This is a college level course in Biology. The course is designed to prepare students to take an advanced placement test and earn up to eight college credits in Biology. Students are requried to perform all of the twelve laboratory exercises (3 hours each) some of which may extend beyond the school day.
This course may include the dissection of preserved animal specimens. Alternative activities are provided should the student or parent request non-participation. The parent should request non-participation. The parent should submit a written request for the alternative activities to the course instructor. This course satisfies the Maryland Environmental Literacy graduation requirement.
Prerequisite: Satisfactory completion of a course in Chemistry, Biology
The AP Environmental Science course is designed to be the equivalent of a one semester, introductory college course in Environmental Science. The goal of the 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. This course is designed to prepare students to take an advanced placement test and earn college credit in Environmental Science. This course satisfies the Maryland Environmental Literacy Graduation requirement.
British Literature is the basis of this curriculum. It is a historical survey starting with Anglo-Saxon literature, proceeding through Medieval, Renaissance, Puritan, 17th Century, 18th Century, Romantic, Victorian, and 20th Century writers. The literature used as a departure point for a variety of writing exercises. Specific and appropriate reading skills are taught. In addition, students are required to read four full-length works per semester. Instruction in language and grammatical skills is systematically provided. Usage and fundamental communication skills are reviewed. Because this is the last formal educational situation for many of our students, the primary thrust of the language instruction is clear communications.
Writing is the direct result of ideas encountered in literature. Sentence sense, paragraph cohension, and thesis development are stressed. These writing techniques are reviewed and practiced while elements of developing a personal style of writing are introduced. Writing is essentially an intergrated thinking process, and as such, it is the most important activity of the Twelfth Grade curriculum.
Some formal speech instruction is provided, and occasional formal speaking opportunities are an option available to all students.
Informal speaking skills are the main thrust of classroom speech instruction. The course’s literary study is generated from an active informal speech environment. Much of British literature can only be understood through thorough discussion and intensive idea exchange between peers and teachers. As a result, students are expected to verbally challenge, interpret, clarify, and digest the ideas and materials they encounter.
Listening instruction is an ongoing process of an intergrated curriculum. Students are taught to focus on the listening task, recognize verbal cues, identify main ideas, interpret meaning and evaluate the validity of a speaker’s tone and purpose.
Prerequisite: Satisfactory completion of three Level 3 English courses
This dual enrolled course is designed to help students develop their college-level writing skills with an emphasis on the writing process. This course includes an introduction to research skills. Students write summary assignments and a series of essays in various modes, culminating in argumentative research paper. Students must earn a “C” or better in this course in order to enroll in fundamentals of English II (DE). This course may not be offered at all schools.
Prerequisite: Satisfactory completion of Algebra I
This course expands on and formalizes the conceptual foundations students acquired in their work with informal geometry and Algebra I. Common Core Geometry is designed to provide students with a focus on acquiring reasoning skills and constructing sound mathematical arguments in support of geometric principles. Mathematical reasoning is introduced through a study of triangle congruency based initially on formal constructions using both classical methods and digital tools and then introducing concepts of analytic geometry applied to constructions as rigid motion transformations. Deductive reasoning is introduced through a study of postulates and theorems applied to a variety of informal and formal proof formats. Students extend what they’ve learned to other essential triangle-related concepts and skills, including work with similarity, right triangle trigonometry, and the Laws of Sines and Cosines. Students learn to justify and derive various formulas for circumference, area, and volume of geometric figures, as well as use and apply cross-sections of solids and rotations of two-dimensional objects. Throughout the course, students connect geometry with algebra, including work with special triangles and slopes of parallel and perpendicular lines before delving into an in-depth investigation of the geometry of circles. Throughout their study of formal geometry, students are provided with project-based learning opportunities using sets of performance tasks to increase their conceptual understanding, apply their skills and enhance the meaning of their work in geometry, analytic geometry and trigonometry. Two and four year colleges expect students to have completed Geometry in order to begin college level mathematics courses. SAT I Math assesses skills consistent with concepts in Geometry
Prerequisite: Completion of Geometry and Algebra II
This single semester course bridges mathematics skills beyond those studied in the (3) Maryland College and Career Ready courses of Algebra I, Geometry and Algebra II and continues a students’ mathematical progression towards the study of calculus. The Common Core State Standards-Mathematics document refers to Precalculus as the “4th course” in a high school program. Emphasis in this course is placed on a multi-representational approach to solving problems which are graphical, numerical, analytical, verbal and technological in nature. Topics in this course include analysis of families of functions, exponential, logarithmic, polar and transcendental functions; real and complex numbers, polynomial and rational functions; trigonometric functions and analytical and parametric equations, and concepts associated with the derivative and integral in calculus. Students will be required to use a TI-83 or TI-84 graphing calculator.
This course is a chronological survey of United States History from 1877 to the present. Emphasis is given to the acquisition of skills so that students can evaluate social, economic, political, and diplomatic developments in the United States. Students are expected to complete extended reading and writing assignments. The ultimate goal of the course is to have students gain sufficient knowledge and understanding of the past so they will be better prepared as responsible adult citizens. This course satisfies the United States History course requirements for graduation.
This course is designed to help students become familiar with diverse civilizations and develop an understanding of the history which has culminated in current world situations. Students study at least one new European civilization in depth while surveying the history of humankind from the Renaissance to the present. Students examine the geographic, economic, and social conditions and their influence on the modern world. Students also study the concepts of industrialization, nationalism, revolution, and imperialism. In the final units, students focus on the modern world with an extensive review of (1) World War II and (2) the Soviet economy, government and history followed by (3) an examination of present day world problems (the Middle East, Asia, Africa, and Europe). Students are expected to complete extended reading and writing assignments.
