| A | B | C | D | |
|---|---|---|---|---|
1 | AP, UCONN, Tunxis Partnership, and Project Lead the Way (PLTW) Courses | Teacher | Summer Work? Approximately how much? | What Students Should Know... Anything you'd like to share about the course: Expected workload, skills needed, characteristics of successful/unsuccessful students in the course, surprises sometimes students realize about the course etc. |
2 | Art | |||
3 | AP Studio Art | Fernandez, Leslie | There is no summer assignment, but students are expected to continue drawing and painting to keep up their art skills. | Students will be creating 10 pieces of artwork based on inquiry statement. This inquiry will be based on a theme of their choice. Students should expect to have daily homework. They will be creating approximately 1 high quality artwork approximately every two weeks for the entire school year. This is a heavy workload and falling behind can have a serious impact on the score from college board because the artwork completed is the test. This class is for a student who has already taken multiple high school art courses and has an interest in pursuing art at the college level. |
4 | Business | |||
5 | Accounting I+II (Tunxis Credit) | Roberge, Laurie | No Summer Assignment. | Students will learn how to record, analyze, summarize, and report a business' financial information. Accounting is a required course for all business majors and is strongly recommended for students who intend to major in any area of business. The course can be beneficial to students not majoring in a business area as well and college credit may be transferred as a "free" elective in those instances. Homework completion is essential to success in this class! There is no "AP" type test at the end of the course. A student's year-end average is their Tunxis grade. |
6 | Cybersecurity (University of New Haven) | Ellison, Effrin | No Summer Assignment. | Cybersecurity introduces the tools and concepts of cybersecurity and encourages students to create solutions that allow people to share computing resources while protecting privacy. Nationally, computational resources are vulnerable and frequently attacked; in Cybersecurity, students solve problems by understanding and closing these vulnerabilities. This course raises students’ knowledge of and commitment to ethical computing behavior. It also aims to develop students’ skills as consumers, friends, citizens, and employees who can effectively contribute to communities with a dependable cyber-infrastructure that moves and processes information safely. |
7 | Introduction to Business I+II (Tunxis Credit) | No Summer Assignment. | Introduction to Business 1 is a basic business course designed to familiarize students with a variety of topics in the field of business. Students will gather a basic understanding of general business, economics, management, marketing, business law, and accounting and finance. Overall, the course gives students a broad exposure to business operations and a solid background for additional business courses. Introduction to Business 2 is an accelerated course is ideal for students striving to get a head start on a career in business. Students will take a deeper dive into topics from Introduction to Business I or Entrepreneurship. This course introduces the principles and practices of business management. Topics include: Informational and legal foundations for business management; economic, regulatory, and societal environment of business, finance, and marketing; planning, organizing, leading and controlling a business organization. Students can earn 3 college credits through Tunxis for completing Introduction to Business 1 and Introduction to Business 2 | |
8 | Personal Finance & Advanced Personal Finance (Tunxis Credit) | Roberge, Laurie | No Summer Assignment. | Personal Finance: This course provides an overview of the financial planning and investing process. Students will learn to set goals and make responsible decisions regarding money management and investment strategies to achieve financial independence. Topics will include consumer decision-making, understanding your pay and taxes, budgeting, checking and banking services, credit, and investing for the future. Learn to take charge of your personal finances instead of letting your money control you! Advanced Personal Finance: This accelerated course is ideal for students striving to get a head start on real life financial challenges affecting them now and in the future. Students will take a deeper dive into topics from Personal Finance. The course will examine personal incomes and budgets, home and consumer financing, insurance of personal assets, personal investing and retirement planning. Topics will include the time value of money, investments, loans and credit, cash management, taxes, life and health insurance, and estate planning. Students will gain the knowledge and skills necessary to successfully navigate the complex world of financial literacy. Students can earn 3 college credits through Tunxis for completing both Personal Finance and Advanced Personal Finance. |
9 | English | |||
10 | AP English Literature | Plourde, Jennifer | All the materials are provided to students via Google Classroom. 1. Poetry: Read 3 poems and annotate/answer questions/watch corresponding videos on poems. 2. Read a classic novel from the list. Students will write an essay on his/her novel once school begins. 3. Read a contemporary novel from the list. Students will create a Powerpoint Presentation and present it to the class the second week of school. | Students need to have some appreciation for literature. Students that enjoy reading and discussing novels will flourish in this class. Students that do not have a passion for reading should consider another course. The class is extremely interactive and students have to be willing to get out of their comfort zone--I include music, art, and drama into our novels in a creative fashion, so students should know that this isn't your typical English class. Discussion and writing are other major components of this course. Students should have a solid grasp on expository writing in order to succeed and not be afraid to voice their opinions in a Socratic Seminar. Come into this class with an open mind as many of our novels' topics will cause reactions. |
11 | AP English Composition | |||
12 | AP Seminar | Lattimer, David | There is a summer assignment. It will be shared with you before the end of the school year and in classroom. It is approximately 4 hours of work. This assignment mimics the major skills and projects in the course--research methods, annotating and making meaning from a variety of different sources in type and perspective. | There is quite a bit of work for this course. There are two major projects called Performance Tasks. The first one is a group (3-5 people) individual research essay and then a group presentation. The second Performance Task is individual and follows the same amount of work. There is also an End of Course exam. It is recommended for this course that students have at least a 550 on their PSATs and an A (90) average in English 1. |
13 | Media, Freedom, and Power SCSU - 1 Semester 0.5 credit | In this course, students will analyze how the media, including the internet, provide news and information to the public with an emphasis on the First amendment, media power, ethics, and taste. Students will explore how tensions surrounding the freedom of expression have played out in American history as well as the present day. In doing so, students will develop skills in written and oral communication. Students can earn 3 college credits through Southern Connecticut State University for completing Media, Freedom and Power (JRN 101). | ||
14 | Family & Consumer Sciences | |||
15 | UCONN Individual & Family Development HDFS 1070 | Silva, Alyson | No Summer assignment | Students will take an in depth look at the interaction between the biological, psychological, and societal systems that form an individual. Expect 2 hours of reading and studying outside of class for every hour spent in class. There is no prerequisite, however an accelerated English class requiring reading and writing would be helpful. There is a required off 40 hour off-campus internship experience and a final grade of 73% to earn 3 UCONN credits. Official transcripts from the University are issued. This class is weighted the same as AP however there is no one final high stakes test at the end. More info can be found here: https://docs.google.com/document/d/101b0xzdKkIDSM2qZ-gUQgftxsy_P_hfM9uBGzEDvunA/edit?usp=sharing |
16 | Early Childhood Education I+II (Tunxis Credit) | Silva, Alyson | No Summer assignment | |
17 | UCONN Teach What You Love | Silva, Alyson | TBD | Studies of K-12 teaching, learning, and schooling in the United States; historical, philosophical, and social foundations of education as well as self-study to reimagine educational futures. Students may earn three college credits through the University of Connecticut’s Early College Experience (ECE) program. |
18 | Health Occupations | |||
19 | UConn Intro to Allied Health | Richardson, Karlene | This is a half-year exploratory course for juniors and seniors in which students who are interested in pursuing college and career in allied health professions will gain knowledge of the five allied health fields in terms of college requirements, licensing requirements, projected job opportunities, salaries and job description. Students will explore each of the five allied health pathways; Diagnostic, therapeutic, research and development, informatics and support services. Students will complete occupational simulations in the class room as well as interacting with guest speakers from each pathway. | Students will gain knowledge of allied health professions that they may not have been exposed to in the past. The workload consists of hands on activities in the classroom, reflections from guest speakers and quizzes on the each of the five pathways. |
20 | UConn Medical Terminology | Richardson, Karlene | Medical Terminology is a full-year UCONN course that teaches the students the language of medicine through study of diagnostic tests, surgical procedures and pathology of the human body. Students interested in pursuing health science careers would benefit from this class. Students will learn the most common root words, prefixes and suffixes associated with each body system. | 97% of the students that have taken this course with me have earned the UConn credit. Students must have good study skills in order to well in the course. Students find that taking Anatomy helps, but it is not a prerequisite. Students are graded on quizzes and tests. The workload outside of the class consists of studying. |
21 | Mathematics | |||
22 | AP Calculus | Oksanen, Ben | There is NO assignment, but students are expected to know Trigonometry on the unit circle, which I consider basic precalculus knowledge. | BC Calculus meets every day, and I target 1/2 hour of work every night. Calculus is VERY cumulative, meaning everything builds upon earlier learning. Falling behind can be devastating, but those who get off track and stop in for help usually get right on track. Those who stay on top of things find the exam very predictable. The exam rewards both students that are great at cranking out math calculations, AND those with strong reading comprehension. |
23 | AP Statistics | McCabe, Kelly | Students are expected to learn the first chapter on their own. Some of this material was taught in Algebra 1, so much of this chapter's content is review. Students will have to read the first chapter, complete a set of book problems, and complete online multiple choice problems through the book's online homework platform. The assignment should take several hours, but would be best spread out over a few days. There will be a test on the first chapter within the first few weeks of school after a few classes of additional review and practice. | While strong math skills are obviously a plus in the class, critical thinking, reading comprehension, and the ability to communicate mathematical concepts in writing are all major components of this class. Very little material besides the first chapter has anything in common with other high school math courses, and there are many real-world applications of the content. The class is challenging, but with hard work a majority of students earn college credit. The strongest math students should consider taking AP Statistics concurrently with Accelerated Pre-Calculus as a junior. If a student does not take it as a junior, they could actually take it concurrently with AP Calculus or Accelerated Calculus as a senior if they have the motivation and room in their schedule. |
24 | AP PreCalculus | Frant, Monika | There will be a hand out summer assignment -- not very long, will have it ready in May/June. | 2) Prerequisites: adapted from AP Precal Course Description Students should have proficiency in topics taught in Algebra 1, Geometry and Algebra 2 with the focus on the following: * proficiency with the skills and concepts related to linear and quadratic functions including algebraic manipulation, solving equations and solving inequalities * proficiency in manipulating algebraic expressions related to polynomial functions such as polynomial addition, subtraction, multiplication, factoring quadratic expressions and using quadratic formula * familiarity with piecewise functions, exponential functions, radicals and complex numbers * familiarity with a graphing calculator |
25 | Music | |||
26 | AP Music Theory | Abucewicz, John | No Summer assignment | The AP Music Theory course corresponds to one-to-two semesters of typical, introductory college music theory and aural skills coursework. Students learn to recognize, understand, describe, and produce the basic elements and processes of performed and notated music. Course content extends from the fundamentals of pitch, rhythm, timbre, and expression to concepts of harmonic function, phrase relationships, and tonicization. Students study these concepts in heard and notated music, with emphasis on identification and analysis of musical features, relationships, and procedures in full musical contexts. Repertoire for analysis on the AP Music Theory Exam ranges from European Baroque pieces to folk and popular music from across the globe. Students develop musicianship skills through melodic and harmonic dictation, sight singing, and error detection exercises. Writing exercises further emphasize the foundational harmonic and voice leading procedures of Western art music. |
27 | Science | |||
28 | AP Biology | Robair, Sandra | Students are to read chapter 2 on their own, take notes and watch the related videos. There will also be some questions to go along with the reading. This will be posted on google classroom. | The AP Biology course is designed to enable you to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The result will be readiness for the study of advanced topics in subsequent college courses—a goal of every AP course. This AP Biology course is equivalent to a two-semester college introductory biology course and has been endorsed enthusiastically by higher education officials. |
29 | UCONN Chemistry (Chem 1127 & 1128) | Brown, Ethan | All materials and links will be available on Google Classroom. The Summer Assignment consists of notes, videos and problems for Chapters 1 and 2 in the textbook. All work will be submitted via Google Classroom. Deadlines for submission are spaced out to allow for ease in completion. Approximately 1-2 hours per week may be needed. | This course is the equivalent of UConn Chem 1127 and 1128 and meets every day (2.0 high school credits, 8 college credits.) It is a requirement at UConn for anyone pursuing a science or engineering major. The course consists of college style lectures, serious laboratory investigations, and independent practice. The lab component is comprised of investigations that are the same or similar to those offered at UConn. This is a course for dedicated students. UConn credit is earned with a 73 or higher. |
30 | UCONN Environmental Science | Barrette, Tim | All materials will be provided via Google Classroom. Over the summer you will be asked to complete roughly 3 hours worth of work. The first part of the work will have students complete a basic math packet that is needed for success in the class. This math work consist of scientific notation, percent change, and how to read graphs. The second part of the summer work covers chapters 1 and 2 from our textbook. All work will be submitted via Google Classroom and most students say that the work is not difficult over the summer. There will be a test on the first chapter within the first few weeks of school after a few classes of additional review and practice. | Did you ever wonder look around outside and wonder why something was happening in nature? UCONN Environmental will help students identify and learn how everything that happens between society and the environment is connected. Students hold their own key to success in this class. Every student should come to class prepared, with an open-mind, and a positive attitude. Each class we will use different modalities such as videos, Ted Talks, computer simulations, and chosen readings to investigate a new topic in the world of Environmental science. If a student scores a 73% or higher, he/she will earn UCONN credit and that credit is transferable to almost 90% of colleges/universities. This credit can take the place of your lab science requirement at your four-year college. |
31 | UCONN Physics 1201Q | Brewer, David | Because there are many topics to cover, and time is limited, there is a short summer assignment which covers introductory items such as unit conversions, scientific notation, and systems of measurement. This frees up the first two or three classes to get into the first unit of physics. | This course is not an appropriate choice for the vast majority of students. You will only learn about 2 of the 5 main parts of physics. This course is recommended only for students not interested in pursuing science, but are ready for college level investigation. Students who finish the year with a C or better will receive 4 credits from the University of Connecticut. |
32 | UCONN Physics 1201Q+1202Q | Brewer, David | No Summer assignment | This is everyday algebra based physics. This is the course you should take if you are pursuing life or health science in college, or if you just want a deeper understanding of the universe than accelerated physics offers. You must be ready for college level mathematical analysis. This course is taught with college style lectures, serious laboratory investigations, and independent practice. |
33 | UCONN Physics 1401Q/1402Q | Brewer, David | No Summer assignment | This is everyday calculus based physics. This is the course you should take if your are pursuing engineering or physical science in college, or you want the ultimate challenge. Students must be enrolled concurrently in AP Calculus. Calculus was co-invented by Isaac Newton to help him figure out the physics ideas he was pondering. Calculus is such a powerful analytical tool that it actually makes physics easier, not harder. |
34 | Social Sciences | |||
35 | AP Microeconomics | Plourde, Gerard | Two Freakonomics podcasts: One on how human behavior can be predicted using economics, the other on time management. Total time: 2 hours. | Why Learn Economics Economics examines real life human behavior from the least obvious points of view. Students who succeed in this class are willing to examine problems visually, mathematically and verbally. Aside from the obvious areas of Business and Fianance, economics prepares you to deal with the reality of scarcity - unlimited wants v. limited resources. And it helps you consciously make the best possible decision in ANY situation. Basic math skills and a willingness to do the work are the only two requirements. Example of resources used in course: Thinking Like an Economist |
36 | AP Human Geography | Quintero, Juan | All the materials will be provided via Google Classroom. (1)The first chapter of the text will be read over the summer. Students will provide notes and definitions to terms on chapter 1 the first week of school. (2) Region maps will be provide for students to label and will be quizzed within the first couple of weeks of school. (3) Students will watch two designated episodes of History 101 on Netflix and provide a summary. | The first couple weeks of school feel overwhelming with work and assessments, however towards the end of September, the workload diminishes a little. Keeping up with assignments and studying is highly recommended. The course is not extremely difficult, but it does require a sound work ethic on behalf of the student. Staying organized is essential to succeeding in this course. Come to class each day prepared and with a positive attitude and great things will happen. |
37 | AP Psychology | Gardiner, Ken | Students complete a personal biography in which they provide background about themselves and research major issues within the discipline. Students also complete a book and movie review in which they analyze major themes within psychology. Summer work will be collected and counted as a test grade in Q1. The time necessary to complete the assignment will vary greatly depending on the length of the book student chooses to read and the pace at which student progresses through work. | Students should expect to dedicate 3 plus hours a week working outside of class. This work includes text readings, note taking, and review/studying. Students can expect a test about every 2 weeks and a high volume of notetaking. Students who do well in AP Psychology take the time to review material on a consistent basis and meet work deadlines. |
38 | AP U.S. Government and Politics | Torreso, Ginny | There is a summer assignment. The assignment will be available in Google Classroom. The summer assignment is a few hours worth of work. The goal of the assignment is to complete the introduction to the course. This will allow us to jump right into the course when we begin school. | This course is a study of the United States Government and American Politics. We begin the course with an in-depth analysis of the principles of the Constitution. We will then learn about the branches of government, political parties, campaigns and elections, and political participation. We will cover topics including but not limited to: interest groups, the media, civil rights and civil liberties, and political ideology. This course will lay the groundwork for your understanding of how our government functions and why it is important for every American citizen to participate in the political process. You should be prepared to have homework every night and a quiz based on that homework most classes. Typically, an hour of homework each night is assigned. |
39 | Intro to Human Rights UCONN | McCane, Tara | No Summer assignment | In this course, students will study the history of human rights and the creation of international human rights law. Students will learn about how human rights have evolved throughout time and across different cultures, and explore specific, current human rights issues. By the end of the semester, students will have developed an understanding of human rights as international law and as a movement formed around a set of values shared by individuals and communities across the globe. They will have grappled with critiques and responses to the human rights framework and have learned about strategies used to secure human rights for all people. Prerequisites: World History/AP Human Geography, Modern American History |
40 | Technical Education | |||
41 | Introduction to Engineering | Horan, Jon | No Summer assignment | This course provides a basic overview of how engineers solve real world problems. You will learn everything from brainstorming solutions, sketching ideas, and creating computerized models of your solutions. |
42 | Principles of Engineering | Horan, Jon | No Summer assignment | This course teaches you how to apply math and science to solve everyday problems. You will apply what you have learned in math classes in ways that make sense and give meaning to the learning. We discussion concepts related to mechanical, electrical, chemical, and computer engineering. |
43 | Civil Engineering & Architecture | Piotrowski, Nick | No Summer assignment | A full-year Project-Lead-the-Way course, this involves the study of the design and construction of residential and commercial building projects. The course includes an introduction to many of the varied factors involved in building design and construction including building components and systems, structural design, stormwater management, site design, utilities and services, cost estimation, energy efficiency, and careers in the design and construction industry. The major focus of this class is to expose students to the design and construction of residential and commercial building projects, design teams and teamwork, communication methods, engineering standards, and technical documentation. There is consistent homework assigned and students should have above-average to strong math skills to solve engineering computations. Students who successfully complete the end of course exam may obtain college credit for this course from Rochester Institute of Technology. |
44 | Intro to CAD/CAD & Solid Modeling (Tunxis Credit) | Piotrowski, Nick | No Summer assignment | In Intro to CAD, Students will examine the history of graphical communication by learning techniques in sketching, technical drawing with a primary focus on the use of CAD. Students will use computers to create a solid model of various parts including the appropriate part and drawing files. In CAD & Solid Modeling, The second level course focuses on students developing solutions to various problems using CAD and creating creating scaled models utilizing 3D printers. Students who complete both Intro to CAD and CAD & Solid Modeling can earn three college credits through Tunxis Community College -- CAD 133: CAD Mechanical Auto |
45 | World Language | |||
46 | UConn Italian Conversation and Composition | Gallo, Gina | No summer assignments but following Italian blogs or social media sites may be encouraged. | Are you interested in food, art, history, film, current events and more?? Are you passionate about language learning? If so, this is the class for you. This course is a full-immersion language course taught using all modes of communication. By the successful completion of this course, students will be able to: -participate with ease and confidence in conversations on familiar topics -talk about events and experiences in various time frames -handle social interactions in everyday situations, sometimes even when there is an unexpected complication -write and present about school, work, community and topics they have researched in various time frames in a generally organized way -understand the main idea in audio and written messages and texts -understand a few details of conversations, even when something unexpected is expressed -follow stories, descriptions, events and experiences in audio and written texts with various time frames. This course discusses the themes of identity, immigration, traditions and ways of life and stereotypes around the world. Students will be asked to read authentic materials and share thoughts and opinions on films, literature and current events. Any Italian III student who is willing to give 100% is encouraged to enroll. |
47 | Spanish UCONN ECE/AP | Dr. Sarah Lindstrom | No Summer assignment | Students who have completed Spanish 4 or fluent heritage speakers should enroll in this course if they wish to deepen their knowledge of Spanish language and culture. This course gives students an opportunity to earn 3 AP credits or 6 ECE credits and passing the AP test allows students to graduate with the Seal of Biliteracy. Students investigate and explore present day topics from the six AP Themes: Families and Communities, Contemporary Life, Beauty and Aesthetics, Personal and Public Identities, Science and Technology, and Global Challenges. The focus of class is conversation, and there is also time dedicated to improving writing, reading, and listening skills with specific focus on accurate communication across tenses. Students are given an online textbook, access to resources in AP Central, and flexibility in building some of their assignments. If you plan to use your Spanish beyond high school and want to improve your speaking skills before graduating, this class is for you! |