SHS Program of Studies 2008-2009 by kathleenn

Stowe High School

Program of Studies 2008-2009 413 Barrows Road, Stowe, Vermont 05672 (802)253-7229 Website: www.stowe.k12.vt.us

Table of Contents 2 Message to Parents and Students ……………………………................... School Profile ……………………………………………………………. Graduation Requirements ………………………………………………... Services to Support Student Learning …………………………………… • School Counselor • Student Assistance Program • Educational Support Team • Health Services • Library • Special Education • Information Technology Alternative Academic Programs …………………………………………. • Green Mountain Technical Center Overview • Community Based Learning • Correspondence Courses • Independent Study Contract Program Post Secondary Planning …………………………………………………

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General Information ……………………………………………………... • Mission Statement • Teacher Advisor Role • Required Course Load • Schedule Changes • Rank in Class • Non Discrimination Policy • Accreditation Statement Course Descriptions 11-13 • English ………………………………………………………….. 14-15 • Social Studies …………………………………………………… 16-18 • Mathematics …………………………………………………….. 19-22 • Science ………………………………………………………….. 22-23 • World Languages ……………………………………………….. 24-26 • Fine and Performing Arts ……………………………………….. 26 • Culinary Arts ……………………………..................................... 27 • Physical/Health Education ………………………………………. 27 • Business Education ……………………………………………… 27 • Internships ………………………………………………………. 28 • Drivers Education ……………………………………………….. 29-30 • Green Mountain Technical Center ………………………………

A MESSAGE TO STUDENTS FROM JEFF MAHER The 2008-2009 Stowe High School Program of Studies is designed to help you make the most of your high school education opportunities. Take the time to read this document with care and attention to the future. Talk with your parents/guardians. If you are currently in grades 8, 9, or, 10, you should give real consideration to your career interests following graduation. Think about likely career pathways based on your interests and strengths. There is a worksheet on p. 32 to help with planning. Your course selections should support your future aspirations, goals, and dreams. If you will be a junior, or, senior next year, you have already made some of the choices which will affect your future; nonetheless, you still have time to align your courses to your plans after graduation. Further, make sure you have met all graduation requirements described in this program. I wish you success as you plan your course of studies for the up-coming year and think about life after high school. Remember, assistance is always available here at Stowe High School. Your teacher-advisor, classroom teachers, our guidance counselor, Mrs. McArdle, myself, and every other adult stand ready you offer you advice and support.

Please use the Program of Studies and make sure to keep it for future reference.

PROFILE Phone: 802-253-7229 Fax: 802-253-6911 Website: www.stowe.k12.vt.us

Stowe High School 413 Barrows Road Stowe, Vermont 05672

ACCREDITATION Stowe High School, a comprehensive secondary school of approximately 235 students in grades 9-12, is accredited by the New England Association of Schools and Colleges and the Vermont Department of Education. This accreditation validates the fact that our school meets or exceeds the criteria for the assessment of institutional quality. Stowe High School has also been recognized by the Vermont Business Roundtable as a Gold Medallion School in 1999 and 2003, as well as a Silver Medallion School in 2000 and 2004. ADMINISTRATION Principal: Jeff Maher Services offered: • • • •

Guidance, Substance Abuse Coordinator, Student Support Center, College Placement Personnel

COMMUNITY Stowe, a quintessential New England village nestled in the Green Mountains, was chartered in 1763. We are a resort community with approximately 4,300 full-time residents embodying all walks of life. Each contributes his/her own special gifts and talents enhancing our sense of community and creating a family-based environment. Stowe provides a wealth of recreational, cultural, and educational resources. THE HIGH SCHOOL COMMUNITY Stowe High School is fortunate to offer a comprehensive curriculum, including accelerated courses in English, Mathematics, Science, Social Studies, and Humanities. AP courses are offered in U.S. History, English, Physics, French, Calculus, Art, Biology, Latin, and Environmental Science. Courses designated as “A” level, are often termed Honors Courses at many other schools. Stowe High School also offers courses in conjunction with the Green Mountain Technical and Career Center (GMTCC). Graduation requirements include an accumulation of 24 credits, which must be comprised of the following: English 4 credits Social Studies 3.5 credits Science 3 credits Mathematics 3 credits Fine Arts 1 credit Physical Education/Heath 1.5 credits Electives 8 credits and the completion of 40 hours of community service by the end of the 12th grade.

Foreign Language: Stowe offers four foreign languages: French, Spanish, Chinese, and Latin Electives: offered in Science, Social Studies, and English Music & Art: Vocal and instrumental music choices including: Concert Band, Marching Band, Jazz Band and Chorus. Art opportunities include the exploration of Ceramics, Fine Metals, Photography, and Graphic Design. Extra Curricular: Student Leadership Team, Student Council, Student Government, Yearbook Committee, Students for Social Awareness Drama: two major productions a year, a musical, and a one-act play “Vocal” - published annually, a journal of student creative writing, artwork, and photography Many students participate in overseas exchange programs and class trips to Greece, France, Costa Rica, Switzerland, etc. Athletics: Men’s and Women’s teams: Soccer, Cross Country, Basketball, Ice Hockey, Alpine Skiing, Tennis and Golf Men’s teams: Baseball Women’s teams: Field Hockey and Softball The Mt. Mansfield Winter Academy offers a tutorial program providing an alternative and unique education for students involved in Competitive Ski Racing and Snowboarding. The North American Hockey Academy offers a similar program for Women’s Hockey.

CLASS SCHEDULE The Stowe High School day is comprised of eight periods, each 42 minutes. The school day begins at 8:00 a.m. and ends at 2:34 p.m.

GRADUATION REQUIREMENTS All students must earn a minimum of 24 credits in order to earn a Stowe High School diploma. Course credit is earned at the rate of .5 credit semester course and 1 credit full year course (120 hours). English: 4 credits Social Studies: 3.5 credits to be earned: 1 credit in grade 9 1 credit in grade 10 1 credit in grade 1.5 credit in grade 12 Science: 3 credits Mathematics: 3 credits Fine Arts: 1 credit Physical Education/Health: 1 credit Physical Education: .5 credit can be acquired from organized alternative activities (i.e. school sports) Total Required Courses 16 credits Total Electives 8 credits TOTAL 24 credits In addition, all students must complete 40 hours of community service from a non-profit organization. 10 hours of community service is required for each of the student’s four years of high school. Community Service Goals:

1. to allow students the opportunity to make a meaningful contribution to their community 2. to discover and appreciate community organizations 3. to help students understand their responsibilities as contributing citizens

PROMOTION POLICIES • • • •

Freshmen must pass English 9 and earn at least 5 other credits in order to be promoted to grade 10. Sophomores must pass English 10 and have earned at least 11 other credits in order to be promoted to grade 11. Juniors must pass English 11 and have earned at least 17 other credits in order to be promoted to grade 12. Seniors must pass English 12 and complete all other graduation requirements as outlined here in order to receive a Stowe High School diploma.

National Honor Society

SERVICES TO SUPPORT STUDENT LEARNING •

School Counselor The guidance counselor is available to promote academic success for each student, to provide opportunities for career and college exploration, and to assist students and families with personal issues. The School Counselor is available to assist students with communication, critical thinking, and problem solving skills. The School Counselor also encourages students to demonstrate tolerance and respect for all.

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Student Assistance Program (SAP) The SAP counselor identifies students with substance abuse problems, intervenes, and when necessary, refers students to community agencies for more specialized or intensive services. Students may be referred to the SAP counselor by the School Counselor, teachers, parents, peers or may seek help themselves.

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Educational Support Team (EST) The Educational Support Team consists of faculty from each discipline that meets regularly to support and discuss instructional strategies and accommodations to increase the ability of the school to meet the needs of all students, to achieve the basic skill areas, meet the Vermont Standards, and experience academic success.

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Health Services A School Nurse is employed part time to provide health services for students and staff.

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Library Stowe High School has a library of approximately 12,000 volumes and 35 periodical and newspaper subscriptions. The librarian and teachers work closely together to assure that students not only have access to the library and its resources, but also acquire the skills necessary for independent study.

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Special Education The Special Education program uses several different approaches to support students who have been found eligible for special education services. o Individual Support: Para-educators assist teachers and students in the regular classroom with course work, note taking, organization, and lab work. o Alternative Curriculum: Students are taught individualized curriculum when their needs cannot be accommodated in the regular classroom. o Consulting: Consultation is provided to support students with disabilities. o Student Support Center: A support room is provided with a full time paraeducator for help in academics to all students.

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Information Technology Stowe High School has a computer lab equipped with 22 computers, 20 laptops, 10 digital video cameras, and 10 digital still cameras. A full time lab aide is available for student support between the hours of 7:30 - 3:30.

ALTERNATIVE ACADEMIC PROGRAMS •

Green Mountain Technical Center Business, technical and trade programs offered at Green Mountain Technical Center are an extension of the curriculum at Stowe. Opportunities exist for cooperative work placement and apprenticeships. If a desired program is not offered at Green Mountain Center, a student may be eligible to attend another vocational center in Vermont but must provide their own transportation. Stowe provides transportation to the Center for students enrolled as full time tech students.

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Community Based Learning Internship CBL is a community-based, hands-on experience where students use the community as an extension of the classroom for the purpose of learning about the community and careers. Participation in the program will include an academic program and a partnership with interested community members or organizations.

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Correspondence Courses Students may take correspondence courses to replace a failed course. Procedures: o Consult with the guidance counselor to discuss options and pick up necessary forms. o Course must be accredited. o Transcript will reflect correspondence course. o Grade issued by the program will be the grade awarded. o Students are responsible for payment.

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Independent Study Contract Program This is a voluntary program designed to allow interested students the opportunity for the in-depth pursuit of areas not included in the course offerings for the year. If a student and teacher choose to enter into an independent study contract, the student must, with parental permission, detail the contract’s objectives, set periodic deadlines for reports and evaluations, and determine the people and resources to be used, and the amount of academic credit to be awarded upon successful completion. Preliminary request forms are available in the Guidance Office.

Class Elections

POST-SECONDARY PLANNING The mission of Career/Post-Secondary Planning is to implement a comprehensive and integrated program addressing the issues facing both college bound and non-college-bound Stowe High School students and their families. The program includes a tailored and systematic personal assessment for each student. The program also focuses on the important features of college preparation, college search, admissions, selection, affordability, and financial aid through a series of interactions with both students and parents. The program will encourage a strategic decision making approach to post-secondary planning. Guidebooks, computer software, and established tools to measure ability and interests will be used in conjunction with individual and group consultations to deliver important information and recommendations. The Career/PostSecondary Planning Consultant will coordinate with all Stowe High School staff and the School Counselor responsible for curriculum planning and scheduling. Strategies for College serves as an advisor to facilitate family strategies and plans in selecting and financing college for students.

COLLEGE PLANNING Traditionally, 80% or more of Stowe High School graduates choose college. The timetable for college planning begins essentially with grade 9. The courses a student selects, their level of difficulty and level of achievement set the foundation for the high school transcript and impact on college acceptance during senior year. All final grades except those in resource room, driver education, and physical education are included in the computation of grade point average and class rank at the end of the junior year; mid term of the senior year; and at the end of the senior year. Since the first computation is made at the end of grade 11, students are encouraged to do their very best in grades 9, 10, 11.

STANDARDIZED TESTS USED IN COLLEGE PLANNING PSAT/NMSQT and ACT/PIAN College-bound students take the PSAT in October of their junior year. Sophomores take the ACT/PIAN to clarify career interests and academic achievement skills. SAT-I - Verbal and Math Reasoning Juniors are encouraged to take the SAT-I, after proper preparation, in the spring of the year (usually May or June) and again in the fall if dissatisfied with their scores. SAT-II - Subject Tests SAT-II subject tests are recommended. Many selective colleges either require or recommend as many as three. Students should check requirements for the schools to which they are planning to apply. ACT The ACT is now accepted by colleges nationwide and serves the same purpose as the SAT-I. Because the tests are different in nature, students are encouraged to choose the best option. The spring of the junior year is optimum for most students to begin taking SAT-I, SATII and/or ACT tests. The fall of the senior year should be reserved for retaking tests if necessary.

In general, a student planning to go to a liberal arts college should take at least: 4 credits of English 3.5 credits of social studies 3 credits of mathematics (Algebra I, II and Geometry) 3 credits of science (including a lab science) 2 credits of foreign language in sequence (i.e. French I & II) UVM minimum requirements: 4 credits of English 3 credits of social science 3 credits of college prep math (Algebra I, II & Geometry) 2 credits of science (including a lab science) 2 credits of foreign language in sequence (i.e. French I & II) for engineering or math and business: 4 credits of college prep math 4 credits of science recommended A student planning a college major in engineering, science, mathematics or related fields should take at least: 4 credits of English 3.5 credits of social studies 4 credits of college prep mathematics (Algebra I, II, Geometry & Calculus) 4 credits of science (Physical Science, Biology, Chemistry, Physics) 3 credits of foreign language in sequence

EXAMPLES OF COLLEGE ACCEPTANCES INCLUDE: Boston College Boston University Brooks Institute of Photography California College of Arts Castleton State College Champlain College Colgate University Cornell University Dartmouth University Dickinson College Emerson College Norwich University New York University Saint Michael's College San Francisco Art Inst

Sarah Lawrence University Savannah School of Art St. Lawrence University Stonehill CollegeSUNY Canton University of Colorado at Boulder University of Miami University of Utah University of Washington University of California at Santa Cruz University of New Hampshire Union College University of Vermont Vermont Technical College Wentworth Institute of Tech Wheaton College (MA)

GENERAL INFORMATION • Mission Statement The Stowe High School community works together to engage, inspire, and educate the mind, body, and spirit of all students to their highest potential. We strive to provide diverse opportunities in a safe, caring, and challenging environment. Our school community encourages respect and responsibility, fosters creativity, and promotes stewardship and a commitment to excellence. • Teacher Advisor The Teacher Advisor (TA) system at Stowe High ensures that every student in the school has a positive, ongoing connection with at least one adult. The TA is a communication link between school and home and a personal advisor to each of their students. • Required Course Load Students in grades 9, 10, 11, and 12 are required to schedule a minimum of six classes per semester. The expectation is that all students will be fully enrolled throughout the entire school year. • Schedule Changes If schedule changes are necessary, students are strongly encouraged to make the changes before the semester begins. However, there is a ten school day add/drop period for semester courses. Students should see their School Counselor to make changes in their schedule. Students who for any reason withdraw from a course after the first nine weeks will receive “withdrawal failing”. This grade is entered on the transcript. • Rank in Class All numerically graded subjects are included in determining class rank. No special weights are assigned to various subjects or to ability-grouped, accelerated, or enriched courses. Class rank is computed at the end of the junior year, mid-term of the senior year and at the end of the senior year. Physical Education, Driver Education, and Student Support Center are not included in the calculation of class rank. • Non-Discrimination Policy In accordance with the Title VI of the Civil Rights of 1964, and the Title IX of the Higher Education Act of 1972, and the rules and regulations promulgated by the Secretary of Health, Education and Welfare, it is the policy of the Stowe School District that no person, upon the basis of race, color, national origin, sexual orientation, disability, creed or faith, sex, or age shall be excluded from participation in, denied the privileges of, or be subjected to discrimination in any educational program or activity at the school. • Accreditation Statement Stowe High School and the Green Mountain Technical Center are approved by the Vermont Department of Education and accredited by the New England Association of Schools and Colleges. Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer group review process. An accredited school or college is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future.

COURSE DESCRIPTIONS ENGLISH ENGLISH 9-A and ENGLISH 9-B ………………………………………………………. 1 credit This course, which satisfies the freshman English requirement, will establish a foundation in the literary forms of poetry, drama, short story and novel. The literary works read and discussed will be drawn from authors such as Shakespeare, Steinbeck, Sophocles, Frost, Orwell, Wiesel, Martinez, etc. The study of grammar, punctuation, usage, vocabulary and spelling in conjunction with composition work and recitation exercise, constitutes the written and oral study of freshman English. The formal essay and informative speech will be introduced and practiced. ENGLISH 10-A and ENGLISH 10-B …………………………………………………….. 1 credit This course, which satisfies the sophomore English requirement, provides further exploration of lyric and narrative poetry and emphasizes drama and epic forms. The short story and the novel will be reviewed. Formal essays will be read, studied and written. The composition elements of grammar, punctuation, and usage will continue to be studied, and attention will be given to elements of style, characterization, description, and mood. Demonstration speeches will be introduced and presented. The literary works read and discussed will be drawn from authors such as Shakespeare, Orwell, Salinger, Bradbury, Hughes, Hurston, etc. The organization and requirements of these courses are adjusted to fit the needs of the group of any particular year. ENGLISH 11-A ……………………………………………………………………………... 1 credit This course, which satisfies the junior English requirement, will explore literature drawn primarily from American literature. Research techniques will be taught, and an analytical research essay will he written. Additional composition work in the form of lengthy exposition, poetry and the short story will be required. The composition elements of grammar, punctuation and usage will be studied and attention will be given to elements of style, characterization, description and mood. Persuasive speeches will be introduced and presented. The literary works read and discussed will be drawn from authors such as Shakespeare, Hawthorne, Williams, Miller, Masters, Poe, Wharton, Emerson, Whitman, Thoreau, Alvarez, King, etc. ENGLISH 11-B ……………………………………………………………………………... 1 credit This course, which satisfies the junior English requirement will focus on American literature and will emphasize expository writing. The composition elements of grammar, punctuation, and usage will be studied and attention will be given to elements of style, characterization, description and mood. Persuasive speeches will he introduced and presented. The literary works read and discussed will be drawn from authors such as Shakespeare, Williams, Miller, Masters, Poe, Wharton, Emerson, Whitman, Thoreau, King, etc. ENGLISH 12-A ………………………………………………………………………………1 credit This course, which satisfies the senior English requirement, will explore literature primarily from English authors with an emphasis on literary criticism. Mechanics of expression and stylistic elements will be studied on an individualized basis. Frequent writing assignments will be a requirement. Analytical research essays are required. The composition elements of grammar will be studied and attention will be given to elements of style, parallelism and sentence variety. The literary works read and discussed will be drawn from the following periods in English literature: AngloSaxon and Medieval, Renaissance, Romantic, and Modern.

ENGLISH 12-B ……………………………………………………………………………... 1 credit This course, which satisfies the senior English requirement, will focus on the study of general literature, and will emphasize expository and persuasive writing. The composition elements of grammar, punctuation and usage will continue to be studied through students’ own writings, and attention will be given to elements of style and sentence variety. The literary works read and discussed will be drawn from the following periods in English literature: Anglo-Saxon and Medieval, Renaissance, Romantic and Modern. AP ENGLISH ……………………………………………………………………………….. 1 credit This course, which satisfies the Senior English requirement, will focus on an intensive study of English Literature and preparation for the AP English exam. The analytical essay will be studied, and weekly essay writing assignments will be drawn from the following periods in English Literature: Anglo-Saxon and Medieval, Renaissance, Romantic, and Modern. Summer reading required Pre-requisite: recommendation of English teacher; 85 minimum grade for each quarter junior year; typed essay response to assigned question in a supervised setting. TRANSITIONS ENGLISH ………………………………………………………………… 1 credit This course is open to any student (9th through 12th) who has difficulties performing in a regular classroom structure. Each student works independently at his/her own pace and in his/her own work area. The work for each week is carefully organized. A typical week might be: Monday: reading comprehension, Tuesday: vocabulary and spelling, Wednesday: writing, Thursday: writing/revision, Friday: vocabulary and spelling. Each class period begins with 10 minutes of silent reading. Vocabulary lists are developed contextually. The role of the teacher is to provide structure and to conference on a daily basis with each student regarding work in progress. Class limit: 7 students. Teacher recommendation required. WORDS AND DEEDS …………………………………………………………………….. 2 credits Using an integrated approach to learning English and social studies, this course is designed for students interested in exploring a different avenue than the usual classroom experience. The class meets for two consecutive periods per day, and students are expected to participate in daily class discussions and frequent debates, while at the same time doing independent reading and research related to the class. The course focuses on skills in reading, writing, and research and makes relevant connections to the world we live in through study of current events and frequent field trips. The class is open to all students, grades 9-12 and operates on a four-year cycle, meeting all the requirements for graduation in English and social studies. Class limit: 15 students

ENGLISH ELECTIVES

CREATIVE WRITING …………………………………………………………………… .5 credit This course is designed to provide students the instruction and feedback necessary for developing their creative writing skills. Through extensive writing, critique, class discussion, and reading, students will develop their techniques in both fiction writing and poetry (other possibilities include drama, graphic novels, or songwriting). Students will choose a focus for their work, and will be working toward publication of the final product in either the school publication or an outside venue. Grades: 9 – 12 JOURNALISM ...............................................................................................…………….... 1 credit Through a variety of activities including interviewing, research, writing, and photography, students will produce a page in the Stowe Reporter to be published every other week. As the paper has a significant readership estimated at 12,000, the student’s work will reach a wide audience. Students will also engage in Journalism focused class projects and news discussions. Grades: 10 - 12 HUMANITIES ……………………………………… .5 credit English & .5 credit Social Studies Humanities is a year-long course team-taught by an English and a Social Studies teacher. Its aim is to combine history, literature, art, and other disciplines that are usually taught separately into one course — to help students understand that mankind’s experiences need to be viewed as a whole rather than by categories. There are three main divisions of the course: a one-semester study of Renaissance Europe which looks at how one time period could combine significant achievements in literature, politics, art, science and music; a one-quarter study of the theme of discrimination and intolerance; a one-quarter study of the theme of authority and disobedience. The two thematic units follow these themes through centuries of human history. The course is conducted as a seminar. There is no lecture. Students are expected to read works of literature and history, and be prepared to discuss them. Class participation is a significant part of the grade. There is a research paper, which requires students to combine two disciplines such as history and literature, literature and art, etc. A mandatory trip to New York City will give students a chance to see works of art, which they have studied in class. The reading level is challenging. The cost of the trip is about $600, though financial aid is available to those who would otherwise be unable to attend. Grades: 11 and 12 Pre-requisite: Open to juniors and seniors who have written at least one major research paper in English or social studies.

SOCIAL STUDIES GEOGRAPHY AND CIVILIZATION TO 1800 - 9A and 9B …………………………. 1 credit This course, which satisfies the freshman social studies requirement, will begin with a study of the basics of physical and cultural geography. These principles will be applied to an in-depth study of history, with a European focus from medieval times through the eighteenth century. Teacher recommendation required for “A” level course Grade: 9 GEOGRAPHY AND CIVILIZATION TO 1865 - 10A and 10B ………………………. 1 credit This course, which satisfies the sophomore social studies requirement, will apply the principles learned in Geography and Civilization to 1800-Advanced to the years 1600 through 1865. There will be a focus on the historic relationship between the Old World and the New World. The U.S. Constitution and the federal government will be studied in depth. Teacher recommendation required for “A” level course Grade: 10 GEOGRAPHY AND CIVILIZATION TO PRESENT - 11A and 11B ……………….. 1 credit This final course in the required three-year series will explore in depth U.S. and World History from the late 1800s to the present. This course will include a focus on contemporary world events. Teacher recommendation required for “A” level course Grade: 11 STATE AND LOCAL GOVERNMENT ………………………………………………… .5 credit Required for seniors, this one-semester course concentrates on the running of state and local government in Vermont, including some of its history and current issues. Grade: 12 WORDS AND DEEDS ........................................................................................................ 2 credits Using an integrated approach to learning English and social studies, this course is designed for students interested in exploring a different avenue than the usual classroom experience. The class meets for two consecutive periods per day, and students are expected to participate in daily class discussions and frequent debates, while at the same time doing independent reading and research related to the class. The course focuses on skills in reading, writing, and research and makes relevant connections to the world we live in through study of current events and frequent field trips. The class is open to all students’ grades 9-12 and operates on a four-year cycle, meeting all the requirements for graduation in English and social studies. Course enrollment is limited. EXPLORATIONS IN SOCIAL STUDIES ……………………………………………….. 1 credit (Offered contingent upon available staff) Explorations in Social Studies is designed to meet the needs of students who best perform to their potential by researching a specific topic in depth. There are a wide variety of topics for students to explore. Topics are grouped by the grade level but can be expanded if the content extends for an extensive period of time. Students are responsible for researching topics and presenting them to the class using various techniques (i.e. oral, visual, tactile, etc.) Enrollment by recommendation of teachers only. AP UNITED STATES HISTORY …………………………………………………………. 1 credit This course is designed to prepare the student to take the AP exam in United States History given in May of the year taken. It is structured to encourage the students to challenge themselves to achieve at a college level. If the student is successful on the AP exam, he/she may receive college credit. Each student will learn to interpret and write document-based essays as well as broaden his/her own knowledge of U.S. History. With teacher approval, this course may be substituted for the junior year course requirement.

SOCIAL STUDIES ELECTIVES AMERICAN LAW ………………………………………………………………………… .5 credit In this one semester course, student will examine the basic concepts and principles of American Law and the structure and functions of the United States and Vermont legal systems. The following kinds of law will be studied: criminal law, consumer law, family law, individual rights law. Emphasis is on both the theoretical and the practical. Grades: 11 and 12 GLOBAL CITIZEN ………………………………………………………………………. .5 credit This is a current events course that will have both a national and international focus. Using articles and essays from journals such as The Economist and Atlantic Monthly, students will be exposed to a wide range of topics affecting the cultural and political world of the 21st century. This is primarily a discussion class, and all students are expected to share their opinions and interpretation of current events. Grades: 9 – 12 HUMANITIES ……………………………………… .5 credit English & .5 credit Social Studies Humanities is a year-long course team-taught by an English and a Social Studies teacher. Its aim is to combine history, literature, art, and other disciplines that are usually taught separately into one course — to help students understand that mankind’s experiences need to be viewed as a whole rather than by categories. There are three main divisions of the course: a one-semester study of Renaissance Europe which looks at how one time period could combine significant achievements in literature, politics, art, science and music; a one-quarter study of the theme of discrimination and intolerance; a one-quarter study of the theme of authority and disobedience. The two thematic units follow these themes through centuries of human history. The course is conducted as a seminar. There is no lecture. Students are expected to read works of literature and history, and be prepared to discuss them. Class participation is a significant part of the grade. There is a research paper, which requires students to combine two disciplines such as history and literature, literature and art, etc. A mandatory trip to New York City will give students a chance to see works of art which they have studied in class. The reading level is challenging. The cost of the trip is about $600, though financial aid is available to those who would otherwise be unable to attend. Grades: 11 and 12 Pre-requisite: Open to juniors and seniors who have written at least one major research paper in English or social studies. PSYCHOLOGY …………………………………………………………………………… .5 credit This one-semester course is designed to provide the student with an introduction to why a person is unique and why a person behaves the way he/she does. The effects of social structures and groups on individual behavior, personality and motivation are presented. Class work is divided between lectures and various student activities/experiments. Students are encouraged to write an autobiography in which they apply the principles of psychology to their own lives. Grades: 11 and 12

MATHEMATICS The course sequence for the high school mathematics curriculum is Algebra, Geometry, Algebra II, Pre-Calculus, and Calculus. PRE-ALGEBRA ……………………………………………………………………………. 1 credit This course introduces students to the basic concepts of Algebra. Students will explore the concepts of integers, expressions, equations, inequalities, exponents, fractions, and linear graphing. If time allows, students will also be introduced to basic geometry ideas such as area, perimeter, volume and right triangles. Students will continue on in either Algebra IA or Algebra IB for their next course in mathematics. ALGEBRA IA ......................................................................................................................... 1 credit This course integrates all of the fundamental operations of arithmetic and variables in expressions, equations, and word problems. Course content uses some set theory and includes a study of the straight line on a rectangular coordinate system, systems of equations, factoring and formulas. The course is designed to stimulate those students who have a genuine interest in continuing their mathematics and related programs. ALGEBRA IB ………………………………………………………………………………. 1 credit This course covers many of the topics covered in the Algebra A course. Students are given a great deal of individual assistance in learning the standard algebraic concepts and skills of solving equations, simplifying expression, graphing equations, factoring, and problem solving. GEOMETRY A ……………………………………………………………………………... 1 credit This course introduces the student to the second major field of mathematics. The study of geometric figures and their properties is axiomatically developed through the use of definitions, postulates and theorems. Logical reasoning is developed through the use of formal proofs. Course content includes the study of geometric relationships in both two and three dimensions and utilizes the coordinate system to relate geometric concepts to the student’s background in algebra. Pre-requisite: Minimum Grade of a “C” in Algebra IA GEOMETRY B ……………………………………………………………………………... 1 credit This course presents the fundamental concepts of geometry and reinforces these concepts through the study of coordinate geometry and practical applications. This course emphasizes formal mathematical communication and problem solving skills with less emphasis on formal proofs, set theory, and constructions. Pre-requisite: Passing grade in Algebra I A or B or its equivalent ALGEBRA II A ……………………………………………………………………………... 1 credit This course is an extension of Algebra I. The course is designed to give more of an understanding of our number system and the use of axioms in mathematical manipulation. The major subjects covered are set theory, systems of equations, polynomials, rational expressions, relations and functions, quadratic equations, irrational numbers, systems of quadratic equations and logarithms. Pre-requisite: Minimum grade of a “C” in Geometry A or a “B” in Geometry B and “C” or better in Algebra IA

ALGEBRA II B ……………………………………………………………………………... 1 credit This offering focuses on the same principles as the standard Algebra II course. Due to needed individualization, the pace will be much slower than that of the standard course which will permit more time to adequately cover each new topic. Course content for this full year course will include arithmetic operations, open sentences in one variable and related problems, systems of linear equations, polynomials and factoring, rational numbers and expressions and a unit on functions and relations. Other topics, which will be covered, are irrational numbers, quadratic relations and systems, exponential functions, logarithms and metrics. Pre-requisite: Algebra I A or Algebra I B, Geometry A or B

Pre-Calculus, Calculus, Trigonometry, and Probability & Statistics; access to a Texas Instrument calculator which has graphing capabilities as well as a statistical package is required. Information on specific models to purchase will be given out in June by the teacher. PRE-CALCULUS …………………………………………………………………………... 1 credit This course is intended for those students with a strong aptitude in mathematics or for those who want to prepare for calculus and other advanced math and science courses. The first semester deals with a review of algebra, polynomial functions, rational functions, exponential functions, and logarithms. The second semester consists of a comprehensive study of trigonometry including analytical trigonometry plus probability topics as time allows. Pre-requisite: Algebra II A and Geometry A with minimum grade of “B” in each or Probability and Statistics, and Trigonometry with minimum grade of a “B” CALCULUS ………………………………………………………………………………... 1 credit This course is open to those students with a strong record of mathematics achievement and who have completed the courses which cover elementary functions with a grade of B- or better. The course covers a review of coordinate geometry and elementary functions and is then followed by a discussion on limits, a study of the derivative and applications, the integral and applications, and other methods of integration. Pre-requisite: Pre-Calculus with a minimum grade of a “C” AP CALCULUS …………………………………………………………………………….. 1 credit This is a fast paced college level course designed to prepare students for the AP Examination in Mathematics, Calculus AD or BC. The course provides excellent preparation for college mathematics, and students who do well on the ÀP Exam also can receive up to 4 credits at the college they attend. The course covers functions and graphs, including algebraic, trigonometric, exponential and logarithmic functions, and the calculation of limits, as well as topics in differential and integral calculus, advanced algebra and analytic geometry. First quarter is primarily devoted to the techniques and applications of differentiation. Second quarter is primarily devoted to integration techniques and applications. Graphing technology is used to aid learning. Science and business uses of calculus are included. Pre-requisite: Pre-Calculus with a minimum grade of a “B” or Calculus

PROBABILITY AND STATISTICS ……………………………………………………. .5 credit Probability and Statistics consists of a study of basic statistics, statistical modeling and analysis, and displaying data. The course also covers probability concepts, counting principles, sequences, and series. Pre-requisite: Algebra I, Geometry, and Algebra II with a minimum grade of a “C” or higher in Algebra II TRIGONOMETRY ……………………………………………………………………….. .5 credit Trigonometry begins with the study of degree and radian angle measures, arc lengths, and sectors. The course then covers the unit circle, trigonometric functions, and their applications. Pre-requisite: Algebra I, Geometry, and Algebra II with a grade of “C” or higher in Algebra II.

SCIENCE EARTH SCIENCE A & B ………………………………………………………………….. 1 credit Earth Science is designed to be a stepping stone to the various sciences offered in high school. During the year, Earth Science will strengthen and expand on the concepts taught in middle school science, drawing its knowledge from a variety of scientific disciplines including astronomy, geology, mineralogy, oceanography, meteorology and environmental science, if time permits. Major topics include: The origin of the universe and the support for these theories, the earth’s position in the universe and relationships between earth and other celestial bodies, the composition of the earth (interior and surface), plate tectonics and other dynamic forces which have affected the earth in the past and which continue to shape the landscape today, waters of the earth, the cause of weather and its local and global patterns and an introduction to the principles of environmental science. A knowledge of Earth Science will help one to understand and appreciate the natural surroundings and environment. Laboratory inquiry, interpretation of data, written lab reports, major projects, word processing, computer graphing, and Internet usage are all important aspects of this course. 5 classes per week. Grade 9 BIOLOGY A & B ............................................................................................................... 1.25 credit High School Biology strengthens and expands upon the concepts of Life Science taught in the middle school. Students learn to approach problems in an organized manner, enabling them to assess previous experiences and predict the results of future endeavors. High School Biology details the characteristics, history, complexity and diversity of life. Major topic areas include: biochemistry, cell biology, molecular genetics, genetics, evolution, taxonomy and a systematic review of the groups of different organisms, their individual characteristics and their interrelationships to each other and the environment. Through classroom, laboratory, and independent studies, students are encouraged to develop an appreciation for life and its many forms. 5 classes and 2 lab periods per week. Grade 10 PHYSICS ………………………………………………………………………………… 1.25 credit High School physics strengthens and expands upon the concepts of physical science taught in the middle school. Students are encouraged to develop a systematic approach to solving problems associated with describing and predicting physical phenomenon. Students are introduced to physics not as a mere body of facts but as an experimental process by which man seeks to understand the nature of the physical world with the desire to predict future events and develop practical applications. The course will cover in detail the following topics: measurement, graphical methods of solution, Newtonian mechanics (linear and rotational motion, work energy, power, and momentum), mechanical properties of matter, wave motion, sound, light, optics, electrostatics, basic DC electric circuits, and magnetism. The learning opportunities associated with this class often involve data acquisition using a variety of computer interface probes. The course will provide a preparatory background for college physics courses. 5 classes and 2 lab periods per week. Grades 11 and 12 Pre-requisites: Algebra II A and Advanced Math are recommended.

CHEMISTRY A & B ........................................................................................................ 1.25 credit High School Chemistry strengthens and expands upon the concepts of physical science taught in the middle school. The course will introduce the fundamental principles of chemistry which includes the following topics: matter and energy, atomic structure, the periodic table of elements, chemical bonding, chemical formulas and equations, the mathematics of chemistry, acids and bases, redox and electrochemistry, kinetics and equilibrium, organic chemistry and nuclear chemistry. Throughout the course there will be an emphasis on the application of chemistry, its effects on everyday life and the role it plays in careers. For example, students will have an opportunity to study the chemistry in food, food additives, medicine, fuels, household cleaning products, fitness and health products, paints, cosmetics, etc. Classroom lectures, group and independent inquiries, interpretation of data and the use of probes and computer skills are all important aspects of this course. Grades: 11 and 12 Pre-requisite: For Chemistry A, a grade of “A” or “B” in Algebra IA EXPLORATIONS IN SCIENCE …………………………………………………………. 1 credit (Offered contingent upon available staff) This course is designed to accommodate those students who may benefit from a nontraditional classroom or are interested in pursuing a course not offered. The overall units to he covered will relate to the Vermont standards for sciences that are covered in the science curriculum at Stowe High School. The topics used to complete each unit will vary according to the individual interests and the make up of the class. The teaching techniques and assessment methods will vary according to the students’ individual learning styles. Enrollment by recommendation of teachers only.

Bay of Fundy – Fall 2007

ADVANCED PLACEMENT SCIENCES ADVANCED PLACEMENT BIOLOGY (alternating years 2007-2008) ……………….... 1.25 credit Advanced Placement Biology, offered at the high school level, is designed to reflect as closely as possible a freshman-level biology course in college. Students enrolled in this course will be expected to take the AP examination in mid-May for advanced placement credit in college. Topics to be covered include: biochemistry, cellular biology, molecular biology, molecular genetics, Mendelian genetics, evolution, taxonomy, microbiology, the diverse characteristics of plants and animals and ecology. Laboratories will be an integral part of each of these topics. Students will be expected to do a great deal of independent study (5 classes & 2 lab periods per week) The course will terminate by allowing student several weeks to study and work on a project of their choosing. Enrollment by recommendation or instructor’s agreement only. Grades 11 and 12 Pre-requisites: Open to highly motivated 11th and 12th grade students who have successfully completed Biology A. Students should also have a strong foundation in math with at least a B+ in Algebra II or permission of instructor. ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE .................................... 1.25 credit This fast paced course is designed to prepare students for the AP examination in Environmental Science and the potential for college credit. Through this course students will learn the scientific principles, concepts, and methodologies required to understand the interrelationship 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. (5 classes & 2 lab periods per week) Grades 11 and 12 Pre-requisites: Open to highly motivated 11th and 12th grade students who have successfully completed Biology A. Chemistry may be taken concurrently. Students should also have a strong foundation in math with at least a B+ in Algebra II or permission of instructor. ADVANCED PLACEMENT PHYSICS ……………………………………………….. 1.25 credit Advanced Placement Physics B, offered at the high school level, is designed to reflect as closely as possible a comprehensive algebra based entry-level physics course in college. Students enrolled in this course will be expected to take the AP examination in mid-May for advanced placement credit in college. Topics to be covered include: One and two dimensional kinematics, dynamics, uniform circular motion, work and energy, momentum, fluid dynamics, thermodynamics, simple harmonic motion, sound waves, electromagnetism, basic DC circuits, geometric optics and modern physics. Students will be expected collaborate with other AP Physics students and do a great deal study outside of class. 5 classes and 2 lab periods per week-The course will terminate by allowing student several weeks to study and work on a project of their choosing. Grades 11 and 12 Enrollment by recommendation or instructor’s agreement only. Pre-requisites: Open to highly motivated 11th and 12th grade students who have successfully completed Biology A. Students should also have a strong foundation in math with at least a B+ in Algebra II/Advanced Math and permission of instructor.

WORLD LANGUAGES FRENCH I …………………………………………………………………………………... 1 credit French I is an introductory course which emphasizes vocabulary and present tense verbs. Students use their textbook to build reading skills and to practice grammar concepts. Oral proficiency is improved by frequent oral homework assignments. Some cultural projects on the French-speaking world provide an introduction to topics of interest to the student. This class is not always available. No Pre-requisite FRENCH II ………………………………………………………………………………….. 1 credit This course designed to develop proficiency in French communication, reading, writing, and grammar at the intermediate level. Verb structures, pronouns, and vocabulary are stressed. The sources come from “Panorama” from Valette/Valette, textbook” C’est a toi”. Additional writing is done through penpal exchange from France, Senegal and Quebec. Cultural project include Montreal, Quebec and France. During the year students are assigned projects on French speaking regions of the world. Pre-requisite: French I, or 2 years of middle school French. FRENCH III ………………………………………………………………………………… 1 credit Oral skills are the focus of this course. Students read and discuss several texts while reviewing major aspects of French grammar studied in French II. The goal of the course is to gain a much greater fluency with the spoken language. The play Aerodrame by Emile de Harven, is read and acted out. The vocabulary from the story is learned, using French definitions. During the second semester students read Le Petit Nicholas by Sempe/Goscinny. Cultural issues are studied through role playing and vocabulary development. A culminating culture presentation and paper in French give students the opportunity to study in depth one aspect of France. Pre-requisite: French II FRENCH IV ………………………………………………………………………………… 1 credit At this level of study, students begin a review of complex grammar and vocabulary, in preparation for the SAT-II exam. Une Fois pour Toutes is the Advanced Placement grammar text that is used. Several short stories are read, from “C’est la vie” by Paul Pimsleur. Students review French films such as Jean de Florette and its sequel, Manon des Sources. A major part of the curriculum is the study of France in preparation of a cultural trip to France. Each student chooses a region of France to study throughout the year. Reports and presentations on its art, history, religion, and geography are given in French. French IV and V students are eligible for an extended trip to France on alternate years. Pre-requisite: French III FRENCH V .............................................................................................................................. 1 credit Designed for the advanced student of French, this course focuses on advanced language skills required for the SAT-II exam. Trésors du Temps - Niveau avancé (Lenard) is the central text. Literary works are taken from the 20th century, and include Les jeux sont faits and Huis-Clos by J.R Sartre. “Projet seigneur” Allowed the student to study an aspect of life in France and then compare with other country. Monthly oral presentation and discussion are taking place through the year Pre-requisite: French IV

SPANISH I …………………………………………………………………………………... 1 credit This course is designed to introduce the student to the study of Spanish. A focus of the course is on vocabulary acquisition and pronunciation. Students learn the basics of Spanish syntax and how to carry on a rudimentary conversation in Spanish. These skills arc practiced through role plays, dialogues and art projects. The present, preterit, and future tenses are introduced as well as other basics of Spanish grammar. Students begin their study of the cultures of the Spanish-speaking world by choosing a Spanish speaking country to focus on throughout the year. No Pre-requisite SPANISH II …………………………………………………………………………………. 1 credit This intermediate course will enable students to develop proficiency in Spanish communication, including speaking, listening, reading, and writing. Emphasis is placed on new grammar and vocabulary skills such as the present perfect, preterit and imperfect, and conditional tenses. Students will have the opportunity to participate in dialogues, skits, story-telling, games, and journaling. Several cultural projects/activities are required throughout the year. Pre-requisite: Spanish I or 2 years of Middle School Spanish. SPANISH III ………………………………………………………………………………... 1 credit Students will continue to master oral communication in Spanish and will learn new verb tenses as well as learn major aspects of Spanish grammar. Major vocabulary acquisition throughout third year of study is based on Sobrevivencia 101 (Survival 101). Through short stories, articles and plays, students develop greater reading comprehension and improve their Spanish writing. Cultural perspectives are studied through hands-on projects, and immersion days and /or field trips. Pre-requisite: Spanish II SPANISH IV ………………………………………………………………………………… 1 credit In this class, students speak, listen, read, and write in all tenses. Reading in Spanish and discussion of the readings and/or topics in Spanish is essential. In addition to Spanish and Latin American literature, there will be weekly journaling as well as large projects including debates, films, creative stories-all which ask students to continually integrate and improve their skills. Some field trips and an opportunity for travel is available in Spanish IV. Pre-requisite: Spanish III SPANISH V …………………………………………………………………………………. 1 credit This course is designed to be a survey of Spanish literature. Students read various stories such as El Carnaval and a shortened version of the Don Quiote. Students also work on independent projects focusing on the Spanish-speaking world and the contemporary issues it faces. Pre-requisite: Spanish IV CHINESE …………………………………………………………………………………… 1 credit This course is designed to introduce the student to Mandarin Chinese. Students will learn the basics of the Mandarin language. LATIN I, II, III , IV, and ADVANCED PLACEMENT ................................................. 1 credit each Through skills in English, students at once and continuously read Latin authors. This approach emphasizes use of one language to learn other languages. The importance of reading and understanding primary sources of history is stressed: students read texts dating from 300 B.C. to the Twentieth Century. Discussion, research and projects assist interpretation of the texts. Vocabulary is acquired through recognition and derivation of cognates. Students progress independently through levels of proficiency in linguistic principles, which are pertinent to language in general and to Latin in particular. Students who have acquired advanced proficiency may elect to pursue Advanced Placement curriculum in Vergil.

FINE & PERFORMING ARTS MUSIC THEORY I (independent study) ......................................................... .25 credit to 1 credit A special music course for those students who want to study the language and theory of music. The study includes basic notation, rhythm, harmony, intervals, ear training, and sight singing. The piano, guitar, and computer may be used as aids in theory. MUSIC THEORY II (independent study) …………………………………… .25 credit to 1 credit A continuation of Music Theory I. Students will study basic arranging, composition and orchestration. Pre-requisite: Music Theory I or permission from the teacher H. S. CONCERT BAND ………………………………………………………………….… 1 credit Concert band is a musical organization which offers instruction and playing experience for players of woodwind, brass and percussion instruments for grades 9 - 12. The band represents the school at various concerts and other events annually. In the fall and spring, the band marches in various parades, both locally and around the state. The course includes the study of music literature through performance, developing skills in interpretation, phrasing, intonation, balance, together with the understanding of various forms and styles. Students are eligible for participation in auditioning for various festivals including the Northeastern Vermont District Music Festival and Vermont AllState Music Festival. Meets 3 times a week. JAZZ ENSEMBLE ………………………………………………………………………... .5 credit A small ensemble of the standard jazz or “big-band” instrumentation: saxes, trumpets, trombones and rhythm section (guitar, piano, bass, drums). This ensemble is limited to the instrumentation as listed below. Performances by the jazz ensemble may include school concerts and programs as well as community and area programs and events. The course includes the study of various styles of jazz, the big-band sound, blues, improvisation, the contemporary sound of jazz/rock, ballads, and popular music of the day. Meets one day a week in the evening/after school. (This course is recommended for students with previous playing experience, not beginners.) Pre-requisite: Due to the limited instrumentation, auditions may be held for acceptance. Not more than 7 saxophones, 6 trumpets, 5 trombones, 2 guitar players, 2 bass players, 2 piano players and 2 drummers will be accepted. Students must know how to read music in order to participate. HIGH SCHOOL CHORUS ………………………………………………………………. .5 credit This ensemble is designed for students who enjoy singing and would like to learn more about music and vocal technique. In this course students will perform songs in three- and four-part harmony and will learn basic music notation related to interpreting choral music. Concert selections will include music from a wide variety of cultural and historical genres. Chorus members are eligible to participate in area music festivals including the Northeastern VT District Music Festival and the Vermont All-State Music Festival. STUDIO ART I ……………………………………………………………………………. 1 credit This is a full-year course that is an introduction to basic art skills. Numerous drawing techniques and graphic design skills are explored. Time is also spent investigating acrylic painting, printmaking, architecture and sculpture. Art history is incorporated throughout the year to increase awareness of the art world. Discussion and critique of art is an integral part of this course. $5 lab fee

ADVANCED STUDIO ART II, III …………………………………………… .5 credit//semester This course is designed to be taken by students for a full year for 1 credit or either semester for .5 credit. The first semester customarily emphasizes advanced skills in drawing and color use. Second semester emphasizes acrylic, oil, and watercolor painting. Interested students will also have the opportunity to work on the development of a portfolio for college. $15 lab fee Pre-requisite: Art I or submit portfolio ADVANCED PLACEMENT STUDIO ART ……………………………………………... 1 credit Students who have taken Advanced Art II or III for the entire year may select Advanced Placement with permission of instructor. Students who have taken 2 semesters of Photography and/or Digital Design may sign up for Advanced Placement 2D Portfolio with permission of instruction. Students may complete the Advanced Placement Portfolio in Drawing, 2D or 3D Design. Slide processing and matting expenses should be anticipated. $15 lab fee PRACTICAL ARTS ……………………………………………………………………… .5 credit What is the difference between “art” and “craft”? This course will address that question and explore various types of crafts as related to principles of art. The history and background of some of the more well-known art movements, such as folk art, will be discussed. Students will learn the “how-to-do” basics of several of the following: quilting, stenciling, basket making, wreath making, bookmaking, weaving, papermaking, needlework, beading, and Ukrainian egg painting. Other crafts may be explored according to individual student interest. $10 lab fee POTTERY I, II, III & IV ....................................................................................................... 1 credit A full-year course that can be repeated for credit. Students will learn both hand building and wheel techniques. While mastery of certain basic skills is expected, the emphasis is placed on inventive, well-designed, three dimensional pieces. This class is also fun for those students who do not mind getting their hands dirty. $20 lab fee PHOTOGRAPHY I, II, III, IV ........................................................................................... .5 credit Students learn basic 35mm camera handling, and development of black and white negatives and prints. Assignments are given which develop visual awareness and open doors to using the camera in new ways. Film, enlarging paper, and chemicals will be supplied. Students will also use digital cameras and have frequent assignments in Adobe Photoshop. This course may be repeated for credit. $20 lab fee Grades 11 and 12 or permission of teacher FINE METALS …………………………………………………………………………… .3 credit Beginner I & II, Intermediate III & IV, Advanced V - VIII These courses offer the opportunity to work with various metals to learn the tools and techniques of cutting, forming, soldering, polishing and finishing metals. A number of projects give students the opportunity to apply these principles using individual creative expression in various forms of jewelry and/or metal sculpture. Students will be expected to complete 3 – 4 projects per semester. $25 lab fee Grades: 9 - 12

DIGITAL DESIGN I, II, III, IV …………………………………………………………… .5 credit This course is an introduction to design skills utilizing the computer. One quarter is spent learning image manipulation in Adobe Photoshop while Adobe Illustrator is used in the second quarter. Digital Design II, III, IV may be independent work or as a class. Possible areas of study are Flash, iMovie, Final Cut Pro and Dreamweaver. $10 lab fee Grades: 9 – 12 ALTERNATIVE ARTS Students may earn up to 1/3 credit for Alternative Arts from an experience other than the traditional classroom. See Guidance Department for application form.

Lab fee scholarships are available for all art courses.

CULINARY ARTS CULINARY ARTS …………………………………………............................................ .25 credit The primary objective of this course is to teach basic cooking skills used in the preparation of Italian regional dishes. Related learning will consist of teaching Italian words for the different dishes, a brief history of each dish and how it may have evolved in Italian-American culture. We will also touch on Italian cuisine as a life style and its healthful properties. The students will be introduced to Italian food web sites and will be encouraged to research and select recipes of their own interest. (Offered contingent upon available staff)

PHYSICAL EDUCATION PHYSICAL EDUCATION/HEALTH EDUCATION Physical Education class size dictates activities that are presented. Large classes are primarily involved in team sports, while smaller ones do individual or life long activities. Advanced skills are offered in both areas when the majority of the class has previously been exposed to the fundamentals. General conditioning procedures are reinforced and expanded. Emphasis will be placed not only on the physical aspect of Physical Education but on mental fitness as well. In compliance with Title IX, Physical Education classes will be co-educational. Health Education is a comprehensive program designed to assist and focus students on the goal of a healthy future. It aims to heighten individual and community awareness of the nature and need for examining personal and community health, drug abuse, nutrition, family living and communicable and chronic disease. The work students do includes cooperative learning situations, decision making activities, critical thinking and student investigation. Grades: 9 — 12 ALTERNATIVE PHYSICAL EDUCATION CREDIT The Stowe School Board has approved the earning of up to .5 credit for physical education in a manner other than the traditional classroom experience. See Guidance Department for application form.

BUSINESS EDUCATION INTRODUCTION TO BUSINESS ………………………………………………………... 1 credit This course offers a practical presentation of the factors that comprise our national economy and how they relate to our local economy. In addition, it will incorporate topics and concepts needed to help students deal with and become part of the contemporary business world. We will examine such personal business concerns as career decisions, money management, economic security, credit responsibilities, accounting, and technology in business. Grades 11 and 12 or by permission of the instructor. ACCOUNTING ……………………………………………………………………………... 1 credit This course is designed to present a thorough background in accounting procedures used to operate a business. Students will interpret, analyze, record, and organize business transactions. The accounting procedures presented will also serve as a solid basis for employment in office positions as a preparation for studying business in college. This is a full year, one credit course. Grades 11 and 12 or by permission of the instructor.

INTERNSHIPS COMMUNITY-BASED LEARNING INTENRSHIP …………………………… up to 1 credit The program offers a spectrum of opportunities from job shadowing to obtain information about future career options to full year internships. Each CBL experience will be individually tailored to suit the unique needs and interests of the student. The student can expect to be challenged in many new and exciting ways, offering the chance to do hands on work by offering knowledge and exposure to future career options. Grade 12 or by permission of guidance.

DRIVERS EDUCATION DRIVERS EDUCATION ……………………………………………………………….. .25 credit This course is designed to give students a basic knowledge of driving skills, laws governing operation of a vehicle and to develop positive attitudes. The course consists of thirty hours of classroom instruction and a minimum of six hours of actual “behind the wheel” driving experience. The state is recommending parent involvement of a minimum of 40 hours of practice behind the wheel with at least 10 hours being night time driving. Students must keep a driving log, which is required by the State. Pre-requisite: A student must be at least 15 years of age on the date the course begins and have obtained a learner’s permit. Students must present their learner’s permit to the office personnel prior to the established due date.

Accounting Class

GREEN MOUNTAIN TECHNOLOGY & CAREER CENTER Students in grades 11 and 12 from Stowe High School who wish to enroll in a technical program may do so at Green Mountain Technical Center. Green Mountain Technical Center offers high school juniors and seniors the opportunity to develop the technical, academic and employability skills needed to start careers either through employment after high school or by continuing on to college. The following technical programs are offered at Green Mountain Technical Center: •

Automotive Technology: This program is designed to prepare students for entry-level careers in the automotive industry. Students obtain training in the following five Automotive Service Excellence (ASE) areas: Brakes, Steering and Suspension, Alignment, Manual Transmissions and Transaxles, and Electrical Systems.

•

Architectural Engineering Technology: This program is a project-oriented program in which students are challenged to develop skills in problem solving, design and critical thinking. Students specialize in their choice of Computer Aided Drafting and Design (CADD) systems, and network administration. This program is recommended for students planning on going to college for a career in engineering, architecture, design or surveying.

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Business Management and Administration: This program covers the organizational functions of businesses and prepares students for entry level careers in businesses. Graduates of the Business Administration program can also earn college level credit to Vermont Technical College and the Vermont State Colleges.

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Computer Engineering Technology: This program prepares students in basic electricity, electron theory, digital electronic, and computer systems hardware. Emphasis is placed on computer troubleshooting and repair. The industry standard of A+ certification will be available for the student at the completion of the two-year course.

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Construction Technology: This program provides students with training in all phases of residential construction. An introduction to commercial construction methods and materials is also explored.

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Culinary Arts: The purpose of the Culinary Arts Program is to train students for entry-level employment in the restaurant, hotel, cafeteria, and other food service fields.

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Forestry/Land Management: The purpose of this program is to provide students with introductory and basic training in areas of forest products, natural resource management, wood production, valued added wood products and the technologies associated with these applications.

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Health and Human Services: Students who successfully complete this program meet the entry level requirements for a number of careers in the health and human service fields which include (Child Care, Cosmetology, Dental Assistant, Nursing Assistant, and Veterinary Assistant).

(Continued)

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Heating-Ventilation and Air Conditioning: This program offers entry level training in residential and commercial heating, air conditioning, and ventilation systems. Students have the opportunity to earn certification as a CFC Technician certified by the Federal Environmental Protection Agency. This is a requirement for working with refrigerants in the United States. Oil Heating Bronze Technician certification is also an option.

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Hospitality and Tourism: The purpose of this program is to prepare students for entry level work in lodging management, front office, housekeeping management, food and beverage service and marketing and sales.

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Multimedia-Digital and Video Arts: This program is a broad based introduction to communicating in a digital world, focusing on careers in visual art and design. Students develop skills in graphic an interactive design, desktop publishing, website design, and video production.

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Small Engines/Welding: Students will have the opportunity to learn the basic skills necessary for entry-level employment in a variety of construction and industrial mechanic fields. Areas covered will include welding, 2 and 4 cycle engines, heavy equipment, gasoline and diesel engines, maintenance and repair.

PRE-TECHNOLOGY A pre-technology program is offered to students in grade 10 who meet the program criteria. This program offers an exploratory experience in the career and technical programs offered at the Center.

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Student 4 Year Educational Plan Date __________________

Class of___________

Name__________________________

Teacher Advisor_____________________

Career Interests_________________________________________________________________ Graduation requirements include an accumulation of 24 credits which must be comprised of the subject areas listed below and 40 hours of Community Service. Subject Areas (credits)

Grade 9

Grade 10

Grade 11

English (4) Social Studies (3.5) Mathematics (3) Science (3) Second Languages Fine Arts (1) PE/Health (1.5) Electives (8) Total Credits

Grade 12

Other