• T - Tolerance
• R - Respect
• H - High Expectations
• S - Social Responsibility

Mrs. Anderson:

Financial Literacy is a fairly new course added to the state requirements for high school graduation.   We as citizens of this great state are not proud of the running record of having the most bankruptcies declared.    This course is developed to teach life’s lessons before they happen.  We cover such vital topics as:  Goals, career development, paycheck deductions and taxes, employee benefits, cost of living, saving and investing, financial institutions, budgeting, credit, insurance, I.D. theft, consumer rights and responsibilities.  We hope to provide an important chapter of life’s instruction booklet for Utah’s kids, before we send them out on their own to face life’s challenges.

Mr. Burke:

Pre-Algebra and Math Lab

Pre-Algebra and Math Lab are both basic math classes that cover all the math skills tested on the Fisher math test given at orientation. The Fisher test must be passed with at least a 60%. Anything between 45 and 60% is Pre-Algebra. Any score lower than 45% is math lab. Although Pre-Algebra and math lab review the same basic math concepts, the Pre-Algebra class goes at a much quicker pace and therefore covers more material in a mini-term than math lab does. Pre-Algebra tends to be more of a refresher course focusing on the math skills you need to pass the Fisher test. Whereas, math lab moves deliberately slower so that all students can receive individual coaching on math concepts that are problematic for them.

English

English focuses learning in the areas of reading, writing, critical thinking, and public speaking. For reading, both vocabulary and comprehension strategies are taught, such as morphemes and context strategies. Independent reading helps with fluency, and time is devoted to that daily. Also, exposure and familiarity to various types of texts are taught, such as expository, narrative, and poetry. Literature is also taught, usually high interest texts for teens, such as young adult literature. Writing instruction focuses on the writing process as well as the six traits. Students write compositions ranging from poems and essays to research papers. Critical thinking is a valuable component of the English curriculum. Students are taught to criticize, to analyze, and to synthesize information as well as to formulate, support, and defend opinions. Finally, students are taught how to present themselves in formal and public situations, how to be clear, direct, and succinct as well as how to enunciate loudly and slowly.

Mrs. Cox:

Language Arts - 10th Grade
COURSE DESCRICPTION:
Students in grades nine and ten are beginning to move into the world of the later adolescent. As they begin these years, they are expanding their interests and beginning to look for areas of expertise and interest. They are looking forward to high school and, later on, to the world of work or post-high school training. At this level, though reading comprehension skills remain an important focus, the Utah Core begins a more intensive emphasis on writing process and, in particular, the important skills of informational and persuasive writing. It continues to support the development of listening and speaking skills in informal situations, and introduces informational and persuasive formal speech. Well-trained language arts instructors clearly understand that none of these skills, either the receptive skills of reading, listening, and viewing, or the expressive skills of writing, speaking, and presenting, is used in isolation from the other skills. They must be taught in an integrated, holistic curricular environment.
CROSS CURRICULAR CONNECTIONS:
Language arts teachers think of themselves as teachers of process more than dispensers of content. The language arts themselves have very little content. They are process skills. It is often helpful, and certainly reasonable, to take for the content of the various papers and presentations that students will create in language arts classes, content from other classes in the Core Curriculum and elsewhere. Listed below are some curricular connections that can be made between language arts and other curricula. These connections are taken from the Core documents of the other content areas specified, and would make useful assignments or choices for students involved in those other content areas. The Core standards and objectives for each of the areas listed below can be accessed on the Internet at http://www.usoe.k12.ut.us/curr.
Science (General concept, p. 37): Read about, view, discuss, and report, either orally or in writing, on a specific change in the technology, methods, or practice of science in your lifetime.
Math (5350-04, p. 48): Find applications of mathematics in newspapers, magazines, television, radio, or other sources, and present these applications in writing or orally as picture books, collages, or displays.

Social Studies (6220-0103, p. 26): Read and compare/contrast a variety of written material, including primary and secondary sources.

Library Media (6512-0402, p. 4): While conducting research, evaluate and select information in terms of authority, completeness, relevance, format, point of view, reliability, and timeliness.
Apply an understanding of the difference between primary and secondary sources.
Distinguish between fact and opinion.
Recognize propaganda and the presence of bias or prejudice.
Recognize gratuitous violence in forms of popular culture.
Responsible Healthy Lifestyles (7150-0409, p. 10): Read about, discuss, observe, and report, either in writing or orally, on the major causes of and treatments for a disease such as cancer, heart and lung diseases, arthritis.
Language Arts - 11th Grade
COURSE DESCRIPTION:
Students in grade eleven have begun to anticipate their post-high school goals. Although they are not necessarily settled on a career, they should be searching for a specific area of broad interest. It is at this time that the Utah Core begins to look in a formal way at a skill very much needed in the workplace and in community involvement: that of presenting. Although students have been formally involved in public speaking that does use some visuals, at this juncture they more conscientiously add graphics, visuals, or technological skills to the skill of speaking. Both reading process and writing process have by this time received two years of intense and direct instruction, and students should be ready to combine all of these skills in a holistic curriculum that results in their being able to comfortably and effectively address groups and individuals.

CROSS CURRICULAR CONNECTIONS:
Language arts teachers think of themselves as teachers of process more than dispensers of content. The language arts themselves have very little content. They are process skills. It is often helpful, and certainly reasonable, to take for the content of the various papers and presentations that students will create in language arts classes, content from other classes in the Core Curriculum and elsewhere. Listed below are some curricular connections that can be made between language arts and other curricula. These connections are taken from the Core documents of the other content areas specified, and would make useful assignments or choices for students involved in those other content areas. The Core standards and objectives for each of the areas listed below can be accessed on the Internet at http://www.usoe.k12.ut.us/curr.

Science (Chemistry 3620-0207, p. 46): Read, observe, discuss, and present on the need for the development, usefulness, limitations, and the physical construction of atomic models. (Physics, 3640-0503, p. 58): Evaluate and present on "the economic, social, and/or environmental impacts of energy transformation and their uses."
Math (5350-04, p. 48): Investigate and report on historical and multicultural contributions to algebra via reports, research projects, and presentations.
Social Studies (6250-0101, p. 33): Write a persuasive paper presenting the need to help solve an American problem or legal issue.
Library Media (6512-0507, p. 5): Relate literature to classroom curricula; e.g., folktales and mythology to explanations of scientific phenomena, biography to mathematics, natural history writing to science.
Responsible Healthy Lifestyles (7710-0108, p. 14): Deliver a presentation on principles of healthy lifestyles that will improve quality and longevity of life including relaxation techniques.

Mr. Harkness:

Computer Technology: Required .50 credit

An introduction to computer application software that encompasses document processing, spreadsheets, and presentations. An understanding of ethics and use of operating systems, information resources, and electronic mail in included. Skills gained will be demonstrated by creating a project for a different content area.

Business Web Page Design: Elective .50 credit

This semester course provides students with advanced Internet skills and techniques as well as a major emphasis on beginning Web page design. Students will explore resources of the Internet and its tools through the use of e-mail, search engines and browsers. HTML and Web publishing software will be used to design, create, and format and edit Web pages

Advanced Business Web Page Design: Elective .50 credit

This course provides skill development in the electronic procedures of producing, editing, publishing, and maintaining documents on the Internet. Web publishing software and HTML are used to develop the competencies of creating, formatting, illustrating, designing, editing/revising, and publishing documents on the World Wide Web. Proofreading, Document composition, design composition and communication competencies are included.

Mr. Hatch:

World Civilizations

COURSE DESCRIPTION:
The study of World Civilizations emphasized the increasing interrelationships over time to the world’s peoples.  These interrelationships have developed in two major arenas.  First, the relationships that have developed among major regions of the world:  East Asia, South Asia, Southwest Asia (Middle East), Africa, Europe, North America, and Latin America.  Second, they have developed within all aspects of human activity:  political, economic, social, philosophical, and religious, scientific and technological, and artistic.

U.S. Government & Citizenship
COURSE DESCRIPTION:
The goal of this course is to foster informed, responsible participation in public life. Knowing how to be a good citizen is essential to the preservation and improvement of United States democracy. Upon completion of this course the student will understand the major ideas, protections, privileges, structures, and economic systems that affect the life of a citizen in the United States political system. This course is recommended for seniors due to their proximity to voting and draft age.

Mrs. Hjorth:

Career Orientation and Exploration
COURSE DESCRIPTION:
A growing number of young people leave school without the knowledge or foundation required to find and hold a good job. This course emphasizes skills needed to successfully prepare young people for the work environment and shows relevance of academic classes to future career and educational goals.

Critical Workplace Skills
COURSE DESCRIPTION:
A growing number of young people leave school without the knowledge or foundation required to find and hold a good job. This course emphasizes skills needed to successfully prepare young people for the work environment and shows relevance of academic classes to future career and educational goals. With a foundation based on the SCANS Skills, the course covers: the job application process, legal and safety issues, ethics, goal setting, teamwork, conflict resolution, attitude, etc. A student must successfully complete the Critical Workplace Skills or Career Orientation and Exploration course before they may earn work-based learning experience or be involved in a student internship.

Child Development
COURSE DESCRIPTION:
This course provides students with an understanding of the aspects of human growth and development. Parenting skills are developed as positive guidance techniques and child-related issues are studied. Learning activities, observation techniques, and lab experiences in working with young children may be included. Student leadership (FCCLA) may be an integral part of the course. (Standards 1-7 will be covered on Skill Certification Test # 320)

Food and Nutrition I
COURSE DESCRIPTION:
This course is designed for students who are interested in understanding the principles of nutrition and in maintaining a healthy life style. Attention will be given to the selection and preparation of food and personal health and well-being. (Standards 1-6 will be covered on Skill Certification Test #340.)
Food and Nutrition II
COURSE DESCRIPTION:

Mr. Henry:

Art Foundations 1, (2-D)
COURSE DESCRIPTION:
This class will be a studio-oriented, problem solving class which will focus on the elements and principles of design.  The entire semester will involve creating works of art centered on each design principle.  This will be accomplished using cut paper designs on illustration board.
Concepts to be assessed are the understanding of the elements and principles of design, craftsmanship and attention to detail, speaking skills, and accountability, (particularly in relationship to deadlines and keeping up with materials).  These assessments will take the form of teacher and self assessments, class critiques, and various other means, as well.