Grosse Ile High School

Curriculum Guide

This document is also available online at our website @ www.gischools.org

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GUIDANCE AND COUNSELING Guidance is an integral part of the curriculum of Grosse Ile High School. The guidance office is located near the administrative area. Students are encouraged to use this facility at any time to get assistance in solving their personal, social, educational, vocational, school, home or related problems. The guidance program has been established to assist each individual student with the adjustment to school work, school life and the community. Students who want to see their counselor may do so by making an appointment through the guidance and counseling office secretary. The guidance office has career materials and post-secondary school catalogues which can be checked-out for student use. Specific career information may be obtained from a variety of programs on computers in the Counseling Office. Career inventories are available to help students select, explore and learn about occupations that reflect their personal goals. Information on post-secondary programs in Michigan as well as post-secondary schools, apprenticeships, military training and financial aid can also be obtained from these systems. Students may also access these programs in our career and computer labs. Information for 9th through 12th grade students and parents is available on the Counseling page of the high school website, www.gischools.org. The counseling staff will continue to post pertinent and up to date information regarding: grade level testing, college admissions and testing, financial aid, scholarships, night school, summer school, career assessment and career information. College applications for most Michigan colleges are available in the guidance office or are available on-line at the college/university’s website. Students may obtain them from the guidance secretary and return them to her when ready for processing and mailing, although most colleges prefer that applications be submitted online. Scholarship information and applications are also available in the guidance office. If an official transcript is needed, the applications must be processed through the guidance office. JUNIORS & SENIORS: Seniors may begin to submit applications for processing on Monday, September 13, 2010. Our policy for processing college and scholarship applications is to allow two weeks for processing. It takes time for the counselors to review and write letters of recommendation, as well as for the secretary to process them with an official transcript. It is your responsibility to hand them into the office at least two weeks before deadlines. For early action college deadlines: November 1, 2010 deadlines, applications must be submitted to the Counseling Office by October 18, 2010. For January 1, 2011 deadlines, applications must be submitted to the Counseling Office by December 6, 2011. COUNSELOR ASSIGNMENTS: Students are assigned to a Counselor by alphabet according to their last name Counselor: Marylou Jansen Joan Sclater Phone: 362-2406 362-2407 Class of 2011 A – Ce, N – Z Ch - M Class of 2012 L – Z A - K Class of 2013 L – Z A – K Class of 2014 L – Z A – K

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GENERAL REGISTRATION GUIDELINES Important Information Regarding Course Selections and Schedule Adjustments: Students and parents must understand that classes are planned and teacher schedules developed on the basis of subjects selected by students during class registration in the spring. The subjects selected by the students and approved by the parents will comprise the student’s schedule for the following school year. Classes, once started, should not be changed. If special circumstances necessitate a schedule change, the student should see his/her counselor for advice. Parental conferences will be arranged if it is deemed appropriate. The registration process begins when students receive this Curriculum Guide. It is very important that students and parents carefully select courses and make adjustments in course selections during the time provided in the registration process. Students will have only about two weeks from receipt of this guide, though it is available year-round on our website www.gischools.org. to consult with counselors, teachers, and their parents before finalizing selections. Schedules for the 2010/11 school year will be mailed to each student at the end of June. Due to low enrollment, some courses described in this guide may not be offered. Parents are encouraged to communicate freely with their child's counselor and members of the school staff through the registration process. Prerequisites for classes are listed immediately following the course description in bold print. Students are urged to check this carefully before selecting classes. Also, athletes need to be aware that not all classses are NCAA approved. The deadline for making schedule request changes for the 2010/2011 school year, will be April 1, 2011. Once the students actual schedule is determined, the student will only be allowed to make changes if one of the following five criteria exist: A. The student has an incomplete schedule because of an unavoidable conflict. B. The student has a failure from the previous semester in a prerequisite or required course. C. The student completed a course in summer or night school or an approved online course that is on his/her

current schedule. D. A student is academically misplaced as verified by the teacher, counselor and parent. E. Special permission by the Principal due to documented extenuating circumstances. (Teacher preferences

is not a valid reason for a schedule change) Students who do not qualify for a schedule adjustment under the above criteria must follow their schedule for the entire semester. Only students who experience academic difficulty in a course they have requested (see “D” above) may make schedule adjustments in the first 10 days of a semester with parent, teacher, counselor and principal permission. No schedule changes will be made beyond these deadlines: Semester I, Monday, September 20; Semester II, Monday, February 7. Courses dropped after 10 school days will be recorded as an “E”.

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REQUIREMENTS FOR GRADUATION FROM GROSSE ILE HIGH SCHOOL

I. Attend Grosse Ile High School as a full time student for at least two consecutive semesters. For the graduating student, their final two semesters must be at Grosse Ile High School.

II. Successful completion of all required classes and credits (see pages 4-7) at Grosse Ile High School and/or successful transfer of required classes and credits from another high school, approved alternative programs, or approved on-line classes. Current GIHS students must have earned a minimum of 5 credits to be considered a Sophomore; 12 credits to be considered a Junior; and 19 credits to be considered a Senior. For the Classes 2012-2015, see page 4).

The Principal will decide (with recommendations from the counselor) which required classes and credits will or will not be accepted for transfer.

All classes and credit accepted will be transferred to the student's transcript based on the following:

a. Course titles and letter grades will be transferred exactly as they are recorded on the student's official transcript from the institution granting the credit. If grades were not issued, a grade will be issued based on the grading scale listed below.

b. Credit earned for each class will be transferred as follows: 1 semester (60-90 hours of instruction) will be granted 0.5 credits.

c. All students will be assigned grades using the honor point system below. These honor points are used to calculate grade point average and determine class rank. All students who earn their diploma at GIHS mustbe ranked with their Grosse Ile High School graduating class.

Letter Grade Honor Points/1 credit

Percentile

A+/A 4.00 93-100A- 3.67 90-92B+ 3.33 87-89B 3.00 83-86B- 2.67 80-82C+ 2.33 77-79C 2.00 73-76C- 1.67 70-72D+ 1.33 67-69D 1.00 63-66D- 0.67 60-62E/F 0.00 <60

III. All high school students must participate in and complete one of the state required assessment processes, MME, MME with accommodations, or MI Access. By the end of their junior year, students are required to complete the appropriate test for which they qualify based upon academic performance and/or special education needs and/or requirements. Students who fail to achieve proficiency on any portion of the MME, may be recommended for graduation upon approval of the High School Principal.

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GROSSE ILE HIGH SCHOOL GRADUATION CREDITS

Year of Graduation

→

2010 2011* 2012 2013-2015

English 4 4 4 4

Math 3 4 4 4

SocialScience 3 3 3 3

Science 3 3 3 3

WorldLanguage 0 0 0 0

PE(Health & Fitness)

1 1 1 1

VPAA (Visual,

Performing & Applied Arts)

0 1 1 1

Total RequiredCredits

14 16 16 16

TotalElectiveCredits

11 10 11 12

Possible Credits in

4 years25 26 27 28

Total Credits Required for Graduation

23.5 24 25 26

*New MMC requirements begin

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MICHIGAN MERIT CURRICULUM (MMC)High School Graduation Requirements

Effective for Student Entering 8th Grade in 2006 (Class of 2011- 2015)

To prepare Michigan’s students with the knowledge and skills needed for jobs in the 21st Century, the State of Michigan has enacted a rigorous new set of statewide graduation requirements that are among the best in the nation. With these new graduation requirements students will be well-prepared for future success in college and the workplace.

The Michigan Merit Curriculum requires students entering 8th grade in 2006 and beyond, to obtain a minimum of 16 credits for graduation, which could be met using alternative instructional delivery methods such as alternative course work, humanities course sequences, career and technology courses, industrial technology or vocational education courses, or through a combination of these programs. In addition, students entering the 3 rd grade in 2006 (Class of 2016) will need to complete two credits of a language other than English in grades 9-12 OR an equivalent learning experience in grades K-12 prior to graduation.

Michigan Merit CurriculumHigh School Graduation Requirement

MATHEMATICS – 4 Credits (8 semesters)

Algebra I GeometryAlgebra II/Trig One math course in final year of high school(4th Year Equivalent Math Credit: All students need a fourth year of mathematics and may take a mathematics equivalent as approved by the School Board. G.I.H.S. courses approved for 1 credit are Accounting 1 & Accounting 2 (Computerized Accounting), DCTC Health Occupations II, DCTC Aviation Technology 2, Physics or AP Physics (if student has taken Chemistry to meet the science requirement). Contact the Counseling Office for an updated list of approved courses, such as vocational courses through DCTC.)

ENGLISH LANGUAGE ARTS – 4 credits (8 semesters)

English Language Arts 9 (1 credit) English Language Arts 11 & 12 (1.5 credits)English Language Arts 10 (1 credit) Speech (0.5 credit)

SCIENCE – 3 Credits (6 semesters)

Biology (1 credit) One Additional science creditPhysics or Chemistry (1 credit)

SOCIAL STUDIES – 3 Credits (6 semesters)

0.5 credit in Civics 0.5 credit in EconomicsU.S. History and Geography (1 credit) World History and Geography (1 credit)

PHYSICAL EDUCATION & HEALTH – 1 Credit (2 semesters)

VISUAL, PERFORMING AND APPLIED ARTS – 1 Credit (2 semesters) (See courses beginning on page 51)

ONLINE LEARNING EXPERIENCECourse, Learning or Integrated Learning Experience

LANGUAGE OTHER THAN ENGLISH – 2 Credits (Beginning with the Class of 2016)In grades 9-12 OR an equivalent learning experience in grades K-12 effective for students entering third grade in 2006

All required courses/credits must be aligned with Course/Credit Content Expectations and Guidelines developed by Michigan Department of Education, may be acquired through Career and Technical Education programs.

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Any exceptions to the preceding will be made only with the written approval of the Principal.

MINIMUM REQUIREMENTS FOR GRADUATIONFROM GROSSE ILE HIGH SCHOOL

CLASS OF 2011Minimum units of credit required for graduation: 24 (See chart page 7)

Credit in the high school is granted on the basis of 1/2 unit of credit for each class which meets 5 days per week for one semester. A student must earn at least 5 units of credit to become a sophomore, at least 12 units of credit to become a junior and must have 19 units of credit to become a senior. All students are required to take 7 classes per semester regardless of their total units of credit. All subjects (except those identified as exceptions in this guide) successfully completed during the school day count as credit toward graduation.

Students who take a CTE class in this building will receive 1.0 credit/sem. or 2.0 credits/year. These students are able to take five other classes during the school day because they do not have transportation issues.

Students who take a CTE class outside of the building will receive 1.5 credits/sem or 3.0 credits/year. Because of transportation issues, these students can only take 4 other classes during the day.

The following is a description of graduation requirements by departments:

English Department4 units (8 semesters) requiredLiterature/Composition 9 is required in the 9th grade (2 semesters)Speech is required in the 10th grade (1 semester)Literature/Composition 10 is required in the 10th grade (1 semester)English core requirement during the 11th grade (1 semester)[See page 29 for detail]English core requirement during the 12th grade (1 semester) [See page 29 for detail]2 additional semesters of English

Mathematics Department4 units (8 semesters) required Algebra, Geometry, Algebra II/Trig and one other Math credit senior year (4th Year Equivalent Math Credit: Students needing a fourth year of mathematics may take a mathematics equivalent as approved by the School Board. G.I.H.S. courses approved are Accounting 1, Accounting 2 (Computerized Accounting), DCTC Health Occupations II (1 credit only), DCTC Aviation Technology, Physics or AP Physics (if student has taken Chemistry to meet the science requirement). Contact the Counseling Office for an updated list of approved courses, such as vocational courses through DCTC.)

Science Department3 units (6 semesters) required Biology, Chemistry or Physics and one other science credit (may be earned through DCTC courses)

Social Studies Department3 units (6 semesters) required

- 1 unit (2 semesters) American History I & II (9th grade)- 1/2 unit (1 semester) Government (10th grade) 1st semester- 1/2 unit (1 semester) Economics (10th grade) 2nd semester- 1 unit (2 semesters) World History I & II or AP World History (11th grade)

Physical EducationOne unit (2 semesters required)

- Essential Health & Living Skills (1 semester) must be taken in 9th or 10th grade- Fitness, First Aid, CPR (1 semester)

Visual, Performing and Applied ArtsI unit (2 semesters) required. See list of approved classes starting on page 65

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Any exceptions to the preceding will be made only with the written approval of the Principal

MINIMUM REQUIREMENTS FOR GRADUATIONFROM GROSSE ILE HIGH SCHOOL

CLASSES OF 2012, 2013, & 2014Minimum units of credit required for graduation: (See chart page 7)

Credit in the high school is granted on the basis of 1/2 unit of credit for each class which meets 5 days per week for one semester. A student must earn at least 5 units of credit to become a sophomore, at least 12 units of credit to become a junior and must have 19 units of credit to become a senior. All students are required to take 7 classes per semester regardless of their total units of credit. All subjects (except those identified as exceptions in this guide) successfully completed during the school day count as credit toward graduation.

The following is a description of graduation requirements by departments:

English Department4 units (8 semesters) requiredLiterature/Composition 9 is required in the 9th grade (2 semesters)Literature and Composition 10 (2 semesters)Speech - 10th, 11th or 12th grades (1 semester)English core requirement during the 11th grade (1 semester)[See page 29 for detail]English core requirement during the 12th grade (1 semester) [See page 29 for detail]1 additional semester of English

Mathematics Department4 units (8 semesters) required Algebra, Geometry, Algebra II/Trig and one other Math credit senior year (4th Year Equivalent Math Credit: Students needing a fourth year of mathematics may take a mathematics equivalent as approved by the School Board. G.I.H.S. courses approved are Accounting 1, Accounting 2 (Computerized Accounting), DCTC Health Occupations II (1 credit only), DCTC Aviation Technology, Physics or AP Physics (if student has taken Chemistry to meet the science requirement). Contact the Counseling Office for an updated list of approved courses, such as vocational courses through DCTC.)

Science Department3 units (6 semesters) required Biology, Chemistry or Physics and one other science credit (may be earned through some DCTC courses)

Social Studies Department3 units (6 semesters) required

- 1 unit (2 semesters) American History I & II (9th grade)- 1/2 unit (1 semester) Government (10th grade) 1st semester- 1/2 unit (1 semester) Economics (10th grade) 2nd semester- 1 unit (2 semesters) World History I & II or AP World History (11th grade)

Physical EducationOne unit (2 semesters required)

- Essential Health & Living Skills (1 semester) must be taken in 9th or 10th grade- Fitness, First Aid, CPR (1 semester)

Visual, Performing and Applied ArtsI unit (2 semesters) required. See list of approved classes starting on page 65

Any exceptions to the preceding will be made only with the written approval of the Principal10

Grosse Ile High School Credit Recovery Opportunity

Students who fail classes and fall behind in credits have a variety of options to choose from for making-up these credits. Graduation from Grosse Ile High School (GIHS) requires that a student successfully complete study at the high school level and earns the specified number of credits as outlined in attached Appendix A. All courses taken and passed earn one-half (1/2) credit per semester.

NOTE: Students must understand that it takes time for the grade to be determined, processed, reported, and recorded. Courses not completed prior to the midway point of a semester may not be able to be added to the transcript or GPA until the following semester. Seniors should plan to finish courses for credit recovery as soon as possible; courses taken online or outside of GIHS should be completed by May 1 in order that the paperwork and processing can be completed by May 15; failure to do so may result in the student not being eligible to participate in the graduation ceremony.

CREDIT RECOVERY

The following policies and procedures have been established to govern all GIHS credit recovery opportunities.

1. Students seeking to make up credit must first receive Counseling Department and Principal approval.

a. Students failing an MMC course in the regular program held at GIHS are required to recover credit by enrolling in an MMC aligned and equivalent course(s) either at GIHS summer school, GIHS credit recovery during the school year, online coursework through Michigan Virtual School or as otherwise pre-approved by the Principal (see Online Course information in the GIHS Curriculum Guide), outside adult education or programs at other accredited schools.

b. Students failing an elective course (non-MMC) DO NOT need to take aligned and equivalent course but DO need to recover credit in an accredited program that is pre-approved by the Counseling Office and Principal.

2. Students may enroll in these programs if they have failed the required course at GIHS or if they need elective credit options in order to make up the total number of credits needed for graduation.

3. This credit recovery opportunity is for remediation or for improving foundational skills. It is NOT for acceleration or to improve an existing grade of C+ or better.

4. Students in any of these programs will receive a letter grade according to GIHS Curriculum Guide. “Credit earned for each class will be transferred as follows: 1 semester (60-90 hours of instruction) will be granted 0.5 credits”.

5. Students may take a maximum of 8 classes from online course work, outside adult education or programs at other accredited schools to be applied to their GIHS graduation requirements. A maximum of 2 credits may be earned during any one school year. In the event of exceptional and/or extenuating circumstances (e.g., critical illness, loss of immediate family member, etc.), a student may seek an exception to the credit limits policy by working through their counselor to obtain written permission from High School Principal

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RETAKING A FAILED CLASS DURING THE SCHOOL YEAR AT GIHS

Students are allowed to re-take a course that they failed during the school year at GIHS. Failed course grades remain as a part of the student’s permanent record.

RETAKING A CLASS TO IMPROVE SKILLS

With the new high school graduation requirements, all students are expected to achieve at high levels. In order to build their skills, students earning a grade of C, or lower, may elect to retake any course for an elective credit in the GIHS summer school, GIHS courses during the school year, MMC aligned and equivalent online courses, adult education or programs at other pre-approved schools in order to increase the chances of academic success in the next level of that subject area.

The following policies and procedures have been established to govern this program.

1. Students will receive an elective credit for retaking a course and the grade will be calculated into their grade point average. The original course and grade will remain as part of the permanent record.

2. The class will be designated with R (Repeat) in whatever course it may be (e.g. “R Geometry”).

3. If the course to be retaken is an MMC course , students must retake an MMC aligned and equivalent course.

4. If the course to be retaken is not an MMC course , students DO NOT need to retake an MMC aligned and equivalent course.

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SUBJECTS OFFERED AT GROSSE ILE HIGH SCHOOLALL courses are a FULL YEAR and start in the Fall unless otherwise indicated

1 = 1st Semester Only2 = 2nd Semester Only

x = One semester course available either semesterxx = The course

may be elected for one semester or for a full year

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NINTH GRADE TENTH GRADE

REQUIRED: REQUIRED:x Essential Health & Living Skills (must be

taken 9th or 10th grade)x Fitness/First Aid/CPR (may be taken

9th, 10th, 11th or 12th grade)1 Survey of American History I x Lit/Comp 10 or Lit/Comp 10 Accelerated2 Survey of American History II 1 Government

Lit/Comp 9 or Lit/Comp 9 Accelerated 2 EconomicsPhysical Science or Biology Geometry or Algebra 2/Trigonometry Algebra I or Geometry Biology, Essential Chemistry or

Chemistry

ELECTIVES: ELECTIVES: (Including most courses listed under 9th grade electives)

French I French IIGerman I German IISpanish I Spanish II

x Visual Basic Programming Advanced Biologyx Computer Applications x Clothing & Textiles IIxx Math Assistance x Drawing & Designxx Industrial Arts xx Advanced Drawing &Designx Art Foundation x Clayworkx Clothing & Textiles I xx Advanced Clayworkxx Symphonic Band Painting & Advanced Painting1 Drum Line/Percussion x Computer Aided Drafting (CAD)xx Glee Club – Women’s 1 Accounting Ixx Glee Club – Men’s 2 Computerized Accountingxx Jazz Ensemble 2 Exploring Businessxx General Physical Education 1 Web Designx Leadership 2 Web Design IIx Music Tech Lab I x Behavioral Studies Ix Music Tech Lab II x Behavioral Studies II2 Wind Ensemble x Theatre Artsxx Academic Assistance x Intro to Music Theory (Not Offered 2010/11)

AP Art HistoryAP American HistoryAP European HistoryAP World HistoryAP Statistics

xx Lifetime Sport & FitnessCoed Lifetime Sport & FitnessMadrigal Choir

SUBJECTS OFFERED AT GROSSE ILE HIGH SCHOOL(Cont’d.)

ELEVENTH GRADE TWELFTH GRADE

REQUIRED: REQUIRED:Speech (1semester) 10th, 11th or 12th grade ** English Language Arts (2 semesters – See Core

Requirements below)** English Language Arts (2 semesters – See Core

Requirements below)One math course in final year of High School

1 World History I (Classes of 2011 - 2013)2 World History IIOR AP World History

Algebra II/Trigonometry or Pre-CalculusOne additional science in 11th or 12th gradeAdvanced BiologyAP Biology (not offered 2010/2011)Essential ChemistryChemistryPhysicsAP Physics (not offered 2011-2012)) ELECTIVES: Including most courses listed under 9th,

10th, and 11th grade electivesELECTIVES: Including most courses listed under

9thand 10thgrade electivesFrench IV

French III Spanish IVGerman III German IVSpanish III AP EnglishLanguage of Medicine AP CalculusAnatomy & Physiology xx Senior Art Portfolio

1 Criminal Law xx Independent Study2 Consumer/Family Law Yearbook Editor1 Yearbook Practical Economicsxx World Geography

AP Music Theory (not offered 2010/2011)xx Men’s Glee Club IIxx Women’s Glee Club II Career Tech Ed Courses (DCTC) See page 82Career Tech Ed Courses (DCTC) See page 82 (The following courses are offered at Grosse Ile H.S.)(The following courses are offered at Grosse Ile H.S.) Child Care II

Child Care I Health Occupations IICisco I & II, III & IV Teacher CadetHealth Occupations I

CORE REQUIREMENTS (see page 40)Reminder: All Students must complete 8 semesters of English to graduate

Juniors and Seniors must take one of the following per year:English Literature, Shakespeare, 20th Century Literature, World Literature

or AP English (12th only)Additional English Language Arts Electives

Classical Mythology, Journalism, Creative Writing, Discussion & Debate, Interpersonal Communication

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TESTING OUT REGULATIONS

We, the Grosse Ile Township School District Board of Education, acknowledge that some pupils may have acquired knowledge or skills at levels that would allow them to demonstrate a reasonable degree of mastery without taking specified courses. Further, Sections 1279b and e of the School Code of Michigan have been amended to allow such students to request an opportunity to demonstrate such mastery, either through a written examination, written papers, projects, portfolios, or other comparable assessments. It is our intention to extend to all pupils the opportunity to demonstrate mastery in the range of courses offered at Grosse Ile High School.

TESTING OUT OPERATIONAL PROCEDURESA. Before a student requests to test out, a meeting must be held with the counselor to discuss the

ramifications of this policy. The intent of testing out is to provide advanced students with options beyond what they might have if required to take courses in which they have already mastered the material. The principal, with input from the student's counselor, shall make a recommendation to either allow or not allow the student to test out based upon past performance, standardized testing and other pertinent information. The parents, prior to the final request to test out, should review this recommendation.

B. Students will be given one opportunity to test out of any course.C. Students may not test out of a course in which they have previously lost credit.D. Credit will not be granted for a course in a subject area lower in course sequence than one for

which the student has already earned credit.E. RECEIVING CREDIT

Credit is earned by passing a course with a grade of C+ (77%) or better. Credits earned in this manner will not impact G.P.A. and will be recorded on the

transcript as "T.O Course" for tested-out and a "G" grade will be recorded. (No Exceptions)

F. Teachers may provide instruction to prepare students for these tests. Each department will provide a syllabus so students know what the test will cover and what other additional items (demonstrations, research papers, portfolios, etc.) will be required as part of the comprehensive evaluation. A textbook will be made available if necessary. The syllabus will include:

A list of reading (where appropriate) A copy of the class curriculum An outline of the final exam and scoring rubric

G. Grosse Ile High School will administer testing out assessments twice a year. The first testing period will be in August (before the first day of school). This period will be considered the recommended time to test out of a full year or first semester courses. (Fitness will only be offered on the August date(s) to sophomores, juniors, or seniors.) The second testing period will be in Januaryduring the week of semester exams.

August Testing Out: Students must apply and be approved to test out of a course. Applications for testing

out are available in the high school office. The administration (or personnel assigned by the principal) will administer the test

during the August testing window which will be determined by the yearly school calendar (usually the week prior to the start of classes in September). (See schedule below)

Testing out in August may include both semesters of a two-semester class16

January Testing Out Students will be allowed to test out of one-semester classes or the second semester of a

full-year course in which they are currently enrolled. Students must apply and be approved to test out. (See schedule below) The administration (or personnel assigned by the principal) will administer the test

(usually during Semester I exams).H. For the high school, we will define the “terms” in the following manner:

1. "a High School course" refers to any course available to students enrolled at Grosse Ile High School,

2. the "final exam" is a comprehensive semester assessment. The comprehensive semester assessment may have multiple components (demonstrations, research papers, oral examination, portfolios, paper/pencil tests, etc.) as long as the same components are part of the assessments for students taking the course in the usual fashion.

TESTING OUT DEADLINES

TEST PERIOD DATES OF APPLICATION TEST DATES

August 2010 testing May 3 – July 9 (10 weeks) August 30 – Sept 28

January 2011 Testing September 20 – November 26 January 10 -14(10 weeks)

All deadlines are final See Counselor/Principal for more detail Course materials, syllabus, etc., will be given to the student after application has been approved by the

Principal

HIGH SCHOOL CREDIT – WORLD LANGUAGE

High School credit may be granted to a student demonstrating proficiency in a foreign language not offered at Grosse Ile High School. See your counselor for more details.

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GROSSE ILE HIGH SCHOOLNCAA Academic Eligibility (www.ncaa.org)

If you are planning to participate in NCAA Division 1 or 2 athletics, you will need to qualify for eligibility by passing 16 core-course requirements.The following list of courses at Grosse Ile High School do not qualify as part of the 16 core courses needed.

NCAA legislation permits a student to receive credit for a core course only one time. As a result, if a student repeats a core course, the student will only receive credit once for the core course, and the highest grade earned in the course will be included in the calculation of the student’s core course grade point average. Likewise, if a student completes a course that is duplicative in content with another core course, the student will only receive credit for one of the duplicative courses, and the course with the highest grade earned will be included in the claculation of the student’s core course grade point average.

ARTArt FoundationsClayworkAdv. ClayworkDrawing & PaintingAdv. Drawing & PaintingSenior Art Portfolio

BUSINESSAccountingCisco I, II, III & IVComputerized AccountingConsumer/Family LawCriminal LawExploring BusinessWeb Design I/Web Design IILeadership

ENGLISHTheatre ArtsYearbook

INDUSTRIAL ARTSCADMarine MechanicsMechanical DrawingSmall Engine RepairWood TechnologyIndustrial Art

LIFE MANAGEMENTChild Care I & IIClothing & Textiles I & IITeacher Cadet

MATHEMATICSComputer ApplicationsVisual Basic ProgramingApplied Math 3(2008-09 & after) & 4C.A.D.

MUSICBand AuxillaryConcert ChoirGlee ClubMusic TheoryPercussion/DrumlineSymphonic BandMusic Tech Lab I & IIWind EnsembleMadrigal Choir

PHYSICAL EDUCATIONCoed Lifetime Sport and FitnessFitnessGeneral PEHealthLifetime Sport and Fitness

SCIENCEHealth Occupations I & IILanguage of Medicine

SOCIAL STUDIESBehavioral Studies

COUNSELINGIndependent Study

THE ABOVE COURSES DO NOT QUALIFY FOR NCAA ATHLETIC ELIGIBILITY

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The NCAA and NCAA Eligibility Center

How to Use this Guide…The Guide addresses issues for three important groups of readers: • High school students who hope to participate in collegeathletics at an NCAA college or university; • Parents and legal guardians; and • High school counselors and athletics administrators.

What is the NCAA?The NCAA, or National Collegiate Athletic Association, wasestablished in 1906 and serves as the athletics governing bodyfor more than 1,300 colleges, universities, conferences andorganizations. The national office is in Indianapolis, but themember colleges and universities develop the rules and guidelinesfor athletics eligibility and athletics competition for each of thethree NCAA divisions. The NCAA is committed to the student-athleteand to governing competition in a fair, safe, inclusive and sportsmanlike manner. The NCAA membership includes: • 331 active Division I members; • 291 active Division II members; and 429 active Division III members.One of the differences among the three divisions is that collegesand universities in Divisions I and II may offer athletics scholarships,while Division III colleges and universities may not.

What is the NCAA Eligibility Center?The NCAA Eligibility Center will certify the academic andamateur credentials of all college-bound student-athleteswho wish to compete in NCAA Division I or II athletics.To assist with this process, the Eligibility Center staff is eager tofoster a cooperative environment of education and partnershipwith high schools, high school coaches and college-boundstudent-athletes. Ultimately, the individual student-athlete isresponsible for achieving and protecting his or her eligibility status.

How to find answers to your questionsThe answers to most questions can be found in this guide or by:• Accessing the Eligibility Center's resource page on our Web siteat www.eligibilitycenter.org, clicking on “Resources” and thenselecting the type of student you are. You can then navigatethrough the resources to find helpful information. • Contacting the Eligibility Center at the phone number on thispage. In addition, if you are sending transcripts or additional information to the Eligibility Center or have questions, please use the following contact information.Eligibility Center Contact InformationNCAA Eligibility Center:Certification ProcessingP.O. Box 7136Indianapolis, IN 46207-7136

Package or overnight delivery:Certification Processing1802 Alonzo Watford Sr. DriveIndianapolis, IN 46202Web address:www.eligibilitycenter.org

Eligibility Center customer serviceRepresentatives are available from 8 a.m. to 6 p.m.,Eastern time, Monday through Friday.U.S. callers (toll free): 877/262-1492International callers: 317/223-0700Fax: 317/968-5100

When to call the NCAAPlease contact the NCAA when you have questions such as these: • What are the rules and regulations related to initial eligibility? • What are the rules and regulations related to amateurism? • What are the regulations about transferring from one college toanother? • What are the rules about athletics scholarships and how can theybe reduced or canceled?

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• I have an education-impacting disability. Are there any otherrequirements for me?

NCAAP.O. Box 6222Indianapolis, IN 46206-6222317/917-6222 (customer service hours: Monday – Friday, noon –4 p.m. Eastern time)

Your Eligibility and You

Division I Core GPA and Test Score Sliding ScaleCore GPA SAT ACTCore GPA SAT ACT3.550 & above 400 373.525 410 383.500 420 393.475 430 403.450 440 413.425 450 413.400 460 423.375 470 423.350 480 433.325 490 443.300 500 443.275 510 453.250 520 463.225 530 463.200 540 473.175 550 473.150 560 483.125 570 493.100 580 493.075 590 503.050 600 503.025 610 513.000 620 522.975 630 522.950 640 532.925 650 532.900 660 542.875 670 552.850 680 562.825 690 562.800 700 572.775 710 582.750 720 592.725 730 592.700 730 602.675 740-750 612.650 760 622.625 770 632.600 780 642.575 790 652.550 800 662.525 810 672.500 820 682.475 830 692.450 840-850 702.425 860 702.400 860 712.375 870 722.350 880 732.325 890 742.300 900 752.275 910 762.250 920 772.225 930 782.200 940 79

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2.175 950 802.150 960 802.125 960 812.100 970 822.075 980 832.050 990 842.025 1000 852.000 1010 86Eligibility and YouAcademic-Eligibility Requirements

If you want to participate in athletics or receive an athleticsscholarship during your first year, you must: • Graduate from high school; • Complete these 16 core courses:- 4 years of English- 3 years of math (Algebra 1 or higher)- 2 years of natural or physical science (including one year of lab science if offered by your high school)- 1 extra year of English, math, or natural or physical science- 2 years of social science- 4 years of extra core courses (from any category above, or foreign language, non-doctrinal religion or philosophy); • Earn a minimum required grade-point average in your core courses; and • Earn a combined SAT or ACT sum score that matches your core-course grade-point average and test score sliding scale (for example, a 2.400 core-course grade-point average needs an 860 SAT).

Requirement to graduate with your high school classYou must complete the 16 core-course requirement in eight semesters, which begins when you initially started high school with your ninth-grade class. If you graduate from high school in eight semesters with your class, you may use one core course completed in the year after graduation (summer or academic year) to meet NCAA Division I eligibility requirements. You may complete the core course at a location other than the high school from which you graduated and may initially enroll fulltime at a collegiate institution at any time after completion of the core course.

Division I QualifierBeing a qualifier entitles you to:• Practice or compete for your college or university during your first year of college; • Receive an athletics scholarship during your first year of college; and • Play four seasons in your sport if you maintain your eligibility from year to year.

Division I Non-qualifierAs a non-qualifier, you will not be able to: • Practice or compete for your college or university during your first year of college; or • Receive an athletics scholarship during your first year of college, although you may receive need-based financial aid. You may be able to play only three seasons in your sport if you maintain your eligibility from year to year (to earn a fourth season you must complete at least 80 percent of your degree requirements before beginning your fifth year of college).

2009 - July 31, 2013If you enroll in a Division II college and want to participate in athletics or receive an athletics scholarship during your first year, you must: • Graduate from high school; • Complete these 14 core courses:- 3 years of English- 2 years of math (Algebra 1 or higher)- 2 years of natural or physical science (including one year of lab science if offered by your high school)- 2 additional years of English, math, or natural or physical science- 2 years of social science- 3 years of extra core courses (from any category above, or foreign language, non-doctrinal religion or philosophy); • Earn a 2.000 grade-point average or better in your core courses; and • Earn a combined SAT score of 820 or an ACT sum score of 68.

August 1, 2013, and AfterIf you enroll in a Division II college on or after August 1, 2013, and want to participate in athletics or receive an athletics scholarship during your first year, you must: • Graduate from high school; • Complete these 16 core courses:- 3 years of English- 2 years of math (Algebra 1 or higher)- 2 years of natural or physical science (including one year of lab science if offered by your high school)- 3 additional years of English, math, or natural or physical science- 2 years of social science- 4 years of additional core courses (from any category above, or foreign language, non-doctrinal religion or philosophy); • Earn a 2.000 grade-point average or better in your core courses; and • Earn a combined SAT score of 820 or an ACT sum score of 68.

Division II QualifierBeing a qualifier entitles you to:

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• Practice or compete for your college or university during your first year of college; • Receive an athletics scholarship during your first year of college; And • Play four seasons in your sport if you maintain your eligibility from year to year.

Division II Partial QualifierYou will be considered a partial qualifier if you do not meet all of the academic requirements listed above, but you have graduated from high school and meet one of the following: • The combined SAT score of 820 or ACT sum score of 68; or • Completion of the 14 core courses with a 2.000 core-course grade-point average.As a partial qualifier, you: • Can practice with your team at its home facility during your first year of college; • Can receive an athletics scholarship during your first year of college; • Cannot compete during your first year of college; and • Can play four seasons in your sport if you maintain your eligibility from year to year.

Division II Non-qualifierYou will be considered a non qualifier if you did not graduate from high school, or, if you graduated and are missing both the core-course grade-point average or minimum number of core courses and the required ACT or SAT scores. As a non qualifier, you:• Cannot practice or compete for your college or university during your first year of college; • Cannot receive an athletics scholarship during your first year ofcollege, although you may receive need-based financial aid; and • Can play four seasons in your sport if you maintain your eligibility from year to year.

Division III does not use the Eligibility Center. Contact your Division III college or university regarding its policies on admission, financial aid, practice and competition.Division Courses, Grade-Point

What Is A Core Course?A core course must: • Be an academic course in one or a combination of these areas: English, mathematics, natural/physical science, social science, foreign language, non-doctrinal religion or philosophy; • Be four-year college preparatory; • Be at or above your high school’s regular academic level (no remedial, special education or compensatory courses); and • Be completed not later than the high school graduation date of your class [as determined by the first year of enrollment in high school (ninth grade) or the international equivalent].Not all classes you take to meet high school graduation requirements may be used as core courses. Courses completed through credit-by-exam will not be used. Check your high school’s NCAA List of Approved Core Courses on the Eligibility Center Web site at www.eligibilitycenter.org or ask your high school guidance counselor.

Keep Track Of Your Courses, Units and CreditsBy logging onto www.eligibilitycenter.org and clicking the “Resources” tab, then “U.S. High School Student” and “Are You on Track?” you will find the Divisions I and II worksheets, which will help you keep track of your completed core courses, units, grades and credits you received for them, plus your ongoing grade-pointaverage. Generally, you will receive the same credit from the Eligibility Center as you received from your high school. Examples are provided in the English and math sections of both worksheets:1 trimester unit = 0.34 units1 semester unit = 0.50 units1 year = 1.0 unitGrade-Point AverageHow Your Core-Course Grade-Point Average is CalculatedThe Eligibility Center will calculate the grade-point average of your core courses on a 4.000 scale. The best grades from your NCAA core courses will be used. Grades from additional core courses you took will be used only if they improve your grade-point average.To determine your points earned for each course, multiply the points for the grade by the amount of credit earned. Use the following scale unless your high school has a different scaleon file with the Eligibility Center:A – 4 points C – 2 pointsB – 3 points D – 1 pointRemember: The Eligibility Center does not use plus or minus grades when figuring your core-course grade-point average. For example, grades of B+, B and B- will each be worth 3 quality points.

Special High School Grades and Grade-Point AverageIf your high school uses numeric grades (such as 92 or 93), those grades will be changed to your high school's letter grades (such as A or B). See your high school's grading scale by pulling up your school's list of approved core courses at www.eligibilitycenter.org.If your high school normally “weights” honors or advanced courses, these weighted courses may improve your core-course gradepoint average. Your high school must notify the Eligibility Centerof such weighting. To see if your high school has a weighted scale that is being used for calculating your core-course grade-point average, visit www.eligibilitycenter.org for an explanation of howthese grade weights are handled.

Examples of total quality point calculation: • An A grade (4 points) for a trimester course (0.34 units):4 points x 0.34 units = 1.36 total quality points

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• An A grade (4 points) for a semester course (0.50 units):4 points x 0.50 units = 2.00 total quality points • An A grade (4 points) for a full-year course (1.00 units):4 points x 1.00 units = 4.00 quality points

Calculate Your Overall Grade-Point Average

To calculate your estimated core-course grade-point average, divide the total number of points for all of your core courses by the total number of core-course units you have completed. Note: Your calculation helps you keep track of your grade-point average. Should you have any questions, contact your high schoolguidance counselor.

RememberMeeting the NCAA academic rules does not guaranteeyour admission into a college. You must apply foradmission.

ACT and SAT TestsTest-Score RequirementsYou must achieve the required score on the SAT or ACT before your full-time collegiate enrollment. You must do this whether you are a citizen of the United States or of a foreign country. Also, state administeredACT exams will be accepted by the Eligibility Center.You may take the national test given on one or more of the dates shown below.

IMPORTANT CHANGE:All SAT and ACT scores must be reported to the Eligibility Center directly from the testing agency. Test scores will not be accepted if reported on a high school transcript. When registering for the SAT or ACT, input the Eligibility Center code of 9999 to make sure the score is reported directly to the Eligibility Center.National Testing DatesSATMarch 13, 2010May 1, 2010June 5, 2010

ACTFebruary 6, 2010April 10, 2010June 12, 2010

Taking Tests More than OnceYou may take the SAT or the ACT more than one time. If you take either test more than once, you may use your best subscore from different tests to meet the minimum test-score requirements. Here is an example:

Math Verbal/Critical Reading Total ScoreSAT (10/09) 350 470 820SAT (12/09) 420 440 860Scores used 420 470 890Your test score will continue to be calculated using the mathand verbal/critical reading subsections of the SAT and the math,science, English and reading subsections of the ACT. The writingcomponent of the ACT or SAT will not be used to determineyour qualifier status.

Students With Education-ImpactingDisabilities: Special ConditionsA student with an education-impacting disability must meet thesame requirements as all other students, but is provided certainaccommodations to help meet these requirements. If you area student with a diagnosed education-impacting disability,you will need to let the Eligibility Center know about youreducation-impacting disability only if you plan on using corecourses after your eighth semester of high school and youplan on attending an NCAA Division I college or university.

To Document Your Education- Impacting DisabilitySend the following documentation to:NCAA Eligibility CenterP.O. Box 7110Indianapolis, IN 46207-7110

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• Copy of your professional diagnosis; and • Copy of your IEP, ITP, 504 plan or statement of accommodations.(One of the above documents should be dated within the lastthree years.)

Note: Please include home address, telephone number, socialsecurity number and the year of your high school graduation.

Core CoursesIf you are a high school student with an education-impactingdisability and have received help (for example, taken specialclasses or received extra time for tests) because of that education impacting disability, you are eligible for the following: • You may use a course that your high school has designed forstudents with education-impacting disabilities, if it appears onyour high school's list of approved core courses. • You may take core courses any time before your enrollment asa full-time student in college, even during the summer after your last high school year. Remember, for Division I, you must document your education-impacting disability with the NCAA to receive this accommodation

Nonstandard TestsIf you have an education-impacting disability, you may also take anonstandard test to satisfy test-score requirements. Follow theseguidelines: • Register for nonstandard testing as described by ACT or SAT,submitting a properly documented and confirmed diagnosis. • Follow procedures governed by ACT or SAT. (The test may notbe administered by a member of your high school athleticsdepartment or any NCAA school's athletics department.) • If you take a nonstandard ACT or SAT, you may take the test on adate other than a national testing date, but you still must achievethe required test score. • Your high school counselor can help you register to take anonstandard test.

The GEDThe General Education Development (GED) test may, under certainconditions, satisfy the graduation requirement, but it will notsatisfy core-course grade-point average or test-score requirements.Contact the NCAA for information about GED submission.

Home SchoolHome-schooled students who plan to enroll in a Division I or IIcollege must register with the Eligibility Center and must meet thesame requirements as all other students.

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U.S. DEPARTMENT OF EDUCATION"CAREER CLUSTERS"

Career Clusters, in conjunction with the Career Cruising website, provides a way for schools to organize instruction and student experiences around sixteen categories that encompass virtually all occupations from entry through professional levels. Resources such as KNOWLEDGE AND SKILLS STRUCTURES and BROCHURES are available for the sixteen clusters. Visit the website at www.usdepartmentofeducation.gov

The 16 Career Clusters are:

Agriculture, Food & Natural

Resources

The production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

Architecture & Construction Careers in designing, planning, managing, building and

maintaining the built environment.

Arts, A/V Technology & Communicatio

ns

Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.

Business, Management & Administration

Business Management and Administration careers encompass planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Business Management and Administration career opportunities are available in every sector of the economy.

Education & Training Planning, managing and providing education and training

services, and related learning support services.

Finance Planning, services for financial and investment planning, banking, insurance, and business financial management.

Government & Public

AdministrationExecuting governmental functions to include Governance, National Security, Foreign Service, Planning; Revenue and Taxation, Regulation, and Management and Administration at the local, state, and federal levels.

Health Science Planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

Hospitality & Tourism

Hospitality & Tourism encompasses the management, marketing and operations of restaurants and other foodservices, lodging, attractions, recreation events and travel related services.

Human Preparing individuals for employment in career pathways that relate to families and human needs.

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ServicesInformation Technology

Building linkages in IT Occupations Framework: For entry level, technical and professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integration services.

Law, Public Safety & Security

Planning, managing and providing legal, public safety, protective services and homeland security, including professional and technical support services

Manufacturing Planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing process engineering.

Marketing, Sales & Service

Planning, managing, and performing marketing activities to reach organizational objectives.

Science, Technology,

Engineering & Mathematics

Planning, managing, and providing scientific research and professional and technical services (e.g., physical science, social science, engineering) including laboratory and testing services, and research and development services.

Transportation, Distribution & Logistics

Planning, management, and movement of people, materials and goods by road, pipeline, air, rail and water and related professional and technical support services such as transportation infrastructure planning and management. Logistics services, mobile equipment and facility maintenance

Copyright 2002, National Association of State Directors of Career Technical Education Consortium. All rights reserved.

This information came from the State of Michigan Career Portal. For more details, go to www.careerclusters.org or www.michigan.gov/careers.

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DEPARTMENTS

BUSINESS ……………………………………. 20

ENGLISH LANGUAGE ARTS ……………… 28

MATHEMATICS……………………………… 32

PHYSICAL EDUCATION/HEALTH…………… 36

SCIENCE……………………………………… 38

SOCIAL STUDIES …………………………… 46

SPECIAL EDUCATION ……………………… 50

VISUAL, PERFORMING & APPLIED ARTS… 51Fine Arts………………………………………….. 52Life Management Education …………………….. 54Music …………………………………………….. 55Performing Arts …………………………………. 60

WORLD LANGUAGES ………………………… 61French ……………………………………………. 62German…………………………………………… 63Spanish…………………………………………… 64

CAREER TECHNICAL COURSES (DCTC)… 65

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BUSINESS DEPARTMENT

OBJECTIVES: The business department strives to provide opportunities for all students to develop marketable skills. An understanding of business theory and skill development will help college-bound students in their college careers.

ACCOUNTING I (1st semester only, 10th -11th-12th – self-motivated and independent workers do best)

This course is recommended for all students considering a business, engineering or law career. Concentration is placed on the basic principles, concepts and procedures of accounting for a service proprietorship and merchandising partnership. These procedures are taught using computerized worksheets and reports.

Textbook:

COMPUTERIZED ACCOUNTING (2nd semester only, 10th-11th-12th) (NOT currently offered at this time due to teacher schedules)

This course will enable students to learn how computers are used for accounting using accounting software – not computerized work sheet. Accounting software that is similar to Quicken. The software will show how to use computerized processes to enter transactions in general ledgers, complete bank reconciliation, payroll, inventory and sales order processing. Prerequisite: "C" in Accounting I.

Capstone Project: Two simulations wherein the student is an accounting clerk for a company will be used as a semester end project.

Textbooks:

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Allen & Klooster, Automated Accounting 7.0, South-Western, Cincinnati, OH, 1999. Workbook for Automated Accounting

CONSUMER/HOUSING and FAMILY LAW (2nd semester only, 11thor 12th)

Consumer/Housing Law: Consumer law establishes a variety of rights and responsibilities to make the marketplace fair for buyers and sellers. The class will discuss many issues relating to consumer law and how to be a smart consumer. The unit concludes with a focus on two of the most significant consumer transactions faced by young people: buying a car and obtaining a place to live.

Family Law: Students will learn about the basic unit of society – FAMILY. It is the most intimate and important of all social groups. Laws and government have an affect on individuals and families throughout their lives. Discussion of laws that relate to marriage, divorce, adoption, and custody will be covered as well as government support for families and individuals.

The class material is presented lecture style. The class may also be tailored to the interests of the students. Guest speakers will be brought in to address students' concerns relating to the laws. Field trips may be an added feature.

Textbook: Arbetman and O’Brien, Street Law – A Course in Practical Law, 7th Edition, West Educational Publishing, 2005. Workbook for Street Law. www.streetlaw.com

Topics CoveredUNIT FOUR CONSUMER & HOUSING LAW Chapter 22 Contracts

Chapter 23 Warranties Chapter 24 Credit Chapter 25 Deceptive Sales Practices Chapter 26 Becoming a Smart Consumer Chapter 27 Cars & the Consumer Chapter 28 Housing & the ConsumerUNIT FIVE FAMILY LAW Chapter 29 Law & the American Family Chapter 30 Marriage Chapter 31 Legal Rights of Single People Who Live Together Chapter 32 Parents & Children Chapter 33 Foster Care & Adoption Chapter 34 Separation, Divorce, & Custody Chapter 35 Government Support for Families & Individuals

CRIMINAL LAW (1st semester only, 11thor 12th)

Criminal Law is an interesting, practical and relevant course for all students. It gives the student a comprehensive view of our criminal legal system through lectures, readings, discussions, videos, speakers and special projects. We will visit the Frank Murphy Hall

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of Justice and view criminal cases. The class will perform a mock trial, as well as learn the forensic process of fingerprinting and blood spatter.

Textbook: Arbetman and O’Brien, Street Law – A Course in Practical Law, 7th Edition, West Educational Publishing, 2005. Workbook for Street Law. www.streetlaw.com

Topics CoveredUNIT ONE INTRODUCTION TO LAW & THE LEGAL SYSTEM Chapter 1 What is Law?

Chapter 4 Settling Disputes Chapter 5 The Court System Chapter 6 Lawyers

UNIT TWO CRIMINAL LAW & JUVENILE JUSTICE Chapter 7 Crime in America Chapter 8 Introduction to Criminal Law Chapter 9 Crimes Against the Person Chapter 10 Crimes Against Property Chapter 11 Defenses Chapter 12 The Criminal Justice Process: The Investigation Phase Chapter 13 The Criminal Justice Process: Proceedings Before Trail Chapter 14 Criminal Justice Process: The Trial Chapter 15 Criminal Justice Process: Sentencing & Corrections Chapter 16 Juvenile JusticeUNIT SIX INDIVIDUAL RIGHTS & RESPONSIBILITIES (if time permits)Chapter 42 The Right to Privacy Chapter 43 Discrimination Chapter 44 Rights & Responsibilities in the Workplace

EXPLORING BUSINESS (2nd semester only – 10th-11th-12th)

This class is designed for the student who is interested in areas dealing with business after high school. Students will learn about working with others, customers and as a team within the business world. This class will discuss social and ethical environment of businesses as well as the economic environment. Students will learn the different forms of businesses--proprietorships, partnerships and corporations and the laws associated with each type. The students will learn how to write a business plan for a new business. Other focus will be how to finance a new business and keeping financial records of a business. Further discussions will cover management responsibilities and production and marketing of a product. The class material is presented lecture style. The class may cover a fantasy stock market unit.

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Textbook:

WEB DESIGN – USING MICROSOFT FRONTPAGE (1st semester only – 10th , 11th , 12th)This class will offer the students the basic knowledge of creating a web page/site with various design attributes. Students will learn how to write basic HTML code and will be introduced to JavaScript using it to create forms. Students will also learn Microsoft FrontPage. Students will create four to five web sites. Students who take this class must know how to work independently while meeting deadlines and prioritizing work. THIS CLASS IS NOT RECOMMENDED FOR ANY STUDENT WHO ALREADY KNOWS HTML OR ANY OTHER WEB DESIGN PROGRAM. Other software MAY include Flash.

Textbooks Used: HTML and JavaScript Programming Concepts, Turner & Barksdale,

Southwestern, 2000 FrontPage 2003, Concepts & Techniques, Illustrated Series, Course Technology,

2000

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Web Design II – featuring Adobe CS4 Products (2nd semester only for 2009-10 school year; there in after 1st or 2nd Sem – 10th-11th-12th AND MUST HAVE TAKEN WEB DESIGN I w/i one year of taking this class) This course is currently pending Board approval

Photoshop CS4 – Edit, manipulate and analyze digital images including 3D. Industry’s leading photo editing and manipulation program.

Dreamweaver CS4 – create websites and applications. Build world-class websites and applications with one of the industry's leading web authoring tools. Adobe® Dreamweaver® CS4 software is ideal for web designers, web developers, and visual designers.

Flash CS4 Professional – create animation and interactive content. Adobe® Flash® CS4 Professional software is the industry-leading authoring environment for creating engaging interactive experiences.

Illustrator CS4 – create and edit vector graphicsAdobe® Illustrator® CS4 software is a comprehensive vector graphics environment with new transparency in gradients and multiple art boards that invite you to explore more efficient ways to design

Fireworks CS4 – create and optimize web graphics; prototype websites and applications. Rapidly prototype websites and application interfaces with Adobe® Fireworks® CS4 software. Create and optimize images for the web more quickly and accurately than ever before with an enhanced toolset.

Contribute CS4 – enable nonprogrammers to edit and update website content. Simplify web content management. Adobe® Contribute® CS4 software enables users to collaboratively author, review, and publish web content while maintaining site integrity — without learning HTML.

Visit: http://www.adobe.com/products/creativesuite/web/ for full description of products being taught.

CISCO NETWORKING ACADEMY – A.M. DCTC class(Offered through the Downriver Career Technical Consortium [DCTC])

Length of class: One year (Note: This is a two hour course)

Curriculum: CCNA Discovery 1- 4

Open to 11th -12th grades

Textbooks:

The new Cisco Press Learning Guides will complement and supplement the CCNA Discovery courses by combining the textbook with the labs in one book per course. The books focus on readability, study aids, pedagogy, and practice. Each of the books provides tutorial content that reinforces and supplements the corresponding online curriculum. Each book will also contain the hands-on labs for the course plus additional labs from the Cisco Press authors to strengthen the learners’ understanding of the course materials.

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CCNA Discovery Titles Publication Date

Networking for Home and Small Business, CCNA Discovery Learning Guide

ISBN: 1587132095 / ISBN 13: 9781587132094

December 2007

Working at a Small-to-Medium Business or ISP, CCNA Discovery Learning Guide

ISBN: 1587132109 / ISBN 13: 9781587132100

April 2008

Introducing Routing and Switching in the Enterprise, CCNA Discovery Learning Guide

ISBN: 1587132117 / ISBN 13: 9781587132117

April 2008

Designing and Supporting Computer Networks, CCNA Discovery Learning Guide

ISBN: 1587132125 / ISBN 13: 9781587132124

April 2008

The Cisco CCNA Discovery curriculum provides foundational networking knowledge, practical experience, opportunities for career exploration, and soft-skills development to help students prepare for entry-level careers in IT and networking. The curriculum offers a hands-on approach to learning, and uses interactive tools and easy-to-follow labs to help students learn the general theory needed to build networks.

CCNA Discovery is designed to be offered as an independent, standalone curriculum or combined with programs offered by secondary schools, technical schools, colleges, and universities. Students who enroll in CCNA Discovery are not expected to have any previous technical skills or knowledge, aside from basic PC skills.Course Overview

CCNA Discovery has the following features: ● Designed for students with basic PC usage skills ● Can be delivered as an independent curriculum or integrated into broader courses of study at secondary schools, technical schools, colleges, and universities ● Offers a hands-on, career-oriented approach to learning networking that emphasizes practical experience ● Maps more directly to everyday experiences with networks and covers key networking concepts according to the types of environments students may encounter; ranging from small office or home office (SOHO) networking to more complex enterprise environments and theoretical networking models later in the curriculum ● Includes activities that emphasize networking implementation ● Teaches applied skills midway through the four-course series to help make the course content relevant, encourage students to consider additional education in ICT or related fields, and help students prepare for entry-level ICT careers

It was decided last year that if our students took a CTE class in this building (Cisco, Marine Mech.) they would receive 1.0 credit/sem or 2.0 credits/year. These students are able to take 4 other classes during the day because they don't have transportation issues.

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If our students took a CTE class outside of the building (Child Care, Teacher Cadet, Health Occupations) they would receive 1.5 credits/sem or 3.0 credits/year. Because of transportation issues these students can only take 3 other classes during the day. This is the same amount of credit earned by our CTE students who leave the island to take a 2 hour class in another district.

OCCUPATIONAL OPPORTUNITIES

Network Support Specialists Network Control Technicians Hardware/Telecom Field Support Technicians LAN/WAN Technicians Network Specialists Network Systems Technicians

Student CompetenciesStudent Competencies:

Discovery I - Networking for Home and Small Businesses

Discovery II – Working at a Small-to-Medium Business or ISP

Set up a personal computer system, including the operating system, interface cards, and peripheral devices

Understand the structure of the Internet and how communication occurs between hosts

Plan and install a small network connecting to the Internet

Install, configure, and troubleshoot Cisco IOS devices

Troubleshoot network and Internet connectivity Plan a basic wired infrastructure to support network traffic

Share resources such as files and printers among multiple computers

Configure a server to share resources and provide common Web services

Recognize and mitigate security threats to a home network

Implement basic WAN connectivity using Telco services

Configure an integrated wireless access point and wireless client

Demonstrate proper disaster-recovery procedures and perform server backups

Discovery III - Introducing Routing and Switching in the Enterprise

Discovery IV - Designing and Supporting Computer Networks

Implement a LAN for an approved network design Gather customer requirements

Configure a switch with VLANs and inter-switch communication

Design a simple Internetwork using Cisco technology

Implement access lists to permit or deny specific traffic Design an IP addressing scheme to meet LAN requirements

Implement WAN links Create an equipment list to meet LAN design requirements

Configure routing protocols on Cisco devices Install and configure a prototype InternetworkPerform LAN, WAN, and VLAN troubleshooting using a structured methodology and the OSI model

Obtain and upgrade Cisco IOS software in Cisco devices

Certifications: Certifications: The CCNA Discovery curriculum prepares students for two different Cisco certification exams. After completing the first two courses of CCNA Discovery; Networking for Home and Small Businesses and Working at a Small-to-Medium Business or ISP, a student has the option to take the CCENT™ certification exam for entry network technicians. CCENT certifies the practical skills required for entry-level ICT positions. In addition, this certification demonstrates a student’s aptitude and competence to work in an environment that features Cisco networking devices and software. CCENT certification is an optional first step toward earning the industry-standard Cisco CCNA® certification for networking careers. After completing all four CCNA Discovery courses, students will be prepared to take the CCNA certification exam.

Industry Recognized CertificationThe CCNA Discovery curriculum prepares students for two different Cisco certification exams, CCENT® or CCNA®. After completing the Networking for Home and Small Businesses and Working at a Small-to-Medium Business or ISP courses, a student can choose to complete the CCENT® certification (Cisco

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Certified Entry Network Technician) certification exam. CCENT certifies that students have developed the practical skills required for entry-level networking support positions. In addition, this certification is designed to assess a student’s aptitude and competence for working with Cisco routers, switches and Cisco IOS™.

CCENT is an optional first step toward earning the Cisco CCNA® network associate certification, which is the foundational certification for networking careers. Students who complete all four CCNA Discovery courses will be prepared for the industry-standard CCNA certification exam.

Course Outline:Course Outline:

Chapter Networking for Home and Small Businesses

Working at a Small-to-Medium Business or ISP

Introducing Routing and Switching in the Enterprise

Designing and Supporting Computer Networks

1 Personal Computer Hardware

The Internet and Its Uses Networking in the Enterprise

Introducing Network Design Concepts

2 Operating Systems Help Desk Exploring the Enterprise Network Infrastructure

Gathering Network Requirements

3 Connecting to the Network

Planning a Network Upgrade

Switching in an Enterprise Network

Characterizing the Existing Network

4 Connecting to the Internet Through an ISP

Planning the Addressing Structure

Addressing in an Enterprise Network

Identifying Application Impacts on Network Design

5 Network Addressing Configuring Network Devices

Routing with a Distance Vector Protocol

Creating the Network Design

6 Network Services Routing Routing with a Link-State Protocol

Using IP Addressing in the Network Design

7 Wireless Technologies ISP Services Implementing Enterprise WAN Links

Prototyping the Campus Network

8 Basic Security ISP Responsibility Filtering Traffic Using Access Control Lists

Prototyping the WAN

9 Troubleshooting Your Network

Preparing for Certification Troubleshooting an Enterprise Network

Preparing the Proposal

10 Course Summary: Putting It All Together

Course Summary: Putting It All Together

Course Summary: Putting It All Together

Course Summary: Putting It All Together

For more informationCisco Networking Academy Program: www.cisco.com/go/netacadCourse Catalog: www.cisco.com/edu/coursesCertifications: www.cisco.com/go/certifications

ARTICULATION WITH HENRY FORD COMMUNITY COLLEGENetwork Administration Associate Degree in Applied Science

Students who complete any Cisco class (1, 2, 3 or 4) at GIHS with a grade of B or better will not have to take the course again at HFCC.

If a GI student wants HFCC college credit for the CCNA classes, they must have a grade of B or better and successfully pass the Cisco Exams

INTRO Exam 641-821 (covers Cisco 1 and 2) = 8 credits TOWARD Degree

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ICND Exam 640-811 (covers Cisco 3 and 4) = 8 credits TOWARD Degree

A total of 16 free credits at HFCC Questions: Todd Browning, 313-845-6365 or email

browning@hfcc.edu

COMPUTER APPLICATIONS (l semester, either semester, 9th – 12th)

This is an introductory computer class designed to teach students the many uses of the computer and to gain some exposure using the networked labs at Grosse Ile High School. It will include the use of word processing, data base, spreadsheet, utility and graphics programs, and an extensive use of the Internet to enhance the projects that are worked on. The major programs to be used will be Microsoft Office XP©, Internet Explorer©, Basic Photoshop©, PhotoStory 3© and Movie Maker©. Scanning and manipulating images will also be covered. Emphasis will be on the production of quality documents using the programs taught. Math credit will not be given for this class.Textbook: This class is software-dependent and does not use a text.

VISUAL BASIC PROGRAMMING (1 semester - either semester, 9th – 12th)

This course is designed to teach students how to write computer programs using Visual Basic©.Topics include arrays, recursion, graphics, file structures, windowing, use of the mouse, icons, pull down menus, and other various strengths of the PC computer systems. A working knowledge of Algebra is recommended as many of the problems to be solved will make use of the mathematical capabilities of the computer. Math credit will not be given for this class.Textbook: Schaum’s Outlines Visual Basic by Byron Gottfried, published by McGraw Hill, ©2001

COMPUTER-AIDED DRAFTING (1 semester, either semester, 10th-12th)

Computer-Aided Drafting is a comprehensive class used to teach new and experienced drafters the hardware, operation, and technical language of computer-aided drafting and design. It addresses an industry need for persons who can understand and apply the power offered by a C.A.D. system. The course focuses on commands and functions for Autocad. The format gives you the concepts needed to transfer between C.A.D. Programs.

LEADERSHIP (1 semester, either semester, 9th – 12th grade with departmental approval, through an application procedure) See Ms. Foster for application.

This course is intended to provide leadership training, character development, skills in time and stress management, skills in organization, problem solving, communication, and the opportunity for community service participation and organization. Students will be expected to be active participants in community service activities, to complete assigned

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reading and research, as well as participate fully in daily class activities. To be successful in Leadership, a student will be motivated not only to develop leadership skills but use them to become a positive role model within the school and community. Students will be selected for enrollment based on completion of application and by obtaining a letter of recommendation which addresses leadership potential. Application procedures will be discussed at a meeting before scheduling begins for the next semester. Applications can be picked up in the Counseling Office.

Textbooks: 7 Habits for Highly Effective Teens by Sean Covey, Life Strategies for Teen by Jay McGraw

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ENGLISH LANGUAGE ARTS DEPARTMENT

OBJECTIVES:- To provide a diverse range of instruction and experiences designed to improve students’ abilities to effectively communicate through writing, speaking, listening, reading, and critical and interpretive thinking.- To provide a wide range of course offerings which will assist the student to more meaningful achievements in reading, writing, listening, speaking, and critical and interpretive thinking.- To permit the student to exercise discretion in selecting course offerings that will best satisfy the student's individual interests, awaken potential talents, and thus most effectively enrich his or her life.

REQUIRED COURSES

All 9th Graders are required to take either Literature/Composition 9 orLiterature/Composition 9 Accelerated.

LITERATURE/COMPOSITION 9 (2 semesters, required 9th)

This course is designed to develop, refine, and extend students' English skills in areas necessary for continued progress and achievement in all secondary level English courses. First semester literature will revolve around short stories, poetry, and drama from the class text. During the second semester, students will read William Shakespeare’s Romeo and Juliet, Harper Lee’s To Kill a Mockingbird, and William Golding’s Lord of the Flies or George Orwell’s Animal Farm. In addition to other types of writing, students will write two formal essays and a research paper/project. Textbook: Literature and Integrated Studies: Forms of Literature. Holt, 2007. (Text currently under discussion.)

LITERATURE AND COMPOSITION 9 ACCELERATED (2 semesters, required 9th)

This course is designed for the advanced student who wishes to explore and develop the same basic skills as Lit/Comp 9, but at a faster pace and with greater depth. Along with the required text, students will explore the novel, drama, and nonfiction through additional reading assignments, intensive writing, and a variety of exploratory activities and presentations. Emphasis will be placed on conducting research, synthesizing information, discussion, and thematic analysis of the literature covered. In addition to other types of writing, students will write two formal essays and a research paper/project. Textbook: Literature and Integrated Studies: Forms of Literature. Holt, 2007. (Text currently under discussion.)

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All 10th Graders are required to take either Literature and Composition 10 orLiterature and Composition 10 Accelerated

LITERATURE AND COMPOSITION 10 (2 semesters, required 10th)

The first semester of this course is a chronological and thematic survey of literature written in the United States from its beginnings through the post-Civil War era, including Nathaniel Hawthorne’s The Scarlet Letter. Important literary periods and movements will be explored and a variety of genres will be studied, among them the short story, poetry, drama, and essay. In the second semester, this course continues with a chronological and thematic survey of literature written in the United States from the turn of the twentieth century to the present, including the novel The Great Gatsby. Students taking this course should be prepared to read widely, discuss actively, and draw parallels not only between works of literature in this course, but also between these texts and material presented in American history courses. In addition to other types of writing, students will write two formal essays. Emphasis will be placed on conducting research, synthesizing information, discussion, and thematic analysis of the literature covered.Textbook: Literature and Integrated Studies: Essentials of American Literature. Holt, 2007

LITERATURE AND COMPOSITION 10 ACCELERATED (2 semesters, required 10th)

This course is designed for the advanced student who wishes to explore and develop the same basic skills as Literature and Composition 10, but at a faster pace and with greater depth. Along with the required text, students will explore novels, drama, and nonfiction through additional reading assignments, intensive writing, and a variety of exploratory activities and presentations. In addition to other types of writing, students will write two formal essays. Emphasis will be placed on conducting research, synthesizing information, discussion, and thematic analysis of the literature covered.Textbook: Literature and Integrated Studies: Essentials of American Literature. Holt, 2007

SPEECH (1 semester, required 10th, 11th or 12th)

This course is designed to provide each student ample opportunity to gain confidence in communicating effectively before an audience. Students will explore principles of communication process and theory, write speeches (manuscript and outline) using appropriate organization and effective rhetorical devices, develop effective verbal and nonverbal aspects of speech presentation, and utilize appropriate support for the ideas presented. By engaging in multiple speech presentations, students will learn to control their fear of public speaking while developing successful speech techniques in entertainment, informative, and persuasive situations. Numerous activities will also be included to improve writing skills and analyze effective speeches, essential in the speech-planning process.

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REQUIRED ELA CORE ELECTIVES

All students are required to take one of these courses in the 11th grade and another one (or Advanced Placement English) during 12th grade in order to meet English Language Arts Department requirements. Speech is required of all students in either 10th, 11th or 12th grade.

ENGLISH LITERATURE (1 semester, 11th or 12th)

This course is a chronological study and thematic survey of English Literature through a variety of genres: short story, poetry, drama, essay, and the novel (the course currently reads George Orwell’s 1984). Students taking this course will be responsible for note taking, individual reading and individual and group research. Understanding the material in this class also requires the student to read and research the periods of English history including Anglo-Saxon, Medieval, Renaissance, Restoration, Romanticism, Victorian and the 20th Century. Students taking this course should be prepared to read widely, discuss actively, and draw parallels between the different periods of English history and the literature within each period. In addition to other types of writing, students will write two formal papers, which will include a critical essay and an essay to be determined in addition to a research paper/project. Textbook: Literature and Integrated Studies: English Literature, Scott-Foresman, 1997

SHAKESPEARE (1 semester, 11th or 12th)

This course in Shakespeare concentrates on the close reading of the world’s greatest writer in the genres of comedy, tragedy, and history. Each play is studied as an important aspect of Shakespeare’s genius as a poet, psychologist, playwright, and philosopher. Works to be studied will be chosen from the following: A Midsummer Night’s Dream, Much Ado About Nothing, Hamlet, Macbeth, Richard III, The Taming of the Shrew, and Henry IV Part One. In addition to other types of writing, students will write two formal papers, which will include a critical essay and an essay to be determined in addition to a research paper/project.

TWENTIETH CENTURY LITERATURE (1 semester, 11th or 12th)

Students will be guided through reading, discussion, and experience-sharing to an awareness of twentieth century literature. Various literary devices, themes and the history of the time period will be studied. In addition to other types of writing, students will write two formal papers, which will include a critical essay and an essay to be determined in addition to a research paper/project. Students should be prepared for extensive analysis of the novels in both written and spoken form. The novels studied will be chosen from the following selections: The Things They Carried by Tim O’Brien, Slaughterhouse Five by Kurt Vonnegut, A Clockwork Orange by Anthony Burgess, The Stranger by Albert Camus, and A Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn. Students will also be asked to read an additional novel relevant to the twentieth century from a department-approved selection. In addition to

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other types of writing, students will write two formal papers, which will include a critical essay and an essay to be determined in addition to a research paper/project.

WORLD LITERATURE (1 semester, 11th or 12th)

(If a student has taken and passed the former Literature and Composition 10 course in the 2007-2008 school year, this course may not be taken for credit, since it repeats the former course’s content.)

This course, previously called Literature and Composition 10, offers an introduction to the study of world literature through the exploration of short fiction, poetry, drama, novel, and non-fiction. As students study some of the great literature of the past and present they will also explore, analyze, reflect, discuss, philosophize, research, and criticize some of the universal themes of the world. Outside reading material will supplement selections from the course anthology. An emphasis will also be placed upon interpreting the literary theme through writing in narrative, expository, persuasive, analytical, and research modes. In addition to other types of writing, students will write two formal papers, which will include a critical essay and an essay to be determined in addition to a research paper/project.Textbook: Literature and Integrated Studies: World Literature, Scott-Foresman, 1997. (Text currently under discussion.)

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION (2 semesters, Grade 12)

Advanced Placement English Literature and Composition is a college-level course in literature and composition with strong emphasis on discussion and critical reaction to works of literature. A summer reading list is distributed at the end of the junior year, and successful completion of an assignment based on it is a prerequisite for participation in the course.

AP English begins with a comparative reading of The Book of Ecclesiastes and The Rubaiyat of Omar Khayyam as an introductory unit, then initiates a survey of the development of the English language, starting with a unit on Old English, including the novel Grendel, by John Gardner; it continues with Middle English, including medieval poetry, before covering Umberto Eco’s The Name of the Rose; finally, the first semester ends with a paired reading of Christopher Marlowe’s Doctor Faustus and Shakespeare’s The Tempest. Throughout the second semester, the course focuses on prosody (poetic form) and criticism. A reading and discussion of Dante’s The Inferno concludes the course after the AP Exam.

Students have the opportunity to earn college credit or advanced placement in college courses through the successful completion of the Advanced Placement Examination in May. Students in AP English are expected to maintain the highest standards of academic discipline and integrity.

Textbook: Literature: The Evolving Canon. Allyn and Bacon,1996, others mentioned above.

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MORE ENGLISH LANGUAGE ELECTIVES (Non-Core)

CLASSICAL MYTHOLOGY (1 semester, 11th or 12th)

Classical mythology has an important place in European and American literature and art. The Greeks and Romans sought answers to many of the same questions that we pose today. Their myths were not just stories, but were serious attempts to explain the world around them. The study of these ancient myths forces us to reevaluate our own questions and answers, our own way of looking at the world and our place in it. In this class, students will survey the ancient Greek and Roman stories about heroes, gods, and the universe and examine the influence of these myths on the art, literature, and culture of the modern world. This class uses a variety of individual and group projects and presentations. The primary texts used are Edith Hamilton’s Mythology: Timeless Tales of Gods and Heroes, Homer’s Odyssey, and Euripides’ Medea.

JOURNALISM I (1 semester, 10th, 11th, or 12th)

Journalism is designed to acquaint the student with the mechanics of gathering, writing, editing, and displaying the news, with a focus on style and developing voice. Journalism I concentrates primarily on learning techniques such as headline writing, reporting, interviewing, editing, and copy reading. Students will also learn the jobs and responsibilities associated with producing a high school newspaper. Final projects include producing one news paper and a portfolio with a self evaluation.

JOURNALISM II (1 semester, 10th, 11th, or 12th)

Journalism II is the further study of the basic aims and purposes of Journalism I with direct application to the production of the school newspaper. Critical analysis of newspaper writing, interpretive writing, and journalistic techniques will be stressed as well as editorial duties, newsgathering, and news layout. Jobs and responsibilities will be maintained and evaluated through monthly issues of The Islander and a culminating portfolio.

Prerequisite: Students must have passed Journalism I with a grade of B or better, and have the instructor's permission

CREATIVE WRITING (1 semester, 11th or 12th)

This course is designed for the student who wishes to seriously pursue the creative use of the English language in various styles of writing. Daily in-class writings as well as larger, out of class assignments will be used to teach various techniques of writing: poetry, short story, characterization, and personal narrative. Students will be responsible for keeping a portfolio of work and daily writing journal making in-class participation essential for each student’s success. Emphasis will be placed on the elements of style and proper use of grammar.

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DISCUSSION AND DEBATE (1 semester, 11th or 12th)

This course is an advanced speech class designed for students who want to further expand and develop their speaking skills. Course work will emphasize effective communication skills and critical thinking through persuasive speaking, group discussion, and formal debate. This is a performance class in which students must demonstrate an understanding of persuasive speaking and discussion through the planning, writing, and delivering of speeches. Students will be expected to demonstrate effective research skills in conjunction with preparing written briefs of affirmative and negative cases in a formal debate. Prerequisite: Must have passed Speech with a grade of B or better.Textbook: Strategic Debate. National Textbook Company, 1996

INTERPERSONAL COMMUNICATIONS (1 semester, 10th, 11th, or 12th)

This is a one-semester advanced speech and writing course designed for students who want to further their understanding and development of persuasive communication through application, analysis, technical research, and persuasive writing assignments and presentations. There will be a focus on the application of units as they relate to both academic and real-life situations. Units of study will revolve around general communication, interpersonal conflict, group problem solving, motivation, and leadership. No text book is currently used for this course; information and research will be presented for in-class note taking, and relevant information will be drawn from college-level textbooks and current published research. Students will be asked to apply their skills and knowledge in a variety of ways including but not limited to individual papers, group discussion, individual and group projects, and outside research in the business community. Students should be prepared to write at least two formal papers per week along with various speaking and research projects.

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MATHEMATICS DEPARTMENT

OBJECTIVES: The Mathematics Department is primarily concerned with the development of the students' mathematical abilities and in providing a strong basic background in this field for their future needs whether they be academic, practical or both.

All students are mandated by state law to take four years (eight semesters) of mathematics. These students must take Algebra I, Geometry, and Algebra 2/Trigonometry, and must take a math related course in their senior year.

The following chart contains a visual guide to the courses recommended by grade level and student proficiency in mathematics.

Grade Level

Not Yet Proficient (in Mathematics) Proficient Highly Proficient

9th Algebra 1 Algebra 1 Geometry*10th Geometry Geometry Algebra 2/Trigonometry11th Algebra 2 Concepts Algebra 2/Trigonometry Pre-calculus

12th Algebra 2/Trigonometry Pre-calculus or AP StatisticsOr 4th year math equivalent

AP Calculus and/orAP Statistics

*Students who show an aptitude in mathematics often begin their study of Algebra 1 in the 8 th grade, so the course sequence for these students is the same, but they study Advanced Placement Calculus in their senior year. These students may also consider taking Advanced Placement Statistics in addition to the recommended courses at any time after they have completed their study of Geometry.

Students not placed into Algebra 1 in the 8th grade may double up and take both Geometry and Algebra 2/Trigonometry concurrently in the 10th grade, allowing them to study advanced mathematics in their senior year. To be eligible to double up, students should have a cumulative GPA of 3.5 or higher and no less than an “A” in both semesters of Algebra 1. Requests to double up should be made in writing to the department chair and are subject to approval of the department.

Middle school students in the unusual position of being two years ahead in their studies (e.g., an 8th grader studying Geometry) should consult the high school administration for policies regarding credits earned, grade point average, and general expectations at the high school level prior to enrollment in courses at the high school level.

4th Year Equivalent Math Credit: All students need a fourth year of mathematics and may take a mathematics equivalent as approved by the School Board. G.I.H.S. courses approved are Accounting 1& Accounting 2 (Computerized Accounting), DCTC Health Occupations II, DCTC Aviation Technology II, Physics or AP Physics (if student has taken chemistry to meet the science requirement). Contact the Counseling Office for an updated list of approved courses, such as vocational courses through DCTC.

Course Offerings:

MATHEMATICS ASSISTANCE (1 semester – can be taken both)

This class is designed to provide individual attention and personal guidance in pursuing a solid understanding of material presented in Algebra 1, Geometry, Algebra 2 Concepts, or Algebra 2/Trigonometry. It is a support class that provides additional time with professional staff to assist students in danger of not passing their current math class. Textbook: Text of mathematics class in which currently enrolled. This course does not count as math credit; ONLY ELECTIVE CREDIT IS GRANTED.Prerequisite: Placement by counseling or mathematics department.

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ALGEBRA I (2 semesters)

This course serves as a foundation for further studies in mathematics at the high school level and beyond. Emphasis is placed upon developing crucial algebra skills and fundamental knowledge such as linear functions, domain and range, matrices, solving two variable equations, quadratic equations, factoring, and arithmetic with polynomials. Textbook: Algebra I by Ron Larson, published by McDougal Littell, ©2001

GEOMETRY (2 semesters)

Students will learn the essentials of Euclidean plane geometry, building upon previous experiences with basic shapes. Students will explore more deeply the concepts of parallel lines, angles, area calculations, parallelograms and triangle properties. This class will include formal proofs, right triangle trigonometry, properties of circles, and polygon properties. Students will also be introduced to basic probability, conic sections and the unit circle. Textbook: Geometry by Ron Larson, published by McDougal Littell, ©2004Prerequisite: Algebra IA (first semester)

ALGEBRA 2 CONCEPTS – PREPARING FOR ALGEBRA 2 (2 semesters)

This course is designed to prepare students to take Algebra 2 the following year, providing additional preparation for students who struggled in Algebra 1 and Geometry. The course will review the most important concepts of Algebra 1 and start to show how these ideas will be developed in Algebra 2. Concepts of systems of equations, linear functions, quadratic functions, solving and factoring quadratic functions will be reviewed and amplified. In the second semester the course will begin to introduce the main new material found in Algebra 2, providing background for when the student takes Algebra 2 the next year. Logarithmic functions, trigonometric functions, radian measure and more will be introduced. Most topics will be covered using visual methods and introduced using activities and practical applications. Textbook: Algebra 2 Concepts and Applications, Larson, McDougal Littell, ©2008Prerequisite: This class is designed for students that have “C-“ or lower grades for both semesters of Algebra 1 and both semesters of Geometry. Others wishing to apply need to seek departmental approval before being permitted to enroll.

ALGEBRA 2/TRIGONOMETRY (2 semesters)

In this course, topics include rational, real, and complex numbers, polynomial functions, algebraic functions, quadratic functions, exponential functions, logarithmic functions, trigonometric functions, matrices, determinants, conic sections, geometric and arithmetic sequences, systems of equations, permutations, combinations and probability. Trigonometry is a main focus in this class. Textbook: Algebra 2 by Ron Larson, published by McDougal Littell ©2004Prerequisite: Algebra I and Geometry with a grade of "C" or higher or completion of Algebra 2 Concepts.

PRECALCULUS (2 semesters)

This course provides all the necessary preparations for a calculus course. It is intended for students who have completed two years of algebra and one year of geometry and would like a solid preparation for college mathematics. The course includes the study of elementary functions, with emphasis given to polynomial functions and circular functions. Topics from trigonometry, analytic geometry, vectors, statistics, and limits are further explored. Textbook: Pre-calculus, Mathematics for Calculus by James Stewart, published by Brooks-Cole Publishing, ©2002Prerequisite: Algebra 2/Trigonometry with a recommended grade of “C” or higher.

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ADVANCED PLACEMENT CALCULUS (2 semesters)

Advanced Placement Calculus consists of a full year of work in calculus and related topics comparable to courses in colleges and universities. The course covers derivatives, curve sketching, definite and indefinite integrals, area, volume, transcendental functions, vector analysis, solid geometry, and partial differentiation, power series, Taylor series, testing convergence, parametric functions, vector functions and polar functions. This course is intended for students who have a thorough knowledge of college preparatory mathematics, including algebra, geometry, trigonometry, analytic geometry and elementary functions. Textbook: Calculus-Graphical, Numerical, Algebraic by Finney, Demana, Waits, Kennedy published by Scott-Foresman, ©2003The Advanced Placement Calculus AB or BC exam will be administered in the first part of May to enrolled students. The exam consists of a 3-hour and 15-minute test covering topics typically included in about two-thirds of a yearlong college-level calculus sequence. The exam contains 105 minutes of multiple choice questions and 90 minutes of free-response questions. Prerequisite: Pre-calculus and permission of the Instructor.Recommended: Students should have earned a “B” or higher in Pre-calculus in order to perform at the expected level in AP Calculus. Students earning less than a “B” are encouraged to retake Pre-calculus to further build their mathematics skills. Students deemed to have insufficient skills in mathematics may be denied permission of the instructor if it is decided that their placement would be detrimental to the pace of the class.

ADVANCED PLACEMENT STATISTICS (2 semesters)AP Statistics is a college-level introductory statistics class taught in high school. Statistics is the science of collecting, analyzing, and drawing conclusions from data.

Statistics is one of the most practical courses (not just math courses) that you will ever take. Every day newspapers have several articles describing statistical studies, including surveys, political polls, medical research and other experiments.

Statistics is also one of the most widely applied courses you will ever take. Looking at a list of majors that require Statistics, it is obvious that it is used in a variety of disciplines. College majors that REQUIRE Statistics at most universities (a partial list):

PsychologyBiologyCivil Engineering Mechanical EngineeringAerospace EngineeringNursingVeterinary ScienceAnimal ScienceEducation (Master’s)Nutritional ScienceBusiness ManagementAccountingFinanceMarketingEconomicsSociology

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Why should you take AP Statistics?

It is a fresh start: You don't need to remember how to factor a polynomial, graph a sine curve, or prove that triangles are congruent. However, what you do learn you will need to remember all year!

It is a great preparation for college. It is also taught over a full year (instead of a semester, as in college) so you have more time to learn the material. The material is still college level, providing a challenge for even the best math student.

You will never ask: "When will we ever use this?" Statistics is applied mathematics, not abstract mathematics.

It is a challenging class that will teach you how to think critically about claims made in the media. This is a critical skill in this age of information.

What some previous students have had to say about AP Statistics:

AP Statistics is a worthwhile class because the information learned is widely applicable. Statistics deals with real-life situations, so it can be used in many circumstances. I believe I made the right decision in taking this class as a 10th grader. The material is sufficiently challenging, but I have found that I am able to handle the work.

This is one of the few classes in my education that causes me to study hard and learn the material in detail. This class has helped my study skills in my other classes, it has helped me study for tests and read the material before you cover it in class.

Textbook: Stats – Modeling the World, by Bock, Velleman, De Veaux, published by Pearson Education, ©2004

This course prepares students to take the Advanced Placement examination in Statistics, potentially leading to college credit for a one-semester class in statistics. The exam will be administered to all enrolled students in the first part of May. The exam is 3 hours and covers a one-semester introductory non-calculus based college statistics course. It contains 90 minutes of multiple-choice questions and 90 minutes of free-response questions. The exam covers exploring data; planning a study; anticipating patterns and statistical inference.Prerequisite: Completion or concurrent study of Algebra 2/Trig and permission of the Instructor.

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PHYSICAL/HEALTH EDUCATION DEPARTMENT

Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.

The physical education curriculum and department goals at Grosse Ile High School are consistent with the National Standards for physical education.

STANDARDS:A physically educated person:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical skills.

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Participates regularly in physical activities. Achieves and maintains a health-enhancing level of physical fitness. Exhibits responsible personal and social behavior that respects self and others in physical

activity settings. Values physical activity for health, enjoyment, challenge, self expression, and/or social

interaction. Learn to obtain, interpret, and apply health information and services in ways that protect

and promote personal, family, and community health.

In compliance with Title IX portion of the Federal Educational Amendments of 1972, all Physical Education classes can be co-educational.

Each student is limited to only 1 physical education class per semester.

HEALTH- - Required 9th or 10th (1 semester - either semester)

This course is designed to help students realize the benefits of a sound body and mind. In addition, career opportunities are investigated in the health field. Topical areas of general study include; personal hygiene, substance abuse, basic physiology, nutrition, infectious disease, personal fitness, stress management, self concept, reproductive health and the Michigan Model HIV/AIDS Unit. Students planning to take Health freshman year, please schedule according to their last names. Semester I: A – L; Semester II: M – Z. Textbook: Glencoe Health by McGraw-Hill

FITNESS/FIRST AID/CPR (Required 1semester- either semester, 9th, 10th, 11th grade)

In this course students will be doing a combination of individual conditioning, First Aid/CPR, and Presidential testing. The conditioning portion will consist of cardiovascular workouts, personalized weight training, circuit training and organized fitness games. The objective of the cardiovascular portion will be to run for 25 minutes through gradual training. The First Aid/CPR portion will be taught by the guide lines of the American Red Cross. Students will have the opportunity to earn their CPR/First Aid cards. Presidential testing will be given at the beginning of the semester and then again at the end of the semester to show how they progressed

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throughout the semester. This test consists of pull-ups and sit-ups, which demonstrates strength, the mile run, which demonstrates endurance, shuttle run, which shows agility and the sit and reach which determines flexibility. Students planning to take fitness please schedule according to last names. Semester I: A-L; Semester II: M-Z. Non sequential enrollment only under extenuating circumstances.

GENERAL PHYSICAL EDUCATION (1 semester - either semester, 10th – 12th)

A variety of activities offered to strengthen muscles, resist fatigue, attain game and sport abilities and develop sportsmanship. Activities will include lifetime sports, individual sports and team sports. Prerequisite: Fitness/First Aid/CPR

LIFETIME SPORT AND FITNESS (1 semester – either semester, 10th – 12th)

This course provides students the knowledge of a variety of physical activities that can be pursued throughout their lifetime. Students will be exposed to activities that may have never been introduced to them as well as activities that they may be familiar with. Station workouts, lessons introduced by the students, field trips, team sports, individual sports, yoga, Pilates, jazzercise, weight training, and lessons on healthy eating habits will assist in teaching activities that can be done throughout life. Goals for this course include developing an appreciation for physical activity, and an awareness of personal health as well as developing a healthy fitness attitude through sport and exercise. Prerequisite: Fitness/First Aid/CPR.

COED LIFETIME SPORT AND FITNESS (1 semester –either semester, 10th-12th)

The class will offer various activities that relate to lifetime sports, general fitness and personal conditioning. At least 60% of the class time will be spent on individual fitness and conditioning, and the balance on lifetime sports and activities. Goals for the class include improving the student’s health and fitness. Knowledge of fitness and personal conditioning activities are also class goals. Activities offered include, but are not limited to, walking, jogging, weight lifting, plyometrics, agility activities, Tae Bo, tennis, softball, badminton, basketball, and soccer. Each student will participate in all phases of the course. It is recommended that the Fitness Class requirement be met before enrolling. Prerequisite: Fitness/First Aid/CPR

ATHLETIC WEIGHT TRAINING (1 semester with option for 2nd semester for credit, 9th – 12th grades)

This course will provide an alternative to the traditional Physical Education courses taught at Grosse Ile High School. The course will introduce different training methods for the student athlete for both in-season and out-of-season training. The purpose of the class is to increase participants’ speed, strength, and athleticism. Each participant of the class will have a workout geared toward their individual skill and strength level. The units are: Rest and Nutrition; Year Round Training; Record Keeping; Speed Training; Agility Training; Endurance Training; Flexibility Training; Plyometrics Training; Strength Training; and Skill Training. If you elect to take this course, you must choose an alternate. Prerequisite: Fitness/First Aid/CPR before enrolling in the class.

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SCIENCE DEPARTMENT

OBJECTIVES: As senior high school instructors, we realize that at this point the educational careers of students begin to be directed toward the roles they will assume as adults. Therefore, it is important for us to provide both a scientific introduction for all students and some degree of specialization for those whose interests already lie in scientific areas. This dichotomy is handled through the offering of various levels of scientific investigation.

To aid us in accomplishing our goal of helping students realize their potential in scientific study we have organized the following departmental objectives:

1. To offer each student the opportunity to gain an understanding and appreciation for the science which affects his/her life as an informed citizen & voter.

2. To offer students the opportunity to develop habits of critical thinking that are characteristic of the methods used by scientists.

3. To offer students the opportunity to develop knowledge and skill in laboratory techniques.

It is through the meeting of these objectives that we hope to prepare students for their future places in an adult community. Three years of science credit are required for graduation from the classes of 2011, 2012, 2013 and 2014. In accordance with current State of Michigan requirements, students are required to take Biology, either a Chemistry or a Physics class and a third science course. Four years of science credit are recommended for college preparation (including both Chemistry and Physics).

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SCIENCE DEPARTMENT SCHEDULING FLOW CHART2011 – 2014

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Physical

Chemistry***(see course description for clarification)

Biology **

Physics***or

Advanced Placement Physics C***

(see course descriptions

Advanced BiologyAP Biology

Health Occupations I

Health Occupations II

Language of Medicine

*While Physical Science is a required course for all Freshmen, students may test out under the guidelines listed on pages 10-11f of the Curriculum Guide.**According to state requirements, all students in the classes of 2011 and beyond must take Biology to graduate. It is recommended that students going into a biological or medical field should double-up on science in the junior or senior year and take Advanced Biology, AP Biology, Anatomy and Physiology, Health Occupations I, Health Occupations II or Language of Medicine.***According to the State of Michigan Requirements all students in the classes of 2011 and beyond must take Biology and either a Chemistry or a Physics course plus one additional science course to be able to graduate.****Anatomy & Physiology will be offered pending Board of Education approval.

WHEREDO I

PLUG IN?

Essential Chemistry*** (see course description for clarification)

Anatomy & Physiology****

PHYSICAL SCIENCE (2 semesters, Required - 9th )

This course will assist students in the understanding of some of the basic principles of the physical sciences with a concentration on Chemistry during the first semester and a concentration on Physics in the second semester. It also aids students in the acquisition of useful laboratory skills and the development of the analytical thinking process. This course is laboratory oriented. It should be noted that this course will provide the necessary preparation for success in both Chemistry and Physics courses that students will be required to elect, according to the Michigan Merit Curriculum. * Exemption Guidelines: All entering freshmen may attempt to test out of Physical Science (see pages 11-12 of this Curriculum Guide for details).Any student choosing to go directly to Biology without taking Physical Science is strongly encouraged to take both a Chemistry class and a Physics class to help them meet the MMC requirements and improve their performance on the MME (Michigan Merit Exam).Prerequisite: Algebra 1 must be taken prior to or concurrently elected with Physical Science. Textbook: Physical Science: Concepts in Action – 2006 – Prentice Hall

BIOLOGY (2 semesters, Required* - 10th, 11th, or 12th - 9th if tested out of Physical Science)

Biology I is an intensive college-preparatory course that provides the student with a thorough introduction to the Biological Sciences. The topics covered will include cellular biology, cellular metabolism, mitosis, meiosis, genetics, organic evolution, taxonomy, principles of ecology, techniques of microscopy and dissection.Prerequisite: Students must have successfully completed Physical Science or have met the testing out requirements listed on pages 11-12 of this Curriculum Guide.Any student choosing to go directly to Biology without taking Physical Science is strongly encouraged to take both a Chemistry class and a Physics class to help them meet the MMC requirements and improve their performance on the MME (Michigan Merit Exam).

Notation: Ninth grade students taking Biology should be aware that this class is a 10 th

grade level, college preparatory course. Ninth grade students will be expected to keep pace with both the material and the other students in the course.Textbook: Biology: Michigan Edition – 2008 - McDougal Littell*According to the State of Michigan Requirements all students must take Biology and either a Chemistry or a Physics course plus one additional science course to be able to graduate.

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ESSENTIAL CHEMISTRY (2 semesters, Required* - 10th, 11th or 12th)

Chemistry is the central science for developing an understanding of all other sciences. Essential Chemistry is designed for students who would like to have a core college-preparatory class but may not be planning on a career in the sciences. Concepts will be presented using laboratory investigations that will allow students time to process and apply the material to their daily lives. Topics covered will incorporate all State of Michigan Essential Content Standards for high school chemistry. Curriculum will include: Forms of Energy, Energy Transfer & Conservation, Properties of Matter, Changes in Matter including Chemical Bonding, Balancing Equations, Acid-Base Reactions and Carbon Chemistry.Prerequisite: A grade of C- or below in the student’s Biology class and the recommendation of the Science Department. Students must also have successfully completed Physical Science (or tested out of Physical Science; see pages 11-12 of this Curriculum Guide for details), Biology and Algebra 1 (Essential Chemistry cannot be used as a prerequisite for AP Biology, Health Occupations I, Health Occupations II, Physics or AP Physics).Recommended: GeometryTextbook: Chemistry: Concepts and Applications – 2005 – Glencoe/McGraw Hill*According to the State of Michigan Requirements, all students must take Biology and either a Chemistry or a Physics class plus one additional science course to graduate.

CHEMISTRY (2 semesters, Required* - 10th, 11th or 12th)

This laboratory based science course is designed to prepare students for entry into their initial college chemistry course. Chemistry involves the study of chemical changes that occur in matter. The unifying concepts of Chemical Bonding, Structure of Matter, Matter-Energy Relationships, Periodicity of the Elements, Mole Concept, Equilibrium and Chemical Notation are developed in this course. A unit on Electricity, as it applies to chemical reactions, is also covered. Laboratory work is used to introduce and/or reinforce the core curriculum concepts presented in the text. Cooperative learning techniques and team building exercises will be used to aid students in applying their knowledge to the problem solving process and improving their critical thinking skills. Prerequisite: Successfully completed Physical Science (or have met the testing out requirements listed on pages 11-12 of this Curriculum Guide), Biology, Algebra 1 and Geometry.Recommended: Either completion of Algebra 2/Trig. or current enrollment in Algebra 2/Trig.Textbook: Chemistry – Addison/Wesley – 2002 – Prentice Hall Publishers*According to the State of Michigan Requirements, all students must take Biology and either a Chemistry or a Physics class plus one additional science course to graduate.

ADVANCED BIOLOGY (2 semesters, 11th or 12th)

Advanced Biology presents topics in selected areas of the biological sciences. Review of basic cellular biology, mitosis, and meiosis will be featured. Units in human anatomy, genetics, animal behavior, ecology and conservation are presented as well as an extensive study of aquatic biology. Methods of mastering advanced material are emphasized in preparation for the first year of biology in college.

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Prerequisite: Biology with a grade of "C+" or better and have completed or be taking Chemistry concurrently with this course. Textbook: Biology – Concepts & Connections – 2nd Edition – Benjamin Cummings Publishers

ANATOMY AND PHYSIOLOGY (2 semesters, Grades 11 & 12 only)

This is a year long course concentrating on Human Anatomy and Physiology Studies. Areas covered will include a comprehensive study of the 11 systems of the human body, cell and tissue structure, basic chemistry and appropriate vocabulary for anatomical study. Prerequisites:  Biology and Chemistry or Essential Chemistry (chemistry courses may be taken concurrently with this course) A lab fee of $40 per student will be charged for this course to cover the cost of dissection materials.  Textbook: to be determined****This course will be offered pending Board of Education approval.

ADVANCED PLACEMENT BIOLOGY (2 semesters, Grades 11 & 12 only – with departmental approval, through an application procedure)

This course will not be offered for the 2010-2011 school year. However, it will be offered in the 2011-2012 school year. Advanced Placement Biology will be offered every other school year, alternating with Advanced Placement Physics C - Mechanics.

This course will build upon the basic skills mastered in the first level Biology course. AP Biology is designed to be the equivalent of a two-semester college introductory biology course usually taken by biology majors during their first year. This course will differ from the usual first level high school biology course in the range and depth of topics covered and the type of laboratory work done by the students. The primary emphasis in AP Biology will be on developing an understanding of concepts rather than memorizing terms and technical details. Essential to this conceptual understanding is a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. The major themes that comprise the curriculum are:

Science as a Process Relationship of Structure to Function Evolution Regulation Energy Transfer Interdependence in Nature Continuity & Change Science, Technology & Society

All students who complete this course are required to take the AP Biology Exam and will have the opportunity to earn college credit or advanced placement. The Advanced Placement Examination takes place in May. The AP Biology Exam will be administered in accordance to current AP guidelines which at present consist of a 3-hour exam covering a full-year introductory college course in biology with laboratory. It contains 80 minutes of multiple-choice questions, a 10-minute reading period, and 90 minutes of free-response questions. Both sections of the exam test students’ understanding of ideas that unite the major content areas: molecules and cells; heredity and evolution; and organisms and populations. Both sections may include questions based on the objectives of 12 AP Biology laboratory investigations. Prerequisite: Grade of “B” or better in Biology and a grade of “B” or better in Chemistry and Departmental Permission. (Essential Chemistry will NOT qualify you to take AP Biology)Textbook: Biology – Campbell Reece – 6th Edition – Benjamin Cummings Publishers

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Students will be expected to purchase a laboratory workbook and a current AP

Biology workbook (title is at the instructor’s discretion).

PHYSICS (2 semesters, Required* 10th, 11th or 12th)

Physics is the most basic of all sciences. It explains many daily events and many events you may never see. Have you thought about what would happen if the Earth stopped rotating or how something could ever be invisible? Ever wonder if a concrete boat would float? Physics (previously called Essential Physics) is a core college-preparatory class for students of all future disciplines. Concepts will be presented using investigative techniques, allowing students time to process and apply the material to their daily lives. Topics covered will include how and why objects move, heat, electricity, sound and light.Prerequisite: Students must have successfully completed (or tested out of) Physical Science, successfully completed Biology and Chemistry (Essential Chemistry will NOT qualify you to take Physics) and must have successfully completed or be currently enrolled in Algebra 2/Trig.Textbook: Physics Principles and Problems -2005-Glencoe Science Publishers*According to the State of Michigan Requirements, all students must take Biology and either a Chemistry or a Physics class plus one additional science course to graduate.

ADVANCED PLACEMENT PHYSICS C - MECHANICS /ENGINEERING PHYSICS(Advanced Placement designation pending College Board approval)(2 semesters, Required* 11th or 12th)

This course will be offered for the 2010-2011 school year. However, it will not be offered in the 2011-2012 school year. Advanced Placement Physics C - Mechanics will be offered every other school year, alternating with Advanced Placement Biology.

This purposeful exploration of nature will cover kinematics, dynamics, circular motion, work and energy, linear momentum, and rotational energy, all to the college level. To a less difficult level, the class will also cover vibrations and waves, sound, electrical charge, electric fields, electricity, light and relativity. This course is designed to prepare students for future studies in the areas of science and engineering. A variety of lab opportunities will be offered to reinforce the concepts presented. This course is intended for the college bound student. A strong math background through Algebra 2/Trig. is required.Prerequisite: Completion of Algebra 2/Trig. and Chemistry with a minimum grade of B, completion or concurrent enrollment in Precalculus and/or permission of the instructor.Textbook: Physics Principles with Applications – 5th Edition – Prentice Hall Publisher*According to the State of Michigan Requirements, all students must take Biology and either a Chemistry or a Physics class plus one additional science course to graduate.

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HEALTH OCCUPATIONS PROGRAM

The Health Occupations Science and Technology program will provide students with transferable skills and technical experience to meet the needs of the health care industry. Instruction is provided in classroom and clinical settings including hospitals, nursing homes and clinics. Students will need to purchase a uniform, white leather shoes and provide records of a recent physical exam, up-to-date immunizations, proof of chicken-pox immunity(blood titer) and TB testing. Students will benefit from these courses in college and health care employment settings. Tech Prep College credit is available for the student who meets established criteria at the Community Colleges.

HEALTH OCCUPATIONS I (2 semesters, 11th grade students are given preference 12th grade students are assigned if seats are available after 11th grade selection process)

Location: Grosse Ile High School Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.This is a full year course that is offered through DCTC and is a 2 hour class.

The program includes the State Core Curriculum: Safety, Communication Skills, Health Care Delivery System, Vital Signs, Human Anatomy & Physiology, Medical Terminology, First Aid and American Heart Association CPR. The program aligns with the National Health Care Standards. Tours, speakers and projects on health careers and employment behaviors expected in health care are another focus. HOSA (Health Occupations Students of America) a leadership organization is provided for students to participate at the regional and state level.Prerequisite: Approval of counselor. A “C” or better in Algebra I, a “C” or better in Biology. Students should have either completed Algebra 2/Trig and Chemistry or be taking both courses concurrently with this class. Students are accepted through an application process; forms are available in the Counseling Office. Students and parents must attend a mandatory orientation meeting. A TB test, physical exam, up to date immunizations and a blood titer for chicken pox or the vaccine is required for the program. Scrub pants and tops must also be purchased.Textbooks: Diversified Health Occupations – 6th Edition – Thomson/Delmar Publishers

Medical Terminology – A Short Course – 3rd Edition – W. B. Saunders Publisher

HEALTH OCCUPATIONS II (Offered through DCTC) (2 semesters, 12th) (2 hour class)

This course will provide hands on experience in specific health care fields. The students will be receiving advanced training and education. This goal is accomplished by externships that include rotations through many acute care areas, such as, but not limited to: Medical-Surgical, Obstetrics, Intensive Care, and Dialysis units. Students must provide their own transportation to local hospitals. Prerequisite: Students must have completed Health Occupations I, have a recommendation from the instructor and be accepted through a written application process. A current Physical Exam, TB Test and up to date immunizations are also required. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.Textbooks: The Language of Medicine – 6th Edition; W.B Saunders Publishers

Mosby’s Textbook for Nursing Assistants – 5th Edition; Mosby & Co. Mosby’s Workbook for Nursing Assistants – 5th Edition; Mosby & Co.

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THE LANGUAGE OF MEDICINE (2 Semesters, 11th or 12th) (offered through DCTC 1st

Hour only)

This is a community college level course in medical terminology and human anatomy. Objectives focus on defining, spelling and pronouncing medical terms related to body systems, diagnostic procedures, treatment procedures, and abbreviations. Guest speakers, tours and computer-assisted programs add to the delivery of content. Tech Prep College Credit may be earned for this course if it is taken through DCTC for the entire year. See Instructor for details.

Prerequisite: Students must have taken Biology, Chemistry or Essential Chemistry, have a GPA 3.0 or above; counselor and instructor approval. Textbooks: Language of Medicine – 8th Edition – Elsevier Publishers (students are encouraged to purchase their textbook (a consumable workbook) – cost ≈ $64.00)

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SOCIAL STUDIES DEPARTMENT

OBJECTIVES: The Social Studies Department is primarily concerned with building an informed citizenry capable of dealing with the problems of modern society. Students should be aided toward an understanding of American ideals, a development of loyalty and the sense of responsible action necessary to participate effectively in democratic society.

In pursuit of these goals, the department hopes the individual student will develop: Identification with goals of a democratic society and a civic competence Knowledge of the distinctive elements of our Western civilization An understanding of the dimensions of today’s world A methodology which stresses rational inquiry and good scholarship for life-long

learning, including: encouraging traditional library research, as well as electronic research and use of available technology

The Social Studies Department urges all students to carefully select elective courses from the Social Studies offerings so as to gain a better understanding of today's society and a more meaningful preparation for learning and careers.

SURVEY OF AMERICAN HISTORY - (Required – 9th grade) (Part I-1st semester / Part II-2nd semester)

This course is a chronological and thematic survey of American History focusing on the political, social, and economic development of this country from approximately 1870 to the present. Students learn basic economic terminology, the workings of the federal government, and explore the geography of the U.S. and the impact of geography upon History. Students will study how the core democratic values impact American domestic and foreign policy. First semester covers the history of the nation from the Industrial Revolution to approximately the Great Depression and the New Deal. Second semester begins with WWII and continues to the present.

This course will involve projects both inside and outside of the classroom and the varied instructional approach in the classroom should help develop the students’ thinking skills and move them toward a more well-rounded understanding of the U.S. role in the world today. The material will be presented using a variety of methods consistent with the theories of multiple intelligences. Students will be responsible for note taking, individual reading and cooperative learning experiences, which develop problem solving skills, research skills and critical thinking.

The student should expect to not only gain knowledge of the facts of history, but also skills and experience in interpreting these facts. A focus will be placed on interpreting maps, charts and graphs and projecting trends in history. Students will be required to write constructed response essays.Textbook: The Americans, McDougal Little; © 2005

GOVERNMENT - (1 semester – 1st semester only- required 10th grade)

This course is designed to help students achieve a basic understanding of the government of the United States and of the rights and responsibilities of American citizenship. Students will study

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the core democratic values, the basics of government; influences on our Founding Fathers; the principles of our Constitution; their rights; state and local government; and the three branches of our government. Students are required to complete various projects. Students will interpret and analyze primary source documents as well as address different policy issues. Textbook: American Government, Prentice Hall; © 2003

ECONOMICS – (1 semester - 2nd semester only – required 10th grade)

Economics is the study of the choices and decisions people make about how to use the world’s resources. Understanding economics will help the students make informed decisions for themselves and assess the decisions made by others. The course focuses on the following themes: Introduction to Economics; Demand, Supply, and Market Clearing Price; Types of Business Organizations; Money, Banking and Finance; Measuring Economic Performance; Government and the Economy; and the Global Economy. Students will participate in lessons that require the students to apply economic content, problem solve, research topics, and expand critical thinking skills. Students will complete the Social Studies Departmental projects: (1) Job Shadowing and (2) a technology driven project using all Social Studies skills, for example, topics from American history,American Government, Economics, etc. al..Textbook: Economics, Principles in Action, Prentice Hall © 2005

WORLD HISTORY – (2 semesters – Required 11th grade) (or AP WORLD HISTORY – See page 49)(Part I – 1st Semester, Part II – 2nd Semester)

This course is a chronological and geographic survey through World History. Units students will explore include Foundations of Civilization; Ancient Middle East and Egypt; Ancient India and China; Ancient Greece; Ancient Rome and the Rise of Christianity; the Ancient Civilizations of the Americas; the Rise of Europe; the High and Late Middle Ages; the Byzantine Empire, Russia, and Eastern Europe; the Muslim Civilizations; Kingdoms and Trading States of Africa; the Spread of Civilization in East and Southeast Asia; the Renaissance and Reformation; the Beginnings of our Global Age: Europe, Africa and Asia; the Beginnings of Our Global Age: Europe and the Americas; the Age of Absolutism; the Enlightenment and the American Revolution; the French Revolution and Napoleon; the Industrial Revolution; Revolutions in Europe and Latin America; Life in the Industrial Age; Nationalism Triumphs in Europe; the Growth of Western Democracies; the New Imperialism; New Global Patterns; World War I and the Russian Revolution; Nationalism and Revolution Around the World; the Rise of Totalitarianism,; World War II and Its Aftermath; the Cold War; New Nations Emerge (1945-Present); Regional Conflicts (1945-Present); the Developing World; and the World Today.

This course will involve projects both inside and outside of the classroom and the varied instructional approach in the classroom should help develop the students’ thinking skills and move them toward a more well-rounded understanding of the world today. Geography will be a focus due to Michigan Merit Curriculum demands. The material will be presented using a variety of methods consistent with the theories of multiple intelligences. Students will be responsible for note taking, individual reading and cooperative learning experiences, which develop problem solving skills, research skills and critical thinking.

The student should expect to not only gain knowledge of the facts of history, but also skills and experience in interpreting these facts. A focus will be placed on interpreting maps, charts and

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graphs and projecting trends in history. Students will be required to write constructed response essays.Textbook: Ellis and Esler, World History, Pearson Prentice Hall; © 2009

WORLD GEOGRAPHY - 2 semesters (Part 1-first semester/Part II-2nd semester) 11th or 12th

grades This course may be taken first and/or second semester and may be taken in any order. This course will increase the students' knowledge and understanding of what is happening today and enable them to be better prepared for participating in the world of tomorrow. Students will be encouraged to look at the world with an objective attitude. They will learn analytical, research, and discussion skills. Term papers, public presentations, and various projects will be assigned. The United States, Canada, Asia, Europe, Latin America, Africa, Oceana, and Russia and its former republics are regions that are studied. The Social Studies department will decide which regions will be studied and in what order. “Hotspots” will have priority. Students will examine these regions relative to their cultural, historical, economic and geographical impact upon the world and the United States. Geography will be a focus due to Michigan Merit Curriculum demands. Speakers and field trips may be utilized for enrichment. Textbook: World Geography, McDougal Littell © 2005

BEHAVIORAL STUDIES I – (1 semester – either semester – 10th, 11th and 12th grades)

This one semester course includes an introduction to two areas of study: psychology and sociology. Units in psychology include: Psychological research, ethics, infancy, childhood, parenting styles, adolescence, teenage depression and suicide, grief, personality testing & theory, gender roles, learning theory, and group theory. This course will also study abnormal psychology on a regular basis, "Monday Madness" & therapeutic techniques, theory. The units in sociology will include socialization, adolescence, social stratification, and social institutions. The course will teach problem-solving skills, techniques for following directions, and critical thinking problems. The course will also explore supplemental information such as recent statistics. Students will also include a self-concept project.Textbooks: Psychology: Principles in Practice by Spencer A. Rathus

Sociology: The Study of Human Relationships by W. La Verne Thomas and Robert J. Anderson

BEHAVIORAL STUDIES II– (1 semester – either semester – 10th, 11th or 12th grade) This one semester class will be an extension of our Behavioral Studies I course, exploring more topics in psychology and sociology.  Units of study in psychology will include psychological methods; sensation and perception; thinking and language; psychological tests; psychological disorders and methods of therapy; and social cognition.  Units of study in sociology will include social structure; deviance and social control; social inequality; cultural diversity; cultural conformity and adaptation; racial and ethnic relations; gender, age and health; education and religion; science and mass media; population and urbanization; collective behavior and social movements; and social change and modernization.  This course will provide experience with problem-solving skills, critical thinking skills, research methods and group discussion and

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debate.  The course will also explore supplemental information such as recent statistics and current events related to our areas of study.    Prerequisite: Passed Behavioral Studies I Textbooks: Psychology:  Principles in Practice by Spencer A. RathusSociology:  The Study of Human Relationships by W. La Verne Thomas and Robert J. Anderson

PRACTICAL ECONOMICS: (1 semester—12th grade)

Senior Economics is a one semester elective course which will cover the following topics: Labor – labor markets, wages, and organizations; Economic challenges of unemployment, inflation, poverty, and changing labor markets; Government spending and revenue – federal, state, and local taxes; History of money and banking – personal financing; The Global Economy – current issues facing the free enterprise system, and world trade.

Students will use a variety of resources – supplementary readings, National Council for Economic Education simulations, current events and news, on-line and electronic sources and research. Guest speakers will be utilized as other sources ofInformation.

ADVANCED PLACEMENT SOCIAL STUDIES PREREQUISITES:Advanced placement courses are open to all students in grades 10, 11 and 12. The department recommends that students selecting an A.P. course:

have a 3.5 grade point average in Social Studies and a 3.00 overall grade point average.

a 3.0 grade point average in English Language Arts is highly recommended.

ADVANCED PLACEMENT UNITED STATES HISTORY (AMERICAN)- (2 semesters – 10th, 11th, or 12th) Course earns Social Studies Credit. Students are expected take the AP American History exam in May. The Advanced Placement Program in American History is designed to provide students with analytic skills and factual knowledge necessary to deal critically with the problems and materials in American History. The program prepares students for intermediate-and advanced-college courses by making demands upon them equivalent to that of a full-year introductory college course. Students should learn to assess historical materials - their relevance to a given interpretive problem, their reliability, and their importance - and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format. Reward for this course is possible college credit and/or advanced college placement by taking the AP Exam in United States History. This is a 3 hour and 5 minute exam covering a full-year introductory college course. It contains 55 minutes of multiple-choice questions, a 15 -minute reading period, a 45 minute document-based question and two 35-minute thematic essays chosen from several options. (Prerequisites: See above)

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Main textbook: American History: A Survey by Allan Brinkley. In addition there are three supplementary readers: American Issues, and Historical Viewpoints volumes I and II.

ADVANCED PLACEMENT EUROPEAN HISTORY - (2 semesters – 10th, 11th or 12th )Course earns Social Studies credit. Students are required to take the AP European History exam in May.

The Advanced Placement Program in European History is designed to provide students with analytic skills and factual knowledge necessary to deal critically with the problems and materials in European history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those of a full-year introductory college course. Students will learn to assess historical materials, (e.g. their relevance to a given interpretive problem, their reliability, and their importance). These skills will prepare students to weigh the evidence and interpretations presented in historical scholarship. Speakers and summer readings supplied by the instructor are supplemental and enrichment activities. All students are expected take the AP European exam in May. Reward for this course is possible college credit and/or advanced college placement by taking the AP Exam in European History. This is a 3 hour and 5 minute exam covering a full-year introductory college course. It contains 55 minutes of multiple-choice questions, a 15 -minute reading period, a 45 minute document-based question and two 35 -minute thematic essays chosen from several options. (Prerequisites: See above)Textbook: The Making of the West by Lynn Hunt (3rd ed.), History of the Modern World by Palmer and Colton. Two additional books The Annotated Mona Lisa and the AP Princeton Review of European History will also be studied.*** All students who are accepted must purchase a Princeton Review, Cracking the AP European History Exam for summerreading prior to the fall semester.

ADVANCED PLACEMENT WORLD HISTORY – (2 semesters – 10th, 11th or 12th)Course earns Social Studies credit that may be used to complete required World History I & II. Students are required to take the AP World History exam in May. The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with the consistent attention to contacts among societies that form the core of world history as a field of study. All students are required to take the AP World History exam in May. The exam is 3 hours and 5 minutes long covering a full-year introductory college course. It contains 55 minutes of multiple-choice questions, a 10-minute reading period, a 40-minute document based question, a 40 minute question dealing with change over time, and a 40 -minute comparative question focusing on broad issues in world history.Students may take this class in place of World History if they meet the prerequisites, which are stated above.

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Textbook: Traditions and Encounters, by Bentley and Ziegler, 3rd , 4th editions, McGraw Hill.***All students who are accepted must purchase an AP Princeton Review of AP World History for summer reading prior to the Fall Semester.

ADVANCED PLACEMENT ART HISTORY (HUMANITIES) - (2 semesters – 10th, 11th or 12th)Course earns Social Studies Credit. Students are expected to take the AP Art History exam in May.

Are you interested in art—in sculpture, painting, architecture, and their history? Do you want to better understand the world around you? The humanities is a broad group of subjects that include the social sciences and the fine arts. It helps to explain who we are and why we think and behave as we do.

This course will cover aspects of human culture and society from the ancient world through the modern, by studying art and history and the ideas that have moved and influenced them. By studying Western and non-western cultures and the art they produced, this course will draw connections between past societies and our own, and will explain patterns of our culture: how we work and entertain ourselves, why we think as we do, and what we value about ourselves and our history. AP Humanities uses Donald Sporre’s Creative Impulse, The Annotated Mona Lisa, and also relies heavily on slide lectures and class discussions, with field trips to local museums. Since this is a college-level course, students are expected to read and study material independently, write fluently, and express themselves actively in class. A final project, after the AP test, will involve students in curating their own gallery of a virtual museum.

AP Humanities will prepare students to take the Advanced Placement Art History exam in May, successful completion of which may earn college credit. The exam is 3 hours and covers a full year introductory college course in art history. There is a 60-minute multiple choice section, a 60-minute short essay section based on slides, followed by two 30-minute essays addressing typical and significant problems in art history.

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SPECIAL EDUCATION

SPECIAL EDUCATION OFFERINGS

TEAM TAUGHT GENERAL EDUCATION CLASSESGeneral education classes are coordinated with a special education teacher in a team taught environment. Resource hours will be available periodically through the day to meet with special education students that are in need of more specialized assistance.

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VISUAL, PERFORMING AND APPLIED ARTS (VPAA)

Fine Art Department ……………………………. 66

Life Management……………………………………… 69

Music Department…………………………………….. 70

Performing Arts………………………………………… 76

World LanguagesFrench……………………………………… 78German…………………………………….. 79Spanish…………………………………….. 80

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FINE ART DEPARTMENT

Objectives: The Grosse Ile High School fine art program strives to provide students with: -An understanding and appreciation of their artistic and cultural heritage.-Expressive and creative opportunities for experiences with art tools and materials in a sequential process.-The ability to describe, analyze, interpret and make critical judgments about the form and content of art.-The opportunity to explore the philosophy of aesthetics in the form of small writing assignments.

Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit.

Art Foundations (1 semester course - either semester – 9th grade only)A project oriented course designed to introduce students to the elements and principles of design, a variety of media, art history, criticism and aesthetics. Media may include; drawing tools, painting, printmaking, graphic design, sculptural materials, and collage. $20.00 material fee

Claywork (1 semester – either semester, 9-12th)A project oriented course designed to introduce students to the elements and principles of design in three dimensional art. Students will learn creative thinking strategies, art history and criticism as they explore various hand building methods in clay to create both useful and sculptural objects. The standard $30 dollar lab fee will be charged to all students that participate in this course due to the cost of supplies.

Advanced Claywork (1 or 2 semesters – may be taken either semester or for the entire year 10-12th)Advanced clay students will build on their knowledge of the various hand building methods to execute projects that emphasize problem solving skills and that reflect the student’s own personal style. Students will also have the opportunity to learn ‘throwing’ techniques on the pottery wheel. Emphasis will continue to be placed on art history and criticism. The standard $30 dollar lab fee will be charged to all students that participate in this course due to the cost of supplies. Prerequisite: Clay with a ‘B’ grade or better

Drawing and Design (1 semester, 10th-12th grade)This is a 20 week course divided into two ten week segments. In the first 10 week segment the focus will be on the study and usage of the Elements and Principles of Design. Students will study in depth, the importance and usefulness that the elements and principles have in art and in our everyday world. Students will look at different styles of design and use it as inspiration for their own art. The second 10 week segment will focus on basic drawing skills. Building off of the Design portion of the course, students will utilize the information learned and incorporate it into basic drawing fundamentals. Students will learn how to use drawing and design together to complete related projects. Projects will be based on ways drawing is used within the design-oriented fields

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of art in our everyday world. For example, Product Design, Fashion Design, Automotive Design, Video Game Design and more!The standard $20 dollar lab fee will be charged to all students that participate in this course.

Advanced Drawing and Design (1 or 2 semesters – may be taken either semester or for the entire year 10-12th)This is a 20 week course divided into two ten week segments. In the first ten week segment, students will build on and refine drawing skills that were acquired in Drawing and Design Foundations while developing their own personal style. In the second 10 week segment, students will put those refined skills to work on printmaking and graphics based assignments. A variety of media, as well as, art history and criticism will be explored in both segments. The standard $20 dollar lab fee will be charged to all students that participate in this course. Prerequisite: Drawing and Design Foundations with a ‘B’ grade or better

Painting and Advanced Painting (1 or 2 semesters – may be taken either semester or for the entire year 10-12th)This is a 20 week course divided into two ten week segments. One segment will be devoted to the exploration of the figure in paint and to portraiture. The other segment will be devoted to the various landscape painting styles and subjects. Both segments will explore art historical as well as contemporary painting references, formal criticism, and aesthetic questioning. Students will switch instructors at the end of the first segment. The standard $20 dollar lab fee will be charged to all students that participate in this course. Prerequisite: Drawing and Design Foundations with a ‘B’ grade or better

Senior Art Portfolio (1 or 2 semesters – may be taken either semester or for the entire year- 12th

only)The purpose of this course is to prepare a portfolio for University review. Senior art portfolio students are required to complete ten art works over the course of the semester. Portfolios are required to include both black and white and color media, much of which will be drawn from direct observation. This course requires both time management and self-motivation. The standard $20 dollar lab fee will be charged to all students that participate in this course. Prerequisite: Advanced Drawing and Design with a ‘B’ grade or better

Industrial Art (1 or 2 semesters – may be taken either semester or for the entire year 9th – 12th)Objectives:  Industrial Art is a course that studies areas of Art and Industry. The primary emphasis of Industrial Arts is the study and creation of 3-dimensional design. Areas of Industry including(but not limited to) Architecture, Commercial Product Design, Installation Art, Crafts, Multi-cultural Art, Automotive Design, Furniture Design, Set Design etc., will be studied and used as inspiration for 3-dimensional creation. The ideas of Art in the American and Global Industries will be discussed and considered for thematic motivation for student artwork. Group projects as well as individual work will be done in this course. Various materials will be used in the construction of artwork.

The Course will be project-based and stick to the following production method:Step 1: History and Concepts –Teacher presents a lesson that investigates and area of Industrial art.Step 2: Discussion – Teacher and students discuss information, form ideas, and devise a plan.

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Step 3: 2-Dimensional Production – Students form sketches and write a plan.Step 4: 3-Dimensional Production – Students create 3-dimensional work.Step 5: Reflection and Assessment – Teacher and students discuss work and assess its quality.

Content Areas of Exploration: Commercial Industry Cross-Curricular Content Social and Political Influence Design Principles and Elements Color Theory Mechanical Drawing (Scale) Woodworking

Due to the intensive use of materials, students will be required to pay a $60 materials fee or they can purchase their materials themselves and pay only a $20 lab fee

Yearbook (1 semester 11th and 12th – 2 semesters for editors only)

Yearbook staffers commit to a real-world job with deadline pressure. Staffers will learn to apply the following skills:-Use of industry standard publishing software such as Adobe In Design Creative Suite 3-Financial forecasting-Organization of large amounts of data-Scheduling and balancing many simultaneous tasks-Interviewing and writing -Editing and critiquing others-Digital camera operationStaffers must also commit to spending a day at camp in June and another day at the high school in August

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LIFE MANAGEMENT EDUCATION

OBJECTIVES: To help students better understand and adjust to human relations at home and school

by participating as a member of various study groups in the classroom To include any interested high school students in the area of their special interest To help students develop attitudes and abilities that contribute to better family life To help students gain insight into their responsibility as a vital citizen in school and

in the community To help appreciate his or her role in the home

CLOTHING & TEXTILES I (1 semester - either semester, 9-12) (Beginning & Intermediate level)

No sewing experience is required. Interest by the student is a necessity. Individual skills will be developed and expanded through planned studies of textile information and clothing construction methods. The goal for the student is to apply the classroom studies to the garments sewn, thereby receiving the greatest amount of satisfaction. The following garments will be constructed: a skirt/shorts, pants, a shirt/blouse, a creative project and an accessory. Students will be required to purchase materials, patterns and sewing supplies.Textbook: Successful Sewing by Mary Westfall. (Published by The Goodheart-Willcox Company, Inc.)

CLOTHING & TEXTILES II (1 semester - either semester, 10-12)(Intermediate and Advanced levels)

Basic sewing techniques have already been mastered by students and the aim of the course will be to create garments with a professional appearance. The class goal will be to construct three or more lined garments which will add new and more challenging construction problems. Selection of fabrics suited to self and pattern style will be discussed. Students will be taught how to use the serger machine for finishing touches. The following garments will be constructed: a lined skirt, a lined dress and a lined, tailored jacket. Students will be required to purchase materials, patterns and sewing supplies.Textbook: Successful Sewing by Mary Westfall. (Published by The Goodheart-Willcox Company, Inc.)Prerequisite: Clothing I and permission of instructor.

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MUSIC DEPARTMENT

OBJECTIVES: The Music Department hopes to achieve the following objectives for each student:1) Basic understanding of the medium of sound as it applies to her/his own instrument or

voice2) Technical facility on her/his instrument (voice)3) Perception of the basic elements of: pitch, rhythm, tempo,

dynamics, tone quality, balance and blend4) Facility at score reading5) Exposure to the historical periods of music viewed with

perspective6) A sense of individual contribution to a group objective

It is the goal of the music department to offer a wide variety of ensemble experiences in which students can participate throughout their high school careers. We strongly recommend that students plan to register for both semesters of the ensemble of their choice. This decision will enable them to continue their musical growth without interruptions that can stunt their progress as developing performers. It will also strengthen the entire department to have a majority of students commit to excellence and artistic maturity through continuous dedication to their ensembles.

To achieve this goal, we offer below a sample schedule for students who would like to include music study throughout their four years of high school. The schedule includes all the recommended courses for those preparing to compete for college admission. It offers flexibility to include AP classes, while enabling students to study music for four years. The schedule slides the freshmen year health requirement to sophomore year, and slides Biology to junior year. It is a balanced program that will allow students to leave Grosse Ile High School as accomplished, well-rounded citizens.

MUSIC STUDENT SAMPLE SCHEDULE

REQUIRED CLASSES 8 Semesters ENGLISH8 Semesters MATH6 Semesters SCIENCE6 Semesters SOCIAL STUDIES1 Semester HEALTH1 Semester FITNESS2 Semesters VPAAGRADE 9 1ST SEMESTER 2ND SEMESTER

English R Lit/Comp 9 English R Lit/Comp 9Soc. Studies R Amer. Hist. I Soc. Studies R Amer. Hist. IIMath R Algebra I Math R Algebra IScience R Physical Science/Biology Science R Physical Science/BiologyElective E Music Class Elective E Music ClassElective R World Language I Elective R World Language IElective R Health Elective E Music Class

GRADE 10 1st SEMESTER 2nd SEMESTER70

English R Lit/Comp 10 English R Lit/Comp 10Soc. Studies R Government Soc. Studies R EconomicsMath R Geometry Math R GeometryScience R Bio./Adv. Bio. Science R Bio./ Adv. Bio.Elective E Music Class Elective E Music ClassElective R World Lang II Elective R World Lang IIElective E Elective E

GRADE 11

English R English English R EnglishSoc. Studies R World Hist or AP World Soc. Studies R World History or AP World Hist.Math R Algebra 2/Trig Math R Algebra 2/TrigScience R Chemistry Science R ChemistryElective E Music Class Elective E Music ClassElective E World Lang III Elective E World Lang IIIElective Elective

GRADE 12

Math R Pre Calc/AP Stats Math R Pre Calc/AP StatsEnglish R English English R EnglishScience R Physics/AP Physics/ Science R Physics/AP Physics/

Chem/ Adv. Bio. Chem./Adv. Bio.Elective E Music Class Elective E Music ClassElective E World Lang IV Elective E World Lang IV (NOTE 2)Elective E AP Elective Elective E AP Elective (NOTE 3)Elective E Elective ENOTE 1: Health and Fitness were both taken during sophomore year. Health must be taken in 9 th or 10th grade.NOTE 2: Most colleges want 2 –3 years of World Language. The start of the language sequence could either start sophomore year and continue 3 years, or could start freshman year and continue three years. NOTE 3: AP class, additional core area class, or elective could be schedule here.

VOCAL MUSIC

MEN’S GLEE CLUB I (This course may be elected for 1 semester or both)

The Men’s Glee Club introduces the adolescent male singer to basic vocal techniques, such as breathing, vocal tone, proper placement and registration, balance, blend, holding on to a vocal part, score reading, including rhythmic notation and pitch reading through solfeggio; an exposure to a variety of choral literature, secular and sacred, serious, folk, rock, pop and Broadway music; and a sense of the individual’s contribution to a group goal. Rehearsal and performance attendance at school concerts/events and choral festivals is required, and is reflected in the student's grade. Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. (This course is open to 9th and 10th grade male students that complete the entrance criteria form). Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. Instructor’s approval is required

MEN’S GLEE CLUB II (This course may be elected for 1 semester or both)The Men’s Glee Club II continues to develop the adolescent male singer to basic vocal techniques, such as breathing, vocal tone, proper placement and registration, balance, blend, holding on to a vocal part, score reading; including rhythmic notation and pitch reading through solfeggio; an exposure to a

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variety of choral literature, secular and sacred, serious, folk, rock, pop and Broadway music; and a sense of the individuals contribution to a group goal. Rehearsal and performance attendance at school concerts/events and choral festivals is required, and is reflected in the student’s grade. Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. (This course is open to 11th and 12th grade male students that complete the entrance criteria form). Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. Instructor’s approval is required.

WOMEN’S GLEE CLUB I (This course may be elected for 1 semester or both)

The Women’s Glee Club introduces the adolescent female singer to basic vocal techniques, such as breathing, vocal tone, proper placement and registration, balance, blend, holding on to a vocal part, score reading, including rhythmic notation and pitch reading through solfeggio; an exposure to a variety of choral literature, secular and sacred, serious, folk, rock, pop and Broadway music; and a sense of the individual’s contribution to a group goal. Rehearsal and performance attendance at school concerts/events and choral festivals is required, and is reflected in the student's grade. Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. (This course if open to 9th and 10th grade female students) Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. Instructor’s approval is required.

WOMEN’S GLEE CLUB II (This course may be elected for 1 semester or both)The Women’s Glee Club II continues to develop the adolescent female singer to basic vocal techniques, such as breathing, vocal tone, proper placement and registration, balance, blend, holding on to a vocal part, score reading; including rhythmic notation and pitch reading through solfeggio; an exposure to a variety of choral literature, secular and sacred, serious, folk, rock, pop and Broadway music; and a sense of the individuals contribution to a group goal. Rehearsal and performance attendance at school concerts/events and choral festivals is required, and is reflected in the student’s grade. Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. (This course is open to 11th and 12th grade female students). ). Since attendance and participation are the basis for developing the above objectives, extensive absences will affect the grade and could be cause for loss of credit. Instructor’s approval is required.

MADRIGAL CHOIR The Madrigal Choir is an advanced course in choral music for mixed voices. It is assumed that students have basic skills of choral music at their command. Further development of these basic techniques and wider exposure to the variety of choral music will be the emphasis. Performance and music reading skills are adjudicated at the District Choral Festival in March. Attendance and participation in this festival are central to the achievement of these skills. Rehearsal and performance attendance at school concerts/events is required, and is, therefore, reflected in the student’s grade. Recommended prerequisite: Men’s’ or Women’s’ Glee Club. Students must audition during the audition dates to be considered for membership. Instructor approval is required.

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INSTRUMENTAL MUSIC

The Music Department offers a diverse selection of instrumental music courses and ensembles. Students are strongly encouraged to participate in instrumental music during both semesters to ensure continuous development of their technical and interpretive skills.

SYMPHONIC BAND (1 or 2 semesters)Instructor Approval Required

The Symphonic Band class is for intermediate and advanced level brass, woodwind, and percussion players (percussionists will take this class spring semester only; all percussionists will take Drumline/Percussion Ensemble during the fall semester). The objective of the class is to continue the development of musical skills through the student’s individual performance medium. This will be accomplished through rehearsal and performance of many different genres of band literature. Since the objectives of the class are performance-based, attendance at all rehearsals and performances is required, and will be reflected in the students’ grades.

The band will perform at a number of football games, concerts and festivals throughout the school year, including Band-a-Rama, the Holiday Concert, the Collage Concert, MSBOA Solo/Ensemble Festival, MSBOA District and State Festivals (performance and music reading skills are adjudicated at the District Band Festival), ArtsFest, and the high school commencement ceremony.

Note: It is required that all students in the marching band (except color guard) be enrolled in Symphonic Band or Drumline/Percussion Ensemble. Instructor approval is required.

WIND ENSEMBLE (2nd semester only)

The Wind Ensemble is for advanced level brass, woodwind, and percussionists. The objective of this class is to continue the development of musical skills through performance of advanced concert band repertoire. Since the objectives of the class are performance-based, attendance at all rehearsals and performances is required, and will be reflected in the students’ grades. The ensemble will perform at festivals and concerts during the 2nd semester.

Membership in the ensemble will be determined by audition during the previous spring. Due to repertoire considerations, there will be a pre-determined number of spots available based on instrumentation needs.

DRUMLINE/PERCUSSION ENSEMBLE (1st semester only)

The Drumline/Percussion Ensemble class is for intermediate and advanced level percussionists. The purpose of the class is to continue the development of musical skills through percussion performance. Since the objectives of the class are performance-based, attendance at all rehearsals and performances is required, and will be reflected in the students’ grades.

All Drumline/Percussion Ensemble personnel will participate in the Grosse Ile High School Red Devil Marching Band, which rehearses July through November (including summer rehearsals, band camp, school rehearsals, and Wednesday night rehearsals). Performances will include football games, marching band festivals (performance and music reading skills are adjudicated at the District Band Festival), parades, pep rallies, and other appropriate venues.

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When the Marching Band season finishes in November, the Drumline will transform into a Percussion Ensemble. The Percussion Ensemble will rehearse all of the percussion parts for the Symphonic Band repertoire. In addition, the percussion ensemble will also prepare Percussion Ensemble repertoire. The percussion ensemble will perform at the Holiday Concert and MSBOA Solo/Ensemble festival.Note: An audition is held for this class during the spring. Instructor approval is required.

JAZZ ENSEMBLE (1st and 2nd Semesters)

The class gives the student an opportunity to rehearse, experiment with, and perform jazz music. The band’s instrumentation is that of a contemporary jazz ensemble (Alto Sax, Tenor Sax, Bari Sax, Trumpet, Trombone, Guitar, Double Bass, Trap Set, and Auxiliary Percussion). Since the objectives of the group are performance-based, attendance at all rehearsals and performances is required. Students must audition during the audition dates to be considered for membership. Instructor approval is required.

MUSIC THEORY AND TECHNOLOGY

INTRODUCTION TO MUSIC THEORY (1 semester – either semester, 10th – 12th only)**This course will be offered for the 2010/2011 school year. However, it will not be offered again until 2011/2012.This class is a basic one semester course that will cover:

the basics of music reading: rhythmic notation, note names, rests, dots, time signatures, beat values, sight reading of rhythm, pitch notation, letter names, the grand staff , key signatures, solfeggio, sight reading of pitch

scales modes chords arpeggios dynamics tempo markings harmonic analysis and other issues as time interest allows

ADVANCED PLACEMENT MUSIC THEORY (2 semesters – 11th and 12th grade only)**This course will not be offered for the 2010/2011 school year. However, it will be offered again until 2011/2012.

This accelerated course will build on the skills covered in Introduction to Music Theory. AP Music Theory is designed to be the equivalent of a two-semester college music theory class taken by music majors during their first year of collegiate study. The course will develop the student’s ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. The course will focus on aural, sight-singing, compositional, and analytical skills.

All students who complete this course are required to take the AP Music Theory Exam. The examination takes place in May.

Prerequisite: Grade of “C+” or better in Introduction to Music Theory or successful completion of the GIHS Music Theory Placement Exam.

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MUSIC TECHNOLOGY LAB I (1 semester, 9th – 12th)

This course is designed to give students an introductory opportunity to listen to, analyze, compose, perform, and produce electronic music. The technology that supports this course allows students to accomplish these goals without any previous training in or understanding of traditional Western music notation.

This course will empower students to1. Manipulate sound effects (reverb, chorus, delay, pitch bend, etc.) to shape melody, harmony,

and texture of previously composed music.2. Edit pitch and rhythm to manipulate melodies.3. Improvise melodies over existing harmonic framework.4. Explore sounds and textures using the voices programmed in the software.5. Experiment with music form using loops.6. Shape sounds using the synthesizers embedded in the software7. Control the balance of music using mixers and device parameters.

MUSIC TECHNOLOGY LAB II (1 semester, 9th – 12th)

This course is a continuation of Music Technology Lab I. Students will continue building and refining the skills they acquired in the previous course. This course will dive deeper in real audio and mixed media applications. Prerequisite: Grade of “C+” or better in Music Technology Lab I and successful completion of Introduction to Music Theory.

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PERFORMING ARTS

THEATRE ARTS (1 semester-either semester- 10th, 11th, or 12th)

This performance course is designed for students who have a serious interest in drama, performing arts, and the technical aspects of theatre production. Course work will explore the origins and elements of drama as an art form. Emphasis will be equally placed on development of the voice and body as an acting medium as well as the technical aspects of theatre production. Students should be prepared to perform pantomimes, improvisations, monologues, and one-act plays or scenes from longer plays. Technical aspects of theatre production will include theatre safety and terminology, scenery and prop design, costuming and makeup. Special emphasis will be placed on careers in theater arts. In addition to practical class projects, students may be expected to fulfill production hours on the school play the semester they take this course. English credit will not be given for this class. Textbook: Theater: Preparation and Practice, Scott-Foresman; © 1989

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WORLD LANGUAGES

French ………………….……………………….. 78

German ………………….………………………. 79

Spanish ………………………………………….. 80

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WORLD LANGUAGE DEPARTMENT

OBJECTIVES: Students who enroll in foreign/world language classes will attempt to acquire communicative skills that will enable them to become world-class citizens. Our foreign/world language instruction is based on skills acquisitions in the communicative areas of reading, writing, listening, and speaking. The curriculum has been designed to reach the various learning styles and abilities of students who demonstrate a disciplined approach to their studies. The study of foreign/world language enables students to develop critical thinking skills and language analysis skills, which may enhance MME performance. The immediate goal of our four-year high school foreign/world language program in French, German and Spanish is preparation for foreign/world language instruction at the university level. Accomplished students from the middle school program will be encouraged to test out of the first year of foreign languages at the high school level. Students who test out successfully will be advanced, with credit, to second year foreign language studies (see testing out guidelines on page 8). Those who do not test out of Level I may elect Level II but will not receive credit for Level I.

Students who have acquired foreign language skills outside of the traditional classroom setting will be required to take a placement test in their target language for advanced enrollment in the foreign language program at Grosse Ile High School.

FRENCH SERIES

The study of French at all levels enables students to become world class citizens, prepared to meet the cultural, political, social, and economic diversities of the 21st century. French language instruction is presented through the various francophone cultures of the North American continent, Martinique, Guadaloupe, Europe, Asia and Africa. From our local French heritage on Grosse Ile to the renowned city of Paris, the French language and the accomplishments of the French people have influenced the development of western civilization throughout history.

FRENCH I (2 semesters)

French I introduces students to basic vocabulary, communicative and structural functions. The four basic skills of listening, speaking, reading and writing are presented for elementary proficiency. Instruction combines tradition and technology. Students will use textbooks, workbooks, tapes, videos and software to acquire basic French language patterns.Textbook: Bon voyage, (red series). GLENCOE/McGraw-Hill, 2005, Chapters 1-7

FRENCH II (2 semesters)

Students will continue to increase the French skills introduced in French I. They will be able to listen and speak, read and write in French patterns suited to daily routines, and travel. Students will continue to use video, software, tapes, texts and workbooks to increase their French skills. At the completion of French II, students will have a basic ability in the language. Prerequisite: Pass French I or equivalentTextbook: Bon voyage (continued). GLENCOE/McGraw-Hill, 2005, Chapters 8-14

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FRENCH III (2 semesters)

Students begin the intermediate phase of French language studies. At this level, the emphasis on refinement of speaking and writing, reading and listening skills is stressed in order to prepare students for college entrance and proficiency levels in French. Advanced vocabulary and structure patterns are presented through various methodologies. The student's ability to use the language effectively is strengthened. Selections from French literature are also introduced. Prerequisite: Pass French IITextbook: Bon voyage, (green series). GLENCOE/McGraw-Hill, 2005, chapters 3-9FRENCH IV (2 semesters)

Students will begin the second phase of intermediate French language studies. At this level, the emphasis on refinement of speaking and writing, reading and listening skill will continue to be stressed in order to prepare the students for college entrance exams and proficiency levels in French. Advanced vocabulary and structure pattern will be presented through various methodologies. The student’s ability to use the language effectively will be strengthened. A survey of French history and culture will be offered in addition to several literary selections.Prerequisite: Pass French IIITextbooks: Bon voyage, (green series continued).GLENCOE/McGraw-Hill, 2005. Bon voyage (blue series). GLENCOE/McGraw-Hill, 2005, chapters 10-14. Tresors du temps. GLENCOE/McGraw-Hill. 2005

GERMAN SERIES

The German series introduces students to a language spoken by serveral million Europeans as a native language. Its importance in the United States is supported by the fact that many technological companies state that German is the most desired foreign language for their employees to know. In addition, the acquisition of the German should be of interest to all Americans who trace their heritage to German speaking countries (more than 20% of Americans).

GERMAN I (2 semesters)

The first course of the German sequence is designed to develop beginning listening, speaking, writing and reading skills. Basic language patterns will provide students with communicative vocabulary for functional use, and a variety of approaches and activities will be used which emphasize language acquisition through culturally authentic insights. Textbook: Komm mit!, Level 1; Holt, Rinehart and Winston, 1995

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GERMAN II (2 semesters)

German II reinforces listening and speaking skills learned in German I and builds upon the elements of grammar and sentence structure in addition to reading, writing, spelling and translation. Prerequisite: Pass German ITextbook: Komm mit!, Levels 1 and 2; Holt, Rinehart and Winston, 1995

GERMAN III (2 semesters)

The third year of German focuses on the refinement of all four skills: reading, writing, listening, and speaking. In addition to the textbook, short stories, magazines, and current newspaper articles provide students with culturally authentic topics for discussion and conversation. Prerequisite: Pass German IITextbook: Komm mit!, Levels 2 and 3; Holt, Rinehart and Winston, 1995

GERMAN IV (2 semesters)

The last course of the German sequence continues to reinforce all language skills acquired throughout the four-year program and prepares students for college placement testing. Students will have mastered most major language structures during German IV and will strengthen their skills through advanced readings, compositions, various culturally relevant projects, and through the use of computer-aided programs. Prerequisite: Pass German IIITextbook: Komm mit!, Levels 3 and 4; Holt, Rinehart and Winston, 1995

SPANISH SERIES

The Spanish series introduces the student to a language spoken by more than 300 million people worldwide and by more than 20 million people in the United States. The program focuses on the development of communicative skills and on cultural awareness to prepare the student for the 21st century.

SPANISH I (2 semesters)

Spanish I introduces the student to the language, history and culture of the Hispanic world. The student learns the sound system, basic language patterns, and a communicative vocabulary. The four language skills of listening, speaking, reading and writing are taught for functional use through a variety of approaches and activities. In addition to their text and workbook, students will use videos and CDs to improve listening comprehension skills. Textbook: ¡Ya Verás! Gold, Level One; Prentice-Hall, 1999

SPANISH II (2 semesters)

This course reinforces the skills acquired in Spanish I and enables the student to further develop their knowledge and understanding of the Spanish language, its people and their respective cultures. Although emphasis is still upon the active communicative skills, the student continues

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to develop his reading and writing skills at this level. Students will be required to participate in both rehearsed and impromptu dialogs in class Prerequisite: Pass Spanish ITextbook: ¡Ya Verás! Gold, Level Two; Prentice-Hall, 1999

SPANISH III (2 semesters)

During the third year of Spanish, emphasis is upon the refinement of all four communicative skills: listening, speaking, reading and writing. The student continues his/her study of the major language structures and further develops his/her reading and writing abilities. A greater emphasis will be placed on oral communication at this level. Selections of literature from the Hispanic world will be introduced at this level. Prerequisite: Pass Spanish IITextbooks: ¡Ya Verás! Gold, Level Three; Prentice-Hall, 1999

SPANISH IV (2 semesters)

The last course in the Spanish sequence continues to reinforce all language skills acquired throughout the four-year program. The student completes his/her study of most major language structures and works to refine his/her reading and writing abilities. The use of Spanish to investigate and study culture is a major component at this level. To prepare for college placement testing, grammar is reviewed, discussed, and applied along with new materials through short stories, compositions, conversations, and class discussions. Students will review their grammar skills and enhance their listening skills through the “Destinos” videonovela series.Prerequisite: Pass Spanish IIITextbooks: ¡Ya Verás! Gold, Level Three; Prentice-Hall, 1999

Abriendo Paso: Gramática; Prentice-Hall, 2000

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OTHER OFFERINGS

DOWNRIVER CAREER TECHNICAL CONSORTUIM (DCTC) EDUCATIONwww.resa.net/dctc

Mr. Malin Wagner Ms. Mary Brockschmidt Career Technical Director Projects Coordinator

PHONE:(734) 782-3194FAX: (734) 782-4175

Serving the School Districts of:

AirportFlat Rock RiverviewGibraltar SouthgateGrosse Ile TrentonHuron Woodhaven

IMPORTANT INFORMATION:

Eleventh and twelfth grade students enrolled in any of the nine DCTC districts can take any career and technical education program offered by any of the nine member high schools. Free transportation is provided to all programs, unless otherwise noted in the program description.

All programs, unless otherwise noted, are two-year programs intended to be started at the beginning of the junior year and completed during the senior year.

Many of our programs allow students to earn college credit while still in high school through articulation agreements with local colleges.

The objective of a career technical class is to provide a sophisticated technical training experience for students while they are still in high school. Upon graduation, the student may then directly enter the labor market or continue on for advanced training in the chosen career area. Toward this end, the career technical programs have adopted the curriculum developed by the State of Michigan which provides for training that has been identified as being necessary for each specific occupational area.

PLEASE DO NOT REQUEST ANY OF THESE COURSES WITHOUT FIRST GOING TO THE DCTC WEBSITE, www.resa.net/dctc, (see Careers & Technical Education Program Information) TO REVIEW THE SYLLABUS, ADDITIONAL INFORMATION, EXPECTATIONS AND PRE-REQUISITES FOR THE COURSE.

THESE DCTC COURSES ARE OFFERED AT GROSSE ILE HIGH SCHOOL:

CHILD CARE I (2 hour/2 credit course)Location: Grosse Ile High SchoolPrerequisites: Counselor approval, interview with instructor, approval of instructor, criminal background check, physical exam, TB test, and proof of immunization. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This course introduces the unique characteristics of the child under six. Students develop a respect for preschool age children and learn guidance skills that help young children grow and develop. The students will gain hands-on experience working with children.

CHILD CARE II (May be awarded VPAA Credit) (2 hour/2 credit course)Location: Grosse Ile High School and Flat Rock Head Start Prerequisites: A grade of C or better in Child Care I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The purpose of Child Care II is to extend student knowledge and skills in the development of children from birth to two years of age and from six to twelve years of age. They will also study administrative requirements and the impact on program quality and operations.

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CISCO NETWORKING (2 hour/2 credit course)Location: Grosse Ile High SchoolPrerequisites: A grade of C or better in algebra and approval of counselor and instructor. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This one-year course relies heavily on lectured material and self-motivation. The program emphasizes the development of knowledge and skills required for the design and implementation of Local Area Networks (LAN) for businesses or organizations with networks of up to 100 nodes. With an emphasis on hands-on lab experiments, students learn to configure and maintain routers and switches. This course prepares students to pass the CCNA exam. Most of the reading is done on-line and is written at the college level.

Some topics in this class include:

OSI model & industry standards

Network topologies Internet Protocol addressing

Media control addressing Data encapsulation Classes of IP addresses Subnetting Subnet masking Networking components Basic network design Router elements Router configurations Managing router

configuration files Routed and routing protocols RIP & IGRP routing

protocols Wide Area Networks (WAN)

Design Point-to-Point Protocol Integrated Services Digital

Network (ISDN)

HEALTH OCCUPATIONS PROGRAM

The Health Occupations Science and Technology program will provide students with transferable skills and technical experience to meet the needs of the health care industry. Instruction is provided in classroom and clinical settings including hospitals, nursing homes and clinics. Students will need to purchase a uniform, white leather shoes and provide records of a recent physical exam, up-to-date immunizations, proof of chicken-pox immunity(blood titer) and TB testing. Students will benefit from these courses in college and health care employment settings. Tech Prep College credit is available for the student who meets established criteria at the Community Colleges.

HEALTH OCCUPATIONS I (2 semesters, 11th preference or 12th if available seats after 11th graders selected)Location: Grosse Ile High School (2 hour/2 credit course)This is a full year course that is offered through DCTC and is a 2 hour class. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The program includes the State Core Curriculum: Safety, Communication Skills, Health Care Delivery System, Vital Signs, Human Anatomy & Physiology and Medical Terminology. The program aligns with the National Health Care Standards. Tours, speakers and projects on health careers and employment behaviors expected in health care are another focus. HOSA (Health Occupations Students of America) a leadership organization is provided for students to participate at the regional and state level.

Prerequisite: Approval of counselor. A “C” or better in Algebra I, a “C” or better in Biology. Students should be enrolled in Algebra II and Chemistry in their junior year or planning to take them in their senior year. Student and parent must attend a mandatory orientation. A TB test, physical exam, up to date immunizations and a blood titer for chicken pox or the vaccine is required for the program.Textbooks: Diversified Health Occupations – 6th Edition – Thomson/Delmar Publishers Medical Terminology – A Short Course – 3rd Edition – W. B. Saunders Publisher

HEALTH OCCUPATIONS II (Offered through DCTC) (2 semesters, 12th) (3 hour/3credit course) (May be awarded VPAA Credit)This course will provide hands on experience in specific health care fields. The students will be receiving advanced training and education. This goal is accomplished by externships that include rotations through many acute care areas, such as, but not limited to: Medical-Surgical, Obstetrics, Intensive Care, and Dialysis units. Students must provide their own transportation to local hospitals.

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Prerequisite: Students must have completed Biology, Health Occupations I recommendation from the instructor and accepted through a written application process. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.Textbooks: The Language of Medicine – 6th Edition; W.B Saunders Publishers

Mosby’s Textbook for Nursing Assistants – 5th Edition; Mosby & Co.Mosby’s Workbook for Nursing Assistants – 5th Edition; Mosby & Co.

TEACHER CADETLocation: Grosse Ile High School (2hour/2 credit course)Prerequisite(s): Counselor approval. This class is for seniors only. Students are selected for this program based on interviews with the instructor. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Teacher Cadet is an introduction to the field of education. This one-year course will offer exposure through observation and participation in public-school classroom settings, class discussion, and interaction with various personnel in the educational system. The students will discuss positive and negative aspects of teaching and will read current newspaper articles, professional journals and books that relate to education and teaching.

THE FOLLOWING DCTC COURSES ARE OFFERED AT OTHER HIGH SCHOOLS:

PLEASE DO NOT REQUEST ANY OF THESE COURSES WITHOUT FIRST GOING TO THE DCTC WEBSITE, www.resa.net/dctc, (see Careers & Technical Education Program Information) TO REVIEW THE SYLLABUS AND ADDITIONAL INFORMATION, EXPECTATIONS AND PRE-REQUISITES FOR THE COURSE.

ARCHITECTURAL DRAFTING AND CAD I AND IILocation: Huron High SchoolArticulation agreements: Ferris State University, Henry Ford Community College, Monroe County Community College, and Wayne County Community CollegePrerequisite(s): Successful completion of math class and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students are taught residential architectural design and will use both traditional drafting techniques and the latest AutoCAD software to produce the following drawings: site plans, floor plans, roof plans, building sections, exterior and interior elevations, presentation drawings and detail drawings. Students will also be introduced to civil engineering, surveying, structural engineering, residential electrical design and residential mechanical design.

First-year students will have an opportunity to participate in a house design competition. Second-year students will have an opportunity to be part of a design team, which will produce a custom-designed house plan for a client. At the end of each year, every student will have one complete set of their own custom-designed house plans.

AUTO COLLISION REPAIR I – NATEF CertifiedLocation: Huron High SchoolPrerequisite: Metal/woods class if available and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students will receive a thorough understanding of the auto collision trades, its working conditions and requirements. Special emphasis will be placed on promoting a strong grasp of what it means to be a professional technician employed in the auto collision repair trade.

Topics covered include:General shop safety Body repair hand and power toolsPersonal safety in the body shop Body fillers and abrasivesDemonstrating lift equipment R & R Bolt-on componentsIdentifying auto body parts MIG welding safety and set-upGeneral hand tools Fiberglass repairOxyacetylene safety and set up Repairing automotive plasticsOxyacetylene flame cutting Plasma cuttingUndercoats and priming systems

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AUTO COLLISION REPAIR II – NATEF CertifiedLocation: Huron High SchoolArticulation agreements: Washtenaw County Community CollegePrerequisites: A grade of C or better in Auto Collision Repair I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

When a student returns to the Auto Collision program, the assumption is made that he or she is very serious about entering the auto body trade as a career. It is, therefore, extremely important that these students work especially hard to gain the skills that will make them competitive.

All returning students must review and pass all safety tests. Second-year students will receive training in the basics of refinishing automobiles.

Topics covered include:Paint product and application safety Prepping new parts for finishingPerforming hands-on duties Refinishing with urethanesSanding auto body parts Refinishing non-metal flexible partsTypes of spray guns Mixing with intermix paint systemTypes of undercoats Spray booth orientationMasking auto body parts Paint SystemsIdentifying paint codes Clear coat systemsTypes of rubbing compounds

AUTOMOTIVE SERVICE TECHNOLOGY I – NATEF CertifiedLocations: Southgate Anderson High SchoolPrerequisites: Applied Math – Pre-Algebra; Instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This course is designed to help students gain essential understanding and skills in today’s automotive systems. During this class, students will study brakes and electrical/electronics systems. The use of theory and operation along with diagnosis and repair to perform shop tasks with job sheets will support the understanding of these areas.

AUTOMOTIVE SERVICE TECHNOLOGY II – NATEF CertifiedLocations: Southgate Anderson High SchoolArticulation agreements: Henry Ford Community College and Wayne County Community CollegePrerequisites: A grade of C or better in Automotive Service Technology I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The level II class builds upon the level I course with advanced diagnosis of electrical/electronic systems and engine performance. Students will also be exposed to steering and suspension systems in this course. Students will continue to perform shop task or job sheets to support the understanding of these areas.

AVIATION TECHNOLOGY I – FAA AccreditedLocation: Michigan Institute of Aviation Technology (MIAT) at Willow Run AirportPrerequisites: Counselor approval. Algebra and/or related math are required. Good attendance and overall grades are examined. Students must be interviewed by MIAT personnel who will determine admission. Students must provide their own transportation to this program located at Willow Run Airport in Belleville. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Special note: The FAA regulates this program. Perfect attendance is required. Any missed time must be made up either on weekends, holidays or after school. The FAA also requires a stricter grading scale. Any grade below 70% is failing.

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Students gain the fundamental knowledge to begin their aviation career. This year is spent in classroom and lab activities learning basic aircraft history, aircraft weight and balance, fluid lines and fittings, electronics and much more. This year gives students a solid foundation to continue in the second year.

AVIATION TECHNOLOGY II – FAA AccreditedLocation: Michigan Institute of Aviation Technology (MIAT) at Willow Run AirportArticulation agreements: Eastern Michigan University, Schoolcraft Community College, Washtenaw Community College, and Wayne County Community CollegePrerequisites: A grade of C or better in Aviation Technology I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

In this course, students advance their understanding of aircraft engines. Most of the time spent on campus is in the lab (aircraft hangar) where students diagnose, trouble shoot, repair and run piston and turbine aircraft engines. Completion of this year satisfies the FAA clock-hour requirement to test for the FAA power plant certificate.

BUSINESS SERVICES AND TECHNOLOGY I AND IILocations: Carlson High School – This program accepts transfer students.*

*Only Carlson accepts transfer students from other districts for this program.Prerequisite(s): Counselor and instructor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This program consists of two parts: Accounting I & II and Management Support I & II. The Business Services and Technology (BST) cluster uses a comprehensive delivery system to provide students with the skills needed in the business world as well as providing the necessary computer skills to succeed in college.

BST / Accounting I provides a thorough background in basic accounting procedures used to operate a proprietorship, partnership and corporation. Excel is used for accounting problems. Basic Excel will be taught in this course. Basic math skills such as percentages, decimals and fractions are required.

BST / Accounting II is designed for those students with career objectives in accounting or with an interest to complete a two- or four-year college degree in any area of business. A more detailed and expansive approach is presented. Students will become familiar with inputting transactions, producing period-end financial statements and working with spreadsheets.

BST / Management Support I - The following are some of the common business skills taught:

Keyboarding Word processing Spreadsheets Database management Desktop publishing Economics of work Telephone skills Resource management Note taking Study skills Listening and speaking Reading Writing Applied mathematics Work habits Problem solving Decision making Critical thinking Management and

Leadership Career planning Record keeping/management

BST / Management Support II provides students with knowledge of advanced technology required of management support personnel in today’s business / office environment. Emphasis will be placed on skills involving database and spreadsheet applications, document processing, decision making skills in the area of office procedures, analysis of physical requirements of an office and development of leadership skills in office management. Units include document processing, office procedures, records management, and office management.

Students will be encouraged to participate in Business Professionals of America (BPA). Advanced placement through three community colleges is possible.

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CONSTRUCTION TRADES ILocation: Former Flat Rock Board OfficePrerequisite(s): Approval of counselor. It is recommended students have a good math foundation. Students must be comfortable using math and measurements extensively. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The material presented in this course is designed to provide students the fundamentals of construction trades with special emphasis placed on carpentry and specifically, house framing.

The main areas covered include: Surveying Masonry Carpentry Residential wiring Plumbing CAD Estimating

CONSTRUCTION TRADES IILocation: Building Site/Gibraltar High SchoolPrerequisite(s): A grade of C or better in Construction Trades I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Concepts taught in Construction Trades I will be expanded on, and advanced skills will be introduced. Students will get hands-on experience and complete a construction project.

COSMETOLOGY ILocation: Michigan College of Beauty in MonroePrerequisites: Counselor approval. Students must attend an orientation with a parent or guardian, and must be able to provide their own transportation. Class is held Tuesday through Friday from 12:45 p.m. to 4:30 p.m. and on Saturday from 8:00 a.m. to 4:00 p.m. Students are also required to attend class every Saturday. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students will get 750 hours of instruction. After 350 hours, students are allowed to work on clients.

Students will acquire a thorough knowledge of:HairstylingHaircutting and shapingPermanent WavingShampooHair ColoringManicuringFacial and Scalp Treatments

COSMETOLOGY IILocation: Michigan College of Beauty in Monroe Prerequisites: A grade of C or better in Cosmetology I; a minimum of 750 hours of classroom time; approval of instructor and counselor. Students must be able to provide their own transportation, and must be able to attend class every Saturday from 8:00 a.m. to 4:00 p.m. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students learn advanced cosmetology procedures and will complete an additional 750 hours of instruction at which time they are eligible to take the state test to become a licensed cosmetologist.

DENTAL OCCUPATIONS I87

Location: Woodhaven High SchoolPrerequisite(s): Approval of counselor and instructor. Keyboarding, biology, speech, and computer application experience is suggested. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This course is designed for students who are interested in pursuing a career in some area of dentistry. Students will explore different dental occupations such as dental assisting, dental hygiene, dental laboratory technician, dentistry, dental sales, chairside dental assisting and dental office administrative procedures.

The entry level position a student could obtain after completion of the course sequence would be in dental assisting or dental office administrative assisting. The student will receive knowledge of dental instruments, work with dental materials, and carry out selected dental laboratory work. A unit of OSHA standards for infection control procedures and OSHA bloodborne pathogens standards will be taught. Advanced placement credit through Wayne County Community College is possible. Students will be encouraged to participate in HOSA, a student organization in Health Sciences.

DENTAL OCCUPATIONS IILocation: Woodhaven High SchoolPrerequisite(s): A grade of C or better in Dental Occupations I and instructor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This course will be a continuation of Dental Occupations I. Training will concentrate on radiography techniques, administrative dental office skills, dental specialties and laboratory procedures. A unit that is substantially equivalent to an American Dental Association accredited course in radiography will be taught. The student will be able to identify anatomical structures associated with dental radiography, process dental radiographs and practice safety precautions when working with dental radiography equipment. The unit on dental office administrative assisting includes using a computer to process patient business and insurance forms. A unit on dental office emergencies will offer the student a chance to obtain a CPR card. Advanced placement credit through Wayne County Community College is possible. Students will be encouraged to participate in HOSA, a student organization in Health Sciences.

DRAFTING AND DESIGN I / ENGINEERING DRAFTINGLocation: Flat Rock High School – This program accepts transfer students*

*Only Flat Rock accepts transfer students from other districts for this program.Prerequisite(s): Successful completion of math class and counselor approval, Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This is an introductory course which covers all aspects of Drafting and Design and Engineering, including, but not limited to: geometric construction, orthographic projection, sectional views, auxiliary views, developments, collaborative project design, and architecture. Students learn to develop solutions for topics through both manual drawings and using CAD (computer aided drafting) software.

DRAFTING AND DESIGN II / ENGINEERING DRAFTINGLocation: Flat Rock High School – This program accepts transfer students*

*Only Flat Rock accepts transfer students from other districts for this program.Prerequisite(s): A grade of C or better in Drafting and Design I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This class is an advanced course which prepares students for work in various types of engineering. It covers material from both college and industry and is taught as a transitionary course to prepare students for college or work. College material is based on the curriculum of HFCC, University of Michigan and Wayne State University. Students will be given a wide range of practical experiences in conjunction with similar educational training. Educationally the emphasis will be on the application of engineering solutions in design. Students will start the course working manually and in 2-D. They will exit the class working only in 3-D.

ELECTRONICS TECHNOLOGY ILocation: Woodhaven High SchoolPrerequisite(s): Successful completion of Algebra I or equivalent and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The Electronics Technology Program begins with the fundamental principles of electricity and magnetism. Fundamentals include electron theory, Ohm’s Law, inductance, capacitance, and AC and DC voltages. Once a student has mastered fundamental electrical concepts, solid state component concepts are covered. These components include: diodes, transistors, integrated circuits and microprocessors.

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Once a student has mastered the theory behind a concept, the student builds an experimental circuit and verifies the theory. By utilizing a hands-on approach, the student learns the proper use of test equipment, as well as, how to design and build circuits using schematic diagrams. Circuit trouble shooting and problem solving are also part of the course.The Electronics Technology Program is an engineering-level electronics course and requires the successful completion of Algebra 1 or equivalent course with a grade of “C” or better. Upon successful completion of the two-year electronics program, not only will the student be prepared for a successful entry in the electronics job market but will be very prepared for advanced schooling. Advanced schooling could include either a community college for a two-year technical degree, or a four-year university electrical engineering program.

ADVANCED PLACEMENT CREDIT CAN BE EARNED AT HENRY FORD COMMUNITY COLLEGE, FERRIS STATE UNIVERSITY OR MONROE COUNTY COMMUNITY COLLEGE.

THIS COURSE FULFILLS THE COMPUTER LITERACY REQUIREMENT FOR GRADUATION.

ELECTRONICS II – DIGITAL ELECTRONICSLocation: Woodhaven High SchoolPrerequisite(s): A grade of C or better in Electronics I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The digital electronics class begins where the Electronics Technology I class ends. Fundamental building blocks of Digital Electronics are covered in this class. Fundamentals include Binary, octal, hexadecimal, BCD and decimal number systems. The class also includes CMOS integrated circuit logic gate fundamentals, along with Boolean algebra, logic tables, combinational logic systems, Flip Flop circuits, Op amps and timer circuits. Microprocessors and industrial control systems are covered after a student has mastered the fundamental concepts. In this class an emphasis is placed on troubleshooting and design of circuits. Students have about 50% of classroom time devoted to hands-on circuit design and building, this process develops a logical thinking process needed for engineering and other scientific fields.

ELECTRONICS TECHNOLOGY ILocation: Woodhaven High SchoolPrerequisite(s): Successful completion of Algebra I or equivalent and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The Electronics Technology Program begins with the fundamental principles of electricity and magnetism. Fundamentals include electron theory, Ohm’s Law, inductance, capacitance, and AC and DC voltages. Once a student has mastered fundamental electrical concepts, solid state component concepts are covered. These components include: diodes, transistors, integrated circuits and microprocessors.Once a student has mastered the theory behind a concept, the student builds an experimental circuit and verifies the theory. By utilizing a hands-on approach, the student learns the proper use of test equipment, as well as, how to design and build circuits using schematic diagrams. Circuit trouble shooting and problem solving are also part of the course.The Electronics Technology Program is an engineering-level electronics course and requires the successful completion of Algebra 1 or equivalent course with a grade of “C” or better. Upon successful completion of the two-year electronics program, not only will the student be prepared for a successful entry in the electronics job market but will be very prepared for advanced schooling. Advanced schooling could include either a community college for a two-year technical degree, or a four-year university electrical engineering program.

ADVANCED PLACEMENT CREDIT CAN BE EARNED AT HENRY FORD COMMUNITY COLLEGE, FERRIS STATE UNIVERSITY OR MONROE COUNTY COMMUNITY COLLEGE.

THIS COURSE FULFILLS THE COMPUTER LITERACY REQUIREMENT FOR GRADUATION.

ELECTRONICS II – DIGITAL ELECTRONICSLocation: Woodhaven High SchoolPrerequisite(s): A grade of C or better in Electronics I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The digital electronics class begins where the Electronics Technology I class ends. Fundamental building blocks of Digital Electronics are covered in this class. Fundamentals include Binary, octal, hexadecimal, BCD and decimal number systems. The class also includes CMOS integrated circuit logic gate fundamentals, along with Boolean algebra, logic tables, combinational logic systems, Flip Flop circuits, Op amps and timer circuits. Microprocessors and industrial control systems are covered after a student has mastered the fundamental concepts. In this class an emphasis is placed on troubleshooting and design of circuits. Students have about

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50% of classroom time devoted to hands-on circuit design and building, this process develops a logical thinking process needed for engineering and other scientific fields.

EMT AND CRIMINAL JUSTICE ILocation: Trenton High SchoolPrerequisite(s): Counselor approval. This program is operated by Henry Ford Community College (HFCC), and students must submit an application for admission to the program, which consists of an essay and letters of recommendation. College personnel will select students to be interviewed for possible admission to the program based on grades, overall GPA, the essay and letters of recommendation. HFCC personnel make final admission decisions once all interviews are completed. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The EMT I portion of this program consists of lecture and lab sessions and provides the information and skills necessary for identifying life-threatening conditions and carrying out emergency procedures at the scene of an accident. Students can also become certified in basic life support for health care providers. Students who successfully complete the MFR (Medical First Response) component can take the National Registry Certifying exam, which in turn allows them the opportunity to receive a state license.

The Criminal Justice I portion of this program provides an overview of the criminal justice system in the United States. Topics discussed are the history of law enforcement, political, sociological and philosophic background of police, the courts and corrections. Recent technology in criminal justice is discussed and Constitutional problems are examined.

EMT AND CRIMINAL JUSTICE IILocation: Trenton High SchoolPrerequisite(s): A grade of C or better in EMT and Criminal Justice I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The EMT II portion of this program consists of lecture and lab sessions and compares and provides technical knowledge and skills necessary for certification as a basic emergency medical technician. Lab sessions provide hands-on training in areas such as airway management, oxygen therapy, ventilators, patient assessment skills, basic life support, bleeding, soft-tissue injuries, spine immobilization and splinting. Assessment and situation management are stressed.

The medical terminology section of the class provides fundamentals of the medical language for all allied health professionals including the structure and function of the human body and health and disease. Lectures, discussions and textbook/workbook exercises bring the language alive by making the study interesting and logical.

The Criminal Justice II portion of the program focuses on the Juvenile Justice System and aims at developing an appreciation of the significant relationship between the police officer’s role and the goals of a juvenile justice system while providing the student with an understanding of how social structure plays a major role in the early development of juvenile offenders by identifying the various theories of juvenile delinquency and their impact on juveniles.

Level II of Criminal Justice II focuses on familiarizing the student with the Michigan juvenile code as well as the waiver system.

FURNITURE AND CABINET MAKING ILocation: Trenton High SchoolPrerequisite(s): Counselor approval. A grade of C or better in Wood Tech I (if class is available to student). Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students are introduced to the valuable skills necessary for entry level employment or to enter post-secondary wood programs. The project constructed in this course is used as a vehicle to instruct cabinetmaking techniques in drawer and door construction using the 42 mm system. This course includes cabinet analysis and design with the development of processing route sheets and billing of materials commonly used in modern industry. The program teaches students the necessary tasks safely and efficiently, and with a high degree of quality. Safety is stressed as the number-one requirement to proper machine operation. Safe operating conditions will be described.

FURNITURE AND CABINET MAKING IILocation: Trenton High School

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Prerequisite(s): A grade of C or better in Furniture and Cabinet Making I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students will have laboratory experience using high-performance woodworking machines. Emphasis will be placed on the students becoming more qualified so they may set up individual machines and produce high quality work accurately and efficiently. It is intended that this program at Trenton High School will better prepare students for direct entry into the wood-products industry after graduation, or for a smooth transition to post-secondary education and training programs. Career exploration is included in this program to insure students are knowledgeable about the wood industry and the exciting, high-growth potential careers it offers.

*We customize the delivery of our programs to meet the specific needs of wood-product manufacturers whether it is general wood manufacturing knowledge and skills, basic skills training or specialized manufacturing. There will be a strong emphasis on kitchen cabinetmaking because it encompasses many of the fundamental processes. Joinery is the foundation of all cabinetry and many standard techniques will be detailed.

GRAPHIC COMMUNICATIONS ILocation: Southgate Anderson High SchoolPrerequisite(s): Counselor and instructor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Graphic Communications I is a computer intensive, project-based, hands-on course. Students are introduced to the tools and technologies used to create digital/print media. Digital Media includes images, multimedia, video, audio, animation and the internet including website development. Students take on the role of media producer instead of that of media consumer. Students learn how print media is designed and produced. What is print media? Print media is anything with an image on it: posters and CD covers, business cards, T-shirts, mouse pads, and a million other things. Students learn about each stage of the print/digital media process and then begin to use the tools studied to complete various print/digital projects and assignments such as the Screen and Offset printing processes and digital imaging. Educational and career opportunities in Graphic Communications are explored throughout the year.

GRAPHIC COMMUNICATIONS IILocation: Southgate Anderson High SchoolPrerequisite(s): A C or better in Graphic Communications I and approval of counselor and instructor. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This is a self-directed, hands-on class in which students learn how to produce real products for real people in a “real-world” setting. This “real-world” setting is where problem-solving skills, reading and writing get put to good use. Students will learn advanced techniques building upon skills developed in Graphic Communications I. Utilizing the program’s equipment and software applications for creating and manipulating images, and the lab’s process screen printing, offset printing, animation and website development tools enables students to reproduce these images onto various materials and products. They will apply these advanced concepts into the completion of their individual and class projects. Educational and career opportunities are explored.

Occupational Options:Animator Web page DeveloperInterior Designer Digital Imaging TechnicianBindery Technician Screen Process PrinterCustomer Service Representative Graphic DesignerIllustrator Press OperatorFashion Illustrator Digital PhotographerCost Estimator

HEATING, VENTILATION AND COOLING ILocation: Carlson High SchoolPrerequisite(s): Successful completion of a math class, any industrial arts class and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students learn fundamentals of refrigeration and air conditioning and are introduced to temperature, pressure and measurements. Students will learn the use of refrigeration hand tools and equipment along with the operation of domestic refrigeration and air conditioning.

HEATING, VENTILATION AND COOLING IILocation: Carlson High School

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Prerequisite(s): A grade of C or better in Heating, Cooling and Ventilation I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students learn troubleshooting of all equipment, use of refrigerant recovery and recycling/reclaiming, service of commercial applications, and basic heating service and installation. Students are given the certification exam.

HOSPITALITY I Location: Riverview High SchoolPrerequisite(s): Counselor approval. Students must write and submit an essay about their interest in the Hospitality program and must attend an orientation with a parent or guardian. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office. The first year focuses on skills employers are looking for in the hospitality industry, which includes lodging, food service, and travel. First year students also spend a portion of classroom time in food preparation and maintenance of the kitchen, as the program provides lunch for student body and staff at Riverview High School.

HOSPITALITY IILocation: Riverview High SchoolPrerequisite(s): A grade of C or better in Hospitality I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Second-year students focus on learning higher-level core culinary skills, as this is the base needed for entering this career. The advanced curriculum matches a higher percentage of student interests. Second-year students not only increase technical skills in cooking, but also hone leadership and teamwork skills as they work in the kitchen daily. All students are exposed to industry settings, as students participate at various catered events throughout the year. Guest demonstrations, guest speakers, guest judging for competitions, field trips, internship programs, college visits, and college recruiters all provide for a broader learning experience. Students who are considering a career in the hospitality industry and wish to begin making the opportunities happen today should take this course!

MACHINE TRADES I and IILocation: Huron High SchoolPrerequisite(s): Counselor approval. Math and blueprint/drafting are recommended but not required. A grade of C in Machine Trades I and instructor approval are required to move on to Machine Trades II. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

The machine trades program at Huron High School is a comprehensive learning environment that will provide the student with basic to advanced machine skills. In this two-year program, each student will be introduced to the safe operation and set up of basic horizontal milling machine procedures and engine lathe operations. The student will be responsible for teacher-initiated projects as well as student-initiated projects requiring design, machining and assembly. Students will learn and apply measurement techniques associated with machine operation and the finishing of machined parts. The use and understanding of micrometer and vernier calipers and assembly techniques will be part of the class.

A useful knowledge of math and its basic principles will be helpful in this class as well as knowledge of blueprint reading and its applications. Upon completion of this course of study and its related machine operation skills, students will have the required entry-level skills to obtain employment in a machine shop or to begin an education career path to obtain degrees in the areas of machine trades, lathe or mill operator, machine repair, manufacturing technology and many other manufacturing areas.

MARKETING ILocation: Carlson High School – This program accepts transfer students*

*Only Carlson accepts transfer students from other districts for this program.Prerequisite(s): Counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This course involves the process of creating and planning a product along with determining what prices to establish, which promotional techniques to use, and how the goods and/or services will be distributed. The ultimate goal in marketing is to satisfy consumers through the attainment of organizational goals. In this course, students will study the four main areas of marketing and research careers in retailing. Marketing is highly recommended for students interested in business, especially those that plan to start a business someday.

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MARKETING IILocation: Carlson High School – This program accepts transfer students*

*Only Carlson accepts transfer students from other districts for this program.Prerequisite(s): A grade of C or better in Marketing I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

Students in Marketing II will be responsible for managing the day-to-day operations of the school store. Responsibilities will include ordering products, setting prices, stocking merchandise, creating displays, maintaining financial records, developing promotional strategies, practicing management techniques, and selling merchandise. Students will also study entrepreneurship and discover how to create a business from its initial startup, and manage the responsibilities and risks involved.

TECHNICAL TRAINING LABLocation: AutoAlliance International Learning Center Building

Students enrolled in the following programs may have the opportunity to participate in pneumatics, hydraulics and robotics training in the AutoAlliance International Technical Training Lab:

Automotive Services Technology Automotive Collision Repair Drafting and Design Electronics Machine Trades Technology Heating, Cooling and Ventilation

VIDEO AND APPLIED COMMUNICATIONS ILocation: Carlson High SchoolPrerequisite(s): Counselor approval. Interest in computers and video; understanding of computers. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

In this course students will study the techniques and styles in television production. Students will work on group and individual projects, DVD creation, and Adobe Photoshop will be touched upon. Students will learn entry level aspects of shooting, lighting and editing video.

VIDEO AND APPLIED COMMUNICATIONS IILocation: Carlson High SchoolPrerequisite(s): A grade of C or better in Video I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This course offers advanced study of techniques and styles in television production. Individual projects will be used often to give the student hands-on experience, advanced DVD creation and Adobe Photoshop will be taught.

Students will produce live shows and learn how multimedia works with advanced Apple computer systems.

WELDING ILocation: Flat Rock High School – This program accepts transfer students*

*Only Flat Rock accepts transfer students from other districts for this program.Prerequisite(s): Approval of counselor and instructor. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

This course specializes in lab work and shop experience concerned with all types of metal welding, brazing, and flame cutting.

WELDING IILocation: Flat Rock High School – This program accepts transfer students*

*Only Flat Rock accepts transfer students from other districts for this program.Prerequisite(s): A grade of C or better in Welding I and instructor and counselor approval. Please note: You must complete an application to be considered for admission to this program. Applications are available in the Counseling Office.

In the advanced Welding program, students will encounter advanced arc and oxyacetylene procedures with as much practical experience as possible. Instruction emphasizes: Properties of metal, Blueprint reading, Welding symbols

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CAREER AND TECHNICAL EDUCATION ATTENDANCE POLICY

Because career and technical programs are intended to prepare students for employment, it must be kept in mind that one of the most significant problems facing employers today is employee absenteeism. Therefore, one of the most valuable credentials a career and technical graduate can possess is one of good, regular attendance. Toward that end, students participating in career and technical education programs will be required to follow the DCTC’s attendance policy, which states absences in excess of 10 days per semester will result in loss of academic credit and failure of the program for that semester.

FULL YEAR – FULL CREDIT POLICY

Students enrolled in a career and technical program must attend for the entire year in order to gain academic credit. If a student elects to withdraw from a program prior to the completion of the school year, no credit will be granted.

It is a privilege to attend classes offered by the Downriver Career Technical Consortium. Since you elected to take a career technical program, we assume you want to receive training for a career and will behave in a manner which will promote that training. Students will follow the rules and regulations of the attending school and are accountable to the principal of the school in which their class is held.

TRANSPORTATION HUB POLICY

School districts will provide transportation for students to CTE programs. Students are REQUIRED to use this bus service. All students must adhere to the Code of Conduct stated above while at the designated hub location.

TRANSPORTATION PROCESS:

Twice during the day, transfer students are transported by their home school buses to a centralized drop point (hub). CTE buses returning to their home school will transport transfer students who will be attending programs at their

high school. CTE buses then transport the transfer students back to the hub. Home school buses transport their transfer students back to their home schools.

The transportation hub is now located in the AutoAlliance complex. AutoAlliance employees will be working nearby. Inappropriate behavior at the hub will not be tolerated, and will result in immediate removal from the career technical education program.

Please be advised that AutoAlliance is a federal trade zone. Any laws broken on the premises are a federal offense and will be handled by the federal courts.

Students must only enter and leave the hub via school bus. Parents are not permitted to drive students to the hub, or pick students up at the hub. If a student misses the bus from his/her school to the hub, parents and/or school official are allowed to drive the student to the school where the career and technical education program is housed. If a student must leave early, the student must be picked up at the school, not the hub, with the permission of the home school and notification to the educating school before a student may be picked up at the educating school.

ACADEMIC CONSORTIUM

The Downriver Career Technical Consortium has established the Academic Consortium for students in the ten school districts of Airport, Allen Park, Flat Rock, Gibraltar, Grosse Ile, Huron, Riverview, Southgate, Trenton and Woodhaven. The purpose of the Academic Consortium is to provide expanded opportunities in courses such as Advanced Placement, Foreign/World Language, Fine Arts and unique class offerings, i.e., PT Physics. Juniors and Seniors from the ten high schools are eligible to attend classes within the Academic Consortium.

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Students who are interested in taking classes at another high school in the consortium should discuss their interest with their high school counselor. After approval of the building principal, the home counselor will contact the appropriate consortium high school counselor to see if space is available for a particular course and whether a schedule can be worked out.

DOWNRIVER HIGH SCHOOL3321 McCannRockwood, MI 48173

Downriver High School was developed in October 1986 in response to an intensive study indicating an alarming rise in the number of high school dropouts. The school is a project in conjunction with the Downriver Career Technical Consortium. It offers a student centered curriculum that allows the dedicated staff at DHS to create a sense of "family" for our students while respecting their differences. Downriver High School provides supportive educational opportunities to students who have dropped-out or are at risk of failing within the traditional school setting. At the same time, they are encouraged to recognize and build on each new success.

NIGHT SCHOOL/AFTER-SCHOOL CREDIT(Juniors & Seniors Only)

Seniors are encouraged to complete graduation requirements at Grosse Ile High School. There is a standard procedure to follow for students who find they must supplement day school with night school classes. Permission forms and guidelines are available in the counseling office. Credit is not granted for a night school class unless the class has been approved by parents or guardians, department chairperson, counselor and principal. Tuition will be payed by the student/student's family.

Grosse Ile High School does not offer night school/after-school courses for credit. Our students may be eligible to take courses at Lincoln Park Nigh School.

SUMMER SCHOOL POLICY

Grosse Ile High School students may attend high school summer school to earn credit for advancement or to make up credit because of a deficiency. Permission forms are in the guidance office. No credit will be granted unless the course or courses taken have been approved by parents or guardians, counselor and Principal. High School credit earned for college classes will be assigned on the same basis as Dual Enrollment credit. Tuition will be paid by the student/student's family.

Grosse Ile Township Schools may offer summer school for students who need to recapture credit lost duing the school year. Each student is responsible to pay tuition and fees for these courses. If offered, these courses and descriptions will be available in late spring. See your Counselor for more details.

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OTHER CURRICULUM OFFERINGS

DUAL ENROLLMENTHigh School/Post Secondary InstitutionInstitutions: University of Michigan-Dearborn, Wayne State University, Henry Ford Community College, Monroe County Community College, Wayne County Community College, Davenport UniversityBe advised:

Each college/university has their own guidelines and polices in regards to transfer and acceptance of credit. It is the responsibility of each dual-enrolled student to learn of these policies.

Before enrolling in a college course through dual-enrollment, the student should check to see if their college credit will transfer to the school they will attend after graduation.

Also, be aware a college course listed on a high school transcript and used for high school graduation may not be transferable and used to fulfill college requirements

Students must take a total of at least 6 courses combined (i.e. 4 high school courses and 2 college courses or 5 high school courses and 1 college course)

Guidelines:1. Juniors and Seniors, only, may qualify for dual enrollment.2. The post-secondary courses taken must not be offered by the district. An exception to this could

occur if the local board of education determines that an irresolvable scheduling conflict exists, which is beyond the student’s control.

3. Students can qualify for dual enrollment by taking one of the following assessments: PSAT, ACTPLAN, ACT, or MME. The following table shows the complete list of scores that qualify students for dual enrollment:

Additionally, eligible students may take courses for which there are no endorsements, such as computer science, foreign language, history, political science, or psychology, as long as they have taken all sections of the MME, ACTPLAN, ACT or College Board PSAT.

4. Students must be enrolled in both the school district and postsecondary institution during the local school district’s regular academic year.

5. The college courses cannot be a hobby, craft, or recreation course, or in the subject areas of physical education, theology, divinity, or religious education.

6. The district will pay a percentage of the post secondary tuition and course-related fees (excluding textbooks and transportation). This percentage will be determined by the per pupil amount of state school aid received by the district, per semester, and the proportion of time the student attends the post secondary institution.

7. The pupil is no longer eligible to Dual Enroll once all high school requirements are met.

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8. In the event the pupil does not complete a course or gain credit, the student’s family is responsible to reimburse the school district for the entire bill. (Minimum of a “C” grade in each class).

9. Students who wish to pursue this dual enrollment option should see their counselor prior to the beginning of the school year for an application. (see below for deadlines)

10. On June 29, 2000, Governor Engler signed House Bill 5534 (Public Act 258), which creates the Career and Technical Preparation Act. The purpose of this act is to provide a wider variety of options to high school students by encouraging and enabling qualified students to enroll in courses or programs in career and technical preparation programs at eligible postsecondary educational institutions. Please call the Counseling Office for more details.

Deadlines for application: Semester I – June 1st Semester II – December 1st

(The University of Michigan-Dearborn has a November 1 deadline for Semester II)

Students must turn in completed applications to the Counseling Office two weeks prior to the above deadlines. Applications are available in the Counseling Office.

Any variance from these requirements will need the Principal's approval.

GUIDELINES TO ISSUE HIGH SCHOOL CREDIT FOR A COLLEGE COURSE:

1) 1 and 2 college credits equate to 1/4 high school credit.2) 3 college credits equate to 1/2 high school credit.

3) 4 college credits equate to 3/4 high school credit.

4) 5 college credits equate to 1 high school credit.

ON-LINE COURSES

The Grosse Ile Township School district believes that online learning opportunities provide positive learning experience for students. The Online/Virtual course option provides an opportunity for a student to pursue an identified area of study not available in the GIHS master schedule. Students may take an online course during the day under the supervision of a teacher, or on their own as a course above and beyond those taken at Grosse Ile High School.

Procedures for all online course work: all students are eligible a student considering taking an online course must gain GIHS approval PRIOR to registering for

the course – applications are available in the Counseling Office completed applications with all appropriate signatures of approval must be submitted to the

Counselor within the appropriate timelines the counselor will review the application and make a recommendation to the Principal for

approval upon approval, copies of the applications will be provided to the student, the mentor and the

counselor, who will place the course on the schedule and/or transcript after completion of the course, the grade is entered into the student’s transcript. If the grade

reported is a letter grade, that grade will be used. If the grade reported is a performance percentile, a letter grade will be assigned and recorded based on the GIHS grading scale

the course will be designated as an online course on the transcript it takes time for grades to be determined, processed, reported and recorded. Courses not

completed prior to the midway point of a semester may not be able to be added to the transcript 97

or GPA until the following semester. Without prior approval from the Principal, seniors need to finish courses prior to May 1 in order that the paperwork and processing can be completed by May 15; failure to do so may result in the student not being eligible to participate in the graduation ceremony as the school must receive an official record of the final grade before credit toward graduation will be granted

grades will be used when calculating GPA/Class Rank students may take a maximum of 8 classes from online course work, outside adult education or

programs at other accredited schools to be applied to their GIHS graduation requirements. A maximum of 2 credits may be earned during any one school year. In the event of exceptional and/or extenuating circumstances (e.g., critical illness, loss of immediate family member, etc.) a student may seek an exception to the credit limits policy by working through their Counselor to obtain written permission from the High School Principal

completion of any online/virtual course should occur within a semester and must not exceed 12 months

ONLINE/VIRTUAL COURSES TAKEN OUTSIDE OF THE REGULAR SCHOOL DAY

All students may take an online course if they desire to do so and accept full responsibility for all costs. Students must follow the above procedures.

If the course to be taken is an MMC course, students must retake an MMC aligned and equivalent course through Michigan Virtual School or as otherwise pre-approved by the Principal. GIHS expects students to take the final exam under supervision of GIHS staff or also take and pass the GIHS final exam for the course in order for the credit to count toward the MMC requirements.

If the course to be taken is NOT an MMC course, students DO NOT need to retake an MMC aligned and equivalent course, so students may take any ELECTIVE course from any established online program as approved by the Principal; credit will count toward graduation as long as the above procedures are followed.

ONLINE/VIRTUAL COURSES TAKEN DURING THE SCHOOL DAY

If approved and if space is available, GIHS will attempt to provide this opportunity for students through Michigan Virtual High School (MVHS) or otherwise approved by the Principal. Students may need to purchase some supplies or materials for the course, but the school district will pay the tuition and fees for the course.

1. Applications must be submitted at least 10 days prior to the end of one semester to be considered for this opportunity during the next semester.

2. A student may take a maximum of two one-year or four one-semester online courses during his/her high school career.

3. Course requests must be for a class not offered (including equivalents) in the GIHS master schedule or for which the student’s course requests result in an irresolvable scheduling conflict.

4. A student may take only one online course during the school day in any given semester.5. Completion is required – if a student fails, withdraws, or otherwise does not earn credit, the

student will be responsible to reimburse the school district for the cost of this course and processing fees, and will not be allowed to take another online course.

6. Final examinations must be taken under supervision of GIHS staff.7. To be eligible for an Online/Virtual course during the school day as one period:

Priority will be given to: class standing; seniors have top priority then juniors

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higher GPA’s; students should have at least a 2.0 course requests that support the student’s educational and career goals as identified in the

EDPStudents need to demonstrate that they are:

comfortable with computers and the internet self-motivated and successful learning independently or with minimal assistance proficient with time management

All courses require approval by: a GIHS teacher as a mentor for the desired course parent/guardian, counselor and Principal

INDEPENDENT STUDY (1 semester - either semester or both, Seniors only)

Purpose: Independent Study is for a student interested in and capable of pursuing a largely self-determined study area. It is to encourage self-discipline and develop techniques of research for self-education.Limitations: Senior year. All contracts are subject to departmental approval. Credit may not be used to fulfill either minimum graduation requirements or a full-time student load of six classes. Independent Study will be in courses not offered during the school day. Students are expected to follow the school attendance policy as stated in the handbook.

Procedures: Students will:1) procure an Independent Study contract in the guidance office,2) select an area of interest and an instructor who agrees to act as an advisor for that area,3) develop a program of study and credit with advisor,4) obtain written approval of the department chairperson, principal and counselor,5) meet for program reports and discussion at regular intervals with advisor,6) participate in an oral examination or major work presentation for the department and

interested faculty if this is part of the contract,7) earn credit and a letter grade per decision of department. Credit: 1/4 or 1/2 as contracted

with teacher/department

SEMINAR COURSES

ACADEMIC ASSISTANCE SEMINAR - 9th-12th. May be taken one or both semesters. This class will be graded as pass/fail. The purpose of this course is to allow students flexibility in the schedule for non-traditional academic advancement and support. Students may choose to elect seminar in order to receive time for tutorials to complement other academic courses they are currently enrolled in. Enrollment requires guidance counselor approval. Students taking online courses as part of the regular school day will be assigned to a seminar period if possible.

SEMINAR COURSE FOR FRESHMEN – 9th (This course is graded pass/fail)This course is highly recommended for all freshmen, fall semester only. The purpose of this fall semester course is to create a transition for students from middle school to high school. In this course, students will learn techniques for better achievement in high school including: organization, note-taking strategies, test-taking strategies, effective study habits and time management. Lessons will also be provided on career development, conflict resolution, decision making as well as other topics by staff and guest speakers. Students will have dedicated tutorial time in which they may engage in peer tutoring or receive help from available staff members. This course will enable freshmen to improve upon skills necessary for high school and beyond and aid in their academic success.

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Grosse Ile High School Mission Statement

"We, the Grosse Ile High School staff, in partnership with parents and the community, seek to provide the finest educational opportunities for each student."

Adopted January, 1995

Grosse Ile High has met all the requirements for the NCA CASI (AdvanceED) Outcomes Endorsements

The North Central Association Commission on Accreditation and School Improvement (NCA CASI) announced that Grosse Ile High School, Grosse Ile Township schools, was awarded top school improvement honors. Grosse Ile High School was among the Michigan schools honored this September for completing a five-year, eight-phase improvement process.

In addition to meeting the traditional accreditation standards (teacher preparation, number of instructional hours, etc), Grosse Ile High School has adopted a school improvement approach that requires a new level of accountability. Administrators and staff make a commitment to implement a plan of continuous effort to improve student performance in selected areas. The documentation of results throughout this demanding improvement cycle reveals the effectiveness of the plan.

A vital component to the overall evaluation process is peer review. Grosse Ile High School has been successful in demonstrating to the visiting peer review team that students are indeed performing better in the selected target areas than they were before the process was implemented.

"The NCA school improvement process demands more of schools than any other change process," said Michigan NCA State Director, Mr. Michael Bugenski. "Schools must document that their efforts improved achievement for all students. I congratulate Grosse Ile High School for voluntarily pursuing this highly accountable approach."

The report from the final visit of the peer review team resulted in a recommendation of Grosse Ile High School for endorsement to the Michigan NCA State Committee. This committee, which is elected by the membership of the Michigan North Association, reviewed the documentation both from the school and the team. Upon their approval, the North Central Association of Colleges and School, Commission on Accreditation and School Improvement, awarded Grosse Ile High School its highest school improvement honor.

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