Rye Neck High School Course Catalog 2023-2024

Rye Neck

High School

Course Catalog

2023-2024

Rye Neck High School

Course Catalog

2023-2024

Dr. Tina Wilson, Principal

Corinne Ryan

Assistant Superintendent for Curriculum and Instruction

Susan P. Hannon

School Counseling Department Chairperson

School Counselor

Amanda Mahncke

Evan Miller

School Counselors

BOARD OF EDUCATION



President Gloria Golle

Vice-President Rebecca Mansell

Trustee Patty Nashelsky

Trustee Jennifer Rubin

Trustee Devina O’Reilly

Trustee Elizabeth Yong

ADMINISTRATION

Superintendent of Schools

Eric Lutinski, Ed. D.



Assistant Superintendent for Business and Finance

Carolyn Mahar

Assistant Superintendent for Curriculum and Instruction

Corinne Ryan



High School Principal

Tina Wilson, Ed. D.



Middle School Principal

Dulce Barker, Ed. D.



F. E. Bellows Elementary School Principal

Michael Scarantino



Daniel Warren Elementary School Principal

Tara Goldberg

Assistant Principal for Middle/High School

Jason Doerr



Director of Pupil Personnel Services

H. William Siegel

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Director of Health, Physical Education and Athletics

Joseph Ceglia

Director of Technology and Communications

Mary Lanza

RYE NECK HIGH SCHOOL

COURSE CATALOG

TABLE OF CONTENTS

Purpose of this Guide…………………………………………………………...…...Page 4

Graduation Requirements………………………………………………………...Page 4-5

Alternate Ways of Earning Credit……………………………………………….....Page 6

Planning a Program……………………………………………………………....…Page 6

How to Use the Course Catalog ................................................................................Page 7

Policies and Procedures Regarding Course Selection……………………......…Page 8-9

COURSES

Library Media Center……………………………………………….....…....……...Page 10

English Department………………………………………………………....….Pages 11-22

Social Studies Department…………………………………………………......Pages 23-37

Mathematics Department…………………………………………………...…Pages 38-50

Computer Science ………………………………………………………...……Pages 51-55

Science Department……………………………………….………………..….Pages 56-68

Research ………...…………………………………………………….……..…Pages 69-71

World Languages ………………………..………………………………..…...Pages 72-76

Unified Arts Department …………………………….…………………..……Pages 77-95

Physical Education and Health………...………………………………..…… Pages 96-98

Student Counseling, Development & Leadership..…………..…………..….Pages 99-102

Special Services………………….……………………………………………Pages 103-113

PURPOSE OF THIS GUIDE

The purpose of this curriculum guide is to assist students, parents, and faculty to better understand

the academic programs of Rye Neck High School, a college preparatory high school. In planning

their high school program, students must know and understand the requirements of a high school

diploma and the curriculum options offered by the high school. In selecting a program of study,

students must consider these together with their academic abilities, achievements and interests,

educational aspirations after high school and career directions. The faculty and the Counseling

Department at Rye Neck High School can develop many options for personalizing the student’s

program.

GRADUATION REQUIREMENTS

Graduation requirements and academic standards set forth by the New York State Education

Department have been raised and made more rigorous. Graduation requirements include two major

areas: (1) basic course work and (2) Regents Examinations. There are three types of diplomas (1)

Regents Diploma with Advanced Designation, (2) Regents and Regents with Honors Diplomas and

(3) Local Diploma. The requirements for a Regents Diploma with Advanced Designation are more

extensive than the Regents Diploma. The differences are in world language courses and the number

of Regents examinations required. See the charts for specific information.

Class of 2016 and Thereafter

Course Requirements for Graduation

Subjects

Local Diploma

Regents Diploma

Regents Diploma with

Advanced Designation

English

4 credits

Social Studies

4 credits

Mathematics

3 credits

Science

3 credits

Arts

1 credit

Health

½ credit

Physical Education

2 credits

World Languages

1 credit *

3 credits **

College & Career Preparation

.25 credit

Community Service***

40 hours

Core units of credit required

18 ½ credits

20 ½ credits

Electives

3 ½ credits

1 ½ credits

Total units of credit required

22.25 credits

* Except for students receiving special educational services and exempted by the Committee

on Special Education.

** May substitute 5 credits of Art, Music or Occupational Education.

*** Students entering the high school as Seniors need to complete only 10 hours of outside

community service.

Current New York State Graduation Requirements*

Content Area

Regents

Diploma

Credits

Required

Regents Diploma

Exams Required

5 Total – Score of 65 or better

1 Math, 1 ELA, 1 Science, 1 SS,

PLUS…

1 additional exam in either Math,

Science or SS

Regents with

Advanced

Designation

Diploma

Credits

Required

Regents with

Advanced

Designation Diploma

Exams Required

8 Total - Score of 65

or better

Mathematics

• Algebra, Geometry,

or Algebra 2

(students may take all 3 exams, but

only need to pass 1)

• Algebra

• Geometry

• Algebra 2

English (ELA)

• English Language Arts

• English

Language Arts

Science

• Living Environment (Biology),

Earth Science, Chemistry, or

Physics

(students may take all 3 exams, but

only need to pass 1)

• Living

Environment

(Biology)

AND

• Earth Science,

Chemistry, or

Physics

Social Studies

• Global History and Geography

or US History and Government

(students will take both exams, but

only need to pass 1)

• Global History

and Geography

• US History and

Government

WORLD LANGUAGES

Checkpoint A Exam

(not a Regents Exam, but still

required for graduation)

Checkpoint A &

Checkpoint B Exams

(not Regents Exams,

but still required for

graduation)

FOCUS ELECTIVES

3.5

1.5

ARTS

PHYSICAL EDUCATION

HEALTH

0.5

Additional Rye Neck High School Requirements: College & Career Prep. (0.25 credits), Community Service (40 hours)

“Honors Designation” – Average of all Regents Exam scores = 90

“Mastery in Math and/or Science” – Scores of 85 or higher on all Math and/or Science Regents Exams

*Variations to these requirements exist -- ask your counselor if any may apply to you

ALTERNATE WAYS OF EARNING CREDIT

Eligible students have the option of earning up to 6 ½ credits (of the number required) without

completing specific courses of study. However, the school must determine that this alternative will

benefit the student academically. This may be done as follows:

a) the student achieves 85% or better on state-developed (e.g. Regents) exams,

proficiency exams, or state-approved exams and passes an oral examination, and

completes a special project.

b) in the areas of science and occupational education, where credit is through

examination, laboratory requirements will be met through special projects

demonstrating appropriate skills.

c) prior approval from Rye Neck School District is required.

PLANNING A PROGRAM

A student’s program, as it unfolds and develops from year-to-year, should result in an enjoyable,

successful, and meaningful high school career. The degree of success a student achieves in high

school determines his/her readiness for college and a career. Here are suggestions for planning a

high school program.

A. Establish personal goals. While they may change, it is wise to think about and plan

educational, career and personal objectives.

B. Honestly evaluate personal interests, aptitudes, and needs.

C. Learn career entrance requirements as soon as possible. Find out about specific college

entrance requirements as soon as possible.

D. Consult with parents, teachers and counselors in order to benefit from their experience and

resources.

E. Select the courses to be included on your transcript on the basis of requirements for the high

school diploma you want and the extent to which these courses will contribute to the

achievement of your goals.

How to Use the Course Catalog

Rye Neck High School’s talent development philosophy is aligned with college and career readiness

standards and current trends in educational counseling.

Our school counselors are available to assist with decisions about which choices in school and

outside of school best reflect and build on an individual's strengths and talents at each stage of the

Rye Neck High School experience.

Students should consider the following questions:

● What are my strengths and interests?

● Which foundation disciplines best match possible pathways for my future?

Foundation Disciplines

___ Science, Technology, Engineering and Mathematics (STEM)

___ Humanities

___ The Arts

___ Athletics

1. Select a Foundation Discipline area

2. Check the Course Catalog for both foundation content courses and focus electives that

support primary interest(s).

3. Speak with a school counselor about clubs and extracurricular activities that expand on

targeted interests in school and after school.

4. Consider ways in which to expand learning and build on strengths and interests in

internships and summer programs

Weighting Legend:

*=5 point weighting

♧=3 point weighting

PRACTICES AND PROCEDURES REGARDING COURSE SELECTION

A. Number of courses taken per year

Full-time students must take the equivalent of at least 5 credits per year, not counting

Physical Education. Capable students are encouraged to take more.

B. Sequence and Prerequisites

Many courses are developmental and have prerequisites. For example, success in French 2

requires success in French 1 or its equivalent. There are several other courses with essential

prerequisites. These are indicated in the course descriptions. Further information and

advice may be obtained from a teacher in the subject area or from your counselor.

C. Course Selection and Scheduling

1. Procedures are developed at mid-year which permit students to select courses for the

next school year. Out of these, a master schedule is built. While these selections are

given serious consideration, there are reasons why students may not always get their

preferences. It should be noted in reviewing the curriculum offerings of Rye Neck

High School that, during any given year, a course may not be scheduled if the initial

enrollment is very low.

Every effort is made to keep students advised of program changes so that they may

adjust their individual plans accordingly.

2. Students who fail courses may require schedule changes. There may also be changes

in programs due to changes in plans. When these occur, they ought to be discussed

with the counselor early enough so that a change in the student’s program may be

made before the start of the school year.

3. Teacher recommendations are the basis for class placements that provide the greatest

opportunity for each student to be successful in his/her near future. Teachers provide

the best source of information for why a recommendation is made. Students who

wish to take a course at a level above that which his/her teacher recommends must

obtain an override form from the School Counseling office. The override form must

be signed by a parent/guardian, student and recommending teacher and returned to

his/her school counselor no later than May 1st of the current academic year.

D. Changing a Program

1. A change in plans sometimes requires a change in school program. When this

occurs, a school counseling conference is needed early enough to consider the

wisdom of the change and to ensure making the change before the start of, or early

enough in the next school year. Such changes require written parental approval.

2. Schedule changes after the school year begins will be made only for serious reasons.

Procedures for such changes are established for the orderly functioning of the school

program and they start in the School Counseling Office. Adding a new course

should be done as early in the school year as possible but cannot be done after three

weeks. Dropping of any courses after the first quarter will result in a Drop/Fail.

The Drop/Fail will be recorded on the transcript.

3. In some cases, students who begin an academic year and wish to drop from a higher

level course into a lower level course can be considered. For example a student

struggling with AP English Literature may want to drop into the English 11R course.

Students, teachers, counselors and parents will discuss the best option for the student

to earn credit in the subject before any changes are made. Such changes require

parental approval.

4. Students who begin an academic year and wish to transfer to a more advanced level

in a specific discipline need to be aware that a) a five-week probationary period,

from the start of the academic year, is necessary to provide proof of accomplishment

at the level in which the student is currently enrolled; b) a teacher recommendation

for a transfer is based on established student performance criteria, which is shared

with the student at his or her request at the beginning of the probationary period; c) if

the student meets the performance criteria, and scheduling allows for a change, the

student will be allowed to move to a new level. If the student does not meet the

criteria for a change of level, the student forfeits the right to override his or her

current placement. Please see Course Selection and Scheduling, section C, item 3,

for information about teacher recommended class placements and how to file a

course override form.

RYE NECK HIGH SCHOOL/MIDDLE SCHOOL

LIBRARY MEDIA CENTER

The Rye Neck High School/Middle School Library Media Center (LMC) is a digital

learning commons – the hub of a community of learners who are developing the tools to

think critically, collaborate productively, create ethically, and locate and communicate

information using any format in any setting.

The mission of the LMC program is to prepare students with the skills, experiences and

confidence that will enable them to effectively and ethically use information resources and

Web 2.0 tools in their pursuit of academic and personal achievement as responsible citizens.

Through collaborative inquiry-based projects across the curriculum, the research

methodology students were introduced to in middle school is expanded upon and developed.

Information fluency instruction includes website evaluation; efficient and effective search

techniques; and the ethical use of resources and technology for research, production, and

communication.

The LMC collection includes approximately 7,000 physical books, dozens of periodicals,

available in both hardcopy and on our digital magazine platform Flipster, plus a wide array

of digital resources. Sora, formerly OverDrive, our online and mobile app platform for

downloadable ebooks, audiobooks and magazines, provides access to an extensive

collection accessible from any device 24/7. Purchases are made on-demand to ensure our

students have access to the books they need at the time they need them. Our database

subscriptions, which encompass current issues, history, literature, science, and the arts, are

also available 24/7 via the online catalog and Mrs. Costelloe’s Teacher Webpage. Guidance

on all resources is provided for Rye Neck faculty and students.

The Rye Neck District provides all high school students a chromebook and charger through

its one-to-one program and the Library coordinates computer maintenance, repair and loaner

chromebooks or chargers, when necessary. Secure Wi-Fi provides access to online

resources and the library provides a flexible environment for collaboration, learning, quiet

conversation and relaxation. Students are welcome in the Library before and after school,

during their lunch period (after they eat in the Dining Hall) and during their day, with a pass

from their teacher.

The Community Room, located just off the Library, is a flexible space which has been used

by faculty and students for large group instruction, webinars, videoconferences,

presentations, collaboration, quiet study, and for experiencing live broadcast current events.

It is home to the Rye Neck Art Gallery.

The Rye Neck HS/MS Library Media Center received the designation “Electronic Doorway

Library Leader'' by the New York State Board of Regents, Education Department, and State

Library to acknowledge the wide availability of resources and LMC collaboration with other

institutions. The Library resources are available online 24/7 and the LMC is typically open

7:50 AM – 4:00 PM on school days.

ENGLISH DEPARTMENT

The English curriculum at Rye Neck integrates the close, critical reading of a variety

of literary genres with the development of reflective, analytical written work. While

four years of English are required for graduation, Rye Neck’s English department

offers a broad program of exciting core courses and electives, making it possible for

students to complete more than five years of credit in English.

Each course in the four-year sequence incorporates reading, writing, listening,

speaking, presenting and viewing skills as outlined in the New York State Next

Generation English Language Arts Learning Standards. In addition, students are

required to develop facility with a variety of research formats employing both

traditional print and modern technological media sources.

English courses 9-11 are Regents courses. Each grade level emphasizes selected

parallels to social studies topics and also incorporates focused themes. All students

take the Regents Comprehensive Examination in English in either June of sophomore

year, or January of the junior year.

An Honors Program is offered for students in grades 9 and 10. These courses are

designed for students who have demonstrated outstanding interest, aptitude and

performance; the work is demanding and our expectations are high. While the

essential curriculum of the Honors Program is the same as the Regents program, the

scope of understanding is broadened in the Honors Program. Students engage in more

independent work, and writing projects are expanded to accommodate a greater

breadth and depth of understanding. These courses are viewed as preparation for the

Advanced Placement English program, offered in place of honors in grades 11 and

12.

English 9R

Curriculum Level: Regents

Types of Assessments: Projects, research, tests, essays, papers and presentations

Prerequisite: English 8

Grade: 9

Credit: 1

____________________________________________________________________

DESCRIPTION

Students study a broad sampling of works of literature from various genres in relation

to their cultural contexts and to themselves. Literature is selected both for its

connection to the global studies curriculum as well as its connection to the central

question posed by each thematic unit. Students will focus on the conflicts that

emerge in preparation for each work as well as their prospective resolutions. Students

will continue practicing close reading and text-based responses in conjunction with

the continued integration of the Common Core Learning Standards. In addition,

students begin preparing for the Regents, a three-hour exam taken in January of the

junior year. Listening, vocabulary building, grammar, note-taking and study skills are

also practiced. Students will also complete at least one research project.

TEXT

Texts may include but are not limited to: Antigone, Romeo and Juliet, The Catcher

in the Rye, as well as selected supplementary texts, both classic and contemporary,

most of which deal with the challenges of adolescence, rebellion and decision

making.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. In addition to traditional quizzes and homework, students will also

be expected to engage in long and short term projects, as well as independent reading.

Students will also be required to generate a paper based on research.

English 9H*

Curriculum Level: Honors

Types of Assessments: Projects, research, tests, essays, papers and presentations

Prerequisite: English 8, teacher recommendation, demonstration of habits of

success, and completion of a writing sample that meets English Department

expectations.

Grade: 9

Credit: 1

__________________________________________________________________

DESCRIPTION

English 9H has the same basic structure and focus as 9R, but there is a greater body

of work studied in greater detail and to greater depth. Moreover, students in 9H begin

practicing deeper critical and analytical skills earlier, and begin focusing on the

introduction of counter-argument into their persuasive writing. Like 9R, students in

9H study a broad sampling of works of literature from a number of genres and study

them in social, historical, political, cultural and personal contexts. Greater emphasis

will be placed on individual study and developing independent work habits.

TEXT

Texts may include but are not limited to: Antigone, Romeo and Juliet, The Catcher

in the Rye and Ethan Frome, as well as selected supplementary texts, both classic

and contemporary, most of which deal with the challenges of adolescence, rebellion

and decision making.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. In addition to traditional quizzes and homework, students will also

be expected to engage in long and short term projects as well as independent reading.

Students will also be required to generate a paper based on research. Punctual

completion of all assignments is imperative for success at this level.

English 10R

Curriculum Level: Regents

Types of Assessments: Projects, research, tests, essays, papers and presentations

Prerequisite: English 9

Grade: 10

Credit: 1

__________________________________________________________________

DESCRIPTION

This integrated course further focuses the general study of 9

grade and pushes

students to the next level of achievement and beyond. In addition to studying various

literary genres, students focus on understanding how the essential elements of literary

form and technique contribute to the meaning of the work. A broad variety of world

literature is chosen for its complementary and/or supplementary value for students as

they study global history in social studies. Clarity of expression is emphasized in

both writing and speaking. Students continue developing the depth and integrity of

their text-based responses in conjunction with the continued integration of the

Common Core Learning Standards.

TEXT

Texts may include but are not limited to: Macbeth, Lord of the Flies, Night,

Streetcar Named Desire as well as selected supplementary texts, both classic and

contemporary, most of which deal with the need for community, the nature of war,

the redemptive power of love, and loss of innocence.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. In addition to traditional quizzes and homework, students will also

be expected to engage in long and short term projects, as well as independent reading

and research. Punctual completion of all assignments is imperative for success at this

level.

English 10H*

Curriculum Level: Honors

Types of Assessments: Projects, research, tests, essays, papers and presentations

Prerequisite: English 9, teacher recommendation, demonstration of habits of success

Grade: 10

Credit: 1

__________________________________________________________________

DESCRIPTION

Like 9H, 10H is a broader, deeper, more rigorous version of 10R. Students studying at

this level are expanding and sharpening their analytical skills as writers, speakers,

viewers and presenters. Students in 10H can expect more independent or small group

work, as discourse on a given topic or work of literature is a natural pre-writing

activity. Again, a broad variety of literature is chosen for its social, historical,

cultural and/or personal relevance to the academic or real lives of students. Students

in the Honors designation will sit for the Regents Examination in June of the 10

year.

TEXT

Texts may include but are not limited to: A Tale of Two Cities, Macbeth, A

Streetcar Named Desire, Night, Lord of the Flies as well as selected supplementary

texts, both classic and contemporary, most of which deal with the need for

community, the nature of war, the redemptive power of love, and loss of innocence.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. In addition to traditional quizzes and homework, students will also

be expected to engage in long and short term projects, as well as independent reading

and research. Punctual completion of all assignments is imperative for success at this

level.

English 11R

Curriculum Level: Regents

Types of Assessments: Projects, research, tests, essays, papers and presentations,

Regents exam

Prerequisite: English 10

Grade: 11

Credit: 1

__________________________________________________________________

DESCRIPTION

This course surveys the development of American Literature from colonial times to

the present. The main historical eras are covered, with emphasis on the social and

cultural backgrounds of the works read. Students in 11R will sit for the Common

Core English Regents exam administered in January of the junior year. Students

continue reading and research after the exam, with increased emphasis on creative

interpretation and practical application.

TEXTS

Texts may include but are not limited to: Hamlet, The Great Gatsby, The Crucible,

The Things They Carried, as well as selected supplementary texts, both classic and

contemporary, most of which deal with the conflict between the individual and

society, the conflation of the personal and the private, the nature of illusion, and roles

and class in society.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. In addition to traditional quizzes and homework, students will also

be expected to engage in long and short term projects, as well as independent reading

and research. Punctual completion of all assignments is imperative for success at this

level.

AP Literature and Composition

AP Literature and Composition*

Curriculum Level: Advanced Placement

Types of Assessments: Projects, research, tests, essays, papers and presentations,

Regents exam, AP exam

Prerequisite: Common Core Regents Examination in June of 10

grade, teacher

recommendation, demonstration of habits of success

Grade: 11

Credit: 1

__________________________________________________________________

DESCRIPTION

A college level reading and writing intensive course, AP Literature and Composition

emphasizes the development of close reading skills and the critical analysis of novels,

poetry and drama. Students focus on the function of literary technique in the

development of thematic meaning. Special attention is given to structuring written

arguments. AP English students should be comfortable working independently and

possess the intellectual maturity to do advanced work. Students are required to take

the Advanced Placement Examination in Literature and Composition in May.

TEXT

Texts may include but are not limited to: Hamlet, Frankenstein, The Great Gatsby,

The Risk Pool, The Things They Carried, as well as selected supplementary texts,

both classic and contemporary, most of which deal with the conflict between the

individual and society, the conflation of the personal and the private, the nature of

knowledge, and roles and class in society.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. In addition to traditional quizzes and homework, students will also

be expected to engage in long and short term projects, as well as independent reading.

Students will also be required to generate a paper based on research. Punctual

completion of all assignments is imperative for success at this level.

AP Language and Composition*

Curriculum Level: Advanced Placement

Types of Assessments: Projects, research, tests, essays, papers and presentations,

Regents exam, AP exam

Prerequisite: English 11 or AP English Literature, teacher recommendation,

demonstration of habits of success

Grade: 12

Credit: 1

__________________________________________________________________

DESCRIPTION

AP 12 is much like AP 11, except that the reading focus is primarily on, but not

exclusive to, various modes of non-fiction. Students study the devices of language

and rhetorical technique in biography, autobiography, essays and fact-based novels.

Again, students should be comfortable engaging in significant amounts of

independent work and possess the intellectual maturity to do advanced work.

Students are required to take the Advanced Placement Examination in Language and

Composition in May.

TEXT

Texts may include but are not limited to: “A Modest Proposal,” “Where I lived and

What I Lived For,” “Letter From Birmingham Jail,” “Shooting an Elephant,” as well

as a wide variety of nonfiction essays. Students choose literature circle/independent

nonfiction texts during the fall and spring and work together to examine rhetorical

techniques and modes. Titles may include but are not limited to: Grit, When Breath

Becomes Air, A Bone to Pick, Quiet.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. In addition to traditional quizzes and homework, students will also be

expected to engage in long and short term projects, as well as independent reading.

Students will also be required to generate a paper based on research. Punctual

completion of all assignments is imperative for success at this level.

English 12: Studies in Contemporary Lit and Media

Curriculum Level: Regents

Types of Assessments: Projects, research, tests, essays, papers and presentations

Prerequisite: English 11 or AP English Literature

Grade: 12

Credit: 1

__________________________________________________________________

DESCRIPTION

This course engages students in the world in which they live through a multi-media

approach. The literary focus, like AP Language, is primarily various modes of

non-fiction. Students read in both large and small group settings, examining the

development of personal voice, and the social implications and/or relevance of the

text. This course requires students to conduct research and to generate several

creative projects, including a personal video essay, and a presentation based on a

long-term, independent inquiry task.

TEXT

Texts: Texts may include but are not limited to: The Glass Castle, Into the Wild,

Everything Bad is Good for You, The Other Wes Moore, King Lear, No Exit. This

course also employs a wide range of selected primary and secondary materials, in

addition to using a variety of media, including film, art and music.

WORK EXPECTATIONS

Students should be prepared every day, take notes and work well in both small and

large groups. There is a variety of assessment modes including conventional tests and

collaborative and individual projects. Individual research will be expected.

English Language Learners/ENL (English as a new Language)

Curriculum Level: Regents

Type of Examination: NYSESLAT

Prerequisite: NYSITELL or placement on previous year’s NYSESLAT

Grades: 9-12

Credit: 1

___________________________________________________________________

DESCRIPTION

This class is designed for English Language Learners (ELLs) who have tested at the

Entering or Emerging Levels. Emphasis is on language acquisition and assimilation

into the school/community. Listening, speaking, reading and writing skills are

developed through project-based language acquisition activities with an emphasis on

Common Core State Standards and the New Language Arts Progressions. This course

is designed to fulfill the requirements of the Rye Neck High School English

curriculum. Emphasis is placed on developing overall English Language Arts skills,

including work in literal and inferential reading comprehension, essay writing,

literary elements, literary analysis, vocabulary expansion, grammar and punctuation,

etc. his class meets for one period daily.

TEXTS

Additional computer programs and skills will be incorporated into the classroom.

WORK EXPECTATIONS

Students are expected to attend daily and complete course assignments (homework,

essays, tests, and quizzes) and participate in class discussions.

ENL Support

Curriculum Level: Local

Type of Examination: Local

Prerequisite: Current and Former English Language Learners

Grades: 9-12

Credit: none

___________________________________________________________________

DESCRIPTION

This class is designed to support and assist English Language Learners who need

additional assistance in content area coursework. Emphasis will be on classroom

strategies and skills as well as reinforcement of the four modalities of ESL.

TEXTS

Regular classroom texts and workbooks supplemented by texts modified for English

Language Learners.

WORK EXPECTATIONS

Students are expected to attend daily and complete both classwork and homework

assignments. They are expected to come to class prepared and participate in the class

lessons.

ENGLISH FOCUS ELECTIVES

Students may elect to take these courses in addition to their regular English program.

These courses are designed to tap the interests of students, and provide a more intense

study of the given subject area than offered in the required curriculum. These

courses may not be taken in place of any of the required grade-level studies.

Creative Writing

Curriculum Level: Focus Elective

Types of Assessments: Original writing

Prerequisite: English 9

Grade: 10-12

Credit: ½

__________________________________________________________________

DESCRIPTION

Through study and experimentation, students develop creative writing and critical

listening abilities. Students are encouraged to develop individual pieces for

publication or entry into contests. Special attention is given to developing a

personal writing process and learning how to give and receive constructive criticism.

TEXT

Selected models of various genres for study, explication and experimentation.

WORK EXPECTATIONS

Students should be prepared to work every day and be comfortable with sharing their

writing with an audience.

The Golden Age of Cinema

Curriculum Level: Focus Elective

Types of Assessments: Reflective and analytical essays

Prerequisite: English 9

Grade: 10-12

Credit: ½

*Can be used towards the 1 credit art graduation requirement

_________________________________________________________________

DESCRIPTION

Students will study genres of film such as noir, westerns, horror and detective.

Students will also explore the adaptation process.

TEXT

Directors studied may include but are not limited to Hitchcock, Wilder, Welles, Ford.

WORK EXPECTATIONS

In-class viewing of film and reflective papers.

Journalism

Curriculum Level: Focus Elective

Types of Assessments: Original writing

Prerequisite: English 8

Grade: 9-12

Credit: ½

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DESCRIPTION

Responsible for generating five issues of The Panther’s Tale, this class focuses on

analyzing and understanding the news media, and developing a personal journalistic

style.

TEXT

Selected models of various types of “news” for study, explication and

experimentation.

WORK EXPECTATIONS

Students should be prepared to work every day and be comfortable with sharing their

writing with an audience.

The Prose Poem

Curriculum Level: Focus Elective

Types of Assessments: Original poems, brief essays

Prerequisites: English 10

Grade: 11/12

Credits: ½

____________________________________________________________________

DESCRIPTION

Remember back in 2019 when a song called “Old Town Road” dominated popular

culture? You heard it every time you turned on the radio in your car. It was

unavoidable. Part of the appeal of that song was the fact that it crossed genres - it

combined a hip-hop beat with a country twang, a formula that appealed to tens of

millions of people. Artists today, like Anderson .Paak, who deftly blends the styles of

contemporary jazz with modern rap, or Lana Del Rey, who fuses lounge with piano

pop, often mix genres to create something wholly new and different. That’s exactly

what a prose poem does - it combines elements of poetry and prose to form a unique

hybrid. Examining texts by both the originators of the form and the contemporary

masters, students will arrive at an in-depth understanding of the elements of prose

poetry and write their own prose poems. We’ll speak live, via Google Meet, with

current prose poets about their own works and the poems we read in class. The course

combines creative writing with analysis and culminates with the submission of an

original portfolio of prose poems by each student.

TEXTS

Texts may include A Cast-Iron Aeroplane That Can Actually Fly; Looking for

Dragon Smoke: Essays on Poetry; The Best of The Prose Poem: An International

Journal; The World Doesn’t End; Truths, Falsehoods, and a Wee Bit of Honesty: A

Short Primer on the Prose Poem with Selected Letters from Russell Edson.

WORK EXPECTATIONS

Students will expand their definitions of both poetry and prose while challenging

themselves to create unique hybrid works. Along with writing original poems,

students will complete brief (one page) analytical studies of particular poems read in

class. By the culmination of their coursework, students will have an edited portfolio

of original poems.

Story Telling in the 21st Century

Curriculum Level: Focus Elective

Types of Assessments: Original writing

Prerequisite: English 9

Grade: 10-12

Credit: ½

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DESCRIPTION

This course is a multi-media survey of the evolution of storytelling. It will ultimately

focus on the impact the virtual world and social media has had on our appetites and

tastes in stories.

TEXT

Students will survey written text, oral history, pod casts, blogs, film, TV, music and

more.

WORK EXPECTATIONS

Students should be prepared to work every day and be comfortable with sharing their

ideas and evaluations. Students will also be expected to generate a perform their

own, original story in the medium of their choice.

Writing for Success

Curriculum Level: Focus Elective

Types of Assessments: Original writing

Prerequisite: English 9

Grade: 10-12

Credit: ½

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DESCRIPTION

With the struggling writer in mind, this course will start with a focus on the writing

requirements for the NYS Regents Exam, and then branch out into an intro to college

writing.

TEXT

Selected writing models of various genres.

WORK EXPECTATIONS

Students should be prepared to work every day and be comfortable with sharing their

writing with peers and teachers.

SOCIAL STUDIES DEPARTMENT

The department seeks to prepare students to be independent, forward-thinking

participants. Inclusion of technology and evidence-based learning are paramount to

the curriculum which is designed to motivate each student to think for

himself/herself, to analyze, make inferences, and to draw conclusions from primary

and secondary sources. At least one formal research paper is required at each level

with multiple research assignments assigned throughout the year. Four years of

Social Studies are required for graduation. Each course integrates the social,

political, economic and historical elements of cultures, nations, and governments as

outlined in the NYS Frameworks for Social Studies as well as the NYS learning

standards. Tenth and Eleventh grade courses culminate in state Regents

Examinations. College Board Advanced Placement courses are offered in grades 10,

11, and 12, as well as Dual-Enrollment courses receiving college credit for 10-12

grades.

Global History and Geography I

Curriculum Level: Regents

Type of Assessments: Projects, research assignments, tests/quizzes, essays, analysis

of primary and secondary sources, Socratic seminars, debates, and presentations

Prerequisite: Completion of grade 8 Social Studies

Grade: 9

Credit: 1

_______________________________________________________________

DESCRIPTION

Students travel back in time as they explore early empires of the ancient world

through the Age of Enlightenment in the 18

century. This course gives students an

opportunity to explore the foundations of our civilization and allows them to wrestle

with the challenges our predecessors faced as well as understand how great

civilizations can survive great crises. Students will gain an appreciation for why we

study the past and will make connections to the challenges our civilization continues

to face today. This course is part of a two-year sequence given in 9

and 10

grades

that culminates in a Regents exam at the end of 10

grade. It is based on the New

York State Social Studies Framework and on common themes that recur across time

and place. The course focuses on the following historical units: Methodology of

Global History and Geography, Ancient World (400 B.C.E. – 500 C.E.), Expanding

Zones of Exchange and Encounter (500-1200), Global Interactions (1200-1650), and

the First Global Age (1450-1770).

Successful completion of this course is required for graduation.

TEXT

World History: Patterns of Interaction

WORK EXPECTATIONS

Participation in class discussions and group activities, daily reading and writing

assignments, analysis and synthesis of primary/secondary documents, quizzes, exams,

essays, and research based projects.

Global History and Geography I Honors*

Curriculum Level: Honors

Type of Assessments: Projects, research, tests/quizzes, essays, papers, analysis of

primary and secondary sources, Socratic seminars, debates and presentations

Prerequisite: Recommended 90 or higher in grade 8 Social Studies; teacher

recommendation; demonstration of habits of success, and complete a writing sample

that meets Social Studies Department expectations.

Grade: 9

Credit: 1

__________________________________________________________________

DESCRIPTION

An honors course is offered in the 9th grade for those students who have

demonstrated outstanding interest, aptitude, and performance in Social Studies. The

course incorporates an in-depth study of the Global History and Geography

curriculum as described above using modified AP-like materials and provides

students with enriching and creative opportunities to develop critical thinking,

reading, and writing skills necessary for further advanced courses. The course will

help prepare students who desire to transition into an AP European History or AP

World History.

Successful completion of this course or Global History 9 Regents level is

required for graduation.

TEXT

Strayer and Nelson: Ways of the World, 3rd Edition.

WORK EXPECTATIONS

Daily reading and writing assignments, analysis and synthesis of primary/secondary

documents, short and long-term research-based projects, and participation in

discussions and debates. Weekly quizzes, essays and exams.

Global History and Geography II

Curriculum Level: Regents

Type of Assessments: Global History and Geography Regents Exam, projects,

research, tests, quizzes, essays, papers, analysis of primary and secondary

sources, Socratic seminars, debates and presentations

Prerequisite: Successful completion of Global History 9R or 9H

Grade: 10

Credit: 1

__________________________________________________________________

DESCRIPTION

This course is the second part of a two-year sequential course given in 9

and 10

grades that culminates in a Regents exam at the end of 10

grade. It is based on the

New York State Social Studies Framework and common themes that recur across

time and place. It promotes understanding of historical turning points and forces that

shape the interdependent world: demographics, economics, culture, and technology.

The curriculum focuses on the Age of Revolution (1750-1914), Crisis and

Achievement (1900-1945), the 20

Century since 1945, and Global Connections and

Interactions.

Successful completion of this course and a passing score on the Global Studies

and History Regents Exam are required for graduation.

TEXT

Textbook: World History: Patterns of Interaction

WORK EXPECTATIONS

Daily homework assignments, class participation; unit tests are cumulative; primary

and secondary sources and research projects.

AP European History*

Curriculum Level: Advanced Placement

Type of Assessments: Advanced Placement Exam, Global History and Geography

Regents Exam, projects, research, tests, quizzes, essays, papers, analysis of primary

and secondary sources, Socratic seminars, debates and presentations

Prerequisite: Recommended 90 or higher in Global 9 or 9H AND 90 OR higher in

English 9; teacher recommendation; demonstration of habits of success

Grade: 10

Credit: 1

__________________________________________________________________

DESCRIPTION

This course is a continuation of the honors-level of 9

grade Global History and

Geography I course. The course introduces students to cultural, economic, political,

and social developments that played a fundamental role in shaping the world in which

they live. The basis of this course consists of an in-depth examination of European

history from about 1750 to present day. This course is designed for qualified students

who wish to complete a study of European History in high school that is equivalent to

a college introductory course. The current Advanced Placement program in European

History corresponds to the most recent developments in history curricula at the

college undergraduate level. The Advanced Placement Exam, as well as the New

York State Regents Exam in Global History and Geography is required for all

students.

Successful completion of this course OR Global History and Geography II AND

a passing score on the Global Studies and History Regents Exam are required

for graduation.

TEXT

McKay: A History of Western Society 13

edition; teacher supplied atlas; teacher

supplied primary and secondary sources

WORK EXPECTATIONS

Daily homework, thematic essays, document based question essays, tests,

participation in class discussion, research projects, various literary works,

simulations, presentations involving group and individual work.

AP World History: Modern*

Curriculum Level: Advanced Placement

Type of Assessments: Regents Exam, Advanced Placement Exam, research paper,

analysis of primary sources, secondary informational text-based assignments,

presentations, Socratic discussions

Prerequisite: Recommended 90 or higher in Global 9 or 9H AND 90 or higher in

English 9; teacher recommendation; demonstration of successful and disciplined

study habits

Grade: 10

Credit: 1

__________________________________________________________________

DESCRIPTION

This course covers World History from a global perspective from 1250 CE to present.

From the College Board: “The AP World History course develops students’ capacity

and ability to think and reason in a deep and systematic way, better preparing them

for subsequent college courses”. This course is intended for students who wish to

develop an understanding of the evolution of global processes and contacts in

different types of human societies. Students will combine relevant factual evidence

with skills of analysis to examine causes, consequences, and changes in the recent

past. Students will also compare major developments and achievements among

civilizations and societies, with particular balanced coverage of Africa, the Americas,

Asia, Europe. The Advanced Placement Exam, as well as the New York State

Regents Exam in Global History and Geography is required for all students.

Successful AP World History OR Global History and Geography II OR AP

European History AND a passing score on the Global History and Geography

Regents Exam are required for graduation.

TEXT

Textbook: Strayer, Ways of the World, since 1200 CE.

Review Book: Advanced Placement World History: Modern (1200-Present)

WORK EXPECTATIONS

Participation in class discussions and self-directed learning at home are crucial to this

course. Reading and outlining, essays, debates, document based question essays,

tests, research projects, various literary works, simulations, presentations involving

group and individual work will all be a part of this course.

U.S. History and Government

Curriculum Level: Regents

Type of Assessments: U.S. History and Government Regents Exam, projects,

research, tests, quizzes, essays, papers, analysis of primary and secondary

sources, Socratic seminars, debates and presentations

Prerequisite: Successful completion of Global History 10R or AP European History

or AP World History

Grade: 11

Credit: 1

____________________________________________________________________

DESCRIPTION

This is a New York standards-based chronological study of American history. We

undertake to discover the path America took from being a colonial British holding

to a formidable presence on the world stage. Emphasis is placed on the constitutional

foundations of our government and the means by which decisions are made, actions

are taken and results are affected. The historical units covered are: Constitutional

Foundations, Industrialization of the United States, the Progressive Responses to

Industrialization, At Home and Abroad: Prosperity and Depression, the United States

in the Age of Global Crisis, The World in Uncertain Times (1950-1980) and

1980-present. A variety of methods are employed to stimulate student engagement

and achievement. This course culminates in a state Regents Exam at the end of the

year.

Successful completion of this course AND a passing score on the U.S. History

and Government Regents Exam is required for graduation.

TEXT

Electronic textbook: Holt McDougal: The Americans

WORK EXPECTATIONS

Participation in class discussion and group activities, daily reading and writing

assignments, analysis and synthesis of primary/secondary documents, quizzes, essays,

exams and research based projects.

AP United States History*

Curriculum Level: Advanced Placement

Type of Assessments: Advanced Placement Exam and NYS Regents Exam, projects,

research, tests, quizzes, essays, papers, analysis of primary and secondary

sources, Socratic seminars, debates and presentations

Prerequisite: Recommended 90 or higher in Global 10 OR 85 or higher

in AP European History or AP World History AND 90 or higher English; teacher

recommendation; demonstration of habits of success

Grade: 11

Credit: 1

____________________________________________________________________

DESCRIPTION

The Advanced Placement course in United States History is designed to provide

students with the analytic skills and factual knowledge necessary to deal critically

with the problems and materials in United States history. The program prepares

students for intermediate and advanced college courses by making demands upon

them equivalent to those made by full-year introductory college courses. Students

learn to assess historical materials, understand their relevance to a given interpretive

problem, their reliability, their importance, and to weigh the evidence and

interpretations presented in historical scholarship. The Advanced Placement United

States History course will develop the skills necessary to arrive at conclusions on the

basis of an informed judgment and to present reasons and evidence clearly and

persuasively in essay format. Students are required to take the AP examination in

May, and the Regents Examination in U.S. History and Government.

Successful completion of this course OR United States History and Government

AND a passing score on the U.S. History and Government Regents Exam is

required for graduation.

TEXT

Shultz, Hist5: US History, 2020

WORK EXPECTATIONS

Daily homework, thematic essays, document based question essays, tests,

participation in class discussion, research projects, various literary works,

simulations, presentations involving group and individual work.

Economics

Curriculum Level: Regents

Type of Assessments: Projects, research, tests, quizzes, essays, papers, analysis of

primary and secondary sources, Socratic seminars, debates and presentations

Prerequisite: Successful completion of U.S. History and Government 11R or

AP U.S. History

Grade: 12

Credit: ½

__________________________________________________________________

DESCRIPTION

Economics examines the ways in which economics affects the lives of individuals and

how individuals, through their economic choices, shape their world. This course will

focus on both macro and microeconomics and will examine: types of business

organizations, the role of the government in the economy, business failures, banking,

the stock market, personal finance, globalization, and international trade. Special

emphasis will be placed on personal finance and current economic issues.

Successful completion of this course or AP Macroeconomics is required for

graduation.

TEXT

Teacher supplied handouts and resources

WORK EXPECTATIONS

Daily homework assignments, quizzes, tests, literary works, simulations, small group

and individual projects, and class discussions.

Participation in Government

Curriculum Level: Regents

Type of Assessments: Projects, research, tests, quizzes, essays, papers, analysis of

primary and secondary sources, Socratic seminars, debates and presentations

Prerequisite: Successful completion of U.S. History and Government 11R or

AP U.S. History

Grade: 12

Credit: ½

___________________________________________________________________

DESCRIPTION

This course provides students with opportunities to become engaged in the political

process by acquiring the knowledge and practicing the skills necessary for active

citizenship. Students will explore foundations of democracy, rights, responsibilities

and duties of citizenship and public policy. This course is designed to increase the

student's understanding of the present-day issues that face America, and how these

issues impact our daily lives as well as our relations with the international

community. Through the use of primary sources, discussion and debate, research,

film and informational text, students will emerge as better informed citizens as they

transition out of high school.

Successful completion of this course is required for graduation.

TEXT

Teacher provided handouts and articles.

WORK EXPECTATIONS

Daily homework assignments, quizzes, tests, informational text, literary works,

simulations, small group and individual projects, discussion forums and debates.

AP Macroeconomics*

Curriculum Level: Advanced Placement

Types of Assessments: Advanced Placement Exam, research papers, essays,

seminars

Prerequisite: Completion of 11th grade US History & Government or

AP US History

Grade: 12

Credit: 1

________________________________________________________________

DESCRIPTION

AP Macroeconomics is an introductory college-level course that focuses on the

principles that apply to economic systems as a whole. The course places particular

emphasis on the study of national income and price-level determination; it also

develops students' familiarity with economic performance measures, the financial

sector, stabilization policies, economic growth, and international economics. Current

events will be a consistent feature of the course, along with a research project on the

relationship between national economic policy and how it impacts the individual

citizen. Additionally, all of the work related to the Senior Internship Program will be

incorporated into the course. In doing so, all students will fulfill the Participation in

Government requirement for senior year. Students learn to use graphs, charts, and

data to analyze, describe, and explain economic concepts.

Successful completion of this course or Economics is required for graduation.

TEXT

Krugman's Macroeconomics for AP

WORK EXPECTATIONS

This is a college level course. Students should be prepared to work both

independently and collaboratively as we progress through the course work.

Preparedness for class and a willingness to contribute to the discussion and analysis

of economic principles are essential.

AP Comparative Government and Politics*

Curriculum Level: Advanced Placement

Types of Assessments: Advanced Placement Exam, projects, research, tests, quizzes,

essays, papers, analysis of primary and secondary sources, Socratic seminars,

debates and presentations

Prerequisite: Recommended 90 or higher in U.S. History OR 85 or higher in

AP U.S. History AND 90 or higher in English 11; teacher recommendation;

demonstration of habits of success

Grade: 10-12

Credit: 1

________________________________________________________________

DESCRIPTION

This course compares the political structures and practices of the U.S., Great Britain,

China, Russia, Mexico, Nigeria and Iran. Students will become familiar with the

sources of public authority and political power, the relationship between

state and society, and the course of political change. In addition, the course examines

the way economics affects the lives of individuals and how individuals, through their

economic choices, shape their world. Additionally, all of the work related to the

Senior Internship Program will be incorporated into the course. In doing so, all

students will fulfill the Economics requirement for senior year. Students are required

to take the AP Comparative Government and Politics examination in May.

Successful completion of this course or Participation in Government is required

for graduation.

TEXT

Kesselman: Introduction to Comparative Politics

Kesselman: Readings in Comparative Politics

WORK EXPECTATIONS

Weekly homework assignments are assessed with a quiz and a weekly current events

write up; primary and secondary source readings; participation in class discussions; a

research project will be assigned in each of the first three quarters. Debates, as well

as reflective writing are course requirements.

Social Studies Focus Electives

Social Inequality in the United States*

Curriculum Level: Focus Elective, College

Type of Assessments: Research, essays, quizzes, tests, analysis of primary and secondary

sources, Socratic seminars, and debates

Prerequisite: None

Grade: 10-12

Credit: ½ (3 undergraduate SUNY New Paltz credits)

__________________________________________________________________

DESCRIPTION

This course will examine the causes, consequences, and proposed solutions to social

inequality in the United States. We will explore the scope of social inequality based on a

variety of factors including: gender, sexuality, gender identity, race, ethnicity, and age.

Emphasis will be placed on civil rights, access to goods and services i.e. education, wages,

housing, transportation and credit/financial services/banking. Students will critically

examine how inequalities develop over time, the impact of inequalities, and possible

solutions to alleviate or eradicate inequities facing the United States today.

TEXT

Teacher provided handouts, articles, and supplementary texts

WORK EXPECTATIONS

The course requires students to be self-motivated and mature learners. It emphasizes

individual close readings of the assigned texts, thoughtful individual critiques of media and

readings (both orally and in writing), and weekly discussions. Reading, presentation,

collaboration with peers, discussion forums and debates, as well as reflective writing are

course requirements.

Psychology

Curriculum Level: Focus Elective

Type of Assessments: Research, essays, analysis of primary and secondary sources,

Socratic seminars, and debates

Prerequisite: None

Grade: 10-12

Credit: ½

__________________________________________________________________

DESCRIPTION

This elective course introduces basic concepts used by psychologists in understanding

human behavior. Topics will include psychology as a science, human development,

motivation and learning, thinking and intelligences, research methods, classification of

disorders and treatments and the social psychology of groups. Students will create mock

experiments, create surveys, and examine data. As an elective, this course will function as a

good introduction to psychology for those interested in the subject but not with the depth

and faster pacing of AP Psychology.

TEXT

Teacher provided handouts and articles

WORK EXPECTATIONS

Reading, presentation, collaboration with peers, role-play, simulations, and reflective

writing.

AP Psychology*

Curriculum Level: Advanced Placement

Type of Examination: Advanced Placement Exam

Grade: 11-12

Credit: 1

__________________________________________________________________

DESCRIPTION

This is a college level course introducing psychology as a scientific study of the mind and

behavior. The course examines the different schools of psychology such as, biological,

behavioral, cognitive, humanistic, psychodynamic and social

theories of psychology as they relate to behavior and development. There is an emphasis on

the application of multiple levels of analysis for describing behaviors,

traits and developmental themes. Major research studies and techniques are also discussed

regarding animal and human behavior.

TEXT

Psychology for the AP Course 3rd edition

WORK EXPECTATIONS

This is a rigorous course comparable to a typical college introductory psychology class. It is

expected that students complete daily assigned readings, article reviews, papers and

projects. Quizzes relating to the assigned readings are given frequently and are

unannounced. Course exams are administered to simulate the environment of the Advanced

Placement Exam. Students are required to take the AP examination in May.

Business: Principles of Management*

Curriculum Level: Focus Elective, College

Type of Assessments: Research, essays, quizzes, tests, analysis of primary and secondary

sources, Socratic seminars, and debates

Prerequisite: None

Grade: 10-12

Credit: ½ (3 undergraduate SUNY New Paltz credits)

__________________________________________________________________

DESCRIPTION

This course is designed as an introduction to business, focusing on managerial roles and

functions. Topics include planning, organizing, controlling, and leading within

organizations, as well as foundations of managerial thought, and the process that leads to

organizational effectiveness. Students will learn about the managerial decision-making

process, how those decisions impact various aspects of the organization, and organizational

process in addition to operating a business. They will work collaboratively to assess real-life

business situations, implement the decision-making process and review the relevant

organizational performance outcomes associated with those decisions.

TEXT

Teacher provided handouts and articles

WORK EXPECTATIONS

Reading, presentation, collaboration with peers, role-play, simulations, and reflective

writing.

History Through Film

Curriculum Level: Focus Elective

Type of Assessments: Research, essays, analysis of primary and secondary sources,

Socratic seminars, and debates

Prerequisite: None

Grade: 10-12

Credit: ½

__________________________________________________________________

DESCRIPTION

This course examines films as historical sources that construct the past and reveal the social,

political, and economic settings of their time periods. Students will critically analyze how

historical events are portrayed by the entertainment industry and will develop an

understanding of how to interpret and evaluate film content for accuracy.

TEXT

Teacher provided handouts and articles

WORK EXPECTATIONS

The course requires students to be self-motivated learners and emphasizes individual close

readings of the assigned texts, thoughtful individual critiques of the films and readings (both

orally and in writing), and weekly discussions.

Contemporary Topics in the News

in t

Curriculum Level: Focus Elective

Type of Assessments: Research, essays, analysis of primary and secondary sources,

Socratic seminars, and debates

Prerequisite: None

Grade: 9-12

Credit: ½

__________________________________________________________________

DESCRIPTION

Engage in conversations on a variety of local, national, and international news stories.

Topics will include popular culture, business, politics, technology, sports,

and the arts. Multiple perspectives will be examined at these round-table

discussions. Bring an open mind.

TEXT

Teacher provided handouts and articles.

WORK EXPECTATIONS

The course requires students to be self-motivated learners and emphasizes individual

readings of assigned texts, thoughtful examination of contemporary topics (both orally and

in writing), and daily discussions.

Gender Studies*

Curriculum Level: Focus Elective, College

Type of Assessments: Research, essays, quizzes, tests, analysis of primary and secondary

sources, Socratic seminars, and debates

Prerequisite: None

Grade: 10-12

Credit: ½ (3 undergraduate SUNY New Paltz credits)

__________________________________________________________________

DESCRIPTION

This course will examine the causes and evolution of gender roles, and current issues

regarding gender responsibilities in the United States. Emphasis will be placed on

foundational feminist thought, issue-based platforms, and social movement activism.

Students will critically examine how gender roles develop over time, the impact of gender

roles, and possible solutions to achieving gender equality in the United States today.

TEXT

Teacher provided handouts, articles, and supplementary texts

WORK EXPECTATIONS

The course requires students to be self-motivated and mature learners. It emphasizes

individual close readings of the assigned texts, thoughtful individual critiques of media and

readings (both orally and in writing), and weekly discussions. Reading, presentation,

collaboration with peers, discussion forums and debates, as well as reflective writing are

course requirements.

Intro to Sociology*

Curriculum Level: Focus Elective, College

Type of Assessments: Research, essays, quizzes, tests, analysis of primary and secondary

sources, Socratic seminars, and debates

Prerequisite: None

Grade: 10-12

Credit: ½ (3 undergraduate SUNY New Paltz credits)

__________________________________________________________________

DESCRIPTION

The course is designed as an introduction to Sociology. Sociology is the study of human

groups, organizations and societies and the patterns of similarity and difference among

them. It examines relationships between human behavior and society by focusing on social

processes, social interactions, and social inequalities such as social class, race, and gender.

Students will examine a survey of sociological topics which will include, but not be limited

to, race, inequality, the media, politics, economics, social space, and social control.

TEXT

Teacher provided handouts, articles, and supplementary texts

WORK EXPECTATIONS

The course requires students to be self-motivated and mature learners. It emphasizes

individual close readings of the assigned texts, thoughtful individual critiques of media and

readings (both orally and in writing), and weekly discussions. Reading, presentation,

collaboration with peers, discussion forums and debates, as well as reflective writing are

course requirements.

Senior Internship Program

Curriculum Level: Regents

Types of Assessments: Journal entries, attendance and evaluation reports, on-site

interview, résumé, presentation

Prerequisite: Student in Good Standing

Grade: 12

Credit: Included in Senior English and Government Classes

____________________________________________________________________

DESCRIPTION

SIP is an unpaid internship that provides senior students with a link between school and the

workplace. The program provides students with hands-on opportunities which give them

experience in careers of interest. The Senior Internship Program is part of the senior

Government and Economics class requirement. SIP is an interdisciplinary program that

fulfills requirements for English and Humanities classes as well. An internship is designed

to meet the student’s academic requirements, as well as his/her career goals.

TEXT

None

WORK EXPECTATIONS

Internships are 4-8 weeks, 6 hours a day, 5 days a week. Journals, mentor evaluations,

attendance sheets, an on-site interview, and a Google Slides or PowerPoint presentation are

required. SIP is run in conjunction with Government & Economics classes.

MATHEMATICS DEPARTMENT

Mathematics is important to every student. The Mathematics faculty encourages all

students to become literate and competent with concepts they encounter during their

mathematics studies. Students encounter numerous and varied problems that

encourage them to value and develop mathematical habits of mind and to understand

and appreciate the role of mathematics in their daily lives. Teachers strive to create

and maintain classroom environments that encourage students to become responsible

for their own learning and that instill the skills necessary for the 21

century.

Students utilize technology in data collection, analysis, representation, conjecturing

and prediction. Graphing calculators and computer dynamic software is used through

the program to facilitate critical thinking and problem solving.

In addition to course offerings, opportunities are available for students to engage in

mathematically oriented extracurricular activities, such as tutoring, competitions and

mathematics clubs.mathematics clubs.

Algebra I

Curriculum Level: Regents

Type of Examination: Regents Exam

Prerequisite: Math 8

Grade: 9

Credit: 1

__________________________________________________________________

DESCRIPTION

This course covers the New York State’s introductory algebra curriculum, the first of

the State’s three-year sequence of study in mathematics. Topics covered will be

number systems, operations with algebraic expressions, equations and inequalities,

ratio and proportions, geometric figures, graphing functions, realistic applications of

linear and exponential data, special products and factors, quadratic functions, systems

of equations, algebraic fractions and equations, and statistics. The Regents exam for

this curriculum of study will be given in June.

TEXT

Algebra I, Glencoe (E-book)

A graphing calculator will be needed for this course. (TI-NSpire will be used daily in

class.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. Students will be given a variety of assessments including traditional

quizzes and tests, online quizzes, and projects. Daily homework is assigned and daily

concept review is essential for success in this course.

Statistics

Curriculum Level: Focus Elective

Type of Examination: Department

Prerequisite: Math 8

Grade: 9 or 10

Credit: 1/2

__________________________________________________________________

DESCRIPTION

In this course, students will cover the following topics: exploring and understanding

data, gathering data, analyzing data. They will collect sets of data and present them in

a cohesive fashion to support arguments. They will critique studies and statistics that

appear in their daily lives. Students will also design studies and implement them to

gain experience gathering and analyzing data. Additionally, students will learn about

the normal curve and how it impacts them directly. This course contains the

rudiments of the AP Statistics course and is intended for students who desire taking

AP Statistics in the future. After taking this course, students will never read the

newspaper the same way again!

TEXT

Stats: Modeling the World, Bock, Velleman and De Veaux.

A graphing calculator will be needed for this course.

WORK EXPECTATIONS

Students in this class will work in small and large groups. There will be a variety of

assessments, including projects and group work assignments. Most of the work for

this course will be done in class. A graphing calculator will be needed for this course.

Geometry: Accelerated

Curriculum Level: Accelerated

Type of Examination: Regents Exam

Prerequisite: Algebra

Grade: 9

Credit: 1

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DESCRIPTION

This rigorous course is intended for students of demonstrated ability who have the

desire and capability to learn and work independently and to think creatively.

Students are expected to demonstrate their understanding at a high level. The entire

content of Geometry is completed in more depth, with greater rigor and with selected

additional topics such as applied trigonometry, analytic geometry, transformations,

functions and topology. The TI-Nspire calculator is used to supplement and enhance

both understanding of an application of geometric concepts. The Geometry Regents

exam for this curriculum of study will be given in June.

TEXT

Geometry, Glencoe (E-book).

A graphing calculator (TI-Nspire) is recommended. Geometric compass and

straightedge will be needed for this course.

WORK EXPECTATIONS

Students enrolled in this course will be expected to have the appropriate habits of

mind to perform at an accelerated level. There is an assumption that all previous math

was mastered. There are conjectures about geometric situations and proofs in a

variety of ways, both formal and informal, that their conclusion follows logically

from their hypothesis. Students in this course will work collaboratively in small and

large groups as well as individually to solve problems. All students are required to

take the Regents exam in Geometry upon the completion of this course. Daily

homework and concept review is essential for success in this course. Thorough

completion of writing assignments and independent learning are also required.

Introduction to Architecture and Design

Curriculum Level: Focus Elective

Grade: 9-12

Types of Assessments: Projects, Presentations

Prerequisite: N/A

Credit: 1/2

____________________________________________________________

DESCRIPTION

Students will be able to immerse themselves in the world of architecture through

creativity, problem solving, and critically thinking about solving problems through

design. Students will learn various aspects of architecture through architectural

history, drawing (both by hand and computer design), and different presentation

styles to give students the ability to express their thoughts and ideas in a variety of

modes.

I. History of Architecture

a. Famous architects

b. Famous works

c. How history affected architecture

II. Representing Architecture

a. Freehand drawing

b. Computer Aided Drawing

c. Physical Model Making

III. Urban Planning

a. City/neighborhood design

b. Landscape Architecture

IV. Sustainable Design

a. Renewable Resources

b. Green Design

V. Design Build

TEXT

● Teacher provided notes and handouts.

WORK EXPECTATIONS

Be respectful and listen while others are speaking. Raise your hand to be called on.

Respect classroom and classmates’ supplies. Be understanding that all students have

different learning styles and learn at different speeds.

Geometry

Curriculum Level: Regents

Type of Examination: Regents Exam

Prerequisite: Algebra

Grade: 10

Credit: 1

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DESCRIPTION

This course is a study of Euclidean geometry. Students experience a logical and

rigorous mathematical system based on definitions, postulates and theorems.

Deductive proof is the backbone of the course. Students explore properties of parallel

lines, triangle congruence and similarity, polygons, circles and area and volume.

Additional topics include coordinate geometry and straightedge and compass

constructions. Geometer’s sketchpad software is used for demonstration.

The Regents exam for this curriculum of study will be given in June.

TEXT

Geometry, Glencoe (E-book)

A graphing calculator and geometric compass will be needed for this course.

WORK EXPECTATIONS

Students in this course will work in small and large groups, individually and

collaboratively. Students are given a variety of assessments including traditional

quizzes and tests, as well as projects. Daily homework is assigned and daily concept

review is essential for success in this course.

SAT Math Prep-Course

Curriculum Level: Focus Elective

Grade: 10-12, preference given to grades 11 and 12

Types of Assessments: Pre-test, mid-test, and post-test

Prerequisite: Algebra 1 & Geometry

Offered: Semester 1 (Quarters 1 & 2) or Semester 2 (Quarters 3 & 4)

Credit: 1/4

____________________________________________________________

DESCRIPTION

This course is designed for students that have completed at least two years of high

school mathematics and are prepared to take and/or retake the SAT test. The aim of

the course is to help students learn the best strategies, test-taking skills, and needed

content to maximize their potential scores on these tests and prepare them for college.

In this course the math layout, strategies, and levels of questions will be discussed in

detail. Content lessons including but not limited to Heart of Algebra, Problem

Solving, Data Analysis, Advanced Geometry, and Advanced Trigonometry will be

taught. Benchmark exams will also be provided with a pre-test, mid-test, and post-test

to monitor growth.

This course meets every other day and is offered each semester.

TEXT

● SAT Prep Book

● Khanacademy account

WORK EXPECTATIONS

Be respectful to the classroom, classmates, and teacher.

Bring required materials including SAT Prep Book & graphing calculator daily.

Work diligently on SAT material or guided lessons during the duration of the class

and bring a positive work ethic.

Algebra 2: Functions and Models

Curriculum Level: Non-Regents

Type of Examination: Local Exam

Prerequisite: Algebra I, Geometry

Grade: 11-12

Credit: 1

_________________________________________________________________

DESCRIPTION

This course is primarily for students in business, social studies, liberal

arts/humanities. Major topics include: an introduction to functions and graphing,

linear functions, quadratic and exponential functions. Additional topics include: rates

of change, modeling data, systems of linear equations, exponents, radicals, and

logarithms. A specific graphics calculator is required and integrated throughout the

course. This course is not intended for science, technical, or engineering students or

students who want to pursue advanced calculus.

TEXT

Multiple resources will be utilized to facilitate the transition from Algebra I to

Algebra II mathematical concepts.

A graphing calculator will be needed for this course.

EARLY COLLEGE EXPERIENCE

Students must be on track to complete New York State high school graduation

requirements and meet all necessary prerequisites for the college course as defined in

the college’s course catalog. All classes take place in the high school during the

students’ regular school day.

Students who wish to participate for college algebra credit must pass a college

administered placement exam. Students who complete all required coursework

receive a grade which is recorded on an official Westchester Community College

transcript, which then can be forwarded to the student’s college for transfer credit

evaluation

WORK EXPECTATIONS

Students in this course will be evaluated through graded worksheets, quizzes and

exams. Students MUST do the homework, it is essential for success in this course.

Homework is reviewed every day and the class proceeds only when the material is

mastered. Homework is given every night, and long term packets are sometimes

given to aid in review.

Algebra 2: Accelerated

Curriculum Level: Accelerated

Type of Examination: Regents Exam

Prerequisite: Geometry Accelerated & Mastery Level on Geometry Regents (85%)

Grade: 10

Credit: 1

__________________________________________________________________

DESCRIPTION

Building on their work with linear, quadratic, and exponential functions, students

extend their repertoire of functions to include polynomial, rational, and radical

functions. Students work closely with the expressions that define the functions, and

continue to expand and hone their abilities to model situations and to solve equations,

including solving quadratic equations over the set of complex numbers and solving

exponential equations using the properties of logarithms. In addition to classic

Algebra 2 topics, students will be exposed to analytic thinking through the use of

advanced statistics and trigonometric graphs. The Mathematical Practice Standards

apply throughout each course and, together with the content standards, prescribe that

students experience mathematics as a coherent, useful, and logical subject that makes

use of their ability to make sense of problem situations.

TEXT

Big Ideas. Larson and Boswell

WORK EXPECTATIONS

Students are expected to continue developing alternative solutions, strategies and

algorithms. They will be required to work collaboratively as well as become familiar

with web2.0 tools and social networking in order to be successful. Daily homework

and concept review is essential for success in this course. Thorough completion of

weekly self-directed online assignments are also required. All students are required

to take the Regents exam Algebra 2 upon the completion of this course. It is strongly

suggested to have a TI-Nspire.

Algebra 2

Curriculum Level: Regents

Type of Examination: Regents Exam

Prerequisite: Algebra I, Geometry - Suggested previous regents grade of 75 or

higher on both exams

Grade: 11-12

Credit: 1