dunwoody high school 2013 2014 course description catalogdunwoodyhs.dekalb.k12.ga.us/downloads/dhs...

Dunwoody High School

2013 – 2014

Course Description

Catalog

Personal Responsibility In Developing Excellence

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Table of Contents

Instructional Classification Definitions 4

Career Technology Department 7

English/ESOL/Drama Department* 15

Mathematics Department* 20

Physical Education/ROTC/Music Department 24

Science Department* 34

Social Studies Department* 39

Special Education Department (Resource & Self-Contained) 42

World Languages Department* 58

Reference List 63

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*All Collaborative and Co-Taught course descriptions are the same as content departmental course descriptions.

Instructional Classification Definitions

Special Education- Independent Living Program: Educational placement decisions are determined individually by the

student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. Other skills important to the student, such as adaptive behavior, self-help, communication,

and vocational skills will be addressed in each student’s IEP an instructional day as needed. Some students will require community- based instruction to prepare for transition to possible adult service programs.

Special Education Setting: Educational placement decisions are determined individually by the student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. The special education teacher provides services to the student with disabilities in a special education classroom. English Speakers of Other Languages (ESOL) Instruction: Students are eligible for ELL services, if their first/primary language is other than English and after being screened with the W-APT, they score below a 5.0 Composite Proficiency Level. Special Education-Collaborative Instruction: Educational placement decisions are determined individually by the student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. A special education

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teacher provides services to students with disabilities and shared teaching responsibilities with two general education teachers within an instructional segment in the general education classroom. The special education teacher is in each general education class for half of the instructional segment. Special Education-Co Taught Instruction: Educational placement decisions are determined individually by the student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. The special education and general education teacher provide service to students with disabilities and share teaching responsibilities for all students in the general education classroom. The special education teacher is in the general education class for the full instruction segment. College Preparatory: College preparatory instruction that includes: Universal screenings to

target groups in need of specific instructional and/or behavioral support; implementation of the Georgia Performance Standards (GPS) through a standards-based classroom structure; differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning; progress monitoring of learning through multiple formative assessments; and positive behavior supports.

Accelerated/Gifted Instruction: The student’s instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Instructional goals should be selected on the basis of careful analyses for their roles in the content and hierarchies of curricula. The pacing of activities and goals should be based on pre-instructional assessment. The Georgia State Board of Education defines a gifted student as" . . . a

student who demonstrates a high degree of intellectual, creative and/or artistic ability (ies), possesses exceptional leadership skills, or excels in

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specific academic fields and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities."

Advanced Placement Instruction: An Advanced Placement (AP) course is not simply a course that explores the regular high school curriculum faster or in greater depth. Instead, AP courses cover material normally studied at the collegiate level and demand heavier workloads, increased depth of thought, and more intensive standards of grading. They also require the completion of summer reading assignments and/or projects and receive the following weighted Carnegie Unit credit: A = 5.0 pts.; B = 4.0 pts.; C = 3.0 pts.; and D = 2.0 pts.

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Career Technology and Visual Arts

8.43600 Entrepreneurship: Building a

Business (MKT – EN)

Entrepreneurship: Building a Business, an imperative component of a strong

economy, is based on individuals who are creative thinkers and risk takers.

Therefore, students in this entrepreneurship course focus on recognizing a

business opportunity, starting a business based on the recognized opportunity,

and operating and maintaining that business. This course begins by moving

students from the typical “what is” educational focus to the “what can be” focus.

Preparation of a business plan allows students to apply the functional areas of

accounting, finance, marketing, and management to the planned business, as well

as to the legal and economic environments in which a new venture operates.

This course may be taken as a part of a student’s Marketing Pathway or may

serve as a stand alone course for students in other disciplines wishing to explore

business ownership. In order to increase the number of application experiences,

students should participate in work-based learning activities and the student

organization, DECA, An Association of Marketing Students. It is highly

advantageous for students to participate in a school–based enterprise where

available.

8.47400 Marketing Principles (MKT-

MP)

Marketing Principles is the foundational course for all pathways in Marketing

Education. Marketing Principles addresses all the ways in which marketing

satisfies consumer and business needs and wants for products and services.

Students develop an understanding of the functions of marketing and how these

functional areas affect all businesses. They learn basic marketing concepts and

the role of marketing in our economy. Students also develop skills in applying

economic concepts to marketing, distribution and logistics, marketing

information management, finance in marketing, product/service planning,

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pricing mixes, promotional strategies, and personal selling. In order to increase

the number of application experiences, students should participate in work-based

learning activities and the student organization, DECA, An Association of

Marketing Students. It is highly advantageous for students to participate in a

school–based enterprise where available.

10.51110 Broadcast/ Video Production 1

ACCT-BVP1

This one credit course is the first in a pathway that prepares the student for

employment or entry into a postsecondary education program in the

Broadcast/Video Production career field. Topics covered may include, but are

not limited to: history of mass media, terminology, safety, basic equipment,

script writing, production teams, production and programming, set production,

lighting, recording and editing, studio production, and professional ethics. Skills

USA, the Georgia Scholastic Press Association, Technology Student Association

(TSA) and Student Television Network are examples of, but not limited to,

appropriate organizations for providing leadership training and/or for reinforcing

specific career and technical skills and may be considered an integral part of the

instructional program. All material covered in BVP1 will be utilized in

subsequent courses.

10.51210 Broadcast/ Video Production 2

ACCT-BVP 2

This one credit course is the second in a series to prepare for a career in

Broadcast/Video production and/or to transfer to a postsecondary program for

further study. Topics include: Planning, Writing, Directing and Editing a

Production; Field Equipment Functions; Operational Set-Up and Maintenance;

Advanced Editing Operations; Studio Productions; Performance; Audio/Video

Control Systems; Production Graphics; Career Opportunities; and Professional

Ethics. Skills USA, the Georgia Scholastic Press Association, Technology

Student Association (TSA) and Student Television Network are examples of, but

not limited to, appropriate organizations for providing leadership training and/or

for reinforcing specific career and technical skills and may be considered an

integral part of the instructional program. All material covered in BVP1 and

BVP2 will be utilized in subsequent courses.

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10.51310 Broadcasting /Video Production

3 ACCT-BVP 3

This one credit transition course is designed to facilitate student-led

broadcasts/videos under the guidance of the instructor. Students work

cooperatively and independently in all phases of broadcast/video production.

Skills USA, the Georgia Scholastic Press Association, Technology Student

Association (TSA), and Student Television Network are examples of, but not

limited to, appropriate organizations for providing leadership training and/or for

reinforcing specific career and technical skills and may be considered an integral

part of the instructional program. All material covered in BVP1, BVP2 and

BVP3 will be utilized in subsequent courses.

10.51410 Broadcast/Video Production

Applications ACCT-BVPA

Broadcast/Video Production Applications is the fourth course in the BVP

pathway and is designed to assist students in mastering skills necessary to gain

entry level employment or to pursue a post-secondary degree or certificate.

Topics include advanced camcorder techniques, audio production, scriptwriting,

producing, directing, editing, employability skills, and development of a digital

portfolio to include resume’, references, and production samples. Skills USA, the

Georgia Scholastic Press Association, Technology Student Association (TSA),

and Student Television Network are examples of, but not limited to, appropriate

organizations for providing leadership training and/or for reinforcing specific

career and technical skills and may be considered an integral part of the

instructional program. Instructor approval of digital portfolio (as needed for

satisfactory completion of BVP 3) required prior to registration for this course.

11.41500 Introduction to Digital

Technology

Introduction to Digital Technology is the foundational course for Web & Digital

Communications, Programming, Advanced Programming, Information Support

& Services, and Network Systems pathways. This course is designed for high

school students to understand, communicate, and adapt to a digital world as it

impacts their personal life, society, and the business world. Exposure to

foundational knowledge in hardware, software, programming, web design, IT

support, and networks are all taught in a computer lab with hands-on activities

and project-focused tasks. Students will not only understand the concepts, but

apply their knowledge to situations and defend their actions/decisions/choices

through the knowledge and skills acquired in this course. Employability skills

are integrated into activities, tasks, and projects throughout the course standards

to demonstrate the skills required by business and industry. Competencies in the

co-curricular student organization, Future Business Leaders of America (FBLA),

are integral components of both the employability skills standards and content

standards for this course. Various forms of technologies will be highlighted to

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expose students to the emerging technologies impacting the digital world.

Professional communication skills and practices, problem-solving, ethical and

legal issues, and the impact of effective presentation skills are taught in this

course as a foundational knowledge to prepare students to be college and career

ready. The knowledge and skills taught in this course build upon each other to

form a comprehensive introduction to digital world. Introduction to Digital

Technology is a course that is appropriate for all high school students. The pre-

requisite for this course is advisor approval.

11.418

00 Beginning Programming (BCS

– BP)

The major goal of this course is for students to develop the computer science

skills of algorithm development, problem solving, and programming. While the

emphasis of the course will be on programming, students will also be introduced

to other important topics, such as careers, the limits of computing and the

difference between interpreters and compilers.

11.42100 Intermediate Programming

(BCS – IP)

The goal of this course is to deepen students understanding of computing.

Students will learn key concepts of software engineering, graphical user

interface, and user interface design. Students will gain a deeper understanding of

basic data structures and use them to solve more complex problems in a

collaborative manner.

11.43100 Fundamentals of Web Design

(BCS-FWD)

Fundamentals of Web Design is the second course in the Interactive Media

Career Pathway. This course will provide students with essential web page

planning and development skills. Students will learn to write code manually and

use graphical authoring tools. Students will also learn to work with web page

layout and graphical elements, including images, hyperlinks, tables, forms, and

frames. Mastery of these standards through project-based learning and leadership

development activities of Future Business Leaders of America (FBLA) will help

prepare students with a competitive edge for the global marketplace.

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11.43200 Advanced Web Design (BCS-

AWD)

The goal of this course is to provide students with the study of advanced topics

in web design. Computer in the Modern World and Beginning Web Design are

both prerequisites for this course. Upon completion of this course, students

should have a thorough knowledge of all areas of web page design. Topics

include the web development process, advanced layout and design features,

advanced study of scripting languages, site development with HTML editors,

and web servers and databases. This course also prepares students to take the

CIW Associate Design Specialist Certification.

20.44100 Foundations of Interior Design

FCS-FID

This course introduces the student to the basic fundamentals of design and the

interior design profession. The skills taught throughout the course will allow the

student to investigate and explore the various careers within the aspects of

interior design. Students will gain knowledge of the history of interior

furnishings. Basic mathematics, English language arts and science skills will be

incorporated throughout the curriculum. Individual work, teamwork and

presentation skills will also be incorporated into the curriculum. Upon

completion of the interior design curriculum, students will have acquired the

basic skills that will allow them to make a well educated move to the post

secondary level.

20.44200 Interior Design Furnishings,

Materials & Components FCS-

IFMC

The materials and components course is related to interior design and

construction and introduces the student to a wide array of building fixtures,

furnishings, and equipment used in the industry. Students will learn to read

scaled floor plans, estimate quantity, and understand specifications for residential

and commercial products. Knowledge of current industry standards, correct

product applications, and product resource development are important elements

in this course. Students will research career options including educational

requirements, salary expectations, and job demands. Projects will involve

individual work, team work, verbal presentations, and application of computer

technology.

20.44700 Textile Science FCS-TS The textile science course introduces students to the fascinating world of fabrics,

fibers, dyes and fabric construction. Textiles for apparel, interior furnishings, and

industrial applications are investigated. Testing methods, labeling laws, trends,

applications, and color forecasting are all included. Various career paths will be

researched to determine educational levels, salary expectations, and growing

industry demand. Projects will involve individual work, team work, verbal

presentations, fabric swatches, and computer applications.

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20.52510 Introduction to Early

Childhood Care and Education

(EDU-IECE)

Introduction to Early Childhood Care prepares the student for employment in

early childhood education and services. The course also provides a foundation

for advanced study leading to postsecondary education and careers in related

fields. The course addresses early childhood care and education and development

issues that include guiding the physical, cognitive, creative, social, emotional,

and moral development of children. This course of study includes planning and

guiding developmentally appropriate practices for working with young children

including career paths, principles and theories of child development, the creation

of a developmentally appropriate learning environment, collaborative

relationships and guidance, lesson planning, and appropriate response to cultural

diversity and students with special needs. Mastery of standards through project

based learning, technical skills practice, and leadership development activities of

the career and technical student organizations will provide students with a

competitive edge for either entry into the education global marketplace and/or

the post-secondary institution of their choice to continue their education and

training.

20.42320 Human Growth & Development

for Early Childhood (EDU-

HGD)

Human Growth and Development for Early Childhood addresses the knowledge,

skills, attitudes, and behaviors associated with supporting and promoting optimal

growth and development of infants and children. Topics that may be addressed

include principles of physical, emotional, social, cognitive, and moral

development; human needs across the ages and stages of childhood; impacts of

family and societal crisis on the development of the child; and career decisions.

Mastery of standards through project based learning, technical skills practice,

and leadership development activities of the career and technical student

organizations will provide students with a competitive edge for either entry into

the education global marketplace and/or the post-secondary institution of their

choice to continue their education and training.

20.52610 Health, Safety & Nutrition for

the Young Child (EDU-HSN)

This advanced course in consumer services focuses on the development of skills

to enable students to work with consumers in a variety of consumer service

settings. Skills are developed in such areas as working with individuals in the

exercise of their consumer rights, credit counseling, and in the management of

their resources. Students also develop skills in consumer communications and

public relations, product testing and demonstration, and consumer advocacy.

In order to ensure that students master these performance standards, it is

recommended that some type of work-based learning component be incorporated

into the program. The students could participate in specially organized consumer

services projects in the community, be concurrently enrolled in a Consumer

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Services Co-op/Internship, enrolled in an Internship prior to the completion of

the program; or the students could participate in specially designed consumer

services projects in a school-based setting.

Competencies for the co-curricular student organization Family, Career and

Community Leaders of America (FCCLA) are integral components of both the

core employability skills standards and the technical skills standards, and

FCCLA activities should be incorporated throughout instructional strategies

developed for the course

20.41610 Food, Nutrition & Wellness

(FCS-FNW)

Food, Nutrition and Wellness is an essential course in understanding nutritional

needs and food choices for optimal health of individuals across the lifespan.

Interrelationships with wellness are explored. This course leads to the advanced

nutrition pathway and develops a knowledge base and the skills necessary to

select among alternatives in the marketplace, with an emphasis on nutrient

content, the development of chronic diseases, and food safety.

20.41710 Food & Nutrition Through the

Lifespan (FCS-FNL)

Food and Nutrition through the Lifespan is an advanced course in food and

nutrition that addresses the variation in nutritional needs at specific stages of the

human life cycle: lactation, infancy, childhood, adolescence, and adulthood

including old age. The most common nutritional concerns, their relationship to

food choices and health status and strategies to enhance well-being at each stage

of the lifecycle are emphasized. This course provides knowledge for real life and

offers students a pathway into dietetics, consumer foods, and nutrition science

careers with additional education at the post-secondary level.

20.41810 Food Science (FCS-FS) Food science integrates many branches of science and relies on the application of

the rapid advances in technology to expand and improve the food supply.

Students will evaluate the effects of processing, preparation, and storage on the

quality, safety, wholesomeness, and nutritive value of foods. Building on

information learned in Nutrition and Wellness and Chemistry, this course

illustrates scientific principles in an applied context, exposing students to the

wonders of the scientific world. Careers will be explored.

21.42500 Foundations of Engineering and

Technology (ENGR – FET)

Foundations of Engineering and Technology is the introductory course for all

Georgia Engineering and Technology Education pathways. This course provides

students with opportunities to develop fundamental technological literacy as they

learn about the history, systems, and processes of invention and innovation.

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21.47100 Engineering Concepts (ENGR –

EC)

Engineering Concepts is second course in the engineering pathway. This course

introduces students to the fundamental principles of engineering. Students learn

about areas of specialization within engineering and engineering design, and

apply engineering tools and procedures as they complete hands-on instructional

activities.

21.47200 Engineering Applications

(ENGR-EA)

Engineering Applications is the third course in the engineering pathway.

Students have opportunities to apply engineering design as they develop a

solution for a technological problem. Students use applications of mathematics

and science to predict the success of an engineered solution and complete hands-

on activities with tools, materials, and processes as they develop a working

drawings and prototypes.

50.02110 Visual Arts/Comprehensive I Introduces art history, art criticism, aesthetic judgment and studio production.

Emphasizes the ability to understand and use elements and principles of design

through a variety of media, processes and visual resources. Explores master

artworks for historical and cultural significance.

50.02120 Visual Arts/Comprehensive II Enhances level-one skills in art history, art criticism, aesthetic judgment and

studio production. Emphasizes and reinforces knowledge and application of the

design elements and their relationship to the principles of design. Explores

different two-and three-dimensional art media and processes. Investigates master

artworks to increase awareness and to examine the role of art and the artist in

past and contemporary societies.

50.02140 Visual Arts/Comprehensive IV Enhances level-three skills in art history, art criticism, aesthetic judgment and

studio production. Provides opportunities for in-depth application of design

elements and principles of design in two-and three-dimensional art media and

processes. Stresses creative problem solving through art production and the study

of master artists and their works.

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50.02180 Visual Arts/Comprehensive

VIII

Enhances level-seven skills in art history, art criticism, aesthetic judgment and

studio production. Provides opportunities to use two-and-three-dimensional art

media and process in the development of individual portfolios used in job, art

school and college applications. Stresses refining of portfolio and production of

slides intended for submission for judging. Enhances art-criticism writing skills

of both master works and student productions. Provides opportunities for

preparing and exhibiting art work.

50.03110 Visual Arts/Drawing I Explores a variety of drawing techniques and media; emphasizes developing

basic drawing skills and critical analysis skills for responding to master

drawings. Examines solutions to drawing problems through student drawings

and those of other artists. Covers Western and non-Western cultures.

50.03120 Visual Arts/Drawing II Enhances level-one skills in technique and provides further exploration of

drawing media; reinforces basic drawing skills and critical analysis skills for

responding to master drawings of different historical styles and periods.

Examines solutions to drawing problems through student drawings and those of

other artists.

50.03210 Visual Arts/Painting I Explores a variety of techniques and wide range of painting media; emphasizes

developing basic painting and critical analysis skills for responding to master

paintings. Examines solutions to painting problems through the study of the

color theory and composition. Emphasizes the concept and development of

personal style. Covers Western and non-Western cultures.

50.03220 Visual Arts/Painting II Enhances level-one painting skills and offers opportunities to apply painting

techniques in a variety of media; emphasizes critical analysis skills for

responding to master paintings of different styles and historical periods. Resolves

selected painting problems and emphasizes the concept and development of

personal style.

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50.08130 Advanced Placement Studio:

2D Design Portfolio

Conforms to College Board topics for the Advanced Placement Studio 2D

Design Portfolio Examination. Requires submission of original works and slides

to be evaluated on quality. Provides experiences using different drawing media

and approaches; designed for students interested in the practical experiences of

art.

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English,ESOL and Drama

23.03100 Writer’s Workshop This course offers opportunities for students to explore different

writing genres: narrative, descriptive, persuasive, and expository

modes of discourse. The students will study different writers and

their writing styles. The students will have opportunities to improve

writing proficiency through a complete study of the components of

solid writing: fluency, style, diction, mechanics, grammar,

imaginative expressions, and details. The course allows students to

utilize the writing process to write independently to improve their

writing.

23.03200 Journalism I This course focuses on journalistic writing through analysis of

newspapers, yearbooks, literary magazines, and broadcast journalism

publications. A concentration on the following components of

journalistic writing is critical: influence, purpose, structure, and

diction. Reading, writing, and critical thinking are key components as

students explore the power and influence of journalism. Students will

participate in news gathering, the study of ethics, and the aspects of

copy writing, editing, and revising and will study the ethics of

journalism. If a publication is produced, the students will learn the

process of publishing.

23.03300 Journalism II The course offers an advanced study of journalistic writing. Skills

from Journalism I are continued; the students focus on a more intense

analysis of print and broadcast publications. Students read

extensively to explore and analyze the influence of good journalistic

writing. This course requires more critical thinking and more in-

depth writing.

23.03500 Journalism III This course is an extension of Journalism I and II; the students will

enhance and hone the skills in journalistic writing, with a main focus

in analysis of print and broadcast publications. An in-depth coverage

of level-two topics will serve as the main premise. Students will

evaluate and apply skills appropriately and efficiently to various

publication opportunities and activities.

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23.04300 Advanced Placement

Language/Composition

This course focuses on content, purpose, and audience as the guide for

the students’ organization in writing. The course will enable students

to become skilled readers of prose written in a variety of periods,

disciplines, and rhetorical contexts. The students will compose for a

variety of purposes with a clear understanding of writer’s purpose,

audience expectations, and subjects as well as the way conventions

and resources of language contribute to writing effectiveness.

Expository, analytical, and argumentative writings support the

academic and professional communication required by colleges;

personal and reflective writing support the development of writing

facility in any context. Students will examine primary and secondary

sources to synthesize materials for their writing. An AP syllabus will

be submitted and approved by College Board.

23.04600 Speech/Forensics I-PSO This course is a detailed study of forensic speaking including

extemporaneous speaking, oration, and interpretation of literature, and

debate. There is an emphasis on understanding various forensic

speaking formats and the importance of applying reasoning, research

and delivery skills. Critical thinking is a major component of this

course.

23.05100 American Literature/Composition This course focuses on the study of American literature, writing

modes and genres, and essential conventions for reading, writing, and

speaking. The student develops an understanding of chronological

context and the relevance of period structures in American literature.

The students develop an understanding of the ways the period of

literature affects its structure and how the chronology of a work

affects its meaning. The students read a variety of informational and

literary texts in all genres and modes of discourse. Reading across the

curriculum develops students’ academic and personal interests in

different subjects. While expository writing is the focus in American

literature, the students will also demonstrate competency in a variety

of writing genres: narrative, persuasive, and technical. The student

will engage in research, timed writing, and the writing process.

Instruction in language conventions will occur within the context of

reading, writing, and speaking. The students demonstrate an

understanding of listening, speaking, and viewing skills for a variety

of purposes. THIS COURSE MUST REFLECT THE GEORGIA

PERFORMANCE STANDARDS.

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23.05200 British Literature/Composition This course focuses on the study of British literature, writing modes

and genres, and essential conventions for reading, writing, and

speaking. The students develop an understanding of chronological

context and the relevance of period structures in British literature.

The students develop an understanding of the ways the period of

literature affects its structure and how the chronology of a work

affects its meaning. The students encounter a variety of informational

and literary texts and read texts in all genres and modes of discourse.

Reading across the curriculum develops the students’ academic and

personal interests in different subjects. While the continued focus is

expository writing in British literature, the student will also

demonstrate competency in a variety of writing genres: narrative,

persuasive, and technical. The students will engage in research, the

impact that technology has on writing, timed writing, and the writing

process. Instruction in language conventions will occur within the

context of reading, writing, and speaking, rather than in isolation.

The students demonstrate an understanding of listening, speaking, and

viewing skills for a variety of purposes. THIS COURSE MUST

REFLECT THE GEORGIA PERFORMANCE STANDARDS.

23.06100 Ninth Grade Literature/and

Composition

This course focuses on a study of literary genres; the students develop

initial understanding of both the structure and the meaning of a

literary work. The students explore the effect of the literary form in

regards to interpretation. The students will read across the curriculum

to develop academic and personal interests in different subjects.

While the focus is technical writing in ninth grade literature, the

student will also demonstrate competency in a variety of writing

genres: narrative, expository, persuasive, and technical. The students

will engage in research, timed writings, and the writing process.

Instruction in language conventions will occur within the context of

reading, writing, and speaking, rather than in isolation. The students

demonstrate an understanding of listening, speaking, and viewing

skills for a variety of purposes. THIS COURSE MUST REFLECT

THE GEORGIA PERFORMANCE STANDARDS.

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23.06300 World Literature/Composition This course focuses on a study of World Literature; the students

develop an understanding of chronological context and the relevance

of period structures in literature within world cultures. A focus is to

explore the ways the work’s place of origin affects its structure and

how the chronology of a literary work affects its meaning. The

students develop an understanding of literature as both a culture’s

product and a culture-bearer. An exploration of commonalities and

differences among works of literature from different times and places

in the world is a major component. The students will read across the

curriculum to develop academic and personal interests in different

subjects. Depending on which grade level this course is taught, the

teacher will follow strands from the Georgia Performance Standards

for that grade level for composition, conventions, and listening,

speaking, and viewing.


Literature/Composition

The course focuses on an intensive study of representative works

from various literary genres and periods. The focus is on the

complexity and thorough analysis of literary works. The students will

explore the social and historical values that works reflect and embody.

The textual detail and historical context provide the foundation for

interpretation: the experience of literature, the interpretation of

literature, and the evaluation of literature. Writing to evaluate a

literary work involves making and explaining judgments about its

artistry and exploring its underlying social and cultural values through

analysis, interpretation, and argument (e.g. expository, analytical, and

argumentative essays). The writers will develop stylistic maturity:

strong vocabulary, sentence variety, and effective use of rhetoric to

maintain voice. An AP syllabus will be submitted and approved by

College Board.

23.08300 Basic Reading/Writing I This course provides fundamental skills development in the five

strands of the GPS courses: Reading and Literature, Reading Across

the Curriculum, Writing, Conventions, and Listening, Speaking, and

Viewing. The setup is a language lab setting; the class includes drill

and practice opportunities in reading comprehension, vocabulary

development, reading opportunities, writing (according to the GPS

literary and writing genres associated with students’ English course),

speaking, and critical thinking.

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23.09200 English ESOL II Refer to the descriptors for the corresponding GPS driven course

offered by the district. This course follows the aligned GPS course

with differentiation and appropriate teaching strategies for English

language learners.

23.09300 English ESOL III Refer to the descriptors for the corresponding GPS driven course



language learners.

23.09400 English ESOL IV Refer to the descriptors for the corresponding GPS driven course



language learners.

52.02100 Dramatic Arts/Fundamentals I Serves as prerequisite for other theater/drama courses. Develops and

applies performance skills through basic vocal, physical and

emotional exercises; includes improvisation and scene study and

related technical art forms.

52.02200 Dramatic Arts/Fundamentals II Enhances level-one skills by producing and studying children's theater

in depth with performance opportunities.

52.02300 Dramatic Arts/Fundamentals III Enhances level-two skills by producing and studying literature as

related to theater. Provides opportunities for performance with focus

on language arts classes.

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Mathematics

27.04400 Mathematics Support I The purpose of the Mathematics Support class is to address the needs

of students who have traditionally struggled in mathematics by

providing the additional time and attention they need in order to

successfully complete their regular grade-level mathematics course

without failing. Mathematics Support is an elective class that should

be taught concurrently with a student’s regular mathematics class.

27.04500 Mathematics Support II The purpose of the Mathematics Support class is to address the needs

of students who have traditionally struggled in mathematics by

providing the additional time and attention they need in order to

successfully complete their regular grade-level mathematics course

without failing. Mathematics Support is an elective class that should

be taught concurrently with a student’s regular mathematics class.

27.06500 Advanced Algebra and

Trigonometry

Enhances algebra skills and introduces trigonometry through

calculators and computers. Emphasizes real and complex numbers,

vectors, matrices, sequences, series, probability, statistics, conic

sections, functions, and problem solving. Stresses interrelationships

of concepts. Prerequisite: Either Euclidean Geometry or Informal

Geometry, and Algebra II.

27.07200 Advanced Placement Calculus AB Follows the College Board syllabus for the Advanced Placement

Calculus AB Examination. Includes properties of functions and

graphs, limits and continuity, differential and integral calculus.

Prerequisite: Advanced Algebra and Trigonometry or analysis.

27.07300 Advanced Placement Calculus BC Conforms to College Board topics for the Advanced Placement

Calculus BC Examination. Covers Advanced Placement Calculus

AB topics and includes vector functions, parametric equations,

conversions, parametrically defined curves, tangent lines, and

sequence and series. Prerequisite: Advanced Algebra and

Trigonometry or Analysis.

27.07400 Advanced Placement Statistics Follows the College Board syllabus for the Advanced Placement

Statistics Examination. Covers four major themes: exploratory

analysis, planning a study, probability, and statistical inference.

Prerequisite: Either Euclidean Geometry or Informal Geometry, and

Algebra II.

22

27.08100 Mathematics I: Algebra / Geometry

/ Statistics

This is the first in the sequence of secondary mathematics courses

designed to ensure that students are college and work ready. This

course requires students to: explore the characteristics of basic

functions using tables, graphs, and simple algebraic techniques;

operate with radical, polynomial, and rational expressions; solve a

variety of equations, including quadratic equations with a leading

coefficient of one, radical equations, and rational equations;

investigate properties of geometric figures in the coordinate plane;

use the language of mathematical argument and justification;

discover, prove, and apply properties of polygons; utilize counting

techniques and determine probability; use summary statistics to

compare samples to populations; and explore the variability of data.

27.08200 Mathematics II: Geometry /

Algebra II / Statistics

This is the second in the sequence of secondary mathematics courses

designed to ensure that students are college and work ready. This

course requires students to: represent and operate with complex

numbers; use numerical, graphical, and algebraic techniques to

explore quadratic, exponential, and piecewise functions and to solve

quadratic, exponential and absolute value equations and inequalities;

use algebraic models to represent and explore real phenomena;

explore inverses of functions; use right triangle trigonometry to

formulate and solve problems; discover, justify and apply properties

of circles and spheres; use sample data to make informal inferences

about population means and standard deviations; and fit curves to

data and examine the issues related to curve fitting.

27.08300 Mathematics III-Advanced Algebra

/ Statistics

This is the third in the sequence of secondary mathematics courses

designed to ensure that students are college and work ready. It

requires students to: analyze polynomial functions of higher degree;

explore logarithmic functions as inverses of exponential functions;

solve a variety of equations and inequalities numerically,

algebraically, and graphically; use matrices and linear programming

to represent and solve problems; use matrices to represent and solve

problems involving vertex-edge graphs; investigate the relationships

between lines and circles; recognize, analyze, and graph the

equations of conic sections; investigate planes and spheres; solve

problems by interpreting a normal distribution as a probability

distribution; and design and conduct experimental and observational

studies.

23

27.08400 Mathematics IV-Pre-Calculus –

Trigonometry/Statistics

This is a fourth year mathematics course designed to prepare

students for calculus and similar college mathematics courses. It

requires students to: investigate and use rational functions; analyze

and use trigonometric functions, their graphs, and their inverses; use

trigonometric identities to solve problems and verify equivalence

statements; solve trigonometric equations analytically and with

technology; find areas of triangles using trigonometric relationships;

use sequences and series; understand and use vectors; investigate the

Central Limit theorem; and use margins of error and confidence

intervals to make inferences from data.

27.09100 Accelerated Mathematics I-

Geometry / Algebra II / Statistics

This is the first in the sequence of mathematics courses designed to

ensure that students are prepared to take higher level mathematics

courses during their high school career, including Advanced

Placement Calculus AB, Advanced Placement Calculus BC, and

Advanced Placement Statistics. It requires students to: represent and

operate with complex numbers; explore the characteristics of basic

functions utilizing tables, graphs, and simple algebraic techniques;

operate with radical, polynomial, and rational expressions; solve

equations, including quadratic, radical, and rational equations;

investigate properties of geometric figures in the coordinate plane;

use the language of mathematical argument and justification;

discover, prove, and apply properties of polygons, circles and

spheres; utilize counting techniques and determine probability; use

summary statistics to compare samples to populations; explore

variability of data; and fit curves to data and examine the issues

related to curve fitting.

27.09200 Accelerated Mathematics II-

Advanced Algebra/Geometry /

Statistics

This is the second in the sequence of mathematics courses designed

to ensure that students are prepared to take higher level mathematics



Advanced Placement Statistics. It requires students to: explore the

characteristics of exponential, logarithmic, and higher degree

polynomial functions using tables, graphs, and algebraic techniques;

explore inverses of functions; use algebraic models to represent and

explore real phenomena; solve a variety of equations and inequalities

using numerical, graphical, and algebraic techniques with

appropriate technology; use matrices to formulate and solve

24

problems; use linear programming to solve problems; use matrices to

represent and solve problems involving vertex-edge; use right

triangle trigonometry to formulate and solve problems; investigate

the relationships between lines and circles; recognize, analyze, and

graph the equations of conic sections; investigate planes and spheres;

use sample data to make informal inferences about population means

and standard deviations; solve problems by interpreting a normal

distribution as a probability distribution; and design and conduct

experimental and observational studies.

27.09300 Accelerated Mathematics III-Pre-

Calculus –Trigonometry / Statistics

This is the third in the sequence of mathematics courses designed to

ensure that students are prepared to take higher level mathematics



Advanced Placement Statistics. It requires students to: investigate

and use rational functions; analyze and use trigonometric functions,

their graphs, and their inverses; find areas of triangles using

trigonometric relationships; use trigonometric identities to solve

problems and verify equivalence statements; solve trigonometric

equations analytically and with technology; use complex numbers in

trigonometric form; understand and use vectors; use sequences and

series; explore parametric representations of plane curves; explore

polar equations; investigate the Central Limit theorem; and use

margins of error and confidence intervals to make inferences from

data.

25

Physical Education and ROTC

17.01100 Health Explores the mental, physical and social aspects of life and how each

contributes to total health and well-being. Emphasizes safety,

nutrition, mental health, substance abuse prevention, disease

prevention, environmental health, family life education, health

careers, consumer health , and community health.

28.01100 JROTC Air Force I: Aerospace

Science: A Journey into Aviation

History and Leadership I

This is the recommended first AS course for all new cadets. It is an

aviation history course focusing on the development of flight

throughout the centuries. It starts with ancient civilizations, then

progresses through time to modern day. The emphasis is on civilian

and military contributions to aviation; the development,

modernization, and transformation of the Air Force; and a brief

astronomical and space exploration history. It is interspersed with

concise overviews of the principles of flight to include basic

aeronautics, aircraft motion and control, flight power, and rockets.

Throughout the course, there are readings, videos, hands-on activities,

and in-text and student workbook exercises to guide in the

reinforcement of the materials. Many of the 72 hours dedicated to

leadership studies relate directly to the academic subject matter. The

LE-100 textbook introduces cadets to the Air Force Junior Reserve

Officer Training Corps (AFJROTC) program providing a basis for

progression through the rest of the AFJROTC program while

instilling elements of good citizenship. It contains sections on cadet

and Air Force organizational structure; uniform wear; customs,

courtesies, and other military traditions; health and wellness; fitness;

individual self-control; and citizenship.

26

28.01200 JROTC Air Force II: Aerospace:

Science of Flight and Leadership II

The second year is a science course designed to acquaint the student

with the aerospace environment, the human requirements of flight,

principles of aircraft flight, and principles of navigation. The course

begins with a discussion of the atmosphere and weather. After

developing an understanding of the environment, how that

environment affects flight is introduced. Discussions include the

forces of lift, drag, thrust, and weight. Students also learn basic

navigation including map reading, course plotting, and the effects of

wind. The portion on the Human Requirements of Flight is a survey

course on human physiology. Discussed here are the human

circulatory system, the effects of acceleration and deceleration, and

protective equipment. Leadership Education 200 hours stress

communications skills and cadet corps activities. Much information is

provided on communicating effectively, understanding groups and

teams, preparing for leadership, solving conflicts and problems, and

personal development. Written reports and speeches compliment the

academic materials. Cadet corps activities include holding positions

of greater responsibility in the planning and execution of corps

projects.

28.01300 JROTC Air Force III: Aerospace

Science: Global and Cultural

Studies I

Global and Cultural Studies is a multidisciplinary course that

introduces students to various regions of the world from a geographic,

historical and cultural perspective. The course provides increased

international awareness and insight into foreign affairs that permits a

more educated understanding of other cultures and enhanced

knowledge of America’s interests and role in the world. Geopolitical

issues such as terrorism, economics, politics, military issues, religion,

environmental concerns, human rights, disease, over population,

literacy, the migration of peoples and other cultural issues will be

examined. The regional areas included in this course are Europe, the

Middle East, South Asia, East Asia, Africa, and Latin America. The

lessons include excellent videos to provide a window into life and

issues within the regions, followed by a variety of hands-on activities

created to engage the student. Readings are also available to set the

stage for each lesson, along with workbook exercises suitable for in-

class or homework assignments.

27

28.01400 JROTC Air Force IV: Aerospace:

Astronomy and/or Leadership III

Explorations: An Introduction to Astronomy explores the history or

astronomy to include prehistoric astronomy, the early ideas of the

heavens. The size and shape of the earth are discussed as well as the

distance and size of the Sun and Moon. Other topics such as

astronomy in the renaissance and Isaac Newton and the Birth of

Astrophysics and the growth of astrophysics are discussed. We take

focus on the Earth as a planet and the Earth’s interior; the age of the

Earth and Earth’s magnetic atmosphere and magnetic field. The

Moon is discussed in detail including its description, its structure, and

its origin and history, as well as its eclipses and tides. An in-depth

study of the Solar System, the terrestrial planets and the outer planets

is covered as well. The Leadership Education III: Life Skills and

Career Opportunities textbook will be helpful to students deciding

which path to take after high school. Information on how to apply for

admission to college or to a vocational or technical school is included.

Information on how to begin the job search is available to students

who decide not to go to college or vocational school. Available also

is information about financial planning and how to save, invest, and

spend money wisely, as well as how not to get caught in the credit

trap. Students are informed about real life issues such as

understanding contracts, leases, wills, warranties, legal notices, and

personal bills. Citizen responsibilities such as registering to vote, jury

duty, and draft registration will be helpful to. For those students who

may be moving into an apartment of their own, information is

presented on apartment shopping and grocery shopping skills. There

is information on how to prepare a résumé and the importance of

good interviewing skills. If there are students who are interested in a

career in the military, with the federal government, or an aerospace

career, information is also provided for them.

28.01500 JROTC Air Force V: Aerospace

Science: Exploration of Space

and/or Leadership III

The third year is a science course that includes Aerospace Science:

The Exploration of Space and Explorations: An Introduction to

Astronomy. The Exploration of Space examines our Earth, the Moon

and the planets, the latest advances in space technology, and

continuing challenges of space and manned spaceflight. Issues that are

critical to travel in the upper atmosphere such as orbits and

trajectories, unmanned satellites, space probes, guidance and control

systems are explained. The manned spaceflight section covers major

28

milestones in the endeavor to land on the Moon, and to safely orbit

humans and crafts in space for temporary and prolonged periods. It

also covers the development of space stations, the Space Shuttle and

its future, and international laws for the use of and travel in space.

The Leadership Education III: Life Skills and Career Opportunities

textbook will be helpful to students deciding which path to take after

high school. Information on how to apply for admission to college or

to a vocational or technical school is included. Information on how to

begin the job search is available to students who decide not to go to

college or vocational school. Available also is information about

financial planning and how to save, invest, and spend money wisely,

as well as how not to get caught in the credit trap. Students are

informed about real life issues such as understanding contracts, leases,

wills, warranties, legal notices, and personal bills. Citizen

responsibilities such as registering to vote, jury duty, and draft

registration will be helpful to. For those students who may be moving

into an apartment of their own, information is presented on apartment

shopping and grocery shopping skills. There is information on how to

prepare a résumé and the importance of good interviewing skills. If

there are students who are interested in a career in the military, with

the federal government, or an aerospace career, information is also

provided for them.

28.01600 JROTC Air Force VI: Aerospace

Science: Management of the Cadet

Corps and National Endowment for

Financial Education (NEFE) and/or

Leadership IV

The cadets manage the entire corps during the fourth year. This

hands-on experience affords the cadets the opportunity to put the

theories of previous leadership courses into practice. All the

planning, organizing, coordinating, directing, controlling, and

decision-making will be done by the cadets. They practice their

communication, decision-making, personal-interaction, managerial,

and organizational skills. Leadership IV: Principles of Management

textbook is a guide to understanding the fundamentals of

management, managing yourself, and others. Emphasis is placed on

allowing the student to see himself/herself as a manager. Every

organization, regardless of size, faces the challenge of managing

operations effectively. No matter how well a manager carries out his

or her job, there are always ways of doing at least part of the task

more effectively. There are four building blocks of leadership

considered in this text from the military and civilian perspective.

29

Attention to these four areas will form a strong foundation for a

capability to lead others – something that can be very valuable to you

for the rest of your life. The four areas are Management Techniques,

Management Decisions, Management Functions, and Managing Self

and Others.

28.01700 JROTC Air Force VII: Aerospace

Science: Aerospace Science: Global

and Cultural Studies II

Global and Cultural Studies is a multidisciplinary course that

introduces students to various regions of the world from a geographic,

historical and cultural perspective. The course provides increased

international awareness and insight into foreign affairs that permits a

more educated understanding of other cultures and enhanced

knowledge of America’s interests and role in the world. Geopolitical

issues such as terrorism, economics, politics, military issues, religion,

environmental concerns, human rights, disease, over population,

literacy, the migration of peoples and other cultural issues will be

examined. The regional areas included in this course are Europe, the

Middle East, South Asia, East Asia, Africa, and Latin America. The

lessons include excellent videos to provide a window into life and

issues within the regions, followed by a variety of hands-on activities

created to engage the student. Readings are also available to set the

stage for each lesson, along with workbook exercises suitable for in-

class or homework assignments.

28.01800 JROTC Air Force VIII: Aerospace

Science: Survival

The Survival text is a synthesis of the basic survival information

found in Air Force Regulation 64-4 Survival Training. The survival

instruction will provide training in skills, knowledge, and attitudes

necessary to successfully perform fundamental tasks needed for

survival. Survival also presents “good to know” information that

would be useful in any situation. The information is just as useful to

an individual lost hunting or stranded in a snowstorm.

36.02100 Introductory Team Sports Introduces fundamental skills, strategies, and rules associated with

team sports such as basketball, volleyball, soccer, softball, baseball,

field hockey, lacrosse, team handball, and flag football.

36.05100 Personal Fitness Provides instruction in methods to attain a healthy level of physical

fitness. Covers how to develop a lifetime fitness program based on a

personal fitness assessment and stresses strength, muscular endurance,

flexibility, body composition and cardiovascular endurance. Includes

fitness principles, nutrition, fad diets, weight control, stress

30

management, adherence strategies and consumer information;

promotes self-awareness and responsibility for fitness.

36.05200 Physical Conditioning Provides opportunities to participate in a variety of activities to

enhance flexibility, muscular strength and endurance, cardiovascular

endurance and body composition. Includes fitness concepts for the

development of healthy lifetime habits.

36.05500 Exercise and Weight Control Provides safe, effective and physiologically sound ways to manage

weight and alter metabolism and body composition. Includes

consumer information on products, programs and fitness concepts for

developing healthy lifetime habits.

31

Band, Orchestra and Chorus

53.03710 Intermediate Band I (Grades 9-12) Provides opportunities for intermediate-level performers to increase

performance skills and precision on a wind or percussion instrument.

Includes performance and production, analysis and theoretical studies,

historical and cultural contributions and influences, creative aspects of

music and appreciation of music. Stresses individual progress and

learning and group experiences; strengthens reading skills.

53.03720 Intermediate Band II (Grades 9-12) Enhances level-one skills and provides further opportunities for

intermediate-level performers to develop reading techniques and

increase performance skills. Covers performance and production,

analysis and theoretical studies, historical and cultural contributions

and influences, creative aspects of music and appreciation of music.

Stresses individualized learning and group experiences.

53.03730 Intermediate Band III (Grades 9-12) Enhances level-two skills and provides further opportunities for

intermediate-level performers to build independence and leadership

within the ensemble. Covers performance and production, analysis

and historical and cultural contributions and influences, creative

aspects of music and appreciation of music. Stresses individualized

learning and group experiences.

53.03740 Intermediate Band IV (Grades 9-12) Enhances level-three skills and provides further opportunities for

intermediate-level performers to increase performance skills and

precision with increasingly difficult literature. Covers performance

and production, analysis and theoretical studies, historical and cultural

contributions and influences, creative aspects of music and

appreciation of music. Stresses self-paced progress, practice strategies

and group experiences.

53.03810 Advanced Band I (Grades 9-12) Provides opportunities for advanced-level performers to increase,

develop and refine performance skills and precision on a wind or

percussion instrument. Covers performance and production, analysis

and theoretical studies, historical and cultural contributions and

influences, creative aspects of music and appreciation of music at

advanced levels of understanding. Organizes objectives for self-paced

progress through all four levels. Stresses individual progress and

learning strategies and ensemble experiences.

32

53.03820 Advanced Band II (Grades 9-12) Enhances level-one skills and provides further opportunities for

advanced-level performers to develop and refine performance skills

and precision on a wind or percussion instrument. Covers

performance and production, analysis and theoretical studies,


music and appreciation of music. Stresses self-paced progress,

individual learning strategies and ensemble experiences.

53.03830 Advanced Band III (Grades 9-12) Enhances level-two skills and provides further opportunities for


and precision on a specific instrument. Covers performance and

production, analysis and theoretical studies, historical and cultural


appreciation of music. Stresses self-paced progress, individual

learning strategies and ensemble experiences.

53.03840 Advanced Band IV (Grades 9-12) Enhances level-three skills and provides further opportunities for


and precision on a wind or percussion instrument. Covers



music and appreciation of music. Stresses self-paced progress in an

increasing breadth of repertoire, individual learning strategies and

ensemble experiences.

53.05710 Intermediate Orchestra I (Grades 9-

12)

Provides opportunities for intermediate-level performers to increase

performance skills and precision on orchestral stringed instruments.

Covers performance and production, analysis and theoretical studies,


music and appreciation of music. Organizes objectives for self-paced


group experiences.

53.05720 Intermediate Orchestra II (Grades

9-12)

Enhances level-one skills and provides further opportunities for


precision on orchestral stringed instruments. Covers performance and



appreciation of music. Stresses self-paced progress and group

experiences.

33

53.05730 Intermediate Orchestra III (Grades

9-12)

Enhances level-two skills and provides further opportunities for






experiences.

53.05740 Intermediate Orchestra IV (Grades

9-12)

Enhances level-three skills and provides further opportunities for

intermediate level performers to increase performance skills and





experiences.

53.05810 Advanced Orchestra I (Grades 9-12) Provides opportunities for advanced-level performers to increase

performance skills and precision on orchestral stringed instruments.

Covers performance and production, analysis and theoretical studies,


music and appreciation of music. Organizes objectives for self-paced


group experiences.

53.05820 Advanced Orchestra II (Grades 9-

12)

Enhances level-one skills and provides further opportunities for

advanced-level performers to increase performance skills and




53.05830 Advanced Orchestra III (Grades 9-

12)

Enhances level-two skills and provides further opportunities for






experiences.

34

53.05840 Advanced Orchestra IV (Grades 9-

12)

Enhances level-three skills and provides further opportunities for






experiences.

54.02210 Intermediate Mixed Chorus I

(Grades 9-12)

Provides intermediate-level performers opportunities to increase

performance skills and knowledge in mixed choral singing. Covers



music and appreciation of music. Organizes objectives for selfpaced


group experiences.

54.02220 Intermediate Mixed Chorus II

(Grades 9-12)

Enhances level-one skills and provides intermediate-level performers

further opportunities to increase performance skills and knowledge in

mixed choral singing. Covers performance and production, analysis


influences, creative aspects of music and appreciation of music.

Stresses self-paced progress and group experiences.

54.02230 Intermediate Mixed Chorus III

(Grades 9-12)

Enhances level-two skills and provides intermediate-level performers






54.02240 Intermediate Mixed Chorus IV

(Grades 9-12)

Enhances level-three skills and provides intermediate-level

performers further opportunities to increase performance skills and

knowledge in mixed choral singing. Covers performance and




experiences.

35

54.02310 Advanced Mixed Chorus I (Grades

9-12)

Provides advanced-level performers opportunities to increase

performance skills and knowledge in mixed choral singing. Covers



music and appreciation of music. Organizes objectives for selfpaced


group experiences.

54.02320 Advanced Mixed Chorus II (Grades

9-12)

Enhances level-one skills and provides advanced-level performers






54.02330 Advanced Mixed Chorus III (Grades

9-12)

Enhances level-two skills and provides advanced-level performers






54.02340 Advanced Mixed Chorus IV (Grades

9-12)

Enhances level-three skills and provides advanced-level performers






53.02300 Advanced Placement Music Theory Conforms to College Board topics for the Advanced Placement Music

Theory Examination. Covers terminology and notational skills,

writing skills, visual analysis and aural skills and advanced levels of

understanding.

36

Science

26.01200 Biology I The Biology curriculum is designed to continue student investigations

of the life sciences that began in grades K-8 and provide students the

necessary skills to be proficient in biology. This curriculum includes

more abstract concepts such as the interdependence of organisms, the

relationship of matter, energy, and organization in living systems, the

behavior of organisms, and biological evolution. Students will

investigate biological concepts through experience in laboratories and

field work using the processes of inquiry.

26.01300 Biology II Enhances student’s skills and further develops the concepts on

interdependence of organisms, energy flow in living systems, and

biological evolution that were studied in Biology I.

26.01400 Advanced Placement Biology This course is designed to be the equivalent of a two semester college

introductory biology course usually taken by biology majors during

their first year. The AP Biology course is designed to be taken by

students after the successful completion of a first course in high

school biology and on in high school chemistry. It aims to provide

students with the conceptual framework, factual knowledge, and

analytical skills necessary to deal critically with the rapidly changing

science of biology. The topics covered on the course are molecules

and cells, heredity and evolution, and organisms and populations.

(College Board course description September 2007)

26.06110 Environmental Science The Environmental Science curriculum is designed to extend student

investigations that began in grades K-8. This curriculum is

extensively performance, lab and field based. It integrates the study

of many components of our environment, including the human impact

on our planet. Instruction should focus on student data collection and

analysis. Some concepts are global; in those cases, interpretation of

global data sets from scientific sources is strongly recommended. It

would be appropriate to utilize resources on the Internet for global

data sets and interactive models. Chemistry, physics, mathematical,

37

and technological concepts should be integrated throughout the

course. Whenever possible, careers related to environmental science

should be emphasized.

26.06200 Advanced Placement Environmental

Science

AP Environmental Science is designed to provide students with the

scientific principles, concepts, and methodologies required to

understand the interrelationships of the natural world, to identify and

analyze environmental problems both natural and human-made, to

evaluate the relative risks associated with these problems, and to

examine alternative solutions for resolving and/or preventing them.

The following themes provide a foundation for the structure of the AP

Environmental Science course: (1) Science is a process, (2) Energy

conversions underlie all ecological processes, (3) The Earth itself is

one interconnected system, (4) Humans alter natural systems, (5)

Environmental problems have a cultural and social context, and (6)

Human survival depends on developing practices that will achieve

sustainable systems. (Advanced Placement Course Description, May

1997. The College Board.)

26.07300 Human Anatomy/Physiology The human anatomy and physiology curriculum is designed to

continue student investigations that began in grades K-8 and high

school biology. This curriculum is extensively performance and

laboratory based. It integrates the study of the structures and

functions of the human body, however rather than focusing on distinct

anatomical and physiological systems (respiratory, nervous, etc.)

instruction should focus on the essential requirements for life. Areas

of study include organization of the body; protection, support and

movement; providing internal coordination and regulation; processing

and transporting; and reproduction, growth and development.

Chemistry should be integrated throughout anatomy and not

necessarily taught as a standalone unit. Whenever possible, careers

related to medicine, research, health-care and modern medical

technology should be emphasized throughout the curriculum. Case

studies concerning diseases, disorders and ailments (i.e. real-life

38

applications) should be emphasized.

40.05100 Chemistry I The Chemistry curriculum is designed to continue student

investigations of the physical sciences that began in grades K-8 and

provide students the necessary skills to be proficient in chemistry.

This curriculum includes more abstract concepts such as the structure

of atoms, structure and properties of matter, characterization of the

properties that describe solutions and the nature of acids and bases,

and the conservation and interaction of energy and matter. Students

investigate chemistry concepts through experience in laboratories and

field work using the processes of inquiry.

40.05200 Chemistry II This course is design to enhance the concepts that were cover on

Chemistry I. Chemistry II students acquire a deeper of understanding

of qualitative and quantitative analysis and are introduced to organic

chemistry.

40.05300 Advanced Placement Chemistry This course is designed to be the equivalent of the general chemistry

course usually taken during the first college year. Students should

attain a depth of understanding of fundamentals and a reasonable

competence in dealing with chemical problems. AP chemistry

students should study topics related to the structure and states of

matter (atomic theory, atomic structure, chemical bonding, nuclear

chemistry, gases laws, kinetic molecular theory, liquids and solids and

solutions), chemical reactions (reaction types, stoichiometry,

equilibrium, kinetics, and thermodynamics), and descriptive

chemistry (chemical reactivity, products of chemical reactions,

relationships in the periodic table, and organic chemistry). To develop

the requisite intellectual and laboratory skills, AP Chemistry students

need adequate classroom and laboratory time. It is expected that a

minimum of 290 minutes per week will be allotted for an AP

Chemistry course. Of that time, a minimum of 90 minutes per week,

preferably in one session, should be spent in the lab. The AP

Chemistry course is designed to be taken after the completion of a

39

first course in high school chemistry. In addition, the recommended

mathematics prerequisite for an AP Chemistry class is the successful

completion of a second-year algebra course. It is highly desirable that

a student have a course in secondary school physics and a four-year

college preparatory program in mathematics. (College Board course

description September 2007)

40.07100 Oceanography This course introduces the students to the study of the ocean

composition and structure, the dynamics of energy flow within the

ocean system, and the impact of human interaction with the ocean

systems. The basic concepts of physical, chemical, geologic and

biological oceanography are addressed by discussions on marine

mineral resources, ocean energy, living resources of the sea, marine

pollution and ocean management. Student will acquire practical

laboratory and field experiences through the reading of charts, making

basic measurements of seawater chemistry, examination of coastal

geology, wave and beach processes, and marine organisms and

habitats.

40.08100 Physics I The Physics curriculum is designed to continue student investigations

of the physical sciences that began in grades K-8 and provide students

the necessary skills to be proficient in physics. This curriculum

includes more abstract concepts such as interactions of matter and

energy, velocity, acceleration, force, energy, momentum, and charge.

This course introduces the students to the study of the correction to

Newtonian physics given by quantum mechanics and relativity.

Students investigate physics concepts through experience in

laboratories and field work using the processes of inquiry.

40

40.08300 Advanced Placement Physics B The Physics B course includes topics in both classical and modern

physics. Knowledge of algebra and basic trigonometry is required for

the course; the basic ideas of calculus may be introduced in

connection with physical concepts, such as acceleration and work.

Understanding of the basic principles involved and the ability to apply

these principles in the solution of problems should be one of the

major goals of the course. Students taken this course should cover the

following five content areas: Newtonian mechanics, fluid mechanics

and thermal physics, electricity and magnetism, waves and optics, and

atomic and nuclear physics. The Physics B course should also include

a hands-on laboratory component with a minimum of 12 student-

conducted laboratory investigations. Each student should complete a

lab notebook or portfolio of lab reports. (College Board course

description September 2007)

25.56800 Introduction to Biotechnology (HS-

IBT) Course meets fourth science

requirement.

This course is the second course in the career pathway that introduces

students to the fundamentals of biotechnology. Included in this

course is a basic overview of current trends and careers in

biotechnology. Additionally, emphasis on basic laboratory skills

along with the business, regulatory, and ethical aspects of

biotechnology is included. The knowledge and skills gained in this

course will provide students with a broad understanding of

biotechnology and its impact on society and with a set of foundation

skills for entry into the career pathway.

25.56900 Applications of Biotechnology (HS-

ABT) Course meets fourth science

requirement.

This course further introduces students to the fundamentals of

biotechnology. Included in this course are additional techniques in

biotechnology. Additionally, a deeper level of laboratory safety and

applications in biotechnology is emphasized. The knowledge and

skills gained in this course will provide students with a greater

understanding of biotechnology and prepare students for skill

application in a workplace setting.

40.09210 Scientific Research I-Biotechnology

Year 2

Under development

41

40.09220 Scientific Research II-Biotechnology

Year 3

Under development

42

Social Studies Department

45.01600 Advanced Placement Psychology Conforms to College Board topics for the Advanced Placement

Introductory Psychology Examination. Covers methods, approaches

and the history of psychology as a science, biological bases of

behavior, sensation and perception, states of consciousness, learning,

cognition, motivation and emotion, developmental psychology,

personality, testing and individual differences, abnormal psychology,

treatment of psychological disorders and social psychology.


Government/Politics: United States

Conforms to College Board topics for the Advanced Placement

United States Government and Politics Examination. Covers

federalism, separation of powers, influences on the formulation and

adoption of the Constitution, political beliefs, political parties and

elections, interest groups, institutions and policy processes and civil

liberties and civil rights. (may substitute for 45.05700)


Government/Politics: Comparative


Comparative Government and Politics Examination. Covers sources

of public authority and political power, society and politics, citizen

and state, political framework, political change and an introduction

to comparative politics.

45.05500 Constitutional Theory Focuses on the philosophical basis for our judicial system and the

history of the development of the law. Examines major court

decisions and the consequences of those decisions for society.

Integrates and reinforces social studies skills.

45.05700 American Government/Civics An in-depth study of the American political system. This course

focuses on the foundation, principles and structure of the American

system of government, examines the role of political parties, social

factors as they relate to the role of the citizen, and analyzes the

decision-making process that are a part of the system of American

political behavior. This course meets the state’s Citizenship

requirement for graduation.

45.06100 Economics/Business/Free

Enterprise-Principals of Economics

An introductory course into the principles of economics. The course

includes topics related to Fundamental Economic Concepts,

Microeconomics Concepts, Macroeconomics Concepts, International

43

Economics, and Personal Finance Economics.


Macroeconomics


Macroeconomics Examination. Covers basic economic concepts,

measurement of economic performance, national income and price

determination and international economics and growth. (may

substitute for 45.06100)

45.07110 World Geography Investigates regions of the world and how these regions influence the

historical, economical, political and cultural development in an

interdependent world. Includes geographic concepts, physical

phenomena and the relationship of people to their environment.

Includes environmental issues and decision-making skills. Covers

regions, location (position on earth's surface), place (physical and

human characteristics), relationships within places and movement

(human interaction on the earth).

45.08100 United States History Examines the history of the United States beginning with the British

settlement of North America . The course’s main focus is the

development of the United States in the 20th and 21st centuries. The

course includes topics related to Colonization through the

Constitution; New Republic to Reconstruction; Industrialization,

Reform, and Imperialism; Establishment as a World Power; and the

Modern Era.

45.08110 Advanced Placement World History Conforms to the College Board topics for Advanced Placement

World History. Includes study of cultural, political, social and

economic history. Stresses research and writing skills. (May

substitute for 45.08300)

45.08200 Advanced Placement United States

History


United States History Examination. Covers discovery and settlement,

Colonial Society, the American Revolution, Constitution and the

New Republic, Age of Jefferson, Nationalism, Sectionalism,

Territorial Expansion, Civil War, Reconstruction, Industrialization,

Progressive Era, World War I, Depression, New Deal, World War II,

The Cold War, through modern times. (May substitute for 45.08100)

44

45.08300 World History A survey course beginning with the earliest civilizations and

highlighting important developments throughout the world until the

early 21st century. The course includes topics related to Early

Civilizations and Classical Empires; Growth, Expansion, and the

Emergence of the Modern World; Global Interaction and Conflict;

and the Contemporary World.

45.08400 Advanced Placement European

History


European History Examination. Covers intellectual and cultural

history, political and diplomatic history and social and economic

history.

45

Special Education Department (Resource & Self-Contained)

20.01450 Access to Life Skills and Careers I

(Only for students who participate in

the Georgia Alternate Assessment)

This course provides access to essential knowledge, skills, and behaviors

students need to live successfully in today’s world. Topics that may be

addressed include the decision-making process: examining life roles and

responsibilities as a family member and individual, building

interpersonal and communication skills; employability skills; balancing

career and family; career exploration and development; goal setting;

self-advocacy; managing personal resources. All instruction (utilizing

assistive technology as needed) should embed both the mastery of IEP

goals and objectives and incorporate generalization of access skills from

academic courses so that skills are not developed in isolation, but within

the context of the course content. Related skills for independent living,

employment and self-determination are developed within the course

content. This course is intended only for students who are assessed using

the Georgia Alternate Assessment.

20.01451 Access to Life Skill and Careers II



This course enhances the essential knowledge, skills, and behaviors

students need to live successfully in today’s world that are developed in

Access to Life Skills and Careers I. Topics that may be addressed

include the decision-making process: examining life roles and












46

20.01550 Access to Family, Community, and

Careers I



This course provides access to skills, attitudes, and behaviors students

need to live successfully in today’s world. Topics that may be addressed

include problem-solving skills, including the planning process applied to

life situations such as assessing career plans, goal setting, self advocacy,

managing multiple roles and responsibilities, planning resources to meet

individual and family needs including consumer decisions about food,

clothing, shelter, care-giving, health care, and transportation. Consumer

decisions are evaluated according to their relationship to: community

roles and responsibilities of families and individuals, the relationship of

technology to consumer resources, and environmental impact of

consumer decisions. All instruction (utilizing assistive technology as

needed) should embed both the mastery of IEP goals and objectives and

incorporate generalization of access skills from academic courses so that

skills are not developed in isolation, but within the context of the course

content. Instruction should occur in community based settings in

addition to a classroom setting. Related skills for independent living,


content. This course is intended only for students who are assessed

using the Georgia Alternate Assessment.


Careers II



This course enhances the skills, attitudes, and behaviors students need to

live successfully in today’s world that are developed in Family,

Community and Careers I. Topics that may be addressed include

problem-solving skills, including the planning process applied to life

situations such as assessing career plans, goal setting, self advocacy,














47




Careers III





Community and Careers II. Topics that may be addressed include



















Careers IV





Community and Careers III. Topics that may be addressed include


48

















20.01950 Access to Life Skills and Careers III





Access to Life Skills and Careers II. This course provides access to

essential knowledge, skills, and behaviors students need to live

successfully in today’s world. Topics that may be addressed include the

decision-making process: examining life roles and responsibilities as a

family member and individual, building interpersonal and

communication skills; employability skills; balancing career and family;

career exploration and development; goal setting; self-advocacy;

managing personal resources. All instruction (utilizing assistive

technology as needed) should embed both the mastery of IEP goals and

objectives and incorporate generalization of access skills from academic

courses so that skills are not developed in isolation, but within the

context of the course content. Related skills for independent living,




49

20.01951 Access to Life Skills and Career IV





Access to Life Skills and Careers III. Topics that may be addressed

include the decision-making process: examining life roles and












20.41650 Access to Food, Nutrition, and

Wellness (Only for students who

participate in the Georgia Alternate

Assessment)

This course is aligned to Food, Nutrition and Wellness (20.41610) which

is an essential course in understanding nutritional needs and food

choices for optimal health of individuals across the lifespan.

Interrelationships with wellness are explored. This course leads to the

advanced nutrition pathway and develops a knowledge base and the

skills necessary to select among Alternates in the marketplace, with an

emphasis on nutrient content, the development of chronic diseases, and

food safety. . All instruction (utilizing assistive technology as needed)

should embed both the mastery of IEP goals and objectives and








50

20.43050 Access to Consumer Economics (Only

for students who participate in the

Georgia Alternate Assessment)

This course is aligned to Consumer Finance FCS-CF (20.43000) and

provides access to the economics of producing, exchanging, saving, and

investing as well as consuming. Topics that may be addressed include

examination of the impacts of economic systems and events on the

workplace and careers as well as in the family and home; the market

system in a global economy; the decision making process and impacts of

expectations, values, purchasing power, and other factors in family and

workplace settings; managing resources in order to meet needs and

wants within the frameworks of personal family and workplace values;

constructive participation in the marketplace; economic, environmental,

and ecological factors which cause changes in the marketplace. All

instruction (utilizing assistive technology as needed) should embed both

the mastery of IEP goals and objectives and incorporate generalization

of access skills from academic courses so that skills are not developed in

isolation, but within the context of the course content. Instruction

should occur in community based settings in addition to the special

education and regular education classroom setting. Related skills for

independent living, employment and self-determination are developed

within the course content. This course is intended only for students who

are assessed using the Georgia Alternate Assessment.

23.05150 Access to American




This course is aligned to American Literature/Composition (23.05100)

and focuses on providing access to the study of American literature,

writing modes and genres, and essential conventions for reading,

writing, and speaking in adapted presentation and/or response format as

appropriate. Within this course is access to the chronological context

and the relevance of period structures in American literature. Students

experience a variety of informational and literary texts in all genres and

modes of discourse Access to the curriculum develops students’

personal interests in different subjects. The student may participate in

expository writing in a variety of writing genres: narrative, persuasive,

and technical. Instruction in communication will occur within the

context of reading, writing, and speaking. Students will experience the

importance of listening, speaking, and viewing skills for a variety of

purposes. All instruction (utilizing assistive technology as needed)

should embed the mastery of IEP goals and objectives so that skills are

not developed in isolation, but within the context of the course content.

Related skills for independent living, employment and self-

51

determination are developed within the course content. THIS COURSE

MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS

and is intended only for students who are assessed using the Georgia

Alternate Assessment.

23.05250 Access to English

Literature/Composition (Only for

students who participate in the


This course is aligned to English Literature /Composition (23.05200)

and focuses on providing access to the study of British literature, writing

modes and genres, and essential conventions for reading, writing, and

speaking in adapted presentation and/or response format as appropriate.

The students experience chronological context and the relevance of

period structures in British literature. The students will experience a

variety of informational and literary texts and read texts in all genres and

modes of discourse. Access to the curriculum develops the students’

personal interests in different subjects. The student may participate in

expository writing in a variety of writing genres: narrative, persuasive,

and technical (which may include assistive technology). Instruction in

communication will occur within the context of reading, writing, and

speaking, rather than in isolation. The students will experience the

importance of listening, speaking, and viewing skills for a variety of

purposes. All instruction (utilizing assistive technology as needed)








52

23.06150 Access to Ninth Grade




This course is aligned to Ninth Grade Literature/Composition

(23.06100), and focuses on providing access to literary genres, and an

introduction to both the structure and the meaning of a literary work in

adapted presentation and/or response format as appropriate. The

students will be given access to texts across the curriculum to develop

personal interests in different subjects. The student will have an

opportunity to demonstrate communication and writing skills in a

variety of genres: narrative, expository, persuasive, and technical.

Instruction in communication will occur within the context of reading,

writing, and speaking, rather than in isolation. The students demonstrate

an understanding of listening, speaking, and viewing skills for a variety

of purposes. All instruction (utilizing assistive technology as needed)








23.06250 Access to Tenth Grade




This course is aligned to Tenth Grade Literature and Composition

(23.06200) and focuses on a study of literary genres; the student receives

the experience that theme is what relates literature to life and that themes

are recurring in the literary world in adapted presentation and/or

response format as appropriate. The students will have access to

adapted texts across the curriculum to develop personal interests in

different subjects. While the focus is persuasive writing in tenth grade

literature, the student will also have an opportunity to demonstrate

communication and writing skills in a variety of writing genres:

narrative, expository, and technical. Instruction in communication will

occur within the context of reading, writing, and speaking, rather than in

isolation. The students experience the importance of listening, speaking,

and viewing skills for a variety of purposes. All instruction (utilizing

assistive technology as needed) should embed the mastery of IEP goals

and objectives so that skills are not developed in isolation, but within the



content. THIS COURSE MUST REFLECT THE GEORGIA

53

PERFORMANCE STANDARDS and is intended only for students who


26.01250 Access to Biology I



This course is aligned to Biology I (26.01200) and provides access to the

Biology curriculum which is designed to continue student investigations

of the life sciences that began in grades K-8 and provide students

experience with skills used in the study of biology. This curriculum

includes more abstract concepts such as the interdependence of

organisms, the relationship of matter, energy, and organization in living

systems, the behavior of organisms, and biological evolution. Students

will access biological concepts through experience in laboratory

activities. All instruction (utilizing assistive technology as needed)

should embed the mastery of IEP goals and objectives so and field work

using the processes of inquiry that skills are not developed in isolation,

but within the context of the course content. Related skills for


within the course content. THIS COURSE MUST REFLECT THE

GEORGIA PERFORMANCE STANDARD and is intended only for

students who are assessed using the Georgia Alternate Assessment.

26.06150 Access to Environmental Science



This course is aligned to Environmental Science (26.06110), and is

designed to extend student investigations that began in grades K-8. This

curriculum is extensively performance, lab and field based. It provides

access to the integration of the study of many components of our

environment, including the human impact on our planet. Instruction

should focus on student data collection and analysis. All instruction

(utilizing assistive technology as needed) should embed the mastery of

IEP goals and objectives so that skills are not developed in isolation, but

within the context of the course content. Some concepts are global; in

those cases, interpretation of global data sets from scientific sources is

strongly recommended. It would be appropriate to utilize resources on

the Internet for global data sets and interactive models. Chemistry,

physics, mathematical, and technological concepts should be integrated

throughout the course. Whenever possible, careers related to

environmental science should be emphasized. . Related skills for

54



GEORGIA PERFORMANCE STANDARDS and is intended only for


27.08150 Access to Mathematics I



This course is aligned to Mathematics I: Algebra/Geometry/Statistics

(27.08100), the first in a sequence of mathematics courses designed to

ensure that students are work-ready. It gives students access to skills

needed to: explore the characteristics of basic functions utilizing tables,

graphs, and simple algebraic techniques; operate with radical,

polynomial, and rational expressions; solve a variety of equations,

including quadratic equations with leading coefficient of one, radical

equations, and rational equations; investigate properties of geometric

figures in the coordinate plane; use the language of mathematical

argument and justification; discover, prove, and apply properties of

polygons; utilize counting techniques and determine probability; use

summary statistics to compare samples to populations; and explore the

variability of data. All instruction (utilizing assistive technology as

needed) should embed the mastery of IEP goals and objectives so that


content. Related skills for independent living, employment and self-





27.08250 Access to Mathematics II



This course is aligned to Mathematics II: Geometry/Algebra II/Statistics

(27.08200), and is the second in a sequence of mathematics courses

designed to ensure that students are work ready. It gives students access

to skills needed to: represent and operate with complex numbers; use

numerical, graphical, and algebraic techniques to explore quadratic,

exponential, and piecewise functions and to solve quadratic, exponential

and absolute value equations and inequalities; use algebraic models to

represent and explore real phenomena; explore inverses of functions; use

right triangle trigonometry to formulate and solve problems; discover,

justify, and use properties of circles and spheres; use sample data to

make informal inferences about population means and standard

deviations; and fit curves to data and examine the issues related to curve

fitting. (Prerequisite: Successful completion of Mathematics I) All

55

instruction (utilizing assistive technology as needed) should embed the

mastery of IEP goals and objectives so that skills are not developed in

isolation, but within the context of the course content. Related skills for





27.08350 Access to Mathematics III



This course is aligned to Mathematics III: Advanced Algebra/Statistics

(27.08300), the third in a sequence of mathematics courses designed to

ensure that students are work ready. It gives students access to skills

needed to: analyze polynomial functions of higher degree; explore

logarithmic functions as inverses of exponential functions; solve a

variety of equations and inequalities numerically, algebraically, and

graphically; use matrices and linear programming to represent and solve

problems; use matrices to represent and solve problems involving

vertex-edge graphs investigate the relationships between lines and

circles; recognize, analyze, and graph the equations of conic sections;

investigate planes and spheres; solve problems by interpreting a normal

distribution as a probability distribution; and design and conduct

experimental and observational studies. All instruction (utilizing








56

32.43350 Access to Workplace Readiness



This course is aligned to Workplace Readiness 32.43300 and provides

access to basic skills, thinking skills and personal qualities such as self-

esteem, responsibility and self-management; covers communications,

mathematics, creative decision making and problem solving. All

instruction (utilizing assistive technology as needed) should embed both

the mastery of IEP goals and objectives and incorporate generalization

of access skills from academic courses so that skills are not developed in

isolation, but within the context of the course content. Instruction

should occur in community based settings in addition to the special

education and regular education classroom setting. Related skills for


within the course content. This course is intended only for students who


32.81150 Access to Career Technical

Instruction I (Only for students who


Assessment)

This course provides access to a year-long intervention program for

students with disabilities enrolled in vocational programs; provides

vocational assessment, counseling and guidance, support services and

curriculum adjustment, a system to foster positive self-image, an

individualized educational program (IE), a career ladder and transitional

services from school to work or postsecondary training. Stresses

transitional services needed for job placement and/or continued

education. All instruction (utilizing assistive technology as needed)

should embed both the mastery of IEP goals and objectives and




addition to the special education and regular education classroom

setting. Related skills for independent living, employment and self-

determination are developed within the course content. This course is

intended only for students who are assessed using the Georgia Alternate

Assessment.

57

36.07100 Adaptive Physical Education I Provided for students with Individualized Education Programs (IEPS)

and in lieu of general physical education courses. Focuses on any

combination or variety of team sports, lifetime sports, individual sports

or other activities relating to development of physical and motoric

fitness or the appreciation of various athletic/sporting activities or

events. Activities may include track and field events, aquatics/water

sports, outdoor education experiences, rhythmics/dance, recreational

games, gymnastics and/or self-defense. Provides basic methods to

maintain healthy and active lifestyle.

36.07200 Adaptive Physical Education II Enhances level-one skills in any different combination or variety of team

sports, lifetime sports, individual activities relating to development of

physical and motoric fitness or the appreciation of various

athletic/sporting activities or events. Activities may include track and

field events, aquatics/water sports, outdoor education experiences,

rhythmics/dance, recreational games, gymnastics and/or self-defense.

Provides basic methods to maintain healthy and active lifestyle.

36.07300 Adaptive Physical Education III Enhances level-two skills in any different combination or variety of

team sports, lifetime sports, individual sports or other activities relating

to development of physical and motoric fitness or the appreciation of

various athletic/sporting activities or events. Activities may include

track and field events, aquatics/water sports, outdoor education

experiences, rhythmics/dance, recreational games, gymnastics and/or

self-defense. Provides basic methods to maintain healthy and active

lifestyle.

36.07400 Adaptive Physical Education IV Enhances level-three skills in any different combination or variety of

team sports, lifetime sports, individual sports or other activities relating

to development of physical and motoric fitness or the appreciation of

various athletic/sporting activities or events. Activities may include

track and field events, aquatics/water sports, outdoor education

experiences, rhythmics/dance, recreational games, gymnastics and/or

self-defense. Provides basic methods to maintain healthy and active

lifestyle.

58

40.01150 Access to Physical Science (Only for

students who participate in the


This course is aligned to Physical Science (40.01100) and provides

access to the Physical Science curriculum which is designed to continue

student investigations of the physical sciences that began in grades K-8

and provide students experience with skills to have a richer knowledge

base in physical science. This course is designed as a survey course of

chemistry and physics. This curriculum includes the more abstract

concepts such as the conceptualization of the structure of atoms, motion

and forces, and the conservation of energy and matter, the

action/reaction principle, and wave behavior. Students will access

physical science concepts through experience in laboratory activities and

field work using the processes of inquiry. All instruction (utilizing








45.05750 Access to American

Government/Civics (Only for students

who participate in the Georgia

Alternate Assessment)

This course is aligned to American Government/Civics 45.05700 and

provides access to the in-depth study of the American political system.

This course focuses on the foundation, principles and structure of the

American system of government, examines the role of political parties,

social factors as they relate to the role of the citizen, and analyzes the

decision-making process that are a part of the system of American

political behavior. This course meets the state’s Citizenship requirement

for graduation. . All instruction (utilizing assistive technology as






and is only intended for students who are assessed using the Georgia


59

45.06150 Access to Economics/Business/Free

Enterprise (Only for students who


Assessment)

This course is aligned to Economics/Business/Free Enterprise

(45.06100) and provides access to an introductory course into the

principles of economics. The course includes topics related to

Fundamental Economic Concepts, Microeconomics Concepts,

Macroeconomics Concepts, International Economics, and Personal

Finance Economics. All instruction (utilizing assistive technology as






and is intended for students who are assessed using the Georgia


45.07150 Access to World Geography



This course is aligned to World Geography (45.07110 ) and investigates

regions of the world and how these regions influence the historical,

economical, political and cultural development in an interdependent

world. Includes geographic concepts, physical phenomena and the

relationship of people to their environment. Includes environmental

issues and decision-making skills. Covers regions, location (position on

earth's surface), place (physical and human characteristics), relationships

within places and movement (human interaction on the earth). All

instruction (utilizing assistive technology as needed) should embed the

mastery of IEP goals and objectives so that skills are not developed in

isolation, but within the context of the course content. Related skills for





60

45.07650 Access to Local Area Studies



This course is aligned to Local Area Studies (45.07600) and examines

the geographic, historic, cultural and economic development of the local

community; emphasizes the role of its people and institutions and the

impact of the natural features. Integrates and reinforces social studies

skills. All instruction (utilizing assistive technology as needed) should

embed both the mastery of IEP goals and objectives and incorporate

generalization of access skills from academic courses so that skills are





Assessment.

45.08150 Access to United States History



This course is aligned to US History (45.08100) and gives students

access to the examination of the history of the United States beginning

with the British settlement of North America. The course’s main focus

is the development of the United States in the 20th and 21st centuries.

The course includes topics related to Colonization through the

Constitution; New Republic to Reconstruction; Industrialization,

Reform, and Imperialism; Establishment as a World Power; and the

Modern Era. All instruction (utilizing assistive technology as needed)








61

45.08350 Access to World History



This course is aligned to World History (45.08300) and gives students

access to a survey course that begins with the earliest civilizations and

highlights important developments throughout the world until the early

21st century. The course gives access to topics related to Early

Civilizations and Classical Empires; Growth, Expansion, and the

Emergence of the Modern World; Global Interaction and Conflict; and

the Contemporary World. All instruction (utilizing assistive technology

as needed) should embed the mastery of IEP goals and objectives so that







53.01450 Access to Music Appreciation I



This course is aligned to Music Appreciation I(53.01400) and introduces

production and performance; covers terminology and idioms, elements

of music, perceptive listening and attitudes and appreciation. Stresses

the ability to become a literate consumer and the ability to communicate

about music. All instruction (utilizing assistive technology as needed)






Assessment.

62

53.02450 Access to Music History and

Literature I (Only for students who


Assessment)

This course is aligned to Music History and Literature I (53.02400) and

introduces musical genres, styles, composers and media in historical

context. Includes comparison and contrast of musical style periods from

antiquity to the contemporary period, the prominent composers and

literature of the period, social and cultural influences, interdisciplinary

studies of art, theater, dance, politics, music of world cultures and

indigenous American music. Emphasizes perceptive listening and

analysis and communicating about music and musicians. All instruction

(utilizing assistive technology as needed) should embed the mastery of

IEP goals and objectives so that skills are not developed in isolation, but

within the context of the course content. Related skills for independent

living, employment and self-determination are developed within the

course content. This course is intended only for students who are

assessed using the Georgia Alternate Assessment.

63

World Languages Department

60.01100 French I Introduces the French language; emphasizes all skills: listening,

speaking, reading, and writing in an integrated way. Includes how to

greet and take leave of someone, to ask and respond to basic

questions, to speak and read within a range of carefully selected

topics and to develop an understanding of French-speaking cultures.

60.01200 French II Enhances Level One skills in French and provides opportunities to

develop listening, speaking, reading, and writing skills in an

integrated way. Provides continued practice in how to greet and take

leave of someone, to ask and respond to basic questions, and to

speak and read within a range of carefully selected topics. Provides

opportunities to increase understanding of French-speaking cultures.

60.01300 French III Enhances Level Two skills in French and provides further

opportunities to increase listening, speaking, reading, and writing

skills in an integrated way. Provides continued practice in previous

topics and introduces new topics; offers further opportunities to

increase understanding of French-speaking cultures.

60.01400 French IV Enhances Level Three skills in French and provides further


skills in an integrated way. Provides continued language

development through exploration of familiar and unfamiliar topics

and provides opportunities to develop a broader and more extensive

understanding of French-speaking cultures.

60.01500 French V Enhances Level Four skills in French, provides opportunities to

increase levels of proficiency in all skill areas and to deepen

understanding of French-speaking cultures.

60.01600 French VI Enhances Level Five skills in French and provides opportunities to


understanding of French-speaking cultures. Offers further

opportunities to study French literature and advanced level topics.

64


French/Language


French Language Examination. Emphasizes using the language for

active communication. Stresses the ability to understand French in

various contexts, to develop a vocabulary sufficient for reading

newspapers, magazines, literary texts, and other nontechnical writing

and to express oneself in speech and in writing coherently, fluently

and accurately.

60.07100 Spanish I Introduces the Spanish language; emphasizes all skills: listening,

speaking, reading, and writing skills in an integrated way. Includes

how to greet and take leave of someone, to ask and respond to basic


topics and to develop an understanding of Spanish-speaking cultures.

60.07200 Spanish II Enhances Level One skills in Spanish and provides opportunities to



leave of someone, to ask and respond to basic questions, to speak

and read within a range of carefully selected topics and to increase

understanding of Spanish-speaking cultures.

60.07300 Spanish III Enhances Level Two skills in Spanish and provides further




increase understanding of Spanish-speaking cultures.

60.07400 Spanish IV Enhances Level Three skills in Spanish and provides further




and provides opportunities for a broader and more extensive


60.07500 Spanish V Enhances Level Four skills in Spanish, provides opportunities to



60.07600 Spanish VI Enhances Level Five skills in Spanish, provides opportunities to


understanding of Spanish-speaking cultures. Offers further

opportunities to study Spanish literature and advanced level topics.

65


Spanish/Language


Spanish Language Examination. Emphasizes the ability to

comprehend formal and informal spoken Spanish, to acquire the

vocabulary and grasp of structure to read newspapers, magazines and

Hispanic literature, to compose expository passages and to speak

accurately and fluently.

60.07900 Spanish for Native Spanish

Speakers Level 1

Designed for Heritage Language Learners of Spanish, this course can

accommodate a wide range of Heritage language learners, from those

who are minimally functional (can comprehend Spanish but are not

able to speak fluently, read or write) to those who are more proficient

and literate in Spanish. The recommended entrance requirement for

the beginning level is at the Intermediate-Mid level of proficiency in

listening comprehension on the ACTFL scale. It is not necessary that

students speak at the Intermediate level prior to entering the course.

This course will develop reading, writing, speaking and listening

skills. The student will also develop an awareness and understanding

of Hispanic cultures, such as language variations, customs,

geography and current events.

60.07910 Spanish for Native Spanish

Speakers Level 2

Designed for Heritage Language Learners of Spanish, this course can

accommodate a wide range of Heritage language learners, from those

who are somewhat functional (can comprehend spoken Spanish but

speak haltingly and need improvement in reading and/or writing) to

those who are more proficient and literate in Spanish. The

recommended entrance requirement is at the Intermediate-High level

of proficiency in listening comprehension on the ACTFL scale and

an Intermediate-Mid level of proficiency in reading, writing and

speaking. This course will continue to develop reading, writing,

speaking and listening skills and will promote a deeper

understanding of the Hispanic cultures, such as language variations,

customs, geography, history, and current events.

61.01100 German I Introduces the German language; emphasizes all skills: listening,

speaking, reading, and writing in an integrated way. Includes how to

greet and take leave of someone, to ask and respond to basic


topics and to develop an understanding of German-speaking cultures.

66

61.01200 German II Enhances Level One skills in German and provides opportunities to



leave of someone, to ask and respond to basic questions, to speak

and read within a range of carefully selected topics and to increase

understanding of German-speaking cultures.

61.01300 German III Enhances Level Two skills in German and provides further




increase understanding of German-speaking cultures.

61.01400 German IV Enhances Level Three skills in German and provides further




and provides opportunities for a broader and more extensive


61.01500 German V Enhances Level Four skills in German, provides opportunities to

increase levels of proficiency in all skill areas and to increase


61.01600 German VI Enhances Level Five skills in German, provides opportunities to


understanding of German-speaking cultures. Offers further

opportunities to study German literature and advanced level topics.


German/Language


German Language Examination. Emphasizes having a strong

command of vocabulary and structure, understanding spoken

German, reading newspapers and magazines, contemporary fiction

and non-technical writing without using a dictionary and expressing

ideas orally and in writing accurately and fluently.

61.04100 Latin I Introduces students to the Latin language and ancient Roman

civilization. Emphasizes the ability to write simple Latin phrases

and to understand simple Latin passages presented orally and in

writing.

61.04200 Latin II Enhances Level One skills and provides opportunities to translate

longer, more challenging passages. Emphasizes how ancient Roman

67

language and civilization has influenced Western language and

civilization.

61.04300 Latin III Enhances previously learned skills and introduces original works by

Latin authors. The works of the authors may be selected in any order

for courses designated at the third, fourth, and fifth year levels. The

authors whose works are studied are Catullus, Cicero, Horace, Ovid,

and Vergil. Selected works from authors such as Aulus Gellius,

Juvenal, Livy, Martial, Cornelius, Nepos, Plautus, Sallust, Pliny, as

well as authors from later Latin, can be included. Explores the

political, economic, social characteristics represented in the works

studied and examines the various writing styles of the authors.

61.04400 Latin IV Enhances previously learned skills and introduces original works by









61.04500 Latin V Enhances previously learned skills and introduces original works by









61.04700 Advanced Placement Latin: Vergil Conforms to College Board required reading for the Advanced

Placement Latin Examination. Covers Vergil's Aeneid and

emphasizes the ability to translate accurately, to interpret critically,

to read aloud with attention to pauses and phrasing, to scan Latin

hexameter verse and to demonstrate mastery of Latin syntax through

written translations.

68

Reference List

http://professionals.collegeboard.com/testing/ap/scores

http://www.dekalb.k12.ga.us/

http://www.dekalb.k12.ga.us/dunwoody/staff.html

http://www.dekalb.k12.ga.us/instruction/secondary/

http://www.dekalb.k12.ga.us/support/ell/

http://www.dekalb.k12.ga.us/support/gifted/

http://www.dekalb.k12.ga.us/support/specialed/

http://www.gadoe.org/ci_services.aspx

http://professionals.collegeboard.com/testing/ap/scores

http://www.dekalb.k12.ga.us/

http://www.dekalb.k12.ga.us/dunwoody/staff.html

http://www.dekalb.k12.ga.us/instruction/secondary/

http://www.dekalb.k12.ga.us/support/ell/

http://www.dekalb.k12.ga.us/support/gifted/

http://www.dekalb.k12.ga.us/support/specialed/

http://www.gadoe.org/ci_services.aspx

dunwoody high school 2013 2014 course description catalogdunwoodyhs.dekalb.k12.ga.us/downloads/dhs...

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