Matanzas High School

Course Description

The primary content emphasis for this course pertains to the study of the chronological development of African Americans by examining the political, economic, social, religious, military and cultural events that affected the cultural group. Content will include, but is not limited to, West African heritage, the Middle Passage and Triangular Trade, the African Diaspora, significant turning points and trends in the development of African American culture and institutions, enslavement and emancipation, the Abolition, Black Nationalist, and Civil Rights movements, major historical figures and events in African-American history, and contemporary African-American affairs.

Additional Information

This course is an elective credit.

Course Number: 2100340

Course Description

The primary content emphasis for this course pertains to the study of the chronological development of African Americans by examining the political, economic, social, religious, military and cultural events that affected the cultural group. Content will include, but is not limited to, West African heritage, the Middle Passage and Triangular Trade, the African Diaspora, significant turning points and trends in the development of African American culture and institutions, enslavement and emancipation, the Abolition, Black Nationalist, and Civil Rights movements, major historical figures and events in African-American history, and contemporary African-American affairs. 

Additional Information

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work. This course is an elective credit. 

Course Number: 2100366

Course Description

For more information about this Cambridge course, visit https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-history-9981/

Cambridge International AS and A Level European History explores the past from a diversity of perspectives, including social, economic, political and cultural. Learners develop transferable skills. These include the ability to evaluate historical evidence, present clear and logical arguments and assess different historical interpretations of an argument. Learners develop an understanding of historical concepts such as cause and consequence, and significance.
The key concepts for Cambridge International AS and A Level European History are:

• Similarity and difference The patterns of similarity and difference that exist between people, lived experiences, events and situations in the past. 
• Cause and consequence The relationship in history between events, circumstances, actions and beliefs (cause) and the result, event or action that follows (consequence). 
• Change and continuity How some aspects have changed over time (change) and how some have stayed the same (continuity) within a given time frame.
•  Significance The importance given to events, individuals or ideas from the past. One person’s view of historical significance may not be the same as another’s, and views may change over time. 
• Interpretations How the past is interpreted and presented by historians.

Additional Information

This is an elective credit. 
Students must sit for the Cambridge AICE Exam, which may be after the end of the school year.

Course Number: 1700372

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

The key concepts for Cambridge International AS & A Level Geography are:

• Space: the implications of spatial distributions and patterns of a range of physical and human geographical phenomena.
• Scale: the significance of spatial scale in interpreting environments, features and places from local to global, and time scale in interpreting change from the geological past to future scenarios.
• Place: the importance of physical and human characteristics which create distinctive places with different opportunities and challenges.
• Environment: how the interactions between people and their environment create the need for environmental management and sustainability.
• Interdependence: how the complex nature of interacting physical systems, human systems and processes create links and interdependencies.
• Diversity: the significance of the similarities and differences between places, environments and people. Change: the importance of change and the dynamic nature of places, environments and systems.

Additional Information

This is a Social Studies elective. Students must sit for the Cambridge AICE Exam, which may be after the end of the school year.

Course Number: 2103410

Course Description

Cambridge International AS Level Global Perspectives & Research encourages transformative learning, whereby learners become more aware of their own beliefs and assumptions and more able to be self-critical. This leads to an increased willingness to modify their standpoints and be open to different views and ways of thinking. In short, this course will develop learners who are capable of understanding, assessing and taking action on global issues with competence and confidence. By studying this course learners will develop research skills that will enable them to obtain information, evaluate its reliability and usefulness and use the evidence gathered to construct their own arguments and lines of reasoning.

Through well-defined stages, called the Critical Path, learners will be encouraged to apply a logical approach to thinking and reasoning. By following this path, they will be able to analyze the structure and context of arguments, assess the impact and limitations of evidence and make well-reasoned judgments. Learners will build skills in organizing and communicating their findings in appropriate multimedia formats. By developing thinking and reasoning skills, as well as research and communication skills,

Cambridge International AS Level Global Perspectives & Research will enable learners to meet the demands of the twenty-first century and to make a successful transition to higher education, employment and lifelong learning.

Additional Information

This is an elective credit. Students must sit for the Cambridge AICE Exam, which may be after the end of the school year.

Course Number: 1700364

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

The Thinking Skills subject content is divided into two parts, Problem Solving and Critical Thinking. The Problem Solving content is presented in four areas:

• Organize information
• Process information
• Analyze data
• Consider wider problems.

Problem Solving is about making use of the information available to deduce further information, draw conclusions and make choices and decisions. Very often problems will involve numerical information, but problem solving is not a test of mathematics. Only basic numeracy is expected, although these numeracy skills are a vital part of the toolkit for solving many problems. Confidence in working with numerical information and performing mental arithmetic is therefore important for developing efficient problem-solving skills, but the focus of the syllabus is to develop the problem-solving skills themselves.

Students are expected to have basic numeracy skills, including understanding of percentages, ratio and proportion. They should also understand the simple statistical measures of mean, median and mode, and be able to represent the chances of something happening in precise numerical terms (i.e. as a fraction, decimal or percentage). Simple algebraic skills can be a very powerful tool for problem solving, particularly for more complex problems. These skills include the ability to represent and manipulate information, and relationships between pieces of information, concisely and efficiently. However, these algebraic skills will never be assessed directly; the focus of the syllabus is on developing the student’s ability to make valid problem-solving insights and deductions, whether they make use of these tools or not. The Critical Thinking content is presented in four areas:

• Evaluate and use evidence
• Analyze reasoning
• Evaluate reasoning
• Construct reasoning.

Critical Thinking is about judging the value or usefulness of evidence, and understanding how sound arguments are constructed. Students will encounter a broad variety of topics, often reflecting real-world situations or subjects of debate. Although a student’s own thinking about a topic sometimes makes a valuable contribution to their critical thinking – for example, when constructing an argument – knowledge of the topics themselves will never be assessed directly.

As in the real world, some topics may be controversial, and students may have pre-existing feelings about them. However, the focus of the syllabus is on the student’s ability to demonstrate critical thinking skills, and not on whether one point of view is morally superior to another. Students should develop the skills to accurately judge evidence and argument by the relevant criteria, draw logical conclusions and suggest plausible explanations, and construct persuasive arguments with clear structure that make valid use of the evidence available.

Additional Information

This is an elective credit. Students must sit for the Cambridge AICE Exam, which may be after the end of the school year.

Course Number: 1700372

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

Key concepts

• Global and growing: The travel and tourism industry is a global industry. Changes in political and socioeconomic circumstances and technological developments contribute to the continuing growth of the travel and tourism industry and its importance to many national economies.
• Change and development: A key feature of the industry is its dynamic nature. The only constant is change. Exciting new enterprises, products or services are often developed in response to economic, political, social or technological change.
• Customer focus: Travel and tourism organizations provide products, services and facilities to meet customers’ needs. In order for travel and tourism providers to be successful, they must adopt a strong customer focus. This means they must really understand who their customers are and how they can best meet their needs.
• Sustainability and responsibility: The travel and tourism industry has close links to destinations and so has a vested interest in ensuring environmental and sociocultural impacts are managed. Responsible management means that any developments must maximize the positive, and minimize the negative impacts of tourism.

Additional Information

This is an elective. This course requires students to independently plan and carry out a field trip and outside work is required. Students must sit for the Cambridge AICE Exam, which may be after the end of the school year.

Course Number: 2102410

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

The key concepts for Cambridge International and American AS & A Level History are:

• Cause and consequence: The events, circumstances, actions and beliefs that have a direct causal connection to consequential events and developments, circumstances, actions or beliefs. Causes can be both human and non-human.
• Change and continuity: The patterns, processes and interplay of change and continuity within a given time frame.
• Similarity and difference: The patterns of similarity and difference that exist between people, lived experiences, events and situations in the past. • Significance: The importance attached to an event, individual or entity in the past, whether at the time or subsequent to it. Historical significance is a constructed label that is dependent upon the perspective (context, values, interests and concerns) of the person ascribing significance and is therefore changeable.
• Interpretations: How the past has been subsequently reconstructed and presented by historians. American option: The history of the USA, 1820–1941
• The origins of the Civil War, 1820–61
• Civil War and Reconstruction, 1861–77
• The Gilded Age and Progressive Era, 1870s to 1920
• The Great Crash, The Great Depression and the New Deal policies, 1920–41

Additional Information

Typically taken in the 11th grade year. Students must sit for the Cambridge AICE Exam, which may be after the end of the school year.

Course Number: 2100500

Course Description

The Government course is a thought-provoking exploration of American Government and Politics. We will cover such topics as the Constitution, civil rights, interest groups, politics, voting, Congress, the Presidency, the Judiciary, laws, public policies, state & local government, and current events.

Additional Information

Typically taken in the 12th grade year and paired as Government/Economics. This course is 0.5 credits.

Course Number: 2106310

Course Description

The curriculum places an emphasis on an understanding and evaluation of the nature of governments and the actions of people concerning government and public policy. Such study is intended to inform students so that they can understand politics and political systems and thus function as responsible and effective citizens in their community, state, and nation.

Additional Information

Typically taken in the 12th grade year and paired as Government/Economics. This course is 0.5 credits.

Course Number: 2106320

Course Description

AP Microeconomics is an introductory college-level microeconomics course. Students cultivate their understanding of the principles that apply to the functions of individual economic decision-makers by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market inefficiency and public policy. The AP Microeconomics framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like economists.

AP U.S. Government and Politics is an introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through analysis of data and text-based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis. The AP U.S. Government and Politics framework included in the CED outlines distinct skills, called disciplinary practices, that students should practice throughout the year—practices that will help them learn to think and act like political scientists.

Additional Information

Meets Economics/Government Graduation Requirement

Course Number: 2102370

Course Description

AP Microeconomics is an introductory college-level microeconomics course. Students cultivate their understanding of the principles that apply to the functions of individual economic decision-makers by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market inefficiency and public policy. The AP Microeconomics framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like economists.

AP U.S. Government and Politics is an introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through analysis of data and text-based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis. The AP U.S. Government and Politics framework included in the CED outlines distinct skills, called disciplinary practices, that students should practice throughout the year—practices that will help them learn to think and act like political scientists.

Additional Information

Meets Economics/Government Graduation Requirement

Course Number: 2106420

Course Description

The class is designed to provide students with an overview of business, finance, banking, investment, government's role in the economic system, labor-management relations, foreign trade, income inequality, and related fields.

Additional Information

Typically taken in the 12th grade year and paired as Government/Economics.
This course is 0.5 credits.

Course Number: 2102335 & 2106310

Course Description

The curriculum places an emphasis on an understanding and evaluation of business, finance, banking, investment, government's role in the economic system, labor-management relations, foreign trade, income inequality, and related fields.

Additional Information

Typically taken in the 12th grade year and paired as Government/Economics.
This course is 0.5 credits.

Course Number: 2102345 & 2106320

Course Description

The purpose of this course is to enable students to develop knowledge of the history, customs, traditions, and purpose of the Army Junior Reserve Officer Training Corps (JROTC). The course includes the development of basic leadership skills including leadership principles, values, and attributes. Students should master appreciation for diversity.

Active learning strategies are integrated throughout the course with an emphasis on writing skills and oral communication techniques. Financial planning as well as physical fitness, diet, nutrition, healthy lifestyles, awareness of substance abuse and prevention, and basic first aid measures are included. An overview of the globe and geography and basic map reading skills are incorporated. A study of the United States Constitution, Bill of Rights, responsibilities of United States citizens, and the federal justice system is also provided.

Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

• Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
• Making close reading and rereading of texts central to lessons.
• Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
• Requiring students to support answers with evidence from the text.
• Providing extensive text-based research and writing opportunities (claims and evidence).

Additional Information

Principles of Public Service Program:

• 04.0 Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives
• 04.01 Employ leadership skills to accomplish organizational goals and objectives.
• 04.02 Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.
• 04.03 Conduct and participate in meetings to accomplish work tasks.
• 04.04 Employ mentoring skills to inspire and teach others.
• 04.05 Employ critical thinking skills independently and in teams to solve problems and make decisions.
• 04.06 Employ critical thinking and interpersonal skills to resolve conflicts.
• 04.07 Identify and document workplace performance goals and monitor progress toward those goals.
• 04.08 Conduct technical research to gather information necessary for decision-making.

Course Number: 1801300

Course Description

The purpose of this course is to enable students to develop knowledge of the history, customs, traditions, and purpose of the Army Junior Reserve Officer Training Corps (JROTC). The course includes the development of basic leadership skills including leadership principles, values, and attributes. Students should master appreciation for diversity.

Active learning strategies are integrated throughout the course with an emphasis on writing skills and oral communication techniques. Financial planning as well as physical fitness, diet, nutrition, healthy lifestyles, awareness of substance abuse and prevention, and basic first aid measures are included. An overview of the globe and geography and basic map reading skills are incorporated. A study of the United States Constitution, Bill of Rights, responsibilities of United States citizens, and the federal justice system is also provided.

Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

• Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
• Making close reading and rereading of texts central to lessons.
• Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
• Requiring students to support answers with evidence from the text.
• Providing extensive text-based research and writing opportunities (claims and evidence).

Additional Information

Principles of Public Service Program:

• 04.0 Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives
• 04.01 Employ leadership skills to accomplish organizational goals and objectives.
• 04.02 Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.
• 04.03 Conduct and participate in meetings to accomplish work tasks.
• 04.04 Employ mentoring skills to inspire and teach others.
• 04.05 Employ critical thinking skills independently and in teams to solve problems and make decisions.
• 04.06 Employ critical thinking and interpersonal skills to resolve conflicts.
• 04.07 Identify and document workplace performance goals and monitor progress toward those goals.
• 04.08 Conduct technical research to gather information necessary for decision-making.

Course Number: 1801310

Course Description

The purpose of this course is to enable students to develop knowledge of the history, customs, traditions, and purpose of the Army Junior Reserve Officer Training Corps (JROTC). The course includes the development of basic leadership skills including leadership principles, values, and attributes. Students should master appreciation for diversity.

Active learning strategies are integrated throughout the course with an emphasis on writing skills and oral communication techniques. Financial planning as well as physical fitness, diet, nutrition, healthy lifestyles, awareness of substance abuse and prevention, and basic first aid measures are included. An overview of the globe and geography and basic map reading skills are incorporated. A study of the United States Constitution, Bill of Rights, responsibilities of United States citizens, and the federal justice system is also provided.

Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

• Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
• Making close reading and rereading of texts central to lessons.
• Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
• Requiring students to support answers with evidence from the text.
• Providing extensive text-based research and writing opportunities (claims and evidence).

Additional Information

Principles of Public Service Program:

• 04.0 Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives
• 04.01 Employ leadership skills to accomplish organizational goals and objectives.
• 04.02 Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.
• 04.03 Conduct and participate in meetings to accomplish work tasks.
• 04.04 Employ mentoring skills to inspire and teach others.
• 04.05 Employ critical thinking skills independently and in teams to solve problems and make decisions.
• 04.06 Employ critical thinking and interpersonal skills to resolve conflicts.
• 04.07 Identify and document workplace performance goals and monitor progress toward those goals.
• 04.08 Conduct technical research to gather information necessary for decision-making.

Course Number: 1801320

Course Description

The purpose of this course is to enable students to develop knowledge of the history, customs, traditions, and purpose of the Army Junior Reserve Officer Training Corps (JROTC). The course includes the development of basic leadership skills including leadership principles, values, and attributes. Students should master appreciation for diversity.

Active learning strategies are integrated throughout the course with an emphasis on writing skills and oral communication techniques. Financial planning as well as physical fitness, diet, nutrition, healthy lifestyles, awareness of substance abuse and prevention, and basic first aid measures are included. An overview of the globe and geography and basic map reading skills are incorporated. A study of the United States Constitution, Bill of Rights, responsibilities of United States citizens, and the federal justice system is also provided.

Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

• Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
• Making close reading and rereading of texts central to lessons.
• Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
• Requiring students to support answers with evidence from the text.
• Providing extensive text-based research and writing opportunities (claims and evidence).

Additional Information

Principles of Public Service Program:

• 04.0 Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives
• 04.01 Employ leadership skills to accomplish organizational goals and objectives.
• 04.02 Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.
• 04.03 Conduct and participate in meetings to accomplish work tasks.
• 04.04 Employ mentoring skills to inspire and teach others.
• 04.05 Employ critical thinking skills independently and in teams to solve problems and make decisions.
• 04.06 Employ critical thinking and interpersonal skills to resolve conflicts.
• 04.07 Identify and document workplace performance goals and monitor progress toward those goals.
• 04.08 Conduct technical research to gather information necessary for decision-making.

Course Number: 1801330

Course Description

In this course, you will practice money management skills using real-life scenarios. This course teaches the skills and knowledge you need to become a wise consumer, saver, investor, user of credit, and planner. Topics include financial attitudes and behaviors, income and taxes, budgeting, buying goods and services, financial accounts, credit and loans, financial investing, and insuring and planning. Build your financial literacy skills to excel in today’s global workforce and society. And if you are still asking yourself, when will I ever use this information? The answer is every day for the rest of your adult life.

Additional Information

Prerequisite: Algebra I is recommended
This course satisfies Florida’s personal financial literacy graduation requirement

Course Number: 2102371

Course Description

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. The content examined in this first introductory course includes major theories and orientations of psychology, psychological methodology, memory and cognition, human growth and development, personality, abnormal behavior, psychological therapies, stress/coping strategies, and mental health.

Additional Information

This is a Social Studies elective. Each course is 0.5 credits and are paired together.

Course Number: 2107300

Course Description

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. The content examined in this first introductory course includes major theories and orientations of psychology, psychological methodology, memory and cognition, human growth and development, personality, abnormal behavior, psychological therapies, stress/coping strategies, and mental health.

Additional Information

This is a Social Studies elective. Each course is 0.5 credits and are paired together.

Course Number: 2107310

Course Description

This course will provide an in-depth study of the leadership techniques of decision making, problem solving, meeting skills, communication, group conflict reduction, time and stress management, evaluation, team building, group dynamics, motivational strategy, data collection for project needs, evaluation of community organizations, purpose of local government,and the role of leadership in a democratic society. The content should include, but not be limited to, the following:

• Development in areas such as self-esteem, goal setting, and character building
• Enhanced leadership skills and the ability to function in both a group setting and the community

Special Note: When this course is used to satisfy the high school character education requirement of s.1003.42(2)(s), Florida Statute, the following topics must be included:

• Leadership skills
• Interpersonal skills
• Research skills
• Organization skills
• Creating a résumé
• Employment interview skills
• Conflict resolution
• Workplace ethics
• Workplace law
• Stress management
• Resilience and self-motivation
• Local government purposes
• Structures of community organizations

Additional Information

Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Course Number: 2400310

Course Description

The purpose of this course is to provide formative opportunities to build on skills acquired in the Leadership Techniques course, including meetings skills, communication skills, motivational strategies, character development, group dynamics, community relations, data collection for project needs, evaluation of community organizations, purpose of local government, community service and personal and civic responsibility. The content should include, but not be limited to, the following:

• effective project planning, execution and management
• techniques for the successful advocacy of proposed public policy changes
• mastery of organizational theories and management techniques and strategies
• analysis of community organizations' impact on the community as a whole
• construction of surveys to gather data for community needs
• analysis of survey data

Additional Information

Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Course Number: 2400320

Course Description

organizational management, goal-setting, communication with varied audiences, peer mediation, citizenship, data collections and analysis, conflict resolution, healthy decision-making, assertiveness, and meeting skills, stress management and strategies for self-reflection. The content should include, but not be limited to, the following:

• study in self-reflection
• continued development in such areas as goal setting, self-actualization, and assertiveness
• practice of organizational theories and management
• evaluating the needs of local community
• supporting the connection along local governmental agencies

This course has been designed for the teacher to select and teach only the appropriate standards corresponding to a student’s grade level and/or instructional needs.

Additional Information

Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Course Number: 2400330

Course Description

This course is an introduction to using sociological theory to better understand our world. As an academic field, sociology studies patterns in group behavior to explain social, economic, and political phenomena. Students will explore the social structures and social forces associated with various important sociological concepts, including culture, socialization, deviance and social control, collective behavior and social movements, poverty, and inequality.

Additional Information

This course is 0.5 credits and typically paired with Women’s Studies. This course counts as an elective credit.

Course Number: 2108300

Course Description

The purpose of this course is to teach leadership skills, parliamentary procedure, problem solving, decision making, communication skills, group dynamics, time and stress management, public speaking, human relations, public relations, team building, and other group processes. The content should include, but not be limited to, the following:

• study in self-understanding
• development in such areas as goal setting, self-actualization, and assertiveness
• study of organizational theories and management

Complete the application on the Course Selection page.

Course Number: 2400300

Course Description

The primary content emphasis for this course pertains to the study of United States history from Reconstruction to the present day. Students will be exposed to the historical, geographic, political, economic and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events which occurred before the end of Reconstruction.

Additional Information

Typically taken in 11th grade. EOC exam counts for 30% of overall course grade.

Course Number: 2100310

Course Description

The grade 9-12 United States History course consists of the following content area strands: United States History, Geography, and Humanities. The primary content emphasis for this course pertains to the study of United States history from Reconstruction to the present day. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events which occurred before the end of Reconstruction.

Additional Information

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work. Typically taken in 11th grade. EOC exam counts for 30% of overall course grade.

Course Number: 2100320

Course Description

This course examines the experiences and contributions of women throughout history. The emphasis of this course is to learn the stories of women, both ordinary and spectacular, to better understand larger historical themes of change and continuity. Students examine the legal, economic, social, and political status of women from prehistory through the contemporary era. Students also utilize an interdisciplinary approach to exploring and analyzing the unique issues women face in today's world.

Additional Information

This course is 0.5 credits and typically paired with Sociology. This course counts as an elective credit.

Course Number: 2104340

Course Description

The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.

Additional Information

Typically taken in the 10th grade year.

Course Number: 2109310

Course Description

The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations. 

Additional Information

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Typically taken in the 10th grade year.

Course Number: 2109320