PORTLAND HIGH SCHOOL

COURSE SELECTION GUIDE

Table of Contents

Principal’s Message ......
Graduation Requirements......
Academic Planning......
College & Career Planning......
A Guide to Educational Planning “Pathways”…………………………………………………….
STEM Endorsement………………………………………………………………………………….
Art...... …......
Freshman Seminar…………………………………………………………………………………...
English Language Arts...... …..
Intensive English Language Development Program…......
Family and Consumer Science…......
Mathematics…………………………………………………………………………………………..
Music......
Physical Education......
Health......
Science......
Project Lead the Way (Engineering)…..…………………………………………………………...
Fire Science Program………………………………………………………………………………..
Social Studies…………………………………………………………………………………………
Special Education...... …………….
World Language…......
JMG School to Work Program………………………………………………………………………
Restricted Electives: AEP - ACO ……...... ………………………………...…….
Governor Baxter School For the Deaf……………………………………………………………...
Portland Arts and Technology High School Programs – PATHS...... …..
Advanced Placement Courses......
Student Support Services......
Alternative Credit Opportunities......
Early Graduation......
Add/Drop Period………………………………………………………………………………………
Infinite Campus......
Course Listing...... / 3
4-5
6
7
8-18
19
20-22
22
22-28
29-33
33-35
35-41
41-43
43-44
44
44-48
48
49
49-55
55-5758-63
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65-66
66-68
69-74
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77-78
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80-82

A Message to Students from Principal Migneault,

The high school years provide you an opportunity to develop a framework for your future. Whether you choose college, the military or the workforce, the information contained in this Course Selection Guide will help you make the right decisions regarding your academic needs and interests. New this coming year are four pathways which may be of interest to you. If so, take a look at the suggested sequence of courses as you plan for your high school years and beyond.

What are your strengths and challenges? What are your likes and dislikes? What are your goals and aspirations? You are encouraged to map out a four-year plan and give careful thought to your choices – the ability to select your own courses and plan for the future becomes all the more critical. Your final selection of courses should represent a challenging but realistic program of studies that prepares you to achieve your goals.

This course guide contains lots of information, including graduation requirements, course of study recommendations, course descriptions and a four-year academic planning guide. The PHS faculty works diligently to design interesting, rigorous, and content-rich courses and wantseach of you to find success within and beyond the PHS walls.

Academics are a large part of your preparation for future challenges, but keep in mind that strong civic and social commitments round out your high school experiences. Consider trying something new. Explore. Take advantage of the numerous opportunities available to you. Take up the challenge! Get involved!

With Infinite Campus, you will select your classes online. Collaborate with your parents, teachers and counselors in devising a four-year plan. If you have any questions, please contact your guidance counselor.

Select the appropriate courses and do what is necessary to prepare for your future!

Sincerely,

Ms. Migneault

3

PLANNING A COURSE OF STUDY

This Course Selection Guide has a lot of valuable information that is important for you to know and remember as you go through high school. You should talk with your parents, guidance counselor and teachers to help you make the best selections. Review the graduation requirements and course descriptions to help you decide which classes to take. Consider your interests and think about what you might want to do after high school. Check out the college requirements in the “Mapping Your Future” Charts to learn about the various courses offered that can help you explore different career fields. Also check outpages 9-18 where we have outlined suggested courses for four pathways that will be implemented this fall. Your high school experience can serve as the stepping stone to your future whether you are planning to attend college, serve in the military, or enterthe workforce.

Graduation Requirements

The Portland School Board has determined that each student must earn a total of forty-one (41) credits to participate in graduation exercises and receive a high school diploma. The following chart illustrates the distribution of credits to meet the graduation requirements.

Note: A minimum of two years of a world language is recommended for a college preparatory student.

SUBJECT AREA / CREDITS REQUIRED
English / 8 credits
Math / 6 credits
Social Studies / 6 credits
Science / 6 credits
Physical Education / 2 credits
Health / 1 credit
Fine Arts / 2 credits
Electives / 10 credits
TOTAL / 41 credits

Students who anticipate graduating in the Class of 2020 and beyond must meet the following requirements in order to be awarded a high school diploma.

1. Demonstrate proficiency in meeting standards in the following content areas of Maine’s Learning Results:

  1. English Language Arts
  2. Mathematics
  3. Science and technology
  4. Social Studies
  5. Health Education
  6. Physical Education
  7. Visual and Performing Arts
  8. World Language
  9. Career and Education Development

Students who anticipate graduating in the Class of 2018 and the Class of 2019 may have to meet the following requirements in order to be awarded a high school diploma.

  1. Meet the cross-content performance standards set forth in the Guiding Principles of Maine’s Learning Results:
  2. Effective communicator
  3. Self-directed and life-long learner
  4. Creative and analytical problem solver
  5. Responsible and involved citizen
  6. Integrative and informed thinker
  1. Complete a capstone and/or milestone project demonstrating in-depth research, presentation, and technology integration.
  1. Complete an individualized post-secondary success plan that continues to build upon each student’s acquired knowledge and skills, and enables each student’s participation in Portland’s civic, intellectual, cultural and economic life and in our global economy.

School Board Graduation Policy revised June 24, 2014.

5

Academic Planning ~ Mapping Your Future

When choosing your high school classes, it is important to consider many factors including teacher recommendations,parent approval, high school graduation credits, course prerequisites, and career and college aspirations. Also, it is important to have some self-awareness and identify your strengths and interests as well as establish academic, personal and extracurricular goals. Consult with your parents/guardians, teachers, andschool counselor, and use the Career and College Planning ~ Mapping Your Future worksheets to help guide you in the selection process.

Listed below is a chart to help you keep track of the courses you have taken or plan to take while in high school. You can access your credit count by logging onto your Infinite Campus account.

To complete this worksheet, fill in the courses you have taken in the appropriate column and pencil in the classes you want to take in the years to come. The required graduation credits are also listed in parentheses.

Freshman Year / Sophomore Year / Junior Year / Senior Year
English
(8 credits)
Social Studies
(6 credits)
Mathematics
(6 credits)
Science
(6 credits)
Fine Arts
(2 credits)
Physical Education
(2 credits)
Health
(1 credit)
Electives (10 credits)
Language (recommended but not required to graduate)
Freshman Seminar
Totals

Congratulations! You have taken a big step toward planning your future. Are you interested in learning more about yourself to further explore your career interest or a potential college major? We recommend you log onto your Naviance account at

Career & College Planning ~ Mapping your Future

Typical requirements and expectations for various college and career paths are listed below and should be considered during course selection. These requirements change and sometimes differ among colleges depending on areas of specialization and competitiveness.

Four-Year College Minimum Requirements

Using the chart below, you can identify the suggested high school courses and/or number of years required for your interested college major. Competitive colleges expect that students will havecompleted four years of English,Mathematics, World Language, Social Studies and Science (with labs) at the college preparatory or abovelevels. In addition to the PHS course offerings, you are encouraged to explore the course opportunities offered at PATHS, during the common blocks (1&4) at DHS and CBHS, and through the Early College Programs.

English / Mathematics / Science / Social Studies / Language
Liberal Arts Major / 4 years / Algebra I
Geometry
Algebra II / 3 years / 3 years / 2-4 years of the same language
Technology Major / 4 years / Algebra I
Geometry
Algebra II
Statistics or
FST / 3 years including Chemistry and Physics / 3 years / 2 years of the same language suggested but not required
Business Major / 4 years / Algebra I
Geometry
Algebra II / 3 years / 3 years / 2 years of the same language suggested but not required
Nursing Major / 4 years / Algebra I
Geometry
Algebra II / 4 years including Biology, Chemistry and Anatomy & Physiology / 3 years / 2 years of the same language suggested but not required

Two-Year College Minimum Requirements

Using the chart below, you can identify the suggested high school courses and/or number of years required for your interested college major. Two-year colleges may have specialized programs that have requirements beyond those listed. In addition to the PHS course offerings, you are encouraged to explore the course opportunities offered at PATHS, during the common blocks (1&4) at DHS and CBHS, and through the Early College Programs.

English / Mathematics / Science / Social Studies
Liberal Arts Major / 4 years / Algebra I
Geometry
Algebra II / 3 years / 3 years
Technology Major / 4 years / Algebra I
Geometry
Algebra II / 3 years / 3 years
Business Major / 4 years / Algebra I
Geometry
Algebra II / 3 years / 3 years
Nursing Major / 4 years / Algebra I
Geometry
Algebra II / 3 years / 3 years

7

A Guide to Educational Planning: “Pathways”

PHS has developed “pathways” to assist students and parents with their four-year educational planning. Pathways are suggested sequential courses which allow a student to:

  • Meet graduation requirements
  • Meet college entrance requirements
  • Explore career or college major choices

As part of the Freshman Seminar course, students will explore their aptitudes and potential career interests. As part of the selection of courses for tenth grade, students will meet with counselors and use that information to develop individual goals for post-secondary education. To support students and parents in determining those elective choices, PHS has developed pathways in four broad career areas that have sequentialcourse electives and relevant core courses that are linked to a particular career interest:

  • Law and Public Service
  • Engineering and the Trades
  • Biomedical and Natural Sciences
  • Creative and Performing Arts

These pathways were determined using three pieces of information. First, PHS examined the job outlook and opportunities, both within Maine and in the broader United States. Second, teachers did an internal review of faculty expertise and capabilities, and lastly, we surveyed students on several occasions to determine their interests. All four of these pathways had positive job outlooks, broad support among the faculty, and high student interest. These pathways serve only as a guide for those students who may be interested in pursuing an applicable career choice. While we expect the vast majority of students to find one of these pathways of interest, they are not meant to limit a student’s options or course selections.

Each pathway contains a list of recommended electives which should help students develop a background in their chosen career area and give them a chance to see if those careers interest them. In addition, extended learning opportunities will be wrapped around these elective choices, so that students not only have in-class academic experiences to help them determine their post-secondary plan, but experiences in the real world as well.

8

Creative & Performing Arts Pathway

Visual Arts, Literary Arts, Musical Arts and Dramatic Arts

Pathway Mission Statement: The Creative and Performing Arts Pathway builds a broad-based arts experience with an emphasis on idea/concept development, problem-solving, and critical thinking. This approach requires creative and performing arts students to develop their critical thinking skills, to enhance their technical skills, and to experience and explore an extensive variety of arts-related media.

Possible Careers:

Visual Arts-related
•Tattoo Artist
•Scenic Designer
•Forensic Artist
•Art Therapist
•Animator
•Toy Designer
•Museum Curator
•Art Teacher
•Art Director
•Fine Artist
•Multimedia
•Book Illustrator
•Photographer
•Cartoonist
•Fashion Designer
•Graphic Designer
•Jeweler
•Make-up artist
•Sculptor
•Video game design / Literary Arts-related
•Journalist
•Advertising agent
•Publisher
•Grant writer
•Translator
•Teacher
•Librarian
•Editor
•Poet
•Historian
•Writer/Novelist
•Copywriter / Musical Arts-related
•Musician
•Conductor
•Music Teacher
•Songwriter
•Record Producer
•Assistant Engineer
•Music Therapist
•RecordingEngineering
•Music Journalist
•Concert Promoter
•Background Singer
•Music Director
•Session Musician
•Radio DJ
•Musicologist / Dramatic Arts-related
•Actor
•Producer
•Director
•Dancer
•Choreographer
•Dance therapist
•Fashion model
•Stunt performer
•Playwright
•Stage manager
•Theatre Educator
•Drama Therapist
•Lighting Director
•Casting Director
•Acting Coach
•Costume Designer
All Portland High School Students must meet all graduation requirements
Core classes will be the same no matter what pathway a student chooses.
There are 8 blocks of class time each semester. A full-year class is worth 2 credits and a semester class is worth 1 credit. Each year there are 16 possible credit hours to earn. All core classes should be scheduled first, and then any open blocks are where a student can select a pathway endorsement class or any class they desire to take.

Pathway Endorsement Requirements:

Students who want a Creative and Performing Arts Endorsement must complete at least 8 credit hours from any strand list. Students will also complete a capstone project and participate in at least 2 clubs over their 10th, 11th and 12th grade years. There are four strands under this pathway that may interest you; a student may decide to concentrate on one strand or mix and match from all the strands within the pathway.

Endorsement Clubs:

Visual Arts-related Clubs
•Art Club
•Photography Club
•Anime Club
•Yearbook / Literary Arts-related Clubs
•The Racquet
•Newspaper
•Yearbook
•Writing Club
•Debate
•French & Spanish Clubs
•Jr. Classical League / Musical Arts-related Clubs
•Jazz Band
•BARQUE
•District 2 Festivals (Jazz,
Choral, Instrumental)
•All State (Jazz, BOC)
•Jam Band / Dramatic Arts-related Clubs
•Drama Club
•Shakespeare Club
•Improv Comedy Club
•Film Consideration Club

9

Creative & Performing Arts Pathway Strands (cont.)

Visual Arts Strand:

Courses in the Visual Arts explore a variety of media and thematic perspectives in traditional and contemporary art with a focus on their contribution to the community and culture and the ways they can raise self-awareness. Our students will experience creative engagement, intellectual flexibility and critical thinking.

Pathway Endorsement Courses:

Course Name / Course Number / Credits
AP Studio Art / 2605 / 2 fine arts
Art 2 / 2602 / 2 fine arts
Art 3 – Studio Arts / 2603 / 2 fine arts
Art 4 Advanced Studio Art / 2604 / 2 fine arts
Art 1 Fundamentals / 2601 / 1 fine arts
AP Art History (online course) / 2608 / 2 fine arts
Clay 1 / 2617 / 1 fine arts
Clay 2 / 2618 / 1 fine arts
Drawing / 2613 / 1 fine arts
Housing & Interior Design / 2719 / 1 fine arts
PATHS – Commercial Art / PATHS 2700 CD
PATHS New Media / PATHS 2700 NM

Musical Arts Strand:

The musical arts have the power to engage, transform and contribute to the development of intellectually and creatively well-rounded students. Whether students pursue performing arts in their post-secondary plans or not, students will be more confident, poised and articulate.

Pathway Endorsement Courses:

Course Name / Course Number / Credits
Band / 2651 / 2 fine arts
Chorus / 2660 / 2 fine arts
Guitar / 2657 / 1 fine arts
Guitar 2 / 2658 / 1 fine arts
Intro to Piano / 2655 / 1 fine arts
Music Appreciation / 2669 / 1 fine arts
Musical Theater / 2161 / 1 fine arts
Orchestra / 2650 / 2 fine arts
AP Music Theory (two-year program) / 2670 / 4 fine arts
PATHS Music Course / PATHS – MU 2700 / 2 fine arts per year

Creative & Performing Arts Pathway Strands (cont.)

Dramatic Arts Strand:

Performing Arts is comprised of two divisions, dance and drama. Students who participate in drama build a broad base of content knowledge and skills. The comprehensive study of drama includes history, performance and skills, including critical and creative thinking, problem-solving, communication, individual and collaborative planning and implementation.

Pathway Endorsement Courses

Course Name / Course Number / Credits
Clothing Construction / 2713 / 1 elective
CORPS Dance Program / CORPS
Drama Workshop / 2160 / 1 fine arts
Musical Theatre / 2161 / 1 fine arts
PATHS Dance / PATHS 2700 DA / 2 fine arts
PATHS Woodworking / PATHS 2700 WW / 2 fine arts
Public Speaking / 2151 / 1 fine arts

Literary Arts:

The Literary Arts curriculum provides a foundation for the rigorous study of the practice of writing. Along with practicing techniques for writing, students develop their abilities to analyze and critique literature.

Pathway Endorsement Courses

Course Name / Course Number / Credits
Creative Writing / 2158 / 1 fine arts
Current Events / 2274 / 1 elective
Journalism / 2156 / 1 elective
Latin / 2341 / 2 elective
Public Speaking / 2151 / 1 fine arts
Writing Workshop / 2157 / 1 elective
Capstone Project: All students who want endorsement must complete a capstone project or performance. The student's capstone will be decided in October of senior year. The student will be guided through the project by a staff advisor.

Law & Public Service Pathway

Public Safety, Law, Policy, Social Services

Pathway Mission Statement: The Law and Public Service Pathway students are knowledgeable about law and public service. This pathway requires students to be able to manage, identify, collect, and analyze data; to be able to apply relevant legal concepts, communicate effectively, and critically assess and evaluate arguments and perspectives while exhibiting leadership, compassion, respect, and professionalism.

Possible Careers: