STEVENSON HIGH SCHOOL LIVONIA PUBLIC SCHOOLS
2017 - 2018
PROGRAMS OF STUDY
Office Personnel
Stevenson High School 33500 West Six Mile Road Livonia, MI 48152 Main Office: (734) 744-2660 • Fax: (734) 744-2662 www.livoniapublicschools.org
Gary Harper, Principal ext. 48104 Lyndy Lewis, Assistant Principal (A-G) Business Office ext. 48113 Pete Mazzoni, Assistant Principal (H-O) Scheduling Office ext. 48110 Ani Akaraz, Assistant Principal (P-Z) Attendance Office ext. 48103
Guidance & Counseling Mrs. Laurie Christenson Mrs. Christine Gajor Mrs. Tracey Hammaren Mr. Jim Miller Ms. Rochelle Noel Mrs. Angela Wojtyniak Ms. Lori Wozniak
Stevenson High School
Table of Contents
Table of Contents
Stevenson High School
Introduction to Students and Parents .............................................................1 Foreword ........................................................................................................2 Planning Your High School Program..............................................................3 Choosing Your Career Pathway .....................................................................5 District Policies & Procedures ......................................................................11 Program Selection & Scheduling..................................................................12 Graduation Requirements ........................................................................... 13 High School 7th Hour Option .......................................................................14 Visual Performing and Applied Arts Courses ............................................... 15 Mathematics or Math-Related Courses…………………..…………….………16 Standardized Student Assessment .............................................................. 17 College Preparation Information .................................................................18 Secondary Guidance Program .....................................................................19 College Admissions Requirements .............................................................. 20 NCAA Eligibility ............................................................................................ 21 High School Guidelines Testing Out of Courses .......................................... 25 Michigan State Aid Law………………………………………………………..…26 Grading System Honor's Courses & Honor Roll........................................... 27 Dual Enrollment at Post-Secondary Institutions ........................................... 28 Opportunities for Career Technical Education ............................................ 30 Independent Study ....................................................................................... 31 Requests for Schedule Changes .................................................................31 Alternative School Programs ........................................................................ 32 Student Activities.......................................................................................... 33 Courses & Departments ............................................................................... 35 Interdepartmental Programs ........................................................................ 36 Intern Programs……………………………...…………………..……………….36 Art ................................................................................................................ 38 Business ......................................................................................................40 Family and Consumer Sciences ..................................................................43 Global Education .......................................................................................... 45 Health and Physical Education ....................................................................47 Industrial Technology ................................................................................... 50 International Baccalaureate Program .......................................................... 52 Language Arts .............................................................................................. 54 LMC (Library Media Class) .......................................................................... 58 Mathematics .................................................................................................59 MSC (Math/Science/Computers)………...…………...……………….………...62 Music............................................................................................................ 63 Science ........................................................................................................ 65 Social Studies .............................................................................................. 69 Special Education ........................................................................................ 71 World Languages ......................................................................................... 72 Career Technical Education .........................................................Blue Section EDP & Course Request Sheets ..................................................... Last Page
Introduction to Students and Parents
Introduction to Students and Parents
Greetings to our LPS Students & Parents: A high quality, comprehensive high school offers a wide selection of courses, which are designed to challenge all levels of ability and interest. For those students with well-defined career objectives, the Livonia Public School District offers an additional programming sequence of skill courses through the expanded services of the Livonia Career Technical Center. The elective program at each school also affords opportunities to explore new activities and academic disciplines. It is our hope that the PROGRAMS OF STUDY will help students and parents plan a program which is appropriate to the unique needs of each individual. The decisions that are made concerning the courses a student will pursue are extremely important and, as such, our counselors and teachers are eager and available to help in any way possible. If you have questions or desire assistance, we encourage you to talk with your counselor or teacher. It is our sincere hope that your PROGRAMS OF STUDY will prove to be beneficial to you now and in the future. As such, we are dedicated to the premise that we shall do everything in our power to provide educational opportunities of the highest quality for every student in our schools. We wish you much success! Sincerely,
Andrea L. Oquist Superintendent Livonia Public Schools
Our Mission… To educate, challenge, and inspire every student to achieve personal success and become a confident contributor to society.
Stevenson High School 1
FOREWORD
Foreword
Stevenson High School is committed to provide a unified, articulated, and rigorous curriculum for all students in grades 9 - 12. As part of Livonia Public Schools, a Career Pathways district, Stevenson High School is also committed to help students set up and review an Educational Development Plan (EDP) during each of their high school years. The Programs of Study booklet has been revised to incorporate Career Pathways, implementing a greater focus on career awareness and planning into students four year planning process. This Programs of Study booklet encompasses both the career components and class selections in order to help those who use it develop a more focused Educational Development Plan (EDP) for students. Considerable thought should be given to the EDP that each student develops. Classes should be selected because they meet the requirements of the goal that each student has selected. Some classes are considered essential for college, others for mastery of job skills, and still others for personal growth and enrichment. With the large number of classes available to students, careful structuring of the EDP is important in order to incorporate all elements necessary for student success. Students should discuss their course interests with counselors, teachers, and parents. They should ask questions and make sure that their selections meet their needs. Finally, once they have determined their EDP, students need to put forth the time and effort that will promote their success. In addition to the rigorous academic component of our school, we also offer an array of athletic and co-curricular opportunities. The Athletic Director and Student Activities Director are the best source of information in these areas. Finally, Stevenson High School provides support services to help students be successful in school. Among the services available to students are transition support, counseling services, career guidance, study skills, attendance support, substance abuse support, school social workers, school psychologist, student assistance coordinator, police liaison officer, special education programs, bilingual education, and media services. Charting a path through high school leading to success after graduation is critically important to each student and should be approached with utmost care. Thus, it is important to keep this material for future reference. Be aware that because material is provided early in the prior school year, some changes in procedure, policy, or course offerings may occur.
Stevenson High School 2
To Students and Parents
Planning Your High School Program Planning a four-year high school program is a serious undertaking. Although many of your courses will be determined by the graduation plan you select, you will still have many other choices to make during your years of school. The courses you select will be guided largely by your goals for the future.
Will you continue your education in college or in a trade or vocational school? Do you want to learn a career skill in order to enter the full-time work force immediately after school? Are you interested in a technical field? Are you thinking of entering a professional field that requires many years of specialized education?
The answers to these questions are extremely important for making decisions about your course selections for all four years in high school. Your interests and abilities should also guide those answers. Some students are sure of their future plans; others are not. It is also common for young people to change their minds about which career to choose. For this reason, it is important for you to plan as challenging a program as you can; if your career plans should change, then it will not be as difficult to move into another program. While it may sometimes seem tempting to schedule a less-demanding combination of courses, choosing courses that meet your needs or interests is the best way to prepare for your future. Stevenson High School offers you many ways to prepare for a productive adult life—to make certain that you can control your future. Stevenson High School provides a wide range of programs that prepare students for post-high school experience: college, business school, vocational-technical school, military service, fine arts participation, full-time employment, and other areas. The programs offered allow a student to choose the program to best meet future needs. Career Pathways is an important element to the development of high school courses and preparing for a student's future. Courses listed on a student's EDP should be an integration of a student's future path as aligned by Career Pathways and the graduation requirements. The Career Section of the guide explains future career options in terms of a student's interest areas and suggests courses and activities that will help you arrive at your goal in life. Next are sections on various topics including student assessment, college entrance requirements, Stevenson's Comprehensive Guidance Program, NCAA, and other important school information. Following that are descriptions of all courses offered with accompanying information about prerequisites and grade level placement.
Stevenson High School
We strongly urge you to give the attention to planning for high school that its importance deserves. By planning wisely, you can create the future that is most appropriate for you.
3
WHAT IS A CAREER PATHWAY? Career Pathways are clusters of related occupations that require different levels of education and training. People working in a career path share similar interests, abilities, and talents. Career paths help students identify a career focus without being locked into a specific occupation. By exploring career paths, students expand future choices. They develop an understanding that all paths are important—all of them necessary to keep a community going.
The Six Career Pathways
Arts & Communications
Health Sciences
Careers related to humanities and the performing, visual, literary, and media arts
Careers related to the promotion of health as well as the treatment of injuries, conditions, and diseases
Business, Management, Marketing, & Technology
Human Services Careers in child care, civil service, education, hospitality, and the social services
Careers related to all aspects of business including accounting, business administration, finance, information processing, and marketing.
Engineering/Manufacturing & Industrial Technology
Natural Resources & Agriscience Careers related to natural resources, agriculture, and the environment
Careers related to technologies necessary to design, develop, install, or maintain physical systems.
4
Choosing Your Career Pathway
Importance of Career Planning
Foundation Skills
The four years of high school from the 9th to 12th grades can be an exciting and rewarding time for students. Preparing for life after Stevenson or career preparation and planning is a very important component of each student's high school program. This planning involves a great deal of time, thought, researching and decision making as each student matures. There are many factors that determine success in high school. It is important for students to have a focus so they can make the most of the opportunities that lie before them. Parents, counselors, and teachers play key roles in guiding students through the many challenges that they encounter. It is important to plan early, often, and establish goals.
Component workers in the high-performance workplace need:
Choosing a Career Pathway: A Personalized Education Plan Participation in a well-organized, well-planned career development component, which includes the concepts of Career Pathways, directly affects both readiness for employment and actual employability success. Students' performance in school improves, involvement in school and community activities expands, decisionmaking skills strengthen, career preparation advances, and flexibility for meeting change increases. In addition, students who continue formal education beyond high school have a clear direction and a better understanding as to why they are pursuing postsecondary education and training options. There is an understanding that learning is lifelong. The state of Michigan has developed a six-career pathway program. Every occupation within the world of work would fall within one of the six pathways identified by the state of Michigan:
Stevenson High School
• Arts & Communications • Business Management, Marketing, & Technology • Engineering, Manufacturing, & Industrial Tech. • Health Services • Human Services • Natural Resources & Agriscience 5
Basic Skills: Reading, writing, arithmetic, speaking, and listening. Thinking Skills: The ability to: learn, reason, think creatively, make decisions, and solve problems. Personal Qualities: Individual responsibility, self-esteem, self-management, sociability, and integrity.
Workplace Competencies Personal Qualities: Know how to allocate time, money, materials, space, and staff. Interpersonal Skills: Can work on teams, teach others, serve customers, lead, and work well with people from culturally diverse backgrounds. Information: Can acquire and evaluate data; interpret and communicate; and use computers to process information. Systems: Can understand social, organizational, and technological systems; monitor and correct performance; and design or improve systems. Technology: Can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. The skills and competencies described on this page clearly show that students should plan a rigorous high school program that will provide the foundation for continued learning beyond high school.
Career Exploration
Career Exploration Career Pathways were created by the state of Michigan to provide educators and students with direction in choosing experiences and course work aligned with future goals. Stevenson High School guides students to develop their plans for the future during their high school years. An instrument we use to help us do this, Career Cruising, is a web-based program that assesses career interests, matches those to particular careers, and searches colleges offering those majors. This resource can be accessed at home and provides an additional source for parent to research careers and schools with their child.
Direction to Use Career Cruising • Go to careercruising.com Type in the user name "stevenson" and password "spartans" • Click on Start Cruising • Go to any desired feature
Features of Career Cruising Matchmaker:
Asks students to take skill and interest inventories to assess the careers best suited to them.
Careers:
Allows students to research particular careers looking at job descriptions, salaries, education, and job market.
Schools:
A database listing colleges and universities across the country is available. Searches can be conducted by academic programs, career pathways, and student career assessment outcomes.
EDP (Educational Development Plan):
Stevenson High School
This helps students create their educational plan, build a resume, conduct college searches, and saves all of their research.
Throughout the middle and high school, students will have access to career cruising and will create and save their own file, called their EDP. This can then be assessed, added to, and further explored by parents from home. 6
BUSINESS, MANAGEMENT, MARKETING, & TECHNOLOGY
ARTS & COMMUNICATIONS Careers in this pathway are related to communication and the performing, visual, literary, and media arts. These careers are interesting to people who value creativity, music, and/or self-expression. CAREERS
Careers in this pathway are related to business operations including financial operations, office operations, planning and management activities, information processing, and marketing. These jobs are interesting to people who enjoy implementing ideas, providing leadership, and working on team projects.
SAMPLE CAREERS
SAMPLE CAREERS
On-The-Job Training/ High School Diploma Actor/Actress Cartoonist Compositor Desktop Publisher Disk Jockey Floral Designer Fashion Model Hair Stylist Musician/Composer Sign Painter
Certificate or Associate Degree Advertising Agent Artist Camera Operator Commercial Artist Digital Assembler Fashion Designer Graphic Designer Jeweler Photographer Stage Technician
Bachelor's Degree or Above
On-The-Job Training/ High School Diploma
Actor Advertising Designer Author Commercial Artist Editor Journalist Language Interpreter Musical Therapist Scientific Illustrator TV Production Director
Bank Teller Bookkeeper Clerical Staff Data Entry Clerk Food Service Worker Hotel Clerk Insurance Agent Retail Salesperson Travel Agent
RELATED ELECTIVE COURSE OFFERINGS Art Fundamentals Art Techniques, Advanced Business Tech Mgmt. Composition Courses Creative Textile Design Drawing Geometry Instrumental Music/Band Interior Design Literature Courses Marketing Courses Music Appreciation Music Theory
Painting Photography Psychology Sculpture and Clay Sociology Speech-Related Courses Technology Vocal Music Woods World Language
CHS CAPA Dance CAPA Music CAPA Theater
Certificate or Associate Degree Administrative Assistant Bookkeeper/Auditing Clerk Building Manager Court Reporter Estimator Financial Manager General Bookkeeper Hotel Manager
Bachelor's Degree or Above Accountant Actuary Administrative Budget Analyst Loan Officer Marketing/Public Real Estate Manager Relations Director Secretary
RELATED ELECTIVE COURSE OFFERINGS Art Business Technology Mngt. Composition Courses Economics Food and Nutrition Humanities International Relations Law and Society Marketing 2
FHS IB Program
LCTC Architectural Technology Business Careers Digital Imaging Engineering Technology Fashion Merchand. 1,2 Website Design
Literature Courses Marketing/Sales Psychology Sociology Speech-Related Courses Sports/Entertainment Mktg. Statistics World Language
CHS Literature Appreciation Writing for Business
SHS Global Education
7
FHS IB Program
LCTC Digital Imaging Network Administration Website Design
SHS Global Education
ENGINEERING/MANUFACTURING & INDUSTRIAL TECHNOLOGY
HEALTH SERVICES
Careers in this pathway are related to technologies necessary to design, develop, install, or maintain physical systems. Working with tools, equipment, and other kinds of machinery is important to people who have careers in this pathway.
Careers in this pathway are related to the promotion of health as well as the treatment of injuries and diseases.
SAMPLE CAREERS
SAMPLE CAREERS
On-The-Job Training/ High School Diploma Auto Body Technician Carpenter Climate Control Mechanic Custodian Drafter Machine Tool Setter Security Systems Installer
Certificate or Associate Degree Auto Repair Technician Building Construction Tech Chemical Technician Computer-Aided Designer Heating/AC Worker Industrial Electronics Tech. Pipe Fitter
Bachelor's Degree or Above
On-The-Job Training/ High School Diploma
Architect Automotive Engineer Chemical Engineer Computer Analyst Computer Programmer Mechanical Engineer Surveyor
Admitting Clerk Clinical Assistant Dental Assistant Dietary Aide Home Health Aide Medical Office Clerk Orderly
RELATED ELECTIVE COURSE OFFERINGS Architect/Mechanic CAD Automotive Maintenance Business Tech Mngt Calculus Chemistry Composition Courses Drafting Geometry Marketing 2 Radio & TV
Interior Design Managing Your Money Marketing Photography Physical Education Physics Pre-Calculus & Trigonometry Psychology Small Engine Statistics Woods
Certificate or Associate Degree Dental Lab Technician Emergency Medical Tech. Industrial Hygienist Licensed Practical Nurse Medical Technician Occupational Therapy Assistant
Bachelor's Degree or Above Chemist Chiropractor Dentist/Physician Nuclear Med. Technician Pharmacist Physical Therapist Veterinarian
RELATED ELECTIVE COURSE OFFERINGS Biology Business Tech Mngt Calculus Chemistry Child Care Professional Child Development Composition Courses Family & Consumer Science Food and Nutrition
FHS Hydrology IB Program
LCTC Architectural Technology Auto Technology 1,2 Building Trades Engineering Technology Home Construction Network Administration Web Site Design
8
Parenting Personal Living Physical Education Courses Physics Pre-Calculus & Trigonometry Psychology Sociology Speech-Related Courses Weight Training Whole Self Fitness
FHS IB Program
LCTC Health Occupations Medical Assistant Sports Medicine
HUMAN SERVICES
NATURAL RESOURCES & AGRISCIENCE
Careers in this pathway include interacting with people, helping solve problems, speaking in front of groups of people, and serving the public.
Careers in this pathway include working outdoors with plants, animals, and the environment in all types of weather.
SAMPLE CAREERS
SAMPLE CAREERS
On-The-Job Training/ High School Diploma Beauty Consultant Chef/Cook Child Care Provider Clergy Corrections Officer Fire Fighter Fitness Consultant Flight Attendant Food Service Worker
Certificate or Associate Degree Civil Service Worker Coach Cosmetologist/Manager Crime Laboratory Technician Culinary Arts/Chef Hospitality Worker Legal Assistant Police Officer
Bachelor's Degree or Above
On-The-Job Training/ High School Diploma
Anthropologist Criminologist Lawyer Librarian Psychologist Social Worker Sociologist Teacher Security Administrator
Animal Caretaker Farm Worker Florist Fruit and Vegetable Farmer Landscaper Pest Controller Recreation Worker Retail Floral Salesperson Veterinary Assistant
RELATED ELECTIVE COURSE OFFERINGS Biology Chemistry Child Care Professional Child Development Composition Courses Economics Family & Consumer Science Skills Family Living Foods and Nutrition Instructional Materials/LMC Law and Society
Managing Your Money Parenting Personal Living Physical Education Courses Psychology Sociology Speech-Related Courses Sports Statistics World Languages
Certificate or Associate Degree Farm Manager Fish and Game Warden Florist Forestry Technician Golf Course Manager Horticulturist Landscape Design Assistant Nursery Worker Retail Floral Salesperson
Bachelor's Degree or Above Agricultural Engineer Botanist Conservation Officer Ecologist Farm Manager Geologist Landscape Architect Naturalist Park Ranger
RELATED ELECTIVE COURSE OFFERINGS Biology Chemistry Composition Courses Drawing Ecology Economics Foods and Nutrition
FHS IB Program
LCTC Criminal Justice Graphic Design Hospitality Mgnt. 1,2 Fashion Merch. 1,2 Sports Medicine
9
Genetics Geometry Global Education Managing Your Money Marketing Photography Physics Psychology Small Engines
FHS Hydrology IB Program
10
District Policies & Procedures
District Policies and Procedures Stevenson High School Livonia Public Schools 2017-2018
Stevenson High School 11
District Policies & Procedures
Program Selection & Scheduling Program selection and scheduling is a team effort between teachers, counselors, and parents for students at Stevenson High School. Counselors begin the process by providing information, suggestions, and materials. Students then review their goals and, with parental help, discuss their Educational Development Plan (EDP). Throughout the year, counselors meet with each student to review the EDP, guiding the student to courses that will help to meet the Career Pathway they have chosen. As part of this EDP development, counselors use student assessment results, career development activities, and graduation requirements to guide each student's educational development plan. School courses are then chosen on the "Course Selection Sheet" which is reviewed, signed by parents, and returned to the counselor. Each year, the student's EDP is carefully reviewed, noting that as a student matures, his/her Career Pathway may change. Appropriate changes in course selection are made to realign the student's program with his/her goal. Teachers are an excellent source of help with course selection. Their experience with the student enables him/her to identify the student's abilities and achievements, which then helps in selecting the appropriate class. Teacher's opinions will help the student to develop a realistic and workable EDP. Counselors are responsible for guiding each student toward developing a strong EDP that supports his/ her Career Pathway. Counselors will ensure that the student's plan satisfies the requirements for graduation and is appropriate for meeting needs for the future. Guidance is an ongoing process from 9 - 12th grade, and the counselor will review and revise each students plan as he grows and matures. All Stevenson students complete class selection process in the spring for the following school year. Class selection is dependent upon grade level, recommendation, and availability. Elective choices increase in number as the student progresses through his/her high school years. Students are given the opportunity to explore class options. Class selection materials are distributed by the Counseling Department.
Stevenson High School 12
Graduation Requirements District Policies & Procedures
A minimum of eighteen (18) units of credit must be earned in the following areas: A. Language Arts (Grades 9, 10, 11, and 12).....................4.0 units 1 unit Language Arts 9 1 unit Language Arts 10 1 unit - 0.5 Composition and 0.5 Literature 1 unit - Choice of 12th Grade Language Arts Classes B. Mathematics …............................................................... 4.0 units 4 units of mathematics which must include at least Geometry, Algebra I and Algebra II (or an equivalent) with a math or math-related class in the final year. C. Science ........................................................................... 3.0 units 1 unit Biology 1 unit Chemistry 1 unit Physics/Physical Science or completes a CTE Program D. Social Studies..................................................................3.0 units 1 unit World History 1 unit U.S. History 0.5 unit American Government 0.5 unit Economics E. Physical Education........................................................1.0 unit 0.5 unit Personal Fitness 0.5 unit Health F. Visual, Performing, and/or Applied Arts ......................1.0 unit G. World Languages .......................................................... 2.0 units 2 units of the same World Language, or 1 unit of the same World Language and completes Career and Technical Education (CTE) Program, or 1 unit of the same World Language and 1 unit of VPAA in addition to required VPAA credit TOTAL ............................................................................................18 units
Electives: 5 units of credit of the 23 required for graduation may be electives.
Stevenson High School
A Personal Curriculum Plan may be developed for a student in which graduation requirements are modified in accordance with the state mandated Michigan Merit Curriculum. For example, the VPAA requirement can be modified through a Personal Curriculum Plan for a student who takes additional credit(s) beyond the required English Language Arts, Math, Science, or World Language or if the student completes a CTE Program. More information and clarification on a Personal Curriculum Plan can be provided by high school counselors.
13
Online Learning Experience: Students are required to experience twenty (20) hours of online learning. The requirement will be met through online experiences provided in high school core required courses. Class Standing Annually, student credits are evaluated to determine a student's grade level placement. The following is a minimum number of credits a student must have earned to achieve a particular grade level. Standing Sophomore Junior Senior
Credits 5.0 11.0 17.0
REQUIRED TESTING As a requirement for graduation, a high school student must participate in all state or federal academic testing programs which the School District is required to administer, unless otherwise indicated in an Individualized Education Program (IEP), a Section 504 Plan, or similar program of services. A high school student's failure to meet this requirement will render him/her ineligible for a high school diploma, and will preclude that student's participation in graduation commencement exercises. Any deviation from this requirement must be approved by the Superintendent or his/her designee.
High School 7th Hour Option
High School 7th Hour Option The current high school day consists of six class periods. Beginning with the 2008-09 school year, students have been offered the opportunity to take an additional class during 7th hour. The 7th hour option is not a precursor to graduating early from Livonia Public Schools. District policy requires that all students have a minimum of eight semesters of course work. Rather, this option is being provided to students who may wish to take advantage of electives which may otherwise not be available to them in the normal sequence of classes. Personal Fitness is typically offered during the second semester to all students. Government is typically offered during the first semester to students in grades 11 and 12. Health is typically offered during the first semester to students in grades 10-12. Economics is typically offered during the second semester to students in grades 11 and 12. Spanish 2 is a year long course for students who have successfully completed Spanish 1. These courses will also be offered during the normal school day. Students who take advantage of this opportunity must be enrolled in seven classes throughout the given semester. Please be aware that the start times for after-school activities will not be altered and transportation will not be provided at the end of the seventh hour.
Stevenson High School 14
Visual Performing & Applied Arts Courses
Visual Performing and Applied Arts Courses A student needs to have completed at least 1.0 unit of credit in this area to graduate.
Art
Core Content
Music
Advanced Art Technique Fundamentals of Art Drawing Advanced Drawing Jewelry Advanced Jewelry Painting Advanced Painting Photography Advanced Photography Sculpture and Clay Advanced Sculpture and Clay
Radio and TV Advanced Radio and TV Drama Advanced Drama Yearbook
Concert Band Symphony Band Wind Ensemble Orchestra Singing Spartans Select Girls Chorus Symphonic Choir
Business Business Tech Management Adv Business Tech Management Social Media Mgt Marketing 1 Marketing 2 Marketing 3 Project Design Management Sports & Entertaining Marketing
Family and Consumer Science Sewing 1 Sewing 2 Open Sewing Creative Design Foods 1 Foods 2 Foods 3 Interior Design
Industrial Technology Introduction to Drafting Architectural Drafting Mechanical Drafting Introduction to Woods Advanced Woods Small Engines
Stevenson High School 15
LCTC Hospitality Management 1 Hospitality Management 2 Graphic Design 1 Graphic Design 2 Website Design & Interactive Media 1 Website Design & Interactive Media 2 Fashion Merchandising 1 Fashion Merchandising 2 Architecture Design Engineering Design Mobile Applications/Game Development Construction Trades
Mathematics or Math-Related Courses
Mathematics or Math-Related Courses Students are required to have a mathematics or math-related class in their final year of high school. The following courses meet this requirement. Math Courses
Math-Related Courses
Algebra 2B Precalculus with Trigonometry Calculus AP Calculus BC Trigonometric Explorations Statistics MSC Advanced Topics (CHS only) IB Math SL (FHS only) IB Math Studies SL (FHS only)
Stevenson High School
Marketing I Marketing II Sports & Entertainment Marketing Marketing III – School Store Business Tech Management Adv Business Tech Management Social Media Management Project Design Management Small Business Accounting Managing Your Money AP Physics C:Mechanical AP Chemistry
(0.5) (0.5) (1.0) (1.0) (0.5) (0.5) (0.5) (0.5) (0.5) (0.5)
All Livonia Career Technical Center programs and the Hospitality Management program (held at Franklin High School) meet the high school graduation requirement for Senior Math Related. Students must be in their fourth or senior year of high school to meet this requirement.
16
Standardized Student Assessment
Standardized Student Assessment Important tests are given throughout the year. Please check in the Guidance Office or in the Career Information Center (CIC) for specific dates, times, locations, and costs of the tests you are interested in. Students with specific questions should meet with their counselors. Juniors and seniors are encouraged to visit the Career Information Center (CIC) for college and scholarship information.
PSAT/NMSQT
AP Exams (Advanced Placement Exams)
(Preliminary SAT/ National Merit Scholarship Qualifying Test)
Target: College-bound 11th graders When: A Saturday morning in October Where: Stevenson High School Purpose: National Merit Scholarship competition qualifier Fee: Nominal charge is established by the College Board,
MME
When:
Determined by the College Board, usually in May Where: Stevenson High School during the school day Fee: Costs are established by the College Board Sign up: Pay for test in advance in Guidance Office, usually in February
SAT/ACT Tests
(Michigan Merit Exam)
Target: All 11th grade students When: Spring of junior year. Dates are determined by State of Michigan Fee: None Testing: SAT plus Writing, ACT Workeys, Michigan Components: Science, Social Studies Details: Taken at Stevenson High School. Taking this exam is a graduation Requirement. Visit www.collegeboard.org and www.michigan.gov/mde for more info.
Stevenson High School 17
(SAT Reasoning Test/American College Test)
When: Throughout the year at neighboring schools Register: Packets are available on line at www.act.org or www.collegeboard.org Fee: It is imperative to remember that tests must be signed up and paid for well in advance of test date directly to the testing company Purpose: College entrance exams Code #: High school code number for identification purposes on ACT/SAT is #232-358
College Preparation Information
College Preparation Information Minimum course requirements necessary for college admission vary from college to college depending upon the program and the degree a student may be interested in pursuing. Admission standards vary by universities and programs. To determine specific requirements, parents are urged to contact the high school Guidance Office or the Admissions Office of the college or university of their choice. Colleges and universities are giving increased attention to the following factors in considering students for admission: 1. A high school diploma from an accredited high school. 2. Grades obtained in academic subjects. 3. High school grade-point average. 4. Trend of grades. 5. Level of difficulty of classes taken. 6. SAT and/or ACT scores. 7. Extracurricular activities. Generally, minimum course requirements for college admission include certain sequences in the five academic areas: English, Mathematics, Science, Social Studies, and World Languages. Some technical schools require an emphasis in science and mathematics. The current graduation requirements are in line with the recommended college preparatory program.
College Visitation Policy College admissions representatives visit SHS primarily in the fall. Occasionally a college representative will visit in the spring. Juniors and seniors are encouraged to meet with them. To attend these valuable sessions, students are required to sign up ahead of time in the Counseling Center. An up-to-date schedule is available on line on the Guidance and Counseling web page: http://stevenson.livoniapublicschools.org/guidance
Helpful Websites
Stevenson High School
College Planning and Searches ……………………..www.collegeboard.com Career Exploration with Career Cruising ................. www.careercruising.com College Scholarship Searches .......................................... www.fastweb.com Financial Aid Resources ..................................................... www.fafsa.ed.gov Occupations and Training Search ...................................... www.bls.gov/oco/ Researching Colleges ................................. www.michigancollegeguide.com SHS Guidance Page ...... http://stevenson.livoniapublicschools.org/guidance
18
Secondary Guidance Program
Stevenson High School Guidance and Counseling Program Mission Statement: All students will acquire and demonstrate competencies in career planning and exploration, knowledge of self and others, and educational/career-technical development as they learn to live, work, and learn over their lifetime. Our program adheres to both the National Standards for School Counseling Programs and the Michigan Comprehensive Guidance and Counseling Program. The Standards are based on providing success through activities designed to ensure students' academic, career, and personal/social development.
COUNSELORS Mrs. Laurie Christensen, Chair Mrs. Christine Gajor Mrs. Tracey Hammaren Mr. Dennis Hinze Mr. Jim Miller Ms. Rochelle Noel Mrs. Angela Wojtyniak Ms. Lori Wozniak
The Guidance and Counseling Program is composed of four program components. •
Assist with learning activities in large groups.
•
Individual planning of academic, personal and career development.
•
Responsive services to meet immediate student needs.
•
Systems support to enhance the total guidance and counseling program.
The Guidance Curriculum is divided into three areas: •
Career planning and exploration
•
Knowledge of self and others
•
Educational development
At Stevenson, activities that involve assessing, scheduling, planning, experiencing and looking ahead reinforce all parts of the curriculum throughout the student's four-year period. The activities are individualized, in small and large groups, and online. A myriad of opportunities exists for students to experience different venues. The Stevenson High School Guidance and Counseling Program is structured with each counselor assigned to a portion of the alphabet, serving students in all four grade levels
Stevenson High School
Parents are encouraged to contact the Guidance and Counseling Office for more information or assistance at (734) 744-2660 ext. 48150.
19
College Admission Requirements State Universities of Michigan Central Michigan University Eastern Michigan University Ferris State University Grand Valley State University Lake Superior State University Michigan State University Michigan Technological University
Northern Michigan University Oakland University Saginaw Valley State University The University of Michigan – Ann Arbor The University of Michigan – Dearborn The University of Michigan – Flint Wayne State University Western Michigan University
President's Council UNIVERSITY ADMISSIONS REQUIREMENTS Prospective students are also encouraged to complete courses in the following areas: • Foreign language - 3 years strongly recommended • Fine and performing arts - 2 years strongly recommended • Computer literacy - 1 year of hands-on experience in using computers strongly recommended
The state universities of Michigan have adopted specific requirements for students who graduate from high school and who wish to enter any of the 15 public universities. The new statement is an outgrowth of an initiative begun over six years ago to improve academic preparation of students seeking admission to a state university. The state universities have agreed that to be eligible for regular admission to a four-year degree program, a high school student must successfully complete the following course requirements:
The universities recognize that, for a variety of reasons, some students may not be able to complete all of the requirements. In such circumstances, students may still be considered for admission and, therefore, are encouraged to apply to the university of their choice. In all instances, each university has final authority for admissions decisions based on the level of achievement required and other indicators of potential for academic success.
• English - 4 years required • Mathematics - 4 years required, including Intermediate Algebra
Students are encouraged to make the best use of courses that are offered at their high school. By doing so, they are more likely to develop the competencies and skills that are essential for academic success and, at the same time, have greater control over their choice of college and career options.
• Biological/Physical Sciences - 3 years required; – 1 year of biological science and – 1 year of physical science – At least 1 year of a laboratory course is also strongly recommended • History and Social Sciences - 3 years required; 1 year of American History, 1 year of World History, 1 semester of American Govt. and 1 semester of Econ required 20
NCAA Eligibility
Stevenson High School 21
22
NCAA Eligibility
Stevenson High School 23
24
High School Guidelines Testing Out of Courses
In accordance with Michigan law, 380,1278(a)(4)(c), a student will receive credit for a Michigan Merit Curriculum course in which the student earns a qualifying score, as determined by the school district, on 1 or more assessments developed or selected by the district that measure a student's understanding of the subject area content expectations or guidelines that apply to the credit. The qualifying score established by the district is eighty percent. Students who successfully test out of a course will have the course listed on the student's transcript with a grade of "S" for satisfactory. The course(s) will be applied toward fulfillment of the graduation requirement, but will not be applied toward the total number of credits needed for graduation and will not be included in the computation of the student's grade point average. The testing administration schedule is established during the first semester of each school year. Test outs are administered one time per year during the second semester. Detailed information is available on the school and district website.
Stevenson High School 25
High School Guidelines Testing Out of Courses
Michigan State Aid Law Section 1279B The board of school district shall grant high school credit in any course to a pupil enrolled in high school, but who is not enrolled in the course, who has exhibited a reasonable level of mastery of the subject matter of the course by attaining a grade of not less than C+ in a final exam in the course, or if there is no final exam, by exhibiting that mastery through the basic assessment used in the course which may consist of a portfolio, performance, paper, project, or presentation. For the purpose of earning credit under this section, any high school pupil may take the final examination in any course. Credit earned under this section shall be based on a "pass" grade and shall not be included in a computation of grade point average for any purpose. Credit earned under this section may or may not be counted toward graduation, as the board of the school district may determine, but the board's determination shall apply equally to all such credit for all pupils and credit earned under this section shall be counted toward fulfillment of a requirement for a subject area course and shall be counted toward fulfillment of a requirement as to course sequence. Once credit is earned under this section, a pupil may not receive credit thereafter for a course lower in course sequence concerning the same subject area.
Stevenson High School 26
Grading System, Honors Courses, & Honor Roll
Stevenson High School Grading System, Honors Courses, & Honor Roll The following numerical values are used in determining a student's grade point average. The plus and minus value is a determining factor in the student's final semester grade. Included is the numerical value used for students enrolled in accelerated or Advanced Placement (AP) courses. These were approved by the Board of Education and took effect in January 1989. Regular Courses
Weighted Honors Courses
A = 4.000 A- = 3.667 B+ = 3.333 B = 3.000 B- = 2.667 C+ = 2.333
A = A- = B+ = B = B- = C =
C = 2.000 C- = 1.667 D+ = 1.333 D = 1.000 D- = 0.667 E = 0.000
5.000 4.667 4.333 4.000 3.667 3.333
C = C- = D+= D = D- = E =
3.000 2.667 2.333 2.000 1.667 0.000
Accelerated and AP Courses The list below contains the 17 accelerated and advanced placement courses offered at Stevenson High School. Students are enrolled in these courses based on teacher recommendations and student test scores. ACC English 9, 10, and 11 ACC Geometry ACC Algebra 2 ACC Pre-Calculus with Trigonometry ACC World History
Stevenson High School
AP Biology AP Calculus BC AP Chemistry AP English Literature and Composition AP Macroeconomics AP Microeconomics AP Physics C: Mechanical AP Psychology AP United States Government & Politics AP United States History 27
Honor Roll The honor roll at Stevenson High School is established each marking period based on the following criteria: 1. 2. 3. 4.
Marking period grade GPA of 3.500 or higher No grade lower than a BNo grade of an EW (E-Withdrawal from class) No grade of an I (Incomplete)
Extra honor points are not used when determining a student's honor roll status.
Earning a Unit of Credit Each semester, credit is awarded in one-half credit increments for each course successfully completed. Students are required to take the equivalent of six courses per semester. Each school year is separated into two semesters. This makes it possible for a student to earn six units of credit each year if he/she completes all course work for the traditional, six-class period school day. For these classes, like those at the Career Technical Center, students can earn more than one-half credit per semester. Additional methods for earning credit are available under certain circumstances. See your high school counselor to learn more.
Dual Enrollment at Post-Secondary Institutions Public Act 160 of 1996 created the Postsecondary Enrollment Options Act, commonly referred to as dual enrollment. PA 160 was amended by SB 622 effective July 1, 2012. This law directs school districts to assist students in paying tuition and fees for courses at Michigan public or private colleges or universities, if all of the following conditions are met:
4. The college courses must be academic in nature, normally applies toward satisfaction of a degree requirement at the postsecondary institution, and cannot be a hobby, craft, or recreation course, or in the subject areas of physical education, theology, divinity, or religious education. 5. Student eligibility for dual enroll is a building principal decision that should include multiple sources of information about whether or not the student is ready for a post-secondary experience. In terms of academic readiness, student eligibility for enrollment should be informed by student performance on one or more of the following assessments: EXPLORE, PLAN, ACT, COMPASS, MME, PSAT, SAT or ACCUPLACER*. Table 1 below lists the qualify scores for each of these assessments.
1. Students are in grade 9, 10, 11, or 12. If the student first dually enrolls in 9th grade, that student may take not more than two dual enrollment courses per year in the student's 9th, 10th, and 11th grade years and not more than 4 dual enrollment courses in the student's 12th grade year. If the student first dually enrolls in 10th grade, the student may take not more than two dual enrollment courses in the 10th grade and not more than 4 dual enrollment courses in the 11th and 12th grade. If the student first dually enrolls in grades 11 or 12, the student may not take more than 6 dual enrollment courses in either 11 th or 12th grade. Note:
6. School districts are required to pay the lesser of: a. The actual charge for tuition, mandatory course fees, materials fees and registration fees; or b. b. The state portion of the students' foundation allowance, adjusted to the proportion of the school year they attend the postsecondary institution. Note: Students who do not complete a dual enrollment course must repay the district.
A district is not permitted to pay for more than 10 total dual enrollment classes for any one student.
2. Students must be enrolled in both the school district and postsecondary institution during the local school district's regular academic year and must be enrolled in at least one high school class.
Students who believe they are eligible for dual enrollment, qualify for tuition and fee support, and wish to participate, should contact their school counselor.
3. The district must not offer the college courses. An exception to this could occur if the local board of education determines that a scheduling conflict exists, which is beyond the student's control.
28
Minimum Dual Enrollment Qualifying Score by Assessment
* Accuplacer qualifying scores are typically specific to a state or Institution of Higher Education (IHE). The Department will work with The College Board and Michigan IHEs to build consensus around Minimum Dual Enrollment Qualifying Scores on this assessment.
29
Opportunities for Career Technical Education
Opportunities for Career Technical Education I. J.
The Livonia Public Schools believes that all students should graduate from high school with a plan for their future. Whether it is continuing their education at a four-year college or university, a two-year community college or technical school, military service, or entry into the work world, all students should have a focus on the "next step" after high school. The Livonia Public Schools provides all students with the opportunities to make informed decisions about their future. The three Livonia high schools and the Career Technical Center provide programs that are designed to provide a pathway to their ultimate career goal. High schools provide programs that prepare students for jobs that are in demand and that offer long-range career opportunities. Some students may choose to participate in the more specialized technical preparation curricula at the Career Technical Center. Many of these programs begin in the ninth grade at the high school and continue toward a two or four-year degree at a college or university. Students enrolled in career technical education will be prepared to enter fields of work, which lead to more economically rewarding positions. Programs have been developed in the areas of Business, Marketing, Trade/Technical, Medical, Family & Consumer Science, and Child Care.
Stevenson High School
Courses offered at the high school are found in the Business, Industrial Technology, and Family & Consumer Science sections of the Programs of Study and can be taken starting at the freshman level. Courses offered at the Livonia Career Technical Center are open to students in the three high schools during their junior or senior year.
30
Courses are available in the following areas at the Livonia Career Technical Center:
Architectural & Engineering Technology Auto Technology Building & Residential Construction Computer Networking Technology Criminal Justice Fashion Merchandising Graphic Design Hospitality Management (at Franklin High School) Management & Business Administration Medical Technology (Medical Assisting, Medical Occupations, Sports Medicine) Website Technology II. The following are additional programs and activities which are available to assist students in their career exploration: a) Career Technical Center visitations (arranged through high school counselor) b) College and Career Information Center in Guidance Office (explore your interest/select a college/university) c) Career Intern Program/Vocational Intern Program d) Career Assemblies (as scheduled) e) Student Portfolio (through individual teachers/counselor) f) Educational Development Plan (starting in eighth grade and continuing each year with your counselor) g) Career Cruising (see your counselor) III. Need more information? See a counselor and read the Programs of Study for specific courses.
Independent Study Requests for Schedule Changes
Independent Study The following guidelines should be followed for the consideration of an Independent Study: Deadline to submit request for 1st semester: Monday before school starts Deadline to submit request for 2nd semester: Monday of last week of 1st semester Independent Study is primarily for the purpose of providing the opportunity for students to have learning experiences which are not part of the regular course offerings. The application for Independent Study is in the Counseling Office.
A student must complete an application which shall be submitted to the Scheduling Assistant Principal Content must not be addressable through any other course format Scheduling Conflicts are not an acceptable use of an Independent Study An Independent Study course consists of work not described in the Programs of Study in any other format An Independent Study course must be relevant and address many learning styles appropriate to the tasks The Scheduling Assistant Principal will have final say on acceptance/decline of the request A detailed description of the curriculum, with objectives and an assessment rubric, needs to be presented to the Scheduling Assistant Principal along with the Independent Study request
Stevenson High School 31
Requests for Schedule Changes After course selections and before the master schedule and student programs are printed, students may make schedule changes. Students must be prepared to attend school all hours of the school day. Schedule changes may not be made for the purpose of early release to go to work unless the job is a part of the school program. After the schedule is complete and the student schedules are printed, a request for change must be submitted in writing on the form available in the Guidance Office. Changes will be approved only for the following reasons: 1. Changes necessitated by a previous failure 2. Conflicts (two classes which meet at the same hour) 3. Incomplete schedules 4. Placement in the Volunteers in Community Service program 5. Changes due to summer school work Any student who drops a course without replacing it with another will receive a grade of "EW" on their transcript. Changes that permit a student to enter a class for credit must be completed by the end of the first week of the semester. Students who are anticipating a change in their class schedule are expected to follow their old schedule until a new one has been provided.
Alternative School Programs
CAPA- ESL- MSC - IB - GLOBAL EDUCATION
CAPA (Creative and Performing Arts Program) offers in-depth courses
The Class of 2011 will be the first class eligible for the diploma program. There will be seats available for students currently attending Stevenson and Churchill High Schools, but those students would have to transfer to Franklin before their junior year. Efforts are underway to allow eighth grade students who wish to be an IB diploma candidate the opportunity to enroll at Franklin as they begin their ninth grade year.
of study in dance, drama, and vocal music. The curriculum is designed to teach classical and contemporary art forms. Students have the opportunity to perform at the highest level of his or her potential. CAPA is housed at Churchill High School and scheduled morning and afternoon. Students from any high school may enter the beginning courses if space is available. CAPA students will meet all academic graduation requirements. They are expected to participate in after-school rehearsals and performances. Students are selected based on recommendations, auditions, and interviews.
The School of Global Education The School of Global Education is open on a limited basis for students whose home high school is Churchill High School or Franklin High School. Consideration for admission into this program is based on the following criteria: · Beginning with the 2010-11 school year, there will be five seats per high school (Churchill and Franklin) for incoming ninth grade students only. · The allotted number of seats is designated only for students, including non-public students, from each high school's respective attendance area. · Students who do not remain in the Global Education Program through the completion of their junior year must return to their home high school. · Students must be at or above grade level in reading to be considered for admission into the School of Global Education. · Students entering the School of Global Education will become full-time students of Stevenson High School. · Transportation to and from Stevenson High School must be provided by the parent/guardian. · Siblings of students admitted into the School of Global Education may also be permitted to enter Stevenson High School so long as the older sibling is currently enrolled. Admission of the sibling into the School of Global Education is dependent on the normal selection process. · Students who transfer to Stevenson next year as tenth graders may not be eligible for athletics during the first semester.
ESL (English as a Second Language) is a one-year non-continuing course located at Churchill designated for students who have recently arrived in the United States and whose native language is not English. Greater provision for learning English will be provided for the students whose language barrier prevents basic communication. Emphasis will be on oral, aural and written communication.
MSC (Mathematics/Science/Computer Program) is an invitational program which offers the opportunity for students to experience an appropriately accelerated, integrated curriculum in Mathematics, Science, and Computers. The curriculum of MSC is specifically designed for the academically talented student interested in math and science. The content is taught at a faster pace and in greater depth. This is a four-year, half-day program housed at Churchill High School which prepares students for advanced placement examinations in calculus, computer, biology, chemistry, and physics. Eighth grade algebra and geometry students are eligible based upon scores on standardized tests for M/S/C. Other factors considered are statements of interest and teacher recommendations.
IB (International Baccalaureate) Program at Franklin High School will allow
Students who meet the criteria above and wish to be considered for admission into the School of Global Education must complete an interest form and submit it to their counselor with their course request sheet. Non public school students may obtain the interest form from the Office of Instruction located on the second floor of the Administration Building on Farmington Road. The interest form is also available online at the Stevenson website. Submit completed interest forms along with test scores indicating the student is at grade level in Reading to: Mr. Gary Harper, Principal at Stevenson High School. A random draw will be held to determine who enters the program if the interest is greater than the seats available.
selected 11th and 12th grade students to earn an IB diploma in addition to their regular high school diploma. The IB Curriculum is recognized for its academic rigor and its "international mindedness" exposure. Students working for an IB diploma will be required to take a full IB schedule that includes courses in Language 1 (English), Language 2 (Spanish), Individuals and Society (Social Studies), Mathematics, Experimental Science, and Visual Arts, Students will also take end-of-course exams that will be assessed using international standards. The IB program has additional requirements of an extended essay, a Theory of Knowledge course, and 150 hours of documented creativity, action, and service.
The deadline for submitting an interest form is February 1.
32
Student Activities Student activities play an important role at Stevenson High School. When students are involved in co-curricular activities, they will be able to use their academic skills in self-motivating, interest-based activities. They learn Interpersonal skills working with other students who share those same interests. They learn life-long skills such as communication, leadership, organization, teamwork, problem solving, and time management. They also learn in a cooperative, hands-on manner. Students can choose from a wide variety of organizations from student government, to clubs, to drama and music, and more. Stevenson has over 40 co-curricular organizations. The following is a partial list. The complete list is available in the Brieske Room, the student activities office.
The following descriptions represent a sample of several co-curricular organizations in more detail:
CLUBS Bible Study Book Bowling Chess DECA
All-School Musical: The All-School Musical has become an annual springtime presentation at Stevenson High School. The cast is composed of students of all grade levels who are selected for parts through open auditions. The purpose of the all-school musical is to bring to the student body and the community a selection of some of the finest musical comedies that have been performed on the Broadway stage at a reasonable price and offer a performing arts program for those students actively participating in the production.
Diversity Equestrian French GSA German
Greenhouse Ice Skating Ping Pong Political Discussion Quiz Bowl
Aurora: Aurora is the Stevenson High School Yearbook. The staff of the yearbook is made up of students who select it as a class. The Aurora is supported by advertising and student purchases. Spectrum: Spectrum is a literary arts magazine. The staff of Spectrum consists of student volunteers. It is supported by student purchases and is distributed in June.
Robotics Ski Spanish S.E.A. Vegetarian/ Vegan
Other clubs may be formed by students if they can get a faculty sponsor, write a constitution, and obtain senate and principal's approval. Students should see the Student Activities Director for more information. SERVICE ORGANIZATIONS Community Service National Art Honor Society ELVS National Honor Society
All-School Play: The All-School Play is an activity which provides ample opportunities for students to learn about theater through participation in the production of a high-quality, non-musical play. Tryouts are held early in the fall and are open to all students. Technical areas are staffed by interested students from all class levels.
Peer Mentoring SADD
National Honor Society: This national organization serves to honor excellence and provide service. Stevenson's chapter inducts sophomores and juniors in late spring. In order to be inducted into Stevenson's chapter of the National Honor Society, a student must be a sophomore or junior who had a grade point average of 30.5 or higher after the first semester of their sophomore or junior year, and must be able to demonstrate having participated in two service projects, one leadership role, and two high school clubs or organizations (not including sports teams) since the beginning of the sophomore year. The faculty committee makes final selections after asking the entire faculty to make comments on the character of the prospective members.
LITERARY PUBLICATION Aurora –Yearbook Spectrum—Literary Magazine DRAMA All-School Musical Thespian Society
One Act Plays Three-Act Play
Pantomime Show
STUDENT GOVERNMENT Student Senate Senior Class Council Sophomore Class Council SPEECH Legislative Debate Teams MUSIC Jazz Band
Marching Band
Junior Class Council Freshman Class Council
Forensics Village Singers
33
Student Activities (continued) RECOGNITION IN STUDENT ACTIVITIES AT STEVENSON Academic Letters: An Academic Letter may be awarded to any student who completes four full time semesters of study with Livonia Public High Schools with a grade point average of 30.50 or better. Students who achieve such a high accomplishment must apply for this letter of recognition through the Principal's Office during the first three weeks of each semester. Activity Letter: Activity credits are awarded to students for their participation in nonathletic, co-curricular activities. Students who receive 50 activity credits, with a minimum two-year commitment in a variety of clubs and organizations, are eligible for an Activity Letter. For more information, contact the Student Activities Director. Varsity Letter: Boys and girls may receive a Varsity Letter by participating in Athletics, Cheerleading, and Pom Pon. These awards are available to students who meet the prescribed regulations. School Recognition Jackets/Sweaters: School recognition jackets/sweaters have been designed by our high school for the wearing of academic or activity letters. Such jackets/sweaters may be purchased through vendors listed at our Student Activities office. Academic letters and activity letters should be worn with pride on these jackets. Anything worn on these jackets must be in compliance with the standards prescribed by the Student Activities Director and Principal.
34
Courses & Departments
Courses & Departments 2017-2018
Stevenson High School 35
Interdepartmental Programs
A study skills portion will assist students in developing skills for taking notes, taking tests, developing vocabulary skills, and using context clues to improve reading. Specific strategies for study skills for individual content areas will be learned. Supervised study and cooperative learning will help the student to apply the skills learned.
1827/2827—Student Leadership Prerequisite: Must be a Senate or Class Officer, a Senator who is a Junior or Senior in an appointed position.
The purpose of the Student Leadership Class is to empower students with the opportunity to learn and use their leadership skills to actualize the positive potential available from their academic and co-curricular talents.
Intern Programs 1859—Career Intern Program (CIP) Grade 12 2860—Career Intern Program 2 (CIP) Prerequisite: Completed application Approval of program coordinator The Career Intern Program is a work-based career exploration experience for high achieving, college-bound seniors. Non-paid internships are available in many areas including engineering, law, medicine, radio/TV, education, and video game development. However, internship placements can be developed to match most career areas of interest. Students have been placed at Ford Motor, GM, Merrill-Lynch, as well as area hospitals, law firms, and veterinarian hospitals, to name a few.
Class Goals: 1. To recognize the functions of the total school program and better understand the students' role as a leader. 2. To identify the groups that function with the school and community. 3. To work effectively in groups. 4. To recognize different viewpoints that students, teachers and administrators have regarding school problems. 5. To recognize the value of goals in achieving short-term and long-term results. 6. To develop techniques of leading, delegating responsibility, and following through with projects.
Students are invited to apply to the Career Intern Program for two or three hours of their school day (usually hours 4-5-6 or 5-6) and receive 1.0-10.5 credits per semester. Interns are at the internship site four days per week. The fifth day is spent in a seminar with the program coordinator working on projects and covering topics such as communication skills, teambuilding (utilizing high and low ropes), and college selection. Interns also develop portfolios, which prove useful for scholarships and college admissions.
1456/2456—Community Service The community service position provides an opportunity for the student to gain valuable insight into the academic needs and/or difficulties of other students. Service students will gain direct-encounter experience helping students at SHS with assignments, tests, and preparation for exams working in the Resource Room or Counseling Office. Students will also facilitate the Peer Mentoring Program and other programs to assist in meeting the needs of students. This is an excellent experience for students planning to pursue a career in education. Any interested 11th or 12th grade student is required to complete an application which is available from the counselor.
Interns are required to keep a daily journal of their activities, provide their own transportation (they will receive a parking permit), and dress according to the requirements of the internship site.
1825—Orientation (1st semester only) Grade 9 This is a one-semester course specifically for entering freshmen of all ability levels. It is designed to develop successful experiences in high school and includes specific information about the school program and appropriate study skills. Students will learn how to access athletics, activities, and special curricular offerings. They will recognize academic and emotional strengths that will promote success in their high school careers.
Seniors are invited to participate in the program based on a combination of GPA, educator recommendations, and a personal interview by the program coordinator. Letters of eligibility are mailed in January of the junior year. Interested students are required to complete the application packet, which will be available at an assembly scheduled prior to registration, or from their counselor during registration. 36
Intern Programs (continued) 1861/2861—Vocational Intern Program (VIP) 12 Prerequisites: Counselor recommendation/referral and completed application. Approval of program coordinator Students who have vocational goals that cannot be met through existing programs may apply for participation in the Vocational Intern Program. Through non-paid internships, students experience careers by working with personnel in business and industry. At the conclusion of one semester, or a full year's training, the student may be qualified for employment in an entry-level job.
Course Credit Information: • Full semester course • Students may register for this course for hours 5-6 (1.0 credit) • Elective credit will be awarded * Grading will be 'S' (satisfactory) or 'U' (unsatisfactory)
Students may enroll in the VIP for two or three hours of their schedule and earn 1.0-10.5 credits per semester. The program coordinator will assist the student in developing an internship site that will expose the student to the skills they are seeking. Participation in the VIP requires a seriousness of purpose on the student's part, good attendance, and a willingness to work in the program during out-of-school hours.
Evaluation: Students will be required to submit a weekly journal, as well as a final paper or project. Evaluations by the sponsoring educator will be completed at the end of each marking period.
Application procedure: Interested students must submit a completed application, available from their counselor, and participate in an interview with the intern coordinator and member of the Skill Center staff.
Additional Course Information: Many colleges and universities award pre-student teaching credit as well as credit toward the hours needed for admission to physical/occupational therapy training programs.
Interested students are required to complete the application packet which is available from his or her counselor.
Students may provide their own transportation or use the district bussing from their high school to the Skill Center.
37
Art Philosophy of the Department
1503/2503—Advanced Painting (1 Semester) Prerequisites: Painting with a grade of C or better Students will learn more advanced techniques, using primarily water-based paints. They will examine painting styles such as realism, abstraction, impressionism and expressionism through study and discussion of art history. They will continue to develop personal expression and individual style. An emphasis will be placed on developing work for scholarship application and college admissions. Advanced students will be working at more challenging levels and doing more individualized projects.
We believe that through the making of art, and through the study of our art heritage, we can teach students to use and develop their creativity, help them learn about self-expression and visual communication, and guide them to evaluate aesthetic choices based on sound principles. Art courses develop the ability to conceptualize, experiment, organize, problem solve, and carry out ideas to completion. Art can help provide today's students - tomorrow's citizens and leaders with the insight, sensitivity, and humanity necessary for our civilized society to survive and grow in a healthy direction.
1505/2505—Drawing (1 Semester) Prerequisites: None (Fundamentals of Art is recommended.) This course teaches drawing methods and the basic elements of drawing which are useful in learning to draw realistically. Basic drawing media are used, such as pencils, ink, markers, and colored pencil. Some of the projects covered include still life, portraits, shading, perspective, and cartooning.
We also believe that art should be an enjoyable exploration of color, expression, line, communication, shape, form, texture, and all the many other qualities which continue to bring challenge and pleasure to us as human beings. 1500/2500— Fundamentals of Art Prerequisites: None This one semester course will introduce the student to a variety of media, skills and techniques. Students will have the opportunity to learn, explore and experiment with creative art. Elements and principles of design will be integrated into the student's investigation of drawing, painting, sculpture, print making, and art history.
1507/2507—Advanced Drawing (1 Semester) Prerequisites: Drawing with a grade of C or better Students will further develop skills and concepts introduced in the beginning drawing class, with an emphasis on media proficiency. Students will sharpen observational skills, strengthen composition skills and work on projects ranging from realistic, abstracted, and surrealistic. An emphasis will be placed on developing work for scholarship application and college admissions. Advanced students will be working at more challenging levels and will be responsible for weekly sketchbook assignments.
1501/2501—Painting (1 Semester) Prerequisites: Fundamentals of Art and/or Drawing This course offers a variety of experiences in painting. Emphasis is on individual creativity, craftsmanship, unique concepts, and originality. The student will gain a working knowledge of color mixing, color schemes, color harmonies, and principles and elements of design. Basic techniques in tempera, watercolor, and acrylic will be taught. Students will be given the opportunity to develop craftsmanship through a variety of assignments including still life, landscapes, and nature. Critical discussions and observation will take place regularly.
1516/2516—Sculpting/Clay (1 Semester) Prerequisites: None (Fundamentals of Art is recommended) This course uses a wide variety of materials with an emphasis on clay. Students will learn the basics of 3-D design through a variety of methods and techniques. Projects may include hand-built pottery, sculpture (using human and/or animal forms), tile making, architectural explorations, and the study of sculpture and ceramics in our own and other cultures. 38
1518/2518—Advanced Sculpting/Clay (1 Semester) Prerequisites: Sculpting/Clay with a grade of C or better This course is a continuation of the construction skills learned in the beginning course. Students will learn more complex techniques that may include wheel throwing and various carving techniques. Students will be encouraged to develop and refine a personal style. There will be an emphasis on design, craftpersonship, originality and surface decoration. Students will continue to develop their aesthetic judgment through group critique and the study of professional working artists.
1538/2538—Photography (1 Semester) Prerequisites: Students are required to obtain their own 35mm Single Lens Reflex FILM camera. If financial hardship exists, contact the counselor. Preference will be given to upperclassmen. This class is designed for students interested in the photography field and fulfills a fine art, commercial, or vocational interest. Students will learn basic film camera and dark room techniques. Creating meaningful compositions will be taught, and careers in photography will be introduced. Knowledge of the chemistry and use of lab equipment for film will be emphasized as well. Students will learn to process their own film and print their own photographic images. Each student will need to purchase Black and White 100-400 speed film and photographic paper for this course, which will be available for purchase within the department.
1521/2521—Jewelry (1 Semester) Prerequisites: None (Art Fundamentals or Drawing is recommended.) This is a hands-on, craft class that teaches the basic techniques necessary to create a wide range of jewelry. The elements and principals of design will be integrated in designing and creating original pieces in a variety of materials. Safety and the proper use of tools and materials will be stressed. Students who choose to use sterling silver, gems or other precious materials when creating their jewelry may do so at their own expense.
1540/2540—Advanced Photography (1 Semester) Prerequisites: Photography with a grade of C or better. Students are required to obtain their own DSLR and a flash drive. Disposable cameras cannot be used. If financial hardship exists, contact the counselor. Preference will be given to upperclassmen. This course will provide for further advance study in photography with the possibility of creating a portfolio of quality photographs for future employment, scholarship, or competition. Further experimental techniques will be taught and exhibition of advanced work is encouraged.
1523/2523—Advanced Jewelry (1 Semester) Prerequisites: Jewelry with a grade of C or better This course is a continuation of the construction skills learned in the beginning course. Students will learn more complex techniques including stone setting and lost wax casting. There will be an emphasis on design, craftpersonship and originality. Those who chose to use sterling silver, gems or other precious materials may do so at their own expense.
1547/2547—Advanced Art Techniques (1 Semester) Prerequisites: Three art classes with a grade of B or better and approval from the Art Department This is for the student who has had several art classes and is reasonably serious about his or her interest in art. This class is designed to explore drawing, sculpture, painting, and other media on an intermediate to advanced level. Some students will prepare a portfolio for admission to college art departments. Some students will be working on independent projects in a chosen area. All students will be involved in learning new techniques, developing a knowledge of art history, and evaluating their work in a supportive learning environment. This class is essential for juniors who plan to develop a portfolio during the first semester of their senior year. 938—Digital Imaging I (Livonia Career Technical Center - Blue Section) 939—Digital Imaging II (Livonia Career Technical Center - Blue Section)
39
Business Philosophy of the Department
Technology Students must acquire a foundation of knowledge, skills, and attitudes, which enable them to assume responsibility for their learning and effectively use technology as a tool for learning and achieving our core curriculum outcomes. In our information age, students must use technology as a tool for managing information, for communication, collaboration, and problem solving with others in the global workplace.
The Business Education curriculum must have the capacity to develop student's understanding of global economic business systems; technological skills including telecommunications; basic communication skills including reading, writing, listening, and speaking; computational skills; and work attitudes. Students must understand the entrepreneurial spirit, ethical responsibility of a businessperson, and the need for personal financial independence.
Technology literacy means more than acquiring computer literacy. It includes the use of a variety of information systems technologies that increase the ability to access, manipulate, and disseminate information. It means developing an understanding of physical and bio related technology systems. Technology literacy implies a positive attitude about the use of technology and the application of technology based on ethical standards.
Finance Students working in the financial sequence will acquire skills and knowledge in budgeting, investments, consumer credit, savings, banking and various financial markets. In addition students may be required to verify and enter details of business transactions, summarize data in separate ledgers, balance books, compile reports, calculate wages, prepare payment, and analyze financial statements. Computer technology is an integral part of financial practices and procedures and will be incorporated in all financial courses. Marketing Students pursuing career objectives in marketing must demonstrate competencies in the following areas: selling, promotion, distribution, risk management, pricing, purchasing, marketing information management, product/service planning, finance, and entrepreneurship. Marketing personnel must also demonstrate understanding of the marketing economics, business, and human resource foundations.
40
1550-Marketing 1 (1st Semester) Grades 10-12 0.5 credit Prerequisites: None Students will receive an overview of the ever-changing world of marketing with an emphasis on promotion and selling. Topics of study will be the marketing functions, economics, communication, marketing research, distribution, product development, pricing, marketing strategies, and business ethics. Senior Math Credit VPA Credit
1555/2555-Marketing 3 Grades 11-12 (one year course) 1 credit per semester Prerequisites: Marketing I & II, or Sports & Entertainment Marketing, or consent of the instructor. This is a one-year course that puts theory into real-life business situations. Practical experiences are gained by the operation and management of the school store. Students gain hands-on experience with technology as they perform retail operations. Students will have experience in the following areas of retail operations: salesmanship, buying and pricing, cashiering, record keeping, display and sales promotion, merchandising, inventory, customer relations, marketing mathematics, entrepreneurship, human relations, decision making, budgeting, and scheduling. Business ethics and employability skills are an integral part of the course. Through course work, field trips, and guest speakers, students will gain confidence and the opportunity to achieve marketable skills. In addition, students will take part in DECA, a national marketing student organization. Senior Math Credit VPA Credit
2551- Marketing 2 (2nd Semester) Grades 10-12 0.5 credit Prerequisites: None Entrepreneurship is a course designed to start you thinking like the owner or manager of a business. Owners recognize that a person's level of success is only limited by his/her imagination and hard work. As the business owner, you will explore the impact of the economy on your business. Legal requirements, physical layout, operating and staffing needs, promotion, social and ethical responsibilities, and applications of technology will be studied. Ultimately, the goal of entrepreneurship is to educate each student regarding all aspects of starting a business. This knowledge will assist the student in writing a business plan, which could be used to start a business. Senior Math Credit VPA Credit
1571 - Small Business Accounting (1st Semester) Grades 10-12 Prerequisite: None 0.5 credit The course is highly desirable for those expecting to be a part of the global business world (i.e. accountant, administrative assistant, entrepreneur, and computer specialist). A college-bound student planning to major in any phase of business will be required to take several accounting courses.
1552/2552-Sports And Entertainment Marketing Grades 10-12 (one year course) 0.5 credit per semester Prerequisites: None Sports and Entertainment Marketing takes students on a step-by-step journey through the world of marketing. Students encounter and learn about the key functions of marketing and how those functions are applied to sports and entertainment. The purpose of this course is to provide students with the fundamental principles and concepts identified with sports and entertainment marketing, and to develop critical thinking and decision-making skills through the application of marketing principles in these industries. Successful completion of this course will help students develop a knowledge of the career possibilities in the sports and entertainment industries as they relate to a diverse population and global society, and develop the knowledge that is required to produce an actual sports and entertainment event. Senior Math Credit VPA Credit
The first semester of accounting presents the double-entry accounting system in its simplest form. The students will learn to analyze and record daily transactions of small businesses using journals and computer software formats. Other processes covered are the correct procedures both manually and electronically for posting, preparing worksheets and financial statements, and adjusting and closing ledger accounts for proprietorships and partnerships. The final experience in Small Business Accounting is a business simulation in which the student keeps a set of books for a small business for a one-month period. Students will also be trained to use the personal computer with windows/ network, color monitor, and laser printers. Senior Math Credit
41
1575/2575 - Managing Your Money Grades 10-12 Prerequisite: None (1 Semester) 0.5 credit This course, which is recommended for all students, introduces students to the practical areas of finance. Computer software will be used to enhance skills in appropriate areas. Course topics include: - Budgeting personal finances - Developing banking skills - Savings options - Understanding investment options - The Dangers of Debt - Avoiding Identity Theft - Maintaining personal tax records - Developing job search and interview skills Senior Math Credit
1592/2592 - Social Media Business Management Grades 10-12 (1 Semester) 0.5 credit Prerequisite: None Social Media Management is a project based class that teaches students how to use social media to help businesses connect with customers. Students will learn various Social Media platforms such as, Facebook, Twitter, Instagram, Vine, Pinterest, You Tube, LinkedIn, Blogging, etc. Students will learn the proper etiquette and technique expected when Social Media is used in the business world. This class provides a broad introduction to technologies and management models used to successfully create and run an E-Commerce Business. This class is taught in a computer lab and iPads and tablet technology is integrated throughout the course. Coursework is completed in class. Senior Math Credit VPA Credit
1590/2590 - Business Technology Management Grades 9-12 Prerequisite: None (1 Semester) 0.5 credit Business Technology Management is a class designed to teach students how to use technology as a business and personal tool through the use of application software. Students will develop business management skills using Microsoft Office (Word, PowerPoint, Excel and Access). Students will also be introduced to advanced features in Google Documents, Google Drive and Google Applications. This class is taught in a computer lab and iPads and tablet technology is integrated throughout the course. Students will learn how technology is used in advanced academic settings, in a business environment and in everyday situations. Coursework is completed in class. Senior Math Credit VPA Credit
1593/2593- Project Design Management Grades 10-12 (1 Semester) Prerequisite: None 0.5 credit Project Design Management is a class designed to take a digital media approach to business. Students will learn graphic design as it relates to business using many different programs including Photoshop, Microsoft Office, Google Applications, web-based photo-editing, etc. Students will also learn various audio and video production techniques used in the business world today. This class will utilize iPads and tablet technology for many projects. This class is taught in a computer lab and is projectbased. Coursework is completed in class. Senior Math Credit VPA Credit
1591/2591 - Adv Business Technology Management Grades 9-12 (1 Semester) 0.5 credit Prerequisite: Business Tech Management or teacher approval Advanced Business Technology Management is a project based class that focuses on integrating business management and technology. Students will use technology to apply management concepts. Students will use advanced features of Microsoft Office (Word, Excel, Access, PowerPoint), Google Applications, Google Drive, Google Documents, and other online tools (Prezi, Moviemaker, Photo-editing, etc.). Business concepts covered using technology include: International Business, Business Planning, Human Resources, Leadership, Law and Ethics, and Project Management. This class is taught in a computer lab and iPads and tablet technology is integrated throughout the course. Coursework is completed in class. Senior Math Credit VPA Credit 42
1600– Child Development (1st Semester) Grades 10-12 Young men and women learn skills necessary for being an effective parent. The course includes the study of supportive families, pregnancy, family planning, childbirth, the newborn baby, infant simulation, brain development, creative play activities, and developmental processes. Upon completion, students will be able to identify developmental milestones, plan experiences to enhance development, describe appropriate interaction techniques and identify environments for typical and atypical development. The student will have an opportunity to participate in a baby simulation experience. This course is necessary to earn college credit at Schoolcraft College.
Family and Consumer Sciences Philosophy of the Department Family and Consumer Science (FCS) prepares students for family life, work life and careers in Family and Consumer Sciences by empowering students to manage the challenges of living and working in a diverse global society. The Family Consumer Science curriculum will assist individuals in attaining their maximum potential through the development of essential living skills. Students will: • Develop an understanding of themselves and their relations with others • Explore the complexity of parenting skills and child development • Practice consumer skills • Become informed decision makers • Adopt healthy lifestyles • Implement coping and stress management techniques • Learn problem solving and conflict resolution skills
2601 – Parenting (2nd Semester) Grades 10-12 Students will learn effective parenting skills for the infant through preschool age child. Units of study include: adjusting to parenthood, physical care of infants and children, social and emotional growth of children, positive parenting practices, preparing for emergencies with children, guiding children, selecting child care, providing brain based learning activities for children and hands on experience with a computerized "RealCare" infant simulator. This course is necessary to earn college credit at Schoolcraft College.
RECOMMENDED COURSES BY LEVEL All Courses are open to both male and female students. With appropriate prerequisites usually taken in grades indicated. Core Course Numbers and Names 1600 – Child Development (1st semester) ............. 2601 – Parenting (2nd semester) ........................... 1602/2602 – Child Care Professional (1 year) ...... 1604/2604* – Sewing 1 .......................................... 1605/2605*– Sewing 2 ........................................... 1606/2606*– Open Sewing .................................... 2608* – Creative Design (2nd semester) ............... 1610/2610*– Food and Nutrition 1 ......................... 1611/2611*– Food and Nutrition 2 ......................... 1612/2612* – Food and Nutrition 3 ........................ 1615/2615 – Personal Living ................................. 1616 – Family Living (1st semester) ....................... 1617/2617* – Interior Design ................................. 1618/2618 – Life Management ..............................
10 10 9 9 9 9 9 9 9
10 10 10 10 10 10 10 10 10 10
11 11 11 11 11 11 11 11 11 11
12 12 12 12 12 12 12 12 12 12
11 11 11
12 12 12
1602/2602 –Early Childhood Professional Grades 11-12 Prerequisites: Child Development or Parenting Recommended: Child Development and Parenting College credit offered though Schoolcraft College for students completing Child Development , Parenting , and Early Childhood Professional with a grade of B+. Early Childhood Professional is a one-year program designed to meet individual interests in careers where knowledge of child growth and development are important. Students have both class and lab experiences. Lab experiences occur in our state licensed preschool that provides students a simulation experience of being employed in a child related field. The preschool is in operation three days per week and is open to children 3-5 years of age. The high school student will develop a portfolio, formulate observations of the growth and development of children, learn child care licensing laws of the State of Michigan, plan lessons, teach children and practice health and safety procedures. The course is recommended for students pursuing careers in teaching, childcare, nursing, psychology, recreation, etc. Upon completion, the student will receive an early childhood competency certificate.
*Denotes courses that count as 0.5 Applied Arts credit.
*Students are required to have a Department of Human Services background screening completed before working with children. 43
1604/1604 – Sewing 1 Prerequisites: None Sewing 1 is a class for beginning level sewing students. Students will learn: basic hand and machine sewing skills, application of design principles, study of textiles, and integration of math applications. The student is responsible for 2 teacher approved and skill appropriate projects.
1612/2612 - Foods and Nutrition 3 Prerequisites: Foods and Nutrition 2 This class expands on the nutritional information and skills learned in Foods 1 and 2. Units of study will include exploring culinary careers, international cuisine, entertaining and specialty desserts. A lab donation is requested to help defray the cost of ingredients.
1605/2605 – Sewing 2 Prerequisites: Sewing 1 or teacher approval Sewing 2 is a class for students to practice more advanced sewing and design skills. The student will select and is responsible for 2 teacher approved and skill appropriate projects.
1615/2615 – Personal Living Prerequisites: None Grades 9 & 10 In the Personal Living course, importance is placed on the individual and his or her relationship with others. Students will learn to better understand themselves and to develop skills in effective communication and conflict resolution. Class lead discussions will focus on contemporary issues applying to teens and society. Students will be engaged in goal setting and developing plans for reaching those goals.
1606/1606 – Open Sewing Prerequisites: Sewing 1 or Sewing 2 Open Sewing is a class for the advanced sewing student. Students will create projects that utilize a variety of fabrics and higher level sewing techniques. The student will select and is responsible for two teacher approved and skill appropriate projects.
1616– Family Living (1st Semester) Prerequisites: None Recommended for Grades 11 & 12 This course explores the need to build a strong family and the role of the family in society. Relationships with family and friends, mate selection, marriage, divorce, violence, substance abuse, and aging will be key topics. Practical information is given to help students with decision making and dealing with family issues.
2608—Creative Design (2nd Semester) Prerequisites: None This course is designed for students to discover the rewards and benefits of using personal creative skills. Students will be introduced to a variety of crafts that will appeal to individual needs and talents. The focus of this course will include hands-on projects such as machine sewing, quilting, embroidery, knitting, crocheting, cross-stitch, needlepoint, and beading. Students will be required to supply their own project materials.
1617/2617—Interior Design Prerequisites: None Interior Design will focus on how to apply the principles and elements of design to interior living spaces. An architectural history of housing and furniture will be studied. Emphasis is placed on the way a home can express and enrich the lifestyle of family members.
1610/2610 - Foods and Nutrition 1 Prerequisites: None Students will learn nutritional guidelines for healthy living, kitchen safety and sanitation. This is an activity- based class where food preparation basics are taught and practiced. A lab donation is requested to help defray the cost of ingredients.
1618/2618 – Life Management Prerequisites: None Recommended for Grades 11 & 12 Students will develop personal survival skills that they will use when they move out on their own or go away to college. Selections will include information on communication skills, money management, employment, career and college planning and consumer issues.
1611/2611 - Foods and Nutrition 2 Prerequisites: Foods and Nutrition 1 Students will build on food preparation skills and concepts presented in Foods 1. Units of study will include kitchen safety and sanitation, meal planning and nutrition. A lab donation is requested to help defray the cost of ingredients.
44
The School of Global Education
CURRICULUM OF THE SCHOOL OF GLOBAL EDUCATION
(An alternative to regular school) The School of Global Education offers a four-year curriculum in Language Arts and Social Studies, open to any interested student who may wish to apply for enrollment. The curriculum offered in the Global Education program is both exciting and challenging, designed to prepare students for the rigors of a university education. It is strongly recommended that students who select Global Education should be at or above reading level for their respective grade. Global education is an interdisciplinary approach to cultural, political, scientific, and economic issues, in an arrangement different from what is offered in the traditional Language Arts and Social Studies curriculum. It seeks to promote an understanding of the values and priorities of the many cultures in the world, and of our American foreparents.
Sequence 1
(NCAA)
1120/2120 Global English/World Literature: Development of language, writing, and communication (including basic composition, speaking, and research skills), mythology, the beginnings of drama, and creativity. (All sequences include work in humanities.) 1121/2121 Global World History: Introduction to archaeology, world history, sociology, geography, anthropology, psychology, economics, and political science.
Sequence 2
Students who enroll in the School of Global Education should understand they are making a full-year commitment to the program. There are significant differences in the scope and sequential nature of the Global Education curriculum from that of the traditional Language Arts and Social Studies courses. Students should consider this carefully when enrolling in the School of Global Education initially, or when they register during second semester for the following year. The decision to leave the program is not one to be taken lightly and both parents and students should be aware of this policy. If a student is struggling academically, they should first seek help and advice from their classroom teachers, their counselor and the director of the program. Students should recognize that they have an obligation to meet their academic responsibilities, especially in a special program of study like Global Education. Students should understand that there are additional expectations that accompany participation in the Global Education program. These include, but are not limited to additional reading, writing, and speaking assignments and projects, participation in cultural events, roleplay simulations, summer assignments, and the opportunity to explore topics in more depth through extracurricular field trips. There is also the opportunity to earn college credit for SIMUN, MAMUN and the summer travel experience through Madonna University. To benefit fully from this program, students must be willing to complete the entire year of study.
(NCAA)
1122/2122 Global English/American Literature: American literature with world literature and the development of the novel, short story, poetry, and drama. (This will include writing skills and optional creative writing.) 1123/2123 Global American History: American pluralism in history, native and immigrant trends, and foreign policy.
Sequence 3
(NCAA)
1124/2124 Global English 3: Contemporary world literature, trends and notable authors, new directions in drama, the novel, poetry and nonfiction, science fiction, and futurism. (This will include writing skills in research and rhetoric.) 1125 Global Government/ 2125 Economics: Studies in U.S. government issues of global political and economic interdependence and futurism.
Questions regarding this policy should be directed to the program director Judy Bergeski at:
[email protected].
45
Sequence 4 Prerequisite: Sequence 3
NOTE: In all four sequences, the possibility of credit for community activities on an individual basis can be explored by students, teachers, and community members. The interdisciplinary approach used in the School of Global Education promotes better understanding of both the past and the present world and offers guideposts to the future. It is hoped that such an approach to education and such a global focus on humanity will help lessen the fear and suspicion in tomorrow's world.
(NCAA)
1126/2126 GLOBAL ED. ENGLISH 4 (1 credit in English) This course is designed for students who have already been introduced to beginning research techniques in Sequence 3. Students will conduct research on a problem or issue of a global nature that also has local implications. Students are also expected to have actively contributed, through a community service project, under faculty guidance, to addressing the problem at a local level. The majority of the written paper will be completed first semester along with four hours of the community service requirement of the Senior Project. Students will also read several novels/plays and critique both in writing and through class discussions. They are expected to fully participate in the activities of the School of Global Education. This course includes instruction in theory and physiology of speech followed by application in public speaking, debate, and oral and written critiques of public speakers. Second semester, students will also learn skills in simulation design and prepare original simulations for use in the Stevenson Intramural Model United Nations (SIMUN). Students will complete a final draft of the research paper for the Senior Project and also complete the remainder of the community service project. Finally, students will transform their written research into an oral presentation to be given in front of staff and students. All students are expected to fully participate in the activities of the School of Global Education.
The operation of the school is under the Global Education teaching and administrative team at Stevenson High School advised by a community (parent) committee. In addition, a Student Advisory Council assists in the planning of activities. There is developed, then, a close relationship between teachers, students, and the community. Out-of-school activities and field trips help foster connections to the community. Students in the School of Global Education may also choose other courses in Stevenson High School as electives to fill a school day. In this manner, they can keep in contact with friends in other parts of the school. They are encouraged to continue when possible, the development of skills and talents already identified and to explore new opportunities. Additional questions regarding the Global Education program may be addressed to the school's director at (734)744-2660 ext. 48130.
1127/2127 Social Studies: INTERNATIONAL RELATIONS/ COMPARATIVE GOVERNMENTS (1 credit in Social Studies) International Relations is considered to be the capstone course for students who have been enrolled in the School of Global Education while at Stevenson. Students will study and evaluate the workings of international organizations and governments, diplomacy, law, and politics as well as the changing role of the United States in world affairs. This course will rely on historical examples to help students analyze and understand current events. Students will also use a variety of electronic media such as the Internet to conduct some independent research and publish their findings in written format and oral presentation. Together with the GE English 4 class, students will have an opportunity to "think globally and act locally." WORLD LANGUAGE: While foreign languages are not taught within the School of Global Education itself, it is highly recommended that global education students study at least one world language while at Stevenson High School. The choice can be one or more from French, German, Japanese, or Spanish. 46
Health and Physical Education Special Notes For All Physical Education Students Physical Education is required of all students unless excused for health or religious reasons. If a student is to be excused from P.E. for health reasons, the following procedure must be followed:
Philosophy of the Department We believe that physical education is a sequential, developmentally appropriate program that provides students with the knowledge, skills, fitness, and attitudes needed to live a healthy, productive life.
a. Temporary Excuse—If a student is to be excused from class for 1-3 days the parent should write a note the first day. If the excused period is going to be longer than 3 days, it is necessary to have a note from the doctor indicating the length of the excused period.
It is the goal of the physical education department that all students will show competence in the following six content standards: (Adopted from the Michigan Merit Curriculum) Standard 1 Demonstrate competency in motor skills and movement pa terns needed to perform a variety of physical activities. Standard 2 Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3 Participate regularly in lifelong physical activity. Standard 4 Achieve and maintain a health-enhancing level of physical fitness. Standard 5 Exhibit responsible personal and social behavior that respects self and others in physical activity settings. Standard 6 Value physical activity for health, enjoyment, challenge, self-expression, and social interaction.
b. Permanent Excuse—The student must procure a medical excuse from the Guidance Department and have it filled out by the family doctor. If approved by the principal, the form should be returned to the counselor who will file the excuse in the student's permanent record. c. Religious Excuse—A written request from the student's church must be procured if this student is to be excused for religious reasons. This request should be returned to the counselor.
Physical Education and Health - Requirements All students who graduate from a Livonia Public High School must successfully complete the following two courses: 1464/2464 Personal Fitness and 1468/2468 Health. It is recommended that Personal Fitness be taken in the 9th grade year and Health be taken in the 10th grade year. 47
Required Physical Education Courses:
Elective Physical Education Courses:
1464/2464—Personal Fitness (1 Semester) Graduation Requirement (Typically taken in ninth grade year) This one-semester required course is aligned to the Michigan K-12 Physical Education Content Standards and Benchmarks and is specific to Livonia Public Schools. It is a "sequential educational program that provides students with the knowledge, skills, fitness, and attitudes needed to lead a healthy life:. Personal Fitness is comprised of the following areas: 1. Health-Related Fitness - 1/3 of the total class time will be filled with fitness activities such as FitnessGram Testing, Fitness Center, Free Weight Room, Yoga/Pilates, Aerobic activities, Bands/Tubes/Balls as well as classroom learning opportunities. 2. Aquatics - Three weeks will be spent in the pool. Students will learn Front Crawl, Backstroke, and Breaststroke. Students will also learn basic lifesaving and pool safety guidelines. 3. Net/Wall Games - tennis and Volleyball. 4. Invasion Games - Soccer and Basketball. 5. Striking and Fielding - Softball and/or Kickball.
1470/2470—Team Sports (1 Semester) Prerequisite: Personal Fitness This course will allow students the opportunity to improve their skills to maintain a moderate level of fitness and to develop the social skills associated with team play through the following sporting units: team handball, indoor soccer, slow pitch softball, basketball, volleyball, tennis, eclipse ball, flag football, and floor hockey. Sportsmanship, Conditioning, Game Rules, Techniques, and Strategies will also be assessed via active daily participation and written assessments throughout the semester.
1472/2472—Weight Training ( 1 Semester) Prerequisite: Personal Fitness Weight TrainingPrerequisite: Personal Fitness This course is designed to accommodate all levels of experience and abilities in the weight room. For the beginner the student focus is on correct lifting technique, knowledge of equipment, sound lifting practices, and learning how to develop and implement a complete weight training program. Most all program development will be instructor lead. The more experienced student has the opportunity to experiment with different types of training programs depending on individual goals. These weight training programs are student developed with instructor review to ensure the program doesn’t overemphasize specific muscle groups. Students will weight train four days while one day is spent on cardiovascular fitness.
Students will be assessed in every physical education area. Students will demonstrate proficiency on the Michigan K-12 Physical Education Content Standards through on-going assessments, observations and tests. 1468/2468—Health (1 Semester) Graduation Requirement (Typically taken in the 10th grade year) Note: Health is a graduation requirement. This one-semester course will enable students to become better informed regarding decisions about the care and maintenance of their personal health. Students will be instructed in the following units: • Nutrition and Physical Activity • Alcohol, Tobacco, and Other Drugs • Social and Emotional Health • Personal Health and Wellness A unit on human sexuality and reproduction will also be taught to develop student self-awareness and coping with personal feelings in everyday problems and situations. A parent/guardian meeting will be held for review of materials and course outline. If a parent/guardian requests that their child be excluded from this unit, alternate assignments for this unit will be available upon parent/guardian request. 48
1467/2467—Whole Self Fitness (1 Semester) Prerequisites: Personal Fitness This course is designed for students who would like to explore noncompetitive forms of exercise. Emphasis will be placed on the following: yoga, Pilates, muscular strength, muscular flexibility, fascia fitness, and meditation. Students will also get to use various types of equipment such as: fit balls, medicine balls, bosu balls, body bars, foam rollers, tennis balls, resistance bands, and other popular fitness trend equipment. From this class, students will learn personal tools for stress management, improve muscle tone and strength, improve balance, coordination, and flexibility. They will also build self-esteem and confidence. 1475/2475—Lifeguarding (1 Semester) Prerequisite: Personal Fitness 1
This Advanced Physical Education course is designed to provide the student with knowledge and skills necessary to save his/her own life or the life of another in the event of a water emergency. An American Red Cross Lifeguarding card and CPR for the Professional Rescuer card will be issued to those students meeting all of the requirements set by the Red Cross. This course will involve classroom time as well as pool time. Students receiving their ARC Lifesaving certificate will be ready for employment as a lifeguard. (Students must be at least 15 years old by the end of the semester). Students signing up for this class must be able to swim 500 yards, and also be able to swim the front crawl and breast stroke. There is a fee for those students who earn certification. This covers the cost of the cards and administrative fees.
Health and Physical Education
1491 - Health (7th hour) 2492 - Personal Fitness (7th hour)
49
Industrial Technology 1621/2621—Intro to Auto Technology (1 Semester) Prerequisites: None Grades 10-12 This is a one-semester course offered for one hour a day to students who may or may not be interested in specializing in automotive repair. Course content covers the terminology and operation of the basic components and system of the automobile. The engine, fuel system, brakes, etc., will be covered. Approximately 20% to 40% of the student's time will be spent working on various automotive components and learning the proper use of hand tools. The course is a prerequisite for all advanced automotive courses and will be required for all students intending to specialize in this area.
Philosophy of the Department All students, regardless of gender, can benefit from experiences in Industrial Technology. Students may enroll in one semester exploratory courses without making long-range commitments. Traditional and modern technology courses are available for career and vocational goals. Exploratory and sequential programs are aligned with career pathways in automotive technology, construction technology, architectural, engineering, and manufacturing technology are available. Successful completion of any sequential program should provide the student with sufficient knowledge and skill to qualify for entry level employment, vocational courses at the Career Technical Center, or educational/technical training programs after high school. Automotive Technology Career Pathway
Construction Technology Career Pathway
Recommended Prerequisites Small Engines
Recommended Prerequisites Intro Drafting Core Courses Intro Woods Advanced Woods *Construction Trades 1 (1 yr) *Construction Trades 2 (1yr)
Core Courses Intro Auto Auto Repair & Maintenance **Automotive Technology (1 yr) SHS *Automotive Technology 1 (1 yr) *Automotive Technology 2 (1 yr)
2622— Auto Repair & Maintenance (1 Semester) Prerequisites: Intro to Auto Grades 10-12 Auto Repair & Maintenance is primarily a terminal course for students who do not plan to earn a living as a mechanic, but would like to learn how to repair and properly maintain their own automobile. However, students electing Auto Repair and Maintenance may proceed to the technical program in those instances where additional automotive instruction is desired. Auto Repair and Maintenance is a course covering tune-up, general maintenance procedures, brakes, emission controls and drive trains. Approximately 50 percent of the student's time will be spent in lecture and study sessions and the remaining 50 percent will be spent working in a laboratory on live units.
Architectural, Engineering, and Manufacturing Technology Career Pathway
1660/2660—Small Engine Service (1 Semester) Prerequisites: None Should be taken before 1621/2621 Intro to Auto Students in this one semester course will learn the fundamentals of small two-stroke-cycle and four-stroke-cycle gas powered engines. The course will include units of instruction in service, maintenance and repair of small engines used on lawn mowers, snow blowers, power generators, chain saws, snowmobiles, and garden equipment. Proper use of tools, trouble shooting, and testing will be emphasized.
Recommended Prerequisites Intro Drafting Architectural Technology Core Courses Architectural Drafting/CAD *Architectural Design (1 yr) Engineering Technology Core Courses Mechanical Drafting/CAD *Engineering Design (1 yr) Manufacturing Technology Core Courses Manufacturing Technology (1 yr) * Career Technical Center Course ** This course taken in the senior year may be applied towards senior math credit.
50
1634/2634—Introduction to Drafting (1 Semester) Prerequisites: None Introduction to Drafting is an exploratory course for students who hope to obtain a basic knowledge of mechanical and architectural drafting and an introduction to CAD. The course content is organized to provide the student with basic skills in reading and creating drawings that will be of benefit to the student in other industrial technology courses.
0936/2936—Auto Technology 1 (1 Year) Prerequisites: None This one-year course may be offered at the Livonia Career Technical Center or at the home high school. This course is designed to prepare the student for entry into the automotive mechanic occupation. This will be done by the student performing the tasks associated with the auto servicing field Included are the disassembly, inspection, repair and reassembly of specific components of the automotive engine and chassis. The student will also be given an opportunity to practice and improve skills in the standard automotive services.
1636/2636—Architectural Drafting/CAD (1 Semester) Prerequisites: Intro to Drafting Note: Students may take Architectural Drafting/CAD for two semesters. Architectural Drafting/CAD is a course for students interested in architecture, design, and/or construction technology. Course content includes scale reading, architectural drawing, dimensioning techniques, and CAD.
0937/2937—Auto Technology 2 (Livonia Career Technical Center - see blue section)
1638/2638—Mechanical Drafting/CAD (1 Semester) Prerequisites: Intro to Drafting Note: Students may take Mechanical Drafting/CAD for two semesters. This course is for future designers and engineers. Course content includes mechanical drawing, dimensioning techniques, CAD, career opportunities, and educational technical programs.
Construction Technology 1652/2652—Intro to Woods (1 Semester) Prerequisites: None Introduction to Woods is a one-semester course with product-centered activities and an emphasis on understanding the following areas of instruction: shop safety; basic hand tool manipulation; machine operation; planning; measuring; finishing; minor home maintenance and consumer knowledge.
0940—Architecture Design (Livonia Career Technical Center - see blue section)
1653/2653—Advanced Woods (1 Semester) Prerequisites: Intro to Woods Note: Students may take Advanced Woods for two or more semesters. Advanced Woods is an advanced course with additional concentration on those areas mentioned in Intro to Woods. Project selection will be more challenging with increased emphasis on individual planning and problem solving.
0942—Engineering Design (Livonia Career Technical Center - see blue section)
0910 Construction Trades 1 (Livonia Career Technical Center - see blue section) 0914 Construction Trades 2 (Livonia Career Technical Center - see blue section)
51
The foreign language is used as the vehicle for communication. Pertinent culture, grammar, and syntax are presented and applied in context. Students must maintain a portfolio of written work and produce oral presentations throughout the course. Both written and oral assessments are required. IB monitoring of student work begins at this level of study for juniors using portfolio and recorded samples Students will sit for the IB exam in May of their senior year.
International Baccalaureate Program (IB) IB (International Baccalaureate) Program at Franklin High School will allow selected 11th and 12th grade students to earn an IB diploma in addition to their regular high school diploma. The IB curriculum is recognized for its academic rigor and its "international mindedness" exposure. Students working for an IB diploma will be required to take a full IB schedule that includes courses in Language 1 (English), Language 2 (Spanish), Individuals and Society (Social Studies), Mathematics, Experimental Science, and Visual Arts. Students will also take end-of-course exams that will be assessed using international standards. The IB program has additional requirements of an extended essay, a Theory of Knowledge course, and 150 hours of documented creativity, action, and service. There will be seats available for students currently attending Stevenson or Churchill High Schools, but those students would have to transfer to Franklin before their junior year. Applications are accepted beginning in the student's eighth grade year.
1882/2882-IB History of the Americas: Higher Level (HL) - Grade 11 1892/2892-IB History of the Americas: Higher Level (HL) - Grade 12 International Baccalaureate History of the Americas is a two-year course to prepare students to fulfill the group three requirement. During Year One, students will study Anglo-America and Latin America for the purpose of comparing/contrasting the similarities and differences in cultural roots, political-economic-social development, and modern international relations. A focus on critical issues in United States History will serve as part of the course to meet state requirements. Year Two will focus on topics of the 20th century. Students will prepare for IB examinations during both years and exams will be taken in May of their senior year.
1880/2880—IB English: Higher Level (HL) - Grade 11 1890/2890—IB English: Higher Level (HL) - Grade 12 International Baccalaureate English is a two-year course of study to prepare students to fulfill the group one requirement. Works are selected according to IB requirements and from Prescribed Book Lists so as to cover all genres and time periods of World and Western Literature within the two-year course. Numerous written and oral assignments are graded both internally and externally by the International Baccalaureate Organization. The two internally assessed oral components are the formal oral presentation on Part IV works and the formal oral commentary on Part II works. The formal oral presentation is completed in the first year of the program, and the formal oral commentary is completed in the second year of the program. In the second year of the program, students will sit for the IB exam which consists of two papers, one on Groups of Works and the other a written commentary on either a piece of prose or a poem. 1881/2881—IB Spanish: Standard Level (SL) - Grade 11 1891/2891—IB Spanish: Standard Level (SL) - Grade 12 Prerequisite: Students must complete Spanish 1 and 2 before entering the program. This is a two-year course to prepare students to fulfill their IB Language B (group 2) requirement. In this course students develop increased proficiency in the foreign language. The development of listening, speaking, reading, and writing skills continues through questions, discussions, and presentations.
1883/2883—IB Biology: Higher Level (HL) - Grade 11 International Baccalaureate Biology is a two-year course of study to prepare students for the group four requirement. The course emphasizes basic biochemistry, cell structure and function, genetic patterns of inheritance, plant form and function, evolution, ecology, animal physiology and the international nature of science. An interdisciplinary group project helps students realize that one discipline is not isolated from another and that scientists can work together on problems to discover solutions to a common goal. Requiring structured labs, research papers and experimental design projects emphasizes laboratory work. Instruction is student-centered with cooperative learning as well as teacher directed, thus offering the student a college-level biology experience. Students will sit for the higher level International Baccalaureate Biology exam in May of their senior year. 1884/2884—IB Biology: Standard Level (SL) - Grade 11 International Baccalaureate Biology is a two-year course of study to prepare students for the group four requirement. The course emphasizes basic biochemistry, cell structure and function, genetic patterns of inheritance, plant form and function, evolution, and an interdisciplinary group project helps students realize that one discipline is not isolated from another and that scientists can work together on problems to discover solutions to a common goal. Requiring structured labs, research papers and experimental design projects emphasizes laboratory work. 52
Instruction is student-centered with cooperative learning as well as teacher directed, thus offering the student a college-level biology experience. Students will sit for the standard level International Baccalaureate Biology exam in May of their senior year.
The course includes a project requiring significant personal research involving the collection, analysis, and evaluation of data. Additionally, students completing this course will sit for the external IB Mathematical Studies exam in May of their senior year.
1885/2885—IB Environment Systems and Societies: Standard Level (SL) - Grade 11 IB Environmental Systems and Societies (ESS) is a one year course of study to meet the students' group 4 requirements. Through studying environmental systems and societies students will be provided with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. The teaching approach is such that students are allowed to evaluate the scientific, ethical and socio-political aspects of issues. The course aims to foster an international perspective, awareness of local and global environmental concerns and an understanding of the scientific methods.
1888/2888—IB Visual Arts: Standard Level (SL) - Grade 11 International Baccalaureate Visual Arts is a two-year course of study to prepare students for the group six requirement. It is structured to encourage individual exploration of one's artwork and personal impressions. Students will create two separate journals, one visual and one written. The written journal will reflect the student's personal choice of concentration in both a period of art history or artist and in an artistic medium in which they choose to work. The assessment in IB Visual Arts will consist of an external evaluation of the journal by IB Examiners as well as an on -site exhibition of a student's portfolio in addition to an interview with the examiner. 1889/2889—IB Visual Arts: Higher Level (HL) - Grade 11 1899/2899—IB Visual Arts: Higher Level (HL) - Grade 12 International Baccalaureate Visual Arts is a two-year course of study to prepare students for the group six requirement. It is structured to encourage individual exploration of one's artwork and personal impressions. Students will create two separate journals, one visual and one written. The written journal will reflect the student's personal choice of concentration in both a period of art history or artist and in an artistic medium in which they choose to work. The assessment in IB Visual Arts will consist of an external evaluation of the journal by IB Examiners as well as an on -site exhibition of a student's portfolio in addition to an interview with the examiner, which takes place in the senior year.
1886/2886—IB Mathematics: Standard Level (SL) - Grade 11 1896/2896—IB Mathematics: Standard Level (SL) - Grade 12 International Baccalaureate Mathematics Standard Level is a two-year course of study to prepare students for the group five requirement. IB Mathematical Standard Level is a rigorous, two-year course of study. The first year encompasses pre-calculus, which establishes a foundation for the second year. The second year is an introduction to the study of differential and integral calculus with emphasis on application and extends concepts of vectors, probability, statistics, exponential, and logarithmic functions. This course requires college-level performance and work habits. A three and one half-hour external IB examination is given in May of their senior year.
1893/2893—IB Theory of Knowledge 1 and 2 Theory of Knowledge 1 and 2 explore the origins, validity, and values of various forms of knowledge. It considers sources of knowledge and the varying ways in which we as individuals perceive and process the knowledge that we acquire. The content includes the courses study in IB and what you experience outside of the classroom. The center of this course is critical reflection. The purpose of this course is to reconsider and reevaluate information you already possess. The class will also provide experiences to assist students with the development of their Extended Essay and their Creativity, Action and Service requirements for their IB diploma. This course is open to IB Diploma Program students only. Theory of Knowledge 1 is scheduled for the second semester of junior year (2893) and Theory of Knowledge 2 is scheduled for first semester of senior year (1893).
1887/2887—IB Math Studies: Standard Level (SL) - Grade 11 1897/2897—IB Math Studies: Standard Level (SL) - Grade 12 International Baccalaureate Math Studies is a two-year course of study to prepare students for the group five requirement. The course is designed for IB students of varied backgrounds and abilities whose future careers will not include a focus on mathematics. The skills needed to cope with the mathematical demands of a technological society are developed, and emphasis is placed on the application of mathematics to real-life situations. Topics developed throughout the two years include: families of functions, geometry, trigonometry, statistics, probability, financial mathematics, and an introduction to differential calculus. 53
history as well as contemporary perspectives. Numerous impromptu and formal essays are required. By using more challenging texts and moving at a faster pace, students will improve in reading, writing, speaking, listening, viewing and expressing. Outside reading, formal and informal speeches, and in-class participation are requirements of this course.
Language Arts Graduation Requirements All students will take two semesters of English all four years of high school. Other classes are offered within the department which do not meet specific English Language Arts requirements but for which students may receive graduation requirement credits.
1106/2106—Accelerated Language Arts 11 (NCAA) Prerequisites: Successful completion of Accelerated Language Arts 10 with a grade of C or better.
Required English Courses: You need to have earned credit in an accelerated, college preparatory, or general level in each of the following courses. Language Arts 9: 9th Grade Language Arts 10: 10th Grade One composition course & a junior literature course: 11th Grade Two semesters of senior ELA courses: 12th Grade
This is a two-semester, college preparatory course for high-achieving junior students. Basic content of the course is centered, but not limited to, British literature and composition. Emphasis is placed upon the study of the essay, drama, novel, poetry and short story. Required readings will explore literary history as well as contemporary perspectives. Numerous impromptu and formal essays are required. Outside reading and in-class participation are requirements of this course.
In the Language Arts required courses, students will receive a minimum of 1 hour per semester in a structured online learning activity that utilizes technology with Internet-based tools and resources as the delivery method for instruction, research, assessment, and/or communication.
1107/2107—Advanced Placement English Literature and Composition (NCAA) Prerequisites: Admission to Accelerated English and semester grade of C or better in Accelerated Language Arts 11.
Advanced Placement English 12 is a two-semester college-preparatory course for mature, previously-screened, high-ability senior students. A highlight of the course for most students is taking the Advanced Placement Exam in English Literature and Composition. Major content of the course is the study of the essay, novel, drama, and poetry. Listening, discussing, writing, and rewriting are major activities each week. Outside reading is required. Students will also focus on district-required goals of viewing, representing, and making applications.
Accelerated Courses Accelerated Courses: For all accelerated courses, to continue to the next semester, a student must have a grade of C or better. 1102/2102—Accelerated Language Arts 9 (NCAA) Prerequisites: By invitation based on eighth grade ELA teacher's recommendation, and standardized test scores in language arts and abstract reasoning.
This is a two-semester, college preparatory course for high achieving incoming freshmen. Emphasis is placed on the study of the essay, drama, novel, poetry, and short story. Required readings will explore literary history as well as contemporary perspectives. By using more challenging texts and moving at a faster pace, students will improve in reading, writing, speaking, listening, viewing and expressing. Outside reading and participation are requirements of this course.
College Preparatory Courses 1101/2101—Language Arts 9 (NCAA) Prerequisites: None
Through a thematic approach to classic and contemporary narrative and informational texts, students will strengthen skills in six strands: reading, writing, speaking, listening, viewing, and representing. Ninth graders will connect with and respond to texts by analyzing relationships within and across families, communities, societies, governments, and economies. Through the lens of Inter-Relationships and Self-Reliance, they will consider how they build relationships, how their relationships impact others, and how they are responsible to society.
1105/2105—Accelerated Language Arts 10 (NCAA) Prerequisites: Successful completion of Accelerated Language Arts 9 with a grade of C or better
This is a two-semester, college preparatory course for high achieving sophomores. Basic content of the course is centered on American Literature. Emphasis is placed on the study of the essay, drama, novel, poetry, speech and short story. Required readings will explore literary 54
1108/2108—Language Arts 10 (NCAA)
literature and develop a better understanding of others through memoirs, articles of the week, and other texts. Students will be required to read independently, think critically, and reflect on various themes.
Prerequisites: Tenth grade status
In Language Arts 10, students will extend their studies of classic and contemporary narrative and informational texts with a special focus on American literature. By connecting with and responding to texts through critical response and stance, students will assess and modify their beliefs, their views of the world, and the powers that impact them.
1131/2131 - World Views Literature (NCAA) (1 Semester) Prerequisite: At least Junior status Building on the skills of ELA 9 and 10, students will explore different perspectives in a changing world through a variety of texts and writing experiences. This course will focus on diversity in nationality, gender, age and era. Texts will include various viewpoints from multiple cultures.
JUNIOR LEVEL: TWO SEMESTERS REQUIRED 1111/2111—Composition (NCAA) (1 Semester) Prerequisites: Completion of ELA 10 This course assists students in developing their writing skills in more formalized language situations. Students will study elements of composition such as usage and punctuation while practicing forms such as persuasion, comparison, and personal narrative. Students will examine various texts – such as articles, essays, and short stories – for style, structure, audience, and tone. Students will also develop strategies to read critically and successfully manage reading and writing tasks on standardized tests. Emphasis will be on journals, multi-paragraph essays, basic research skills, documentation form, and the process of revision and rewriting.
1132/2132 - Visionary Literature (NCAA) (1 Semester) Prerequisite: At least Junior status Building on the skills of ELA 9 and 10, students will explore different perspectives in a changing world through a variety of texts and writing experiences. This course will focus on the visionary writers and innovative thinkers through various time periods, the visions of the future, the journey of the self, and the creation of new ways of thinking. SENIOR LEVEL: TWO SEMESTERS REQUIRED 1195 – Humanities I (NCAA) (1st Semester) Prerequisite: Senior status Students will explore human nature and leadership qualities through the study of literature, art, music, architecture, philosophy, theater, science, sculpture and dance. Beginning with early human cultures and advancing through the Middle Ages, students will experience the arts through various projects, readings, viewings and interactions. Analytical writing is emphasized, in addition to oral presentations and research. Students may also take Humanities second semester, but it is not required.
1119/2119—Advanced Composition (NCAA) (1 Semester) Prerequisites: Successful completion of ELA 10 with a B or better or by teacher recommendation
This rigorous course offers students a chance to refine their writing and further develop their literary skills. It is recommended for college-bound students. Like the composition class, students will study elements of composition such as usage and punctuation while practicing essay forms such as persuasion, comparison, and personal narrative. Students will examine various texts – such as articles, essays and short stories – for style, structure, audience and tone. Students will also develop strategies to read critically and successfully manage reading and writing tasks on standardized tests. Emphasis will be on journals, multiparagraph essays, research skills, documentation, revision and rewriting.
2195 – Humanities II (NCAA) (2nd Semester) Prerequisite: Senior status Students will explore human nature and leadership qualities through the study of literature, art, music, architecture, philosophy, theater, science, sculpture and dance. Beginning with the Renaissance and advancing to the present era, students will experience the arts through various projects, readings, viewings and interactions. Analytical writing is emphasized, in addition to oral presentations and research. Students may also take Humanities first semester, but it is not a requirement.
1130/2130 - Reality Literature (NCAA) (1 Semester) Prerequisite: At least Junior status Building on the skills of ELA 9 and 10, students will explore different perspectives in a changing world through a variety of texts and writing experiences. This course is centered, but not limited to, nonfiction literature and composition. Students will make real life connections to the
55
1196 – Conflicts and Compromise (1st Semester) Prerequisite: Senior status Through both fiction and nonfiction, students will explore and discuss conflicts and comprises in current interpersonal, personal, and world issues. Students will be active participants and presenters as they develop their own leadership abilities. Students will share their insights and understanding of leadership and their views of the modern world.
1109/2109—Language Arts 10B Prerequisites: Successful completion of both semesters of Language Arts 9B or by teacher recommendation and approval of department chair. This course follows the goals of Language Arts 10 with emphasis on continued improvement of basic skills in reading, writing, speaking, listening, viewing, and representing.
2196 – Researching Contemporary Issues (2nd Semester) Prerequisite: Senior status Through lively and spirited discussion, students will discover their own voices as potential leaders. Students will be taught the rules of argumentation and gain a greater understanding of research techniques through a variety of speaking and writing activities.
1117/2117— Composition B (1 Semester) (satisfies junior comp requirement) Prerequisites: Completion of ELA 10B or by teacher recommendation and approval of department chair. Students will write, revise and edit papers and letters for a variety of purposes. This class will continue to focus on reading comprehension and written expression.
1197- Leadership and Literature (NCAA) (1st Semester) Prerequisite: Senior status Students will examine leadership issues past and present through managed literature choices. Students will explore their own leadership qualities and enhance their leadership potential by reading, writing, discussing, and interacting with texts and each other.
Students in Senior Standing, must select a course from 1195, 1196, or 1197; and must select a course from 2195, 2196, or 2197
Elective English Courses
2197- Media Literacy (2nd Semester) Prerequisite: Senior status Students will engage in a critical examination of the media in forms such as television, internet, advertising, radio and periodicals to understand how each is constructed. Students will analyze and evaluate message design strategies, the effects of media consumption, information fatigue, and the influences of bias and economic forces on media content.
1116—Creative Writing (NCAA) (1st Semester) Prerequisites: English 10 Creative Writing offers students a chance to compose original writings in several literary forms such as poetry, short story, drama, and personal narrative. Students will be asked to write daily, share orally, keep a notebook of ideas, and submit entries to contests or our school literary magazine. Attention will be given to clear, effective, and appropriate expression and useful literary devices.
General Courses
1138—Mythology (NCAA) (1st Semester) Prerequisites: Junior or Senior Status Mythology provides students an opportunity to read and enjoy stories, myths, fables, and legends that man has told through the ages in an attempt to explain his origins, his relationship to divine powers, and his relationship to his fellow man. Emphasis will be placed upon Greek & Roman mythologies and their influence upon the arts and literature of Western civilization. Supplementary reading and writing assignments are required.
1103/2103—Language Arts 9B Prerequisites: Recommended for students based on eighth grade reading scores and/or recommendation by eighth grade teacher. Through a thematic approach, students will improve basic skills in reading, writing, speaking, listening, viewing and representing.
56
1186/2186 Advanced Radio and TV 2 (1 Semester) Prerequisites: Advanced Radio and TV This course will allow students to further develop their video production and editing skills. Students will also film and edit the video yearbook as well as various school projects and have the opportunity to enter student video competitions.
2150—Science Fiction (NCAA) (2nd Semester) Prerequisites: Junior or Senior Status Science Fiction is open to students who can read independently and are interested in stories about the strange, the unexplained, or currently impossible. Activities will focus on a variety of print and non-print media. 1178—Drama (1st Semester) Prerequisites: None Dramatics is designed to introduce students to the theater and basic acting techniques. The course includes reading plays, performing pantomimes and acting out simple scenes.
1194/2194—Yearbook Prerequisites: Permission of yearbook advisor This is a year-long, challenging photo journalism course which requires involvement beyond the regular school day. Students learn journalistic copywriting, magazine style layout, photographic and artistic design, and financial responsibility. The end product of this ambitious involvement is our traditionally excellent high school yearbook. Credit may be earned each semester Yearbook is taken; however, the course does not fulfill English requirements for graduation.
2179—Advanced Drama (2nd Semester) Prerequisites: Drama This course deals with advanced theater techniques and is designed for students who have a more serious interest in dramatics. Students are involved in acting and directing scenes. A unit on the history of the theater is also part of this course.
1198/2198—Writing for Publication (NCAA) (1 Year) Prerequisite: Senior Status Credit: .5 credit/semester Strongly Recommended: Advanced Composition /Visionary Lit
1184/2184—Radio and TV (1 Semester) Prerequisites: None Radio & TV familiarizes the student with production techniques of radio and television programs. Since radio and television are vocal media, they emphasize the importance of vocal control. With the introduction of simple production exercises, students are given tools for evaluating both radio and television programming. In addition to writing, producing and directing their own programs, students take part in exercises to improve their vocal and technical proficiency.
In Writing for Publication, students will focus on the processes involved in: news gathering, reporting and writing news stories, as well as opinion/editorial writing and creative pieces. In addition, the legal, social, and ethical responsibilities involved publishing will be covered. This course includes instruction and practice in effective journalistic writing forms and techniques as well as layout, design, photojournalism, and typography. This course will also include extensive reading of models of excellent journalistic techniques and will evaluate and analyze journalistic writing through discussion and critiques. Fiction and non-fiction pieces will be analyzed for the purpose of writing critical reviews. Ultimately, this course provides practice in and the study of gathering, reading, and analyzing information, interviewing, and note taking for the purpose of: (1) writing, (2) editing, and (3) designing publishable material, including actual student publications, such as the yearbook, literary magazine and the newspaper.
1185/2185—Advanced Radio and TV (1 Semester) Prerequisites: Radio and TV, and/or approval of instructor Advanced Radio & TV will emphasize production of videos, technical knowledge, proficiency, editing skills, field production, and individual creativity. Second semester will also produce the Spartan Idol show.
57
Library Media Class (LMC) Philosophy of the Department
1724/2724–Library Media Class 3 (1 Semester) Prerequisites: Must have passed Library Media Class 1 and 2 Students will continue to build on the skills learned in LMC-2. Students will complete an individualized study program covering advanced research techniques. Completion of projects will verify learning outcomes.
Library Media Class offerings differ somewhat from the conventional academic course. The school LMC is a service agency designed to assist both students and teachers in achieving a well-rounded curriculum. To accomplish this purpose, the courses in Library Media Class training carry one-half credit per semester. For the academic training, LMC assistants are given individualized instruction in the basic organization of the LMC, its resources and equipment. Emphasis is placed on the role of the LMC in the entire curriculum. Students are encouraged to apply skills they are learning to other subject areas.
1726/2726–Library Media Class 4 (1 Semester) Prerequisites: Must have passed Library Media Class 1, 2, & 3 Students will assume the greatest degree of responsibility in carrying out both general and specialized functions in the library. The specialized function(s) assigned by the media specialist will be determined on the basis of each student's aptitude and interest as demonstrated during the previous three semesters. The academic requirement will consist of an individualized study program. Suggested topics may include career exploration, improve use of electronic resource skills, and independent reading.
Students in any one of the four semesters offered are involved in the same necessary routines, but the training and skills demanded become more complex with each semester. 1720/2720–Library Media Class 1 - LMC Procedures (1 Semester) Prerequisites: 2.0 or better GPA The student will be able to carry out routine circulation, retrieval, and shelving of print and non-print materials. The student will also be able to set up and operate several basic types of audiovisual equipment. Further, the student will be able to locate material through use of several electronic databases. Completion of projects will verify learning outcomes. 1722/2722–Library Media Class 2 (1 Semester) Prerequisites: Must have passed Library Media Class 1 The student will continue to build on the procedures and skills learned in LMC-1. Students must demonstrate to media specialist their mastery of skills learned in LMC-1. A review of these routines is provided to those who cannot demonstrate mastery. Students will demonstrate effective skills in use of selected print and electronic resources with the completion of required projects.
58
Accelerated Program
Mathematics The Mathematics Department offers three programs of study dependent on your ability, achievement, and interest in mathematics.
ACCELERATED PROGRAM - is for those students who have outstanding ability, achievement, and interest in mathematics and who have been highly successful in previous mathematics classes. Students must be invited into this program by the Mathematics Department. Interested students may request such an invitation if not originally invited.
MATHEMATICS REQUIRED COURSES: You must have earned credit in an accelerated, college preparatory or general level in each of the following areas: Geometry Algebra 1 Algebra 2 Math/Math related course must be taken each semester in senior year.
Accelerated Geometry
Students in an accelerated math program may not need to enroll in the above courses if they have already taken the courses in middle school and have these courses already listed on their transcripts.
Accelerated Algebra 2
Accelerated Precalculus w/ Trigonometry
Advanced Placement Calculus BC
The Accelerated Program in Mathematics includes the content recommended by the Commission on Mathematics of the College Entrance Examination Board (CEEB). This sequence of courses is offered to outstanding students who might receive college credit for the 12th grade course (Advanced Placement Calculus). All students completing the 12th grade course will be encouraged to take the examination prepared by CEEB, the scores on which are reported to colleges for possible credit and/or advanced placement in the college. Students should expect the pace to be faster than similar courses offered in the College Bound Program; an extra honor point is earned for each semester in the Accelerated Program.
In the Mathematics required courses, students will receive a minimum of 1 hour per semester in a structured online learning activity that utilized technology with Internet-based tools and resources as the delivery method for instruction, research, assessment and/or communication. MIDDLE SCHOOL STUDENTS CAN EARN HIGH SCHOOL CREDIT FOR ALGEBRA 1: Beginning with the Class of 2011, the Michigan Department of Education allows districts to grant credit for mathematics courses taken in middle school that are equivalent to Algebra 1 or higher.
1331/2331—Accelerated Geometry (NCAA) Prerequisites: Algebra 1 and invitation from the high school Mathematics Department This course covers the topics from Geometry, but at a higher level and in more depth. An opportunity is provided to work with abstract mathematical systems by means of geometric content in order to develop logical thinking processes.
Any Livonia Public Schools middle school student who takes and successfully completes such courses as identified above will receive high school credit for said courses. These courses will be listed on the high school transcript indicating that credit was earned; however, the courses will not be used in the calculation of the student's high school grade point average.
1321/2321—Accelerated Algebra 2 (NCAA) Prerequisites: Accelerated Geometry (preferred grade of B or better) or invitation by the Mathematics Department and credit issued for Algebra 1. This course covers the topics from Algebra 2, but at a higher level and in more depth. It includes the study of relations and functions; complex numbers; systems of equations and inequalities; sequences and series; and data collection and analysis.
Any non-LPS middle school student who completes Algebra 1 or higher may be granted high school credit at the discretion of the building principal. Criteria which will be used to determine credit includes middle school course grades, teacher recommendation, information indicating the textbook used and topics covered, and 80% or higher on the Stevenson end of course exam for the course in question. This process may be initiated by contacting the Stevenson High School Mathematics Department Chairperson or Stevenson Guidance Counselor. 59
1334/2334—Accelerated Precalculus w/Trigonometry (NCAA) Prerequisites: Accelerated Algebra 2 (preferred grade of B or better) or invitation by the Mathematics Department. This course covers the topics from Precalculus with Trigonometry but at a higher level and in more depth. Next Course: Advanced Placement Calculus BC. Statistics may be selected.
1322/2322—Algebra 1 (NCAA) Prerequisite: Completion of Geometry or Math Dept chair approval. This course provides for the study of the real number system and families of functions including linear, exponential, and quadratic. Students will also develop their knowledge of power (including roots, cubics, and quadratics) and polynomial patterns of change. Students will develop an understanding that algebraic thinking is a powerful tool which can be used to model and solve real-world problems.
1338/2338—Advanced Placement Calculus BC (NCAA) Prerequisites: Accelerated Precalculus w/Trigonometry (preferred grade of B or better), or invitation by the Mathematics Department This course follows the syllabus prepared by the College Entrance Examination Board for Advanced Placement Mathematics (AP course) and will prepare the student to write the Advanced Placement examination. Topics include: limits, derivatives, integrals, applications, and convergent and divergent series.
1326/2326—Algebra 2 (NCAA) Prerequisites: Successful completion of Geometry and credit issued for Algebra 1. Algebra 2 expands the study of numbers to include complex numbers and includes the study of exponents and radicals; rational expressions; relations and functions, primarily quadratic, polynomial, exponential, logarithmic and trigonometric; and data collection and analysis. 1328/2328—Precalculus with Trigonometry (NCAA) Prerequisites: Algebra 2 & Geometry (preferred grade C or better). This course provides a further analysis of functions (including polynomial, rational, exponential, logarithmic, and trigonometric) and their applications. It incorporates matrices for solving equations, vector definition and application, polar coordinates, and sequences and series.
College-Bound Program COLLEGE-BOUND PROGRAM—is for those students who have very good arithmetic skills and who plan to attend college. GEOMETRY
ALGEBRA 1
ALGEBRA 2
ALGEBRA 2
PRECALCULUS
1329/2329—Calculus (See course 1336 for AP Calculus BC) (NCAA) Prerequisites: Precalculus or Accelerated Precalculus w/Trigonometry. This course is designed to strengthen the student's mathematical background and to give them an introduction to the topics of the calculus. It will not prepare them to write the AP exam in mathematics.
PRECALCULUS CALCULUS
1324/2324—Geometry (NCAA) Prerequisites: None The emphasis of this course is on geometric figures (including lines, angles, triangles, quadrilaterals, polygons, and circles) and their properties. Relationships between two- and three-dimensional representations, congruence, similarity, transformations, proof, and logic are also studied in this course. Algebraic concepts are applied and expanded throughout the course.
General Program General Program - For students with moderate arithmetic skills and who may be planning to attend college. Students in this program benefit from the extended time spent developing key skills. GEOMETRY B
60
ALGEBRA 1B
ALGEBRA 2B
Elective Math Courses
1343/2343—Geometry B Prerequisites: Recommendation from the middle school or high school Mathematics Department. This course includes covers the topics of geometry at a basic level. Algebraic concepts are applied and expanded throughout this course.
1344/2344 Financial Literacy Prerequisites: Senior status. Seniors may enroll in this course for one semester, either first or second, or for the entire year. The Financial Literacy course concentrates on applying mathematics to concepts of personal finance and budgeting to help students be financially literate and make sound money decisions. Topics include: income, banking, credit cards, health insurance, taxes, funding post-secondary education, transportation costs, housing costs, budgeting and investments.
1342/2342—Algebra 1B (NCAA) Prerequisites: Successful completion of Geometry B or Math Department chair approval. This course provides for the study of the real number system and families of functions including linear, exponential, and quadratic at a basic level. Students will also begin to develop their knowledge of power and polynomial patterns of change. Students will develop an understanding that algebraic thinking is a powerful tool which can be used to model and solve real-world problems.
1348/2348—Statistics (1 Semester) (NCAA) Prerequisites: Satisfactory completion of or concurrent enrollment in second semester Algebra 2. Statistics involves the collection, tabulation, and analysis of data using numerical computations in order to make the data manageable and meaningful. The course also includes an introduction to probability and laboratory exercises which underscores the use of statistics in practical problems. This course does not replace Trigonometry/Precalculus in the College-Bound Program; however, it is extremely valuable not only to mathematics majors, but also in non-mathematical fields such as psychology, biological science, education, business, medicine, social sciences, etc.
1327/2327 – Algebra 2B (NCAA) Prerequisites: Successful completion of Algebra 1B or teacher recommendation. This course continues to develop the algebraic thinking and skills begun in Algebra 1B. Students will study the definitions, representations, and attributes of families of functions including exponential, polynomial, and logarithmic; systems of equations and inequalities; real and complex numbers; sequences and series; and data collection and analysis at a basic level. Students will use algebraic thinking to model and solve real world problems.
Note: Students may satisfy the senior year math requirement by taking a math or math-related course during their senior year. A list of the "math-related" courses can be found on page 16 or refer to the Business section of the Programs of Study beginning on page 41.
1345/2345 - Trigonometric Explorations (NCAA) Prerequisites: Algebra 2 with a grade of C or below, Algebra 2B with a grade of A– or better or teacher recommendation.
This course introduces students to a variety of basic trigonometric topics such as trigonometric functions, graphs and identities by building on the algebraic topics taught in Algebra 2 including the families of functions, complex numbers, conic sections, and sequences and series.
61
MSC (Math/Science/Computers)
MSC BIOLOGY is a one-semester course which studies the interrelationships of living things. Its course content is meant to be an introduction to AP Biology. Emphasis will be placed on biochemistry, cellular anatomy, and physiology. (NCAA)
An Alternative Concept The Livonia Public Schools School District provides an alternative program which offers the opportunity for students to experience an appropriately accelerated, integrated curriculum in math, science, and computers. Students enter this program only by invitation. Therefore, interested students need to apply to the MSC facilitators.
ACCELERATED ANALYSIS is a two-semester course covering topics in Trigonometry, Pre-Calculus, as well as beginning topics in Calculus. (NCAA) 11th Grade Courses
The curriculum of MSC is specifically designed for the academically talented student. The content is taught at a faster pace and in greater depth. The Advanced Placement (AP) Program is an instrument of cooperation that extends the educational opportunities available to students by effectively relating collegelevel courses at thousands of schools to appropriate credit and placement at the colleges that the students eventually attend.
AP BIOLOGY is designed to be the equivalent of a college introductory biology course taken by first-year biology majors. Topics covered include biochemistry, energetics, genetics, plant and animal anatomy and physiology, cytology, diversity of life evolution, and ecology. (NCAA) AP PASCAL covers topics normally comprising six or more semester hours of college-level computer science course work. Students will understand wellknown algorithms and data structures, develop and select appropriate algorithms and data structures to solve problems, and code fluently in a well-structured fashion using an accepted high-level language. (NCAA)
CURRICULUM OF MSC 9th Grade Courses ACCELERATED ALGEBRA is a two-semester course which studies the traditional Algebra 2 topics with emphasis placed on unusual and innovative solution processes and problem-solving techniques. (NCAA)
AP CALCULUS (BC) is an intensive full-year course in the calculus of functions of a single variable. Topics covered include a thorough study of elementary functions, derivatives and integrals and their applications, and a study of sequences and series of real numbers and elementary differential equations. (NCAA)
MSC COMPUTER MATH studies multi-environmental programming methods using current technologies that enhance and supplement learning. Students will develop programs to solve problems, create presentations, automate procedures within applications, and explore topics in, but not necessarily limited to, mathematics. Students will begin the study of the computer science that will be continued in the AP Computer course. (NCAA)
12TH Grade Courses AP PHYSICS is designed to be the equivalent of a college introductory physics course for students majoring in the physical sciences, engineering, premedicine, business, or law. Topics to be covered in depth include mechanics, electricity, magnetism, optics, and wave mechanics. Emphasis will be placed on the use of calculus to solve challenging problems both in the laboratory and at home. (NCAA)
MSC CHEMISTRY is a two-semester overview of the college preparatory chemistry class. Laboratory experiences are an integral part of this course. (NCAA) 10th Grade Courses ACCELERATED GEOMETRY is a one-semester course which studies the topics normally covered in two semesters of Plane Geometry. Students who have previously completed geometry may choose an elective outside the MSC curriculum. (NCAA)
AP CHEMISTRY is designed to be the equivalent of the general chemistry course usually taken during the first year of college. Topics such as the structure of matter, kinetic theory of gases, chemical equilibria, chemical kinetics, and the basic concepts of thermodynamics will be presented in considerable depth. (NCAA)
MSC PHYSICS is a two-semester overview of the college preparatory physics course. Students will apply geometric, algebraic, and trigonometric skills to solve problems in classical physics. Laboratory experiences are an integral part of this course. (NCAA)
ADVANCED TOPICS IN MATHEMATICS is a two-semester course consisting of one semester of Discrete Mathematics and one semester of Calculus Based Statistics. (NCAA)
62
Music
1735/2735 Wind Ensemble Prerequisite: The Wind Ensemble is an ensemble of students with exceptional musical ability, which is determined through a special audition given by the director. The Wind Ensemble is a selective performing ensemble offering advanced training in musicianship, tone production, sight reading, and music theory. This ensemble will perform frequently at school and community functions and competitive events. After school rehearsals and concerts are required.
Philosophy of the Department The aim of the Music Department is to develop and make available to students a music curriculum of comprehensive scope, which provides a wide variety of musical experiences for both students having a limited background and for those with more advanced musical preparation. Objectives include: To enrich the lives of the students through creative and expressive experiences gained through study and performance. To provide instruction leading to a more complete understanding and appreciation of the fine arts.
1737/2737 Orchestra Prerequisite: Orchestra is open to students who have previous training and possess acceptable performance skills on violin, viola, cello, or double bass. The Orchestra offers continued training in basic and advanced techniques on string instruments, music theory, and sight-reading. This ensemble will perform frequently at school and community functions and competitive events. After school rehearsals and concerts are required unless excused by the director.
1732/2732 Concert Band Prerequisites: The Concert Band is open to 9th grade students with previous experience on a band instrument or other grade levels with permission from instructor. The Concert Band offers continued training in basic techniques on wind and percussion instruments, music theory, and sight-reading. The Concert Band will perform frequently at school and community functions throughout the school year. After school rehearsals and concerts are required unless excused by the director. This course is intended to precede the student's entry to Symphony Band and/or Wind Ensemble.
1740/2740— Singing Spartans Prerequisites: None. Open to all girls & boys Grades 9, 10, 11, & 12 without an audition. Especially open to those who would like to sing but have had little or no formal training. This choral ensemble offers training in voice production, sight singing and music theory. The chorus performs frequently at in-school and outof-school functions, choral festivals, and contests, singing various kinds of choral music, both sacred and secular. After school and evening rehearsals and concerts are required unless excused by the director.
1734/2734 Symphony Band Prerequisites: The Symphony Band is a musical ensemble open to all students with previous experience on band instruments. Students must be auditioned by the director before being admitted. The Symphony Band offers advanced training in musicianship, tone production, sight reading, and music theory. This ensemble will perform frequently at school and community functions throughout the school year. After school rehearsals and concerts are required.
63
1754 - Music Theory and Appreciation 1 (1 semester) Prerequisites: None - prior musical experience or involvement in a performing group would be helpful. Open to all grades
1746/2746—Select Girls Chorus Prerequisites: Open to all girls Grades 10, 11, & 12 by an audition with the director. Girls will be accepted into Chorale based on vocal and sight reading ability and the need in Chorale for their voice part. This choral ensemble is a selective performing organization offering advanced training in musicianship, voice production, sight reading and music theory. The choir is limited in number by sectional balance. The choir will perform frequently at school and community functions and choral festivals. The finest choral repertoire, both sacred and secular, will be offered. After school and evening rehearsals and concerts are required.
The Music Appreciation course will introduce the student to the basics of music theory, and music history. Students will become familiar with music notation, music composition, famous composers and their music. Music from medieval times through the 20th Century will be studied. There will be opportunities for small group performances and composition. The course will be designed around the musical background of the students. College-bound music majors will find this course very helpful in preparing them for freshman music theory and history courses.
1747/2747–Symphonic Choir Prerequisites: Open to all girls and boys Grades 10, 11, & 12 by an audition with the director.
2754—Music Theory and Appreciation 2 (1 semester) Prerequisites: Music Theory and Appreciation 1 Open to all grades The Music Theory and Appreciation II course is a continuation of Music Theory and Appreciation I. The course will expand on the concepts learned in first semester.
This choral ensemble is a selective performing organization offering advanced training in musicianship, voice production, sight reading music theory. The choir is limited in number by sectional balance. The choir will perform frequently at school and community functions and choral festivals. The finest choral repertoire, both sacred and secular, will be offered. After school and evening rehearsals and concerts are required.
64
Science
1364/2364 – Biology B (NCAA-LAB) Prerequisites: Placement based on the eighth grade science teacher's recommendation, eighth grade final grade in science, and Stanford/OLSAT test scores. Biology (B) is an adaptive two-semester laboratory-oriented course. Students will focus on the fundamental biological knowledge needed to become science literate. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests.
Philosophy of the Department Students will explore various areas of interest concerning life, earth and physical sciences. Laboratory oriented courses will enable students to use reason, memory, imagination and the scientific method of inquiry. Students will learn the basic principles of each subject area and will be helped to apply these concepts to everyday life as well as to future studies. Course selections are designed to accommodate the capabilities and backgrounds of each student. SCIENCE REQUIRED COURSES You must have earned credit in an accelerated, college preparatory, or general level of each of these sciences.
The focus of this course will be on biological core and essential concepts of: Inquiry, Reflection, and Social Implications; Organization and Development of Living Systems; Interdependence of Living Systems and the Environment; Genetics; and Evolution and Biodiversity.
Biology: 9th grade recommended Chemistry: 10th grade recommended Physics: 11th grade recommended
Laboratory investigations are an integral part of this course which will include the use of computers in science simulations and for gathering, analyzing, and interpretation of data.
In the Science required courses, students will receive a minimum of one hour per semester in a structured on-line learning activity which utilizes technology with Internet-based tools and resources as the delivery method for instruction, research, assessment, and/or communication.
1365/2365 – Biology (NCAA-LAB) Prerequisites: Placement based on the eighth grade science teacher's recommendation, eighth grade final grade in science, and Stanford/OLSAT test scores.
Introduction to High School Science Course Accelerated
Adv. Biology Adv. Chemistry
Adv. Physics Elective
College Prep
Biology
Chemistry
Physics
Elective
General
Biology B
Chemistry B
Physical Science
Elective
This is a two-semester college preparatory course. Students will focus on a deep understanding of biological concepts of: inquiry, reflection and social implications, organization and development of living systems, interdependence of living systems and the environment, genetics, and evolution and biodiversity. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests. The focus of this course will be on biological core and essential concepts of: Inquiry, Reflection, and Social Implications; Organization and Development of Living Systems; Interdependence of Living Systems and the Environment; Genetics; and Evolution and Biodiversity.
Descriptions Science education is the link between science and society. Its ultimate goal is to develop a scientifically literate citizen who will use and understand the impact, knowledge, and process of science. All science courses convey to our students that there are exciting things to discover and important concepts to learn; therefore, the high school science courses are designed to encourage students to become involved in more advanced science offerings.
Laboratory investigations are an integral part of this course which will include the use of computers in science simulations and for gathering, analyzing, and interpretation of data.
65
1366/2366 – Advanced Biology (NCAA-LAB) Prerequisites: Placement based on the 8th grade science teacher's recommendation, 8th grade final grade in science, and Stanford/ OLSAT test scores. This is a two-semester college preparatory course that is highly recommended for those students who are planning to major in science, medicine or engineering during their college careers. Students will focus on a more in depth investigation of biological concepts of: inquiry, reflection and social implications, organization and development of living systems, interdependence of living systems and the environment, genetics, and evolution and biodiversity. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests. Laboratory investigations are an integral part of this course which will include the use of computers in science simulations and for gathering, analyzing, and interpretation of data.
The focus of this course will be on chemistry core and essential concepts of: Inquiry, Reflection, and Social Implications; Forms of Energy; Energy Transfer and Conservation; Properties of Matter; and Changes in Matter. Laboratory investigations are an integral part of this course which will include the use of computers in science simulations and for gathering, analyzing, and interpretation of data.
1386/2386 - Advanced Chemistry (NCAA-LAB) Prerequisites: Courses: Biology, Geometry, Algebra 1 and/or current enrollment in Algebra 1 and recommendation of Biology teacher.
This is a two-semester college preparatory course that is highly recommended for those students who are planning to major in science, medicine or engineering during their college careers. Students will focus on a more indepth investigation of chemistry concepts of: inquiry, reflection and social implications, Forms of Energy, Energy Transfer and Conservation, properties of Matter, Changes in Matter. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests. The focus of this course will be on chemistry core and essential concepts of: Inquiry, Reflection, and Social Implications; Forms of Energy; Energy Transfer and Conservation; Properties of Matter; and Changes in Matter. Laboratory investigations are an integral part of this course which will include the use of computers in science simulations and for gathering, analyzing, and interpretation of data.
1383/2383 - Chemistry B (NCAA-LAB*) Prerequisites: Biology B and recommendation of Biology teacher.
Chemistry (B) is an adaptive two-semester laboratory-oriented course. Students will focus on the fundamental chemistry knowledge needed to become science literate. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests. The focus of this course will be on chemistry core and essential concepts of: Inquiry, Reflection, and Social Implications; Forms of Energy; Energy Transfer and Conservation; Properties of Matter; and Changes in Matter. Laboratory investigations are an integral part of this course which will include the use of computers in science simulations and for gathering, analyzing, and interpretation of data.
1387/2387 - Physical Science (NCAA-LAB) Prerequisites: Algebra 1 and/or current enrollment in Algebra 2B or Algebra 2 and recommendation of the Chemistry teacher. Physical Science is an adaptive two-semester laboratory-oriented course. Students will focus on the fundamental physics knowledge students need to become science literate. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests. The focus of this course is on the physics essential concepts of: Inquiry, Reflection, and Social Implications, Motion of Objects, Forces and Motion, Forms of Energy and Energy Transformations. Laboratory investigations are an integral part of this course which include the use of computers in science simulations and for the gathering, analyzing, and interpretation of data.
1384/2384 - Chemistry (NCAA-LAB) Prerequisites: Courses: Principles of Biology, Geometry, Algebra 1 and/or current enrollment in Algebra 1 and recommendation of Biology teacher.
This is a two-semester college preparatory course. Students will focus on a deep understanding of chemistry concepts of: inquiry, reflection and social implications, Forms of Energy, Energy Transfer and Conservation, properties of Matter, Changes in Matter. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests.
66
Science Electives
1389/2389 - Physics (NCAA-LAB) Prerequisites Courses: Algebra 1 and current enrollment in Algebra 2 and recommendation of Chemistry teacher. This is a two-semester college preparatory course. Students will focus on a deep understanding of physics concepts of: Inquiry, Reflection, and Social Impli-
1367/2367 - Bioethics (one semester) (NCAA-LAB) Prerequisites: Grade 11 or 12. Successful completion of Biology and Chemistry with a grade of B or better in both.
cations, Motion of Objects, Forces and Motion, Forms of Energy and Energy Transformations. This is accomplished through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group and individual projects, labs, homework, quizzes, and tests. The focus of this course is on physics essential concepts and selected core concepts that comprise the state's high school content expectations for science. Laboratory investigations are an integral part of this course which will include the use of computers in science simulations and for gathering, analyzing, and interpreting data.
This course will examine current ethical dilemmas using biological case studies. Students will practice using and building upon their critical thinking and problem solving skills as they discuss and debate the role of scientific advancements, as well as the ethics of the cases. Topics include, but are not limited to, cloning, transgenic therapy, euthanasia and stem cell research, just to name a few. This is a seminar-style class that requires public speaking and group discussion. In addition to discourse, students will be expected to write position papers, essays, and to collaborate on a student project.
1368 - Genetics (1st Semester) (NCAA-LAB) Prerequisites: Successful completion of Advanced Biology or Biology, Advanced Chemistry or Chemistry, and Algebra. This course will encompass the study of heredity in plants and animals with Human genetics as the main focus. The scope of the class will include cellular/molecular genetics, the mechanisms involved in the transmission of traits from one generation to another, principles of genetic engineering and biotechnology, epigenetics, stem cell research and applications, gene therapies, and bioethics. Students will practice and develop their critical thinking and problem solving skills during laboratory activities and human genetic case studies (i.e. hereditary hemochromatosis, sickle cell disease, Fanconi anemia, osteogenesis imperfecta). Students will receive a minimum of two hours in a structured online learning experience.
1390/2390 - Advanced Physics (NCAA-LAB) Prerequisites Courses: Biology, Chemistry, Geometry, Algebra 1 and or current enrollment in Algebra 2 and recommendation of Chemistry teacher. This is a two-semester college preparatory course that is highly recommended for those students who are planning to major in science, medicine or engineering during their college careers. Students in Advanced Physics will focus on a more in-depth investigation of Physics concepts of: Inquiry, Reflection, and Social Implications, Motion of Objects, Forces and Motion, Forms of Energy and Energy Transformations. This is done through a variety of teaching methods, labs, group and individual activities, discussions and cooperative learning. Assessment of students will be done through class participation, group projects, individual projects, labs, homework, quizzes and tests. The focus of this course is on the physics essential concepts, selected core concepts and recommended concepts that comprise the state's high school content expectations for science. Laboratory investigations are an integral part of this course which includes the use of computers in science simulations and for the gathering, analyzing, and interpretation of data.
2370 - Ecology (2nd Semester) (NCAA-LAB) Prerequisites: Successful completion of Advanced Biology or Biology, Advanced Chemistry or Chemistry, and Algebra. The student will survey through reading, laboratory work, class discussion, visual aids, outdoor activities, technology, and lecture in the following areas: nonliving elements of the environment, animal behavior, interactions between members of the same species, interactions between members of different species, succession, biomes, biochemical cycles, and current local and global environmental problems (i.e. invasive species, ocean acidification, climate change/global warming). Students will receive a minimum of two hours in a structured online learning experience.
67
1374/2374—Advanced Placement Biology (NCAA-LAB) Prerequisites: Advanced Biology/Advanced Chemistry with a grade of B or better and/or recommendation of Biology and Chemistry instructors. Advanced Placement Biology is a challenging two semester course equivalent to an introductory college-level biology course. In May, students can take the A.P. Biology exam given by the College Board. Based on his/her score on the exam, college credit may be given by the college or university that the student will be attending. It is important to note that regardless of the A.P. exam results, students who complete the A.P. Biology course will be well-prepared for college courses in biology. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes, energy and communication, genetics, information transfer, ecology and interactions. This course requires hands-on laboratory work that provides students with opportunities to apply the science practices. The class requires a large amount of reading, independent review and lab work. Students in an A.P. Biology course should spend at least five hours a week in individual study outside of the classroom.
1388/2388—Advanced Placement Chemistry (NCAA-LAB) Prerequisites: Successful completion of Biology and Chemistry with a grade of B or better and/or recommendation of the Chemistry instructor.
Advancement Placement Chemistry is a two-semester laboratory based course designed to be the equivalent of an introductory college chemistry course. In May of each year, students take the AP Chemistry exam given by the College Board and based on his/her score, college credit or no college credit may be given by the college and/or university that the student will be attending. it is important to note that regardless of the AP exam results, students who complete the AP Chemistry course will be well prepared for college courses in Chemistry. The two main goals of AP Chemistry are to help students develop a conceptual framework for Modern Chemistry and an appreciation of science as a process with the focus being on: Structure of Matter - 20%, States of Matter - 20%, Reactions - 35-40%, Descriptive Chemistry - 10-15%, Laboratory - 5-10%. The class requires a large amount of reading, notes, and lab work. Students in an AP Chemistry course should spend at least five hours a week in individual study outside of the classroom.
1393/2393-Advanced Placement Physics C: Mechanical (NCAA-LAB)
1379/2379—Natural Disasters (one semester) (NCAA-LAB) Take a journey through the amazing processes that occur on our own planet. Natural disasters play a fundamental role in the sculpting landscapes and structuring natural and human based ecosystems. This course will explore the natural and social implications of natural disasters by studying their causes, their ecological and social consequences and the role of human behavior in causing and dealing with natural disasters. Specific units on volcanic eruptions, earthquakes, landslides, flooding, hurricanes, tornadoes, extreme weather, and meteorite impacts will be studied. Students will receive a minimum of two hours in a structured online learning experience.
Prerequisites: Physics and Calculus with a grade of B or better both semesters. (Calculus concurrently)
AP Physics is a two-semester laboratory course designed to be the equivalent of an introductory college physics course in Newtonian Mechanics. Each year in May, students take the AP Physics C: Mechanical exam given by the College Board. Based on his/her score on the exam, college credit may be given by the college or university that the student will be attending. It is important to note that regardless of the AP exam results, students who complete the AP Physics course will be well prepared for college courses in physics. Emphasis will be placed on the use of calculus to solve challenging problems. This will be accomplished through the in-depth study of the following topics: Kinematics - 18%, Newton's Laws of Motion - 20%, Work, Energy, and Power - 14%, Systems of Particles, Linear Momentum - 12%, Circular Motion and Rotation - 18%, Oscillations and Gravitation - 18%.
1380/2380—Astronomy (one semester) (NCAA-LAB) Take a journey through Space and Time in this semester-long Astronomy Course. The principles of life, chemistry, Earth, and physical science are integrated in this study of the cosmos. The moon, sun, solar system, minor planets, constellations, and formation of stars are the major topics of study. Observational astronomy skills and critical thinking are cultivated through laboratory and field activities. Students will receive a minimum of two hours in a structured online learning experience.
The class requires a large amount of reading, problem solving, and lab work. Students in an AP Physics course should spend at least five hours a week in individual study outside of the classroom.
68
1409/2409 – U.S. History (NCAA)
Social Studies
Prerequisites: None
The development of the United States from 1865 to the present is emphasized in this two-semester sequential course. Students develop an understanding of political, economic, religious, social, intellectual, and geographic relationships affecting the United States in history and in today's world. Using the Declaration of Independence, the Constitution, the amendments, and other historical documents, student develop knowledge, understanding and application of the core democratic values given in these documents.
Philosophy of the Department Livonia high schools offer a full range of social studies courses which are planned to meet the needs and interests of all students. In social studies, our goal is to prepare students to become active and responsible citizens who will participate in community, state, and national activities. The social studies curriculum is designed to prepare our students to meet the standards set by the State of Michigan for high school social studies.
Department Requirements The minimum requirements in social studies are 3.0 credits for graduation. Required Selection of Courses World History: 9th Grade recommended U.S. History: 10th Grade recommended Government: 11th Grade (one semester) required Economics: 11th Grade (one semester) required
1411/2411 – U.S. History B (NCAA*) Prerequisites: Admission to U.S. History B by teacher recommendation and approval of department chair.
This one-year course is for those students experiencing difficulty in reading comprehension. This course looks at the basic chronological development and history of the United States as a nation from 1865 to present, and emphasizes the development of study skills, thinking skills, and reading comprehension skills. Using the ideas in the Declaration of Independence, the Constitution and the amendments, students will develop knowledge and understanding of the core democratic values given in these documents. The course also includes vocabulary development and practice in acquiring information. Students develop an understanding of political, economic, religious, social, intellectual, and geographic relationships by the study of history.
In the Social Studies required course students will receive a minimum of 1 hour per semester in a structured online learning activity that utilizes technology with Internet-based tools and resources as the delivery method for instruction, research, assessment, and/or communication
Additional Electives (one semester each) General Psychology International Relations Law and Justice Psychology Sociology In addition, we offer Advanced Placement (AP) courses in American Government and Politics, U.S. History, Macroeconomics, Microeconomics, and Psychology.
1420/2420 - American Government (1 Semester) (NCAA) Prerequisite: None
In this one-semester course, students will study the foundations, structure and responsibilities of the United States Government. An understanding of the rights and responsibilities of citizens and the elections process will be included. Emphasis will be placed on motivating the student to become active in the democratic political process through a service-learning project.
1402/2402 – World History B (NCAA*) Prerequisites: Recommended for students based on eighth grade reading scores and/or recommendation by counselor or teacher.
1421/2421 - American Government B (1 Semester) (NCAA*) Prerequisite: Admission to American Government B is by teacher recommendation and approval of department chair.
This course will focus on the development of reading strategies and study skills through the scope of world history. This course will develop a student's understanding of the political, economic, religious, social, intellectual, and geographic development in civilizations of both the Eastern and Western Hemispheres. Making use of a variety of resources, including an online learning component, the course will cover pre-history through modern times.
This one-semester course is for those students experiencing difficulty in reading comprehension. In this course, students will study the foundations, structure and responsibilities of the United States Government. An understanding of the rights and responsibilities of citizens and the elections process will be included. Emphasis will be placed on motivating the student to become active in the democratic political process through a service learning project.
1403/2403 – World History (NCAA) Prerequisites: None
This course will develop a student's understanding of the political, and geographic development in civilizations of both the Eastern and Western Hemispheres. Making use of a variety of resources, including an online learning component, the course will cover pre-history through modern times.
69
2441 - Economics B (1 Semester) (NCAA*) Prerequisite: Admission to Economics B is by teacher recommendation
1422 - Advanced Placement U.S. Government & Politics (NCAA) (1 Semester)
and approval of department chair.
Prerequisite: Successful completion of Advanced Placement U.S. History or selection is based on social studies and language arts classes, tests, interest and staff recommendations. Students will be invited only if they qualify.
This one-semester course is designed to accommodate students who have reading comprehension challenges. This course will include the study of American and global economic systems. The course covers basic economic concepts and thorough examination of micro and macro economic theories.
This is a one-semester course that is designed for students that have demonstrated exceptional interest and outstanding performance in Social Studies. Advanced Placement U.S. History is not required, but it is recommended. Students are required to read and research intensively in American Government. Supplemental readings to the textbook are required. Analytical writing and critical thinking processes are incorporated in class work. A successful course is directed toward preparation for the College Board Advanced Placement U.S. Government and Politics examination. Actual performance on the exam determines whether college credit will be earned. The successful completion of Advanced Placement American Government meets the graduation requirement for American Government. Emphasis will be placed on motivating the student to become active in the democratic political process through a service learning project.
1442/2442 Economics (NCAA) (1 Semester) Prerequisite: None This course is a one-semester course of study on American and global economic systems. The course covers basic economic concepts and a thorough examination of micro and macro economic theories.
Social Studies Electives 1404/2404 Accelerated World History Prerequisites: Selection for course is based upon Social Studies and Language Arts class achievement, standardized test scores, and staff recommendations. Students will be invited if they qualify. This two-semester
course is designed for students who have demonstrated exceptional and outstanding performance in social studies. Students are required to read and research intensively in World History. Analytic writing and critical thinking processes are incorporated in class work. Successful course work is directed toward preparation for Advanced Placement (AP) courses, including AP U.S. History. Students will develop an understanding of political, economic, religious, social, intellectual, and geographic development in civilizations of both the Eastern and Western Hemispheres. Making use of a variety of resources, including an online learning component, the course will cover history through modern times.
2443 - Advanced Placement Macroeconomics (NCAA) (1 Semester) Prerequisite: Successful completion of Advanced Placement U.S. History or selection is based on social studies and language arts classes, tests, interest and staff recommendations. Students will be invited only if they qualify.
This course is designed is to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. This course places particular emphasis on the study of national income and price-level determination, and also develops students' familiarity with economic performance measures, the financial sector, stabilization policies, economic growth and international economics. Supplemental readings to the textbook are required. Analytical writing and critical thinking processes are incorporated in class work. A successful course is directed toward preparation to the College Board Advanced Placement Macroeconomics examination. Actual performance on the exam determines whether college credit will be earned. The successful completion of Advanced Placement Macroeconomics meets the graduation requirement for Economics.
1418/2418—Advanced Placement U.S. History (NCAA) Prerequisites: Selection for the course is based upon performance in Social Studies and English classes, tests and interest. Students will be invited only if they qualify. The successful completion of AP U.S. History meets the graduation requirement for U.S. History.
This two-semester course is designed for students who have demonstrated exceptional interest and outstanding performance in social studies. Students are required to read and research intensively in United States History. Analytic writing and critical thinking processes are incorporated in class work. Students will focus on the historical thinking skills, key concepts, and themes as dictated by the course description set forth by the College Board. Successful course work is directed toward preparation for the College Board Advanced Placement U.S. History examination. Actual performance on the exam determines whether college credit will be earned. 70
2434—International Relations (1 Semester) (NCAA)
1440/2440—General Psychology (1 Semester) (NCAA)
Prerequisites: Junior or senior status. At or above grade level reading recommended.
Prerequisites: Junior or senior status recommended.
This course is designed to increase students' understanding of themselves and others. Through group interaction and self-reflection, students explore a wide variety of topics including feelings; self-concept; friendship; marriage; family; parent-teen relationships and an understanding of personal values. Throughout the course students develop communication, problem-solving and goal-setting skills.
International Relations offers the inquisitive student an opportunity to examine and investigate the role of the countries throughout the world and international organizations in order to better understand how they operate in policy areas including diplomacy, conflict resolution, strategic thinking, non-state actors, and the global economy. Through discussion, research, multimedia engagement, geographical infusion, independent reading and reaction, and use of technology, students will be able to not only become well versed in the language and theory of international relations, they will also then be able to use this knowledge to examine and evaluate historical IR case studies. As such, a strong background and love of history will be beneficial to a student who wishes to be successful in the course.
1444/2444—Law and Justice: (1 Semester) (NCAA) Prerequisites: Junior or senior status recommended.
Rights and application of the Constitution are the core of Law and Justice. This course features mock trials and simulations to illustrate key concepts of the law. Practical experiences, critical thinking, research and student involvement are required. Students examine criminal and civil law and contemporary legal issues. In addition to understanding the laws that affect you, this course is an excellent opportunity for exposure to law-related careers.
1436/2436—Sociology (1 Semester) (NCAA) Prerequisites: None
This one-semester course deals with the study of the United States society and behavior of groups, the relationship of individuals to others in a group, social institutions and current social problems.
1447 - Advanced Placement Microeconomics (1 semester) (NCAA) Prerequisite: Successful completion of AP Macroeconomics and senior status recommended
This course is designed to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. A successful course is directed toward preparation to the College Board Advanced Placement Microeconomics examination. Actual performance on the exam determines whether college credit will be earned
1437/2437 Advanced Placement Psychology (NCAA) Prerequisite: Senior status recommended
This two-semester course is designed to give students a thorough understanding of psychology that includes theories of learning and personality development, abnormal psychology and treatment, motivation, research methods, sensation and perception, and other aspects of human behavior. Students are required to read and research psychology topics. Writing and critical thinking processes are incorporated in class work. Students should expect a minimum of one hour of homework each night that includes reading, studying, and labs. Successful course work is directed toward preparation for the College Board Advanced Placement Psychology examination. Actual performance on the exam determines whether college credit will be earned. Students that plan on enrolling in this course should not enroll in psychology or general psychology.
Special Education Development 1248/2248—Study Skills 9th, 10th, 11th, & 12th grade This course is designed to develop individual abilities in proper study procedures such as organizing time and materials, time management, keeping notebooks, taking notes, and outlining. Lessons will utilize assignments from other classes whenever possible.
1438/2438—Psychology (1 Semester) (NCAA) Prerequisites: Junior or senior status recommended.
In this one-semester course, students will become involved in an introductory study of abnormal psychology, biopsychology, the theories of learning and personality development, and other aspects of the study of human behavior. 71
World Languages
1254/2254—French 3 (NCAA)
District Goals in World Languages
Prerequisites: French 2 (Recommended C or better) French 3 is a continuation of French 2. The student will further refine communication and writing skills, while adding more sophisticated structures for the situations in which the student must "perform". In this course, students will continue to improve their overall grammar and cultural knowledge of the language. Students will read some short texts and novels edited for language learners. Additional focus is on vocabulary work and advanced grammatical structures.
Understand that language is functional. Understand that language skills develop interdependently. Understand that language learning is cultural learning. Understand that language proficiency develops through meaningful use and interaction. Understand that language acquisition is a long-term process and occurs at different rates. Understand that language proficiency develops in varied ways.
1256/2256—French 4 (NCAA) Prerequisites: French 3 (Recommended C or better) French 4 presents an in-depth study of grammatical structures and vocabulary necessary to promote oral and written proficiency. Additional verb tenses are presented and there is significant vocabulary work. Students are encouraged to communicate exclusively in the target language. Francophone literature, culture, art, and history are an important part of the course.
PHILOSOPHY OF THE DEPARTMENT The philosophy of the SHS World Language Department is to encourage every student to become a life-long learner of at least one additional World Language. As the nation and state encourage language proficiency, so do members of the World Language Department here at SHS. Our goal for all students is to meet the State of Michigan-required Novice-High* Proficiency Level by the end of the second year of study. As this is the minimum requirement, we highly encourage those college-bound students, and those with a love of language, to continue their studies in order to enrich their knowledge and skills and make themselves more marketable in a global economy. Those engaged students will advance their culturally appropriate communication skills to the Intermediate-Mid Proficiency Level.
1258/2258—French 5 (NCAA) Prerequisites: French 4 (Recommended C or better) French 5 continues the development of French conversational skills through communication exclusively in the target language. Students will read short readings on French history, literature, and art. They will also read several short novels & plays. Students are expected to reach Intermediate-Mid Proficiency Level.
Note: LPS middle school students that have successfully completed French 1, German 1 or Spanish 1, will earn high school credit. These students should enroll in French 2, German 2 or Spanish 2.
1262/2262—German 1 (NCAA) Prerequisites: None This course is designed to give the student a foundation in listening, speaking, reading, writing, and viewing of the German language and culture. Communication in a variety of common "real life" settings is the primary goal for a beginning student so students should demonstrate a willingness to perform and participate. In addition, the course helps students develop language learning strategies as they are introduced to the basic structures.
1250/2250—French 1 (NCAA) Prerequisites: None This course is designed to give the student a foundation in listening, speaking, reading, writing, and knowledge of the French language and culture. Communication in a variety of common "real life" settings is the primary goal for a beginning student so students should demonstrate a willingness to perform and participate. In addition, the course helps students develop language learning strategies as they are introduced to the basic structures.
1264/2264—German 2 (NCAA) Prerequisites: German 1 As a continuation of German 1, German 2 is designed to strengthen the listening, speaking, reading, writing, and reviewing skills acquired in the first year. The variety of situations in which the student must communicate is broadened and more complex structures are added to the student's repertoire. Students will use a variety of resources to broaden their knowledge of German culture and geography. Students are expected to reach the Novice-High Proficiency Level.
1252/2252—French 2 (NCAA) Prerequisites: French 1 As a continuation of French 1, French 2 is designed to strengthen the listening, speaking, reading, writing, cultural and linguistic skills acquired in the first year. The variety of situations in which the student must communicate is broadened and more complex structures are added to the student's repertoire. Students will use a variety of resources to broaden their knowledge of French culture and geography. Students are expected to reach the Novice-High Proficiency Level.
72
1266/2266—German 3 (NCAA)
1278/2278—Spanish 2 (NCAA)
Prerequisites: German 2 (Recommended C or better) German 3 is a continuation of German 2. The student will further refine communication and writing skills, while adding more sophisticated structures for the situations in which the student must "perform". Students will continue to improve their overall grammar and cultural knowledge of the language. Students will read some short texts and short novels edited for language learners. Additional focus is on vocabulary work and advanced grammatical structures.
Prerequisites: Spanish 1 As a continuation of Spanish 1, Spanish 2 is designed to strengthen the listening, speaking, reading, writing, and reviewing skills acquired in the first year. The variety of situations in which the student must communicate is broadened and more complex structures are added to the student's repertoire. Students will use a variety of resources to broaden their knowledge of Spanish culture and geography. Students are expected to reach the Novice-High Proficiency Level.
1268/2268—German 4 (NCAA) Prerequisites: German 3 (Recommended C or better) This year provides the student with many opportunities to refine and strengthen communication and writing skills. This is done through a variety of spoken contexts as well as literature and exposure to historical and artistic highlights from the German culture. Advanced grammatical structures are studied and developed, along with an intensive vocabulary study and practice.
1280/2280—Spanish 3 (NCAA) Prerequisites: Spanish 2 (Recommended C or better) Spanish 3 is a continuation of Spanish 2. The student will further refine communication and writing skills, while adding more sophisticated structures for the situations in which the student must "perform". In this course, students will continue to improve their overall grammar and cultural knowledge of the language. Students will read some short texts and short novels edited for language learners. Additional focus is on vocabulary work and advanced grammatical structures.
1269/2269—German 5 Prerequisites: German 4 (Recommended C or better) German 5 continues the development of conversational skills through communication exclusively in the target language. Students will read short readings on German history, literature, and art. They will also read several short novels and plays. Students are expected to reach the Intermediate-Mid Proficiency Level.
1282/2282—Spanish 4 (NCAA) Prerequisites: Spanish 3 (Recommended C or better) Spanish 4 presents an in-depth study of grammatical structures necessary to promote oral and written proficiency. Spanish literature, culture, and history are studied through special readers and projects. At this level, the student is encouraged to communicate exclusively in the target language.
1276/2276 Spanish 1 (NCAA) Prerequisites: None This course is designed to give the student a foundation in listening, speaking, reading, writing, and viewing of the Spanish language and culture. Communication in a variety of common "real life" settings is the primary goal for a beginning student so students should demonstrate a willingness to perform and participate. In addition, the course helps students develop language learning strategies as they are introduced to the basic structures.
1284/2284—Spanish 5 (NCAA) Prerequisites: Spanish 4 (Recommended C or better) Spanish 5 encourages creative application of oral and written skills through independent projects and group discussions in the target language. Review and refinement of grammar skills are emphasized as the student moves toward mastery of the Spanish language. Students are expected to reach the IntermediateMid Proficiency Level.
1277-2277 - Fundamentals of Spanish I Prerequisite: Performance in other courses and staff recommendations This course emphasizes communication through a variety of media while introducing essential language mechanics. Depth of study will include aspects of basic communication and language learning strategies as well as an exploration of a variety of cultural topics.
Note: LPS middle school students that have successfully completed Spanish 1 will earn high school credit. Students successfully completing Spanish 1 through the LPS Shared Time Program will be eligible for high school credit provided the students have successfully completed the equivalent of the full year course and taken the LPS common assessment. These students should enroll in Spanish 2.
73
