#### MHS 9-12 CURRICULUM

Click on a link below to learn about the curriculum for our 9th through 12th grade students.

**ESSENTIAL STANDARDS**

**ELA**

##### English I Standards

- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. – mastered in 10th —
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. –Determine theme central idea on own and analyze how it develops
- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). –
- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- Use parallel structure.
- Use a colon to introduce a list or quotation.

##### English III Standards

- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Gather relevant information from multiple authoritative print and digital sources, assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Observe hyphenation conventions.

##### Adv. English III Standards

- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- Gather relevant information from multiple authoritative print and digital sources, assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Observe hyphenation conventions.

##### English II Standards

- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- Use parallel structure.*
- Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

##### English IV Standards

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

- Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

##### Advanced English IV Standards

- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

##### Other Available ELA Courses

- AP English (Lit. & Comp)
- Creative Writing
- Yearbook Pub. I
- Yearbook Pub II
- E-Jouralism
- Video Production
- Chips Cast

**MATH**

##### Algebra I Standards

- Create equations and inequalities in one variable and use them to solve problems.
- Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
- Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
- Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
- Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
- Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
- Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
- Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
- Graph exponential functions, showing intercepts and end behavior.
- Use the properties of exponents to interpret expressions for exponential functions.
- Factor a quadratic expression to reveal the zeros of the function it defines.
- Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

##### Algebra II Standards

- Create equations and inequalities in one variable [including ones with absolute value – CA Standard] and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. For A.CED.1, use all available types of functions to create such equations, including root functions, but constrain to simple cases.
- Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
- Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. Note that the example given for A.CED.4 applies to earlier instances of this standard, not to the current course.
- Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
- Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
- Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
- Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3 for x > 0 or f(x) = (x+1)/(x–1) for x ≠ 1. Cover simple cubic, simple rational, simple radical, and simple exponential functions
- For exponential models, express as a logarithm the solution to abct= d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Consider extending this unit to include the relationship between properties of logarithms and properties of exponents, such as the connection between the properties of exponents and the basic logarithm property that log xy = log x + log y.
- Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
- Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?
- (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

##### Geometry Standards

Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.

Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180 degrees; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point

Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures

Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).

Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

Prove theorems about lines, angles, triangles, and parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

(California addition) Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°, 90°).

##### Adv. Algebra Standards

Create equations and inequalities in one variable [including ones with absolute value – CA Standard] and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. For A.CED.1, use all available types of functions to create such equations, including root functions, but constrain to simple cases.

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

- Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. Note that the example given for A.CED.4 applies to earlier instances of this standard, not to the current course.
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

- Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3 for x > 0 or f(x) = (x+1)/(x–1) for x ≠ 1. Cover simple cubic, simple rational, simple radical, and simple exponential functions;

For exponential models, express as a logarithm the solution to abct= d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Consider extending this unit to include the relationship between properties of logarithms and properties of exponents, such as the connection between the properties of exponents and the basic logarithm property that log xy = log x + log y.

- Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
- Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
- Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
- Define trigonometric ratios and solve problems involving right triangles

##### Other Available Math Courses

- Pre Calculus
- Technical Math I
- Technical Math II

**SCIENCE**

##### Physical Science Standards

Incorporated in all instruction: The process of science and what scientists do (Construct an explanation based on evidence, Collect data to provide evidence, Ask questions, Conduct an investigation to provide evidence, Use argument supported by evidence).

- Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

- Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
- Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
- Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
- Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*
- Develop models to describe the atomic composition of simple molecules and extended structures.

##### Chemistry I Standards

- Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

- Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

##### Biology I Standards

- Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
- Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
- Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring
- Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
- Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

##### Physics Standards

Incorporated in all instruction: The process of science and what scientists do (Construct an explanation based on evidence, Collect data to provide evidence, Ask questions, Conduct an investigation to provide evidence, Use argument supported by evidence).

- Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

- Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
- Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
- Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
- Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
- Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
- Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

##### Other Available Science Courses

- Anatomy & Physiology
- AP Environmental Science
- AP Chemistry

**SOCIAL STUDIES**

##### US History Standards

Factors in the American Second Industrial Revolution – analyze the factors that enabled the United States to become a major industrial power, including:.. the organizational revolution; the economic policies of government and industrial leaders; the advantages of physical geography; the increase in labor through immigration and migration; the growing importance of the automobile industry.

Growth of U.S. Global Power – describe how America redefined its foreign policy between 1890 and 1914 and analyze the causes and consequences of the U.S. emergence as an imperial power in this time period, using relevant examples of territorial expansion and involvement in foreign conflicts.

- Causes of World War II – analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war, including: • political and economic disputes over territory. • the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan. • U.S. neutrality. • the bombing of Pearl Harbor.
- Civil Rights Movement – analyze key events, ideals, documents, and organizations in the struggle for African-American civil rights including: • the impact of World War II and the Cold War. • Responses to Supreme Court decisions and governmental actions. • the Civil Rights Act (1964). • protest movements. • rights. • organizations. • civil actions.

##### US Government Standards

- Identify and describe the purposes, organization, powers, processes, and election of the legislative branch as enumerated in Article I of the Constitution.
- Identify and describe the purposes, organization, powers, processes, and election of the executive branch as enumerated in Article II of the Constitution.
- Identify and describe the purposes, organization, powers, processes, and appointment or election of the judicial branch as enumerated in Article III of the Constitution and as established in
*Marbury v. Madison*.

##### World Studies Standards

- Growth and Interactions of World Religions – analyze the significance of the growth of and interactions between world religions.
- Global Revolutions – explain the characteristics, extent, and impact of the global revolutions, including but not limited to changes in economic and political systems, and shifts in relative political and military power.
- Imperialism – analyze the political, economic, and social causes and consequences of imperialism in different regions.
- Revolution, Decolonization, and Democratization – evaluate the causes and consequences of revolutionary and independence movements in different world regions.

##### Economics Standards

- Institutions – describe the roles of various economic institutions and purposes they serve in a market economy.
- Supply And Demand – use the laws of supply and demand to explain house- hold and business behavior.

##### Other Available Social Studies Courses

- Decades of Discord: Korea to Vietnam
- Behavioral Psychology
- Cognitive Psychology
- Social Psychology
- AP Psychology
- Current World Affairs
- AP US History
- Adv. US Government

**FINE ARTS**

##### All Arts Standards

- Apply acquired knowledge and skills to the creative problem-solving process.
- Intentionally use art materials and tools when applying techniques and skills to communicate ideas.
- Demonstrate understanding of organizational principles and methods to solve specific visual arts problems.
- Exhibit, present, and publish quality works of art.
- Identify, define problems, and reflect upon possible visual solutions.
- Apply organizational principles and methods to create innovative works of art and design products.
- Reflect, articulate, and edit the development of artwork throughout the creative process.
- Use emergent technologies and materials to create artistic products that demonstrate knowledge of context, values, and aesthetics.
- Explore social and global issues through the application of the creative process.
- Critically observe a work of art to evaluate and respond to the artist’s intent using art vocabulary and terminology.
- Recognize and understand the relationships between personal experiences and the development of artwork.

**PERFORMING ARTS**

##### Instrumental Music- Senior High Band Standards

Play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some selections performed from memory. (21st Century Skills: I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4,)

- Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.
Sight read accurately and expressively, music with a moderate level of difficulty. (21st Century Skills: I.3, I.4, II.1, II.7)

##### HS Choir Standards

- SING (and play) with expression and technical accuracy a large and varied repertoire of vocal (and instrumental) literature with a moderate level of difficulty, including some selections performed from memory.
- Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.
- Sight read accurately and expressively, music with a moderate level of difficulty.
- Improvise stylistically appropriate harmonizing parts.
- Evaluate the use of music in mixed media environments.Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.
- Analyze and consider the use of music and media for the future.

##### Jazz Band Standards

Play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some selections performed from memory. (21st Century Skills: I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4

Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.

- Sight read accurately and expressively, music with a moderate level of difficulty. (21st Century Skills: I.3, I.4, II.1, II.7)

**PHYSICAL EDUCATION**

##### Physical Education I Standards

##### Health Standards

- Assess personal barriers to healthy eating and physical activity, and develop practical solutions to remove these barriers.
- Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.
- Define and describe bullying, sexual violence, and sexual harassment, and their effects on individuals and communities.
- Apply decision-making and problem-solving steps to generate alternative solutions regarding social situations that could place one’s health or safety at risk.
- Evaluate the physical, social, emotional, legal, and economic impacts of teen pregnancy, teen parenting, HIV infection, or other STIs on personal lifestyle, goal achievement, friends, and family members.

##### Physical Education II Standards

##### Other Available Physical Education Courses

- Extreme Fitness
- Team Sports
- Sports Medicine

**COMPUTER SCIENCE**

##### AP Computer Science Principles Standards

##### AP Computer Science A Standards

**FAMILY & CONSUMER SCIENCE**

##### Family & Consumer Science Courses Available

- Food Nutrition I
- Food Nutrition II
- Adv. Food & Nutrition
- Home Craft
- Early Childhood Development

**WORLD LANGUAGES**

##### World Language Courses Available

- Spanish I
- Spanish II
- Spanish III

**OTHER**

##### Social Emotional Learning 9-12 Standards

- Identify and manage their emotions and behavior constructively
Demonstrate consideration for others and a desire to contribute positively

- Develop and maintain positive relationships

**ACADEMIC RESOURCES & STANDARDS**

##### Curriculum Resources

Content Area | Grade(s) | Resource | Used Since… |

Math | 6-12 | CPM | 2019-2020 |

Science | 6-8 | Cereal City | 2019-2020 (rolling out 1 kit/year) |

ALL (Embedded conversation and SEL) | 6-12 | Reading Apprenticeship TRAILS | 2016-2017 2022-2023 |

##### MDE Academic Standards

**ALL GRADE STANDARDS**

**ACADEMIC RESOURCE LINKS**

## Have Questions

**Location: **550 Maple St., Manistee, MI 49660

**Curriculum Director: **Amber Kowatch

**Telephone:** (231) 723-3521

**Email: **akowatch@manistee.org