Wake Young Men’s Leadership Academy

PROGRAM CATALOG

Scholarship, Service, Success

Ian Solomon, Principal

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Table of Contents

About Our SchoolCommitment Creed

About WYMLA

School Profile

Academic Program InformationMiddle School Program MS Program Description

MS Core Courses

Elective Courses

High School Program

HS Program Description

HS Core Courses

Elective Course

Early College Program

EC Program Description

HS Courses offered at Saint Augustine’s University

Saint Augustine’s University Course Offerings

Career Resources

Internship Program Description

Internship Opportunities

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COMMITMENT CREED

I am a Wake Young Men’s Leadership Academy student.

This is my school and these are my brothers.

I am committed to Scholarship,

in being the best student I can be.

I am committed to Service,

in making my community stronger.

I am committed to Success,

in being my brother’s keeper.

I am responsible for my actions.

I am respectful of my family.

I am dedicated to my school.

I am a leader.

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Wake Young Men’s Leadership AcademyA Single Gender Early College Program

School Profile2016-2017

ADMINISTRATIONIan Solomon, Principal John Bingham, Assistant Principal

Kevin Murray, Assistant Principal

STUDENT SERVICESMichael Citrini, Dean of Student Services (919) 664-5682Raychelle Cassada Lohmann, School Counselor (919) 664-5682Wanda Barnes, Career Development Coordinator (919) 664-5643

MISSION STATEMENTWake Young Men’s Leadership Academy develops young men into leaders who have a positive impact on their communities through scholarship, service and success.

VISION STATEMENTWake Young Men’s Leadership Academy molds young men who are capable and prepared to succeed academically, civically, and professionally as proven leaders in the community through rigorous, experiential learning opportunities.

ABOUT WYMLAWake Young Men’s Leadership Academy (WYMLA) is a 6-13 single-gender academy within the Wake County Public School System. Located on two campuses, grades 6-10 are housed in the Thompson School Building in downtown Raleigh, NC and grades 11-13 are at Saint Augustine’s University located in the historic Oakwood neighborhood of Raleigh, NC.  The school opened in the Fall of 2012 and currently serves approximately 150 students in the Middle School (6-8), 70 students in the High School (9-10), and 52 in our Early College Program (11-13).   WYMLA’s mission is to develop young men into leaders who have a positive impact on their communities through Scholarship, Service, and Success.

ACADEMICSAcademics include a strong early college curriculum with honors, leadership enrichment, and foreign language courses. The high school’s academic program is run on a 4×4 block schedule.  High school students attend four 90 minute classes per day. Each class is a semester long course.  Early College students follow a mix of high school and college schedules. All students are enrolled in Honors level courses when possible.  The Early College Program allows students to enroll up to 4 college level courses each semester through our partnership with Saint Augustine’s University.

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GRADING SYSTEMHigh school courses follow the grading system listed below. Students earn weighted credit of up to 5 points for high school honors classes and 6 points for college courses. QUALITY POINTS for students entering 9th grade prior to 2015-2016LETTER STANDARD HONORS AP COURSESGRADE COURSES COURSES A 4 5 6B 3 4 5C 2 3 4D 1 2 3F 0 0 0

QUALITY POINTS for students entering 9th grade in 2015-2016 and beyond:Letter STANDARD HONORS AP GRADE COURSES COURSES COURSES

A 4 4.5 5B 3 3.5 4C 2 2.5 3D 1 1.5 2F 0 0 0

GRADUATION REQUIREMENTSAll students must meet Future, Ready, Core requirements to meet NC High School graduation standards. WYMLA students must complete the following courses in the College/University Course of Study to obtain a high school diploma through the Wake County Public School System (WCPSS). All courses are offered at the honors level and college level when available.

Course Total Units

Description

English 4 units

Honors English I, Honors English II, Honors English III, Honors English IV. College English 131, 132, 245, 331 counts for English III and English IV.

Math 4 units Honors Math I, Honors Math II, Honors Math III, Pre-Calculus or equivalent 4th math

Science 3 units Honors Earth Science, Honors Biology, and Honors Chemistry

Social Studies 3 units Honors Civics and Economics, Honors World History, Honors American History I, Honors American History II

Foreign Language 2 units Spanish I and Spanish II or equivalent college Spanish coursesCollege Health/Physical Education 1 unit College Health Course, College PE Elective

Electives 6 units*4 units

Additional electives at the high school or college level*applicable only at WYMLA

COLLEGE ENTRANCE EXAMINATION BOARDCEEB Code: 343191

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THE MIDDLE SCHOOL PROGRAMThe Middle School Program provides students with opportunities to question and explore, to achieve and succeed, to belong and participate, and to think and create. Typically, middle schools are organized into interdisciplinary teacher teams in which two to five teachers assume joint responsibility for the instructional program of a given group of students. This organization offers advantages for students, teachers, and parents. For example, while the population of a middle school may be 1,200 students, a sixth grader may be on a team of 50 to 145 students. The teachers on the team, therefore, are able to better personalize instruction to meet the needs of their students. Essential to students’ growth during the middle school years is the development of positive character traits. Listed below are character traits that our school system believes are an important part of every child’s education.

MIDDLE SCHOOL CAREER COMPETENCIESThe emphasis at the middle school level for career development is on the awareness and refinement of knowledge as it relates to the experience of simulated work tasks. Middle school is the time to discover abilities and interests and to begin to formulate educational and career plans. The following National Career Development competencies for middle school students represent the knowledge, skills, and abilities students need in order to cope effectively with daily life, to make the transition to the next level of education, and to develop an educational plan to ensure their academic growth and development (National Occupational Information Coordinating Committee—NOICC).

SELF-KNOWLEDGE Competency 1: Knowledge of the influence of a positive self-concept Competency 2: Skills to interact with others Competency 3: Knowledge of the importance of growth and change

EDUCATIONAL AND OCCUPATIONAL PLANNING Competency 4: Knowledge of the benefits of educational achievement to career opportunities Competency 5: Understanding the relationship between work and learning Competency 6: Skills to locate, understand and use career information Competency 7: Knowledge of skills necessary to seek and obtain jobs

CAREER PLANNING Competency 8: Understanding how work relates to the needs and functions of the economy and society Competency 9: Skills to make decisions Competency 10: Knowledge of the interrelationships of life roles Competency 11: Knowledge of different occupations and changing male/female roles Competency 12: Understanding the process of career planning Middle school counselors, Career Development Coordinators and teachers will work with students using the basic competencies that represent the knowledge, skills, and abilities students need to cope effectively with daily life, to make the transition to the next level of education and to develop an educational plan which will ensure academic development in the 21st century.

REPORT CARDSReport cards are issued within a week following the end of each grading period. At the midpoint of the first and third reporting periods, all students receive interim reports to take home to parents. At the midpoint of the second and fourth reporting periods, students who are failing or whose grades have fallen a letter grade will again receive interim reports.

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PROMOTION REQUIREMENTSWake County Public School System (WCPSS) policy (5530) requires grade-level proficiency in reading and mathematics in order to be promoted to the next grade level in grades 6-8. To be promoted, students must meet test proficiency standards and receive a passing grade (D or better) in: Language Arts, Mathematics, Social Studies or Science, Half of all remaining courses taken. In addition to academic performance requirements, students must meet the requirements of the WCPSS attendance policy. Failure to meet the requirements of the attendance policy may result in failure of a class and grade retention. Such students receive a grade of “FF.” North Carolina Law [1 15C-288(a)] mandates that the final decision regarding promotion or retention of students lies with the principal.

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6th Grade Middle School ProgramThompson BuildingCORE PROGRAM

Sixth grade students study language arts, mathematics, science, social studies, and healthful living. Each middle school offers a program of electives selected from the courses described in Section III of this guide. In some schools, students may participate in an exploratory wheel as part of their elective experience. The wheel may include keyboarding, visual arts, music, dance, and/or theater. In other schools students may take one or more year-long or semester-long electives.

English/Language Arts (10562Y0) Following the Common Core State Standards for English Language Arts, sixth graders develop skills in reading, writing, speaking and listening, and language through experience with print and digital resources. Students read a wide range of text, varying in levels of sophistication and purpose. Through print and non-print text, they develop comprehension strategies, vocabulary, as well as high order thinking skills. They read a balance of short and long fiction, drama, poetry, and informational text such as memoirs, articles, and essays and apply skills such as citing evidence, determining theme, and analyzing how parts of the text affect the whole. Students learn about the writing-reading connection by drawing upon and writing about evidence from literary and informational texts. Writing skills, such as the ability to plan, revise, edit, and publish, develop as students practice skills of specific writing types such as arguments, informative/explanatory texts, and narratives. Guided by rubrics, students write for a variety of purposes and audiences. Sixth graders also conduct short research projects drawing on and citing several sources appropriately. They hone skills of flexible communication and collaboration as they learn to work together, express and listen carefully to ideas, integrate information and use media and visual displays to help communicate ideas. Students learn language conventions and vocabulary to help them understand and analyze words and phrases, relationships among words, and shades of meaning that affect the text they read, write, and hear. Students are encouraged to engage in daily independent reading to practice their skills and pursue their interests.

Mathematics the Common Core State Standards for Mathematics Consist of two types of standards – Standards for Mathematical Practice that span K-12 and Standards for Mathematical Content specific to each course. The Standards for Mathematical Practice rest on important “processes and proficiencies” with longstanding importance in mathematics education. They describe the characteristics and habits of mind that all students who are mathematically proficient should be able to exhibit. The eight Standards for Mathematical Practice are: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. The Standards for Mathematical Content in Grades 6 – 8 are organized under domains: The Number System, Ratios and Proportional Relationships, Functions, Expressions and Equations, Geometry, and Statistics and Probability.

Math 6 PLUS (20092Y06) Common Core Math 6 PLUS is a compacted course comprised of all of the Common Core Math 6 standards and a portion of the Common Core Math 7 standards. The foci of the course are outlined below by domain. Ratios and Proportional

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Relationships: Understand ratio concepts and use ratio reasoning to solve problems; analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System: Apply and extend previous understandings of multiplication and division to divide fractions by fractions; multiply and divide multi-digit numbers and find common factors and multiples; apply and extend previous understandings of numbers to the system of rational numbers. Expressions and Equations: Apply and extend previous understandings of arithmetic to algebraic expressions; reason about and solve one-variable equations and inequalities; represent and analyze quantitative relationships between dependent and independent variables. Geometry: Solve real-world and mathematical problems involving area, surface area, and volume; solve real life and mathematical problems involving angle and measure. Statistics and Probability: Develop understanding of statistical variability; summarize and describe distributions.

Science (30062Y0) Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies. By the end of this course, the students will be able to: Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe. Understand the structure of Earth and how interactions of constructive and destructive forces have resulted in changes in the surface of Earth over time and the effects of the lithosphere on humans. Understand the structures, processes and behaviors of plants that enable them to survive and reproduce. Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves. Understand the structure, classifications and physical properties of matter. Understand characteristics of energy transfer and interactions of matter and energy.

Social Studies (40062Y0) Students in sixth grade will continue to expand the knowledge, skills, and understandings acquired in the fourth and fifth grade studies of North Carolina and the United States by connecting those studies to their first formal look at a study of the world. Sixth graders will focus heavily on the discipline of geography by using the themes of location, place, movement, human-environment interaction, and region to understand the emergence, expansion, and decline of civilizations and societies from the beginning of human existence to the Age of Exploration. Students will take a systematic look at the history and culture of various world regions including the development of economic, political and social systems through the lens of change and continuity. As students examine the various factors that shaped the development of civilizations, societies, and regions in the ancient world, they will examine both similarities and differences among these areas. A conscious effort will be made to integrate various civilizations, societies, and regions from every continent (Africa, Asia, Europe and the Americas). During this study, students will learn to recognize and interpret the “lessons of history;” those transferable understandings that are supported throughout time by recurring themes and issues.

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Healthful Living (60462Y0) Healthful Living is required for all 6th grade students and includes health education and physical education. These two courses complement each other as students learn how to be healthy and physically active for a lifetime. Because our health and physical fitness needs are so different from a generation ago, the nature of healthful living is changing. Poor health choices (i.e., use of alcohol and other drugs, poor nutrition, and physical inactivity) now account for more than 50% of the preventable deaths in the United States. Through a quality healthful living education program, students will learn the importance of health and physical activity and develop skills to achieve and maintain a healthy lifestyle creating a heightened quality of life. Students will learn how to apply the concepts of proper exercise in their daily lives, discover ways to handle stress, avoid harmful and illegal drugs, learn about the relationship between nutrition and weight management, develop healthy interpersonal relationships (including conflict resolution skills), develop teamwork and character-building skills, and learn how to achieve positive health and fitness goals. In sixth grade, students will learn a variety of communication techniques that will allow them to employ critical thinking skills to make positive health decisions. Students will appraise their own health and fitness status, understand sound nutrition principles and develop sensible exercise practices. This knowledge will be applied as they demonstrate the ability to set, pursue and achieve personal health and fitness goals. Students will engage in physical activities that provide opportunities for rhythmic/dance movement, lead-up games enhancing basic sport skills, offensive and defensive game strategies, game rules/etiquette, problem solving, fair play, and sportsmanship. Because of the nature of health education, discussion may include sensitive topics. By contacting the school principal, parents may request in writing that their child be excluded from certain health topics owing to personal/religious beliefs.

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7th Grade Middle School ProgramThompson BuildingCORE PROGRAM

Seventh grade students continue their studies in language arts, mathematics, science, social studies, and healthful living.

English/Language Arts (10572Y0) Following the Common Core State Standards for English Language Arts, seventh graders develop skills in reading, writing, speaking and listening, and language through experience with print and digital resources. Students read a wide range of text, varying in levels of sophistication and purpose. Through print and non-print text, they increase comprehension strategies, vocabulary, as well as high order thinking skills. They read a balance of short and long fiction, drama, poetry, and informational text such as memoirs, articles, and essays and apply skills such as citing textual evidence, analyzing points of view and presentation, and examining how parts of the text affect the whole. Experience with a variety of text types and text complexity helps students develop a knowledge-based essential for recognizing and understanding allusions. Students learn about the writing-reading connection by drawing upon and writing about evidence from literary and informational texts. Writing skills, such as the ability to plan, revise, edit, and publish, develop as students practice skills of specific writing types such as arguments, informative/explanatory texts, and narratives. Guided by rubrics, students write for a variety of purposes and audiences. Seventh graders also conduct short research projects drawing on and citing several sources appropriately. They hone skills of flexible communication and collaboration as they learn to work together, express and listen carefully to ideas, integrate information and use media and visual displays to help communicate ideas. Students learn language conventions and vocabulary to help them understand and analyze words and phrases, relationships among words, and nuances that affect the text they read, write, and hear. Students are encouraged to engage in daily independent reading to practice their skills and pursue their interests.

Mathematics the Common Core State Standards for Mathematics Consist of two types of standards – Standards for Mathematical Practice that span K-12 and Standards for Mathematical Content specific to each course. The Standards for Mathematical Practice rest on important “processes and proficiencies” with longstanding importance in mathematics education. They describe the characteristics and habits of mind that all students who are mathematically proficient should be able to exhibit. The eight Standards for Mathematical Practice are: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. The Standards for Mathematical Content in Grades 6 – 8 are organized under domains: The Number System, Ratios and Proportional Relationships, Functions, Expressions and Equations, Geometry, and Statistics and Probability.

Math 7 PLUS (20122Y07) Common Core Math 7 PLUS is a compacted course comprised of a portion of standards from Common Core Math 7 and a portion of standards from Common Core Math 8. The foci of the course are outlined below by domain. The Number System: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers; know that there are numbers that are not rational, and approximate them by rational numbers. Expressions and Equations: Use properties of operations to generate equivalent expressions; solve real-life and mathematical problems using numerical and

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algebraic expressions and equations; work with radicals and integer exponents; understand the connections between proportional relationships, lines, and linear equations; analyze and solve linear equations. Geometry: Draw, construct and describe geometrical figures and describe the relationships between them; solve real-life and mathematical problems involving angle measure, area, surface area, and volume; understand congruence and similarity using physical models, transparencies, or geometry software; solve real-world and mathematical problems involving volume of cylinders, cones and spheres. Statistics and Probability: Use random sampling to draw inferences about a population; draw informal comparative inferences about two populations; investigate chance processes and develop, use, and evaluate probability models.

Science (30072Y0) Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies. By the end of this course, the students will be able to: Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans. Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring. Understand motion, the effects of forces on motion and the graphical representations of motion. Understand forms of energy, energy transfer and transformation, and conservation in mechanical systems.

Social Studies (40072Y0) Students in seventh grade will continue to expand upon the knowledge, skills and understanding acquired in the sixth grade examination of early civilizations. Seventh graders study the world from the Age of Exploration to contemporary times in order to understand the implications of increased global interactions. The focus will remain on the discipline of geography by using the themes of location, place, movement, human-environmental interaction and region to understand modern societies and regions. This course will guide students through patterns of change and continuity with a focus on conflict and cooperation, economic development, population shifts, political thought and 15 organization, cultural values and beliefs and the impact of environment over time. Through an investigation of the various factors that shaped the development of societies and regions in the modern world and global interactions, students will examine both similarities and differences. A conscious effort will be made to include an integrated study of various societies and regions from every continent (Africa, Asia, Europe, the Americas and Australia).

Healthful Living (60472Y0) Healthful Living is required for all 7th grade students and includes health education and physical education. These two courses complement each other as students learn how to be healthy and physically active for a lifetime. Because our health and physical fitness needs are so different from a generation ago, the nature of healthful living is changing. Poor health choices (i.e., use of alcohol and other drugs, poor nutrition, and physical inactivity) now account for more than 50% of the preventable deaths in the United States. Through a quality healthful living education program, students will learn the importance of

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health and physical activity and develop skills to achieve and maintain a healthy lifestyle. Students will learn how to apply the concepts of proper exercise in their daily lives, discover ways to handle stress, avoid harmful and illegal drugs, learn about the relationship between nutrition and weight management, develop healthy interpersonal relationships (including conflict resolution skills), develop teamwork and character-building skills, and learn how to achieve positive health and fitness goals. In seventh grade, students will appraise their own health status, apply communication and stress management skills to prevent serious health risks, employ a variety of injury prevention techniques, understand the dietary guidelines, learn about the benefits of abstinence until marriage and the risks of premarital sexual intercourse, comprehend negative media messages, and demonstrate refusal skills related to peer pressure. Students will understand the risks associated with the use of alcohol and other drugs. In addition, students will learn how to encourage others not to engage in risky behaviors. Students will establish personal fitness goals and participate in social dance, small-sided games, and demonstrate advanced movement/skill sequences. Students will display appreciation toward the varying skill levels of teammates while enjoying the many benefits of physical activity. Because of the nature of health education, discussion may include sensitive topics. By contacting the school principal, parents may request in writing that their child be excluded from certain health topics owing to personal/religious beliefs.

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8th Grade Middle School ProgramThompson BuildingCORE PROGRAM

Eighth grade students continue their studies in language arts, mathematics, science, social studies, and healthful living. Courses in the core program are year-long. Elective courses may be offered in nine-week, semester, and/or year-long formats.

English/Language Arts (10582Y0) Following the Common Core State Standards for English Language Arts, eighth graders develop skills in reading, writing, speaking and listening, and language through experience with print and digital resources. Students read a wide range of text, varying in levels of sophistication and purpose. Through print and non-print text, they further develop comprehension strategies, vocabulary, as well as high order thinking skills. They read a balance of short and long fiction, drama, and poetry with a focus on comparing how two or more literary elements create effects such as suspense or humor. Eighth graders approach informational text such as articles, arguments, and essays with the intent to cite textual evidence, analyze points of view and presentation, and evaluate accuracy and relevance of details. Experience with a variety of text types and text complexity helps students develop a knowledge-based essential for recognizing and understanding allusions. Students learn about the writing-reading connection by drawing upon and writing about evidence from literary and informational texts. Writing skills, such as the ability to plan, revise, edit, and publish, develop as students practice skills of specific writing types such as arguments, informative/explanatory texts, and narratives. Guided by rubrics, students strategically write for a variety of purposes and audiences. Eighth graders also conduct short research projects drawing on and citing several sources appropriately. Eighth graders hone skills of flexible communication and collaboration as they learn to work together, express and listen carefully to ideas, integrate information and use media and visual displays to help communicate ideas. Students learn language conventions and vocabulary to help them understand and analyze words and phrases, relationships among words, and nuances that affect the text they read, write, and hear. Students are encouraged to engage in daily independent reading to practice their skills and pursue their interests.

Mathematics the Common Core State Standards for MathematicsConsist of two types of standards – Standards for Mathematical Practice that span K-12 and Standards for Mathematical Content specific to each course. The Standards for Mathematical Practice rest on important “processes and proficiencies” with longstanding importance in mathematics education. They describe the characteristics and habits of mind that all students who are mathematically proficient should be able to exhibit. The eight Standards for Mathematical Practice are: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. The Standards for Mathematical Content in Grades 6 – 8 are organized under domains: The Number System, Ratios and Proportional Relationships, Functions, Expressions and Equations, Geometry, and Statistics and Probability.

Math 8 (20082Y0) The foci of Common Core Math 8 are outlined below by domain: The Number System: Know that there are numbers that are not rational, and approximate them by rational numbers. Expressions and Equations: Work with radicals and integer exponents;

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understand the connections between proportional relationships, lines, and linear equations; analyze and solve linear equations and pairs of simultaneous linear equations. Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software; understand and apply the Pythagorean Theorem; solve real-world and mathematical problems involving volume of cylinders, cones and spheres. Statistics and Probability: Investigate patterns of association in bivariate data. Functions: Define, evaluate, and compare functions; use functions to model relationships between quantities.

Math I (for High School Credit) (21032Y0) The Common Core Math I course offered in middle school is a compacted course comprised of a portion of the Common Core Math 8 standards and all of the Common Core Math I standards. This course deepens and extends understanding of linear relationships, in part by contrasting them with exponential and quadratic phenomena, and in part by applying linear models to data that exhibit a linear trend. In addition to studying bivariate data, students also summarize, represent, and interpret data on a single count or measurement variable. The Geometry standards that appear in this course formalize and extend students’ geometric experiences to explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. The Standards for Mathematical Practice apply throughout the course and, together with the content standards, require that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course fulfills the North Carolina high school graduation requirement for Common Core Math I. The final exam is the NC Math I End of-Course test and it will be averaged as 25% of the overall grade for the course. Please note that: Except in extraordinary circumstances as outlined by the state, students will not be able to withdraw from this class after the 20th day of school (10th day on a semester block).

Math II (for High School Credit) (22012Y0) Recommended prerequisite(s): Common Core Math I In Common Core Math II, students continue to deepen their study of quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Common Core Math I. The concept of quadratics is generalized with the introduction of higher degree polynomials. New methods for solving quadratic and exponential equations are developed. The characteristics of advanced types of functions are investigated (including power, inverse variation, radical, absolute value, piecewise-defined, and simple trigonometric functions). The link between probability and data is explored through conditional probability and counting methods. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between Math II and the historical approach taken in Geometry classes. For example, transformations are explored early in the course and provide the framework for studying geometric concepts such as similarity and congruence. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, require that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course fulfills the North Carolina high school graduation requirement for Common Core Math II. The final exam is the North Carolina Final Exam for Common Core Math II.

Science (30082Y0) Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant

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evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies. By the end of this course, the students will be able to: Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans. Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms. Understand the hazards caused by agents of diseases that affect living organisms. Understand how biotechnology is used to affect living organisms. Understand how organisms interact with and respond to the biotic and abiotic components of their environment. Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time. Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms. Understand the properties of matter and changes that occur when matter interacts in an open and closed system. Explain the environmental implications associated with the various methods of obtaining, managing, and using energy resources.

Social Studies (40082Y0) Historical study connects students to the enduring themes and issues of our past and equips them to meet the challenges they will face as citizens in a state, nation and an interdependent world. Pursuant to the passage of House Bill 1032 An Act Modifying the History and Geography Curricula in the Public Schools of North Carolina, the new essential standards for eighth grade will integrate United States history with the study of North Carolina history. This integrated study helps students understand and appreciate the legacy of our democratic republic and to develop skills needed to engage responsibly and intelligently as North Carolinians. This course will serve as a stepping stone for more intensive study in high school. Students in eighth grade will continue to build on the fourth and fifth grade introductions to North Carolina and the United States by embarking on a more rigorous study of the historical foundations and democratic principles that continue to shape our state and nation. Students will begin with a review of the major ideas and events preceding the foundation of North Carolina and the United States. The main focus of the course will be the critical events, personalities, issues, and developments in the state and nation from the Revolutionary Era to contemporary times. Inherent in this study is an analysis of the relationship of geography, events and people to the political, economic, technological, and cultural developments that shaped our existence in North Carolina and the United States over time.

Healthful Living (60482Y0) Healthful Living is required for all 8th grade students and includes health education and physical education. These two courses complement each other as students learn how to be healthy and physically active for a lifetime. Because our health and physical fitness needs are so different from a generation ago, the nature of healthful living is changing. Poor health choices (i.e., use of alcohol and other drugs, poor nutrition, and physical inactivity) now account for more than 50% of the preventable deaths in the United States. Through a quality healthful living education program, students will learn the importance of health and physical activity and develop skills to achieve and maintain a healthy lifestyle. Students will learn how to apply the concepts of proper 19 exercise in their daily lives, discover ways to handle stress, avoid harmful and illegal drugs, learn about the relationship between nutrition and weight management, develop healthy interpersonal relationships (including conflict resolution skills), develop teamwork and character-building skills, and learn how to achieve positive health and fitness goals. In eighth grade, students will identify how media and

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peer pressure influence health behaviors, identify positive ways to manage stress, explain how to gain, reduce or maintain weight in a healthy manner, demonstrate skills and strategies for remaining abstinent from sexual intercourse, and demonstrate good communication skills for healthy relationships. Students will demonstrate basic CPR skills, understand the special risks associated with alcohol and other drugs, understand the negative impact (emotional, social, and physical) of using harmful and illegal drugs, and assist others to seek help for risky behaviors. Students will explain the principles of cardiovascular and strength conditioning, develop a personal fitness program, establish personal fitness goals and monitor their progress, participate in regular physical activity both in school and during non-school hours, display advanced sport movements through the engagement in dual, team, and lifetime sports. Students will work cooperatively to follow rules and exhibit safe practices while achieving individual and group fitness-related goals through fair play and sportsmanship. CPR instruction is presented as part of the 8th grade Health curriculum. Beginning with the graduating class of 2015 (current 8th graders and beyond), successful completion of CPR instruction is a high school graduation requirement for all North Carolina students. Successful completion is defined in the Essential Standards Curriculum as “demonstrating basic CPR techniques and procedures on a mannequin and passing a Red Cross or American Heart Association approved test of CPR skills.” Students who successfully complete CPR in 8th grade are considered to have met the requirement. Because of the nature of health education, discussion may include sensitive topics. By contacting the school principal, parents may request in writing that their child be excluded from certain health topics owing to personal/religious beliefs.

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Middle School ElectivesLANGUAGE ARTS ELECTIVES

Elective offerings vary by school; therefore, each school prepares a registration sheet that lists the electives it will offer. The availability of electives depends on student interest, an appropriate facility, and staffing.

READING ENRICHMENT AND EXTENSION (10262Y0A) Available for grades 6, 7, and 8, this course is designed for grade level or above readers. Students will have the opportunity to read from all genres to further increase their reading comprehension, vocabulary, and high order thinking skills. There will be opportunities for students to self-select reading materials, both fiction and nonfiction; set individual reading goals; engage in author and genre studies; and read collaboratively in literature circles, reader’s theater, or Paideia seminar formats. Can be taken multiple times.

READING ACCELERATION AND SUPPORT (10262Y0B) Available for grades 6, 7, and 8, this course is designed for students who need additional instruction and support in comprehension building, vocabulary building, and reading skills. Direct strategy instruction will occur

with extended opportunities for guided reading practice with both fiction and nonfiction text. Students will have the opportunity to self-select texts and set individual reading goals. Instructional strategies will include teacher read alouds, paired reading, guided reading, literature circles, and building of independent reading time. Can be taken multiple times.

PUBLIC SPEAKING AND DEBATE (10182Y0B) Available for grades 7, and 8. Students explore the production and reception of oral language through writing, delivering, and critiquing informal and formal speeches. Informational and argumentative public speaking is emphasized as students learn to consider both sides of an issue and move into formal debate. A variety of instructional strategies and resources will be utilized for this course. Can be taken multiple times.

MATHEMATICS ELECTIVES Elective offerings vary by school; therefore, each school prepares a registration sheet that lists the electives it will offer. The availability of electives depends on student interest, an appropriate facility, and staffing. MATH

ACCELERATION AND SUPPORT (28002Y0A) This course is designed for students who need additional instruction and support in gaining grade level mathematics skills, problem-solving strategies, test-taking skills, and mathematical thinking in authentic contexts. Activities will focus on the use of manipulatives to build understanding of mathematical concepts and the use of cooperative and individual activities that practice and strengthen grade level skills and ability in mathematics. Technology, reading and writing for greater understanding in mathematics will be incorporated where appropriate.

MATH COUNTS (28002Y0B) MATHCOUNTS is for 7th and 8th grade students who have a special interest in mathematics and who wish to extend their problem-solving skills. Students use MATHCOUNTS materials provided by the Professional Engineers of North Carolina. Activities

include speed drills, power drills, and simulated competitions. The emphasis is on developing and applying analytical skills to the solutions of complex problems. Both individual and team performance are developed. Students may have the opportunity to compete in local, regional, state, and national competitions.

Math 6 Plus Support (28002Y0C)Math 7 Plus Support (28002Y0D)Math I Support (28002Y0E) These elective courses are designed to support students in choosing a more rigorous course of study with their mathematics instruction. In this course, students may reinforce foundational concepts critical to demonstrating mastery in their current math course, preview new concepts before there are presented in class, and/or providing additional support. The goal of the course is to provide support for students in a more rigorous class in an effort to have them ultimately be able to sustain growth and progress with the course content and skills without the support of this class.

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SCIENCE ELECTIVES Elective offerings vary by school; therefore, each school prepares a registration sheet that lists the electives it will offer. The availability of electives depends on student interest, an appropriate facility, and staffing.

OLYMPICS OF SCIENCE AND MATH (30092Y0F) Available for grades 7 - 8 only. This course enables students to apply science and mathematics concepts and principles in innovative situations that enhance problem-solving skills. Independent and group projects are completed under the guidelines of the National Science Olympiad. Students may have the opportunity to compete in local, regional, state, and national Science Olympiads. Can be taken multiple times.

THE MARINE ECOSYSTEM (30092Y0Z2) Available for grades 7 - 8 only. In this course, students will be introduced to the study of oceanography through the examination of the structure and function of marine life with special emphasis on organism interactions and specific ecosystems such as coral reefs, estuaries, and lagoons. Students study the structure and function of marine life, compare and contrast organisms, and study ecosystems.

SOCIAL STUDIES ELECTIVESElective offerings vary by school; therefore, each school prepares a registration sheet that lists the electives it will offer. The availability of electives depends on student interest, an appropriate facility, and staffing.

TAR HEEL JUNIOR HISTORIANS AT WORK (48022Y0C) Available for grades 7 - 8 only. This course focuses on the history of North Carolina with activities sponsored by the Tar Heel Junior Historian (THJH) programs. Opportunities are provided to research and write articles for the THJH magazine. Enrichment tours to historic sites may be offered. Close ties with the North Carolina Museum of History are maintained as students learn firsthand the history of their city, county, and state. History comes alive with research leading to imaginative projects, original performances, artifact searching, and media presentations. Resource speakers help students develop a sense of history and understand their role in the

life of the community.

WE THE PEOPLE: PROJECT CITIZEN (48022Y0D) Available for grades 7 - 8 only. Students examine the process of making local, state, and federal laws. Classes focus on the role of state and local governments in the U.S. federal system. The curriculum involves an entire class of middle grade students in a series of structured, cooperative learning activities that are guided by teachers, organization leaders, and others. The students learn to interact with their government. This course is part of a nationwide program, a project of the Center for Civic Education, funded by the US Department of Education.

WORLD LANGUAGE ELECTIVESMiddle schools may choose to offer two types of second language programs based on the needs of their students, consisting of either semester-length or year-long courses. The possible sequence of courses is:

EXPLORATORY LANGUAGE - (Spanish) (12752Y0) This course is an introduction to language and culture. This course is intended as a link between the elementary programs or as an initial introduction to the language. This course is not included in the curriculum series for high school credit. In some situations this course is included on a “wheel” scheduling option.

SPANISH I A (year-long course) (11412YA) Grade 7. This course builds on the basics of Spanish as taught in the Beginning Spanish course or in the elementary program. A

more formal introduction of grammar is included, as well as continued emphasis on listening, speaking, reading, writing, and culture.

SPANISH I B (year-long course) (11412YB) Grade 8. Prerequisite: Spanish IA. This course enables students to strengthen and reinforce the skills acquired in the earlier levels by increased use of Spanish and further refinement of grammatical structures. Students who complete this course successfully and who pass the exit exam (worth 20% of the overall grade) may take Spanish II at the high school level.

VISUAL ARTS ELECTIVESElective offerings vary by school; therefore, each school prepares a registration sheet that lists the electives it will offer. The availability of electives depends on student interest, an appropriate facility,

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and staffing.

VISUAL ARTS EXPLORATORY (54092Y0L) This course introduces students to the elements of art through a variety of media that may include: drawing, painting, printmaking, mixed media, pottery, and weaving. Application of these elements to the students’ own original art work is the major emphasis while being introduced to art history and critical analysis of master work as well as their own.

VISUAL COMPOSITION I (54092Y0M) Available for grades 7-8 only. Students will engage in deep study of the elements and principles of art centered on the curriculum set forth in the North Carolina Essential Standards for Visual Art. Two and three-dimensional techniques will be taught using a variety of media. Students explore various cultures, art history and learn to think and write critically about master work as well as their own.

VISUAL COMPOSITION II (54092Y0N) Available for grades 7-8 only. Students will continue to develop their technical and artistic skills as they solve problems with their own choice of media. Students will be expected to write critical analysis of the work of others (including the masters) and their own.

DRAWING (54092Y0D) Available for grades 7 - 8 only. Students are taught drawing techniques using various media. They work with line, value, and basic perspective. In addition, students will learn to think and write critically about master work as well as their own.

PAINTING (54092Y0P) Available for grades 7 - 8 only. This course introduces basic painting skills and concepts, and presents the painting process as a problem-solving exercise designed to promote fluency, flexibility, and elaboration. In addition, students will learn to think and write critically about master work as well as their own.

CAREER AND TECHNICAL EDUCATION ELECTIVES

Computer Skills and Applications (18-week course pairing BU102YA and BU102YD )For scheduling you will need to use the two nine week courses below in the order that they appear.

Keyboarding and Basic Word Processing (9-week course BU102YA) Digital Literacy (9-week course BU102YD)Grades: 6, 7, 8 Prerequisite: None This middle school course is composed of instructional modules designed to allow students to learn the touch method of keyboarding, digital literacy and computer knowledge, and basic word processing and document formatting skills. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include mentorship, service learning, and job shadowing. Apprenticeship and cooperative education are not available for this course. Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Advanced Computer Skills and Applications (18-week course pairing BU102YB and BU102YC) For scheduling you will need to use the two nine week courses below in the order that they appear.

Introduction to Office Productivity (9-week course pairing BU102YB) Office Productivity Applications (9-week course pairing

BU102YC)

Grades: 7, 8 Prerequisite: Computer Skills and Applications or Keyboarding and Basic Word Processing This middle school course is composed of instructional modules designed to provide hands-on instruction using software common in the workplace. The software applications include word processing, presentation, spreadsheet, database, and desktop publishing. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include mentorship, service learning, and job shadowing. Apprenticeship and cooperative education are not available for this course. Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Exploring Business, Marketing, and Entrepreneurship (18-week course pairing BU202YA and BU202YC)For scheduling you will need to use the two nine week courses below in the order that they appear. Exploring Business and Entrepreneurship (9-week course pairing BU202YA)Exploring Business Activities (9-week course BU202YC)

Grades: 7, 8 Prerequisite: Advanced Computer Skills and Applications or Introduction to Office Productivity This middle school course is designed to explore the nature of business, entrepreneurial skills, and to study related careers in fields such in financial services, information technology,

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marketing, office systems technology, public relations and promotion, and travel and tourism. Emphasis is on using the computer while studying applications in these careers along with problem solving and thinking skills. This course contributes to the development of a career development plan. English language arts, mathematics, and social studies are reinforced. Work-based learning strategies appropriate for this course include service learning and job shadowing. Apprenticeship and cooperative education are not available for this course. Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Exploring Economics, Finance and Leadership (18-week course pairing BU202YB and BU202YD) For scheduling you will need to use the two nine week courses below in the order that they appear.

Exploring Economics Systems (9-week course BU202YB)Business Procedures and Leadership (9-week course BU202YD)Grades: 7, 8 Prerequisites: None - This middle school course is designed to explore how economic systems impact business and principles of business and personal finance. Emphasis is on using the computer while studying applications in these areas, along with problem solving and thinking skills. This course contributes to the development of a career development plan. English language arts, mathematics, and social studies are reinforced. Work-based learning strategies appropriate for this course include service learning and job shadowing. Apprenticeship and cooperative education are not available for this course. Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

CAREER DEVELOPMENT ELECTIVES

Exploring Careers (18-week course pairing CC582YA and CC582YB)

For scheduling you will need to use the two nine week courses below in the order that they appear.

Exploring Personal Characteristics and Careers (9-week course CC582YA) Exploring Careers and Employment (9-week course CC582YB) This course explores careers and employment Grades: 7, 8 Prerequisite: None. This middle school course provides an orientation to the world of work. Emphasis is placed on

self-awareness, understanding the world of work, and the career planning process. Based on the National Career Development Guidelines, skills learned in this course include, but are not limited to, communication, personal management, and teamwork. English language arts are reinforced. Work-based learning strategies appropriate for this course include business/industry field trips and job shadowing. Student participation in Career and Technical Student Organization (CTSO) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

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HIGH SCHOOL COURSESARTS EDUCATION - VISUAL ARTS

VISUAL ARTS - BEGINNING 54152X0A 1CREDIT This course introduces the elements and principles of design through an exploration of a broad range of media. Activities emphasize skills and techniques in the following areas: drawing, painting, graphics, fibers, ceramics, art history, and three -dimensional design (fibers, ceramics, etc.). VISUAL ARTS

INTERMEDIATE 54162X0A 1CREDIT

Recommended prerequisite(s): Visual Arts – Beginning or portfolio. This course offers an in-depth study of design through repeated use of art elements and principles, while expanding technical abilities. Design is taught through experiences in the following areas: drawing and painting, art history printmaking (silk screening, lino cuts and/or woodcuts), and three-dimensional design (wood, clay, fibers).

BUSINESS FINANCE AND INFORMATION TECHNOLOGY

PERSONAL FINANCE BF052X0 1 CREDIT Prerequisite: NoneThis course prepares students to understand economic activities and challenges of individuals and families, the role of lifestyle goals in education and career choices, procedures in a successful job search, financial forms used in independent living, and shopping options and practices for meeting consumer needs. The course also prepares students to understand consumer rights, responsibilities, and information, protect personal and family resources, and apply procedures for managing personal finances. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship and cooperative education are not available for this course. DECA (an association for Marketing Education students), Future Business Leaders of America (FBLA) and Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. PRINCIPLES OF

BUSINESS AND FINANCE BF102X0 1 CREDIT Prerequisite: NoneThis course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. English language arts, social studies, and mathematics are reinforced. Students will have daily access to computers for application of content current/real world topics. Work-based learning strategies appropriate for this course include mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship and

cooperative education are not available for this course. DECA (an association for Marketing Education students) and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

ENTREPRENEURSHIP I (HONORS)* ME115X0 1 CREDIT (HN) Prerequisite: MM51 Marketing or BF05 Personal Finance or BF10 Principles of Business and Finance In this course students evaluate the concepts of going into business for themselves and working for or operating a small business. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students develop components of a business plan and evaluate startup requirements. English language arts and social studies are reinforced throughout the course. Work-based learning strategies appropriate include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. In addition to the standard course requirements for Entrepreneurship I, this Honors-level course extends the standard course of study to a more challenging level for the student who is highly motivated, able to work independently, and has a history of high academic achievement. Honors credit will be awarded to students that successfully complete an Honors portfolio for the course that consists of

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college/career-themed projects and assessments.

ENTREPRENEURSHIP II (HONORS) ME125X0 1 CREDIT (HN)Prerequisite: ME11 Entrepreneurship I In this Honors-level course students develop an understanding of pertinent decisions to be made after obtaining financing to open a small business. Students acquire in-depth understanding of business regulations, risks, management, and marketing. Students develop a small-business management handbook. Students that successfully complete this course will earn Honors credit. Students will be expected to take and pass the appropriate

industry certification exam associated with the course, if available. English language arts and social studies are reinforced. Work-based learning strategies appropriate include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

WORK BASED LEARNING

Work-based learning (WBL) experiences are a valuable component of the Career and Technical Education Program. Students who participate in these learning experiences are better prepared to be career-focused and globally competitive. The range of experiences available can be illustrated as a spectrum -- from limited career exploration to in-depth work assignments. Job Shadowing - Community Service Learning - Internships - Cooperative Education - Apprenticeships To obtain more information concerning work-based learning, contact the high school Career Development Coordinator (CDC) and visit the following web page: www.wcpss.net/school_to_career/work_based_learning

CAREER TECHNICAL EDUCATION INTERNSHIP

INTERNSHIP CS972XOA 1 CREDIT Prerequisite: NoneA CTE Internship allows for additional development of career and technical competencies within a general career field. Internships allow students to observe and participate in daily operations, develop direct contact with job personnel, ask questions about particular careers, and perform certain job tasks. This activity is exploratory and allows the student to get hands-on experience in a number of related activities. The teacher, student, and the business community jointly plan the organization, implementation, and evaluation of an internship, regardless of whether it is an unpaid or paid internship. A student must complete 135 hours of work-based learning to earn 1 credit.

ENGLISH LANGUAGE ARTS COURSES

ENGLISH I (HONORS) 10215X0 1 CREDIT (HN) This honors course is designed to challenge students. It concentrates on developing reading, writing, and critical thinking skills through an intensive survey of literary types and appropriate oral and written responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. Homework is a reinforcement and extension of classroom instruction.

ENGLISH II (HONORS) 10225X0 1 CREDIT (HN) Prerequisite: English I This honors course is designed to challenge students. This course concentrates on developing reading, writing, and critical thinking skills through an intensive study of a variety of selected world literature and appropriate oral and written responses. The course provides a review of

grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. Homework is a reinforcement and extension of classroom instruction.

ENGLISH III (HONORS) 10235X0 1 CREDIT (HN) Prerequisite: English II This honors course is designed to challenge students. This course concentrates on developing reading, writing, and critical thinking skills through an intensive study of selected American literature and appropriate oral and written responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. Homework is a

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reinforcement and extension of classroom instruction.

ENGLISH IV (HONORS) 10245X0 1 CREDIT (HN) Prerequisite: English III This honors course is designed to challenge students. This course concentrates on developing reading, writing, and critical thinking skills through an intensive study of selected British literature and appropriate oral and written

responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. Homework is a reinforcement and extension of classroom instruction.

ENGLISH ELECTIVE COURSES

SPEECH I (HONORS) 10145X0 1 CREDIT (HN) This course is designed for students interested in exploring the Speech I curriculum at a more intensive and extensive level. Students taking this course for Honors credit must write and deliver deeply considered and polished responses to course assignments, participate in peer review panels, and extend their thinking through preparing presentations that fulfill fundamental standards for selected events promoted by the National Forensics League.

SPEECH II (HONORS) 10155X0 1 CREDIT(HN)

Recommended prerequisite(s): Speech I Honors The Honors section of this course requires students to meet the rigorous and rewarding standards promoted by the National Forensics League. Students will explore all of the main events sponsored by the league: dramatic and humorous interpretation of poetry and prose, student Congress, public forum and Lincoln-Douglas debate, extemporaneous speaking, and original oratory. In the process of honing their skills, students will be expected to delve more deeply into the art of argumentation and the resources available through advanced research.

MATHEMATICS COURSES

MATH I 21032X0 1 CREDIT Recommended prerequisite(s): Mastery of the middle school mathematics curriculum The purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. This course deepens and extends understanding of linear relationships, in part by contrasting them with exponential and quadratic phenomena, and in part by applying linear models to data that exhibit a linear trend. In addition to studying bivariate data, students also summarize, represent, and interpret data on a single count or measurement variable. The Geometry standards that appear in this course formalize and extend students’ geometric experiences to explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, require that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course fulfills the North Carolina high school graduation requirement for Common Core Math I. The final exam is the North Carolina End-of-Course Test based on the Common Core Math 1 Standards.

MATH II (HONORS) 22015X0 1 CREDIT (HN) Recommended prerequisite(s): Math I In Math II, students continue to deepen their study of quadratic expressions, equations, and functions; comparing

their characteristics and behavior to those of linear and exponential relationships from Math I. The concept of quadratics is generalized with the introduction of more sophisticated polynomials. New methods for solving quadratic and exponential equations are developed. The characteristics of more advanced types of functions are investigated (including power, inverse variation, radical, absolute value, piecewise-defined, and simple trigonometric functions). The link between probability and data is explored through conditional probability and counting methods. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between Math II and the historical approach taken in Geometry classes. For example, transformations are explored early in the course and provide the framework for studying geometric concepts such as similarity and congruence. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Honors Math II explores content at a rigorous level to begin students’ preparation for advanced math courses. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, require that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course fulfills the North Carolina high school graduation requirement for Math II. The final exam is the North Carolina Final Exam

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for Math II.

MATH III (HONORS) 23015X0 1 CREDIT (HN) Recommended prerequisite(s): Honors Math II This course is designed so that students have the opportunity to pull together and apply the accumulation of mathematics concepts learned previously. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions, including an intense study of families of functions and the relationships therein. They expand their study of right triangle trigonometry to include general triangles and in the study of trigonometric functions to model simple periodic phenomena. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. Appropriate technology and tools, including manipulatives and calculators, will be used regularly for instruction and assessment. The Standard for Mathematical Practice apply

throughout each course and, together with the content standards, require that students experience mathematics as a coherent, useful, and logical subject that means use of their ability to make sense of problems situations. This course fulfills the North Carolina high school graduation requirement for Math III. The final exam is the North Carolina Final Exam for Math III.

PRECALCULUS (HONORS) 24035X0 1 CREDIT (HN) Recommended prerequisite(s): Honors Math III The Precalculus curriculum includes a complete study of trigonometry, as well as advanced algebra topics, analytic geometry, sequences and series, data analysis, vectors, and limits. Applications and modeling are included throughout the course of study. Appropriate technology, from manipulatives to calculators and application software, is used for instruction and assessment. This course is accepted as the fourth math for admission to UNC System institutions.

SCIENCE COURSES

EARTH SCIENCE/ENVIRONMENTAL SCIENCE (HONORS) 35015X0 1 CREDIT (HN) (9th Grade)This course focuses on inquiry into the functions of the earth's systems. Emphasis is placed on matter, energy, coastal dynamics, environmental awareness, materials availability, and the cycles that circulate energy and material thorough the earth systems. Laboratory work is a major component of the course.

BIOLOGY (HONORS) 33205X0 1 CREDIT (HN) (Fall of 10th Grade)Content and principles for biology are taught but in greater depth and magnitude. Students do extensive research, independent study, and laboratory investigations. This

course is designed for students who have shown superior achievement and high interest in previous science courses. The final exam is the North Carolina Biology End-of-Course Test.

CHEMISTRY (HONORS) 34205X0 1CREDIT (HN) (Spring of 10th Grade)Recommended prerequisite(s): Algebra II or concurrent enrollment in Math III The concepts and principles of chemistry are presented in greater depth and at a more rapid pace than in Academic Chemistry. Students perform extensive research, independent study, and laboratory work. Theoretical and mathematical relationships in chemistry are studied.

SOCIAL STUDIES COURSES

WORLD HISTORY (HONORS) 43035X0 1 CREDIT (HN) (9th Grade)This course will address six periods in the study of world history, with a key focus of study from the mid-15th century to the present. Students will study major turning points that shaped the modern world. The desired outcome of this course is that students develop understandings of current world issues and relate them to their historical, political, economic, geographical, and cultural contexts. Students will broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by concepts such as civilization, revolution, government, economics, war, stability,

movement, and technology.

AMERICAN HISTORY: FOUNDING PRINCIPLES, CIVICS AND ECONOMICS (HN) 42095X0 1 CREDIT (HN) (10th Grade)This course provides students with a framework for understanding the basic tenets of American democracy, practices of American government as established by the US Constitution, basic concepts of American politics and citizenship, and concepts in micro- and macroeconomics and personal finance. The goal of this course is to help to prepare students to become responsible and effective citizens in the interdependent world.

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AMERICAN HISTORY I (HONORS) 43045X0 1 CREDIT (HN) (Fall 11th Grade)In this course students will examine the historical and intellectual origins of the US from the European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution, as well as the consequences of the Revolution, including the writing and key ideas of the US Constitution. This course will guide students as they study the establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction.

AMERICAN HISTORY II (HONORS) 43055X0 1 CREDIT (HN) (Spring 11th Grade)Recommended prerequisite: American History I In this course students will examine the political, economic, social, and cultural development of the US from the end of the Reconstruction era to the present times. Students will explore the change in the ethnic composition of American society, the movement toward equal rights for racial minorities and women, and the role of the US as a major world power. An emphasis will be placed on the expanding role of the federal government and the federal courts, as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause –and –effect relationship between past and present events, recognize patterns of the interactions, and understand the impact of events on the US in an interconnected world.

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SOCIAL STUDIES ELECTIVE

FRESHMEN SEMINAR 96102X0E 1 CREDIT (9th Grade)This course is designed for rising freshmen who have shown leadership potential and are interested in honing ability and learning new skills in order to take on the rigors of high school. This Paideia-style course will allow a diverse group of students the opportunity to interact with other leaders and to engage them through a variety of activities and problem-solving methods.

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Early College

Early College High Schools are partnerships between high schools and colleges that provide

students with the opportunity to complete up to two years of credits toward college. WYMLA is

partnered with Saint Augustine’s University. Our young men begin their Early College

experience in 11th grade. Students have the option to stay for a 13th year to accumulate up to

two years of college credits towards a Bachelor’s degree. 

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Early CollegeSAINT AUGUSTINE’S UNIVERSITY

EARLY COLLEGE COURSE OFFERINGS*These are some of the courses your son may take depending upon availability.

ART

ART 130 ART APPRECIATION. An introduction to the study of art and brief overview of art history. Emphasis is placed on the applications of art principles in everyday life. (3) T1 AL BUS 132

BUSINESS

BUS 132 INTRODUCTION TO BUSINESS. The purpose of this course is to provide a basic knowledge of business in preparation for higher-level business courses, intended for students with no background in business. Topics covered include management, the free enterprise system, accounting, finance, marketing, economics, international business and other (Business) concepts and terminology. (2)

BUS 223 BUSINESS COMMUNICATIONS. The purpose of this course is to give students a comprehensive overview of business communication, its scope and importance in the business community. The course will address the basics of business communication including,

presentation, personal, written, and group communication skills. Prerequisite: ENGL 132. (3) T1 OC

BUS 251 PRINCIPLES OF MARKETING. Examination of decisions affecting the marketing of goods and services in consumer, industrial, and international markets. Emphasis on the role of marketing in a managerial context. Prerequisite: BUS 132. (3)

BUS 252 PRINCIPLES OF MANAGEMENT. Primary emphasis on the history of management thought and the functions of management, with particular emphasis on Production and Operations Management. Prerequisite: BUS 132. (3)

COMPUTER SCIENCE

CIS 203 PC FUNDAMENTALS. An introduction to the basic concepts of keyboarding. Overview, including DOS and Windows; introduction to the use of Internet and multimedia technology in the classroom. Fee required (3)

CIS 240 MICROCOMPUTER SOFTWARE APPLICATIONS I. It is the aim of this course to provide students with an opportunity to develop computer applications skills in word processing, computer graphics, database management, spreadsheet, and windows environments. Fee required (3) T1 TECH

CIS 260 PRINCIPLES OF PROGRAMMING. The course is designed to offer an introduction to computer programming using a contemporary high-level programming language. A primary objective is basic competence in writing and running programs for a variety of applications. Prerequisites: CIS 203 and 240. Fee required (Formally CIS 302) (3)

CSC 140 FOUNDATIONS OF COMPUTER SCIENCE. A first course in foundation concepts of Computer Science for Computing majors: data representation and manipulation, computer organization,

networks and internet, algorithms, programming languages, operating systems, data types and structures, files and databases, software engineering and design, theory of computation. Includes hands-on computer lab experience integrated into the content presentation. (3) T1 TECH

CSC 245 COMPUTER GRAPHICS. This course provides an introduction to graphic design and execution of pictorial graphics using a variety of software packages. Emphasis is placed on creation and manipulation of 237 images using graphic design software. Upon completion, students should be able to create graphic designs and incorporate these designs into printed publications. Prerequisites: CIS 203 and 240. Fee required (3)

CSC 250 INTRODUCTION TO WEB DESIGN. An introduction to HTML programming. Introduction to WEB Design using available WEB-Design editors like Front Page. It is the aim of this course to provide students with an opportunity to enhance their knowledge of designing WEB pages using HTML programming and using some other WEB editors. Advanced instruction focusing on home page designing, computer graphics, and Internet is

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provided. Prerequisites: CIS 203 and 240. Fee required (3) T1 CT

CSC 280 NETWORKING ESSENTIALS. This course examines the principles of contemporary computer networks. Topics include LAN topologies and design; cable characteristics; cable, interface cards, server, and

client installation; basic management techniques; linking networks; and troubleshooting LAN problems. Upon completion, students should be able to install both hardware and software for a small client/server LAN and troubleshoot common network problems. Prerequisites: CIS 203 and 240. Fee required (3)

ENGINEERING

ENGR 101 INTRODUCTION TO ENGINEERING AND PROBLEM SOLVING. This course provides general information on engineering disciplines, common engineering practices, the engineering profession and history, engineering education, engineering design, engineering ethics, and engineering opportunities from the instructor and/or invited speakers. Student teams will undertake preliminary work on a design project. (3) T1 OC

ENGR 120 INTRODUCTION TO ENGINEERING GRAPHICS DESIGN. This course introduces the student to graphics as used by engineers. Both hand sketching and computer graphics will develop the student’s ability to communicate graphically. This course also investigates the engineering design process. Students will work in teams to acquire a client and design a solution to meet the needs enumerated by this client. This design project is a continuation of design work done in ENGR 101. Each aspect of the design process will be discussed. Several exercises will attempt to develop the student’s creativity, clarity and focus of thought. The semester will end with a full presentation of each team’s design work, which will incorporate their newly acquired graphics ability. Prerequisites: ENGR 101. (3) T1 CT

ENGR 200 INTRODUCTION TO ELECTRICAL AND COMPUTER ENGINEERING LABORATORY. Laboratory with experiments designed to provide fundamental concepts and an overview of electrical and computer engineering specialization areas including Analog and Digital Electronic Circuits, Solid State Electronic Devices, Communication Systems, Signal Processing and Computer Engineering. Experience with standard 246 laboratory equipment including power supply, multimedia, and function generator, oscilloscope

and spectrum analyzer. (3) T1 SL

ENGR 206 ENGINEERING MECHANICS: STATICS. This course is designed to introduce students to the effects of forces on bodies in static equilibrium and to familiarize them with mathematical techniques for finding reactive forces in bodies, frames, mechanics and trusses. Concepts covered include forces, moments, couples, equilibrium of rigid bodies, centroids, moments of inertia and friction resistance. Prerequisites: PHYS 243. (3) T1 TW

ENGR 208 ENGINEERING MECHANICS: DYNAMICS. Kinematics and kinetics of particles in rectangular, cylindrical and curvilinear coordinates systems; energy and momentum methods of particles; kinetic of systems of particles; kinematics and kinetics of rigid bodies in two and three dimensions; and motion relative to rotating coordinate systems are studied. Prerequisites: ENGR 206. (3) T1 IC

ENGR 211 ELECTRICAL CIRCUITS. Introduction to theory, analysis and design of electric circuits. Voltage, current, power, energy, resistance, capacitance, inductance. Kirchoff’s laws node analysis, mesh analysis, Thevenin’s theorem, Norton’s theorem, steady state and transient analysis, AC, DC, phasors, operational amplifiers, transfer functions. (3)

ENGR 212 LOGIC AND DIGITAL CIRCUITS. Introduction to digital logic design. Boolean algebra, switching functions, Karnaugh maps, modular combinational circuit design, flip-flops, latches, programmable logic, and synchronous sequential circuit design. Use of several CAD tools for logic synthesis, state assignment and technology mapping. (3)

FILM

FIM 111 INTRO TO FILM Intro to Film provides an introduction to creating, understanding, and enjoying the world of filmmaking, both from the audiences’ or filmmaker’s perspective. Students will learn about the basic techniques used by filmmakers in directing, screenwriting, and acting for the camera. Through lecture,

discussion, demonstration, screenings, and other materials, students will become familiar with the vocabulary of the medium and gain a deeper appreciation for the technical and artistic elements that compose a film. This course will also introduce students to the history of filmmaking and some of its important contributors. Prerequisites: None. (3)

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T1 GP 249

FIM 160 HISTORY OF BLACK CINEMA. History of Black Cinema is a study of the important contributions made by Black filmmakers and actors, from the first all-black cast film produced in 1919, (“The Homesteader” by filmmaking pioneer Oscar Micheaux) to today’s many great African American directors and actors. There will also be an introduction of international films produced by Black filmmakers. By the end of this course, students will have a strong understanding of both the historic and present day contributions made by Black filmmakers, through which students may examine their place in film history. Prerequisites: FIM 111 Intro to Film (3). T1 ID

FIM 225 INTRODUCTION TO SCREENWRITING. Students will be introduced to proper screenwriting format, character development, and the basic elements of dramatic story structure through conception, writing, and rewriting

of short narrative screenplays. Students further their understanding of cinematic writing through script analysis and script coverage-writing assignments. Prerequisites: FIM 111 Intro to Film (3)

FIM 250 INTRO TO PRODUCTION. This course familiarizes Film majors at Saint Augustine’s University with the technical rigors of production as well as safety procedures and production protocols that are to be strictly adhered to. Basic camera, electric, lighting, and rigging instruments and techniques will be examined. Students will also receive a copy of the Film major’s production handbook, which will provide a manual reference to key aspects of production outlined in this course. Students will also be introduced to the Film major’s website which will be a central distribution point for updates concerning scheduling, production forms, and course related documentation supplemental to classroom instruction. Prerequisites: FIM 111Intro to Film (3) T1 TW

FIRST YEAR EXPERIENCE

FYE 101/WEL101 GLOBAL AND CRITICAL INQUIRY IN THE FIRST YEAR 1. Global and Critical Inquiry in the First Year will combine first year transitional skills with critical thought, inquiry, and research regarding global learning. The course is presented in two modules that span the academic year to better promote awareness and access to international perspectives. These courses replace GED 112 Freshman Studies. (2) T1 WEL.

FYE 102 GLOBAL AND CRITICAL INQUIRY IN THE FIRST YEAR 2. (2) Global and Critical Inquiry in the First Year will combine first year transitional skills with critical thought, inquiry, and research regarding global learning. The course is presented in two modules that span the academic year to better promote awareness and access to international perspectives. These courses replace GED 112 Freshman Studies.

FORENSIC SCIENCE

FS 201 INTRODUCTION TO FORENSIC SCIENCE. This course provides fundamentals of criminal investigation, scientific aids, case preparation and management, familiarization with specific instrumentation in crime detection and evidence selection for evidential value. Also, this course will offer a general overview, focused understanding, and appreciation of the wide scope of the forensic science disciplines. Prerequisites: BIOL 134 and CHEM 142. (3) T1 GP

LEADERSHIP

LEAD 101 FOUNDATIONS OF LEADERSHIP. In this course students will become familiar with different ways of exercising leadership, their own strengths and weaknesses, and how they can best work with others in a leadership context. They will learn and apply leadership skills in a hands-on practical way that encourages them to challenge their own beliefs and assumptions about what constitutes leadership. This course offers a comprehensive review of contemporary issues and perspectives on leadership, including multi-disciplinary and systems-oriented approaches as well as classic theory, moving to the examination of evolving contemporary beliefs. The emphasis is on application of concepts in actual leadership

settings and situations. Topics include development of leadership theories, personal assessment and development, values and ethics, motivation, power, followership, group dynamics, multiculturalism in leadership, conflict resolution, performance excellence, and the change process. Through a process of readings, self-discovery, group observations, and case studies, the student will identify, observe, analyze, and apply new leadership behaviors. This course is based on the premise that each student will face a variety of leadership challenges in life. How these challenges are met, whether as a formal leader or a member of a team, can have a significant impact on an organization and on one's career. Learning more about

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leadership will help every student meet their leadership challenges. (3) T1 SL

LEAD 201 LEADERSHIP AND ORGANIZATIONAL BEHAVIOR. A substantial portion of the variation in organizational (and subordinate) outcomes can be attributed to leadership. This course is designed to provide students with a comprehensive understanding of leadership as a phenomenon and its impact on the organizational behavior of individuals. Major theories of leadership will

be examined and leadership will be integrated to various internal and external organizational factors. Students will learn to think critically about the leadership phenomenon and about the boundary conditions of leadership theories. Theories of leadership (e.g., trait, behavioral, contingency, and neo-charismatic transformational approaches). Various topics will be linked to leadership including: gender, power, ethics, job design and motivation, personality, national culture, and leader development. Prerequisite: LEAD 101. (3)

PHILOSOPHY

PHIL 231 INTRODUCTION TO PHILOSOPHY. An examination of basic concepts and principles of philosophy with emphasis on developing the students’ ability to analyze philosophical theory and consider the possibilities of personal application. The course will focus on representative thinkers from classical to modern philosophers. (3) T1 CT

THEATRE ARTS

THE 110 INTRODUCTION TO THEATRE. An introduction to the theatre through a survey of the work of various artists involved in the creation and production of a play. Topics in theatre history and literature will also be examined. (3) T1 AL

THE 120 ACTING I. An introduction to the acting process through exercises, improvisation, and scene work. Designed for majors and for any student interested in exploring various acting techniques.(3) T1 OC

ENGLISH COURSES

ENGL 131 ENGLISH COMPOSITION. Introductory college-level writing course which stresses critical reading and thinking and writing as a process. Emphasis on editing and revision skills, vision literacy, oral presentation and the development of basic research skills. (3) T1 WC

ENGL 132 ENGLISH COMPOSITION II. College-level writing course which stresses critical reading and thinking and writing as a process, with a focus on persuasive and literary aims. Emphasis on a research paper or project, MLA documentation style and oral presentation. Prerequisites: ENGL 131. (3) T1 WC

ENGL 245 STUDIES IN LITERATURE. An introduction to novels, short stories, poems, plays by

representative African-American, American and continental authors. Formal elements of each genre are examined in cultural and historical context. Prerequisites: ENGL 131 AND ENGL 132 OR COMM 204 OR LIS 150. (3) T1 CT

ENGL 331 ENGLISH LITERATURE I. This survey examines classic works of British literature from the Old English period through the eighteenth century. By providing historical and social contest, this course lays the groundwork for further study of the movements and philosophies that have inspired European civilization as well as for the postcolonial critique of the British Empire. Prerequisites: ENGL 132; ENGL 245. (3) T1 GP

FOREIGN LANGUAGE COURSES

CHIN 131 ELEMENTARY CHINESE I This course is designed for students who have no knowledge of Mandarin Chinese. It is designed to lay a foundation for understanding, speaking, listening, reading and writing Mandarin Chinese. Practical daily-used expressions and basic language knowledge are the central part of the studying. Some Chinese culture will also be introduced. T1

FL CHIN 132 ELEMENTARY CHINESE II This course is the continuation of the study of Mandarin Chinese. It is designed for the students who have taken CHIN 131 or equivalent courses to enhance their skills of speaking, listening, reading and writing Mandarin Chinese. Practical daily-used expressions and basic language knowledge are

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the central part of the studying. Some Chinese culture will also be introduced. . T1 FLFREN 131 ELEMENTARY FRENCH I. Course for beginners. Introduction to spoken and written French. Emphasis on sentences and vocabulary related to everyday situations. Knowledge of basic speech patterns supplemented with a broad study of the culture and civilization of French speaking countries. (3) T1 FL

FREN 132 ELEMENTARY FRENCH II. Continued emphasis on the spoken and written language. Knowledge of basic speech patterns supplemented with a broad study of the culture and civilization of French speaking countries. Prerequisites: French 131 or proficiency test. (3) T1 FL

FREN 231 INTERMEDIATE FRENCH I. Continuation of the study of the language through reading, writing and conversation with emphasis on grammar. Prerequisites: French 132 (3) T1 FL

FREN 232 INTERMEDIATE FRENCH II. Part II of Intermediate French. Continuation of the study of language through reading, writing and conversation with emphasis on grammar. Prerequisites: French 231 (3) T1 FL

FREN 235 CONVERSATION AND PHONETICS I. Oral and written practice of the language. Prerequisites: French 132 (3)

FREN 236 CONVERSATION AND PHONETICS II. Oral and written practice of the language. Prerequisites: French 235 (3)

SPAN 131 ELEMENTARY SPANISH I. Introduction to the spoken and written language. Knowledge of basic speech patterns supplemented with a broad study of the culture and civilization of Spanish speaking countries. (3) T1 FL

SPAN 132 ELEMENTARY SPANISH II. Continued emphasis on the spoken and written language. Knowledge of basic speech patterns supplemented with a broad study of the culture and civilization of Spanish speaking countries. Prerequisites: Spanish 131 or proficiency test. (3) T1 FL

SPAN 231 INTERMEDIATE SPANISH I. Continuation of the study of the language through reading, writing and conversation with emphasis on grammar. Prerequisites: Spanish 132 (3) T1 FL

SPAN 232 INTERMEDIATE SPANISH II. Part II of Intermediate Spanish. Continuation of the study of the language through reading, writing, and conversation with emphasis on grammar. Prerequisites: Spanish 231 (3) T1 FL

HEALTH AND PHYSICAL EDUCATION COURSES

PE 101 WELLNESS CONCEPTS. This course is geared towards helping the students to take charge of their life through an understanding of and introduction to wellness practices and personal development. A team teaching approach is used to provide knowledge and understanding of the various components of overall fitness and wellness, and to develop practices that will lay the foundation for students to develop a wellness attitude. A special session on AIDS and HIV will be covered. Instruction on how to identify and assess one’s own risk factors and develop solutions will be given.

PE 103-116. Required PE courses may only be taken from those listed PE 103-116. Students are not permitted to enroll in the same course numbers and activities more than one (1) time in meeting their course requirements in the required Physical Activity program. T1 WEL

PE 103 WEIGHT-TRAINING. This course deals with basic knowledge, techniques, and the practice of the fundamental skills of weight-training. (1) T1 WEL

PE 104 VOLLEYBALL. This course covers fundamental skills and knowledge of volleyball. (1) T1 WEL

PE 105 BASKETBALL. This team sport activity deals with fundamental skills, techniques, knowledge and participation in basketball as a team sport. (1) T1 WEL PE 107

BADMINTON/PICKLE BALL. This course covers the fundamental skills and knowledge of the two sports. This course deals with participation and activity as an individual and team sport. (1) T1 WEL

PE 111 FLAG FOOTBALL/SOCCER. This course covers the basic knowledge of the sports touch football and soccer. Students will have the opportunity to play the sports. (1) T1 WEL

PE 113 TENNIS. This course covers the fundamental skills and knowledge of tennis. (1) T1 WEL 270 PE 114 RECREATIONAL ACTIVITIES. This course includes an analysis of the basic knowledge, tech

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PE 114 RECREATIONAL ACTIVITIES. This course includes an analysis of the basic knowledge, techniques, fundamentals skills, and individual participation in class chosen activities. This class is geared to the needs and interest of the student and promotes lifetime fitness activities/skills. (1) T1 WEL

PE 115 SOCIAL DANCE. This course offers knowledge of rhythms basic to the development of performance, ability, and skill in the execution of natural activities. (1) T1 WEL

PE 116 AEROBICS/FITNESS. This course is designed for students interested in the development of

cardiovascular endurance and muscle tone. (1) T1 WEL

PE 120 TOTAL WELLNESS. This course is designed to provide students with an overview of individual, interpersonal, and socio-cultural issues that have an impact on health. Emphasis is placed on behavioral decision making, social relations, cultural diversity and environmental sensitivity. Special consideration is placed on assisting students to become consumers of good health. Students will attain health related knowledge and apply the information to decision making that is related to physical, social, emotional, spiritual, intellectual, occupational and environmental well-being. Lifestyle choices are identified regarding proper exercise, weight management, stress management, substance use, sexually transmitted disease prevention, and cancer protection. (3) T1 WEL

HISTORY COURSES

HIST 133 WORLD CIVILIZATION I. A general survey of the emergence of civilizations on all continents and the contributions of diverse peoples to the development of various cultures. (3) T1 GP

HIST 134 WORLD CIVILIZATION II. A general survey of the growth and changes in various civilizations on all continents and the role and causes that increasing contact between traditionally isolated peoples played in the development of the modern world. (3) T1 GP

HIST 224 AFRICAN AMERICAN HISTORY I. A survey of the African American experience in and contributions to American history from the advent of the Trans-Atlantic slave trade through the Civil War. (3) T1 ID

HIST 225 AFRICAN AMERICAN HISTORY II. A survey of the African American experience in and contributions to the United States since the end of the Civil War. (3) ) T1 ID

MATHEMATICS COURSES

MATH 131 COLLEGE ALGEBRA. Sets, functions, graphs, equations, inequalities, exponents, logarithms, progressions, binomial theorem, permutations and combinations, systems of linear equations, matrices and determinants, and mathematical induction. (3) T1 QL

MATH 131CL COLLEGE ALGEBRA/LAB. This is a hybrid course that covers the fundamental principles of sets, functions, graphs, equations, inequalities, exponents, logarithms, progressions, binomial theorem, 261 permutations and combinations, systems of linear equations, matrices and determinants, mathematical induction, and consumer mathematics. In addition, students are expected to complete two to four modules or segments using an interactive learning environment called My Math Lab. (3) T1 QL

MATH 133 TRIGONOMETRY. Right triangles, trigonometric functions, graphs, identities, trigonometric

equations, and solving triangles. Prerequisites: MATH 131. (3)

MATH 135 ALGEBRA AND TRIGONOMETRY. An in-depth study of the topics covered in MATH 131 and MATH 133. Note that: MATH 131 and MATH 133, with a grade of C or better in each, are equivalent to MATH 135. Students must pass this course with a grade of a “C” or better. A graphing calculator is required. (4) T1 QL

MATH 201 INTRODUCTORY STATISTICS. Descriptive statistics, probability, discrete and continuous random variables, statistical quality control, regression and correlation. The course gives students a working knowledge of statistics. Prerequisites: MATH 131. (3) T1 SL

MATH 231 CALCULUS I. Limits, continuity, derivatives and integrals of algebraic and trigonometric functions, and

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the Fundamental Theorem of Calculus. Prerequisites: MATH 133. (4) T1 QL

MATH 232 CALCULUS II. Area, volume, and other applications of integration, derivatives and integrals of transcendental functions, techniques of integration. Prerequisites: MATH 231. (4) T1 AW

SCIENCE COURSES

BIOL 131 FUNDAMENTALS OF BIOLOGY. (For Non-Majors) Considers the philosophy of science; the scientific method; the nature and organization of living matter; structure-function relationships; principles of development, growth, reproduction, and metabolism, the relationship of heredity and ecology to behavior; conservation, taxonomy, and evolution. (3) T1 SCL

BIOL 131L FUNDAMENTALS OF BIOLOGY LABORATORY. Laboratory work includes training in the use of the microscope; the study of various taxonomic groups, experiments in heredity, genetics, taxonomy, and physiology. Fee required (2 hours per week) (1) T1 SCL

BIOL 133 PRINCIPLES OF BIOLOGY I. An introduction and exploration of the study of life from atoms to the cellular levels of organization. Emphasis is placed on structure and function of cells, evolution, molecular genetics and energy transformation. (3) T1 ID, T1 SCL

BIOL 133L PRINCIPLES OF BIOLOGY I LABORATORY. Laboratory investigations focused on cellular and molecular biology. Fee and Lab Jacket required (3 hours per week) (1) T1 SCL

BIOL 134 PRINCIPLES OF BIOLOGY II. Emphasis is placed on the organism and higher levels of biological organization. Topics will include biodiversity, plants and animals form and function and ecology. Prerequisites: BIOL 133. (3) T1 CT

BIOL 134L PRINCIPLES OF BIOLOGY II LABORATORY. Laboratory investigations focused on the organism. Plant and animal dissections will occur. Prerequisites: BIOL 133L. Fee and Lab Jacket required (3 hours per week) (1)

BIOL 241 ANATOMY AND PHYSIOLOGY. A rigorous course in anatomy and physiology with an emphasis on human anatomy and human physiology. Understanding human anatomy and human physiology, know the major 224 functions of the organs comprising the human body, and to understand the effects of disease (nutritional, pathogenic, genetic) upon the physiology of the human body. Prerequisites: BIOL 134. (3)

BIOL 241L ANATOMY AND PHYSIOLOGY LABORATORY. A laboratory course in anatomy and physiology with an emphasis on human anatomy and human physiology. Understanding human anatomy and human physiology, know the major functions of the organs comprising the human body, and to understand the effects of disease (nutritional, pathogenic, genetic) upon the physiology of the human body. Prerequisites: BIOL 241. (1)

CHEM 141 GENERAL CHEMISTRY I. Introduction to the principles of chemistry and their applications based upon a study of physical and chemical properties of the elements. For students with strong high school chemistry and mathematics background and interested in majoring in a physical or biological science or mathematics. (3) T1 SCL

CHEM 141L GENERAL CHEMISTRY I LABORATORY. A laboratory course designed to acquaint students with measurements and analysis of concepts related to topics covered in CHEM 141. Fee required. (3 hours per week) (1) T1 SCL

CHEM 142 GENERAL CHEMISTRY II. A continuation of CHEM 141. Introduction to chemical bonding, reactivity and energetics of chemical transformations, and introduction to Organic Chemistry. Prerequisites: CHEM 141 and MATH 131. (3)

CHEM 142L GENERAL CHEMISTRY II LABORATORY. A continuation of CHEM 141L with an emphasis on electrochemical and spectroscopic measurements. Prerequisites: CHEM 141L. Fee required. (3 hours per week) (1)

CHEM 241 ANALYTICAL CHEMISTRY. Survey of classical methods of chemical analysis and underlying concepts. Introduction to instrumental analysis theory, particularly spectroscopy, separations and statistical interpretation of analytical data. Prerequisites: CHEM 142 and MATH 231. (3)

CHEM 241L ANALYTICAL CHEMISTRY LABORATORY. A laboratory with emphasis on volumetric and gravimetric analysis. Prerequisites: CHEM 142L and MATH 231. Fee required. (4 hours per week) (1)

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PHYS 243 GENERAL PHYSICS I. First calculus based course of a three semester sequence employing the analytical approach in the study of classical and modern physics. Mechanics, heat and sound are covered. Prerequisites: MATH 231. (3) T1 QL

PHYS 243L GENERAL PHYSICS I LABORATORY. This laboratory will cover experiments from mechanics, heat and sound. Prerequisites: MATH 231. Fee required. (1) T1 QL 275

PHYS 244 GENERAL PHYSICS II. Second course of a three semester calculus-based sequence. Topics on Light, electricity, magnetism and some aspects of modern physics are covered. Prerequisites: PHYS 243. (3)

PHYS 244L GENERAL PHYSICS II LABORATORY. This laboratory will include experiments from light, electricity and magnetism. Prerequisites: PHYS 243L. Fee required. (1)

SOCIAL SCIENCE COURSES

PSYCH 132 INTRODUCTION TO PSYCHOLOGY. This course is designed to introduce the student to the field of psychology. The course will explore the long history and short past of psychology and the many subdisciplines relevant to the science. A significant amount of coverage will be given to the important contributions of African Americans to the science of psychology. (3) T1 WEL

PSYCH 132L INTRODUCTION TO PSYCHOLOGY LABORATORY. This course will introduce students to a cyber rat laboratory necessary for applying basic psychological principles of learning and response conditioning of animal and human behavior. Although this is a simulated laboratory, students will be exposed to

critical components of the major. This laboratory will expose students to the various learning components of psychology (i.e., operant and classical conditioning, shaping, punishment, schedules of reinforcements, etc.). This laboratory will be a requirement for psychology majors only. (1)

SOC 132 INTRODUCTION TO SOCIOLOGY. Introduction to the sociological perspectives and sociological imagination. Emphasis given to defining key terms in the discipline and explaining basic principles and concepts used in the study of social interaction and group life. (3) T

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