrollment.

In unusual circumstances, students will be required to complete participatory government and economics, as well as all other

courses required for graduation during the first semester of the senior year.

COMMUNITY SERVICE

We believe in the value of student service to school and community. As a result, we encourage students in grades 9-12 to participate

in our Community Service Program. Participation in this program requires that students take action to assist others rather than

themselves. Such action can occur during or after school hours and is conducted on a volunteer basis (without pay). Students

completing 130 hours or more of community service in an academic year will be recognized at our Awards Program in the spring.

Interested students should complete a community service form. Forms are online on the North Salem website under the student

tab. Completed forms are due in April.

RECOGNITION FOR ACADEMIC EXCELLENCE

Valedictorian/Salutatorian

The valedictorian and salutatorian of the graduating class is determined after 15 quarters (3 ¾ years). To be eligible for valedictorian

or salutatorian, a student must be in attendance at North Salem High School for at least seven quarters.

Honor Rolls

Based on their academic average determined by all subjects except for physical education, students are recognized for their

achievement through enrollment in the following honor rolls:

Principals’ List – Average of 95 and above High Honor Roll – Average of 90–94 Honor Roll – Average of 85–89

English National Honor Society

A minimum weighted numerical grade point average in core English classes (English 9/9H, English 10/10H, English 11/11AP) of

90 percent for the first five semesters of high school.

● An overall weighted academic average of 90 percent.

● Two English teacher recommendations.

International Thespian Society

The International Thespian Society is an honor society for high school theatre students, recognizing achievement in theatre. It is a

division of the Educational Theatre Association. Criteria for admission to the International Thespian Society is as follows:

● Students must be in grades 9, 10, 11, 12

● Complete at least 100 hours of excellent work in theatre - onstage or backstage - to be inducted

● Students continue to accrue points to advance in the society after induction

● Evidence of character, including, but not limited to:

□ work ethic in rehearsal

□ preparation between rehearsals

□ professional attitude in performance

Math National Honor Society

The North Salem Math National Honor Society recognizes achievement, encourages scholarship and promotes enjoyment of

mathematics among high school students.

Criteria for the Math National Honor Society is as follows:

● Overall academic average of 90 percent (weighted) or higher.

● Average of the grades for all high school math classes must be 92 (weighted) or higher.

● At least four semesters of college-preparatory mathematics must be completed at the high school level (including courses

leading to algebra, geometry, algebra II/trig, pre-calculus, calculus or statistics).

● Two teacher recommendations, including one from a mathematics teacher.

● Mathematical scholarship must continue to be demonstrated to maintain membership.

● Members will encourage other students in their study of mathematics through example and through service projects, such as

peer tutoring.

National Art Society Requirements

Students must be a sophomore, junior or senior. Students must apply for membership annually; membership does not carry over

from year to year.

● Students must have a minimum 88 weighted average in all courses.

● Students must have a weighted average of 90 or above in art courses; students not currently in visual arts courses may join as

long as they fulfill other requirements of the society.

● Two Art teacher recommendations.

● Maintaining membership requires regular attendance at meetings, at least one monthly meeting must be attended.

● Maintaining membership requires participation in 50% of activities, projects and fundraising.

● Members must reply to all e-mails that request a reply sent by advisor and officers.

National Honor Society

The purpose of the North Salem National Honor Society shall be to stimulate a desire to render service, promote worthy

leadership, and encourage the development of character.

Criteria for admission and ongoing membership:

● Sophomore, junior or senior

● Minimum cumulative weighted average of 92

● Exhibiting quality of character

● Approval by the NHS faculty council

● Attendance at monthly meetings, educational, and service events

● Participation in ongoing approved service activities

● Participation in ongoing, self-directed leadership project

National Social Studies Honor Society

The mission and the purpose of North Salem High School’s chapter of Rho Kappa, the National Social Studies Honor Society, is to

promote scholarship and to recognize academic excellence in social studies among North Salem High School students, to provide

opportunities for exploration in the social studies in secondary school environments and the community, and to encourage interest

in, understanding of, and appreciation for the social studies.

Candidates for membership must have been in attendance at North Salem High School for the equivalent of one semester prior to

being considered, and must have completed two core courses in the field of social studies and be prepared to complete at least

three core courses. The candidate’s cumulative weighted high school GPA must be 90% or higher, and their cumulative weighted

GPA for high school social studies classes must be 92% or higher. Applicants must receive letters of recommendation from one

current social studies faculty member as well as one other faculty member from North Salem High School. The application process

will require candidates to also show participation in activities that demonstrate civic / community / school engagement and their

desire and aspiration to be a member of the organization. Finally, a 250-word reflection (typed, double-spaced) on the following

statement is required: “How can I best use my talents to engage myself and others to better my community, school, and nation?”

World Language Honor Society

The mission of the North Salem World Language Honor Society is to promote the study of Spanish and French and to encourage

their use within the school and community.

In order to apply:

● Student must be a junior or senior.

● Student must currently be enrolled in a world language course. Seniors who have been placed in an accelerated world

language curriculum (completed AP World Language during their junior year) are exempt from this condition.

● Student must have maintained a 90 or above weighted average in a minimum of 2 high school world language courses

(excludes 8th grade).

● Student must have maintained an 88 or above overall weighted average in each high school year.

● All parts of the application must be completed and handed in by the deadline.

In order to maintain membership:

● Student must meet the academic and community commitment requirements as established by the society. (If student is

no longer enrolled in a world language course, he/she may be considered an associate member as long as he/she fulfills

all other requirements.)

● Student must attend at least 75% of the society’s meetings and events throughout the school year.

NORTH SALEM CO-CURRICULAR ACTIVITIES

This is a year to year decision based on student enrollment.

Amnesty International

Art Club

Drama Club

English National Honor Society

Family, Career and Community Leaders

of America (FCCLA)

Golden Stage Society

International Club

International Thespian Society

Light/Sound Club

Math Club

Math National Honor Society

Mock Trial

Model U.N.

National Art Society

National Honor Society

National Social Studies Honor Society

Newspaper – Tiger Times

Peer Leadership

Robotics

S.A.D.D.

SAFE

Student Council

Technology Education Club

Tiger Times

Video Broadcasting

Warr;ors

World Language Honor Society

Yearbook

DIPLOMA AND CREDENTIAL OPTIONS

POTENTIAL COURSE OFFERINGS

ENGLISH

*English 9 Honors

*English 9

*English 10 Honors

*English 10

*AP English Language and

Composition

*English 11

*AP English Literature and

Composition

*English 12

*Creative Writing I & II

English AIS

ACT/SAT English Preparation

*Public Speaking Through Film

*Modern Topics and Debate

Behind the Screen: Film Criticism and

Appreciation

FINE ARTS AND MEDIA ARTS

Studio in Art

Drawing/Painting I

Drawing/Painting II

Digital Photography I

Digital Photography II

Studio in Media Arts I

Studio in Media Arts II

Studio in Media Arts III

Creative Crafts

AP Studio Art (in 2-D)

MATHEMATICS

*Algebra

Topics in Geometry

*Geometry

*Geometry Honors

*Algebra II

*College Algebra I

*College Algebra II

*Algebra II Honors

*Pre-Calculus

*College Calculus

*AP Calculus (AB)

*AP Calculus (BC)

*Python and Multimedia

*AP Computer Science Principles

ACT/SAT Math Review

Math AIS

*Statistical Applications and

Modeling

MUSIC

Music Theory I

Music Theory II

Music and Video Production and

Analysis I

Music and Video Production and

Analysis II

High School Concert Band

Foundations of Music

High School Madrigal Choir

AP Music Theory

Musical Theater Performance I

Musical Theater Performance II

PHYSICAL EDUCATION

Varsity Options for Juniors and

Seniors

Alternative Physical Education

Program

High School Physical Education

Health

SCIENCE

*Physical Setting/Earth Science

Regents

*Living Environment/Biology Regents

*Living Environment/Honors Biology

Regents

*Chemistry

*Honors Chemistry

*Physics

*Applied Physical Science

*AP Environmental Science

*AP Biology

*AP Chemistry

*AP Physics 1

*Anatomy and Physiology

*Applications of Forensic Science

*Astronomy

*Environmental Science

*Methods of Forensic Science

*Scientific Research

*Scientific Research - SUNY

SOCIAL STUDIES

*Global History I

*Global History I Honors/Pre-AP

*Global History II

*AP European History

*U.S. History & Government

*AP U.S. History

*Participation in Government

*Economics

*AP World History: Modern

*Psychology

*Law Studies

*Human Rights Issues of the 20th and

21st Centuries

*Human Rights II - Activism in

the 20th and 21st Centuries

*United States Military History: Civil

War to Today

Social Studies AIS

*Core Courses for NCAA

ADDITIONAL SELECTIONS

Freshman Seminar – 9

Grade

COMPASS – 11

Grade

O.P.T.I.O.N.S. – 12

Grade

Food and Nutrition I

Food and Nutrition II

P.L.A.C.E.

SPECIAL PROGRAMS

English (Grades 9-12)

Science (Grades 9-12)

Math (Grades 9-12)

Global History and Geography I

(Grade 9)

Global History and Geography II

(Grade 10)

U.S. History & Government (Grade

11)

Government (Grade 12)

Economics (Grade 12)

Academic Support (Grades 9-12) non-

credit bearing

Skills Support (Grades 9-12)

TECHNOLOGY

Architectural Drafting I

Energy & Power

*Principles of Engineering

Basic Woodworking

Intermediate Woodworking

Introduction to Drones

WORLD LANGUAGES

*French I

*French II

*French II Honors

*French III

*French III Honors

*French IV/SUNY UHS I

*French IV Honors/SUNY UHS I

*French V/SUNY UHS II

*AP French Language and Culture

*Spanish I

*Spanish II

*Spanish II Honors

*Spanish III

*Spanish III Honors

*Spanish IV/SUNY UHS I

*Spanish IV Honors

*Spanish V/SUNY UHS II

*AP Spanish Language and Culture

SUNY Albany – University in High

School (UHS) Program

English Science

Creative Writing I (1/2 cr.) Anatomy and Physiology (1/2 cr.)

Creative Writing II (1/2 cr.) Methods of Forensic Science (1/2 cr.)

Modern Topics and Debate I (1/2 cr.) Application for Forensic Science (1/2 cr.)

Modern Topics and Debate II (1/2 cr.) Applied Physical Science (1 cr.)

AP English Language (1 cr.) Scientific Research – Introduction (1 cr.)

AP English Literature (1 cr.) Scientific Research – Intermediate (1 cr.)

Scientific Research – Advanced (1 cr.)

Family and Consumer Science AP Biology (1 cr.)

Food and Nutrition I (1/2 cr.) AP Chemistry (1 cr.)

Food and Nutrition II (1/2 cr.) AP Environmental Science (1 cr.)

AP Physics I (1 cr.)

Fine and Practical Arts

Digital Photo I (1/2 cr.) Social Studies

Digital Photo II (1/2 cr.) Human Rights (1/2 cr.)

Media Arts I (1 cr.) Psychology (1/2 cr.)

Media Arts II (1/2 cr.) AP European History (1 cr.)

Media Arts III (1/2 cr.) AP US History (1 cr.)

Creative Crafts (1 cr.) AP World History (1 cr.)

Studio in Art (1 cr.)

Drawing and Painting I (1 cr.) Technology

Drawing and Painting II (1 cr.) Energy & Power (1 cr.)

AP Studio Art (1 cr.) Principles of Engineering (1/2 or 1 cr.)

Woodworking (1 cr.)

Math

College Calculus (1 cr.) World Language

Python and Multimedia (1 cr.) Spanish 1 (1 cr.)

Statistical Applications Modeling (1cr.) AP Spanish (1 cr.)

AP Calculus AB (1 cr.) AP French (1 cr.)

AP Calculus BC (1 cr.)

AP Computer Science Principles (1 cr.) General

P.L.A.C.E (1/2 cr.)

Music

Music and Video Production I

& Analysis (1/2 cr.)

Music and Video Production II

& Analysis (1/2 cr.)

Music and Video Production III

& Analysis (1/2 cr.)

Music Theory (1/2 cr.)

Concert Band (1 cr.)

Madrigal Choir (1 cr.)

Foundations of Music (1 cr.)

POTENTIAL ELECTIVE COURSE SELECTIONS

Please be aware that some courses may not be offered due to low enrollment numbers or

teacher availability

PNW BOCES TECH CENTER POTENTIAL COURSE OFFERINGS

Several of the courses at the Tech Center require students to purchase, for their own use, several items which will be used

in their training. These items are commonly used in the field and should be of quality that will make them long-lasting so

that they can be used on the job following completion of the Tech Center Program.

BUSINESS/CAREER ACADEMY

MICROCOMPUTER TECHNOLOGY,

CYBERSECURITY, PROGRAMMING, CODING,

GAMING

RETAIL SERVICES*

MICROCOMPUTER TECHNOLOGY**

COMMUNICATIONS CAREER ACADEMY

ANIMATION & MOTION GRAPHICS

COMPUTER GRAPHICS**

COMPUTER GRAPHICS

DIGITAL MEDIA**

FASHION DESIGN & MERCHANDISING

DIGITAL FILM, VIDEO AND AUDIO PRODUCTION

FASHION DESIGN ASSISTANT*

CONSTRUCTION CAREER ACADEMY

ARCHITECTURAL DESIGN & MODELING

CARPENTER’S ASSISTANT TRAINEE*

CARPENTRY

CONSTRUCTION ELECTRICITY

CONSTRUCTION TECHNOLOGY** (*)

HEATING/VENTILATING/AIR

CONDITIONING/PIPE FITTING/PLUMBING

NEW VISIONS ENGINEERING (INTERVIEW

REQUIRED)

PRESERVATION/RESTORATION/COMMERCIAL

MASONRY

WELDING

CONSTRUCTION ELECTRICITY ASSISTANT**

COSMETOLOGY CAREER ACADEMY

BARBERING

COSMETOLOGY I & II

COSMETIC SERVICES**

ENGLISH NEW LEARNER

ENL ALTERNATE OPTIONS (TASC)

ENL AUTO BODY

ENL AUTO MECHANICS

ENL BUSINESS & COMPUTER

ENL CARPENTRY

ENL CHILD CARE

ENL COSMETOLOGY I AND II

ENL IMMERSION

ENL MEDICAL ASSISTANT

ENL RETAIL SERVICES

ENL WELDING

ENL LAW ENFORCEMENT

ENL URBAN FORESTRY

ENVIRONMENTAL SCIENCE CAREER

ACADEMY

URBAN FORESTRY**

URBAN FORESTRY/ARBORICULTURE

HEALTH CAREER ACADEMY

CERTIFIED NURSE AIDE/HOME HEALTH

EMERGENCY MEDICAL TECHNICIAN

INTRO TO PT/REHABILITATION (4HR)

LAW ENFORCEMENT/EMS

MEDICAL ASSISTANT

NEW VISIONS HEALTH (INTERVIEW REQUIRED)

SPORTS MEDICINE

VETERINARY SCIENCE

ANIMAL CARE*

HOSPITALITY CAREER ACADEMY

BAKING & PASTRY ARTS

CULINARY ARTS

FOOD PREP ASSISTANT*

FOOD SERVICE TRANSITION TO WORK*

CULINARY ARTS* (**)

TEACHING CAREER ACADEMY

CHILD DEVELOPMENT & EDUCATION I & II

CHILD CARE ASSISTANT**

TRANSPORTATION CAREER ACADEMY

AUTO BODY

AUTO MECHANICS I & II

SMALL ENGINE REPAIR*

SMALL ENGINE/MOTORCYCLE TECHNOLOGY

AUTO MECHANICS **

SMALL ENGINE MOTORCYCLE TECH**

ADDITIONAL OFFERINGS

ALTERNATE OPTIONS (TASC)

DIVERSIFIED WORK PROGRAM

9th & 10th GRADE OFFERINGS

INTRODUCTION TO HEALTH OCCUPATIONS

INTRODUCTION TO PRE-ENGINEERING

*LIFE LEVEL PROGRAMS

**CORE LEVEL PROGRAMS

NEW VISIONS (SENIORS ONLY)

COURSE DESCRIPTIONS

The following is a comprehensive list of course descriptions for all approved courses at the North Salem MS/HS. Course offerings vary

from year to year dependent upon student enrollment.

ENGLISH DEPARTMENT PHILOSOPHY AND GOALS

Through a cognitive approach to literary analysis, the English Department's focus is to incorporate a wide array of resources including

fictional text, literary non-fiction, and student generated conceptual insights to engage students to think effectively (in both written and

oral forms) and solve the inherent problem of literary interpretation. Using both State and National standards as frameworks, the

Department's focus remains directed towards bolstering students' capacities to critically and creatively think about how the study of

literature impacts one's understanding of the "human condition." The North Salem Mission contends that a conscious attempt to use

thinking skills as a guiding lens for academic focus provides the greatest return in terms of meaningful, long-lasting student learning and is

the most effective way to prepare students to excel on formalized State and National assessments. Research clearly illustrates that

students' capacity to critically and creatively think to solve problems is directly correlated to their academic performance, in both

structured and unstructured settings. The use of literary analysis as the vehicle to improve students' problem solving and thinking skills is

tangibly linked to the expectations conveyed by the North Salem Mission. The processes associated with literary analysis takes many forms

requiring metacognitive reflection of author's purpose as suggested by literary technique and supported by textual evidence. Through use

of sound pedagogical practices and careful consideration of multiple interpretations (formal critical analysis, student- generated

interpretations, and historical theoretical underpinnings), our focus inexorably connects student performance with the North Salem

Mission.

COURSES

Please refer to CRITERIA FOR ADMISSION TO HONORS AND ADVANCED PLACEMENT CLASSES.

English 9 Honors

This course includes some core works taught in the English 9 classes; however, topics are studied in greater depth and enrichment is

provided in the form of more extensive and mature literary selections. Critical evaluation of both fiction and non-fiction is stressed and

student writing is generally expository, focusing on the character analysis. A wide array of supplemental reading sources are considered as

well as several major works and four student-choice readings.

English 9

This course concentrates on literary genres. Research skills are reinforced. Vocabulary is gleaned from literature and outside sources.

Since students are grouped heterogeneously, major emphasis is placed on writing skills and grammar in the context of writing. A wide

array of supplemental reading sources are considered as well as several major works, and four student-choice selections. Character

analysis studies from the various works are developed in expository essays. A Shakespearean unit is introduced featuring the tragedy

Romeo and Juliet.

English 10 Honors

English 10 Honors is for a select group of honors students who already exhibit advanced skills in writing and reading. Emphasis is placed

upon independent study skills, composition, classical literature, and formal research. Students complete interdisciplinary English social

studies writing/research projects. Several major literary essays are assigned and monitored throughout the various phrases from thesis

formulation to finished product. The Honors program introduces the use of literary criticism. A wide array of supplemental reading

sources are considered, and two student-choice books. Students in this course will take the New York State ELA Regents Exam.

English 10

English 10 is a heterogeneous program designed to develop proficiency in reading and writing skills. A generic approach to literature is

used. Short stories, nonfiction, poetry and fantasy units are featured. Character analysis and theme comparison papers are monitored at

every stage leading to an acceptable first draft. A wide array of supplemental reading sources are considered, as well as several major

works and student-choice books. Students complete interdisciplinary English and social studies writing/research projects. Students in

this course will take the New York State ELA Regents Exam.

AP English Language and Composition

The students recommended for the grade eleven Advanced Placement English Language course have demonstrated superior writing ability

and consistent motivation. This college-level course concentrates on the art of prose writing in a variety of forms on a variety of subjects,

with a specific emphasis on the study and writing of analytic or persuasive essays on nonliterary copies. A wide array of supplemental

reading sources are considered, as well as primary texts. All students are expected to take the AP exam in May. The AP exam fee must be

assumed by the student. Please refer to the AP Exam Fee Schedule for more information.

English 11

Listening skills, vocabulary, reading comprehension and interpretation, usage, study skills, literature and composition, and research skills

are components of English 11. Units of SAT prep focus on vocabulary development to improve performance on the national exam. A

wide array of supplemental reading sources are considered, as well as key literary works.

AP English Literature and Composition

The students recommended for the grade twelve Advanced Placement English Literature course have demonstrated superior writing

ability and consistent motivation. This college-level course concentrates on World Literature from the sixteenth century to present. A

wide array of supplemental reading sources considered, as well as several major selections. Analysis of poetry and the essay form

(sensitivity to audience, purpose, tone, and diction) receive heavy emphasis. All students are expected to take the AP exam in May. The

AP exam fee must be assumed by the student. Please refer to the AP Exam Fee Schedule for more information.

English 12

This course focuses on "point of view" and includes a key unit on "voice"/narrator in the short story. Modern Literature is emphasized. A

wide array of supplemental reading sources are considered, as well as key literary works. Writing skills include persuasive writing and

experimentation with point of view and "voice" in narrative writing. Short research papers emphasize skills of formulation of a thesis

statement, developing an outline, using quotes, etc. "Writing-to-a-prompt" exercises prepare for college "blue-book" essay writing. Oral

communication skills are an essential component to provide support to seniors for their final presentations. For any student enrolled in

O.P.T.I.O.N.S., English 12 will end in April.

Creative Writing I & II

Develop your personal writing skills. Here is a creative outlet for the student writer. Students will produce an original illustrated children's

story, write original narratives, describe real-life experiences, create fables and tall tales, and write dialogues and TV scripts. Class

members will share responses with each other. During the second semester, students may opt to create longer writing selections or

alternative writing tasks.

English A.I.S.

English A.I.S. exists to assist identified students in the heterogeneous ninth, tenth, eleventh, and twelfth grades who might benefit from

curriculum and skills reinforcement. If scheduling permits, students meet with a staff member in small groups and receive support

affording them the opportunity to progress in the regular classrooms. Extra credit toward the regular English quarterly grade is derived

from effort and performance in the support classes and based on the number of scheduled sessions attended during a six-day cycle. The

curriculum develops skills and supports classroom tasks. Close communication on student progress is maintained between the course

support teacher and regular classroom teacher. If a student's quarterly grade reaches 85% as a result of extra credit from A.I.S., the

student will have the option of dropping the A.I.S., or continuing (if he or she wishes) but without the bonus points.

ACT/SAT English Preparation

This English elective is designed to help students prepare for the challenges posed by the new SAT and ACT exams. The course's focus will

be to address the new writing component on the SAT exam that asks students to analyze rhetorical technique. The course will also consider

the redesigned multiple-choice section and the changes to the reading comprehension questions.

Behind the Screen: Film Criticism and Appreciation

Why do movies make us laugh or cry, feel tense or exhilarated? This course will explore the movies by evaluating the cinematic, dramatic,

and literary techniques, as well as the historical context, of various films. Each student will take the role of critic as they watch eight to 10

full-length films, giving their own thumbs-up or thumbs-down to each movie. This course will also include the examination of various film

roles (acting, directing, editing, etc.) and the study of film lingo (by reviewing key scenes from many films).

Public Speaking Through Film

This course will serve as an introduction to film appreciation and analysis. Students will view a selection of films and analyze aesthetic

elements such as cinematography, editing, sound, script, acting and direction. The study of film may also include contexts such as cultural

roles, genre, political issues, economics, ethics and history. Students will analyze the films by actively participating in class discussions,

writing critical reviews and conducting research. In addition, students will be expected to analyze various aspects of films in the form of

speeches. This course teaches the use of verbal communication to organize and deliver effective oral presentations. Additionally, this

course will provide students with the tools necessary to overcome any fears associated with public speaking in order to communicate more

effectively. Students will identify and develop their unique speaking style, and will learn the accepted practices for public speaking and the

many ways it can affect their personal and professional life.

Modern Topics and Debate

This course uses current arguments within the media as a foundation from which the class will engage in high level debate. Bias,

propaganda, rhetoric and cognitive dissonance will be explored as a way to make sense of one’s own thinking and perspective.

FAMILY AND CONSUMER SCIENCE

Food Science and Nutrition I

Food and Nutrition is an interactive project-based learning course, designed to teach science skills as they apply to food preparation, food

safety and sanitation, kitchen safety, food production, and human nutrition. Students need to make smart nutrition choices for their

growing bodies, in order to be successful in school, to fuel them for their athletic events, and to help them avoid health issues. Food and

nutrition are linked to wellness and disease prevention (i.e. diabetes, heart disease, obesity, and other eating disorders, etc.) Adequate

nutrition contributes to longevity and to the quality of life. The food industry is the largest industry in the United States. This course will

help students explore career opportunities in this field and help them develop the skills needed for employment. Students will explore the

science behind many food preparation principles, the food production industry, and the structure and function of all of the essential

nutrients. Topics that will be included in this course are factors that influence food choices and nutritional status, making healthy

nutritional food choices, nutrients and nutrition guidelines, physical health and fitness, food safety and sanitation, farm to table concept,

and preparing and serving nutritious foods. This course will help educate students on the proper nutritional needs of themselves and

others. Students need to make informed decisions about food and nutrition now and in their future roles as family, community, career

leaders, and citizens.

Food Science and Nutrition II

The Food and Nutrition II course is the advanced level of the Food and Nutrition I course. The prerequisite for this course is the

successful completion of middle school Family and Consumer Sciences and Food and Nutrition I. Nutrition, Food Science, and Culinary

career pathways will be explored. This course would be greatly beneficial for students that are interested in the culinary field, dietitians,

doctors, athletic trainers, athletes, and nutritionists. Prevention of health conditions and diseases will be explored. Preventive nutrition is a

branch of nutrition science with the goal of preventing or delaying or reducing the impacts of disease and disease-related complications.

Environmental issues, GMO (genetically modified/engineered food), preservatives, and additives will also be researched. This is a project-

based and hands-on learning experience. This course could be linked with our senior student's O.P.T.I.O.N.S. program. Students

interested in working in the culinary field may be partnered up for an internship program with our own school foodservice vendor

Aramark, it could be a valuable and beneficial experience for all.

FINE ARTS AND MEDIA ARTS

Studio in Art

Studio in Art is a full-year, comprehensive foundation art course. Students will use the elements and principles of art as they explore a

range of materials and techniques. Students will learn about the critique process and participate in oral critiques of their work. There will

be several units which require drawing from observation throughout this course. Other units may include painting, printmaking and

sculpture. This course fulfills the one-credit graduation requirement for humanities at the high school.

Drawing & Painting I

Prerequisite: Studio in Art or Creative Crafts

This course is for students interested in learning fundamental skills in drawing, watercolor, acrylic and oil painting. Students will be

introduced to a variety of drawing and painting materials and techniques. Assignments are designed to develop critical thinking and

creative problem solving. Students are encouraged to refine and revise their work and to reflect on their process. A portfolio of artwork

will be developed during this course.

Drawing & Painting II

Prerequisite: Drawing and Painting I

This course is an advanced-level art course designed to emphasize observational drawing and painting skills, as well as creative expression.

Assignments are designed to develop critical thinking and creative problem-solving skills and to encourage independent thought. Students

are encouraged to refine and revise their work, as well as reflect on their process. A portfolio of artwork will continue to develop during

the year.

Digital Photography I

This course provides theoretical, technical and an aesthetic foundation in digital photography. Students learn technical camera usage and

principles of design through assignments that focus on concepts of photographic composition. Lab exercises and demonstrations develop

skills using Adobe Lightroom Classic CC and Adobe Photoshop CC to process and enhance images for digital output and presentation.

The works of contemporary photographers will be presented as a means of familiarizing students with current trends and techniques.

Assignments are designed to develop critical thinking and creative problem-solving skills and encourage independent thought.

Digital Photography II

Prerequisite: Digital Photography I

This is an advanced elective course that furthers the technical and aesthetic study of digital photography. Projects are designed to enhance

students’ technical knowledge and serve as inspiration to experiment with various approaches. Students will continue their study of

photographers who inspire them and further develop their processing skills using Adobe Lightroom Classic CC and Adobe Photoshop

CC. Assignments are designed to develop critical thinking and creative problem-solving skills and encourage independent thought.

Students are encouraged to refine and revise their work, as well as reflect on their process. A portfolio of artwork will continue to develop

during the year.

Studio in Media Arts I

Media Art 1 is a foundation course that explores multiple avenues of graphic design including layout, typography, image manipulation and

vector illustrations. Assignments focus on understanding the principles of design and how they can be successfully used within artwork.

Students learn to use InDesign, Photoshop, Illustrator and IMovie in this class. Studio in Media Arts 1 fulfills the one-credit humanities

credit required for graduation at the high school level.

Studio in Media Arts II

Prerequisite: Media Arts I

This half-year course is the second in the Media Arts sequence. Students will use InDesign, Photoshop and Illustrator in more depth

during this advanced course. Principles of design will be incorporated into print and online projects that use more complex features of the

programs explored in the Media Arts foundation class. Students are encouraged to refine and revise their work, as well as reflect on their

process. They will begin to develop a personal style in their work.

Studio in Media Arts III

Prerequisite: Media Art I and II

Media Art III is a half-year course offered for the student who wishes to pursue advanced, independent study of the computer applications

available in the Art Mac Lab. The work in this course may be used toward the student’s breadth section of the AP portfolio in his or her

senior year.

Creative Crafts

Creative Crafts is a foundation level art course that explores three-dimensional materials, and emphasizes a wide range of processes,

including paper and cardboard sculpture, weaving, and hand-built ceramics. Projects are designed to develop critical thinking and creative

problem-solving skills, and encourage independent thought. Students are encouraged to refine and revise their work and reflect on their

process. This course fulfills the one-credit graduation requirement for humanities at the high school.

Advanced Placement (in 2-D) Studio Art

Prerequisite: Media Art I, II & III or Studio in Art, Drawing and Painting I & II or Digital Photography I & II

The Advanced Placement program in Studio Art is intended for highly motivated students who are seriously interested in the study of

art. AP work involves significantly more commitment and accomplishment than the typical high school art course and is not for the

casually interested. AP Studio Art does not culminate with an 'exam.' The development of a student's portfolio over time is the measure

of success. Students will need to work outside of the classroom and beyond scheduled periods, including assignments given over the

summer. The AP exam consists of a portfolio of 15 highly accomplished artworks that demonstrate Sustained Investigation through

practice, experimentation and revision, and a synthesis of materials, processes and ideas. Students must submit a written statement to

accompany the work. Additionally, 5 Selected Works that demonstrate 2D Art & Design or Drawing skills and a synthesis of materials,

processes and ideas, are mailed to the College Board in a 19 x 25 portfolio. The work will be returned to the student during the summer.

All students are expected to submit a portfolio to the College Board. The AP exam fee must be assumed by the student. Please refer to

the AP Exam Fee Schedule for more information.

GENERAL COURSES

Freshman Seminar

Freshman Seminar is a full year course that meets all year, every other day, and earns a student credit toward graduation. FS supports

students in and out of the classroom, teaching skills such as time management and organization, research, creating and presenting a

presentation, to name a few. Students will also learn what it means to be mindful and to practice various skills and techniques which are

shown to contribute to positive mental health and feelings of well-being.

The P.L.A.C.E. (Personal Learning Assistance Center)

This course provides academic coaching and support for regular education sophomores, juniors and seniors, emphasizing academically

tangible skills (e.g., writing, reading) and intangible skills (e.g., habits of mind, emotional intelligence, study skills, organization, self-

advocacy) necessary to be successful in high school, college, and the workplace. Curricular goals are implicitly accomplished through the

completion of work for students’ core curriculum classes, with individualized attention for each student’s needs. This course meets every

other day, is Pass/Fail, and students receive .5 credit for successful completion.

Junior COMPASS

COMPASS is an advisory program for juniors, where students meet in small groups with a teacher mentor for one period out of each 6-

day cycle. The larger purpose of the COMPASS program is to connect students to a teacher mentor and provide a space to talk with peers

about the pressures and stressors specific to Junior Year. Topics discussed help develop self-knowledge for decisions that await students in

the near future. COMPASS also collaborates with the Counseling Department for goals and needs of 11th grade and post-graduation

planning.

SENIOR O.P.T.I.O.N.S. (Opportunity for Professional Training In and Out of North Salem)

The Senior O.P.T.I.O.N.S. program is a credit-bearing, full-year course for seniors that endeavors to build bridges between the school and

the career world. Guided by the principles of the North Salem Mission, students explore careers of personal interest to enhance their

learning while solving a real-life problem in the workplace. The Senior Exhibition fulfills the required exit-outcome for graduation by

suggesting that North Salem graduates are able to “question, define, and solve problems through critical and creative thinking.”

MATHEMATICS

The Math Department is committed to developing critical thinking and problem-solving skills through the discovery and application of

mathematical concepts. Students will engage in abstract mathematical thinking that is grounded in real-world application. Over the course

of three years of middle school, students will develop skills needed to independently solve increasingly complex mathematical questions.

At the high school, the Math Department aims to create a synergy between the acquisition of content knowledge, the delivery of

instruction, the infusion of instructional technology, and the implementation of a variety of traditional, authentic and digital assessment

tools. Students become effective problem solvers as they learn to communicate and reason mathematically while making sense of

problems and persevere in solving them.

The four-year program is designed to foster independent thought, rigor, collaboration, and emphasize conceptual understanding. The

program begins with Algebra 1 and culminates in the study of Calculus. A rich curriculum, including Honors and Advanced Placement

courses, allow students to exercise choice and take the opportunity to further challenge themselves.

An overview of the North Salem High School Mathematics program includes:

Accelerated Program

8th

Algebra

9th

Geometry

Honors

Geometry

10th

Algebra II

Honors

Algebra II

11th

AP Calculus AB

Pre-Calculus

12th

AP Calculus BC

AP Calculus AB/College Calculus/Statistical Application &

Modeling/Computer Science/AP Computer Science

Non-Accelerated Program

9th Algebra

10th Geometry

11th Algebra II

12th Pre-Calculus/Statistical Application & Modeling/Computer Science/AP Computer Science

Please refer to CRITERIA FOR ADMISSION TO HONORS AND ADVANCED PLACEMENT CLASSES.

Algebra Common Core

Prerequisite: Satisfactory completion of eighth-grade Math.

This is a full-year course that meets every day and every other day for an additional period. Topics include functions and their graphs,

algebraic operations, factoring, problem-solving, and statistics. A graphing calculator is required for this course. Students will be required

to take the New York State Algebra Common Core Regents exam in June.

Topics in Geometry

Prerequisite: Satisfactory completion of Common Core Algebra curriculum.

This course explores all the concepts of geometry including triangles, angle relationships, transformational geometry, and coordinate

geometry. This course does not include geometric proofs.

Geometry Common Core

Recommended: Satisfactory completion of Common Core Algebra with a grade of 75 percent or more.

This is a full-year course that meets every day and every other day for an additional period. This course explores all concepts of Common

Core geometry, including transformational geometry, coordinate geometry and Euclidean geometry. There will be an emphasis on inquiry

and exploration to prove basic concepts of geometry. Students will be required to take the New York State Geometry Common Core

Regents exam in June.

Geometry Common Core Honors

Prerequisite: Satisfactory completion of Common Core Algebra and meets all Math Department criteria for honors.

This is a full-year course that meets every day and every other day for an additional period. This course explores all concepts of Common

Core geometry, including transformational geometry, coordinate geometry and Euclidean geometry. There will be an emphasis on inquiry

and exploration to prove basic concepts of geometry. This course will be heavily supplemented with analysis of special topics in geometry.

Students will be required to take the New York State Geometry Common Core Regents exam in June.

Algebra II Common Core

Recommended: Satisfactory completion of Geometry Regents with a grade of 75 or better.

Students in this course will be engaged in creative problem-solving activities and explore advanced topics in algebra and trigonometry,

including statistics, sequences and series. A graphing calculator is required for this course.

College Algebra 1

This course is a fundamental approach to algebra that incorporates the use of appropriate technology. Emphasis will be placed on the

study of functions and their graphs to include inequalities, linear, quadratic, absolute value, square root, piecewise defined, rational,

polynomial, exponential, complex and logarithmic functions. A graphing calculator is required for this course. Students will take a final

exam upon completion of this course.

College Algebra 2

Prerequisite: Successful completion of College Algebra 1.

This course is a fundamental approach to trigonometric functions and their graphs. This course incorporates the use of appropriate

technology as well as higher-level applications. Use of one of the following graphing calculators will be required: TI-84 or a TI- 84 Plus or

TI-Inspire. Students will take a final exam upon completion of this course.

Algebra II Honors

Prerequisite: Satisfactory completion of Algebra or Algebra Honors and meets department criteria for honors.

This is a full-year course that meets every day and every other day for an additional period. Students in this course will be engaged in

creative problem-solving activities. Students will be engaged in an in-depth exploration of advanced topics in Algebra II, including topics

such as statistics, sequences, and series.

Math 12 Pre-Calculus

Prerequisite: Completion of Algebra II.

This is a full-year course which is designed to prepare college-bound students for a first course in calculus. Topics include graphing

techniques, special functions, trig functions and identities. Polynomial function sequences, limits and differentiation are language necessary

for the calculus-bound student. Use of the graphing calculator is a component part.

College Calculus

Prerequisite: Completion of Pre-Calculus or Algebra II Honors with an 80 or better.

This is a course for students who do not wish to take AP Calculus but want the college experience. It covers topics in differential and

integral calculus, as well as applications. Students must have knowledge of the use of a graphic calculator. Upon completion of the course,

a final exam will be given.

AP Calculus (AB)

Prerequisite: Completion of Pre-Calculus or Algebra II Honors and district criteria for AP program.

This is a full-year course that meets every day and every other day for an additional period. This is a college-level course covering topics in

differential and integral calculus. Students must have knowledge of the use of a graphing calculator. It is designed to prepare a student to

take the Advanced Placement exam to possibly receive college credit for calculus. (Practical problems and applications are included.) All

students are expected to take the AP exam in May. The AP exam fee must be assumed by the student. Please refer to the AP Exam Fee

Schedule for more information.

AP Calculus (BC)

Prerequisite: Completion of Pre-Calculus or Algebra II Honors and district criteria for AP program.

BC Calculus is a full-year course in calculus as a single variable. It includes all topics of AB Calculus plus parametric, polar and vector

functions, polynomial approximations and series that include concept of series, series of constants and the Taylor series. All students are

expected to take the AP exam in May. The AP exam fee must be assumed by the student. Please refer to the AP Exam Fee Schedule for

more information.

AP Computer Science Principles

Prerequisite: Algebra I Regents with a full understanding of Functions and their behavior

AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course will

introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns,

and computing impacts. AP Computer Science Principles also gives students the opportunity to use current technologies to create

computational artifacts for both self-expression and problem-solving. Together, these aspects of the course make up a rigorous and rich

curriculum that aims to broaden participation in computer science. All students are expected to take the AP exam in May. The AP exam

fee must be assumed by the student. Please refer to the AP Exam Fee Schedule for more information.

SAT Math Review

Prerequisite: Completion of Common Core Algebra, Geometry, or Topics in Geometry.

This course is designed to enhance students’ test taking skills and math abilities as they prepare for the Math SAT exam.

Statistical Applications and Modeling

Prerequisite: Successful completion of geometry or topics in geometry

In this course students will be presented with problems and will design and build devices or models to solve the problems, applying math

and science concepts in the solution, research skills, technical skills communication and presentation skills will also be strengthened.

Additionally, students will be exploring, measuring and modeling data sets, distribution analysis, statistical inference and interpreting data

by regression analysis, and hypothesis testing of one or more variables. Students must have some knowledge of the graphing calculator.

Python and Multimedia

Prerequisite: Successful completion of Algebra 1

This Siena College dual-enrollment course is a broad introduction to a variety of fundamental topics in computer science through the

theme of multimedia. Using the Python programming language, students express themselves creatively and solve problems involving

images, sounds, and animations. Students are also introduced to important computer science topics including data representation,

computer organization, history and societal impact of computing, and artificial intelligence. Students taking this course at the high school

have the option to earn 3 college credits for a (flat) $200 tuition rate. (Tuition is waived for students qualifying for free or reduced lunch.)

This is a dual enrollment course through Siena College. If students desire, they may pay $200 tuition and receive 3 credits from Siena

College on a Siena College transcript. The dual enrollment is an option not a requirement. The curriculum is robust, and offers an

opportunity for students to experience a strong introductory level CS course not tied to an AP exam.

MUSIC

Music is an art, a form of expression and a unique way of knowing and experiencing our world. The music department believes in

providing a comprehensive music education for students through performing, composing, improvising, analyzing, evaluating and listening

to music from a variety of styles, time periods and cultures. Courses are designed to meet New York State music education standards.

One credit in Foundations of Music, High School Concert Band, High School Concert Choir or High School Madrigal Choir fulfills the

NYS Humanities credit for a Regents diploma.

Music Theory I

Introduction to Music Theory is an introductory half-credit course that explores the theory and structure behind music. Students will learn

basic fundamentals of music reading in order to construct rhythms, scales, chords and melodies, as well as analyze how composers have

constructed music over time. This course is recommended for students who wish to deepen their understanding of music and is highly

recommended for those who are interested in pursuing a career in music. This course does not fulfill the Humanities requirement for

graduation.

Music Theory II

Music Theory II is a half-credit course where students learn the theory and structure behind music and apply this learning to construct

rhythms, scales, chords and melodies, as well as analyze how composers have constructed music over time. This course is a continuation

of Music Theory I. It is recommended for any student who has a basic knowledge of music theory and wishes to deepen their

understanding of music and is highly recommended for those who are interested in pursuing a career in music. This course does not fulfill

the humanities requirement for graduation.

Music and Video Production and Analysis I

Music and Video Production and Analysis is a music or art elective that focuses on creating music and/or video using technology,

advanced recording and video editing software. Students will also engage in multimedia analysis that integrates music and video with

society and culture. Students will learn fundamental production skills, LogicPro and/or Final Cut software, and learn to make interpretive

claims about music and its meanings.

Music and Video Production and Analysis II and III

This course further develops the skills learned in Music and Production and Analysis, adding increased complexity to the music, analysis,

performance and use of software.

High School Madrigal Choir

This course is open to students in grades 9-12 and may be repeated for credit. Students choosing Madrigal Choir should be strong sight-

readers with previous choral experience, or those who are willing to work hard to improve their sight reading and choral skills quickly.

Students will continue their studies in vocal technique and will expand their knowledge in professional performance. As the premiere vocal

ensemble in NSHS, Madrigals perform often, both in and out of school. In the spring, students will take part in an interdisciplinary unit of

study between the music and social studies departments culminating in a recreation of a social gathering of an era, celebrating the popular

music of the era. High School Madrigal Choir fulfills the Regents diploma Humanities requirement.

High School Concert Band

Prerequisite: Ability to play a band instrument and read standard music notation.

HS Concert Band can fulfill the Humanities credit required for a Regents Diploma. Band offers students the opportunity to perform with

fellow instrumental musicians. Emphasis is placed on musicianship, music reading and the performance of literature of various styles and

historical periods. Students are responsible for practicing individual parts and for contributing to a positive, cooperative rehearsal

atmosphere. The band performs three concerts during the year, as well as at the North Salem Memorial Day Parade and High School

graduation ceremony.

Foundations of Music

Foundations of Music can fulfill the Humanities credit required for a Regents diploma. Students will study the elements of music and use

these in composing, performing, arranging, analyzing, evaluating and listening to a variety of musical styles. Students incorporate their

individual musical goals into assignments and projects. Although it is not necessary to play an instrument, those students who sing, play a

band instrument, piano, guitar, electric bass or percussion will be able to use their instruments in class. A variety of live instruments, music

software and recording technology will be used.

AP Music Theory

Prerequisite: Music Theory II or teacher permission

AP Music Theory is a half-credit course that builds upon skills and knowledge learned in Music Theory I and II. Students learn the theory

and structure behind music and apply this learning to construct rhythms, scales, chords and melodies, as well as analyze how composers

have constructed music over time. The curriculum focuses on Aural Skills, Analytical Skills, Composition/Arranging Skills, and

Performance Skills. Exam, upon passing, should receive college credit by placing out of the first semester of college Music Theory. This

course is recommended for those who are interested in pursuing a career in music. This course does not fulfill the humanities requirement

for graduation. All students are expected to take the AP exam in May. The AP exam fee must be assumed by the student. Please refer to

the AP Exam Fee Schedule for more information.

Musical Theater Performance I/II (not offered 2022-2023)

This course will be offered every other day in the six-day schedule. It combines vocal technique in singing and speaking, as well as acting

and text study required for musical theater performance. Students will learn proper vocal production techniques and employ those

methods with speaking voices. Songs are broken down to barest form and studied from a monologue standpoint, focusing on text, after

which music is added. Vocal production techniques are reinforced and songs are studied again with music, compounding intensity of

study. There is also a social and historical study element of shows written in, for example, the Great Depression, or set in turn-of-the

century New York City or the tenements of the Upper West Side in the 1950s.

PHYSICAL EDUCATION DEPARTMENT

PHYSICAL EDUCATION

.5 credit All students are required to take Physical Education all four years in order to satisfy NYS requirement for a high school diploma.

Physical Education is required annually for all students during their tenure in high school. Two credits are required for graduation.

Our physical education curriculum provides the students with opportunities to engage in cooperative games, lifelong fitness activities, net

and racquet sports, team sports, alternative program, and varsity option. The primary focus is to make fitness based concepts a consistent

routine throughout the year and more importantly a student’s everyday life.

As a result of the Physical Education program, our students will learn how to use a variety of Fitness concepts to increase lifelong physical

activity as a foundation for a healthy, productive and fulfilling life. The physical education program includes a variety of activities with an

emphasis on personal fitness designated to promote growth in skill, knowledge, and appreciation of an active, healthy lifestyle. An

emphasis is placed on the instruction of skills and activities that reflect current trends in fitness and active lifestyles.

Examples of these activities include the following:

COOPERATIVE GAMES

Team and Partner based activities

LIFELONG FITNESS ACTIVITIES

Fitness training and program design, Circuit Training, mindfulness, archery, bowling, golf, disc golf

NET/RACQUET SPORTS

Badminton, pickle-ball, ping pong/table tennis, and volleyball

TEAM SPORTS

Basketball, baseball, European handball, flag football, floor hockey, soccer, softball, and ultimate frisbee

HEALTH EDUCATION

All students are required to take one semester of Health Education in order to satisfy NYS requirements for a high school diploma. Health

is scheduled during the seventh grade and sophomore year whenever possible.

This course addresses critical health issues and behaviors of relevance to teenagers in the areas of physical, social and mental well-being.

Students will learn functional knowledge that includes diseases and disorders, nutrition, alcohol, tobacco and other drugs, human sexuality,

HIV/AIDS, and first aid and CPR.

*The NYS Commissioner’s regulation requires instruction of hands only cardiopulmonary resuscitation and the use of an automated external defibrillator by the

time the student graduates high school. As a result, students will be able to recognize the signs of a possible cardiac arrest to call 911, and provide

an opportunity to demonstrate compressions necessary to perform hands-only CPR and provide an awareness of the use of an AED.

Students will also learn topics that are covered within the context of developing life skills, including decision-making, refusal skills, self-

improvement, communication skills, stress management and social skills. Emphasis is placed on student participation through assessments,

projects and exams.

ADAPTED PHYSICAL EDUCATION

Adapted Physical Education in the North Salem Central School District is a specially designed program of development activities, games,

sports, and rhythms. These activities are suited to the interests, abilities, and limitations of pupils who may not safely or successfully

engage in unrestricted participation in the activities of the regular physical education program. Students are placed in A.P.E. after a referral

and additional motor proficiency testing indicate the need for this support. Referrals may be made by at the building level through CST

and then ultimately to either the Section 504 Committee or CSE. Letters and permission slips are sent home to parents when their child

has been referred.

ALTERNATIVE PHYSICAL EDUCATION

Alternative Physical Education is offered to Juniors and Seniors who must be passing Physical Education for the 1

, 2

, and 3

marking

period with a minimum of 85 or played a varsity sport for the prior season. A minimum of 2hrs. and 45 minutes per week must be spent

in the Alternative Program. Students may elect to take the Alternative Program during the 2

, 3

, and half of the 4

marking periods.

Activities not in the scope of the Physical Education Program will be eligible.

Juniors and Seniors must:

1. Pass PE for the first marking quarter with a minimum grade of 85 or played a varsity sport for the prior season.

2. Demonstrate an acceptable level of fitness.

3. Application must be submitted and approved prior to the start of the marking period.

4. Maintain a daily log.

5. Submit an evaluation by the instructor.

ATHLETIC OPTION

Athletic Option is offered to Juniors and Seniors who are Varsity athletes that are exempt from attending physical education as long as

they are “in season” and actively participating in their sport.

Fall: August-November

Winter: November-February

Spring: March- June

Students will need to sign up for physical education class. The philosophy behind this option is to provide junior and senior varsity

athletes with a period during the day to study. Freshman and Sophomore varsity athletes need to participate in physical education.

Students in grades 9 and 10 need instruction, practice, and participation time to accomplish the mastery, competency and proficiency

standards within the curriculum.

North Salem Athletic Department

FALL

Varsity

Modified

Cross Country – Boys

Cross Country – Girls

Field Hockey

Soccer – Boys

Soccer - Boys

Soccer – Girls

Soccer - Girls

Swim – Girls

*merged with John Jay

Tennis - Girls

Volleyball

WINTER

Varsity

Modified

Alpine Ski - Boys

Alpine Ski - Girls

Basketball - Boys

Basketball - Girls

Bowling - Boys

Bowling - Girls

Ice Hockey

*merged with

Brewster/Somers/Yorktown

Ice Hockey

*merged with

Brewster/Somers/Yorktown

Swim –Boys

*merged with Fox Lane

Indoor Track – Boys

Indoor Track – Girls

Wrestling

*merged with Somers

Wrestling

*merged with Somers

SPRING

Varsity

Modified

Baseball

Golf

Lacrosse – Boys

Lacrosse - Boys

Lacrosse – Girls

Lacrosse - Girls

Softball

Tennis - Boys

Track & Field - Boys

Track & Field - Girls

SCIENCE

Science courses are consistent with the district’s mission, as students in science are given opportunities to use critical and creative

thinking skills to define questions, develop and implement plans to solve problems, answer questions and communicate their findings to

others.

Science courses support the Common Core State Standards for Literacy in Science and Technical Subjects. Students in science will be

able to respond to reading scientific textual material by:

 Summarizing central ideas.

 Using science-specific language.

 Identifying the structure and purpose.

 Creating visual representations.

 Objectively taking a stand.

 Creating critiques of scientific content.

 Writing with logic, coherence and knowledge.

The New York State Learning Standards for Math, Science and Technology are a powerful resource for the design and evaluation of

science curricula at North Salem. These teaching standards include:

 Students will use mathematical analysis, scientific inquiry and engineering designs, as appropriate, to pose questions, seek

answers and develop solutions.

 Students will access, generate, process and transfer information using appropriate technologies.

 Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living

environment and recognize the historical development of ideas in science.

 Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy

human and environmental needs.

 Students will understand the relationships and common themes that connect mathematics, science and technology, and apply the

themes to these and other areas of learning.

 Students will apply the knowledge and thinking skills of mathematics, science and technology to address real-life problems and

make informed decisions.

Recommended Science Course Sequences

Accelerated Program: For the highly motivated student who wishes to pursue science as a possible academic major beyond high school.

Students are selected by the seventh-grade science teacher.

8th Physical Setting/Earth Science Regents

9th Living Environment/Biology Regents

10th Physical Setting/Chemistry and Scientific Research

11th Physical Setting/Physics and/or AP Biology, AP Environmental Science, AP Chemistry, AP Physics, Scientific Research and/or

other electives

12th Physical Setting/Physics and /or AP Biology, AP Environmental Science, AP Chemistry, AP Physics, Scientific Research and/or

other electives

Regents Program: For those students who desire a strong academic background in the sciences.

9th Physical Setting/Earth Science Regents

10th Living Environment/Biology Regents

11th Physical Setting/Chemistry, and/or other electives

12th Physical Setting/Physics and/or AP Biology, AP Environmental Science, AP Chemistry, AP Physics, and/or other electives

Please refer to CRITERIA FOR ADMISSION TO HONORS AND ADVANCED PLACEMENT CLASSES.

Physical Setting/Earth Science Regents

The Physical Setting/Earth Science core curriculum is organized into three general areas of study: Geology, Astronomy and Meteorology.

The course focuses on an understanding of the interconnectedness of Earth phenomena, processes and systems. The core skills of

analyzing and interpreting charts and graphs along with the application of previously learned content are a primary focus throughout the

year. The New York State Regents Exam is the final assessment for the course.

Living Environment/Biology Regents

The Biology curriculum includes topics such as unity and diversity among living things, ecology, human impact on the environment,

homeostasis, reproduction and development, transmission of traits and evolution. Students will learn the skills necessary for exceeding the

core curriculum standards in reading and writing in science. The New York State Living Environment Regents Exam is the final exam for

this course.

Living Environment/Honors Biology Regents

Honors Biology includes all of the content of the Living Environment Regents curriculum, but offers enrichment and extra areas of study.

Because of the time constraints, students will be expected to do considerable work outside of the classroom. The course will delve into

structures and processes in much more depth than in The Living Environment, and cover current events in biology as they unfold.

Students will design and carry out experiments as they pertain to course work. The Living Environment Regents Exam is the final exam

for this course.

Physical Setting/Chemistry

Recommended Prerequisite: Successful completion of Algebra.

The major topics of chemistry are studied from the forces that create atoms, molecules and our world to the energy involved in physical

and chemical changes. Connections to other sciences and daily life are stressed. Problem-solving skills are applied throughout the course.

Laboratory exercises are often quantitative in nature and are designed to familiarize the student with techniques and apparatus used in

chemistry labs.

Physical Setting/Honors Chemistry

Recommended Prerequisite: Successful completion of or current enrollment in Algebra II, Honors Admission Criteria.

The Honors section involves significantly more enrichment topics and activities studied at a much more rapid pace. Students should be

highly motivated and competent, independent learners. Successful students will be well prepared to enter Advanced Placement Chemistry.

Physical Setting/Physics

Physics is an algebra-based, college preparatory-level physics course. Students cultivate their understanding of Physics through inquiry-based,

and technology rich, investigations as they explore these topics: motion; gravitation; energy; momentum; torque; electrical and

magnetic charge, fields, force and potentials; DC electrical circuits; waves and sound; thermal energy; atomic and nuclear physics; relativity;

and astrophysics. 1 Credit. Successful completion of algebra.

Physical Setting/Applied Physical Science

This course develops the fundamental concepts of a physical science with major emphasis on the qualitative aspects needed to understand

and appreciate the nature of physics. Topics include the study of motion, the understanding of energy principles, using wave characteristics

to understand sound and light and the applications of electricity and magnetism. Laboratory activities will serve to develop an appreciation

of scientific methods and aid in the development of critical thinking skills as applied to problem solving scientific discrepancies.

Methods of Forensic Science

Recommended Prerequisite: Successful completion of Living Environment / Biology.

Methods of Forensic Science will discuss scientific methods as they relate to the law and solving crimes. Topics will include physical

evidence, crime scene processing, fingerprinting, recognition of bloodstains and patterns, forgery and counterfeiting. Students will develop

the knowledge and skills associated with a forensic scientist.

Application for Forensic Science

Recommended Prerequisite: Successful completion of Living Environment/Biology.

Applications of Forensic Science will explore the varied fields of professional forensic scientists. Topics will include pathology, toxicology,

archeology/anthropology, entomology, psychology and engineering, as they apply to solving crimes.

Environmental Science

Students interested in learning more about the delicate balance of ecosystems will enjoy this elective. The relationship between individuals,

resources and habitats will be studied. The impact of humans on the environment will be explored through a case study in land

development.

Astronomy

This course is based on international, standards based high school astronomy curriculum. Students will learn topics in archaeoastronomy,

observational astronomy, the size and scale of the Universe, objects in the Universe, types and evolution of stars, and cosmology (the

origin and evolution of the Universe). Throughout the course there is a focus on laboratory work and understanding how we know what

we know about the Universe. 1 Credit. Successful completion of chemistry and algebra.

Anatomy and Physiology

Anatomy and Physiology is an elective course that integrates class work, dissections, and other laboratory experiences to present the

human as a marvel of biological engineering. The topics discussed will be tissue studies and a systematic study of the human form (bones,

muscles, nerves, circulation, digestion, respiration, endocrinology, reproduction and excretion.) Students will possess a variety of dissection

skills and be able to use them to explore body systems. Students will understand in modern terms the functions of a variety of body

systems and organs. This course is set up as an introduction to students heading into various health care related fields. It is intended to

expose those students to the terminology and techniques that they will be using in their advanced education. This introduction will be

invaluable as students begin their college courses in Anatomy / Physiology.

AP Environmental Science

Recommendation: Successful completion of Earth Science Regents and Biology Regents, AP Admission Criteria.

The goal of this course is to provide students with the scientific principles, concepts and methodologies required to understand the

interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the

relative risks associated with these problems and to examine alternative solutions for resolving and/or preventing them. Environmental

science is interdisciplinary; it embraces a wide variety of topics from different areas of study. There are several major unifying constructs or

themes that cut across the many topics included in the study of environmental science. All students are expected to take the AP exam in

May. The AP exam fee must be assumed by the student. Please refer to the AP Exam Fee Schedule for more information.

AP Biology

Recommended Prerequisite: Successful completion of Regents Biology and Chemistry.

This course is the equivalent of a college biology course at the introductory level. Topics covered include those of the Regents course, but

in greater depth and with greater emphasis on biochemistry, energy dynamics, genetics, animal behavior, homeostasis in organisms,

population ecology and statistics. All students are expected to take the AP exam in May. The AP exam fee must be assumed by the

student. Please refer to the AP Exam Fee Schedule for more information.

AP Chemistry 11, 12

Recommendation: Successful completion of Honors Chemistry AP Admission Criteria. Grade of 85 or better in Algebra.

This course is the equivalent of a college chemistry course at the introductory level. Topics covered include those of the introductory

course, but in greater depth and with greater emphasis on chemical calculations. Laboratory work is more extensive, and for the most part,

individualized. All students are expected to take the AP exam in May. The AP exam fee must be assumed by the student. Please refer to

the AP Exam Fee Schedule for more information.

AP Physics 1

AP Physics 1 is an algebra-based, college level course equivalent to one semester of introductory algebra based physics. Students cultivate

their understanding of Physics through inquiry-based and technology rich investigations as they explore these topics: kinematics; dynamics;

circular motion and gravitation; energy; momentum; simple harmonic motion; torque and rotational motion. 1 Credit. Successful

completion of algebra. All students are expected to take the AP exam in May. The AP exam fee must be assumed by the student. Please

refer to the AP Exam Fee Schedule for more information.

Scientific Research/SUNY Scientific Research

This three-year program of study begins in the sophomore year. In the first year, students will develop the skill sets required for

independent research, identify an area of study, prepare a research proposal, and find a mentor for a project. Students will then carry out

their project over their junior and senior year, which will include a summer research internship with a mentor. Throughout

the program students will give public presentations of their reading and research. All students will present their work at the end of the year

at the North Salem Science Research Symposium and students will be encouraged to participate in a number of science competitions

throughout the program. After successful completion of one full year of the course and finding a mentor, students will have

the opportunity to earn up to 12 college credits from University at Albany SUNY throughout their Junior and Senior Year of the class.

Each course costs $160. See information on SUNY Science Research classes - https://www.albany.edu/uhs/src.php

SOCIAL STUDIES

Social Studies is intended to promote civic competence through the integrated study of the social sciences and humanities. Within North

Salem High School’s program, Social Studies provides coordinated, systematic study that draws upon such disciplines as anthropology,

archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, belief systems, and sociology, as well as

upon 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 world. New York State requires all students to take four full years of Social Studies.

Here’s a link to the New York State Common Core Social Studies Framework for Grades 9-12.

GUIDELINES:

After successful completion of middle school social studies courses, four years of social studies are required at the high school level for all

students. The curriculum follows the guidelines established by the Regents of New York State Education Department.

Grade 9 Global History and Geography I

Grade 10 Global History and Geography II

Grade 11 U.S. History and Government

Grade 12 Participatory Government (one semester) and Economics (one semester)

Please refer to CRITERIA FOR ADMISSION TO HONORS AND ADVANCED PLACEMENT CLASSES.

Global History and Geography I Honors/Pre-AP European History

The Global History and Geography I Honors core curriculum is designed to focus on the five Social Studies Standards, common themes

that recur across time and place, and the first three historical units as outlined in the state curriculum. Each unit lists the content, concepts

and themes, and connections teachers should use to organize classroom instruction and plan for assessment. This curriculum provides

students with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition, it enables them

to investigate issues and themes from multiple perspectives, and make global connections and linkages that lead to in-depth understanding.

As students explore the five social studies standards, they should have multiple opportunities to explore the content and intellectual skills

of history and the social science disciplines. During the fourth quarter, students will begin a Pre-AP European History program

completing the fourth and final unit, the First Global Age (1450 C.E – 1770 C.E.).

Global History and Geography I Regents

The Global History I Regents core curriculum is designed to focus on the five [Social Studies Standards,] and six [Social Studies Practices]

while implementing [Reading and Writing Standards for Literacy.] Global I begins with the Paleolithic Era and the development of the

first civilizations, continues with an examination of classical societies, and traces the expansion of trade networks and their global impact.

The course emphasizes the key themes of interactions over time, shifts in political power and the role of belief systems. Global I

culminates with a final exam in June.

AP European History

The AP European History course introduces students to both a chronological and thematic development of European history from 1450

to the present. The program of study contains clear learning objectives for the course and exam, emphasizing the development of thinking

skills used by historians and aligning with contemporary scholarly perspectives on major issues in European history. The course is

designed to encourage students to become apprentice historians who are able to use historical facts and evidence in the service of creating

deeper conceptual understandings of critical developments in European history. The five key concepts support the investigation of

historical developments within a chronological framework, while the course themes allow students to make crucial connections across the

different historical periods. The key concepts will help students understand, organize and prioritize historical developments within each

period. The course’s organization around a limited number of key concepts allows students to spend more time learning essential concepts

and developing the historical thinking skills necessary to explore European history. Students are expected to take the AP European

History exam in May. The AP exam fee must be assumed by the student. Please refer to the AP Exam Fee Schedule for more

information. Students are also required to take the New York State Global History Regents in June.

Global History and Geography II Regents

The Global History II Regents core curriculum is designed to focus on the five Social Studies Standards and six Social Studies Practices

while implementing Reading and Writing Standards for Literacy. This course provides a snapshot of the world circa 1750 and continues

chronologically up to the present. Several concepts are woven throughout the course, including industrialization, nationalism, imperialism,

conflict, technology and the interconnectedness of the world. Students are required to take the New York State Global History and

Geography Regents in June, based on the 10th-grade curriculum only.

U.S. History and Government 11 Regents

Grade 11 begins with the colonial and constitutional foundations of the United States and explores the government structure and

functions provided in the Constitution. The development of the nation and the political, social and economic factors that led to the

challenges our nation faced in the Civil War are addressed. Industrialization, urbanization, and the accompanying problems are examined,

along with America’s emergence as a world power, the two world wars of the 20th century and the Cold War. Students explore the

expansion of the federal government, evolving social beliefs and behaviors, and the nation’s place in an increasingly globalized and

interconnected world. Students are required to take the New York State Regents Exam in United States History and Government in June.

Advanced Placement U.S. History

The AP U.S. History course focuses on the development of historical thinking skills (chronological reasoning, comparing and

contextualization, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an

understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. In line

with college and university U.S. history survey courses, increased focus on early and recent American history and decreased emphasis on

other areas, the AP U.S History course expands on the history of the Americas from 1491 to 1607 and from 1980 to the present. It is

intended and designed to be the equivalent of a two-semester introductory college or university U.S. history course. There are no

prerequisites for the AP U.S. History course. All students are expected to take the AP exam in May. The AP exam fee must be assumed

by the student. Please refer to the AP Exam Fee Schedule for more information. The course will culminate with the students taking the

New York State Regents in U.S. History and Government in June.

Advanced Placement World History: Modern

In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present.

Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources;

developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and

change over time. The course provides six themes that students explore throughout the course in order to make connections among

historical developments in different times and places: humans and the environment, cultural developments and interactions, governance,

economic systems, social interactions and organization, and technology and innovation. AP World History: Modern is designed to be the

equivalent of an introductory college or university survey of modern world history. There are no prerequisites for AP World History:

Modern. Students should be able to read a college-level textbook and write grammatically correct, complete sentences. All students are

expected to take the AP exam in May. The AP exam fee must be assumed by the student. Please refer to the AP Exam Fee Schedule for

more information.

Participation in Government & Economics 12

In the beginning third of the course (its first 10 weeks), all 12th grade students will create civics-oriented projects in which they will apply

civic knowledge, skills, and dispositions to engage with the process of creating social and political change in their communities. This civic

action project will require the examination of local, state, and national issues and will be followed by the selection of a specific topic of

student interest. Students will embark on a process of developing a theory of action, and then taking action to specifically address an issue

aimed to impact a system in place. Students / student groups that reflect on and showcase to an authentic audience after taking civic

action will be eligible for the NYS Seal of Civic Readiness. The Civics portion of this class will count as 40% of a student’s final grade in

both Participation in Government and Economics 12.

In either the second or third marking periods, students will undertake Participation in Government, a mandatory one quarter “hands on”

course focusing on New York State Social Studies Learning Standard #5 — Civics, Citizenship, and Government offered through the

North Salem Social Studies Department. Participation in Government is the civics capstone of the K–12 social studies experience,

designed to engage students in the political process and in an analysis of public policies and relevant issues facing our society

today. Students will leave grade twelve with a deeper understanding of the institutions of American government, increased awareness of

public policy and the knowledge needed for effective citizenship. This class is a requirement for graduation from high school. The

Participation in Government portion of this class will count as 40% of a student’s final grade in Participation in Government.

In either the second or third marking periods, students will undertake the study of Economics 12. The course will cover issues in

Economics, the Enterprise System, and Finance by examining the principles of the United States free market economy in a global

context. Students will analyze the role of incentives, basic economic concepts such as supply & demand in determining the prices

individuals and businesses face in the product and factor markets, and the global nature of modern economic markets. Students will study

changes to the workforce in the United States, the role of entrepreneurs in our economy, and the effects of globalization. The class will

conclude with students exploring the challenges facing the United States free market economy in a global environment and various policy-

making opportunities available to the government to address these challenges. The Economics 12 portion of this class will count as 40%

of a student’s final grade in Economics 12.

Social Studies A.I.S.

This class meets in lieu of a study hall to assist students in completing assigned homework and projects. It also provides a support service

to promote the following social studies skills: reading, writing, analysis and notebook organization. Hints in preparing for quizzes and tests

in the classroom help students to relieve unnecessary anxieties. Practice with document-based questions and a written essay form is

provided to each student.

Law Studies

Law Studies is a one-semester course in criminal justice that is offered as an elective in the social studies department. The prevalent units

will cover various aspects of the Constitution, police, crime and courts. The main objective of the course is to help students develop an

understanding of the internal structure and operation of the United States legal system. The students will strive to assimilate the practical

aspects of the legal system and, in turn, elevate their social awareness.

Psychology

This half-year course is a study of human behavior with major emphasis on the basic psychological theories and methods. Students will

explore personality development, motivation, and human behavior, both normal and abnormal.

Television

From the 1950s to the present, Americans have frequently turned to television for entertainment and information. This course will

examine how television has affected, and reflected, American society – traditions, relationships, role models, language, diversity, the arts,

technology, politics, religion, and naturally, humor. It will follow a thematic and historical approach with weekly viewings on such topics as

gender roles, family and the workplace. In the end, each student will act as a television writer, creator, producer, and viewer. By watching

full shows and specific scenes, students will gain an understanding of why we watch these shows and what they tell us about ourselves.

Human Rights Issues of the 20th and 21st Centuries

This is a half-credit elective course that either runs every day one semester or every other day throughout the school year. It will examine

the meaning and universality of human rights. The foundation of this course is rooted in the principles associated with the Universal

Declaration of Human Rights, created by the United Nations in the post-World War II era. This course is designed to raise awareness of

current and past human rights abuses on a local, state and global level. This course is further designed to explore people and organizations

that have made great strides to protect worldwide human rights. Students will be required to think critically and creatively on difficult

issues pertaining to our rights as human beings. Activities will include presentations, role playing, simulations, problem-solving, discussions

and research.

Human Rights II - Activism in the 20th and 21st Centuries

Human Rights II is a twenty-week (one semester) course that encourages students to examine the universality of human rights as reflected

in our world today, and to directly engage in action planning. This course is designed to promote students' critical thinking, social-

emotional learning and understanding of multifaceted human rights issues. Students will identify human rights issues they are most

passionate about, and study people and/or organizations that have contributed to the advancement of securing such human rights.

Students will learn strategies needed for meaningful action, and will study the impact of activism. Students will be assessed based on

collaboration, problem-solving tasks, discussions/debates, research and action based projects.

United States Military History: Civil War to Today

This one semester course will analyze the tactical and strategic decisions of United States military and political leaders from the Civil War

to the present. Specific battles and campaigns of various wars will be studied in detail. Students will assess the decision-making and

leadership skills of small and large-unit commanders as well as the country’s political leaders. An emphasis will be placed on how the

country’s military has adapted to technological improvements over time. The course will conclude with a detailed look at the makeup of

today’s armed forces and the future of the military as its role as global peacemaker emerges and takes shape.

SPECIAL PROGRAMS

The Special Education Department at North Salem Middle/High School provides support for all students, the North Salem stakeholders,

through partnership and collaboration. We offer a seamless, flexible and integrated continuum of services. We believe in helping students

with disabilities reach higher levels of achievement. One of our goals is to place students with disabilities in the general education setting as

much as possible. Our co-teaching model provides the opportunity for students receiving special education to be integrated into general

education classrooms. Co-teaching teams consist of one regular education teacher and one special education teacher, both who are highly

qualified in the subject/area. In the co-teaching philosophy, both teachers take equal responsibility for the success of all the children in

their classroom. Co-teaching provides all students with more options to add depth to their learning and more opportunities for teacher

interactions to address their individual needs.

Our department works closely with all other departments to support the mission, in that we engage students to continuously learn and to

solve problems through critical and creative thinking. Additionally, teachers work closely with related service providers specifically, speech

and counseling, to help our students to become better collaborators and communicators.

Links:

U.S. Department of Education, Office of Special Education Programs (OSEP)

https://www2.ed.gov/about/offices/list/osers/osep/index.html

Students with Disabilities & the Common Core State Standards Resources

https://www.achieve.org/files/CCSS-SWDs-Resources-Mar2013.pdf

English (Grades 9-12)

Students are placed in a co-teaching setting or a small-class education setting as assigned by the Committee on Special Education. Students

in a co-teaching class participate in all Regents-level general education lessons and testing, but are assisted by two teachers in the setting

and offered the necessary accommodations and modifications to comply with their IEPs. Students in the special education settings are

provided remediation, as well as parallel instruction, while being offered the accommodations and modifications to comply with their IEP.

Students in both settings are being prepared for the ELA Common Core Regents. The special education settings in grades 9 through 12

provide in-depth focus on listening to write, reading to write and literary analysis.

Science (Grades 9-12)

Science is offered in a co-teaching setting or a small-class setting as assigned by the Committee on Special Education. Students in a co-

teaching program participate in all Regents-level general education lessons, labs and testing, but are assisted by two teachers in the setting

and offered the necessary accommodations and modifications to comply with their IEPs. Students in the special education settings are

provided remediation, as well as parallel instruction, while being offered the accommodations and modifications to comply with their IEP.

The Living Environment curriculum requires students to successfully complete 1200 minutes of laboratory experience with satisfactory

written reports for each laboratory investigation. It is expected that laboratory experiences will provide the opportunity for students to

develop scientific inquiry techniques, the use of information systems, the interconnectedness of content and skills and problem-solving

approaches set out in the standards. Earth Science and Living Environment courses end with a Regents exam in both settings.

Math (Grades 9-12)

Students are placed in a co-teaching setting or a small-class setting as assigned by the Committee on Special Education. Students in a co-

teaching class participate in all Regents-level general education lessons and testing, but are assisted by two teachers in the setting and

offered the necessary accommodations and modifications to comply with their IEPs. Students in the special education settings are

provided remediation, as well as parallel instruction, while being offered the accommodations and modifications to comply with their IEP.

Students in the special education settings are being prepared for the Common Core Algebra Regents. Additional co-teaching courses,

Topics in Geometry, College Algebra I and College Algebra II, are offered to give students more challenging math classes without a

Regents exam. These courses will give students exposure to topics necessary to be successful on the SAT/ACT.

Global History and Geography I (Grade 9)/ Global History and Geography II (Grade 10)

Students are placed in a co-teaching setting or a small-class setting as assigned by the Committee on Special Education. Students in a co-

teaching class participate in all Regents-level general education lessons and testing, but are assisted by two teachers in the setting and

offered the necessary accommodations and modifications to comply with their IEPs. Students in the special education settings are

provided remediation, as well as parallel instruction, while being offered the accommodations and modifications to comply with their

IEPs. Students are being prepared for the Global History Regents. The Global History I Regents core curriculum is designed to focus on

the five [Social Studies Standards] and six [Social Studies Practices] while implementing [Reading and Writing Standards for Literacy.]

Global I begins with the Paleolithic Era and the development of the first civilizations, continues with an examination of classical societies,

and traces the expansion of trade networks and their global impact. The course emphasizes the key themes of interactions over time, shifts

in political power and the role of belief systems. Global I culminates with a final exam in June. The Global History II Regents core

curriculum is designed to focus on the five [Social Studies Standards] and six [Social Studies Practices] while implementing [Reading and

Writing Standards for Literacy.] This course provides a snapshot of the world circa 1750 and continues chronologically up to the present.

Several concepts are woven throughout the course including industrialization, nationalism, imperialism, conflict, technology and the

interconnectedness of the world. Students are required to take the [New York State Global History and Geography Regents] in June,

based on the 10th-grade curriculum only.

U.S. History & Government (Grade 11)

Students are placed in a co-teaching setting or small-class setting as assigned by the Committee on Special Education. Students in a co-

teaching class participate in all Regents-level general education lessons and testing, but are assisted by two teachers in a setting and offered

the necessary accommodations and modifications to comply with their IEPs. Students in the special education settings are provided

remediation, as well as parallel instruction, while being offered the accommodations and modifications to comply with their IEPs. The

courses prepare students to take the Regents exam by practicing multiple-choice questions, essays written from historical documents, and a

constitutional issues essay. The course ends in the U.S. History Regents exam.

Government/Economics (Grade 12)

Students are placed in a co-teaching setting or a small-class setting as assigned by the Committee on Special Education. Students in a co-

teaching class participate in all Regents-level general education lessons and testing, but are assisted by two teachers in the setting and

offered the necessary accommodations and modifications to comply with their IEPs. Students in the special education settings are

provided remediation, as well as parallel instruction, while being offered the accommodations and modifications to comply with their

IEPs. In the Government class, students participate in a discussion-based program analyzing participatory government on the local,

regional, state and national levels. The focus is on the comprehension of our legal system and individual civic responsibilities. The

Economics class introduces students to world economic systems. Students strive to understand personal finance skills and consumer rights

and responsibilities. Students become prepared for economic decision-making.

Academic Support (Grades 9-12)

This class is specifically designed for the special education student and is assigned by the CSE. The student will have direct specific skill

instruction that addresses deficits as indicated in the IEP goals. The student will develop compensatory strategies and participate in

remedial instruction to enhance their learning style. The student will also be introduced to information on how their individual learning

differences impact their education and alternate ways to compensate for those differences. Additionally, they will receive support for long-

term assignments, study skills for tests, organizational skills and assistance understanding assignments as determined by the IEP goals.

TECHNOLOGY AND ENGINEERING

Our High School Technology and Engineering Program offers several courses. These courses will help prepare students who are

interested in pursuing college degrees – or post-high school training – in any number of technical areas. Some of these areas include

industrial design, interior design, architecture, engineering, construction, finish woodworking and carpentry.

Architectural Drafting I

This is a fascinating course in which students design and construct scale-model homes, decks, landscapes and structures. Fundamental

concepts of architectural drafting may be explored. The computer will be used as a drawing, simulating and modeling tool. Approximately

75 percent of this course is devoted to project work. The remaining 25 percent will be demonstrations, lessons and other instructional

techniques.

Energy & Power

Students can’t wait to be thrilled by this hands-on course which may include project activities such as slot cars, electric motors and light-

guided robots. Approximately 75 percent of this course is devoted to project work. The remaining 25 percent will be demonstrations,

lessons and other instructional techniques. This course will fulfill the graduation requirement for a third science credit.

Engineering Technology/Principles of Engineering

This exciting course is based on a hands-on set of real-world case studies that give a basic understanding of engineering principles. Among

the many interesting roles students find themselves playing are those of civil, aerospace, electrical and mechanical engineers. Students will

be involved in designing and constructing projects in areas such as auto safety crash test, programmable robotics, wind- powered

generators, pinball machines, rat-trap powered vehicles and building a structure. There will be plenty of opportunities to individualize the

projects to match your own interests. Approximately 75 percent of this course is devoted to project work. The remaining 25 percent will

be demonstrations, lessons and other instructional techniques.

Basic Woodworking

This exploratory course teaches the correct and safe use of power tools as students are introduced to working with wood. Students may

construct simple wooden projects that they or others design. All methods required to build and finish the projects will be taught. There

will be plenty of opportunities to individualize the projects to match your own interests. Approximately 75 percent of this course is

devoted to projects. The remaining 25 percent will be demonstrations, lessons and other instructional techniques.

Intermediate Woodworking

Prerequisite: Basic Woodworking or instructor’s approval.

This course is designed for the students who enjoyed Basic Woodworking and would like to expand their skills even further by being given

the freedom to choose their own projects. Students may construct wooden projects using intermediate techniques. All methods required

to build and finish the projects will be taught. There will be plenty of opportunities to individualize the projects to match your own

interest. Approximately 75 percent of this course is devoted to projects. The remaining 25 percent will be demonstrations, lessons and

other instructional techniques.

Advanced Wood/Residential Structures

Prerequisite: Basic Woodworking or instructor’s approval.

This course deals with advanced methods of woodworking. Machine tools are stressed, as well as the creation of wood projects using

advanced techniques. Some of the materials may need to be provided by the student. Also included may be a segment on the components

necessary for constructing a residential structure. Students may build a scale-model home from blueprints. They may experience the

processes of mixing and pouring cement; framing walls, floors, ceilings, windows and doors; roofing; hanging and taping drywall; as well as

some basic electricity. Approximately 75 percent of this course is devoted to projects. The remaining 25 percent will be demonstrations,

lessons and other instructional techniques.

Furniture Construction

Prerequisite: Basic Woodworking and Intermediate Woodworking or instructor’s approval.

Furniture Construction is truly an advanced course which teaches the design and the methods needed to build furniture. Each student will

build a piece of furniture. Some of the materials may need to be provided by the student. All major design categories will be discussed and

applied to the student’s project. Approximately 75 percent of this course is devoted to projects. The remaining 25 percent will be

demonstrations, lessons and other instructional techniques.

Introduction to Drones

In this half credit elective students will get a comprehensive overview of the information needed to start using drones safely and

legally. Topics covered include: regulations relating to small Unmanned Aircraft Systems (sUAS); airspace classification, interpretation of

sectional navigation charts, operating requirements, and flight restrictions; aviation weather sources and effects; small unmanned aircraft

loading and performance; emergency procedures; aeronautical decision-making and crew resource management; radio communication

procedures; physiological effects of drugs and alcohol; airport operations; and maintenance and preflight inspection procedures. This

course includes hands on time flying drones. Upon completion of this course, students will be prepared to take the FAA Part 107 exam

for licensing. This exam is individually scheduled with Executive Air Services, LLC. in Danbury.

WORLD LANGUAGES

The acquisition of a second language prepares students for college and 21st-century careers, which are the fundamental goals of the Next

Generation Standards. Fortunately, many aspects of our discipline naturally support these goals. Guided by our own understanding of the

purpose and potential of WL study, as well as New York State and American Council on the Teaching of Foreign Languages (ACTFL)

guidelines, we have traditionally striven to produce students who are both linguistically sophisticated and globally aware. Moreover, as a

result of the district's PST initiative, the application of discipline-specific skills to the resolution of real-world problems has become a key

feature of our students' educational experience.

The Next Generation Standards at once validate these principles and prompt certain changes to our practice, most notably an increased

focus on non- fiction reading and writing. As such, WL students at all levels will closely read news articles, opinion pieces and technical

works of appropriate complexity, and learn to summarize, evaluate and comment on them. In an age of unprecedented access to

information and opinions, the ability to separate objective truth from persuasive rhetoric and opportunistically selected data, and

subsequently communicate the result of that analysis to a particular audience, are crucial skills for the success of individuals, businesses and

nations. While non-fiction reading will take on a new precedence, literature will continue to play an important role in our students' WL

experience. The insights to be gained into the culture, history and the essential soul of the various peoples we study, through reading the

works of their most brilliant authors, remain indispensable and irreplaceable.

In sum, while adhering to the overarching guidelines of the Next Generation Standards, NYSE, ACTFL and the district's stated mission, we

view it as our responsibility to provide our students a world-class WL experience which maximizes their potential, opens doors of academic

and professional opportunity and is a joy in itself.

THE WORLD LANGUAGE DEPARTMENT GOALS

The goals of the World Language Department are to develop five competencies in the Standards for Foreign Language Learning:

1.1: Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions

(Interpersonal Communication).

1.2: Students understand and interpret written and spoken language on a variety of topics (Interpretive).

1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. (Presentational

Mode)

2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

Completion of the middle school curriculum, including a passing grade on the local Checkpoint A exam, earns one high school credit in

World Languages.

Please refer to CRITERIA FOR ADMISSION TO HONORS AND ADVANCED PLACEMENT CLASSES.

French I

Emphasis is on the use of the language for oral communication. Understanding, speaking, reading and writing are developed in that order

of priority. In addition to the basic text, visual and audio materials are widely used. Assignments for home study are given daily. Cultural

experiences via performances/videos, internet sources, and celebration of ethnic holidays are offered as enrichment. Topics include food

and meals, leisure-time activities, city life and urban activities and daily routines.

French II / II Honors

Prerequisite: Successful completion of French I (6th, 7th, 8th grade French)

Increased fluency is the primary goal of the French II Honors course. Building a solid foundation of grammar, students will speak and

write French with increasing accuracy. Verb tenses and vocabulary facilitate the reading of a wide range of authentic texts needed to

prepare students for upcoming levels of French. Topics studied include daily routines, household responsibilities, ecology and the

environment, shopping, and travel. Cultural projects are also interspersed in order to expand students' knowledge of the Francophone

world. Course culminates in Checkpoint B Exam.

French III / III Honors

Prerequisite: Successful completion of French II / II Honors

French III Honors is the continuation of the French II Honors course. Topics covered include travel, health, city life, personal

relationships and preparing for the professional world. The material is meant to provide students with a good foundation of French for

use beyond high school. Students' writing, reading, listening and speaking skills are all enhanced through new tenses and more extensive

vocabulary. These new skills are put to use in a variety of authentic contexts. Cultural projects are interspersed in order to expand students'

knowledge of the Francophone world.

French IV/SUNY UHS I

Prerequisite: Successful completion of French III / III Honors

This course integrates listening, speaking, reading, writing, and culture to develop increased proficiency in all skills, to promote cultural

awareness, and to enhance the ability to discuss important topics. Materials provide cultural perspectives that encourage critical thinking

on topics including changes in French culture and the Francophone world (France, Canada, Belgium, The French West Indies and French-

speaking Africa). Contemporary magazines and newspapers, songs, poems, French films, telecommunications via the internet and other

activities are utilized to prompt creative use of vocabulary and cultural knowledge. May be taken for college credit. See information on

UHS.

French IV Honors /SUNY UHS I

Prerequisite: Successful completion of French III / III Honors

French IV Honors is designed to meet the needs of those students who plan to continue their study of AP French because of interest in

conversation, current events and history. The class is conducted in French. Grammar and vocabulary are reviewed and augmented in a

manner sufficient to the needs of students going onto AP French. Emphasis is placed on developing a high level of oral proficiency in

using and understanding the spoken language in formal and conversational situations.TV5, France 24, cultural celebrations, plays, movies

and cartoons provide valuable cultural enrichment. May be taken for college credit. See information on UHS.

French V/SUNY UHS II

French V class will be conducted in French. Students in French V have reached a high level of achievement in listening, speaking, reading,

writing, and cultural awareness. Materials include magazines plays, TV5, selections from authentic French novels and poetry. Films, TV

programs and the Internet provide contemporary focus for oral proficiency. May be taken for college credit. See information on UHS.

AP French Language and Culture

Prerequisite: Successful completion of French IV/SUNY French I

This AP French Language and Culture course emphasizes the use of language for active communication and has for its objectives the

development of:

1. The ability to understand spoken French in many contexts, Document Based Questions (DBQs) are used to facilitate listening

and writing skills

2. A French vocabulary more than ample for reading all newspaper and magazine articles, literary tests and other non-technical

writings without dependence on a dictionary; and

3. The ability to express oneself coherently, resourcefully and with fluency and accuracy in both written and spoken French.

4. Specific knowledge of Francophone culture, organized according to the following six themes: global challenges, science and

technology, contemporary life, personal and public identities, families and communities, along with beauty and aesthetics.

Extensive training in the organization and writing of compositions is emphasized. Course content reflects intellectual interests shared

by the students and teacher in the arts, current events, literature, sports, etc. The course culminates in the AP French Language

examination, which is equivalent to the third year of French at colleges and/or universities. Students will be given access to the new

online AP classroom resources. All students are expected to take the AP exam in May. The AP exam fee must be assumed by the

student. Please refer to the AP Exam Fee Schedule for more information.

Spanish I

Emphasis is on the use of the language for oral communication. The communicative approach is used with extensive use of visuals,

employed in presenting vocabulary and basic, high frequency concepts. The four communication skills (reading, writing, speaking and

listening) are developed with emphasis on communication of ideas and information consistent with the New York State Standards at

Checkpoint A. The primary goal is to help students develop linguistic proficiency and cultural sensitivity. By interweaving language and

culture, the course seeks to broaden students’ communication skills while deepening their appreciation of other cultures. Each unit

contains cultural information geared towards areas of student interest, such as family, friends, school life, sports, foods, social customs,

and leisure time activities. The foundation provided in Spanish I is the basis for further development of these topics in subsequent courses

of study.

Spanish II

Prerequisite: Successful completion of Spanish 6, 7 and 8 or Spanish I.

Students enrolled in Spanish II will continue to develop their communication skills with a variety of listening, speaking, reading and

writing opportunities. Classroom activities, such as dramatizations, utilizing technology to access information, conducting interviews and

surveys and writing dialogues allow students to utilize Spanish in meaningful everyday circumstances. Topics covered in Spanish I are

reintroduced, reinforced and expanded on as the students' language proficiency increases. Students progress from speaking only in the

present tense to talking about past experiences.

Spanish II Honors

Prerequisite: Successful completion of Spanish 6, 7 and 8 or Spanish I.

Increased fluency is the primary goal of the Spanish II Honors course. Building on a solid foundation of grammar, students will speak and

write Spanish with increasing accuracy. Emphasis on verb tenses and vocabulary facilitates the reading of contemporary materials

including age-appropriate current events items. The activities in this course help develop capacity for the Checkpoint B exam, and also

serve as the first steps on the pathway toward AP Spanish. Spanish is studied in the context of culture to develop a greater understanding

and appreciation of other places and their ways of life. This course culminates in the locally-developed Checkpoint B Exam.

Spanish III

Prerequisite: Successful completion of Spanish II.

Spanish III reinforces the skills learned in grades 7-9. Extensive use of new verb tenses and vocabulary facilitates the reading of a wide

range of culturally diverse commentaries needed to prepare students for a locally developed Checkpoint B assessment and prepare

students for upcoming levels of Spanish. Emphasis is on oral proficiency and speaking skills will be enhanced by the study of a greater

variety of practical situations. Writing skills will be further developed as students learn to use multiple tenses to express themselves more

fully. Cultural celebrations, cartoons, movies and other authentic resources provide valuable cultural enrichment and enhance proficiency

in the four modes of communication: Reading, Listening, Speaking and Writing. Course culminates in Checkpoint B Exam.

Spanish III Honors

Prerequisite: Satisfactory completion of Spanish II / II Honors

Students in Spanish III H have, as their ultimate goal, success on the AP exam in their senior year. This exciting intermediate Spanish

course features high interest topics, an effective and uniquely sequenced review of selected grammatical topics as well as thorough

integration of language and culture. Topics include the internet, world events, human rights, foreign policy and diversity, as well as

entertainment, sports, family and friends. Projects, cultural celebrations, including foods and music, are an integral part of the Spanish III

Honors experience.

Spanish IV/SUNY UHS I

Prerequisite: Satisfactory completion of Spanish III/ III Honors

Spanish IV is designed to meet the needs of those students who plan to continue their study of Spanish with special emphasis on oral and

written proficiency. The class is conducted primarily in Spanish and students are required to make every effort to participate in Spanish.

Emphasis is placed on developing a high level of oral proficiency in using and understanding the spoken language in formal and

conversational situations. Grammar and vocabulary will be presented in the content of various themes and current events. Authentic

materials will be used to increase literacy. The investigation of Hispanic cultures will include both historical topics and current events.

Course culminates in a final project and cumulative written and oral exam. May be taken for college credit. See information on UHS.

Spanish IV Honors

Prerequisite: Satisfactory completion of Spanish III/ III Honors

Spanish IV Honors is intended for highly qualified students who are seeking a challenging opportunity to strengthen the skills needed for

success on the AP in Level V. This class is built around a core of Spanish language literature, including short stories, plays and poetry. The

themes highlighted in the literature will be further explored through reading current events articles. Debates and argumentative writing on

these themes feature prominently in this course.

Spanish V/SUNY UHS II

Prerequisite: Satisfactory completion of Spanish IV/SUNY I or IV Honors

Emphasis is placed on developing a high level of proficiency in using and understanding the spoken language in formal and conversational

situations. Our goal is for the students to be able to function in a Spanish-speaking culture and be able to use the language for a lifetime

of personal enjoyment and enrichment. Focus on Spanish contemporary and world issues plays an important part of the Spanish V

program. Vocabulary and grammar will be studied in these contexts, providing the backdrop for discussions and debates. The students

will continue work on their oral proficiency and will appreciate the role of Hispanic cultures in a global context. Course culminates in a

final project and cumulative exam. May be taken for college credit. See information on UHS.

AP Spanish Language and Culture

The goal of the AP Spanish Course is to be the equivalent of a third-year college course in advanced Spanish composition and

conversation. Emphasizing the use of Spanish for active communication, it encompasses aural/oral skills, reading comprehension,

grammar and composition. College credit may be obtained by successful completion of the Advanced Placement Examination sponsored

by The College Board. The course seeks to develop language skills that are useful in themselves and that can be applied to a wide variety

of activities and disciplines. Finally, extensive training in the organization and writing of compositions, particularly DBQs, will be an

integral part of this course. Students will be given access to the new online AP classroom resources. All students are expected to take the

AP exam in May. The AP exam fee must be assumed by the student. Please refer to the AP Exam Fee Schedule for more information.

SUNY Albany - University in the High School (UHS) Program

SUNY UHS is a program developed by and offered through SUNY Albany, which enables junior and senior year high school students

with a B average or higher to earn college credits at an economical rate (currently $160 per four-credit course). In exceptional cases, and

with SUNY's approval, sophomores with advanced academic standing may also be admitted to this course. Letter grades ranging from A -

E are assigned by the instructor, and become part of the student's permanent academic record at SUNY Albany. There is no S/U

(pass/fail) option. Credits earned through this program may also be eligible for transfer to colleges and universities around the country. As

SUNY requires that the course be conducted at least 90 percent of the time in the target language, students selecting this course should be

capable of and dedicated to using the target language virtually at all times. Grades will be based on participation, homework and writing

assignments, oral projects and presentations, as well as exams and quizzes. For further details, please visit the SUNY UHS website at

https://www.albany.edu/uhs/ .

NCAA REQUIREMENTS

DIVISION I ACADEMIC REQUIREMENTS

College-bound student-athletes enrolling at an NCAA Division I school need to meet these academic requirements to practice, compete

and receive an athletics scholarship in their first year of full-time enrollment.

• Complete 16 core courses in the appropriate areas.

• Ten of the 16 core courses must be completed before the seventh semester

(senior year) of high school.

• Seven of the 10 core courses must be in English, math or natural/physical

science.

• Earn a core-course GPA of at least 2.300.

• Earn an SAT combined score or ACT sum score matching the core-course

GPA on the Division I sliding scale.

• Submit proof of graduation to the Eligibility Center.

ACADEMIC REDSHIRT

All Division I academic redshirts may receive an athletics scholarship and practice during their first year of full-time enrollment at a

Division I school, but may NOT compete.

• Complete 16 core courses in the appropriate areas.

• Earn a core-course GPA of at least 2.000.

• Earn an SAT combined score or ACT sum score matching the core-course

GPA on the Division I sliding scale.

• Submit proof of graduation to the Eligibility Center.

CORE-COURSE REQUIREMENTS

Complete 16 core courses in the following areas:

ENGLISH

years

MATH

Algebra I

(

or higher)

years

NATURAL/

PHYSICAL

SCIENCE

(

Including one

year of lab,

if offered)

years

SOCIAL

SCIENCE

years

ADDITIONAL

COURSES

Any area listed

(

to the left, foreign

language or

comparative

religion/philosophy)

years

ADDITIONAL

(

English, math or

natural/physical

science)

year

FULL QUALIFIER

DIVISION II ACADEMIC REQUIREMENTS

CORE-COURSE REQUIREMENTS

Complete 16 core courses in the following areas:

ENGLISH

years

MATH

Algebra I

(

or higher)

years

NATURAL/

PHYSICAL

SCIENCE

Including one

(

year of lab,

if offered)

years

SOCIAL

SCIENCE

years

ADDITIONAL

COURSES

Any area listed

(

to the left, foreign

language or

comparative

religion/philosophy)

years

ADDITIONAL

(

English, math or

natural/physical

science)

years

FULL QUALIFIER

College-bound student-athletes enrolling

at an NCAA Division II school need to meet

these academic requirements to practice,

compete and receive an athletics scholarship

in their first year of full-time enrollment.

• Complete 16 core courses in the

appropriate areas.

• Earn a core-course GPA of at least 2.200.

• Earn an SAT combined score or ACT sum

score matching the core-course GPA on

the Division II full qualifier sliding scale.

• Submit proof of graduation to the

Eligibility Center.

PARTIAL QUALIFIER

College-bound student-athletes that do not

meet Division II full qualifier standards will

be deemed a partial qualifier. All Division II

partial qualifiers may receive an athletics

scholarship and practice during their first

year of full-time enrollment at a Division II

school, but may NOT compete.

INTERNATIONAL STUDENTS

Please review the

international initial-

eligibility flyer

for information and academic

requirements specific to international

student-athletes.

For information on Division I, view the

Division I academic requirements flyer

COURSES/ NONTRADITIONAL