program of studies 2015 - 2016 - somerville public schools · 2016-04-04 · 1 program of studies...

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Program of Studies

2015 - 2016

SOMERVILLE HIGH SCHOOL

222 DAVENPORT STREET

SOMERVILLE, NJ 08876

908-218-4108 ● FAX 908-707-0971

Somerville High School is committed to providing high level instructional practices to

promote student engagement enhancing the development of the whole child.

Access the latest version of the 2015-2016 Program of Studies:

www.somervillenjk12.org

ALL IN at THE VILLE

http://www.somervillenjk12.org/

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TABLE OF CONTENTS

NJ State Minimum Graduation Requirements 4

Credits 4

Course Levels 5

Sample Course Loads by Grade Level 5

Visual & Performing Arts and 21st Century Life and Careers 6

Honors Program 7

Honors Waive-In Option 7

Somerville Academy For Liberal Arts 8

Somerville Performing Arts Academy 8

Vocational & Technical – Shared Time 9

Online Course Work 9

Accelerated Credits 9

“12th

Grade Option” Programs 9

Independent Study 10

Schedule Changes 11

Scheduling Guidelines 12

Summer School Policy 12

Physical Education Make Up Procedures 12

Attendance Policy 13-16

Naviance Succeed™ 17

Peer Leadership 17

Special Services 17

NCAA Information 18

Testing 19

Art Department Course Offerings 20-23

Business Education Department Course Offerings 24-26

Computer Science Department Course Offerings 27-28

Education Course Offerings 29

English Department Course Offerings 30-34

Mathematics Department Course Offerings 35-38

Music Department Course Offerings 39-42

Physical Education/Health Department Course Offerings 43-44

Science Department Course Offerings 45-49

Social Studies Department Course Offerings 50-56

Technology Education Course Offerings 57-58

World Language Department Course Offerings 59-64

SHS – Class of 2014 College Acceptance List 65

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Somerville High School 222 Davenport Street, Somerville, NJ 08876

TEL: (908) 218-4108 ● FAX: (908) 707-0971

Principal Gerard T. Foley

(908) 218-4108

Assistant Principal Scott E. Hade

(908) 243-1543

Director of Guidance Christopher J. Mulligan

(908) 243-1549

Supervisor of Student Affairs and Instruction Jennifer G. Riggi

(908) 243-1562

Guidance Office (908) 243-1550

Guidance Counselors Greg Arakelian

(908) 243-1551

Carol Cabourg

(908) 243-1552

Kathleen DeLuca

(908) 243-1555

Deborah Grossmith

(908) 243-1553

Christine Thompson

(908) 243-1554

College and Career Counselor Jeremy Hudson

(908) 243-1563

School Psychologist Dr. Danielle Zurawiecki

(908) 243-1584

Attendance Officer Thomas O’Donnell

(908) 243-1547

Health Office Christine Guerriero

(908) 243-1544

Superintendent of Schools Dr. Timothy J. Purnell

(908) 218-4101

Director of Curriculum and Instruction Joanne Sung

(908) 218-4118

Director of Special Services Dr. Tanya E. McDonald

(908) 218-4104

Academic Achievement Officer Timothy Teehan

(908) 218-4105

Director of 21st Century Education Melissa McEntee

(908) 218-1579

PreK-6 Curriculum Supervisor Vincent Palladino

(908) 243-1561

7-12 Curriculum Supervisor Jennifer DePace

(908) 243-1571

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NJ STATE MINIMUM GRADUATION REQUIREMENTS

Somerville High School is a comprehensive high school with a single curriculum. This means that

while there are certain courses required for graduation for all students, many of the subjects are

elected by the student. To a large extent the courses selected determine the type of post-high school

opportunities available to the student. The Somerville Board of Education mandates a minimum of

120 credits for graduation. Each student is required to carry a minimum of 35 credits per year to

maximize his/her educational program.

Course and credit requirements for all students entering grade 9 in:

2012-2013 2013-2014 2014-2015 2015-2016

LANGUAGE ARTS LITERACY

20 credits aligned to grade 9 through 12 standards

MATHEMATICS

15 credits including algebra I and geometry or the content equivalent* and a third year of math that builds on the

concepts and skills of algebra and geometry and prepares students for college and 21st century careers

SCIENCE

15 credits including at least five credits in laboratory biology/life science or the content equivalent*; an

additional laboratory/inquiry-based science course including chemistry, environmental science or physics; and a third

laboratory/inquiry-based science course

SOCIAL STUDIES

15 credits including satisfaction of N.J.S.A. 18A:35-1 and 2; five credits in world history; and the integration of

civics, economics, geography and global content in all course offerings

FINANCIAL, ECONOMIC BUSINESS, AND

ENTREPRENEURIAL LITERACY

2.5 credits

HEALTH, SAFETY, AND

PHYSICAL EDUCATION**

3.75 credits in health, safety and physical education during each year of enrollment, distributed as 150 minutes per

week, as required by N.J.S.A. 18A:35-5, 7 and 8.

WORLD LANGUAGES 5 credits or student demonstration of proficiency

VISUAL AND PERFORMING ARTS

5 credits

21ST CENTURY LIFE AND CAREERS or CAREER-

TECHNICAL EDUCATION 5 credits

TECHNOLOGICAL LITERACY

Consistent with the Core Curriculum Content Standards, integrated throughout the curriculum

TOTAL CREDITS (State Minimum)

120

* “Content equivalent” means courses or activities that include the same or equivalent knowledge and skills as those found in traditionally titled courses which are required for high school graduation and which are aligned with the Core Curriculum Content Standards.

** Somerville High School has a local requirement that mandates 1.25 credits per year of Health Education in addition to the 3.75 credits earned through Physical Education.

CREDITS

Credits are awarded upon the successful completion of each course. Each student’s grade

level is determined by the number of credits that he/she has earned. Courses currently in

progress do not count toward this total. Below are the earned credit requirements for

each grade level:

Grade 9 0 - 29.75 Grade 10 30 – 59.75

Grade 11 60 – 89.75 Grade 12 90 and above

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COURSE LEVELS

HONORS (H) AND ADVANCED PLACEMENT (AP) LEVEL Honors level courses are designed to challenge highly motivated students with talent and

expressed interest in a specific content curricular area.

COLLEGE PREPARATION (CP) LEVEL College preparation courses are designed to challenge motivated students in a specific

content curricular area. These courses provide preparation for students who wish to enter

a college and/or university program.

APPLIED (A) AND INTRODUCTORY LEVEL Applied level courses follow the content specific New Jersey Core Curriculum Content

Standards employing strategies that address the specific needs of diverse learners. These

strategies provide preparation for students who wish to enter a college and/or university

program.

SAMPLE COURSE LOADS BY GRADE LEVEL

Grade 9: English I Grade 10: English II

(Class of 2019) Mathematics (Class of 2018) Mathematics

World Studies US History I

Biology Chemistry

Physical Education/Health Physical Education/Health

World Language World Language

Elective (minimum 1) Elective (minimum 1)

Grade 11: English III Grade 12: English IV

(Class of 2017) Mathematics (Class of 2016) Physical Education/Health

US History II Electives (minimum 5)

Physics

Physical Education/Health

Electives (minimum 2)

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VISUAL & PERFORMING ARTS AND 21ST CENTURY

LIFE AND CAREERS

The courses listed below fulfill the graduation requirement for Visual & Performing Arts

and 21st Century Life and Careers. One course from each column is required.

VISUAL & PERFORMING ARTS 21ST CENTURY LIFE AND CAREERS

"A" CAPPELLA CHOIR ACCOUNTING 1

ADVERTISING CONCEPTS ACCOUNTING 2

AP MUSIC THEORY BUSINESS LAW AND ETHICS

CHORALE COMPUTER FUNDAMENTALS

COMMUNICATION DESIGN 1 DIGITAL ELECTRONICS

COMMUNICATION DESIGN 2 DIGITAL LITERACY

CONCERT CHOIR ENGINEERING DESIGN AND DEVELOPMENT

EXPERIENCING MUSIC ENGINEERING OF THE FUTURE

EXPERIMENTAL STUDIO INTRODUCTION TO EDUCATION

EXPLORING ART INTRODUCTION TO ENGINEERING DESIGN

FRESHMEN CONCERT BAND MARKETING 1

MUSIC FUNDAMENTALS MARKETING 2

PUBLIC SPEAKING/ DRAMATICS MICROSOFT OFFICE USER SPECIALIST

STUDIO CONCENTRATION PRINCIPLES OF ENGINEERING

SYMPHONIC BAND VO-TECH INDUSTRIAL ARTS PROGRAM

THE 3-D EXPERIENCE

VO-TECH DANCE PROGRAM

WIND ENSEMBLE

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ACADEMIC PROGRAM OFFERINGS

HONORS PROGRAM Specified honors courses are offered in English, French, mathematics, music, science,

social studies and Spanish. These courses offer enrichment both in scope and exploration

of material presented. Honors placement for incoming freshmen is based on the

following criteria:

90% average in subject area at mid-year of grade 8

Student Self-Assessment Questionnaire

Signed parent (guardian)/student honors program agreement form

Students who do not meet the grade criteria of a 90% or better at mid-year

of grade 8 may appeal to have his/her grades averaged at the end of the

3rd marking period. At such time, if the grade average is a 90% or above,

the student will qualify for participation.

Students in grade 9-11 may petition for admission to the honors program based on the

following criteria:

90% average in subject area at the end of the school year

Student Self-Assessment Questionnaire

Signed parent (guardian)/student honors program agreement form

It is important for honors students to realize that the level of work expected in these

courses is exceptionally high. Because the difficulty of the course will increase each

year, it has been determined by Board of Education Policy that any student who does not

maintain an 80% or higher average in an honors course will not be permitted to continue

in the honors sequence.

HONORS WAIVE-IN OPTION A waive-in option for students who fall below the required grade average has been

approved by the Somerville Board of Education. We believe that this waive-in option

will promote greater participation in Honors and Advanced Placement level courses

for students who have a sound track record of academic achievement and a diligent

work ethic, but fall just below the grade cut-off of 90%. This option is for current

high school students in grades 9-11. The criteria for entrance and maintenance in an

Honors or Advanced Placement level course is as follows:

Waive-In Entrance Criteria

88% or 89% average in

subject area at end of year

Completion of a Waive-In

Honors/AP Petition Form

Maintenance Criteria

80% average or higher at mid-year

and end of year

Failure to attain an 80% average or

higher after mid-year grade will

result in the student being removed

from the Honors/AP course and

placed in a college preparation

course in the same subject area if

applicable

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SOMERVILLE ACADEMY FOR LIBERAL ARTS

The Somerville Academy for Liberal Arts (SALA) is a unique partnership with

Somerville High School (SHS) and Raritan Valley Community College (RVCC) as a

result of the Somerville Board of Education’s strategic planning process. Students who

are accepted into SALA earn an Associate of Arts degree in Liberal Arts from RVCC.

Upon graduation, students have an opportunity to transfer the associate’s degree to a

four-year college or university into which they gain admission.

PROGRAM GOALS The SALA program features a cohort model and learning community as the core of

its accelerated academic experience. The program is a four-year, full-time program

that prepares students for the rigor of a full-time schedule of college coursework in

the 11th

and 12th

grades.

INSTRUCTION The concurrent enrollment instructors are both SHS teachers and credentialed RVCC

adjunct professors. Honors classes comprise the 9th

and 10th

grade course work, along

with two college courses each year. At the completion of the four-year program,

students earn their high school diploma from SHS and the associate’s degree in

liberal arts from RVCC.

ADMISSION PROCESS Students are selected for one of the seats based on the following criteria:

Qualify for Honors Algebra II or Honors Geometry and all other subject area

Honors courses going into 9th grade

Initial Assessments of NJASK 6 and NJASK 7

Teacher recommendations (3)

RVCC Final Interview

Students must maintain a 3.0 to remain in the program

Only rising 9th

grade students may apply

Acceptance letters mailed in the beginning of May.

SOMERVILLE PERFORMING ARTS ACADEMY The Somerville High School is pleased to announce a new, concurrent enrollment

partnership between Somerville High School and Raritan Valley Community College.

The Somerville Performing Arts Academy provides students with an opportunity to earn

liberal arts credits that can be transferred to a variety of four-year colleges. Seniors may

choose to enroll in one of two courses: Modern Dance I or Acting I: Fundamentals.

Students will be granted full access to RVCC’s state-of-the-art Dance Studio and

Performing Arts Center. Students in this program will attend class on RVCC’s campus

two days per week and will also be required to enroll in the Public Speaking course

taught at the High School on the remaining three days per week. A registration fee of

$175, payable by the student, is required for the RVCC course. Students will provide

their own transportation to RVCC. Enrollment in this program open to Seniors only and

seating is limited. Course descriptions can be found on page 23.

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ADDITIONAL ACADEMIC PROGRAMS

VOCATIONAL & TECHNICAL – SHARED TIME (15 CREDITS) The Somerset County Vocational & Technical School offers a shared-time program for

students who want to learn a technical trade but want to complete their academic

requirements in their local high school. Students who select this vocational shared-time

option spend a portion of each day at Somerset County Vocational & Technical High

School and the remainder of the day at Somerville High School. Transportation is

provided at no cost both to and from the vocational school. Upon graduation, students

receive a Somerville High School Diploma. Admission is competitive and students are

encouraged to apply early. (See your counselor for a description of the offerings at

Somerset County Vocational & Technical School or visit www.scvths.org.)

ONLINE COURSE WORK Enrollment in an online course is a unique opportunity for qualifying students. Original

credit courses are offered in the Arts, Business, English, Foreign Language, Life Skills,

Math, Science, Social Studies and Technology. A candidate for this option is curious,

hard working, self reliant and computer savvy. Candidates are granted admission through

completing an application packet and administrative approval. The district will only pay

for courses in select circumstances.. (See your counselor for a list of course offerings) Once enrolled, students are expected to remain in the course. Any student who

withdraws from an online course will have a W (withdraw) reflected on his/her transcript

and will be liable for any balance due for the course.

ACCELERATED CREDITS A student may choose to earn accelerated credit to fulfill a Somerville High School

course requirement. To qualify a student must:

receive the approval of the high school principal or designee.

take 120 clock hours for a full year’s credit.

Forward appropriate grade reports to the Guidance Office upon completion of the

course.

“12TH GRADE OPTION” PROGRAMS “12th Grade Option” is a program for all high school seniors that will increase their

options to begin preparation for a college education or a career following graduation. The

programs offered must provide multiple and diverse paths leading to success for all

students. Options include, but are not limited to:

Dual enrollment in college courses

Participation in structured learning experiences

Participation in mentorship with teachers

Capstone projects involved with in-depth research projects designed for

mastery learning culminating with a detailed performance assessment and

exhibition that demonstrates research, learning and involvement

The Raritan Valley Community College Senior Year Option Enrollment Program is a

partnership program linking high schools and the College to provide qualified high

http://www.scvths.org/

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school seniors the opportunity to enroll in challenging courses normally taken by College

freshman. Seniors may take day, evening, weekend or online courses at any RVCC

location.

The basic premise of the Senior Year Option Dual Enrollment Program is for students to

increase their educational options, to enhance their opportunities for challenging and

beneficial work and to begin preparation for their future college education or career.

This program will provide an opportunity for qualified seniors to receive college credit

and college experience prior to high school graduation. Students who successfully

complete course work taken through the Dual Enrollment Program will have their earned

college credits documented on a regular RVCC transcript. These credits can either be

applied to RVCC degree programs or transferred to other colleges and universities across

the nation. Interested students should see their guidance counselors for application

forms.

INDEPENDENT STUDY The Somerville School District defines Independent Study as “self-directed and self-

initiated study”. R 2320 states “It (Independent study) is not a form of teacher directed or

assigned project. The teacher-advisor may assist the pupil in the development of a topic

or an idea, but the impetus must come from the pupil and much of the decision making is

the pupil’s.” The Independent Study program is designed to provide an opportunity to

achieve one or more of the following objectives:

Individual learning experiences not included in the existing curriculum

Development of individual responsibility and self-discipline

Development of individual interests

Pupil-structured learning experience

Individual creativity

Career exploration

Interdisciplinary learning

Development of inquiry skills

ELIGIBILITY:

Open to all 11th and 12th grade students;

Major consideration for selection will be past performance and good academic

standing at the time of application;

Final decisions on approval of IS applications will be made by a committee

consisting of the applicant’s counselor, the faculty advisor, the Superintendent, or

designee on the subject area, and the building principal;

The applicant, in addition to a written application must make an oral application

presentation to this committee before any final decision is made.

All applications must be submitted by July 15th

for Board of Education approval

during the August regularly scheduled meeting.

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SCHEDULE CHANGES

The process of selecting an academic program requires the collaborative efforts of

parents, students, faculty and counselors. The master schedule for the school is set in

accordance with the course requests made by students and is designed to maximize

teaching resources while minimizing class size. Therefore, schedule changes are

considered only under specific extenuating circumstances. These circumstances include,

but are not limited to: misplacement in level of a specific course, a scheduled course that

conflicts with another specialized course/program, or computer error. Requests for a

schedule change due to teacher preference, lunch adjustments, or other similar types of

program customizations will NOT be honored at Somerville High School.

SCHEDULE ADJUSTMENT PROCEDURES Once the school year begins, all requests for a change in schedule must be requested in

writing and signed by the student’s parent/guardian. The full procedure is as follows:

Student picks up “Request for Schedule Change” form in the Guidance Office.

Form is completed and signed by student and parent/guardian

Signed form is submitted to student’s counselor

Once approved, counselor will provide student with a “Drop/Add” form which

must be signed by the appropriate teachers, who will note the student’s marking

period grades to date.

Student returns the completed form to his/her counselor and picks up his/her new

schedule.

NOTE: Schedules will not be changed until the completed “Drop/Add” form is returned.

SCHEDULE CHANGE DEADLINES AND TRANSCRIPT NOTATION Schedule changes that occur within the first ten (10) days of the school year will not be

noted on a student’s final transcript. For 2015-2016, this ten-day window ends on

September 24, 2015.

Beyond this date, schedule changes will only be honored at the conclusion of a marking

period. In the case of a level change, all final marking period grades will be carried over

to the new course and included in the year-end grade calculation. In the case of a

withdrawal (dropped course), a “W” will appear on the student’s final transcript denoting

this action.

It is expected that prior to any level changes or withdrawal from a course, the following

steps were taken:

Conference with student, parent, teacher and guidance counselor

Student attended extra-help sessions or visited the tutoring center

A peer-tutor was sought through the National Honor Society

Communication with prospective four-year college/university to discuss impact of

a “W” on the student’s transcript

Schedule changes prior to the end of a marking period will be considered under

extenuating circumstances and require administrative approval.

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SCHEDULING GUIDELINES

Preference will be given to seniors and juniors when enrollment in any subject is too

high.

The right is reserved to withdraw any course if enrollment is insufficient.

A minimum grade of “65%” for the year is necessary in a subject in order to be

granted a diploma credit for that subject.

The master schedule for the school, including the number of sections of each course

and, ultimately, the number of teachers in each department, is set in accordance with

the subject requests made by students. With this in mind, students are encouraged to

give careful consideration to their course selections. In addition, certain courses may

not be scheduled due to insufficient enrollment.

Schedule changes will only be made as a result of summer school sign-up,

placement level change or computer error.

SUMMER SCHOOL POLICY

To make up a subject failed in regular school session:

A student must receive approval from the Guidance Office before enrolling in

summer school or online recovery coursework. An approved list of summer school

programs is located in the Guidance Office and on the school website.

Five credits for a subject repeated and passed in summer school will be granted if the

course has a minimum of 60 clock hours.

It is the student’s responsibility to have appropriate grade reports forwarded to the

Guidance Office upon completion of the summer school course.

PHYSICAL EDUCATION MAKE UP PROCEDURES

Students will be eligible to make up physical education classes due to a medical condition

or other extenuating circumstance approved by a Somerville High School administrator.

Only medical absences of 5 consecutive days’ duration or longer may be made up

through the completion of special assignments. All other absences must be made up

through the standard Physical Education class system, i.e. through physical participation

during an approved makeup period.

The process for approval of makeup work due to medical condition is as follows:

Submission of documentation substantiating medical condition to the Somerville

High School Health Office

Issuance of excused status to student by Health Office

Communication by student to physical education teacher to schedule appropriate

work requirements and time frame for completion

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ATTENDANCE POLICY

The Somerville Board of Education recognizes its responsibility to provide a thorough

and efficient education for every student within the district in keeping with the prevailing

laws of the State of New Jersey. In order for administrators and teachers to successfully

fulfill their responsibilities to students, it is essential that all students accept their

responsibility to attend school as scheduled, and that parents/guardians support and

reinforce their child’s regular attendance. In order to conform to state regulations and

provide for legitimate student absences from school the Board of Education has defined

“excused” versus “unexcused” absences from school. This is not a permissive policy

establishing or licensing a limit of days that may be missed with no harm.

“Excused” absence is defined as a student’s absence from school for a full day or more

than ten (10) minutes of a class period. Absences will be excused with a parent/guardian

written statement and official documentation* as follows

Personal illness (health care provider documentation),

Professional appointments that cannot be scheduled during non-school hours (health

care provider documentation),

Somerville High School curricular/co-curricular activities held during the school day

or requiring early dismissal,

Court appearance (court notice to appear),

Driver’s test (appointment card or license documentation),

Death in the immediate family: parent, grandparent, sister, brother, aunt, uncle

(maximum five days),

New Jersey state approved religious holidays pursuant to N.J.S.A. 18A:36-14,

College visitations; juniors and seniors only maximum 3 days (documented by a

statement from the admissions office),

Quarantines or uncoverable and/or weeping skin lesions,

Suspension from school,

Serious personal or family problems upon approval of administrator in charge of

attendance, and

An absence for a reason not listed above, but deemed excused by the administrator in

charge of attendance.

*Parent/guardian notes and official documentation must be received in the main office

within 72 hours of the student returning to school.

Though a student may be absent with parental approval for reasons other than those listed

above, the absence will be defined as “unexcused” to conform to state regulations

requiring school districts to define “excused” and “unexcused” absences. It is also

recognized that the parents/guardians may not always take their child to the doctor every

time he/she is sick. The district assumes that the “unexcused” absences will be used when

it is necessary to miss school and documentation cannot be provided. “Unexcused”

absences are not considered truancy unless the student is absent without parental consent.

Absences without parental approval will be considered truancy. In addition, a pupil will

be considered truant if he/she:

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Leaves school without permission when school is still in session,

Leaves school at lunch and does not return without the permission of the school

nurse/administrator,

Leaves class because of illness and does not report to the school nurse, or

Is present in school but is absent from class without approval. Such truancy from

class is a “class cut.”

Under no circumstance should a student use a cell phone to contact a parent/guardian to

be picked up from school without reporting to the nurse’s office. (Cell phones are not to

be in use during the school day.) If the nurse is unavailable the student is to report to the

main office.

Absences for the following reasons will be recorded as “unexcused”:

Employment other than school-approved work assignments,

Family travel/vacation,**

Performance of household or babysitting duties, or

Travel as required as a member of an athletic team not part of the Somerville High

School athletics program (these are not considered college visitations).

** A parent or guardian taking a student out of school for vacations during the normal

course of the school year is an illegal absence pursuant to New Jersey Statutes Annotated

(NJSA) 8A:36-16 and New Jersey Administrative Code (NJAC) 6:20-1.3. These statutes

state that students must be in school all the hours of all the days that school is in session.

One serious impact of unauthorized absence is in the area of homework. Many parents

request that the teacher give homework assignments prior to vacation, but for the teacher

to do so puts the teacher and the school district in a position of condoning the leave from

school. Therefore, if a student chooses to be absent from school, any work that is missed

must be completed by the student after he/she returns to school.

Student absences in high school are recorded on a course by course basis. A student may

be denied course credit when he/she has more than ten (10) “unexcused” absences in a

full year course. Exceptions to this rule may be made for students who have demonstrated

through completion of assignments and assessments that they have mastered the

proficiencies established for the course and have participated in a credit completion

session to regain the denied credit. Course completions sessions may be provided if the

student has not exceeded fifteen (15) unexcused absences in a full year course.

A student who is in danger of losing course credit due to exceeding the attendance policy

must remain in the class to receive a grade of “incomplete.” If the student does not

remain in the class the student will not be allowed to make up the course in summer

school.

A student arriving in any class after the first ten (10) minutes of the class period will be

recorded as absent for that class. If the reason for arriving late is a result of any of the

reasons defined as “excused” (see “excused” absences) the absence will be recorded as an

excused absence providing that the student presents the appropriate documentation.

Early dismissal from school can disrupt the educational process and cause the student to

miss valuable instructional time. Therefore, the school will “excuse” a student’s early

dismissal only as defined as “excused” (see above). Early dismissal for any other reasons

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will be deemed personal and will be recorded as “unexcused” unless excused by an

administrator.

ATTENDANCE PROCEDURES: PARENT RESPONSIBILITIES Parents are required to call the attendance office (243-1547) by 8:15 a.m. if the

student is going to be absent from school. Without this notification the attendance

officer, Mr. O’Donnell, will telephone the home of any student absent from school.

Parents of students who are on the Chronic Illness List must telephone the school

nurse each day the student is absent/late due to the chronic condition and the nurse

will relay that information to the attendance officer. Failure to do so will result in the

absence being recorded as unrelated to the chronic condition.

A parent/guardian who anticipates a future absence because of an illness of five (5)

days or more must notify the administrator in charge of attendance so that home

instruction can be arranged through the Guidance Office. If the absence due to illness

is short term, fewer than five (5) days, the student’s teachers will provide homework.

The parent/guardian must contact the Guidance Office to request assignments.

Any lengthy absence, 10 days or more, the student must withdraw from school.

ATTENDANCE PROCEDURES: STUDENT RESPONSIBILITIES Upon returning to school, students are to complete a “pink slip” in homeroom stating

the date(s) and reasons for their absence(s) from school. The pink slip, parent note,

and official documentation (necessary for the absence(s) to be excused) must be given

to the homeroom teacher for submission to the main office.

Upon returning to school, students must arrange with their teachers to make up any

assignments or assessments missed during the absence from school. Work must be

made up within a time equal to the time absent. Responsibility for making up work

and scheduling any necessary assistance from the teacher(s) rests with the student.

ATTENDANCE: PARENTAL NOTIFICATION AND RESPONSIVE ACTION

PLAN(S) When a student has four (4) “unexcused” absences in a full year course the

parent/guardian will receive a notification letter and a copy will be sent to the

guidance counselor for follow-up.

When a student has seven (7) “unexcused” absences in a full year course the

parent/guardian will receive a notification letter indicating the number of absences. A

copy of the letter will be sent to the guidance counselor for follow-up. The

administrator in charge of attendance will conduct an investigation into the reasons

for the “unexcused” absences. It may be necessary for the parents/guardians to meet

with the administrator to develop an action plan to assist the student in maintaining

regular school attendance. Action plans may include:

Referral to the Intervention and Referral services team (I&RS), pursuant to

N.J.A.C. 6A:16-8;

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Testing, assessments or evaluations of the student’s academic, behavioral and

health needs;

Consideration of an alternate placement;

Referral to a community-based social and health care provider agency or other

community resources;

Referral to the court program designated by the New Jersey Administrative Office

of the Courts; and/or

Referral to New Jersey Child Protective Services in accordance with the

provisions of the N.J.S.A.9:6 et. Seq. and N.J.A.C.6A:16-11, if a potentially

missing or child abuse situation is detected.

When a student has ten (10) “unexcused” absences in a full year course the

parent/guardian will receive a notification letter indicating the number of absences.

The administrator will investigate the reasons for the absences and may require the

parents/guardians to meet with the administrator to adjust the action plan developed

as outlined above to assist the student in maintaining regular school attendance.

When a student exceeds ten (10) “unexcused” absences in a full year course the

parents/guardians will receive a certified letter notifying them that their child has

exceeded the attendance policy in “unexcused” absences. An Attendance Appeal

petition will be enclosed with this letter for the student and/or parents/guardians to

complete if they feel there are extenuating circumstances that have prevented the

student from attending school on a regular basis.

ATTENDANCE APPEALS A Permanent five (5) member Attendance Appeals Committee has been established to

review any written Attendance Appeal petition regarding excess absences. Petitions must

be presented to the office of the administrator in charge of attendance no later than ten

(10) school days after parents/guardians receive notification of loss of credit due to

absences. Keep in mind that appeals deal with the attendance record of the entire

semester or the entire year. Appeals are to be limited to situations in which unforeseen

factors have created hardships. Being late to first period will rarely be accepted as a

hardship.

17

NAVIANCE SUCCEED™

Family Connection is a comprehensive website used to help in making decisions about

courses, colleges and careers. This resource is linked with Naviance Succeed™, a service

that is used to track and analyze data about college and career plans.

Family Connection will allow students and parents to get involved in the planning and

advising process through resume building, the completion of on-line surveys, and

managing timelines and deadlines to aid in making informed decisions about colleges and

careers. In addition, students will be able to research colleges and hundreds of careers,

career clusters, as well as take career assessments.

Family Connection lets us share information about local scholarship opportunities and

other web resources for college and career information. To visit Somerville High

School’s Family Connection site, use your web browser to connect to:

http://connection.naviance.com/somerville/

PEER LEADERSHIP

The Peer Leadership seminar for 9th grade students is a non-credit class. The purpose of

the program is to ease the transition from middle school to high school and to promote

fellowship within the student body. The students meet once a week during their lunch

period for group discussions and activities focused on common teen concerns, including:

academic and social pressures; relationships with peers, parents, and faculty; internet

safety; problems associated with drugs, sex, and alcohol; and other relevant topics. This

class is conducted by specially trained 12th grade students who are under the supervision

of Peer Leader Advisors. This seminar is recommended for all 9th grade students as a

non-credit elective during their lunch period.

SPECIAL SERVICES

Students receiving services will meet annually with their case manager to determine

course selections. Students identified by the Child Study Team in need of services may

complete some of their course work in a resource center program and/or in an inclusion

setting. The resource center program serves students who will learn an academic subject

more successfully in a small class setting. The inclusion program serves students in an

academic subject with support from a certified special education teacher. Depending

upon the needs of students in a given year, program offerings may vary and include

special sections of other courses. Students earn credit toward graduation for each course

successfully completed in either setting.

http://connection.naviance.com/somerville/

18

NCAA INFORMATION

ATHLETIC SCHOLARSHIPS According to the NCAA, approximately 2% of all athletes in the nation receive athletic

scholarships. Therefore, only superior athletes will receive an athletic scholarship.

http://www.ncaa.org/about/resources/media-center/how-do-athletics-scholarships-work

ACADEMIC ELIGIBILITY In order to be academically eligible to receive a scholarship, students must register with the

NCAA Eligibility Center. The Eligibility Center will evaluate the student-athlete’s high

school transcript and SAT or ACT scores to determine if the student is academically

eligible. If a student-athlete is not academically eligible, they cannot receive a Division I

or Division II scholarship.

The NCAA has the following requirements for academic eligibility:

The student must complete a minimum of 16 core courses. Core courses consist of

English, Mathematics, Science, Social Studies, and World Language only.

Beginning in August 1, 2016, ten core courses must be completed by the end of the

student-athlete’s junior year.

Physical Education and most elective course do not count as core courses.

For Somerville High School, the only courses that the NCAA considers as core courses

are College Prep, Honors, and Advanced Placement courses.

Courses taken at the Applied Level do not count as core courses.

Somerville High School courses that are NCAA recognized are noted under each

course’s description throughout the Program of Study booklet.

The NCAA will recalculate the student-athlete’s grade point average, using only final

grades from the core courses. Please be aware that the GPA on the transcript is not the

GPA that the NCAA Clearinghouse recognizes.

Once the GPA is recalculated, the NCAA uses a sliding scale to determine academic

eligibility. Students-athletes with a lower GPA must have a higher SAT or ACT score,

and vice versa.

It is very important to note that each university has their own academic requirements. When a student-athlete is cleared through the NCAA, it does not necessarily mean that

they will get accepted to all colleges. Make sure you check the school's academic

requirements.

For more information, including a list of approved courses and copy of the sliding scale, contact

the Guidance Office or visit our Department website. For general NCAA Eligibility information

visit www.eligibilitycenter.org

http://www.ncaa.org/about/resources/media-center/how-do-athletics-scholarships-work

http://www.eligibilitycenter.org/

19

TESTING

GRADE 9 PARCC English 1 Spring 2016

PARCC* Algebra 1, Geometry, or Algebra 2 Spring 2016

Biology Competency Test May 2016

GRADE 10 PSAT October 2015

PARCC English 2 Spring 2016


GRADE 11 PSAT (qualifies student for National Merit Scholarship Qualifying Test) October 2015

PARCC English 3 Spring 2016


GRADE 12

SAT Offered various times throughout the school year

SAT II Individual subject tests offered various times

ACT Offered various times throughout the school year

Advanced Placement

Students enrolled in AP courses are encouraged to take the AP test

given in May of the year the course is taken. Enrollment in an AP

course is not required to take an AP test. Successful performance

on the test may earn college credit for the student.

*Students enrolled in PreCalculus, AP Calculus, Calculus CP, Math Analysis, or AP Statistics do

not sit for a PARCC assessment in Mathematics.

PARCC PARCC (Partnership for Assessment of Readiness of College and Careers) testing began during

the 2014-2015 school year and replaced the High Proficiency Assessment. PARCC tests are

computer-based assessments in English and Mathematics that are aligned with the Common Core

State Standards in these subject areas.

GRADUATION REQUIREMENTS*

Class of 2016, 2017 and 2018 A list of standardized tests that satisfy the State requirement are

detailed in the NJDOE’s December 2, 2014 memo, which can

be found at the link below. http://www.state.nj.us/education/intervention/memos/093014grad.pdf

Class of 2019 Details have not yet been released by the State.

*This information is subject to change. An updated link, should it become available, will be

included in the electronic version of the Program of Studies available on the school website.

http://www.state.nj.us/education/intervention/memos/093014grad.pdf

20

ART

Somerville High School requires one year of fine arts study for graduation. The Art

course sequence is aligned with the New Jersey Core Curriculum Content Standards,

district curricula and the statewide assessment system.

ADVERTISING CONCEPTS Grades: 10, 11, 12 Length of Course: Academic Year

Advertising Concepts is designed to interest students in career opportunities that utilize

knowledge and techniques of art. Topics include professional commercial art techniques,

exploration of various graphic communication media, and exposure to professional

artworks and advertising campaigns. Students study the history of advertising, product

illustration, package design, fashion illustration and layout techniques. Creating a digital

portfolio appropriate for application to post-secondary study and/or professional careers

is required.

Successful completion of Advertising Concepts fulfills the New Jersey graduation

requirement in Visual and Performing Arts.

Advertising Concepts Course Options

Course Title Prerequisite

Requirements

Credits

Earned

NCAA

Core

Advertising Concepts Communication Design 1, Exploring

Art or The 3D Experience 5 No

COMMUNICATION DESIGN 1 Grades: 9, 10, 11, 12 Length of Course: Academic Year

Communication Design introduces basic usage of digital cameras and enhancement of

photographs using software applications. Demonstrations and assignments provide

students with the ability to compose, edit and retouch digital photographs. Students

explore and create printed and web based projects through Adobe applications. The skills

and knowledge acquired in Communication Design transfer to applications such as

publishing newsletters, web site production and capturing sports and other school and

real world events through photography.

Successful completion of Communication Design fulfills the New Jersey graduation


Communication Design Course Options


Requirements

Credits

Earned

NCAA

Core

Communication Design 1 None 5 No

COMMUNICATION DESIGN 2 Grades: 10, 11, 12 Length of Course: Academic Year

Communication Design 2 advances basic usage of digital cameras and enhancement of

photographs and image based software. Demonstrations and assignments provide

students to excel and enhance in the Adobe programs that were introduced in

21

Communication Design. Through graphic design, photograph usage, and computer-

generated art, students will explore “how” and “what” to communicate. Students will

gain knowledge and create both printed and other medias through Adobe applications.

Students will see how their skills can transfer in to everyday usage.

*Pending approval by Board of Education

Communication Design 2 Course Options


Requirements

Credits

Earned

NCAA

Core

Communication Design 2 Communication Design 1 5 No

EXPERIMENTAL STUDIO Grades: 10, 11, 12 Length of Course: Academic Year

Students in Experimental Studio apply a variety of media, such as pen and ink, paint and

clay. The study of art history and aesthetic thought builds evaluative skills and creative

techniques. The lives and times of representative artists are examined to provide students

with the historical and cultural context in which the artists worked. Personal sketchbooks

and work journals document students' progress as they study and apply the elements of

art, principles of design and technological advances in art. Emphasis is placed on the

development of an appreciation of the artists' work and purpose.

Successful completion of Experimental Studio In Art fulfills the New Jersey graduation


Experimental Studio Course Options


Requirements

Credits

Earned

NCAA

Core

Experimental Studio Communication Design 1, Exploring

Art or The 3D Experience 5 No

EXPLORING ART Grades: 9, 10, 11, 12 Length of Course: Academic Year

The Exploring Art course introduces students to the foundations of visual art. Two and

three dimensional art forms are studied through the application of the elements of art and

principles of design. The cultural and historical impact of evolving art styles is examined

and iconic artists and their master works serve as the focal point of discussions pertaining

to the influence of society on the work of artists throughout history. Maintenance of a

work journal and a personal portfolio affords students the opportunity to reflect on their

learning and critique their work.

Successful completion of Exploring Art fulfills the New Jersey graduation requirement in

Visual and Performance Arts.

Exploring Art Course Options


Requirements

Credits

Earned

NCAA

Core

Exploring Art None 5 No

22

STUDIO CONCENTRATION Grade: 11, 12 Length of Course: Academic Year

The Studio Concentration course is designed for students who are planning to pursue a

higher education and/or career in the arts and who wish to enhance their individual art

portfolio. Each of the elements of art and principles of design are extensively explored in

studio art projects. Self-portraits viewed from various perspectives provide the blank

canvas upon which to demonstrate knowledge of and versatility in blending the elements

into a collection of original works of art.

Successful completion of Studio Concentration fulfills the New Jersey graduation


Studio Concentration Course Options


Requirements

Credits

Earned

NCAA

Core

Studio Concentration Exploring Art and one full

year of another art course 5 No

THE 3D EXPERIENCE Grades: 9, 10, 11, 12 Length of Course: Academic Year

The 3D Experience is a studio art course that introduces work in the third dimension

while exploring the elements of art and principles of design. 3D forms are examined

through the hands on creation of works of art using a variety of media and techniques.

Artists and artworks that exemplify various styles and art history periods are examined

for their cultural influence and relevance to contemporary 3D works of art. Technology-

based sketchbooks are created.

Successful completion of The 3D Experience fulfills the New Jersey graduation


The 3D Experience Course Options


Requirements

Credits

Earned

NCAA

Core

The 3D Experience None 5 No

ACTING I: FUNDAMENTALS (DUAL ENROLLMENT RVCC) Grade: 12 Length of Course: Academic Year

Acting I is offered to Seniors as part of the Somerville Performing Arts Academy.

Students will learn the theory and practice of the art of acting. The course will focus on

the primary elements of acting, such as relaxation, concentration, emotional truth,

imagination, and the maintaining of objectives. The course will be augmented by student

performance, both improvised and scripted. This course will be held on the campus of

RVCC and students are responsible for the discounted concurrent enrollment tuition.

Seating is limited. Students who enroll must also enroll in Public Speaking, which will be

taught at SHS. Please refer to page 8 for details regarding this program.

23

MODERN DANCE I (DUAL ENROLLMENT RVCC) Grade: 12 Length of Course: Academic Year

Modern Dance I is offered to Seniors as part of the Somerville Performing Arts

Academy. The course provides a basis for students to understand and develop an

appreciation of dance as an art form. Through active participation students explore

fundamental movement principles and modern dance techniques. Incorporated into this

course is the study of all the major dance genres and dance history, as well as the study of

anatomy. Structured improvisation and choreography allow the students to manipulate

abstract ideas, and develop their creativity. No previous dance experience required.

Students will be required to provide appropriate dance attire. This course will be held on

the campus of RVCC and students are responsible for the discounted concurrent

enrollment tuition. Seating is limited. Students who enroll must also enroll in Public

Speaking, which will be taught at SHS. Please refer to page 8 for details regarding this

program.

24

BUSINESS EDUCATION

Somerville High School requires one year of Business Education for graduation. The

Business Education course sequence is aligned with the New Jersey Core Curriculum

Content Standards, district curricula and the statewide assessment system.

ACCOUNTING 1 Grade: 9, 10, 11, 12 Length of Course: Academic Year

The Accounting 1 course provides an introduction to the accounting processes and

procedures of using worksheets to document all transactions involved in various types of

businesses. Students focus on starting a proprietorship, and recording, adjusting, and

closing entries, general and subsidiary ledgers, payroll records, and financial statements.

Successful completion of Accounting I fulfills the New Jersey graduation requirement in

21st Century Life And Careers.

Accounting 1 Course Options


Requirements

Credits

Earned

NCAA

Core

Accounting 1 None 5 No

ACCOUNTING 2 Grade: 10, 11, 12 Length of Course: Academic Year

The Accounting 2 course develops work based modes of learning, which provides

students with the required technical proficiencies in communication and interpersonal

skills and work ethic needed to succeed in the business sector. The foundation,

knowledge, and hands on experiences assist students in the pursuit of future career goals

and life experiences. Emphasis is placed on computer applications.

Successful completion of Accounting 2 fulfills the New Jersey graduation requirement in


Accounting 2 Course Options


Requirements

Credits

Earned

NCAA

Core

Accounting 2 Accounting 1 5 No

BUSINESS LAW AND ETHICS Grade: 10, 11, 12 Length of Course: Academic Year

The Business Law and Ethics course offers students instruction in basic business

practices and introduces students to fundamental legal principles relevant to the roles of

citizens, consumers and employees. Students develop competency in applying economic

knowledge to practical contemporary situations in a global economy. Worldwide

economics, international business, personal finance, career planning, taxes, comparative

shopping and advertising techniques are examined with respect to social and economic

forces. The origin of law, the court system, legal rights/duties, contract agreements,

consumer protection, employer/employee relationships and the daily operations of

businesses in society are examined.

25

Successful completion of Business Law and Ethics fulfills the New Jersey graduation

requirement in 21st Century Life And Careers.

Business Law and Ethics Course Options


Requirements

Credits

Earned

NCAA

Core

Business Law and Ethics None 5 No

FINANCIAL LITERACY Grade: 10, 11, 12 Length of Course: Academic Year

The Financial Literacy course focuses on preparing students to meet the challenges of

managing one’s personal and family resources in the 21st century. Essential foundations

of financial planning include the application of knowledge, skills and ethical values when

making consumer and financial decisions. The curriculum examines income and careers,

money management, credit and debt management, planning, saving and investing,

consumerism, civic financial responsibility, and risk management and insurance. Topics

in career development and planning are aligned with the National Standards for Student

Counseling (Standard C: Career Development).

Financial Literacy Course Options


Requirements

Credits

Earned

NCAA

Core

Financial Literacy None 5 No

MARKETING 1 Grade: 9, 10, 11, 12 Length of Course: Academic Year

The Marketing 1 course is designed to meet the needs of students who are preparing to

enter an occupation requiring competencies in marketing functions, including finance,

market research, sales and promotions. Marketing education addresses areas of

merchandising, publicity, advertising, and provides experiences in the selling process.

Successful completion of Marketing 1 fulfills the New Jersey graduation requirement in


Marketing 1 Course Options


Requirements

Credits

Earned

NCAA

Core

Marketing 1 None 5 No

MARKETING 2 Grade: 10, 11, 12 Length of Course: Academic Year

The Marketing 2 course is designed to meet the needs of students who are preparing to

enter an occupation requiring competencies in marketing functions, including sales,

purchasing, transporting, warehousing, financing, and/or management. Methods used by

marketers to target consumers and the consumerism process serve to educate students

26

about their future purchases of goods and services. Topics to be investigated include

game/app design, marketing research, sports marketing, and social media.

Successful completion of Marketing 2 fulfills the New Jersey graduation requirement in


Marketing 2 Course Options


Requirements

Credits

Earned

NCAA

Core

Marketing 2 Marketing 1 5 No

COMPUTER FUNDAMENTALS Grade: 9, 10, 11, 12 Length of Course: Academic Year

Computer Fundamentals serves an introductory computer literacy course for those

students with limited computer experience. Students will investigate various software

applications, including the programs and applications in the Microsoft Office package.

Students will be introduced to proper keyboarding skills and strategies to best utilize the

operating system. Student proficiency in the applications will better enable students to

successfully navigate the remainder of their high school and post-secondary experience.

Successful completion of Computer Fundamentals fulfills the New Jersey graduation

requirement in 21st Century Life And Careers.


Computer Fundamentals Course Options


Requirements

Credits

Earned

NCAA

Core

Computer Fundamentals Counselor Recommendation 5 No

DIGITAL LITERACY Grade: 9, 10, 11, 12 Length of Course: Academic Year

Digital Literacy builds upon students’ existing knowledge of computer applications and

software. Students will deepen their understanding of word processing, spreadsheet

management, database creation, desktop publishing, web design, and the use of Google

applications. Additionally students will be required to create dynamic presentations that

incorporate text, digital images, and audio and video that can be utilized in all courses

across the curriculum. Successful completion of Digital Literacy fulfills the New Jersey

graduation requirement in 21st Century Life and Careers.

Interested students who have completed MOUS should see their counselor to discuss

placement in Digital Literacy.


Digital Literacy Course Options


Requirements

Credits

Earned

NCAA

Core

Digital Literacy None 5 No

27

COMPUTER SCIENCE

ADVANCED PLACEMENT COMPUTER SCIENCE/JAVA Grade: 11, 12 Length of Course: Academic Year

The Advanced Placement Computer Science course is designed to prepare students to

take the Advanced Placement Computer Science A Examination in May. The language

used in this course is a subset of JAVA. It includes classes and related features that

facilitate the design of programs based on modern concepts of data abstraction,

encapsulation and information hiding. The course supports the essentials of object

oriented programming and event driven programming.

Advanced Placement Computer Science/Java Course Options


Requirements

Credits

Earned

NCAA

Core

AP Computer Science Honors Placement Criteria

Visual C++, Algebra II 5 No

MOBILE APP DEVELOPMENT Grade: 10, 11, 12 Length of Course: Academic Year

The Mobile App Development course is designed for students who want to become

proficient in the coding used to develop apps used in communication devices. Mobile

App Development is intended to provide the instruction and practice in Object-oriented C

programming to write the code necessary to create working applications usable on

modern mobile technology devices. Currently and in the near future, students will be

judged on their past products upon entry into college and careers. This course will

provide experiential background allowing the students to “showcase” their skills.

Students will apply problem solving techniques to develop, market and implement

specific apps for communications devices.

Mobile App Development Course Options


Requirements

Credits

Earned

NCAA

Core

Mobile App Development Visual Basic and

preferably Visual C ++ 5 No

VISUAL BASIC Grade: 9, 10, 11, 12 Length of Course: Academic Year

Visual Basic is the first of a series of computer programming courses. Students who

successfully complete this course may continue on to Visual C++. Students who are

interested in a career in computer programming may also enroll in Advanced Placement

Computer Science.

Visual Basic Course Options


Requirements

Credits

Earned

NCAA

Core

Visual Basics None 5 No

28

VISUAL C++ Grade: 10, 11, 12 Length of Course: Academic Year

Visual C++ is designed to introduce students to another programming language in

addition to Visual Basic. The language used in this course is a subset of C++. Students

are given an introduction to object-oriented programming, briefly touching on

inheritance. This course facilitates the design of programs based on modern concepts of

an “object based” approach to programming emphasizing data abstraction, encapsulation,

and information hiding. The software used in this course is Visual C++.NET, which is

bundled in Visual Studio.Net. This provides the integrated development environment to

enter, compile, build and debug programs in one package. Students who are interested in

a career in computer programming may also enroll in Advanced Placement Computer

Programming.

Visual C++ Course Options


Requirements

Credits

Earned

NCAA

Core

Visual C++ Visual Basic 5 No

29

EDUCATION

CAREER PLANNING/SCHOLASTIC APTITUDE TEST (SAT)

PREPARATION Grade: 11 Length of Course: Academic Year

The Career Planning/Scholastic Aptitude Test (SAT) Preparation course provides the

skills students apply when preparing for post-secondary education. Test taking strategies

introduced and practiced are transferable to other testing options, such as the American

College Test (ACT) and Scholastic Aptitude Test (SAT) II, as well as to trade entrance

examinations. The curriculum encompasses review and practice of all aspects of

preparation for continuing education or job applications including, but not limited to,

college interviews, essay writing, preparation of résumés, and communication skills, as

well as realistic planning and development of timelines to attain satisfying future

professional goals.

Career Planning/Scholastic Aptitude Test (SAT) Preparation Course Options


Requirements

Credits

Earned

NCAA

Core

Career Planning/Scholastic Aptitude

Test (SAT) Preparation None 5 No

INTRODUCTION TO EDUCATION Grade: 11, 12 Length of Course: Academic Year

The Introduction to Education course is offered in collaboration with Kean University.

The students will be able to demonstrate knowledge of the major roles performed by

teachers, the definition of teaching, theories of the teaching learning process, and the

skills necessary for effective teaching at the elementary and secondary level. The class

will investigate the importance of effective lesson planning and knowledge of subject

matter, organization of the classroom to fit goals and maximize learning, types of student

assessments, and discipline techniques in the classroom. Personal development of the

students as learners and as teachers will be stressed. An important goal of the program is

to help students understand themselves, their own motivations, hopes, prejudices, and

desires which will affect their ability to relate to and teach others.

Introduction to Education Course Options


Requirements

Credits

Earned

NCAA

Core

Introduction to Education None 5 No

30

ENGLISH

Somerville High School requires four years of Language Arts for graduation. These

courses prepare students for the New Jersey High School Proficiency Assessment in

reading and writing. Elective courses are also available. The English course sequence is

aligned with the Common Core State Standards for English, district curricula, and the

statewide assessment system.

English Sequences

31

ENGLISH 1 Grade: 9 Length of Course: Academic Year

The English 1 course is designed for entering freshmen students. The theme of English 1

is understanding the way internal and external factors affect one’s perspective on society

and influences our lives. The goal of English 1 is for students to become familiar with the

structure and richness of literary genres of the short story, the novel, the play and poetry.

Students’ understanding of personal challenges is enhanced through the exploration of

the resolution of conflict in literary works. Written composition and the practical

application of the mechanics of grammar and vocabulary are incorporated through

various writing assignments. Holocaust studies focus on the effects of stereotypes and

prejudice on one's place in society.

English 1 Course Options


Requirements

Credits

Earned

NCAA

Core

English 1 Grade 8 English/Language Arts 5 No

English 1CP Grade 8 English/Language Arts 5 Yes

English 1H Honors placement criteria 5 Yes


The English 2 course is designed for sophomores who have successfully completed one

year of English. The course focuses on the literature of ancient cultures, Shakespeare, and

Puritan and Colonial America. The study of internal conflict throughout various literary

time periods addresses how conflict is managed and why the study of conflict is pertinent

to current personal and societal issues. Written composition and the practical application

of the mechanics of grammar and vocabulary are infused throughout the English 2

curriculum. Holocaust studies focus on prejudice during Colonial America and the

McCarthy era.



Requirements

Credits

Earned

NCAA

Core

English 2 English 1 5 No

English 2CP English 1 5 Yes



The English 3 course is designed for juniors who have successfully completed two years

of English. The overall theme of English 3 is how social and political environments

affected the literature of the time from 1800 through the present. The course of study

examines representative literature by noted authors throughout the time period. Written

composition and the practical application of the mechanics of grammar and vocabulary

are incorporated throughout the course. Holocaust studies focus on the persecution of

emerging subpopulations. A formal paper researching a current thesis is completed in

32

preparation for post-secondary experiences. The research paper is approximately eight

pages and is developed throughout the first three marking periods of the school year.



Requirements

Credits

Earned

NCAA

Core





The English 4 course is designed for seniors who have successfully completed three years

of English. The overall theme of English 4 is the relationship between man and nature in

various literary time periods, including the present. The course of study focuses on Greek

drama, the Anglo-Saxon, Medieval, and Renaissance literary periods, and British

literature of the 17th through early 20th centuries. Various literary genres, such as novels,

short stories, poetry, and plays provide varied experiences. Written composition,

vocabulary, and the practical application of the mechanics of grammar are incorporated

throughout the course. Holocaust studies focus on examples of prejudice and hatred that

persist in today’s society.

ADVANCED PLACEMENT ENGLISH Grade: 12 Length of Course: Academic Year

Students who meet department standards are involved in college level work in the areas

of literature and composition. With a focus on British and world literature, poetry and

plays, the course calls upon students to analyze and respond to a variety of genres.

Additionally, students will complete a multi-disciplined portfolio project. Students are

encouraged to take the AP English exam in May. Students are expected to complete

summer readings.

ENGLISH 4 COMPOSITION 1: CONCURRENT ENROLLMENT

Grade: 12 Length of Course: Academic Year

In partnership with Raritan Valley Community College, students will have the

opportunity to earn college credit while satisfying the state English 4 graduation

requirement. High school seniors must meet specific criteria prior to enrollment in the

course. These requirements have been established through a collaborative process with

Raritan Valley Community College. These criteria are as follows:

A cumulative numeric overall grade point average of an 82;

Meet one of the following criteria:

o A score of at least 540 on the Critical Reading portion of the SAT or;

o A composite score of at least 24 on the English portion of the ACT or;

o Completion of the Accuplacer Placement Test.

33

In addition to covering the required senior English curriculum, the central purposes of

English Composition I are to develop critical reading and thinking skills in order to write

thesis-driven, text-based essays. The course takes a process oriented approach to writing

that incorporates prewriting, drafting, reviewing and revising. Students in English

Composition I learn basic research skills and apply them to at least one text based

research essay. There is a minimum of 25 pages of writing required for this course.

Students are responsible for the discounted concurrent enrollment tuition and the

purchasing of the text.



Requirements

Credits

Earned

NCAA

Core



Advanced Placement English Honors placement criteria 5 Yes

English 4 Composition 1: Concurrent

Enrollment English 3 5 Yes

CREATIVE WRITING Grade: 10, 11, 12 Length of Course: Academic Year

Students in the Creative Writing course develop personal writing skills through the study

of distinct narrative points of view. The characteristics of various genres of writing are

examined and applied as students create such writing samples as monologues, diaries,

narratives, and autobiographies. Emphasis is placed on the use of literary devices,

authentic voice, and comprehensive reporting. The work of students is included in a

personal and comprehensive portfolio of writing samples representing the full range of

genres studied throughout the course.

Creative Writing Course Option


Requirements

Credits

Earned

NCAA

Core

Creative Writing None 5 Yes

JOURNALISM Grade: 9, 10, 11, 12 Length of Course: Academic Year

The Journalism course includes the history and practice of journalism through the

evaluation of past and present issues and events. Listening, speaking, reading and writing

skills are employed as students evaluate information, discuss ethics and morality in the

media, and apply the effective use of the English language as a tool to inform and

motivate a target audience. Practical experience enables students to develop advanced

language skills and to produce personal examples of journalistic writing.

Journalism Course Option


Requirements

Credits

Earned

NCAA

Core

Journalism None 5 Yes

34

PUBLIC SPEAKING/ DRAMATICS Grade: 10, 11, 12 Length of Course: Academic Year

The Public Speaking/Dramatics course assists the high school student in identifying and

applying the basic principles of speech communication. Students develop the skills and

confidence that enable speaking publicly with clarity through practical, individualized,

hands on activities. Public Speaking/Dramatics includes workshop activities in the

techniques of acting featuring voice production, improvisation, stage terminology, stage

movement and characterization. Rehearsal and presentation of monologues and scenes

from such sources as full length plays, movies, and television programs reinforce the

public speaking skills addressed in this course.

Successful completion of Public Speaking/ Dramatics fulfills the New Jersey graduation


Public Speaking/Dramatics Course Option


Requirements

Credits

Earned

NCAA

Core

Public Speaking/Dramatics None 5 No

SHAKESPEARE Grade: 10, 11, 12 Length of Course: Academic Year

The Shakespeare course is a full-year elective program that highlights William

Shakespeare’s talent through close reading and analysis of his use of the crafts of

playwriting, poetic composition, and expression. Topics for discussion include, but are

not limited to, Shakespeare’s biography, theatres of time, Elizabethan world view, and

Shakespeare’s craft. The effects of historical, social, and astrological context of

Elizabethan and Jacobean England on Shakespeare’s writings are analyzed. Students in

grade 10, 11, or 12 may enroll in this course.

Shakespeare Course Option


Requirements

Credits

Earned

NCAA

Core

Shakespeare None 5 Yes

WOMEN’S STUDIES Grade: 10, 11, 12 Length of Course: Academic Year

The Women's Studies course is designed for sophomores, juniors, and seniors who have

an interest in exploring the works of contemporary and classic scholars within the context

of women's societal roles, equality and justice. This course stresses an interactive and

interdisciplinary approach that involves journal writing, panel discussions, written

composition, and creative problem solving.

Women’s Studies Course Option


Requirements

Credits

Earned

NCAA

Core

Women’s Studies None 5 Yes

35

MATHEMATICS

Somerville High School requires three years of mathematics for graduation. Elective

courses are also available. The mathematics course sequence is aligned with the Common

Core State Standards for Mathematics, district curricula and the statewide assessment

system.

Mathematics Sequences

36

ALGEBRA 1 Grade: 9 Length of Course: Academic Year

Algebra 1 is a foundation course for secondary and college level courses. The goals of the

program include demonstration of real world applications of algebra and the integration

of numeric, algebraic, geometric and graphic techniques. Among the topics studied are

linear and quadratic equations, inequalities, exponents and exponential functions and

polynomial, radical and rational expressions. The Algebra 1 course provides the

framework of mathematical skills and knowledge needed for future study of mathematics.

Algebra 1 Course Options


Requirements

Credits

Earned

NCAA

Core

Algebra 1A Grade 8 Mathematics 5 No

Algebra 1CP Grade 8 Mathematics 5 Yes

GEOMETRY Grade: 9, 10, 11 Length of Course: Academic Year

Geometry focuses on two- and three-dimensional geometry from theoretical and practical

perspectives. Topics studied include deductive and inductive reasoning, coordinate

geometry, parallel and perpendicular lines, trigonometry, and transformations in the

plane. Geometric theorems are proven and applied to the problem solving process.

Geometry Course Options


Requirements

Credits

Earned

NCAA

Core

Geometry A Algebra 1 5 No

Geometry CP Algebra 1 5 Yes

Geometry H Honors placement criteria 5 Yes

ALGEBRA 2 Grade: 9, 10, 11, 12 Length of Course: Academic Year

Algebra 2 is the second course in the algebra sequence. The goals of the program include

the study and application of polynomial, exponential, logarithmic, rational equations and

functions. In addition, students explore and apply principles of probability and

combinations. The Algebra 2 course provides the framework of mathematical skills and

knowledge needed for future study of mathematics.

Algebra 2 Course Options


Requirements

Credits

Earned

NCAA

Core

Algebra 2A Algebra 1A and Geometry A 5 No

Algebra 2CP Algebra 1CP and Geometry CP 5 Yes

Algebra 2H Honors placement criteria, Geometry H 5 Yes

37

PRE-CALCULUS Grade: 10, 11, 12 Length of Course: Academic Year

Pre-Calculus is designed to prepare students for high school or college calculus. Topics

include a detailed study of composite functions and applications using exponential,

logarithmic, and trigonometric functions and their applications. Sequences and series and

the concept of limits are also studied.

Pre-Calculus Course Options


Requirements

Credits

Earned

NCAA

Core

Pre-Calculus CP Algebra 1, Geometry, Algebra 2 5 Yes

Pre-Calculus H Honors placement criteria, Algebra 2H 5 Yes

CALCULUS Grade: 12 Length of Course: Academic Year

Calculus is designed for the student who will be taking calculus in college, but is not

necessarily seeking advanced placement credit. The course builds upon concepts from

Pre-Calculus, such as inverse functions, exponential functions, logarithms and limits, and

applies them to a detailed study of differentiation and integration. Considerable time is

spent on the applications of calculus to the fields of business, finance and physics through

the study of related rates, optimization and analysis of curves and slopes. Students are

also required to justify answers and conclusions using graphing calculators or Microsoft

Excel spreadsheets and then effectively communicate their reasoning orally and in

writing. Calculus provides students with the conceptual framework and analytical skills

necessary for application to real world problems and to be successful in the college

calculus course.

Calculus Course Options


Requirements

Credits

Earned

NCAA

Core

Calculus Pre-Calculus 5 Yes

STATISTICS CP Grade: 11, 12 Length of Course: Academic Year

Statistics is designed as an alternative to Pre-Calculus for those students who have

successfully completed Algebra 2. The course may also serve as an elective for those

students who have taken Pre-Calculus, but choose not to take Calculus. Topics include,

but are not limited to, a review of polynomial functions, inequalities and linear

programming, application of exponential and logarithmic functions, modeling with

trigonometric equations, matrix algebra, combinatorics, probability and statistics, and

curve fitting.

Statistics CP Course Options


Requirements

Credits

Earned

NCAA

Core

Statistics CP Algebra 2 5 Yes

38

ADVANCED PLACEMENT CALCULUS (AB/BC LEVELS) Grade: 11, 12 Length of Course: Academic Year

Advanced Placement (AP) Calculus is designed to be the equivalent of a first year college

calculus course. The Advanced Placement Calculus course is for students who, upon

success of this, seek college credit and/or placement from institutions of higher learning.

Students are encouraged to take the AP Calculus examination in May. The AB level

course is equivalent to one semester of college calculus, while the BC level course is

equivalent to two semesters of college level calculus. Students are required to complete a

summer assignment

Advanced Placement Calculus Course Option


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Calculus Honors placement criteria,

Pre-Calculus H 5 Yes

ADVANCED PLACEMENT STATISTICS Grade: 11, 12 Length of Course: Academic Year

The purpose of the Advanced Placement (AP) Statistics course is to develop fundamental

concepts and tools for collecting, organizing, analyzing, and using data to make

decisions. In colleges and universities, an introductory statistics course is typically

required for majors, such as in the social sciences, health sciences and business courses.

A large number of students enroll in statistics offered by other departments. Science,

engineering and mathematics majors usually take an upper level calculus based course in

statistics for which the Advanced Placement Statistics course is effective preparation.

Students are exposed to broad conceptual themes, including exploring data, sampling and

experimentation, anticipating patterns, and statistical inference. Students who

successfully complete the course and the advanced placement examination may receive

college credit, advanced placement, or both for a one semester introductory college

statistics course.

Advanced Placement Statistics Course Option


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Statistics AP Calculus AB or BC 5 Yes

39

MUSIC

Somerville High School requires one year of fine arts study for graduation. The Music

course sequence is aligned with the New Jersey Core Curriculum Content Standards,

district curricula and the statewide assessment system.

CONCERT CHOIR Grade: 9, 10, 11, 12 Length of Course: Academic Year

Students in Concert Choir focus on skill building, including sight-singing, breath control,

posture, diction and part independence. Preparation for performances includes a study of

the historical and cultural significance of diverse musical genres. Students employ 21st

century skills, such as collaboration and digital research, as they explore the development

of music over time. Maintenance of a personal reflective journal reinforces writing skills

and provides students with the opportunity to assess their performances, set goals, and

engage in self-evaluation throughout the course.

Successful completion of Concert Choir fulfills the New Jersey graduation requirement in

Visual and Performing Arts.

Concert Choir Course Options


Requirements

Credits

Earned

NCAA

Core

Concert Choir None 5 No

CHORALE Grade: 10, 11, 12 Length of Course: Academic Year

Students in Chorale collaborate to sing three part women’s musical literature while

enhancing vocal production, ear training, and music reading. Breathing, intonation, vowel

unification, diction and sight singing are the main elements of the curriculum. Singers

continue to develop range and the ability to sustain their parts in a Soprano, Soprano,

Alto (SSA) ensemble. Phrasing, expression and movement are explored and applied in

performances which reflect the study of diverse musical genres from a variety of cultural

and linguistic sources. Upon completion of this course, students have a firm foundation in

the basics of healthy vocal production and music notation and the benefits of

participating in a cooperative environment.

Successful completion of Chorale fulfills the New Jersey graduation requirement in

Visual and Performing Arts.

Chorale Course Options


Requirements

Credits

Earned

NCAA

Core

Chorale Concert Choir 5 No

A CAPPELLA CHOIR Grade: 10, 11, 12 Length of Course: Academic Year

Students in A Cappella Choir learn strategies that aid them to sing advanced choral

literature with a mature, rich and balanced sound. Breathing, diction, expression,

40

intonation, vowel unification and sight singing are cultivated to enhance sound in

performance. Students learn soprano, alto, tenor and baritone choral selections of various

styles and cultures and are well prepared to audition for college level vocal ensembles

upon completion of this course. The application of movement, staging, visual effects and

personal assessment and goal setting are addressed as students progress in reading and

singing advanced musical compositions. Digital tools aid students to rehearse, reflect on,

and create personal and ensemble performances.

Successful completion of A Capella Choir fulfills the New Jersey graduation requirement

in Visual and Performing Arts.

A Cappella Choir Course Options


Requirements

Credits

Earned

NCAA

Core

A Cappella Choir Concert Choir or Chorale 5 No

FRESHMEN BAND Grade: 9 Length of Course: Academic Year

Students in Freshmen Band build skills in the areas of intonation, production of tone,

technical facility, breath control, ensemble playing, rhythm accuracy and sight-reading.

Individual intonation and ensemble intonation are crucial areas in the development of

musicianship. Students learn the historical and cultural significance of the music they

play, as well as performance responsibilities and practices that enhance their contribution

to the ensemble. Twentieth century music is studied for the unique qualities and

challenges it presents for band members. Students set goals for their progress and critique

their work as an integral component of the learning process. Upon completion of the

course, students may advance in their musical studies with a firm foundation in the

required skills for large ensemble playing.

Successful completion of Freshmen Band fulfills the New Jersey graduation requirement


Freshmen Band Course Options


Requirements

Credits

Earned

NCAA

Core

Freshmen Band None 5 No

SYMPHONIC BAND Grade: 10, 11, 12 Length of Course: Academic Year

Students in Symphonic Band further skill development in the areas of tonal production,

technical facility, breath control, ensemble playing, rhythm accuracy and sight-reading.

Individual and ensemble intonation are crucial areas of focus in the development of

musicianship. Increasing levels of difficulty in music literacy challenge students to set

personal and group goals for progress in performance. An advanced foundation of tonal

production, notation, technical facility, rhythm accuracy, large ensemble playing, and

sight-reading prepare students to continue music training.

41

Successful completion of Symphonic Band fulfills the New Jersey graduation


Symphonic Band Course Options


Requirements

Credits

Earned

NCAA

Core

Symphonic Band Freshmen Concert Band 5 No

WIND ENSEMBLE Grade: 10, 11, 12 Length of Course: Academic Year

Students in Wind Ensemble engage in the advanced study of instrumental performance.

Intonation, tone, technical facility, breath control, ensemble playing, rhythm accuracy,

improvisation and sight-reading of music are emphasized. Individual intonation and

ensemble intonation are crucial areas of development as is the tracking of personal goals

and progress. The music selections challenge students to develop their expertise as

instrumentalists in a cooperative environment. Successful completion of this course

prepares students to advance to a college or semi-professional setting.

Successful completion of Wind Ensemble fulfills the New Jersey graduation requirement


Wind Ensemble Course Options


Requirements

Credits

Earned

NCAA

Core

Wind Ensemble

Freshmen Concert Band or

Symphonic Band

By audition only

5 No

ADVANCED PLACEMENT MUSIC THEORY Grade: 10, 11, 12 Length of Course: Academic Year

Students in Advanced Placement (AP) Music Theory develop musical skills that lead to a

thorough understanding of composition, theory, arranging, dictation, analysis and sight

singing. The ability to read and understand musical notation is a prerequisite for the

course. Technology applications are explored as students practice composition techniques

and use their experience in vocal and/or instrumental music to continue this rigorous

study of music theory at the post-secondary level. Students in this class may elect to take

the Advanced Placement Music Theory examination to earn college credit.

Successful completion of Advanced Placement Music Theory fulfills the New Jersey

graduation requirement in Visual and Performing Arts.

Advanced Placement Music Theory Course Options


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Music Theory

Honors criteria and

demonstrated proficiency in

performance of requisite skills

5 No

42

EXPERIENCING MUSIC Grade: 9, 10, 11, 12 Length of Course: Academic Year

Experiencing Music provides students with an opportunity to experience music through

listening, playing, singing and writing. Students will study the elements of music and

then examine and recreate their applications in various genres ranging from early music

to the music of today. Students will be required to participate in music making but will

not be required to perform in public concerts. *Pending approval by Board of Education

Experiencing Music Course Options


Requirements

Credits

Earned

NCAA

Core

Experiencing Music None 5 No

MUSIC FUNDAMENTALS Grade: 9, 10, 11, 12 Length of Course: Academic Year

Students in Music Fundamentals learn about the elements of music: rhythm, timbre,

form, meter, pitch, harmony, melody, volume and tempo. Basic music vocabulary is

employed in the examination of the history and cultural development of music around the

globe. The study of orchestration is included as students develop personal awareness of

the evolution of classical and popular music. Students analyze and create diverse

examples of musical genres and learn about careers in music through the use of

technology.

Successful completion of Music Fundamentals fulfills the New Jersey graduation


Music Fundamentals Course Options


Requirements

Credits

Earned

NCAA

Core

Music Fundamentals None 5 No

43

PHYSICAL EDUCATION / HEALTH

Somerville High School requires four years of physical education and health for

graduation. The Physical Education/Health course sequence is aligned with the New

Jersey Core Curriculum Content Standards, district curricula and the statewide

assessment system.

PHYSICAL EDUCATION Grade: 9, 10, 11, 12 Length of Course: Three Marking Periods

Students in Physical Education develop movement skills in diverse physical activities

that include rhythmic movement, games, sports and cardiovascular exercises. The

promotion of lifelong health and physical fitness is supported through units of study that

are developmentally and age appropriate and appropriately challenging at each level of

study. All students develop personal fitness goals and track progress toward those goals

over time to ensure an individual focus on achieving and maintaining a healthy lifestyle

that supports physical activity, analytical skills, team building skills, goal setting and self-

assessment.

HEALTH 9: PERSONAL WELLNESS Grade: 9 Length of Course: One Marking Period

Students in Health 9: Personal Wellness examine methods to establish and maintain

lifelong health and wellness. Through an ongoing evaluation of their own goals and

progress in establishing proactive habits via annotation in an electronic journal, students

focus on their personal responsibility in ensuring wellness and success. The study of

proper diet and exercise, avoidance of injury and self-abusive behaviors, and methods to

avoid future harm contribute to students’ ability to plan for and sustain personal health.

HEALTH 10: DRIVER EDUCATION Grade: 10 Length of Course: One Marking Period

Students in Health 10 are provided with the foundation for becoming responsible drivers.

The course promotes driver safety and positive decision making skills related to driving.

Students study defensive driving during thirty hours of mandated instruction, which

includes the following skills: assessing and managing risk, handling social pressures,

signs, signals and markings, and rules of the road. Emphasis is placed on road courtesy,

state laws and safe driving attitude. Instruction in drug and alcohol avoidance, driving

under the influence, obtaining a license, and insurance coverage is provided. The New

Jersey state driving test is administered at the conclusion of the program.

HEALTH 11: CPR AND FIRST AID Grade: 11 Length of Course: One Marking Period

CPR training for all students is mandated by the state of New Jersey. Students in Health

11 continue to develop their knowledge and awareness of best practices to maintain

lifelong health, including an examination of the ill effects of drugs, alcohol and tobacco.

Through investigation, practice of discrete skills, and performance, students develop the

requisite skills enabling them to administer Adult and Pediatric First Aid/CPR/AED.

Realistic mannequins are used to teach techniques that include opening the airway,

performing rescue breathing, and the application of CPR for infants, children and adults.

44

Upon successful completion of a written examination and practical demonstration,

students may be certified through the American Red Cross in First Aid, CPR, and AED.

HEALTH 12: FAMILY LIFE Grade: 12 Length of Course: One Marking Period

Students in Health 12 collaborate to analyze healthy relationships and the positive

choices that lead to personal success and happiness. Avoidance of unsafe and harmful

practices, such as bullying, drug and alcohol abuse, and dangerous sexual behavior, is a

focus of student led research and analysis. The positive and negative effects of personal

behaviors are assessed as students investigate diverse familial relationships and practices.

Future plans are highlighted through individual career research projects using technology.

Issues, such as health care and the rights and privileges of protected classes, are discussed

through an examination of the Americans with Disabilities Act and current legislation

regarding healthcare.

The Family Life unit, as mandated by the State of New Jersey, is designed to provide

students with the information, decision-making skills, and resources to encourage

thoughtful and responsible behavior. If you choose not to have your son/daughter

participate in a particular segment of the Family Life and Health Development unit,

please submit your request in writing to Mr. Scott Hade, Assistant Principal, prior to your

child’s Health class.

45

SCIENCE

Somerville High School requires three years of science for graduation: Biology,

Chemistry and Physics, in grades 9, 10, and 11, respectively. Elective courses are also

available. The Science course sequence is aligned with the New Jersey Core Curriculum

Content Standards, district curricula and the statewide assessment system.

Science Sequences

46

BIOLOGY Grade: 9 Length of Course: Academic Year

The Biology course is designed to provide students with a comprehensive up to date

approach to the study of biology. Students build upon the fundamental biological

concepts of life science through the study of topics, such as the biochemical basis of life,

comparison and functions of cell structures, maintenance of equilibrium, photosynthesis,

cellular respiration, molecular genetics, inheritance patterns, the evolution of life,

environmental studies, and classification systems of organisms. The Biology course

provides students with the conceptual framework, investigative skills, and heightened

concern for the environment necessary for college courses, as well as preparation for the

next course in the science sequence. The curriculum is aligned with the course

description for the New Jersey Department of Education examination in biology.

Biology Course Options


Requirements

Credits

Earned

NCAA

Core

Introduction to Biology None 5 No

Biology CP None 6 Yes

Biology H Honors placement criteria

8th Grade Algebra 1

6 Yes

CHEMISTRY Grades: 10 Length of Course: Academic Year

Chemistry provides students with a comprehensive up to date approach to an extensive

study of the nature of matter. Students introduced to basic concepts of physical science

will build upon these fundamental concepts preparing the students for college courses, as

well as the next course in the science sequence. The program provides students with the

conceptual framework, factual knowledge, and analytical skills necessary to understand

the composition and interactions of matter.

Chemistry Course Options


Requirements

Credits

Earned

NCAA

Core

Introduction to Chemistry Biology 5 No

Chemistry CP Biology 6 Yes

Chemistry H Honors placement criteria, Biology H 6 Yes

PHYSICS Grades: 11 Length of Course: Academic Year

Physics provides students with a comprehensive, up to date approach to an extensive

study of the nature and interaction of forces, and energy transformations. Prior

knowledge of physical science is extended by incorporating advanced mathematical skills

including geometric applications and algebraic operations. Topics studied include

kinematics, dynamics, forces, circular and projectile motion, conservation of energy and

momentum, astrophysics, waves, sound, light, optics and electrostatics. Throughout the

Physics course, students explore direct applications of topics studied to real world

47

technological applications. The coursework and laboratory explorations prepare students

for college courses, as well as advanced courses in the science content area.

Physics Course Options


Requirements

Credits

Earned

NCAA

Core

Introduction to Physics Biology and Chemistry 5 No

Physics CP Biology and Chemistry 6 Yes

PHYSICS H Grades: 11 Length of Course: Academic Year

Physics H is an algebra-based course that covers Newtonian mechanics (including

rotational dynamics and angular momentum), work, energy, power, and mechanical

waves and sounds. These topics are directly related to real-world and technological

applications. Students work collaboratively to complete laboratory experiments that

require the collection and analysis of data. This course serves as a pre-cursor to AP

Physics 2, provided Honors Program criteria are met.

Physics H Course Options


Requirements

Credits

Earned

NCAA

Core

Physics H Honors Placement Criteria,

Chemistry H 6 Yes

ADVANCED PLACEMENT PHYSICS 1 and 2 Grades: 11, 12 Length of Course: Academic Year Advanced Placement (AP) Physics courses are algebra based and are structured to allow in-

depth, student led exploration of physics topics. Students work collaboratively on research

projects and oral presentations. Students participate in whole class discussions of physics

topics, solve problems, and complete written evaluations. In the laboratory, students work in

small groups where they design experiments, collect and analyze data. Students maintain a

laboratory notebook and student laboratory work is evaluated using college level guidelines.

Students are required to complete a summer assignment. At the end of each course, students

are prepared to take the associated Advanced Placement Examination administered by the

College Board.

AP Physics 1 (grade 11) is equivalent to a first semester college course in algebra

based physics. The course covers Newtonian mechanics (including rotational

dynamics and angular momentum); work, energy, and power; and mechanical

waves and sound. It will also introduce electric circuits.

AP Physics 2 (grade 12) is equivalent to a second semester college course in

algebra based physics. The course covers fluid mechanics; thermodynamics;

electricity and magnetism; optics; and atomic and nuclear physics.

48

Advanced Placement Physics Course Option


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Physics 1 Honors Placement Criteria,

Chemistry H, Algebra 2 6 Yes

Advanced Placement Physics 2 Physics H or AP Physics 1 6 Yes

ADVANCED PLACEMENT BIOLOGY Grades: 11 and 12 Length of Course: Academic Year

Advanced Placement (AP) Biology is designed as the equivalent of an introductory

course usually taken by biology majors in college. Topics and laboratories include

molecules and cells, genetics and evolution, and organisms and populations. Emphasis is

placed on providing the conceptual framework, factual knowledge, and analytical skills

necessary to deal critically with the rapidly-changing science of biology. Students are

encouraged to take the AP Biology examination in May. Students will complete a

summer project on which they will be tested in September.

Advanced Placement Biology Course Option


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Biology Honors placement criteria

Biology H 6 Yes

ADVANCED PLACEMENT CHEMISTRY Grades: 11 and 12 Length of Course: Academic Year

Advanced Placement (AP) Chemistry is designed as the equivalent of a first year college

chemistry course. The fundamental principles of solving chemical problems are

addressed through laboratory experiences. Students may complete a summer assignment

and are encouraged to take the AP Chemistry examination in May.

Advanced Placement Chemistry Course Option


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Chemistry Honors placement criteria, Chemistry H 6 Yes

COMPARATIVE ANATOMY AND PHYSIOLOGY Grades: 12 Length of Course: Academic Year

Comparative Anatomy and Physiology is a science course designed for students who are

considering enrolling in a post-secondary program with emphasis on the life science

and/or health science fields. The course focuses on important concepts in comparative

anatomy and physiology, including the muscular, skeletal, digestive, circulatory,

integumentary, respiratory, and nervous systems of the body. The dissection of higher

level mammals is used as a tool for comparative analysis of the major body systems.

49

Comparative Anatomy and Physiology Course Options


Requirements

Credits

Earned

NCAA

Core

Comparative Anatomy and Physiology Physics CP, Physics H or

AP Physics 1 5 Yes

MARINE BIOLOGY Grade: 12 Length of Course: Academic Year

The purpose of Marine Biology and Ocean Science is to introduce students to the branch

of the biological sciences that focuses on marine systems. Students will study many of

the organisms in this unique world and will also explore factors and environmental issues

that influence and control the abundance and distribution of species in this community.

The students will also examine basic types of questions marine biologists ask and the

methods they employ, which will necessitate a thorough understanding of scientific

methodology. They will be expected to think critically about all aspects of this diverse

science. Laboratory based investigations, student centered collaborations, and hands on

activities will be used in this course to illustrate various living and non-living aspects of

the biology of the oceans.

Marine Biology Course Options


Requirements

Credits

Earned

NCAA

Core

Marine Biology Physics CP, Physics H or

AP Physics 1 5 Yes

50

SOCIAL STUDIES

Somerville High School requires three years of social studies for graduation: World

Studies, US History 1, and US History 2 in grades 9, 10, and 11, respectively. Elective

courses are also available. The Social Studies course sequence is aligned with the New

Jersey Core Curriculum Content Standards, district curricula, and the statewide

assessment system.

Social Studies Sequences

51

WORLD STUDIES Grade: 9 Length of Course: Academic Year

Students in World Studies examine and assess the geographic, social, political, economic,

technological and cultural factors that have shaped human history. Western and non-

Western civilizations and events are analyzed dating from the development of written law

and democratic ideas to the present state of global affairs. Students track the development

of their own culture through comparisons with other nations and study significant global

events and persons through an approach that is structured both thematically and

chronologically. Connections between historical events and 21st century life are stressed

and include an examination of modern day instances of genocide.

World Studies Course Options


Requirements

Credits

Earned

NCAA

Core

World Studies CP None 5 Yes

World Studies H Honors placement criteria 5 Yes

UNITED STATES HISTORY 1 Grade: 10 Length of Course: Academic Year

Students in United States History 1 analyze the growth of American power and influence

from the period of Reconstruction to the post-World War I era. An examination of

technological innovations and immigration patterns provides students with an

understanding of the shifting demographic and economic landscape of the United States

in the early 20th century. A discussion of the conflict among emerging philosophies

prepares students to examine World War I and the sociological, political and economic

outcomes of that global event. Students discuss injustice and inequality and the shift in

moral values that took place after the war as they study the long-term effects of that

conflict. Connections are made to current economic, social and moral issues as students

research historical events and present global occurrences. This course does not fulfill the

prerequisite for Advanced Placement US History.

United States History 1 Course Options


Requirements

Credits

Earned

NCAA

Core

US History 1CP World Studies 5 Yes

UNITED STATES HISTORY 1H Grade: 10 Length of Course: Academic Year

Students in United States History I Honors will examine the history of the United States

beginning with the emergence of the colonies. In understanding American colonial life,

students will analyze the causes and results of the American Revolution, as well as the

founding of a new government. Students will examine how changes on the western

frontier ushered in a period of disunity in the nation that ultimately resulted in the

American Civil War. This material will be covered using a variety of instructional

activities through an approach that is structured both thematically and chronologically.

This course is a prerequisite for the Advanced Placement United States History.

52

United States History 1H Course Options


Requirements

Credits

Earned

NCAA

Core

US History 1H Honors placement criteria

World Studies H 5 Yes

UNITED STATES HISTORY 2 Grade: 11 Length of Course: Academic Year

Students in United States History 2 collaborate to investigate the geographic, social,

political, economic, cultural and technological factors that shaped the United States

during the 20th and 21st centuries. The study of significant events is organized

thematically and chronologically to enable students to track trends and themes that link

the past and current global affairs. Emphasis on the examination of authentic documents

provides students with opportunities to develop critical thinking skills. Project based

learning is a tool employed in the curriculum to encourage active citizenship as students

identify issues of concern and work together to advance solutions.

United States History 2 Course Options


Requirements

Credits

Earned

NCAA

Core

US History 2 US History 1 5 No

US History 2CP US History 1 5 Yes

ADVANCED PLACEMENT UNITED STATES HISTORY Grade: 11 Length of Course: Academic Year

Students in Advanced Placement (AP) Government and Politics – Comparative Politics

are introduced to political science through the study of various nations and the analysis of

political systems. Topics for discussion include, but are not limited to, industrialized

democracies, Mexico, Nigeria, Iran, and the history and future of foreign policy in the

21st century. Political beliefs and cultural differences are examined as influences in the

development of diverse governmental systems. Through the use of technology, students

collaborate to communicate with peers as they engage in project-based learning and are

prepared to take the College Board Advanced Placement Examination.

Advanced Placement United States History Course Options


Requirements

Credits

Earned

NCAA

Core

Advanced Placement

US History US History 1H 5 Yes

BIG HISTORY Grade: 12 Length of Course: Academic Year

Students in Big History collaborate to study a unified story of history. Students

investigate common patterns across the entirety of history from the creation of the

universe to the Common Era and beyond. The study of history as a whole enables

53

students to better understand people, civilization and our place in the universe. In

addition, this unified story provides students with a deeper awareness of our past, better

preparing them to help shape the future. Students employ a web-based curriculum

provided by the Bill and Linda Gates Foundation. As students study the patterns of

history, they develop a critical-thinking skill and engaged in 21st Century Learning.

Big History Course Options


Requirements

Credits

Earned

NCAA

Core

Big History None 5 Yes

CRIMINAL AND CIVIL LAW Grade: 10, 11, 12 Length of Course: Academic Year

Students in Criminal and Civil Law engage in an in depth study of the working

relationship between the law and themselves. The course focuses on the rights guaranteed

by the United States Constitution and the criminal and civil justice process. Special

emphasis is placed on how the law works to benefit the individual, the community and

the state. An examination of past and current case studies allows students to analyze legal

issues, debate procedures, and predict outcomes as they collaborate to apply learning to

real-life situations.

Criminal and Civil Law Course Options


Requirements

Credits

Earned

NCAA

Core

Criminal and Civil Law World Studies 5 Yes

ECONOMICS Grade: 11, 12 Length of Course: Academic Year

Students in the Economics course study human behavior in relation to resources and

responsible citizenship. The roles of consumer, producer, saver and investor are analyzed

through an examination of the economies of the United States and the global community.

The relationship of historical events to variances in economic stability is examined.

Students participate in projects that require research of local, national, and global

economies. Practical applications of information discussed in this course contribute to

preparing students to live in the global economy of the 21st century.

Economics Course Options


Requirements

Credits

Earned

NCAA

Core

Economics None 5 Yes

HUMAN CONSCIENCE Grade: 11, 12 Length of Course: Academic Year

The Human Conscience course studies the Holocaust and modern Genocides. Students

will study anti-Semitism and racism through the lens of history and classification

manipulation by society in general and the Nazi Regime in particular. The class will also

54

explore how post-WWI issues allowed the Third Reich to come to power and pursue the

Final Solution. Students will be expected to employ critical thinking skills when

examining the political and geographical conditions that may predict genocidal acts in

today's world. Students will engage in extensive online research, requiring the use of

many museum and international organization sites, which will support the growth of their

skills as responsible and knowledgeable users of technology. Students will write

extensively and prepare presentations and debates on topics throughout the course.

Human Conscience Course Options


Requirements

Credits

Earned

NCAA

Core

Human Conscience Completion of US History 2

or concurrent enrollment 5 Yes

PSYCHOLOGY Grade: 11, 12 Length of Course: Academic Year

Students in the Psychology course study human behavior through observation of human

interaction. The study of personality theories and techniques for measuring personality

development, as well as an examination of the effects of heredity and environment,

contribute to an understanding of self and others. Methods for coping with frustration,

conflict, depression, and anxiety, as well as the treatment of behavior disorders, are

examined demonstrating ways in which the study of psychology may play a role in

addressing societal problems. Case studies introduce real life problem situations to

students that require informed critical thinking methods and collaborative decision

making to affect appropriate resolutions.

Psychology Course Options


Requirements

Credits

Earned

NCAA

Core

Psychology None 5 Yes

ADVANCED PLACEMENT PSYCHOLOGY Grade: 11, 12 Length of Course: Academic Year

The Advanced Placement (AP) Psychology course is designed to introduce students to

the systematic and scientific study of the behavior and mental processes of human beings

and other animals. Students are exposed to the psychological facts, principles and

phenomena associated with each of the major subfields within psychology. They also

learn about the ethics and methods psychologists use in their science and practice. The

aim of the course is to provide the student with a learning experience equivalent to that

obtained in most college introductory psychology courses. The course of psychology

attempts to develop a better understanding of individual behavior as well as the source of

these behaviors. Students will be able to define, predict, observe and interpret the

behavior and mental processes of themselves as well as those around them.

Psychology Course Options


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Psychology None 5 Yes

55

ADVANCED PLACEMENT EUROPEAN HISTORY Grade: 11, 12 Length of Course: Academic Year

The Advanced Placement (AP) European History course is designed to increase the

student’s understanding of European history from 1450 through the present. A variety of

strategies are used, including the use of simulations, debates, and primary source

readings. The first semester covers the time period from 1450 to 1789 and includes such

topics as the Renaissance and Reformation, the Age of Exploration, the Enlightenment,

the French Revolution, and the Industrial Revolution. The second semester covers the

time period from 1789 through the present and includes such topics as the Rise of Nation-

States, Imperialism, World War I, the Russian Revolution, the Development of

Totalitarian States, World War II, and Postwar Europe. Areas of concentration include

social, political, and economic institutions, as well as cultural and intellectual

development. Students enrolled in AP European History may elect to take the Advanced

Placement European History examination in May.

Advanced Placement European History Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned NCAA

Core

Advanced Placement European History Honors Placement Criteria

AP US History 5 Yes

ADVANCED PLACEMENT HUMAN GEOGRAPHY Grade: 11, 12 Length of Course: Academic Year

Students in Advanced Placement (AP) Human Geography study the patterns and

processes that have shaped the exploration, employment, and alteration of the earth’s

surface over time. Using landscape analysis and the necessary map skills and spatial

concepts, students examine the impact of geography on the growth of social groups, as

well as the environmental impact of those groups and their practices. The science of

geography is discussed as students learn about the methods and tools used by

geographers. The interconnectedness among the organization of humans at the local,

regional, national, and global levels is an area of focus. Students are prepared to take the

Advanced Placement Human Geography examination in May.

Advanced Placement Human Geography Course Options


Requirements

Credits

Earned

NCAA

Core

Advanced Placement Human Geography Honors Placement Criteria 5 Yes

SOCIOLOGY AND POPULAR CULTURE Grade: 11, 12 Length of Course: Academic Year

Students in the Sociology course study human relationships that form a society. The

varied ways in which people interact individually and within groups are traced from

infancy through childhood, adolescence and adulthood. Roles and status in the social

structure are examined and defined in this semester long course. The diversity of human

relations, cultures and customs is emphasized in concert with the connection between the

study of behavior and the prevailing popular culture and media.

56

Students in the Popular Culture course study the evolution of pop culture and its impact

on themselves and their lives. The course will review the types of media that influence

students (e.g., television, Internet, magazines, music) and how popular culture affects

today’s youth. Students compare and contrast local and regional culture to cultures in

other parts of the country and the world. Topics for discussion include, but are not limited

to, the history of popular culture, linking popular culture to media literacy, and how other

countries’ citizens view America.

Sociology Popular Culture and Media Literacy Course Options


Requirements

Credits

Earned

NCAA

Core

Sociology and Popular Culture None 5 No

57

TECHNOLOGY EDUCATION

INTRODUCTION TO ENGINEERING DESIGN Grade: 9, 10, 11, 12 Length of Course: Academic Year

The Introduction to Engineering Design course is the first in the Project Lead The Way

pre-engineering sequence. Students are introduced to the design process, build individual

portfolios, and use Autodesk Inventor to model, create sketches, and engineer designs.

Hands-on activities augment computer technology in studying engineering projects.

Successful completion of Introduction To Engineering Design fulfills the New Jersey


Introduction to Engineering Design Course Options


Requirements

Credits

Earned

NCAA

Core

Introduction to Engineering Design None 5 No

PRINCIPLES OF ENGINEERING Grade: 10, 11, 12 Length of Course: Academic Year

The Principles of Engineering course advances students’ knowledge of engineering

through a firm and in-depth exploration of multiple engineering fields. Students learn

about simple and advanced machines and the design and build of such machines,

including a freight elevator and a marble sorting machine. Computer-integrated

manufacturing is explored through programming, virtual design, manufacturing, and

automating original student designs using the Computer Numerically Controlled (CNC)

mill and robotic arm. Principles of Engineering focuses on identifying, designing,

building, and testing bridges.

Successful completion of Principles of Engineering fulfills the New Jersey graduation

requirement in 21st Century Life and Careers.

Principles of Engineering Design Course Options


Requirements

Credits

Earned

NCAA

Core

Principles of Engineering Introduction to Engineering Design 5 No

DIGITAL ELECTRONICS Grade: 11, 12 Length of Course: Academic Year

Digital Electronics is a core course of study in the Project Lead The Way (PLTW)

program. The purpose of this introductory pre-engineering course is to develop the

student’s logical thinking skills by solving problems and designing control systems. In

this manner, students gain a better understanding of the digital circuits in microelectronic

design, manufacturing, computer technology, and information systems. Students

participate in a capstone project implementing a solution to a problem: representing the

solution schematically, presenting their design to the class, and submitting a report

summarizing their work.

58

Successful completion of Digital Electronics fulfills the New Jersey graduation


Digital Electronics Design Course Options


Requirements

Credits

Earned

NCAA

Core

Digital Electronics Introduction to Engineering Design,

Principles of Engineering 5 No

ENGINEERING DESIGN AND DEVELOPMENT Grade: 12 Length of Course: Academic Year

The Engineering Design and Development course serves as the capstone course within

the Project Lead The Way sequence. The purpose of the program is to provide direct

application of the skills and knowledge learned in prerequisite courses to real-world

problems. Students use Autodesk Inventor software to assist in designing solutions to

specific problems selected by teams of students. Engineering Design and Development

tests time management and team skills. These are valuable assets in post-secondary

education and the work force.

Successful completion of Engineering Design and Development fulfills the New Jersey


Engineering Design and Development Course Options


Requirements

Credits

Earned

NCAA

Core

Engineering Design and

Development

Introduction to Engineering

Design, Principles of Engineering,

Digital Electronics

5 No

ENGINEERING OF THE FUTURE Grade: 9, 10, 11, 12 Length of Course: Academic Year

Engineering of the Future is an academic course designed to provide students with

opportunities to explore various facets of engineering related to existing and emerging

careers. Instructional modules include, but are not limited to, studies in aeronautics,

architecture, biotechnology, conservation engineering, neuroscience, and robotics.

Engineering of the Future provides an overview of biomedical sciences and lays the

scientific foundation necessary for student success in subsequent courses.

Successful completion of Engineering Of The Future fulfills the New Jersey graduation


Engineering of the Future Course Options


Requirements

Credits

Earned

NCAA

Core

Engineering of the Future None 5 No

59

WORLD LANGUAGE

Somerville High School requires one year of World Language for graduation. The World

Language course sequence is aligned with the New Jersey Core Curriculum Content

Standards, district curricula and the statewide assessment system.

A student’s progression through the World Language sequence is dependent upon

his/her level of proficiency upon entry in 9th

grade.

Level 2H Recommended for students who averaged 90 or above in 8th

grade

Level 2 Recommended for students who averaged 80 or above in 8th grade

Must start at this level if wishing to take Advanced Placement

in 12th grade

Level 1 Similar curriculum to a Middle School program

Native speakers who have had prior educational experiences related to grammar

and writing in Spanish or French are encouraged to consider taking a Level 2

course. Native speakers whose knowledge is limited to conversational Spanish or

French are encouraged to take Level 1. In the past, native speakers have also had

success taking Level 1 of the language that they do not speak at home

60

FRENCH 1 Grade: 9, 10, 11, 12 Length of Course: Academic Year

Students in the French 1 world language course are introduced to formal language study.

The focus of this first level course is to assist the student to develop conversational and

written skills necessary to express oneself and one’s needs using basic vocabulary and

grammar forms in the French language. A study of the Francophone culture provides

students with a better understanding of the lives, customs, and history of French-speaking

people. Holocaust and genocide studies focus on the effects of those events in current

French society.

French I Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

French 1CP None 5 Yes

FRENCH 2 Grade: 9, 10, 11, 12 Length of Course: Academic Year

The French 2 course advances students’ knowledge of the language and customs of the

Francophone world through the development of vocabulary and grammar. Fluency is

expanded by applying language learning skills in listening, speaking, reading and writing.

The culture of Francophone nations is explored through exposure to culturally authentic

documents and media, as well as short reading passages and visual supports. Holocaust

and genocide studies are included as students explore the roles of rescuers and resisters

during the Holocaust in France.

French 2 Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

French 2CP French Grade 7 and 8 or French 1 5 Yes

French 2H Honors placement criteria 5 Yes

FRENCH 3 Grade: 10, 11, 12 Length of Course: Academic Year

Students in the French 3 course transition from the beginning level of study to an

advanced linguistic experience. Attention is dedicated to the development of listening,

speaking, reading and writing skills to prepare students to function creatively and

productively in a French speaking environment. In addition to the enhancement of

vocabulary skills, grammatical expertise, and technology skills, students gain insight into

the diverse cultures of Francophone nations through authentic reading materials and

media. An examination of the impact of the Holocaust is included in the study of the

events of the twentieth century in France.


Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

French 3CP French 2 5 Yes


61

FRENCH 4 Grade: 11, 12 Length of Course: Academic Year

The French 4 course builds students’ proficiency through a variety of guided writing and

conversational activities. The study of literature and culturally authentic documents

enhances the development of listening, speaking, reading and writing skills. Language

proficiency is demonstrated through the completion of digital portfolio projects, listening

exercises, simulated conversations, written assignments and Internet based

communication experiences. Holocaust and genocide studies focus on the legacy of the

Holocaust in France and stories of survivors.


Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core



FRENCH 5 Grade: 11, 12 Length of Course: Academic Year

The French 5 course furthers students’ knowledge of the French language through a

variety of guided writing and conversational activities. Advanced grammar and

vocabulary are explored through the study of literature, history and culturally authentic

documents. Students demonstrate proficiency in listening, speaking, reading and writing

through the creation and expansion of digital portfolios. Listening exercises, written

essays and reports, and oral presentations require the application and integration of

language skills and knowledge. Holocaust and genocide studies focus on the Resistance

movement in France during World War II.

French V Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core


ADVANCED PLACEMENT FRENCH Grade: 11, 12 Length of Course: Academic Year

Students in Advanced Placement (AP) French build language proficiency in all

modalities: listening, speaking, reading and writing. The ability to understand spoken and

written French in various contexts, to converse comfortably about a variety of topics with

grammatical accuracy, and to read diverse French literary genres prepares students to

earn college credits through the attainment of satisfactory results on the College Board

Advanced Placement Examination in the French Language. Students assess French

history and current events as they examine topics of interest and importance in the 21st

century, including an examination of the skills necessary to pursue a chosen career path.

Holocaust and genocide studies include the events in France during the Holocaust, as

well as an examination of current global examples of genocide.

62

Advanced Placement French Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

Advanced Placement French Honors placement criteria 5 Yes

SPANISH 1 Grade: 9, 10, 11, 12 Length of Course: Academic Year

The Spanish 1 course introduces students to the foundational skills of language study in

listening, speaking, reading and writing. The focus of this course is to develop

conversational and written skills necessary to communicate in basic terms in the target

language. A study of Hispanic cultures provides students with an understanding of the

lives, customs and history of Hispanic people worldwide.

Spanish 1 Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

Spanish CP None 5 Yes

SPANISH 2 Grade: 9, 10, 11, 12 Length of Course: Academic Year

The Spanish 2 course focuses on the continuation of formal study in the target language.

Listening, speaking, reading and writing skills are further developed through a

concentrated study of vocabulary and grammar. Study of the diversity of Hispanic

cultures provides students with a deeper understanding of customs and habits of Spanish

speaking people.


Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

Spanish 2CP Spanish 1 5 Yes

Spanish 2H Honors placement criteria 5 Yes

SPANISH 3 Grade: 10, 11, 12 Length of Course: Academic Year

The Spanish 3 course transitions from the beginning levels of language study to an

advanced linguistic learning experience. Development of listening, speaking, reading and

writing skills is promoted through a variety of strategies, including vocabulary

enhancement, application of advanced grammar, and examination of culturally-authentic

materials from diverse Hispanic nations. Through the use of digital tools, students

connect with their peers to share information, solve problems, and gain insight into the

varied experiences of young people around the world. Knowledge of art, literature and

social issues enhances fluency and prepares students to function creatively and

productively in a Spanish speaking environment. Holocaust and genocide studies are

included in an examination of both peninsular and Central and South American art and

literature.

63


Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core



SPANISH 4 Grade: 11, 12 Length of Course: Academic Year

Students in the Spanish 4 course develop proficiency in listening, speaking, reading and

writing skills and expand understanding of the Hispanic culture. Authentic documents, as

well as classical and contemporary reading materials, reinforce reading comprehension.

A conversational approach to learning vocabulary and grammar concepts promotes the

ability to express ideas fluently, coherently and accurately in the target language.

Technology applications allow opportunities for communication with Spanish speaking

students in other locales while listening exercises, videos, cooperative group work and

individual presentations enrich the language learning experience.


Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core



SPANISH 5 Grade: 11, 12 Length of Course: Academic Year

Students in the Spanish 5 course develop proficiency in language skills through a variety

of guided writing and conversational activities. The study of Hispanic literature and

culture enhances students’ ability to express ideas fluently, coherently and accurately in

written and oral forms. Listening, speaking, reading and writing experiences enrich the

growth of confidence and ability to use the target language. Communicative skills are

further supported by digital communication with other language learners and the

maintenance of an electronic journal documenting personal learning goals and growth.


Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core


ADVANCED PLACEMENT SPANISH Grade: 11, 12 Length of Course: Academic Year

The Advanced Placement (AP) Spanish course develops student proficiency in the areas

of listening, speaking, reading and writing through a variety of learning experiences.

Students’ understanding of Hispanic history and culture is expanded through exposure to

authentic art, literature and music. Emphasis is placed on the development of self-

expression that is accurate, fluent and coherent in both written and oral forms. Holocaust

64

and genocide studies focus on the events of the Spanish Civil War and civil wars in Latin

American countries. Students enrolled in Advanced Placement Spanish may elect to take

the Advanced Placement Spanish examination in May.

Advanced Placement Spanish Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

Advanced Placement Spanish Honors placement criteria 5 Yes

EXPLORING SPANISH CULTURE THROUGH COMMUNICATION Grade: 9, 10 Length of Course: Academic Year

The Exploring Spanish Culture through Communication course is designed for students

who have a need to become proficient in the cultural nuances and speaking and listening

skills to be implemented upon a visit or vacation to a Spanish speaking country. The

course will provide idiomatic expressions commonly used in normal and practical

conversation when performing specific tasks such as ordering a meal, exchanging money,

a trip to a museum, attendance at a sporting event, hotel and travel procedures, and

emergencies. The thematic approach will implement on line resources and rely on

individual and group conversation.

Exploring Spanish Culture through Communication Course Options

Course

Title

Prerequisite

Requirements

Credits

Earned

NCAA

Core

Exploring Spanish Culture

through Communication Counselor Recommendation 5 No

65

Adelphi University University o f Kansas Pennsylvania State Univ, University Park

Albright College Kean University Philadelphia University

Allegheny College Keene State College University o f P ittsburgh

Alvernia University Kent State University Plymouth State University

The American M usical & Dramatic Academy University o f Kentucky Point Park University

Andrews University The King's College Pratt Institute

Arcadia University Kutztown Univ of PA Providence College

Arizona State University La Salle University Purchase College State Univ of NY

Asbury University Lafayette College Purdue University

Ashland University Lake Erie College Quinnipiac University

Belmont Abbey College Lebanon Valley College Radford University

Belo it College Lehigh University Ramapo College of New Jersey

Berklee College of M usic Liberty University Raritan Valley Community College

Binghamton University Lincoln Technical Institute University o f Rhode Island

Bloomsburg University o f Pennsylvania Lincoln University Richard Stockton College of New Jersey

Boston College LIU Brooklyn University o f Richmond

Boston University Lock Haven Univ of PA Rider University

Bowdoin College Long Island Univ - Brooklyn Campus Rochester Institute of Technology

University o f British Columbia Louisiana State University University o f Rochester

Bryant University Loyola University M aryland Roger Williams University

Caldwell University University o f M aine Rollins College

University o f California at Davis M anhattan College Rosemont College

Carnegie M ellon University M anhattan School o f M usic Rowan University

Case Western Reserve University M arist College Rutgers, The State Univ of NJ at New Brunswick

Castleton State College University o f M ary Washington Rutgers, The State Univ of NJ at Newark

Catawba College Univ of M aryland, Baltimore County Saint Joseph's University

Centenary College University o f M aryland, College Park The College of Saint Rose

Champlain College M arywood University Salisbury University

Chapman University M assachusetts College of Art and Design University o f San Francisco

College of Charleston University o f M assachusetts, Amherst University o f the Sciences in Philadelphia

Clarkson University University o f M assachusetts, Dartmouth The University o f Scranton

Clemson University M cGill University Seton Hall University

Coastal Caro lina University M essiah College Shippensburg University o f Pennsylvania

University o f Colorado at Boulder University o f M iami Siena College

University o f Colorado at Denver M ichigan State University Simmons College

Colorado State University M iddlesex County College University o f South Caro lina

University o f Connecticut M illersville University o f Pennsylvania Southern Adventist University

County College of M orris M isericordia University University o f Southern California

Dartmouth College University o f M ississippi St. John's University - Queens Campus

University o f Dayton M onmouth University State University o f New York at New Paltz

Delaware Valley College The University o f M ontana, Western Stevens Institute of Technology

University o f Delaware M ontclair State University Stevenson University

University o f Denver M oore College of Art and Design Stonehill College

DeSales University M oravian College Stony Brook University

Drew University M ount Saint M ary College SUNY College at Brockport

Drexel University M ount Saint M ary's University SUNY College at Cortland

Duquesne University M uhlenberg College SUNY College of Environ Science & Forestry

East Caro lina University NCAA Eligibility Center SUNY College at Oneonta

East Stroudsburg Univ of Pennsylvania University o f Nevada, Las Vegas University o f Surrey

Eastern University New England College Susquehanna University

Elizabethtown College University o f New England Syracuse University

Elmira College University o f New Hampshire The University o f Tampa

Emmanuel College University o f New Haven Temple University

Fairfield University New Jersey Institute of Technology University o f Tennessee, Knoxville

Fairleigh Dickinson University The College of New Jersey The Ohio State University

Fairleigh Dickinson University, M adison The New School Thomas College

Florida Institute of Technology NY Institute of Tech - M anhattan Towson University

Florida International University NY Institute of Tech - Old Westbury University at Buffalo The State Univ of NY

Florida State University New York University The University o f the Arts

Fordham University University o f North Caro lina at Pembroke University o f Utah

George M ason University North Caro lina State University University o f Vermont

The George Washington University Northeastern University Villanova University

Gordon College University o f Northern Colorado Virginia Commonwealth University

University o f Hartford Nyack College Virginia Polytechnic Institute and State Univ

High Point University Ohio University Virginia Wesleyan College

Hofstra University Oklahoma State University Wake Forest University

College of the Holy Cross Old Dominion University Washington College

Hunter College of the CUNY Pace University, New York City West Chester University o f Pennsylvania

Indiana University at B loomington Pace University, Westchester Campus West Virginia University

Indiana University o f Pennsylvania Palm Beach Atlantic University Western New England University

Iona College Parsons The New School for Design Widener University

Ithaca College Pennsylvania State Univ - World Campus Wilkes University

Jacksonville University Pennsylvania State Univ, Abington William Paterson University o f New Jersey

James M adison University Pennsylvania State Univ, Berks College William Woods University

Johnson & Wales University (Providence) Pennsylvania State Univ, Brandywine Worcester Polytechnic Institute

Kansas State University York College of Pennsylvania

Somerville High School - Class of 2014

College Acceptance List

66

Notes

program of studies 2015 - 2016 - somerville public schools · 2016-04-04 · 1 program of studies...

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