Fine Arts - Music Appreciation
• COURSE OVERVIEW: Music Appreciation course provides an overview of the development of western music from Pre-Renaissance to Modern times on the European continent and in America. The focus is on select composers and how the influenced musical styles – and on enjoying our rich heritage of music. Course topics include: Renaissance Music; Baroque Music; Classical Music; Pre-Romantic Music; Early Romantic Music; Mid-Romantic Music; Late Romantic Music; Twentieth Century Music;
• Unit 1 - Renaissance Music In this introductory unit, students learn about Renaissance Music, including its historical-cultural setting and its musical setting. They study Missa Pange Lingua by Josquin des Prez, Adoramus Te and Christe and Missa Papae Marcelli by Giovanni da Palestrina, Magnificat a 14 by Giovanni Gabrieli, Madrigal by William Byrd, Ave Verum Corpus and Earl of Oxford's March by Byrd.
• Unit 2 - Baroque Music In this unit students gain understanding of Baroque Music, beginning with setting. They study the music of Claudio Monteverdi, including L'Orfeo, Beatus Vir, Zefiro Torna, and Vespers of 1610. The explore the music of Antonio Vivaldi, including Gloria, Four Seasons - Spring, Autumn, and Summer. They become familiar with the works of Johann Sebastian Bach, including Badinerie, Brandenburg Concerto No. 5, Cello Suite No. 1, Orchestral Suite No. 3, and Mass in B Minor. They learn about the music of George Frederic Handel, including his Fireworks Suite, Water Music, The Messiah (overview), and The Messiah - Halleluiah Chorus.
• Unit 3 - Classical Music In this unit students learn about music from the Classical Period, beginning with the setting in which the music was composed. Students are familiarized with the work of Franz Joseph Haydn, including his Surprise Symphony, London Symphony - 104, and The Creation. They study the work of Wolfgang Amadeus Mozart, including Eine Kleine Nachtmusik, his opera, The Magic Flute, his Symphony No. 40, and Ave Verum Corpus. Student learn about the music of Ludwig van Beethoven, studying his Moonlight Sonata, Rondo a Capriccio, Piano Concerto No. 5, Symphony No. 9, and Symphony No. 5.
• Unit 4 - Pre-Romantic Music In this unit students explore the music of the Pre-Romantic Period, beginning with the historical and cultural setting of the music, followed by the musical setting. They then explore the music of Nicolo Paganini, including his Carnival of Venice and Caprice No. 24. They learn about the music of Franz Schubert, including his Ave Maria, and Symphony No. 8. They study the work of Felix Mendelssohn, including his Symphony No. 4, A Midsummer Night's Dream Overture, and Die Hebriden - Overture.
• Unit 5 - Early Romantic Music In this unit, students study early Romantic music, beginning with the setting. They go on to learn about the music of Robert Schumann, including his Kinderszenen, Fantasie in C Major, and Symphony No. 3. They study the music of Frederic Chopin, including his Waltz Op.42, Heroic Polonaise No. 53, Nocturne Op.9; Revolutionary Etude, and Fantasie Impromptu. They explore the music of Franz Liszt, including his Liebestraume, Les Preludes, Hungarian Rhapsody, and La Campanella, and the Richard Wagner's Tannhause Overture.
• Unit 6 - Mid-Romantic Music In this unit students begin with the setting of Mid-Romantic Music. They go on to study the music of Johannes Brahms, including his Symphony No. 3, Hungarian Dance No. 5, and Academic Festival Overture. They continue with the music of Peter Tchaikovsky, including Romeo and Juliet, the 1812 Overture, and Symphony No. 6. They explore the music of Antonin Dvorak, including his Humoresques, Slavonic Dances, and New World Symphony. Next they gain understanding of the music of Edvard Grieg, including his Ave Maris Stella, selections from Peer Gynt Suite, and Piano Concerto in A Minor.
• Unit 7 - Late Romantic Music In this unit students study late Romantic Music, beginning with its setting. They next enjoy the music of Sir Edward Elgar, including Pomp and Circumstance March, Enigma Variations, and Cello Concerto. They become familiar with the music of Giacomo Puccini through his operas, Gianni Schicchi and Turandot. They explore the music of Gustav Mahler, including his Symphony No. 2 and Symphony No. 8, and the music of Richard Strauss, including his Four Last Songs, Don Juan Tone Poem, and Alpine Symphony.
• Unit 8 - Twentieth Century Music In this unit students study Twentieth Century Music, beginning with setting. They study the music of Claude Debussy, including Claire de Lune and Prelude to the Afternoon of a Faun. They explore the music of Sergei Rachmaninoff, including his Prelude Op.23 No. 5, 2, Rhapsody of Paganini, and Piano Concerto No. 2. They learn about the music of Maurice Ravel, including his Concerto for the Left Hand, Daphnis et Chloe, Pavane, and Bolero, and the music of Aaron Copland, including his Appalachian Spring and Symphony No. 3. Finally, they discuss creative expression and applying their music skills.
Fine Arts - AP Music Theory
• COURSE OVERVIEW: This rigorous AP Music Theory course provides students with an in-depth foundation of music theory, including the elements of musical composition. It is an excellent preparation for students desiring a music-related career and for those planning to take the AP Music Theory exam. Course topics include: Music theory foundations; Compound Meters and Minor Tonality; Intervals, Triads, and Seventh Chords; Counterpoint – Connecting Melodic and Harmonic Intervals; Establishing the Two-Voice Composition; Eighteenth Century Counterpoint; Harmonization; Tones and Scales; Diatonic Sequences; Preparing for the AP Test; AP Music Theory has been audited and approved by the College Board. AP Music Theory is A-G Approved through the University of California.
• Unit 1 - Introduction to Music Theory In this introductory unit, students learn about the most essential music theory skills and what to expect in this course. They discuss sight-reading practice, dictation practice, and ear training practice.
• Unit 2 - Review of Fundamentals I In this unit students review the fundamentals of music. They go over the musical alphabet, the chromatic alphabet, and staff and clef signs. Reviewing meter, they discuss rhythmic values and beat units, time signatures and conducting patterns, and counting systems and metric hierarchy. They go on to study registers and ledger lines, and dynamic and tempo markings, and learn to listen for texture.
• Unit 3 - Review of Fundamentals II Continuing their review of the fundamentals of music, in this unit students study rhythm, including dots, ties and slurs, syncopation, and hemiola. They review anacrusis notation (pick-ups), chromatic and diatonic pitch collections, ordered pitch-class collections, scales, key signatures - including scale degree names - and identifying duple, triple, and quadruple meters.
• Unit 4 - Compound Meters and Minor Tonality In this unit students are introduced to compound meter. They learn about syncopation and hemiola, metrical accents, minor scales (parallel and relative), forms of minor, identifying major/minor keys, modes, binary and ternary forms, and vocal forms.
• Unit 5 - Intervals and Triads In this unit students begin to learn about intervals and triads. They explore combining pitches, interval qualities, augmented and diminished intervals, consonant/dissonant intervals, chords and triads above the scale, triad qualities, and spelling triads. In addition, they study scale-degree triads - roman numerals, figured bass, and triad inversions.
• Unit 6 - Triads and Seventh Chords In this unit students continue to study triads and also learn about seventh chords. They investigate seventh chords in major and minor keys, seventh chord inversions, uncommon seventh chords, and spelling seventh chords.
• Unit 7 - Counterpoint - Connecting Melodic and Harmonic Intervals In this unit students learn about counterpoint. They discuss connecting melodic intervals, labeling harmonic intervals, consonant and dissonant harmonic intervals, note-to-note counterpoint in strict style, invertible counterpoint, motives, and ground bass.
• Unit 8 - Establishing the Two-Voice Composition In this unit students learn to compose with two voices. They learn second-species counterpoint with non-chord tones, how to write second-, third-, fourth-, and fifth-species counterpoint. They also learn to listen for the rondo form.
• Unit 9 - Eighteenth Century Counterpoint In this unit students study 18th century counterpoint beginning with contrapuntal motion. They learn about chordal dissonance, bass and melodic lines, writing with a given line, and non-chord tones, or embellishments.
• Unit 10 - Four Part Harmony In this unit students begin to understand four-part harmony. They learn to write four-part harmony for SATB and keyboard, as well as basic phrases, and tonic and cadential areas. The study connecting dominant and tonic areas, and harmonizing folk songs.
• Unit 11 - Dominant Sevenths, Predominant Area, Melody Harmonization In this unit students begin to explore more advanced harmonic devices. They study dominant seventh inversions, expanding the phrase, realizing figured bass, and harmonizing melodies.
• Unit 12 - Expanding Harmonic Area Continuing with harmony, in this unit students gain understanding of using six-four chords, neighboring six-four, arpeggiating and passing six-four, extending the tonic, and introducing the submediant.
• Unit 13 - Diatonic Harmonies and Root Progressions Moving on to diatonic harmonies and root progressions, in this unit students investigate additional cadences, root progressions, motion by descending third, and motion by second. They also study mediant triads and parallel six-three chords, and learn to recognize the fugue.
• Unit 14 - Embellishing Tones (Non-Chord Tones) In this unit students learn about embellishing tones. They study passing tones and neighbor tones, as well as more about suspensions, incomplete and double neighbor tones, and other embellishments. They end this unit with a summary of non-chord tones.
• Unit 15 - Leading Tones Chords Students use this unit to learn about leading tones chords. They learn to double and resolve the vii°6, the vii°7 and the viiø7, and study these chordes in context. They also study neighboring and passing four-two chords.
• Unit 16 - Form and Analysis In this unit students explore form and analysis. They learn to do phrase analysis, and learn about smaller segments of phrases, parallel and contrasting periods, extended periods, and the structure and hypermeter of phrase rhythm.
• Unit 17 - Diatonic Sequences In this unit students become familiar with diatonic sequences, first gaining understanding of that a sequence is, then moving on to descending-fifth sequences, descending-third sequences, and sequences based on seconds. They finish up the unit by studying sequences in musical context.
• Unit 18 - Secondary Dominants and Leading-Tone Chords to V In this unit students focus on dominants. They learn about intensifying the dominant, modulation and tonicization, writing and resolving V/V to V, secondary leading tones to V, and secondary chords in dominant expansions.
• Unit 19 - Tonicizing Other Scale Degrees In this unit students explore secondary chords in basic phrases and secondary chord in musical contexts. They also learn about spelling secondary chords, resolving secondary chords, and modulations.
• Unit 20 - Preparing for the AP Test In this unit students prepare for taking the AP Music Theory test. They cover Section I, parts A and B, as well as Section II, Part A (aural stimulus), Part A (no aural stimulus), and Part B (sight-singing).
Fine Arts - AP Studio Art /Drawing
• COURSE OVERVIEW: This AP course is filmed in 3-D, provides students with a conceptual and visual foundation of the components of artistic drawing. It is an excellent foundation for students desiring a career in an art-related field, and gives guided preparation on preparing artwork for the AP exam. AP Studio Art - Drawing has been audited and approved by the College Board. AP Studio Art - Drawing is A-G Approved through the University of California.
• Unit 1 - The AP Portfolio In this introductory unit, students gain understanding of how to create a drawing portfolio. They learn about the three sections of a portfolio (quality, concentration, breadth), and about ethics, artistic integrity, and plagiarism. They discuss developing concentration ideas and photographing artwork, and learn how to critique art through description, analysis, interpretation, and evaluation.
• Unit 2 - Line and Expression/Line Quality In this unit students learn about line and expression, and line quality. They study types of lines and see a demonstration of line quality. They learn to use blind contour lines, cross contour lines, gesture lines, implied lines, and line quality, and learn about exploration of mark making, and monoprint and line exploration.
• Unit 3 - Composition In this unit students delve into composition, learning about visual potential, positive and negative shapes, and the rule of thirds. They receive composition recommendations and a demonstration of negative shape design.
• Unit 4 - Principles of Design This unit provides students with the principles of design, beginning with design basics. They learn about unity and variety, contrast emphasis, balance, movement, repetition and rhythm, and an overview of the principles of design.
• Unit 5 - Form In this unit students are introduced to form. They explore planar analysis, mass gesture drawing, continuous line drawing, and topographical drawing. They are given a demonstration of planar analysis drawing with value, as well as a demonstration of painting cloth.
• Unit 6 - Illusion of Depth In this unit students learn to create the illusion of depth. They gain understanding of figure-ground relationship, methods for creating three-dimensional space, foreshortening, and ambiguous space.
• Unit 7 - Linear Perspective In this unit students come to understand linear perspective. They study point of view, one- and two-point perspective, units on a receding plane, three-point perspective, the circle in perspective, and the benefits and limitations of linear perspective. They are given a demonstration of combining 1- and 2-point perspective.
• Unit 8 - Proportions In this unit students discover proportions. They learn about measuring with a pencil, more basics of pencil sighting, using a viewfinder, and seeing angles, and receive a demonstration of sighting a doorway.
• Unit 9 - Value (Light and Shade) In this unit students investigate value. They study value scale, value shapes, and value on form. They are given demonstrations of drawing reflective objects, value and line as texture, and tonal drawing.
• Unit 10 - Color In this unit students learn to work with color. They explore hue and value, receive a demonstration of landscape drawing, and learn about intensity, color schemes, and space and form. They are given demonstrations of drawing an apple and of complementary color painting.
• Unit 11 - Ideation In this unit students gain understanding if ideation. They learn about scamper, about real, abstract, and non-objective, about design ideas, and about building on ideas. They are given a demonstration of creating a collage.
• Unit 12 - The Human Figure In this unit students learn to draw the human figure. They discuss ideal proportions, basic shapes, gesture drawing, the head and face, the foot, the hand, and the foreshortened figure. They are given a demonstration of drawing a charcoal portrait.
Health - High School Health
• COURSE OVERVIEW: This five-star course was developed in association with Children's Mercy Hospital and is aligned with the National Health Education Standards. Course topics include: Physical Fitness; How your body works; Understanding Disease; Drugs and Medicines; Adolescence; First Aid; Hygiene and Healthcare; High School Health is A-G approved through the University of California.
• Unit 1 The introductory unit of this course introduces the need for students to take control of their health. Concepts introduced include the six components of health, making good decisions, types of pressure, public health, and a healthy environment.
• Unit 2 This unit delves into the concepts of avoiding injury, obesity in America, maintaining a healthy weight, an overview of nutrients, and MyPlate. Additionally, students will learn about carbohydrates, fats, protein, vitamins and minerals, dehydration, and stages of sleep.
• Unit 3 This unit introduces the concepts and characteristics of hearing, the skeletal system, the muscular system, the musculoskeletal system, blood circulation, blood, the immune system, and nonspecific/specific responses.
• Unit 4 In this unit, students learn the concepts and characteristics of bacteria and viruses, the spreading of disease, antibiotics and vaccines, diabetes, types of cancer, cancer treatment, hereditary disease, allergies and allergens, and arthritis.
• Unit 5 This unit explores types of medicine including stimulants and depressants, as well as drug abuse, steroids, the importance of drug awareness, alcohol abuse, effects of tobacco, signs of addiction, and overcoming addiction.
• Unit 6 In this unit, students explore the importance and characteristics of a healthy heart, cardiovascular disease, and heart attacks. Additionally, students learn about the respiratory system, the importance of taking care of your lungs, asthma, and the digestive system and removing waste.
• Unit 7 Students delve into the function and characteristics of the nervous system in this unit. The parts of the brain and their functions, disorders of the nervous system, as well as infections and the nervous system are covered.
• Unit 8 In this unit, students explore mental and physical changes, the importance of the endocrine system, hormones, aging, responsibility, and parenthood. Additionally, the characteristics of a healthy family are introduced.
• Unit 9 This unit introduce students to the importance self-esteem and integrity, as well as communication skills, learning to listen, understanding emotions, and defense mechanisms. Additionally, student learn about dealing with stress and warning signs to be aware of.
• Unit 10 Students will learn about avoiding violence and the importance of respect, recognizing abuse, preventing abuse, and resolving conflicts.
• Unit 11 In this unit, students learn about the importance of first aid. Basic first aid concepts are introduced including burns, choking, CPR, bleeding, broken bones, shock, poison, and extreme temperatures.
• Unit 12 This unit builds upon health and first aid concepts covered in the previous unit by introducing concepts including skin care, sunburn, and good habits. The concepts of healthcare providers, health insurance, healthcare products, and learning on the web are also covered.
Health - Medical Terminology
• COURSE OVERVIEW: Medical Terminology provides general study skills and a firm foundation for students preparing for postsecondary education to pursue a career in the medical field. Anatomical instruction is coupled with the investigation of key related terminology not only dealing with “what” but also “why” and “how” allowing students apply the information. Specifically, students explore the structures, functions, and terms related to disease and the bodily systems, including the skeletal, muscular, cardiovascular, lymphatic, respiratory, digestive, nervous, integumentary, endocrine, and reproductive systems. Students learn about specific health care professions and the unique role each plays. Through the study of this material students learn effective deciphering skills enabling them to decode medical terminology they have seen and terminology to which they are yet to be exposed. Medical Terminology is A-G Approved through the University of California.
• Unit 1 – Introduction to Medical Terminology This unit introduces students to the basic building blocks of terminology, developing study and analysis skills that will prepare them for more advanced studies. Students apply this knowledge to achieve efficiency in basic deciphering techniques to be utilized throughout this course and beyond. Through video, graphics, and textual examples, students are introduced to and practice identifying correct spelling and pronunciation of basic medical terminology building blocks, while analyzing why they are needed and how they interrelate with other parts of the body along with concepts surrounding the key use of medical terms in describing disease conditions. Formative and summative assessment is performed throughout this and all units in this course through quizzes, unit exams, and teacher-supervised activities.
• Unit 2 – The Human Body in Health and Disease This unit discusses the Anatomic Reference Systems used in when studying the human body and a health career path. Students will also collaborate on group research assignments and build their communications skills through the creation of power point presentations and written outline. Students will develop an understanding of the body planes and why they are important within a health oriented career while mastering directional terms. Students will investigate the major body cavities and membranes. Regional awareness of the anatomy of man is developed, starting with the abdomen and thorax. A foundational understanding of various structures within the body is laid while students are introduced to the bodily systems at work within the body. Throughout this and all units of this course, students will interact with computer-based video, diagrams, and assessments, providing opportunities to enhance their technology skills.
• Unit 3 - The Skeletal System Within this unit students extend their basic knowledge of the skeletal system to reach a firm understanding of its specific structures and how they function. Students will take part in analytical thinking exercises that will require them to choose and then defend a position on related topics. Students investigate the skeletal system; study its joints, the skeleton itself, and the appendicular skeleton. From this depth of understanding students are guided through an exploration of new word parts and pathology terms that are integral to any health profession. Students take part in exercises to test their understanding of these important elements of the skeletal system itself while building analytical terminology enabling them to identify and discuss procedural terms, fractural terminology. Ultimately, students apply these individual building blocks in word building exercises to apply their knowledge of the skeletal system and how it works.
• Unit 4 - The Muscular System This unit discusses the specific structures, functions, and the importance of the muscular system. Students will be required to analyze a selection of reading assignments, further developing their analytical thinking skills. Students develop a mastery of muscle types while investigating major muscular identification. Additionally, students are led in the discovery of new word parts that pertain to the muscular system. These word parts are integrated into the understanding of muscular pathology and procedural terms. Students integrate this knowledge in a word building exercise discovering the link between this academic knowledge and practical industry application.
• Unit 5 - The Cardiovascular System Within this unit students extend their knowledge of the cardiovascular system to include a firm understanding of the specific structures and how they relate. Particular importance is placed on the heart and blood vessels and why they work the way they do. Students will develop analytical reading and writing skills through timed exercises requiring them to study several documents and then to compose a written response. The importance of inter-cooperation within the system is stressed and students learn the details of circulation and the electrical system of the heart. Additionally, students participate in a breakdown of human blood and the integral part it plays in maintaining homeostasis. From this, students move to the discovery of new word parts pertaining to the cardiovascular system and incorporate this knowledge into the deciphering of procedural and pathological terms relating to this system. Finally, an integration of their newly obtained knowledge takes place in the form of a word building exercise, during which real life and career connections are made.
• Unit 6 - The Lymphatic and Immune Systems In this unit, students explore the lymphatic system, its structures, functions, and why it works. Students will be required to analyze a selection of reading assignments, further developing their analytical thinking skills. New word parts are learned and the mastery of these is extended to an understanding of pathological terms that pertain to the system. Students apply their understanding of the material in the deciphering of procedural terms. Students integrate their lympho-immune knowledge in a word building exercise discovering the link between this academic knowledge and practical industry application. Throughout this and all units of this course, students will interact with computer-based video, diagrams, and assessments, providing opportunities to enhance their technology skills.
• Unit 7 - The Respiratory System In this unit students continue to add to their academic repertoire by integrating a deep knowledge of the respiratory system and how it works. They start by learning its major structures and functions. Students are then guided through the concepts of ventilation and respiration while learning about the interconnectivity and collaboration of the individual system structures to achieve the system function. Upon this understanding, students place new word parts. Respiratory pathology terms and procedural terms are acquired. Finally, an integration of this knowledge takes place in the form of a word building exercise, during which real life and career connections are made.
• Unit 8 - The Digestive System This unit discusses the anatomy, specific structures, and functions of the digestive system. Students will develop expository writing and analytical thinking skills through timed reading and writing assignments. The students develop mastery of new word parts associated to the digestive system. Students are then introduced to terms within digestive pathology. Additionally, students discover key procedure terms then integrating these concepts in a word building exercise discovering the link between this academic knowledge and practical industry application.
• Unit 9 - The Urinary System Within this unit students extend their knowledge of the urinary system to include a firm understanding of the specific structures and functions contained therein. Students learn the details of new word parts pertaining to the urinary system and incorporate this knowledge into the deciphering of procedural and pathological terms relating to this system. Students will take part in analytical thinking exercises that will require them to choose and then defend a position on related topics. Finally, an integration of their newly obtained knowledge takes place in the form of a word building exercise, during which real life and career connections are made.
• Unit 10 - The Nervous System This unit guides students through the discovery of the complex nervous system. They develop a firm understanding of the specific structures and functions contained therein. Particular importance is place on the Central Nervous System and the individual importance of neurons. The importance of inter-cooperation within the system is stressed as students learn about nerves. From this, students move to the discovery of new word parts pertaining to the nervous system and incorporate this knowledge into the deciphering of pathological terms relating to this system. An emphasis is also placed on the understanding of the levels of consciousness. Finally, students learn the procedural terms of this system before building words by applying the knowledge they have acquired.
• Unit 11 - Special Senses: The Eyes and Ears This unit discusses the anatomy and functions of special senses. Students develop their analytical thinking skills through exercises where they must form conclusions based on assigned reading and then defend their choices. Students discover the unique structures of the eyes and ears and how they function. The students develop mastery of new word parts associated to both the eyes and then the ears, separately. Students are then introduced to terms within eye and ear pathology. Additionally, students discover key procedure terms then integrating these concepts in a word building exercise to integrate their knowledge of the special senses.
• Unit 12 - Skin: The Integumentary System Within this unit students extend their knowledge of the skin to include a firm understanding of the structure and function of the integumentary system. Students work to identify and grasp new word parts that are applicable specifically to the integumentary system. Pathological terms relating to this system are introduced while particular emphasis is place on burns and burn identification. Procedural terms are established preparing students to apply their newly obtained knowledge by engaging in the word building exercise.
• Unit 13. The Endocrine System This unit focuses on the endocrine system. Students discover the individual structures of the system and learn of their role in the function and purpose of the endocrine system. Furthermore, students develop mastery of new word parts associated the system before being introduced to pathological and procedural terms within the system. Additionally, students apply these concepts in a word building exercise to integrate their knowledge of the endocrine system.
• Unit 14. The Reproductive System This unit teaches about male and female reproductive systems. Students will use analytical thinking and build general study skills by identifying debate arguments from assigned reading materials and also writing down talking points. Students also develop a firm understanding of the specific structures and functions of the male reproductive system, discover new word parts, pathological, and procedural terms that are applicable to the male system. Students then learn about the structures and functions of the female reproductive system, discover new word parts, as well as pathological and procedural terms that are applicable to the female system. Throughout this and all units of this course, students will interact with computer-based video, diagrams, and assessments, providing opportunities to enhance their technology skills.
• Unit 15. Pregnancy and Childbirth This unit discusses the anatomy and specific structures that contribute to pregnancy and childbirth. Students delve into key terminology used within the health field to determine maternal medical history. Students compare and contrast terminology used during fetal development and types of pregnancy. Students use analytical thinking apply this terminology to neonate situations and common complications that arise in pregnancy and childbirth Additionally, students discover key procedure terms then integrating these concepts in a word building exercise. A strong connection is made to application of these terms within the career field.
• Unit 16. Diagnostic Procedures In this unit students learn basic diagnostic procedures, beginning with an understanding of terminology used within physical examinations. Student compare and contrast the pros and cons of different exam positions and their impact on specific exams. Students are exposed to the laboratory setting and key terminology used therein. The terminology and application of key procedures are discussed, including biopsies, endoscopy, centesis, and common blood-work. From here, students are introduced to the field of radiology and key imaging techniques and applications. Students compare and contrast the use of imaging options available to a radiology tech. Finally, students examine new word parts and apply this knowledge to common diagnostic procedures.
Foreign Language- Discover Spanish Part 1
COURSE OVERVIEW: This course is designed for students seeking a mastery of Spanish as a second language. The course is taught by the Discover Method, making it the right choice for students of any native tongue having little or no Spanish background. Discover Spanish incorporates the syntax, vocabulary and pronunciation needed to comprehend Spanish in an everyday environment. This course is ideal for students learning Spanish for the first time, or for a student needing extra practice and help improving their understanding of the Spanish language. Discover Spanish can be used in a stand-alone environment or to supplement teacher instruction in the classroom in a blended learning environment
Foreign Language- Spanish I
• COURSE OVERVIEW: Spanish 1 is a Novice Mid performance level class organized around themes and topics. In this class, students will learn basic vocabulary and grammar concepts. Additionally, students will gain cultural knowledge of Spanish speaking cultures around the globe. Students will learn to communicate with others and talk about a variety of topics such as leisure activities and hobbies, their classes and school life, their families, as well as parties they may plan for various holidays and important dates. This course has been A-G Approved through the University of California.
• Unit 1 – Hola, Como Estas? The first unit in this course provides the basics, including how important the Spanish language is based on the percentage of people in the U.S. who speak it, as well as the countries where Spanish is spoken. Also presented are the Spanish alphabet, spelling, accents, and spelling with accents, cognates and false cognates, how gender affects punctuation, adjectives, and numbers, basic greetings, formal and informal pronouns, emotions and feelings, useful phrases such as “What is your name,” “What is your last name,” “Nice to meet you,” and “Where are you from?” It continues the basics with subject pronouns, the verb ser, farewells, numbers from 0-99 and multiples of 10, phone numbers, email, colors, and agreement and placement of colors.
• Unit 2 – Estar con los Amigos This unit introduces likes and dislikes, beginning with how to ask someone what they like or don’t like to eat and drink, as well as how to respond to these questions, how to tell someone what you like and what you don’t like, and how to use the verb gustar with verbs and with singular and plural nouns. The unit continues by presenting the days of the week and exploring free time activities such as sports, music, study, and hobbies. Also discussed are personality traits, including one’s own as well as those of others; physical characteristics, such as hair and eye color; words for referring to people; and words describing weather.
• Unit 3 – En la Escuela This unit discusses school and time, beginning with classes at school, which is followed by time with classes, telling time with whole numbers and with different hours, asking and providing the time, common time expressions, morning and afternoon/evening words, and ordinal numbers. The discussion continues with frequency, including using and responding to frequency expressions with and without activities. Common school phrases and classroom objects and how to speak casually about class are followed by discussions about location, including asking where someone is going, describing where you are, common locations at school, as well as asking where objects are located, and how to explain where objects or places are. The unit also covers how to conjugate verbs ending in –ar, the words ir and estar, and the expression tener + que.
• Unit 4 – La comida y la familia This unit explores how to talk about food and family, beginning with beverages and dessert, lunch, dinner, and international foods. Next talking about comforts and discomforts are covered, followed by using verbs when speaking about meals, how to ask someone what they eat for different meals, how to tell someone what you eat for specific meals, and common gastronomic verbs. Next is asking about and expressing food and drink preferences, important phrases, and interrogative vocabulary. Following this we turn to the family, learning to describe immediate family members and extended family members, how to ask and express how many people are in a family, how to compare ages, ask someone’s age, and express one’s age. Also discussed are how to talk about the months, how to ask someone when their birthday is and tell someone yours, and how to ask and express today’s date. Also covered are conjugating –er/-ir verbs and interrogative vocabulary. The unit finishes with a discussion of family celebrations, family traditions, and how to ask who is coming to a specific celebration.
• Unit 5 – En la Ciudad This unit focuses on conversations that would occur in connection with a city. It begins with common locations within a city, understanding directions, events that occur in a city, public transportation and talking about going shopping. Next we discuss the verbs saber and conocer, and using ir + a + infinitive. The unit continues with how to ask someone’s plans and express one’s own plans, followed by using preterit tense, asking about or describing weekend activities, how to speak about cold- or warm-weather clothing, formal event-wear, and weather seasons. Also covered are expressing discomforts such as being hot or cold, asking or expressing an item’s cost, stem-changing verbs in the present tense, how to express preferences, describing clothing’s fit, vocabulary in a restaurant, speaking about dinner, ordering food in a restaurant, and the verbs pedir, server, and almorzar. The unit concludes
with how to ask what someone is having for lunch and to express what one is having for lunch.
• Unit 6 – En la Casa This unit focuses on the home, or house. First discussed are types of housing, parts of a house, and how to move around in a house. Next parts of a kitchen are covered, followed by household items in the bedroom and the TV room, as well as electronics that would be found in a house. Also explored is the verb hay, followed by practice identifying items in a house, how to speak about household chores, including the preterit tense, the verb necesitar, and asking someone what they need to do. Planning a party is next discussed, followed by talking about what is happening at a party, verbs for planning a party, using preterit tense when planning a party, and the verbs ser and estar.
Foreign Language- Spanish II
• COURSE OVERVIEW: Spanish II is a Novice Mid performance level class organized around themes and topics. In this class, students will learn basic vocabulary and grammar concepts. Additionally, students will gain cultural knowledge of Spanish speaking cultures around the globe. Students will learn to communicate with others and talk about a variety of topics such as daily activities and routines, travel, their childhood, news and emergency situations, and fairy tales and legends.
• Unit 1 – Daily Activities and Routines In this unit students learn to talk about and describe important people and places, express emotions and discomforts, and various activities verbs with –er, -ir-, and –ar endings. The unit includes things one might like to do, such as sports, games, music, and art, as well as vocabulary and basic verb structures in the present tense. Special attention is given to the verb “gustar” and to activities-related reflexive verbs.
• Unit 2 – Estar de vacaciones / Travel In this unit, students review the preterit tense and learn travel verbs with –er, -ir, and –ar endings. The unit next discusses describing a previous vacation, tourism places, people in relation to tourism, and useful tourism and bargaining phrases. Also covered are objects found in an airport or an open-air market, with special attention on questions about cost.
• Unit 3 – La salud y el cuerpo / Health and the Body This unit focuses on how to talk about things related to health and the body, such as sporting events and sports-related people, nouns, and verbs. Students study stem changing verbs, including e-i, e-ie, and o-ue verbs, as well as sports reflexive verbs, including stem changers. Students learn how to describe a daily routine and a training routine, sports expressions, body parts, and sports injuries, and learn sports adjectives, cohesive words, and common adverbs.
• Unit 4 – La ninez / Childhood In this unit students learn to talk about their childhood. They begin by learning to talk about and describe their family members, games, and toys. They learn childhood-related verbs and how to describe childhood activities. The imperfect tense is introduced, and students begin to study childhood reflexive verbs, words for personal reactions and emotions, and how to describe childhood reactions. Imperfect tense irregular verbs are presented, and students learn about personality traits, describing their childhood personality traits, transition words, sequence phrases, and childhood-related “tener” expressions.
• Unit 5 – Los eventos de las noticias / News Events This unit discusses the news, including people in the news, as well as news-related nouns and verbs. Students are presented with a review of imperfect tense and a comparison of preterit and imperfect tense. They next learn nouns and verbs for describing a robbery, how to narrate a robbery, and sequencing expressions related to news events. They learn nouns and verbs for describing a car accident and how to narrate a car accident. They further learn nouns and verbs for describing a fire, and how to narrate a fire.
• Unit 6 – Los cuentos y las leyendas / Fairytales and Legends In this unit students are presented with a review of preterit and imperfect tense endings, followed by parts of a legend or story. They are given three experiences with telling a fairy tale, and learn about characters and character description, places, and events, fairy tale sequence words and phrases, fairy tale frequency expressions, and how to combine preterit and imperfect tenses.
Foreign Language- Spanish III
• COURSE OVERVIEW: In Spanish III, students will gain cultural knowledge of Spanish speaking cultures around the globe. Students will learn to communicate with others and talk about a variety of topics such as past travels and vacations, an array of environmental topics, professions, parts of a city, and the importance of volunteerism and service learning opportunities.
• Unit 1 – Vamos Afuera In this unit, students will learn to talk about vacations, particularly outdoorsy adventures -- animals, nature, camping, and the beach. They will be relying on the preterit and imperfect tenses. They will learn about vacation verbs, as well as how to describe past vacations.
• Unit 2 – Ayudemos a Otros In this unit, students will look at the importance of helping others, particularly as it pertains to volunteering. They will discuss places where they might volunteer, such as in hospitals, old folks' homes, and soup kitchens, and people they might encounter in a volunteer situation, such as the elderly, homeless, poor, and volunteers. In addition, they will learn to describe their volunteering experience. In terms of grammar, they will explore the concepts of informal and formal commands, impersonal expressions plus infinitive, and the future tense. They will also begin to think about a social action project - something they've always wanted to do - and learn to discuss funding and publicity for such a project.
• Unit 3 – El Planeta This unit focuses on the earth, our planet, and why it's so important to take care of it. Students will take a big step into present subjunctive, impersonal expressions, and future tense. They will rely heavily on present tense and its conjugations, and will learn two new tenses. They will learn planet-related nouns, verbs, people, and adjectives, and will discuss natural disasters and other problems, animals, and materials for recycling.
• Unit 4 – La Vida Laboral Students are gearing up to be working professionals. In this unit, they will learn to talk about and describe various professions, and to identify qualities they want - and don't want - in the workplace. They'll learn to "sell themselves" in the workplace -- to talk about what makes them qualified, and about professional goals. Their discussion about this will all be in the subjunctive, because at this point, they won't know if their dream job exists (so there is uncertainty). They will also be interweaving emotions throughout this unit - how they feel about upcoming jobs.
• Unit 5 – La Política This unit helps student learn to talk about politics. The unit includes little new vocabulary, using a lot of words students will recognize. Instead, here students focus on grammar, specifically future tense, present subjunctive, and preterit (car/gar/zar verbs). In addition, they will learn to talk about people who are involved in politics, and about political leaders and happenings, including political verbs, political descriptions, and past political events.
• Unit 6 – Vida en la Ciudad In this last unit of Spanish III, students will explore cities throughout Spanish speaking countries, including their layout and geography, and how their appearance might differ from American cities. Grammar study will include subjunctive (present) and present perfect tense. Students will learn to talk about places that are typical to most cities, such as a bank, a fruit market, or a bakery. They will learn to discuss common activities one might do in a city, as well as people commonly found there, and historical facts about cities. They will practice by describing their personal ideal city, as well as the history of their favorite place.
Foreign Language- French 1
• COURSE OVERVIEW: This introductory French Course is for high school students taking their first course in this language with a goal of mastering French as a second language. This course has been A-G Approved through the University of California. Course topics include: Introduction to French; Greetings; Numbers; Vocabulary; Verbs and Verb Conjugations; Currency; Familiar Nouns; Basic Conversation; French Culture;
• Unit 1 This introductory unit of French I introduces students to the french alphabet, accents, spelling, spelling with accents, basic pronunciation, where french came from, how french has influenced english, and what a cognate is.
• Unit 2 In this unit, students learn basic greetings, informal greetings, formal greetings, introductory greetings, numbers 0-10, numbers 11-20, multiples of 10, tens and ones 20-59, tens and ones 60-99, phone numbers, and email.
• Unit 3 Through the course of this unit, student delve into vocabulary relating to things in a backpack, things in a classroom, classroom objects in plural form, articles, what articles do, and vocabulary relating to classroom commands and expressions.
• Unit 4 Building on the concepts learned in the previous unit, this unit introduces vocabulary relating to people in the classroom, pronouns, subject pronouns in french, the verb avoir, uses for avoir, negation - pas de, common expressions with avoir, colors vocabulary, colors - agreement and placement, and colors as nouns.
• Unit 5 This unit covers vocabulary relating to activities, expressing likes/dislikes, actitivies with jouer, conjugating er verbs, negation of er verbs, activities with faire, contractions with definite articles à and de, as well as est-ce-que, expressing preferences, and/but/or, and adverbs of frequency/wellness.
• Unit 6 Building upon and extending the concepts learned in previous units, this unit focuses on vocabulary relating to immediate family, extended family, possessive adjectives, possession with DE, nationalities, the verb Être, and the negation of the verb Être.
• Unit 7 In this unit students learn vocabulary relating to personality, personality descriptions - Être, physical descriptions, describing yourself and others, BAGS adjectves, BAGS adjectives placement, Avoir vs. Être, as well as c'est vs. Il est/Elle est.
• Unit 8 This unit of French I focuses on vocabulary relating to months, days of the week, writing the date, le and the days of the week, french holidays, seasons, weather expressions, more activities with faire, conjugation of the verb faire, asking questions with faire, as well as asking questions with inversion.
• Unit 9 In this unit students learning about telling time including hours and minutes, half past, quarter past, À Quelle Heure, school subjects, expressing opinions about school, talking about school schedules, and culture in french schools.
• Unit 10 Building on previous concepts, this unit delves into vocabulary relating to places in the city, the verb aller - conjugation, using aller in a sentence, future proche, the verb venir - conjugation, venir de for the recent past, vocabulary relating to interrogatives, and building a question.
• Unit 11 In this units students are introduced to french meals, vocabulary for breakfast foods, the verb vouloir, lunch food vocabulary, the partitive article, the verb prendre, other verbs like prendre, vocabulary relating to dinner food, Au Café, IR verbs, and IR verb conjugation.
• Unit 12 This unit delves into vocabulary relating to basic clothing, seasonal clothing, demonstrative adjectives, interrogative adjectives, accessories, style adjectives, describing clothing, RE verbs, and conjugating RE verbs.
• Unit 13 Building on the previous concepts presented in this course, this unit focuses on currency, hundreds, thousands, c'est combien?, review ER verbs, le passé compose, and le passé compose with Être.
Foreign Language- German I
• COURSE OVERVIEW: This introductory German course is for students with a goal of mastering German as a second language. Students will study vocabulary, greetings, sentence structure, basic grammar, and gain practical knowledge necessary for real-world conversation. Common everyday scenarios relating to the home and family, activities, school, shopping, making plans, and grocery shopping are all addressed. The instructor will also go over a variety of practices and customs observed in the country of Germany. This course has been A-G Approved through the University of California.
• Unit 1 - Vorschau This introductory unit begins with an overview of german cultures and countries, moving into greetings and goodbyes, the german alphabet, and introduction to spelling in german, numbers 1-10, numbers 11-20, and common classroom objects.
• Unit 2 - Wer bist du? In this unit, students learn the appropriate verbs and introductory grammar used in identifying people, naming other people, ages, subject pronouns, the verb – sein, adjectives, and the common conversational “where are you from?”. This unit concludes with an integrated review.
• Unit 3 - Aktivitäten This unit focuses on Aktivitäten, activities, beginning with an introduction to verb conjugations, verb conjugation practice, more activities, like/don’t like, more verb conjugations, months and seasons, additional times, questions with time and word order. Additionally, this unit delves into opinions, agreeing/disagreeing, extra e verbs, and the formal you. This unit comes to its conclusion with an integrated review to assists in mastery.
• Unit 4 - Mein Haus und meine Familie In this unit students address common questions and discussion relating to where you live, simple foods and drinks, the phrase would like, polite expressions, indefinite articles, furniture, adjectives with furniture, pronouns with furniture, and family members. Also addressed in this unit are Singular possessives, numbers 21-100, sein with ages, colors and descriptions, and the verb – haben.
• Unit 5 - Die Schule This unit introduces students to the concepts of school in German. Concepts addressed include classes, days of the week, recycle the verb haben, sequencing events, gern/nicht gern and lieblings, grades, and reacting to grades. Additionally, this unit addresses school supplies, plural formation of school supplies, kosten and prices, and prices.
• Unit 6 - Klamotten kaufen In this unit of German, students learn about buying clothes, clothing words, vocabulary related to shopping, the definite articles nominativ and accusativ,and indefinite articles nominativ and accusativ. Concepts also addressed in this unit include translation with articles, adjectives with clothes, gefallen with clothes, passen with clothes, object pronouns: nominative and accusative,and separable prefix verbs.
• Unit 7 - Pläne machen This unit focuses on conversations relating to making plans. Specifically addressed are the concepts of how are you?, telling time informally, telling time formally, places in the city, activities in the city, the verb want, word order in two verb sentences, start with time-two verb sentences, and more food and drinks. Additionally, this unit addresses indefinite articles with food, how food tastes, stem changing verbs, verbs with sub-changes, and verbs with stem changes.
• Unit 8 - Zuhause helfen This unit is all about helping at home. Specifically, chores, separable prefix chore verbs, conjugations of chore verbs, how often you do chores, extending and accepting invitations, the verb müssen, the verb können, accusative pronouns after für, subject/direct object pronouns, as well as describing the weather, and describing temperature.
• Unit 9 - Einkaufen gehen In this concluding unit, the practical concepts relating to grocery shopping are addressed. Beginning with vocabulary related to food and stores, the verb sollen, du commands regular, and du commands irregular, vocabulary related to salesperson/customer, fruits and condiments, reasons with denn, reasons with weil, sein in the simple past, and indefinite articles and plurals.
Foreign Language- German II
• COURSE OVERVIEW: German II expands students' understanding of the German language and culture, presenting language organized by topic and expanding grammar and vocabulary. Students are taught about past and future tense, as well as how to talk about the body, clothing, shopping, the market, vacation, travel, sports, and recreation, etc.
• Unit 1 - Clothing and Shopping This unit discusses the future tense, demonstrating with the word verden. Next present perfect tense is explored, including using a participle and haben/sem. The unit continues with a vocabulary session on verbs about clothing and shopping, an irregular verb review, and how to speak about how things look. The unit concludes with a discussion of how to ask what kind or type something is and a vocabulary session on nouns about clothing and shopping.
• Unit 2 - Case This unit explores definite and indefinite articles and possessive adjectives. Next, the nominative case for the sentence subject, the accusative case for the sentence direct object, and the dative case for the sentence indirect object are discussed. Finally, students are introduced to clothing and shopping nouns.
• Unit 3 - Around the House In this unit students are taught household nouns and verbs, accusative and dative prepositions, when to use the preposition zu versus the preposition nach, and how to navigate multi-level buildings. This is followed by a discussion of nominative, accusative, and dative pronouns and when it is appropriate to use pronouns. The unit concludes with a discussion of household nouns, how to change the direct or indirect object to a pronoun, and changing the direct object to a pronoun with an indirect object.
• Unit 4 -Words Describing the Body This unit focuses on the words describing the body. Students learn body part nouns and verbs, as well as words for feelings, illnesses, and abilities. In addition, the unit discusses accusative and dative reflexive verbs, and adjective endings.
• Unit 5 - Transportation and Travel This unit discusses travel. Students are taught nouns and verbs to use when speaking about travel, about public transportation in Germany, and about how to navigate the Berlin subway. Also covered are purchasing a train ticket at a vending machine (automat), and using coordinating conjunctions.
• Unit 6 - Vacationing in Germany In this unit, students are taught verbs about vacationing in Germany. Also discussed are modal verbs -- simple past tense -- and modal verbs in simple past tense. The unit concludes with irregular verbs and verb-endings, and mixed prepositions.
• Unit 7 - On the Farm In this unit students learn words that would be used at a farm. It covers covers both farm nouns and farm verbs, followed by infinitive verbs used as nouns, and genitive case introduction.
• Unit 8 - Sports and Recreation This unit focuses on sports and recreation. Lessons introduce verbs and nouns about these subjects, about watching TV, and about the game of soccer. Also introduced is the genitive case.
• Unit 9 - Eating Out In this unit students are taught words they will need when eating at a restaurant. Nouns and verbs about restaurants are introduced, along with restaurant culture and phrases. Also discussed are different ways to order food and words used for paying the bill.
• Unit 10 - At the Market This unit explores shopping at the market. Market nouns are discussed, and students are introduced to Germany's market culture as well as German pricing.
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