English

ENGLISH LANGUAGE ARTS I (GRADE 9)

COURSE DESCRIPTION: The ninth grade English Language Arts I course engages students in activities that develop skills in reading, writing, speaking, and listening. Course curriculum is aligned to the Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language domains of the Michigan Common Core State Standards for ninth grade. The course specifically builds content around core themes and essential questions that drive classroom instructional routines to facilitate critical thinking, college and career readiness. Students will engage in close reading, collaborative discussions, analysis of text details, analysis of craft and structure, style, tone, and word choice analysis through multiple entries into fiction, non-fiction and informational texts. The course focuses on reading diverse texts through national and world perspectives, excerpts and full-texts of literature and novel studies. Students will engage in various modes of writing, such as narrative, explanatory, informational, argumentative, and non-fiction narrative writing. Student knowledge in grammar, mechanics, and usage will also be reinforced through interaction with literature.

ENGLISH LANGUAGE ARTS II (GRADE 10), HONORS

COURSE DESCRIPTION: In addition to the English II course, students will be required to explore a more intense and rigorous study of reading, writing, speaking, viewing and listening. Students may engage in deeper novel studies on an accelerated path and experience the traditional tenth grade course through additional literary analysis and heightened performance tasks.

ENGLISH LANGUAGE ARTS III (GRADE 11), HONORS

COURSE DESCRIPTION: In addition to the English III course, students will be required to explore a more intense and rigorous study of reading, writing, speaking, viewing and listening. Students may engage in deeper novel studies on an accelerated path and experience the traditional eleventh grade course through additional literary analysis and heightened performance tasks.

ENGLISH LANGUAGE ARTS IV (GRADE 12), HONORS

COURSE DESCRIPTION: In addition to the English IV course, students will be required to explore a more intense and rigorous study of reading, writing, speaking, viewing and listening. Students may engage in deeper novel studies on an accelerated path and experience the traditional eleventh grade course through additional literary analysis and heightened performance tasks.

AP ENGLISH LITERATURE AND COMPOSITION (GR 11 and 12)

COURSE DESCRIPTION: AP English Language and Composition is typically a twelfth grade English course. The course is highly aligned to the standards and structure of the Michigan Common Core State Standards. The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.

ENGLISH TEST PREP, SAT (GR 11)

COURSE DESCRIPTION: In this one-semester course, students engage in preparation to take the SAT exam in the spring. The course includes focus on the SAT English Language Arts domains of reading, writing, speaking and listening, and additional topics in related content areas. Khan Academy’s Official SAT Practice is also integrated into the course framework.

IB LANGUAGE A: LANGUAGE AND LITERATURE (SL OR HL) (GR 11)

COURSE DESCRIPTION: This is a required two-year course for Diploma Programme (DP) Candidates. The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. This course code should be used for Diploma Program (DP) Candidates. Students should be enrolled in this course for 2 years. Students enrolled in Language A: Language and Literature cannot be simultaneously enrolled in Language A: literature (SL or HL). Choose one or the other.

Math

ALGEBRA I

COURSE DESCRIPTION: In Algebra I, students learn representations of functions using graphs, tables, equations, and contexts. The course focuses on solving equations and inequalities using a variety of strategies. Students solve systems of two equations and inequalities with two variables using a variety of strategies. Students analyze representations of arithmetic and geometric sequences, use exponential models to solve problems, and investigate a variety of functions including square root, cube root, absolute value, piecewise-defined, step, and simple inverse functions. The course also includes study of statistical analysis of two-variable data and distributions of one-variable data.

ALGEBRA I, HONORS

COURSE DESCRIPTION: In Algebra I Honors, students learn representations of functions using graphs, tables, equations, and contexts. The course focuses on solving equations and inequalities using a variety of strategies. Students solve systems of two equations and inequalities with two variables using a variety of strategies. Students analyze representations of arithmetic and geometric sequences, use exponential models to solve problems, and investigate a variety of functions including square root, cube root, absolute value, piecewise-defined, step, and simple inverse functions. The course also includes study of statistical analysis of two-variable data and distributions of one-variable data. The course may advance at an accelerated pace.

ALGEBRA II

COURSE DESCRIPTION: In Algebra II, students visualize, express, interpret, describe, and graph functions (and their inverses, in many cases). Students will represent functions with an equation, and vice-versa, and transform graphs, including those from the following function families: absolute value, exponential, linear, logarithmic, piecewise-defined, polynomial, quadratic, square root, and trigonometric. Students will recognize the connections between multiple representations. Students rewrite rational expressions, perform arithmetic operations on polynomials, and study the relationship between zeros and factors of polynomials.

ALGEBRA II

COURSE DESCRIPTION: In Algebra II, students visualize, express, interpret, describe, and graph functions (and their inverses, in many cases). Students will represent functions with an equation, and vice-versa, and transform graphs, including those from the following function families: absolute value, exponential, linear, logarithmic, piecewise-defined, polynomial, quadratic, square root, and trigonometric. Students will recognize the connections among multiple representations. Students rewrite rational expressions, perform arithmetic operations on polynomials, and study the relationship between zeros and factors of polynomials.

GEOMETRY

COURSE DESCRIPTION: In this course, students study geometric transformations (reflection, rotation, translation, dilation) and symmetry. Students explore relationships between figures (such as similarity and congruence) in terms of rigid motions and similarity transformations. Proofs of geometric theorems, using coordinates to prove geometric theorems, and modeling with geometry are also studied in detail. Students also study tools for analyzing and measuring right triangles, general triangles, and complex shapes. This study includes the Pythagorean Theorem, trigonometric ratios, the Law of Sines, and the Law of Cosines. Geometry also includes the study of theorems about circles, including arc lengths and areas of sectors. Topics on probability and statistics are also included.

GEOMETRY, HONORS

COURSE DESCRIPTION: In this course, students study geometric transformations (reflection, rotation, translation, and symmetry. Students explore relationships between figures (such as similarity and congruence) in terms of rigid motions and similarity transformations. Proofs of geometric theorems, using coordinates to prove geometric theorems, and modeling with geometry are also studied in detail. Students also study tools for analyzing and measuring right triangles, general triangles, and complex shapes. This study includes the Pythagorean Theorem, trigonometric ratios, the Law of Sines, and the Law of Cosines. Geometry also includes the study of theorems about circles, including arc lengths and areas of sectors. Topics on probability and statistics are also included.

GEOMETRY, PRE-IB

COURSE DESCRIPTION: In this course, students study geometric transformations (reflection, rotation, translation, dilation) and symmetry. Students explore relationships between figures (such as similarity and congruence) in terms of rigid motions and similarity transformations. Proofs of geometric theorems, using coordinates to prove geometric theorems, and modeling with geometry are also studied in detail. Students also study tools for analyzing and measuring right triangles, general triangles, and complex shapes. This study includes the Pythagorean Theorem, trigonometric ratios, the Law of Sines, and the Law of Cosines. Geometry also includes the study of theorems about circles, including arc lengths and areas of sectors. Topics on probability and statistics are also included. This course is considered a prerequisite course for students that desire to enter into the International Baccalaureate Diploma Programme.

CALCULUS

COURSE DESCRIPTION: Calculus includes the study of limits, continuity, differentiation, applications of differentiation, integration, differential equations, area, and volume. Students study multiple representations and focus on application in the course.

AP CALCULUS AB

COURSE DESCRIPTION: AP Calculus AB includes the study limits, continuity, differentiation, applications of differentiation, integration, differential equations, area, and volume. Students enrolling in AP Calculus AB are expected to register for and take the AP exam in the spring. This course advances at an accelerated pace.

AP CALCULUS BC

COURSE DESCRIPTION: AP Calculus BC includes the study of limits, continuity, differentiation, applications of differentiation, integration, advanced integration techniques, differential equations, area, and volume. Students also study convergence and divergence of infinite series, logistic growth, Taylor and Maclaurin Polynomials, areas bounded by polar curves, and derivatives and integrals of parametric equations. Students enrolling in AP Calculus BC are expected to register for and take the AP exam in the spring. This course advances at an accelerated pace.

AP STATISTICS

COURSE DESCRIPTION: AP Statistics includes the exploratory analysis of data, planning a study, and probability and statistical inference. Students will describe patterns and departures from patterns, plan and conduct studies, explore random phenomena using probability and simulation, estimate population parameters, and test hypotheses. Students use computers and graphing calculators to fit mathematical models to data and also to produce graphs designed for statistical analysis. Students interpret problem situations described in writing and to write reports. This course prepares students to take the Advanced Placement Statistics examination, and students are expected to register for and take the AP exam in the spring.

MATH TEST PREP, SAT (GR 11)

COURSE DESCRIPTION: In this course, students engage in preparation to take the SAT exam in the spring. The course includes focus on the SAT Math domains of the Heart of Algebra, Problem Solving and Data Analysis, Passport to Advanced Mathematics, and Additional Topics in Mathematics. Khan Academy’s Official SAT Practice is also integrated into the course framework.

IB MATHEMATICS: ANALYSIS AND APPROACHES HL

COURSE DESCRIPTION: According to the recommended guidelines of the IBO, the aims of this course are to enable students to develop mathematical knowledge, concepts and principles, develop logical, critical and creative thinking and employ and refine their powers of abstraction and generalization. This course will be available in mathematics in August 2019, and will have it’s first assessment in May 2021.

Science

ANATOMY AND PHYSIOLOGY

COURSE DESCRIPTION: A year-long elective collegiate lecture/laboratory course that provides students an indepth examination of the structures (Anatomy) and functions (Physiology) of the human body. Inquiry standards are used to provide an overview of the human body followed by examinations of various organs and systems. All instructional pedagogy and student engagement are directly related to real-world applications with emphasis on health, medical conditions, physical activity, and sports. Students multimedia project-based research and presentations demonstrate depth of knowledge of the above concepts. This course is based on the MDE state-adopted standards.

AP BIOLOGY

COURSE DESCRIPTION: A year-long laboratory science course that is designed to be equivalent to a two-semester college introductory biology course, usually taken by biology majors during their first year. This is an elective science course for students who are highly motivated with a strong interest in science. Major topics of study include biochemistry, cells, cellular energetics, genetics, evolution, classification, organism structure/function and ecology. At the completion of this course, students are expected to take the College Board’s AP Biology exam and will receive college credit if they earn the required score determined by the College Board.

AP CHEMISTRY

COURSE DESCRIPTION: A year-long laboratory science course that is designed to be equivalent to a two-semester college introductory Chemistry course usually taken by Science majors during their first year. This is an elective science course for students who are highly motivated with a strong interest in science. Major topics of study include atomic structure, stoichiometry, advanced bonding, thermodynamics, redox/equilibrium, and states of matter. At the completion of this course, students are expected to take the College Board’s AP Biology exam and will receive college credit if they earn the required score determined by the College Board.

CHEMISTRY, HONORS

COURSE DESCRIPTION: A year-long laboratory science course, Honors Chemistry functions at an accelerated pace. In this course, students study the same content outlined in the general course description but go deeper into topics of chemical bonding, chemical structure, reactions and reactivity, matter and its changing composition, families of elements, and equation writing. The performance expectations of the course will focus on scientific practices including developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, constructing explanations and engaging in argument from evidence. This course is based on the MDE state-adopted standards.

CHEMISTRY

COURSE DESCRIPTION: A year-long laboratory science course that is designed to help students understand basic chemical principles and master problem-solving skills. Students develop an understanding of concepts of chemistry with a focus on chemical bonding, chemical structure, reactions and reactivity, matter and its changing composition, families of elements and equation writing. The performance expectations of the course will focus on scientific practices including developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, constructing explanations and engaging in argument from evidence. This course is based on the MDE state-adopted standards.

BIOLOGY

COURSE DESCRIPTION: A year-long laboratory science course that investigates the processes of living things, biochemical cycles, and cellular mechanisms that maintain homeostasis. Inquiry standards are taught in the context of stable internal environments, photosynthesis, respiration, mitosis and meiosis, heredity, organization of living things, and evolution. This course is based on the MDE state-adopted standards.

IB BIOLOGY

COURSE DESCRIPTION: A year-long course, IB Biology is the study of life. Students will learn about the vast diversity of species that makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. This progress is important at a time of growing pressure on the human population and the environment. By studying biology, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Students will have opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers and evaluate and communicate their findings.

ENVIRONMENTAL SCIENCE

COURSE DESCRIPTION: A year-long laboratory science course that explores topics on the interactions of humans, other living organisms, and the environment. Content areas include ecology, biotechnology, population, biodiversity, conservation, natural resources, natural hazards, and the human impact on the earth, global climate change, and human health. This course is based on the MDE state-adopted standards.

PHYSICS

COURSE DESCRIPTION: A year-long laboratory science course that examines the relationships between matter and energy, and the importance and applicability of this interaction. Using foundational concepts of physics and basic Algebra I skills, students solve real-life problems. Inquiry standards are taught with a focus on force and motion of objects and electricity and magnetism. Content areas include: physics process skills, mechanics and thermodynamics. This course is based on the MDE state-adopted standards.

AP PHYSICS C: MECHANICS

COURSE DESCRIPTION: A year-long course, AP Physics C is a calculus-based, college-level physics course. It covers kinematics; Newton’s laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; oscillations; and gravitation. At the completion of this course, students are expected to take the College Board’s AP Physics C exam and will receive college credit if they earn the required score determined by the College Board.

IB PHYSICS

COURSE DESCRIPTION: A year-long course, IB Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Students develop models to try to understand these observations and develop theories to explain them. By studying physics, students become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyze results and evaluate and communicate their findings.

NEXT GEN PHYSICAL SCIENCE

COURSE DESCRIPTION: This grade 9 year-long laboratory science course develops an understanding of the forces and energy involved in atomic and molecular interactions. Students will develop and use models of interactions at the atomic molecular scale to explain observed phenomena and develop a model of the flow of energy and cycles of matter for phenomena at macroscopic and submicroscopic scales. Scientific practices and engagement with phenomena help illustrate and involve students with disciplinary core ideas. Physical models and computer simulations to help students connect observable phenomena with sub-microscopic mechanisms. This course is based on the MDE state-adopted standards.

Social Studies

AP MICROECONOMICS

COURSE DESCRIPTION: The purpose of the AP course in microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. (Adapted from the College Board Advanced Placement Course Description)

AP PSYCHOLOGY

COURSE DESCRIPTION: A year-long laboratory science course that explores the universe with emphasis on conceptual underatnding, as contrasted with mathematical comprehension. Modern theories, observations, ideas concerning nature, evolution of galaxies, quasars, starts, black holes, planets, ans solar systems will be explored. This course is based on the MDE state-adopted standards.

AP U.S. GOVERNMENT AND POLITICS

COURSE DESCRIPTION: AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States. Students will study U.S. foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. In addition, they will complete a political science research or applied civics project. (Adapted from the College Board Advanced Placement Course Description)

AP U.S. HISTORY

COURSE DESCRIPTION: This Advanced Placement course invites students to study the cultural, economic, political, and social developments that have shaped the United States from c. 1491 to the present. Students act as historians in this course by analyzing primary and secondary sources, developing arguments, analyzing events for change and continuity, analyzing for contextualization, and making historical comparisons. Students use the AP developed themes to connect historical events and developments over time and place: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures. (Adapted from the College Board Advanced Placement Course Description)

AP WORLD HISTORY

COURSE DESCRIPTION: This Advanced Placement course invites students to analyze 6 historical periods from 8000 BCE to the present. Students act as historians in this course by analyzing primary and secondary sources, developing arguments, analyzing events for change and continuity, analyzing for contextualization, and making historical comparisons. Students use the AP developed themes to connect historical events and developments over time and place: interactions between the humans and environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures. (Adapted from the College Board Advanced Placement Course Description)

CIVICS

COURSE DESCRIPTION: Through the use of inquiry under the C3 Framework, students explore political systems and structures in order to navigate those systems effectively. They will deepen their knowledge of the United States democratic system through an understanding of constitutional principles. Students will explore current political policy issues both domestic and foreign. Students learn about civic engagement to inspire them to become engaged in our political system. This course is aligned to the Michigan High School Content Expectations and is a semester long course.

CONTEMPORARY WORLD ISSUES

COURSE DESCRIPTION: This course surveys the political, social, economic, and environmental issues facing contemporary human society. Emphasis will be placed on skill development in analyzing point of view, empathy, research, writing, and argumentation.

ECONOMICS

COURSE DESCRIPTION: Through the use of inquiry under the C3 Framework, students explore economic principles and structures in order to navigate those systems effectively. They will deepen their knowledge of the United States economic system from a micro to macro level. Students will explore current economic policy issues both domestically and internationally. Students will also learn wise consumer habits. This course is aligned to the Michigan High School Content Expectations and is a semester long course.

HISTORY OF DETROIT

COURSE DESCRIPTION: The study of local history allows students to develop a sense of identity and pride in their hometown. In this course, students analyze the development of Detroit through primary sources, visuals, and stories that shaped our great city. Students will examine the local history of Detroit to understand the broader context of American historical developments.

IB THEORY OF KNOWLEDGE

COURSE DESCRIPTION: The Diploma Programme (DP) Theory of Knowledge (TOK) course provides an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. This course is central to the IB philosophy. TOK is comprised almost entirely of questions, pushing students to analyze the definition of knowledge and how we know it by focusing on types of evidence, evaluating best models, and real-world implications of theories. Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. (Adapted from the International Baccalaureate course description)

PSYCHOLOGY

COURSE DESCRIPTION: This course surveys the basic theories and principles of elementary psychology that focuses on social behavior, personality, research methods, designing reports, and analyzing theories and concepts. The course will encourage students to develop analytical and research skills in the areas of mind-body connection, consciousness, theories of personality, psychological disorders, the role and effectiveness of treatments, and theories of intelligence.

WORLD HISTORY AND GEOGRAPHY

COURSE DESCRIPTION: Through the use of inquiry under the C3 Framework, students explore the growth and development of major religions, the rise and fall of civilizations and empires, the spread of ideas and technology, the impact of imperialism, nationalism, and independence movements, and global conflicts from about 1200 AD to the present. Students will expand their historical thinking skills by analyzing primary sources for context, corroboration, and sourcing. This course is aligned to the Michigan High School Content Expectations and is a year-long core curriculum course.

IB HISTORY

COURSE DESCRIPTION: The Diploma Programme (DP) history course is a world history course based on a comparative, multi-perspective approach to history and focused around key historical concepts such as change, causation and significance. It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. In this way, the course involves a challenging and demanding critical exploration of the past. The DP history course requires students to study and compare examples from different regions of the world, helping to foster international mindedness. (Adapted from the International Baccalaureate Course Description)

Military Science

ARMY JUNIOR ROTC I

COURSE DESCRIPTION: This basic course consists of material from the nine core JROTC units designed to develop the Emerging Leader, emphasizing academic skills, self-awareness and developing a personal plan. Lessons concentrate on; JROTC Foundations, Personal Growth and Behavior, Critical and Creative Thinking, Reading and Vocabulary Comprehension, Studying and Test Taking Strategies, Decision Making, Goal Setting, Anger Management Techniques, Conflict Resolution, Health and Fitness, Stress Management, Geography, and Service Learning. Cadets begin to develop new skills they will use in high school and throughout life. This introductory course develops a greater appreciation of American History, Traditions and the Purpose of Army JROTC. This course introduces Personal Growth and Development, Skills, Traits and Principles necessary to influence human behavior. Cadet rank may be earned within the battalion through demonstrated leadership and participation within the program.

ARMY JUNIOR ROTC II

COURSE DESCRIPTION: This course continues with JROTC topics on an intermediate level designed for the Developing Leader, emphasizing career exploration, communication and ethics. Lessons concentrate on; Introduction to Leadership Development, Communication Skills, Team Building, Achieving a Healthy Lifestyle, First Aid for Emergency and Non-Emergency Situations, Map Reading Skills, Citizenship Skills, Foundations of the American Political System, Creating the US Constitution, The Bill of Rights, Citizen Roles in American Democracy and Service Learning. Course work focuses on Leadership, Presentation Skills such as Becoming a Better Writer, Speech Writing and Public Speaking, Government and Citizenship and First Aid. Cadet rank may be earned within the battalion through demonstrated leadership and participation within the program.

ARMY JUNIOR ROTC III

COURSE DESCRIPTION: This course continues with JROTC topics on an applied level designed to develop the Supervising Leader emphasizing post-secondary plans, career portfolio, and self-management. Lessons concentrate on; Leadership Theory and Application, Citizenship in Action, Drug Awareness, Celebrating Cultural and Individual Diversity, Negotiating and Decision Making. Course work includes Effects of Substance Abuse, Prejudice, Negotiation and Conflict Resolution, Career Exploration, Planning Skills, Social Responsibility, Resume Building, Interviews, Financial Planning, Critical Thinking and Service Learning. Cadet rank may be earned within the battalion through demonstrated leadership and participation within the program.

ARMY JUNIOR ROTC IV

COURSE DESCRIPTION: This course continues with JROTC topics on an advanced level designed to develop the Managing Leader emphasizing life after school and professional development. Lessons focus on; Service to the Nation, Leadership Principals, Personal Finance, Teaching Skills, Service Learning and Applied Leadership in a Command or Staff Position.

Fine and Performing Arts

ACTING

COURSE DESCRIPTION: Theater—Acting/Performance courses provide students with experience and skill development in one or more aspects of theatrical production, by concentrating on acting and performance skills. Introductory courses explore fundamental techniques, while advanced courses extend and refine technique, expand students’ exposure to different types of theatrical craft and traditions from varied social and historical contexts, and increase their participation in public productions.

BAND I

COURSE DESCRIPTION: Band courses help students develop techniques for playing brass, woodwind, and percussion instruments and their ability to perform a variety of concert band literature styles. These courses may emphasize rehearsal and performance experiences in a range of styles (e.g., concert, marching, orchestral, and modern) and also include experiences in creating and responding to music.

CHOIR I

COURSE DESCRIPTION: Chorus I develops students’ vocal skills within the context of a large choral ensemble in which they perform a variety of styles of repertoire. This sequence of courses are designed to develop students’ vocal techniques and their ability to sing parts and include experiences in creating and responding to music.

CONCERT BAND

COURSE DESCRIPTION: Courses in Concert Band are designed to promote students’ technique for playing brass, woodwind, and percussion instruments and cover a variety of band literature styles, primarily for concert performances and also include experiences in creating and responding to music.

CONCERT CHOIR

COURSE DESCRIPTION: Concert Choir is an audition-based choir develops students’ vocal skills within the context of a large choral ensemble in which they perform a variety of styles of repertoire. This sequence of courses are designed to develop students’ vocal techniques and their ability to sing parts and include experiences in creating and responding to music.

DANCE WORKSHOP

COURSE DESCRIPTION: This course will prepare students to take dance assessments. This course will help students develop skills in the composition, performance, and analysis of dance. These courses also help students form an historical and global awareness of dance forms and styles.

FILM STUDY 101

COURSE DESCRIPTION: This is the first course in a 2-course sequence for high school Film Study. Film Study helps students understand the critical historical and stylistic elements of cinema. This course helps students form an aesthetic framework to examine social, political, and historical events in the world and to understand how moving images express the ideas of individuals and society. Course content may include analysis, discussion, and evaluation of multiple film styles including, but not limited to, documentary, short film, drama, horror, and comedy.

HISTORY AND LITERATURE OF THE THEATER

COURSE DESCRIPTION: History and Literature of the Theatre courses explore in depth the structure, elements, and style of dramatic compositions, and, as an extension, how the dramatic literature influenced theatrical production and acting styles throughout history. Some courses may focus more on the literature component than on the theatre (with increased emphasis on critique and analysis), but most courses connect these subjects, exploring their interrelationship. Major contributors (i.e. playwrights, directors, designers) and the architecture of the theater may also be included as topics of study.

IB ART: VISUAL ARTS I

COURSE DESCRIPTION: IB Visual Arts courses prepare students to take the International Baccalaureate (IB) Visual Arts exams. IB Visual Arts courses provide experiences that develop students’ aesthetic and creative faculties, provide experiences in various visual art forms, offer training in awareness and criticism of art, and enable students to create their own quality works of art. Students perform both studio and research work; the research component is designed to investigate particular topics or concepts of interest in further detail. These courses were formerly known as IB Art/Design.

INTRODUCTION TO THE THEATER

COURSE DESCRIPTION: Introduction to Theater courses provide an overview of the art, conventions, and history of the theater arts. Although the courses sometimes include experiential exercises, they emphasize learning about theater processes rather than theatrical production and performance. Course topics include one or more of the following: basic techniques in acting, major developments in dramatic literature, major playwrights, the evolution of theater as a cultural tradition, and critical appreciation of the art and craft of the theater profession.

JAZZ BAND I

COURSE DESCRIPTION: Formerly known as Contemporary Band, Contemporary Instrumental Ensemble courses help students perform a variety of contemporary styles, such as traditional jazz, jazz improvisation, and rock. At the same time, these courses cultivate students’ technique on instruments appropriate to the style(s) performed—brass, woodwind, string, percussion instruments, and/or electronic. These ensembles emphasize instrumental music but may also include vocal music. Advanced coursework provides students with opportunities for growth through rehearsal and performance, improvisation, or creating and performing their own compositions.

MARCHING BAND

COURSE DESCRIPTION: Courses in Marching Band are intended to develop students’ technique for playing brass, woodwind, and percussion instruments and cover appropriate band literature styles, primarily for marching performances.

MODERN DANCE I

COURSE DESCRIPTION: Modern Dance courses provide students with ongoing training in modern dance and emphasize improving students’ technique.

MODERN DANCE II

COURSE DESCRIPTION: Modern Dance courses provide students with ongoing training in modern dance and emphasize improving students’ technique.

MODERN DANCE III

COURSE DESCRIPTION: Modern Dance courses provide students with ongoing training in modern dance and emphasize improving students’ technique.

MODERN DANCE IV

COURSE DESCRIPTION: Modern Dance courses provide students with ongoing training in modern dance and emphasize improving students’ technique.

ORCHESTRA I

COURSE DESCRIPTION: Orchestra courses help develop students’ technique for playing strings along with woodwind, brass, and percussion instruments. These courses may emphasize collaboration through rehearsal and performance experiences in creating and responding to music.

ORCHESTRA II

COURSE DESCRIPTION: Orchestra courses help develop students’ technique for playing strings along with woodwind, brass, and percussion instruments. These courses may emphasize collaboration through rehearsal and performance experiences in creating and responding to music.

PHOTOGRAPHY I

COURSE DESCRIPTION: Photography I provides students with an understanding of photographic media, techniques, and processes. This course focuses on development of photographic compositions through manipulation of the fundamental processes of artistic expression. Students learn to make meaningful visual statements with an emphasis on personal creative expression to communicate ideas, feelings, or values. Photography courses also include the history of photography, historic movements, image manipulation, critical analysis, and some creative special effects. Students engage in critiques of their photographic images, the works of other students, and those by professional photographers for the purpose of reflecting on and refining work.

PIANO I

COURSE DESCRIPTION: Piano I provides students an introduction to, and refine the fundamentals of, music and keyboard including literature and techniques such as scales, chords, and melodic lines and offer instruction in more advanced techniques. Formal and informal performances are included as well as experiences in creating and responding to music.

STRINGS

COURSE DESCRIPTION: Strings courses provide students an introduction to, and refine the fundamentals of, music and bowed-string instrument literature and techniques and may include more advanced techniques. These courses teach students the appropriate care, handling, and maintenance of musical instruments. Formal and informal performances are included as part of string instrument instructional programs as well as experiences in creating and responding to music.

SYMPHONIC BAND I

COURSE DESCRIPTION: Orchestra courses help develop students’ technique for playing strings along with woodwind, brass, and percussion instruments. These courses may emphasize collaboration through rehearsal and performance experiences in creating and responding to music.

THEATRICAL PRODUCTION AND MANAGEMENT

COURSE DESCRIPTION: Theatrical Production and Management courses prepare students to manage the planning, design, preparation, and production of plays and other theatrical performances. Course content may include instruction in theatrical design, program management, dramatic production, rehearsal management, personnel management and casting, actor coaching, directing concepts and techniques, dramaturgy, script interpretation, business management, marketing, public relations, and communications skills.

VISUAL ARTS - 2D

COURSE DESCRIPTION: Visual Art: 2-D is designed for students to learn the fundamentals of two-dimensional art. This course focuses on a variety of concepts and approaches in drawing and 2-D design, enabling students to demonstrate a range of abilities and versatility with media, technique, problem solving, and scope. Such conceptual variety can be demonstrated through the use of one or several media.

VISUAL ARTS - 3D

COURSE DESCRIPTION: Visual Art: 3-D is designed for students to learn the fundamentals of three-dimensional art. These courses focus on a variety of concepts and approaches in 3-D design and creation, enabling students to demonstrate a range of abilities and versatility with media, technique, problem solving, and scope. They can demonstrate such conceptual variety through the use of one or several media. Students refine their skills and create artistic works to submit via portfolio to the College Board for evaluation.

VISUAL ARTS - COMPREHENSIVE

COURSE DESCRIPTION: Visual Arts—Comprehensive enables students to explore one or several art forms (e.g., drawing, painting, two- and three-dimensional design, and sculpture) and to create individual works of art. This initial course emphasizes observations, interpretation of the visual environment, visual communication, imagination, and symbolism. This course covers the language, materials, media, and processes of various art forms and the design elements.

VOCAL ENSEMBLE

COURSE DESCRIPTION: Vocal Ensemble courses help students develop vocal techniques and refine their ability to sing parts in small ensembles (e.g., madrigal, barber shop, gospel). Course goals may include helping students develop their solo singing ability and emphasize one or several ensemble literature styles. These ensembles may include both instrumental and vocal music and include experiences in creating and responding to music.

Business and Marketing

BUSINESS MANAGEMENT I

COURSE DESCRIPTION: This course provides opportunities to learn and experience a variety of topics in the field of business. Students are exposed to various economies, their roles in our economy, entrepreneurship, marketing, managing financial and technological resources, and the use of social media. Course activities involve students in writing, investigating, problem-solving, demonstrating, and reporting. Career related activities, projects and work-based learning experiences are included, where possible.

Computer Science

ACADEMIC GAMES (9-12)

COURSE DESCRIPTION: This course is designed to support the district’s Academic Games initiative. Students in grades 9-12 are encouraged to enroll into this elective course if they desire to represent their schools and compete in Academic Games in district, regional and/or national competitions in Equations, On-Sets, Wff N’ Proof, LinguiSHTIK, On-Words, Presidents, Propaganda, and/or Theme/Current Events (World Card).

AP COMPUTER SCIENCE PRINCIPLES

COURSE DESCRIPTION: In this course, students will develop computational thinking skills vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course engages students in the creative aspects of the field by allowing them to develop computational artifacts based on their interests.

Communications and Audio/Visual Technology

NEWSPAPER

COURSE DESCRIPTION: The Newspaper course engages students in activities that develop skills in reading, writing, speaking, and listening. Course curriculum is aligned to the Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language domains of the Michigan Common Core State Standards. This course covers the fundamentals of news writing through reading-to-write skills and strategies that identify and reveal news, accommodate audience, determine story value and uncovers sources of information and general news. This course also focuses on the elements of graphics, design and photojournalism in advertising, marketing, headlines and captions.

Engineering and Technology

ROBOTICS (9-12)

COURSE DESCRIPTION: This is a lab-based course that uses a hands-on approach to introduce the basic concepts of robotics, focusing on the construction and programming of autonomous mobile robots. Course information will be tied to lab experiments; students will work in groups to build and test increasingly more complex mobile robots, culminating in an end-of-semester robotics competition. Students will be divided into groups and complete a variety of construction and programming activities within the confines of these groups.

Foreign Language and Literature

AP FRENCH LANGUAGE AND CULTURE

COURSE DESCRIPTION: French Language AP is a College Board endorsed Advanced Placement course with specific requirements. In this course, Learners participate with ease and confidence in conversations in social interactions in everyday social and survival situations related to everyday life, personal interests, and studies and sometimes handle simple transactions with unexpected complications in various time frames. They understand the main idea and few details on various topics and follow stores and descriptions. They write and present on topics they have researched via organized paragraphs. They are consistently understood by native speakers accustomed to interacting with language learners. They recognize and use some culturally appropriate vocabulary, expressions, and gestures when participating in everyday interactions and recognize that differences exist in cultural behaviors and perspectives and can conform in familiar situations.

AP SPANISH LANGUAGE AND CULTURE

COURSE DESCRIPTION: Spanish Language AP is a College Board endorsed Advanced Placement course with specific requirements. In this course, Learners participate with ease and confidence in conversations in social interactions in everyday social and survival situations related to everyday life, personal interests, and studies and sometimes handle simple transactions with unexpected complications in various time frames. They understand the main idea and few details on various topics and follow stories and descriptions. They write and present on topics they have researched via organized paragraphs. They are consistently understood by native speakers accustomed to interacting with language learners. They recognize and use some culturally appropriate vocabulary, expressions, and gestures when participating in everyday interactions and recognize that differences exist in cultural behaviors and perspectives and can conform in familiar situations.

CHINESE I

COURSE DESCRIPTION: Chinese I Learners communicate minimally on very familiar topics by using simple, highly contextualized words, sentences, and questions related to themselves, home, family, friends, neighborhood, school, community, professions and environment that have been practiced and memorized. They recognize some familiar words and phrases when they hear or read them. They communicate some basic information about their everyday life using two or three words or memorized expressions. They can reproduce a modest number of words and phrases in context when writing about well-practiced, familiar topics and supply limited information on simple forms and documents. They may be understood with difficulty by sympathetic native speakers who are very accustomed to interacting with language learners. Learners show awareness of the most obvious cultural differences or culturally unacceptable practices.

CHINESE II

COURSE DESCRIPTION: Learners communicate and exchange basic information about familiar topics related to self, home, family, friends, neighborhood, school, community, professions, and environment using phrases and simple sentences. They recombine and reformulate memorized language in the present and in the future, and report series of isolated events in the past. They interact in short, social, everyday situations by asking and answering simple questions. They write short messages, postcards, and simple notes within the context in which the language was learned. They are understood primarily by native speakers who are sympathetic and accustomed to interacting with language learners. They recognize pieces of information (familiar words, phrases, and sentences) within short and simple messages related to everyday life and understand the main topics of what is being said or read. They show awareness of the most obvious cultural differences or culturally unacceptable practices.

CHINESE III

COURSE DESCRIPTION: Learners participate in conversations on a number of familiar topics beyond self, school, and home in simple sentences. They participate in short social interactions in everyday social and survival situations that may present some complications by asking and answering simple questions. They are consistently understood by native speakers accustomed to interacting with language learners. Learners write briefly about most familiar topics and present information using a series of simple sentences. They can understand the main idea in short, simple messages about familiar topics. They recognize and use some culturally appropriate vocabulary, expressions, and gestures when participating in everyday interactions and recognize that differences exist in cultural behaviors and perspectives and can conform in familiar situations.

FRENCH I

COURSE DESCRIPTION: Learners communicate minimally on very familiar topics by using simple, highly contextualized words, sentences, and questions related to themselves, home, family, friends, neighborhood, school, community, professions, and environment that have been practiced and memorized. They recognize some familiar words and phrases when they hear or read them. They communicate some basic information about their everyday life using two or three words or memorized expressions. They can reproduce a modest number of words and phrases in context when writing about well-practiced, familiar topics and supply limited information on simple forms and documents. They may be understood with difficulty by sympathetic native speakers who are very accustomed to interacting with language learners. Learners show awareness of the most obvious cultural differences or culturally unacceptable practices.

FRENCH II

COURSE DESCRIPTION: Learners communicate and exchange basic information about familiar topics related to self, home, family, friends, neighborhood, school, community, professions, and environment using phrases and simple sentences. They recombine and reformulate memorized language in the present and in the future, and report series of isolated events in the past. They interact in short, social, everyday situations by asking and answering simple questions. They write short messages, postcards, and simple notes within the context in which the language was learned. They are understood primarily by native speakers who are sympathetic and accustomed to interacting with language learners. They recognize pieces of information (familiar words, phrases, and sentences) within short and simple messages related to everyday life and understand the main topics of what is being said or read. They show awareness of the most obvious cultural differences or culturally unacceptable practices.

FRENCH III

COURSE DESCRIPTION: Learners participate in conversations on a number of familiar topics beyond self, school, and home in simple sentences. They participate in short social interactions in everyday social and survival situations that may present some complications by asking and answering simple questions. They are consistently understood by native speakers accustomed to interacting with language learners. Learners write briefly about most familiar topics and present information using a series of simple sentences. They can understand the main idea in short, simple messages about familiar topics. They recognize and use some culturally appropriate vocabulary, expressions, and gestures when participating in everyday interactions and recognize that differences exist in cultural behaviors and perspectives and can conform in familiar situations.

JAPANESE I

COURSE DESCRIPTION: Learners communicate minimally on very familiar topics by using simple, highly contextualized words, sentences, and questions related to themselves, home, family, friends, neighborhood, school, community, professions and environment that have been practiced and memorized. They recognize some familiar words and phrases when they hear or read them. They communicate some basic information about their everyday life using two or three words or memorized familiar topics and supply limited information on simple forms and documents. They may be understood with difficulty by sympathetic native speakers who are very accustomed to interacting with language learners. Learners show awareness of the most obvious cultural differences or culturally unacceptable practices.

JAPANESE II

COURSE DESCRIPTION: Learners communicate and exchange basic information about familiar topics related to self, home, family, friends, neighborhood, school, community, professions, and environment using phrases and simple sentences. They recombine and reformulate memorized language in the present and in the future, and report series of isolated events in the past. They interact in short, social, everyday situations by asking and answering simple questions. They write short messages, postcards, and simple notes within the context in which the language was learned. They understood primarily by native speakers who are sympathetic and accustomed to interacting with language learners. They recognize pieces of information (familiar words, phrases, and sentences) within short and simple messages related to everyday life and understand the main topics of what is being said or read. They show awareness of the most obvious cultural differences or culturally unacceptable practices.

SPANISH I

COURSE DESCRIPTION: Learners communicate minimally on very familiar topics by using simple, highly contextualized words, sentences, and questions related to themselves, home, family, friends, neighborhood, school, community, professions and environment that have been practiced and memorized. They recognize some familiar words and phrases when they hear or read them. They communicate some basic information about their everyday life using two or three words or memorized expressions. They can reproduce a modest number of words and phrases in context when writing about well-practiced, familiar topics and supply limited information on simple forms and documents. They may be understood with difficulty by sympathetic native speakers who are very accustomed to interacting with language learners. Learners show awareness of the most obvious cultural differences or culturally unacceptable practices.

SPANISH II

COURSE DESCRIPTION: Spanish II Learners communicate and exchange basic information about familiar topics related to self, home, family, friends, neighborhood, school, community, professions, and environment using phrases and simple sentences. They recombine and reformulate memorized language in the present and in the future, and report series of isolated events in the past. They interact in short, social, everyday situations by asking and answering simple questions. They write short messages, postcards, and simple notes within the context in which the language was learned. They are understood primarily by native speakers who are sympathetic and accustomed to interacting with language learners. They recognize pieces of information (familiar words, phrases, and sentences) within short and simple messages related to everyday life and understand the main topics of what is being said or read. They show awareness of the most obvious cultural differences or culturally unacceptable practices.

SPANISH III

COURSE DESCRIPTION: Learners participate in conversations on a number of familiar topics beyond self, school, and home in simple sentences. They participate in short social interactions in everyday social and survival situations that may present some complications by asking and answering simple questions. They are consistently understood by native speakers accustomed to interacting with language learners. Learners write briefly about most familiar topics and present information using a series of simple sentences. They can understand the main idea in short, simple messages about familiar topics. They recognize and use some culturally appropriate vocabulary, expressions, and gestures when participating in everyday interactions and recognize that differences exist in cultural behaviors and perspectives and can conform in familiar situations.

Physical Education, Health Education and Driver's Education

HEALTH EDUCATION

COURSE DESCRIPTION: Topics covered within Health Education courses may vary widely, but typically include infectious diseases (STIs - HIV/AIDS, etc.), personal health (nutrition, mental health, physical health, abuse prevention, social/emotional health, body systems, and first aid) and consumer health issues. The courses may also include brief studies of environmental health, personal development, and/or community resources.

PHYSICAL EDUCATION

COURSE DESCRIPTION: Physical Education—General courses involves content that is not grade differentiated and may apply to a range of consecutive grades. These courses provide broad content that is not organized as described elsewhere.

TEAM SPORTS

COURSE DESCRIPTION: Team Sports is an advanced Physical Education course for student athletes who have an interest in competitive team sports on the high school level or recreational/intramural level. The students are taught the importance of cognitive, psychomotor, and character traits needed to participate in sports as required by the Michigan High School Athletic Association covering the Michigan State Standards and Common Core. This course focuses on a variety of team sports, such as baseball, floor hockey, volleyball, soccer, cheerleading, basketball, and football. The prerequisite for this course is the student must be a current participant on one of the school’s athletic teams.

WEIGHT TRAINING

COURSE DESCRIPTION: Weight Training is an Honors Physical Education course that helps students develop extensive knowledge and advanced skills with an extensive concentration on free weights and universal stations while emphasizing safety and proper body positioning; they may include other components such as anatomy and conditioning.

English Language and Literature

AFRICAN AMERICAN LITERATURE

COURSE DESCRIPTION: The African American Literature course engages students in learning to develop their skills in reading, writing, speaking and listening. Students will explore the unique African heritage and culture that have influenced literature to the present day. Course curriculum is aligned to the Michigan Standards for English Language Arts (CCSS). This course specifically focuses on the role of African Americans in the development of growing body of literature that reflects United States’ culture and society.

AP ENGLISH LANGUAGE AND COMPOSITION

COURSE DESCRIPTION: AP English Language and Composition is typically an eleventh grade English course. The course is highly aligned to the standards and structure of the Michigan Common Core State Standards. AP English Language is also highly aligned with the national SAT standardized assessment. The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text— from a range of disciplines and historical periods.

AP ENGLISH LITERATURE AND COMPOSITION

COURSE DESCRIPTION: AP English Language and Composition is typically a twelfth grade English course. The course is highly aligned to the standards and structure of the Michigan Common Core State Standards. The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.

CREATIVE WRITING I

COURSE DESCRIPTION: The Creative Writing I course engages students in learning to develop their skills in reading, writing, speaking and listening. Course curriculum is aligned to the Michigan Standards for English Language Arts (CCSS). This course explores various aspects of writing, including poetry and prose. Emphasis is placed on the writing process, portfolio building and the effective traits of writing.

TUTORING SEMINAR, 9TH GRADE

COURSE DESCRIPTION: This course is offered to high school students to support literacy growth through tutors and a qualified certified teacher of record. This course is designed to support students who are aspiring to master literacy skills to prepare for College and Career Readiness.

JOURNALISM

COURSE DESCRIPTION: The Journalism course engages students in activities that develop skills in reading, writing, speaking, and listening. Course curriculum is aligned to the Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language domains of the Michigan Common Core State Standards. This course covers the fundamentals of news writing through reading-to-write skills and strategies that identify and reveal news, accommodate audience, determine story value and uncovers sources of information and general news.

SPEECH 101

COURSE DESCRIPTION: This course is the first in a two-course series for high school Speech. This course engages students in learning to develop their skills in reading, writing, speaking and listening. Course curriculum is aligned to the Michigan Standards for English Language Arts (CCSS). This introductory course is designed to develop students’ oral communication and research skills. Students engage in projects and opportunities to gain poise and confidence in public speaking.

SPEECH 102

COURSE DESCRIPTION: This is the second course in a two-course series for high school Speech. This course engages students in learning to develop their skills in reading, writing, speaking and listening. Course curriculum is aligned to the Michigan Standards for English Language Arts (CCSS). This introductory course is designed to develop students’ oral communication and research skills. Students engage in projects and opportunities to gain poise and confidence in public speaking.

YEARBOOK

COURSE DESCRIPTION: The Yearbook course engages students in activities that develop skills in reading, writing, speaking, and listening. Course curriculum is aligned to the Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language domains of the Michigan Common Core State Standards. This course will teach students to design layouts, write copy and produce publications. Meeting deadlines and organizational skills are a priority.

DEBATE 101

COURSE DESCRIPTION: This is the first course in a two-course sequence for high school debate. This course engages students in learning to develop their skills in reading, writing, speaking and listening. Course curriculum is aligned to the Michigan Standards for English Language Arts (CCSS). This course prepares students to think quickly and logically in competitive settings. Students are taught to use debate protocols in both teacher-led and student-led activities.

Social Sciences and History

AFRICAN AMERICAN HISTORY

COURSE DESCRIPTION: This course explores the unique African heritage and culture that has influenced the lives of African Americans in the Diaspora. Emphasis is on a greater awareness of the role of African Americans in the development of America and its history. The course will start with the introduction of Africans to the Americas, enslavement, emancipation, and the political and social challenges and triumphs through today. The course will also spotlight social, cultural and political contributions of African Americans on American society.

Program/CTE (CHS)

CTE BUS ADM MGMT AND OPS I

COURSE DESCRIPTION: This introductory course teaches essential business skills while focusing on professional development and information management. Students will increase their knowledge and experience as well as gaining essential employment skills by learning the roles and responsibilities of an entrepreneur.

CTE BUS ADM MGMT AND OPS II

COURSE DESCRIPTION: This course is designed to focus on financial analysis and economics and advanced applications. Students will further their knowledge and experience in management support through the study of strategic management, business law, operations and business processes.

Miscellaneous

SEMINAR

COURSE DESCRIPTION: The Seminar course is an elective designed to support study skills, content area subjects, test-taking skill development, and career and college awareness and readiness.