MESSAGE FROM OUR PRINCIPAL

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2 TABLE OF CONTENTS Messmer Mission Statement of Shared Responsibilities Statement of Attainable Goals Learner Expectations Messmer Graduation Requirements College Requirements Honors Program Standard Schedule of Courses Credit Load Add/Drop Policy Grading Scale Honor Roll Assessment System Summer School/Credit Recovery English Department Theology Department Mathematics Department Social Studies Department Science Department Foreign Language Department Physical Education/Health Department Fine Arts Department Business/Technology Department Students Growth Guidance Guidance Resource center College Preparation Check List

3 MESSAGE FROM OUR PRINCIPAL Dear Students, Parents, Guardians, and Friends of Messmer High School, It is the stated mission of the Messmer Catholic Schools, and specifically Messmer High School, that we place an intense focus on preparing our graduates to excel in college, to succeed in the workforce, and to become productive citizens. I am excited to be able to share that Messmer has programming and initiatives in place to grow and challenge, to support and nurture, and to develop and prepare students for life professionally, personally, and spiritually. Messmer High School is committed to a rigorous academic curriculum and a series of student programs that produce graduates who are COLLEGE, CAREER, and COMMUNITY ready. Messmer s core curriculum provides the academic rigor needed not only to be accepted at many of the finest universities in Wisconsin and the greater nation, but that helps to teach the skills students need to be successful once they arrive in college. Courses and programs in Engineering, Financial Literacy, Business, and Technology provide the type of hands-on experiential learning that is so essential as our students begin to shift their mindset to prepare for an ever-evolving workforce. The student body of Messmer is grounded in faith, infused with the understandings of the importance of service, and focused on improving not only the community of the school; but of continuing it s long legacy as a promoter of positive growth within the city of Milwaukee. Each student, with the guidance of parents and guardians, has the opportunity to select courses to meet individual needs, to explore new information, to pursue interests, and to challenge limits. Thank you for your continued support of the mission of Messmer High School. Bishop Pride! Mr. Todd Willems, Principal & Supervisor of Secondary Education 3

4 Prior to selecting courses, students are asked to review their academic plan and past achievements. Course selections will be final unless a teacher or counselor recommends a change based on academic performance. Messmer High School administration reserves the right to organize the master schedule of courses and may need to alter a student s course selection based on insufficient enrollment in a particular course. If a student s course selection is not offered, they will be enrolled in one of their alternate course selections. The administration, faculty, and staff of Messmer High School are devoted professionals who care that each student receives a worldclass education. We look forward to assisting each student with his or her education. MESSMER MISSION Messmer Catholic Schools dedicate themselves to serving a diverse, urban population and providing their students with an education that represents the schools Catholic heritage. Messmer Catholic Schools prepare their graduates to excel in college, to succeed in the workforce, and to become productive citizens. STATEMENT OF SHARED RESPONSIBILITY Messmer Catholic Schools are an integrated Catholic school system seeking to fulfill its mission by recognizing shared responsibilities. The role of the faculty is to teach students to achieve their potential, to use their gifts to reach spiritual maturity, and to attain academic excellence. The role of the student is to be responsible for his/her developing as a whole person in order to prepare for life and work as an adult. The role of the parent is to support the goals of Messmer, to encourage the efforts of their sons and daughters, and to participate in school activities. Together, the Messmer community will build human rights and dignity. STATEMENT OF ATTAINABLE GOALS We will develop our students as whole people by addressing their spiritual, academic, social, and physical needs. We will teach our students values, help them cultivate a strong faith in God, and encourage them to become moral and ethical leaders. We will instill our students with the ability to think clearly, logically, and critically. We will teach our students to always learn from and appreciate the diversity of cultures and the multiplicity of religions that make each of us individuals. 4

5 LEARNER EXPECTATIONS As Believers and People of Faith, Messmer graduates will visualize and actualize their God-given gifts in context of their communities. They will commit themselves to lives of faith, service, social justice, and peace. Messmer graduates should be recognized by their values of integrity, honesty, compassion, and commitment. As Contributing and productive Members of Society, Messmer graduates appreciate and embrace diversity of culture, race, socioeconomic backgrounds, ethnicity, gender, and creed. They seek alternatives and opportunities to resolve conflicts and differences compassionately, justify, and peacefully. As Citizens, Messmer graduates recognize the rights and responsibilities of being a part of a free democracy. They understand the importance of being informed, responsible, and active citizen within our democracy and global society. As Problem Solvers and Decision Makers, Messmer graduates are capable of using scientific, mathematical, social scientific and moral reasoning top think critically and solve problems. They are capable of using technological tools to make informed decision. Furthermore, they are financially literate, capable of making decisions to become and remain financially solvent. As individuals in search of Knowledge and Truth, Messmer graduates recognize the value of becoming life-long learners, capable of applying and transferring knowledge to other experiences and decisions in life. As Expressive and Creative Individuals, Messmer graduates are literature, informed, and capable of effectively communicating through oral and written words. In addition, they appreciate aesthetic beauty and may use creative means to communicate concepts and ideals. As Confident and Capable beings, Messmer graduates shall meet life s obstacles and challenges with confidence and optimism, without blaming or making excuses for conditions that are beyond their control. They will make positive impact on their families, Church, communities, and the world. Messmer s curriculum, standards, and requirements for graduation will provide the structure, opportunities, and choices to embrace these learner goals to enable Messmer students to become life long learners capable of leading positive and productive lives 5

6 MESSMER GRADUATION REQUIREMENTS Class of credits to graduate Beginning with Class of credits English English I English II English III English IV Theology (Yearly retreat required) Theology I Theology II Morality Social Justice 4.0 credits 4.0 credits Foreign Language Physical Education Physical Education I Fine Arts Computer Literacy Health 2.0 credits 1.5 credits 1.0 credit 0.5 credit 0.5 credit Mathematics Algebra IA Algebra IB Geometry Algebra II Social Studies Principles of Social Studies American Government U.S. History World History Science Integrated Science Biology 3.0 credits 3.0 credits 3.0 credits Oral Communication 0.5 credit Financial Literacy 0.5 credit (beginning with the Class of 2017) Writing Course (transfer students only) 0.5 credit Electives 1.0 credit 6

7 COLLEGE REQUIREMENTS The University of Wisconsin System requires: English Mathematics Science Social Studies 4.0 credits 3.0 credits 3.0 credits 3.0 credits Some universities and colleges require at least two years of a foreign language for admission. Many colleges and universities have foreign language exit requirements, which can be met by taking four years of a foreign language in high school. Technical colleges typically require a high school diploma and an entrance exam. HONORS PROGRAM The Honors Program provides an accelerated program for students who demonstrate strong academic skills and achievement, a conscientious work ethic, and intellectual potential. Students participate in academic courses across the curriculum in Art, English, Mathematics, Science, Social Studies, and Theology that emphasize academic rigor and scholarly practice. Students enter the program through identification of academic achievement, recommendations from the faculty, and consideration by the Administration. Individual Honors classes, however, remain open to all students, with the instructor s recommendation, who demonstrate strength in the given discipline. To graduate with a Messmer Honors diploma, students must earn a total of 12.0 Honors credits, maintain a 3.2 cumulative GPA, participate in extracurricular activities, attend required field trips and seminars, and complete summer work. 7

8 STANDARD SCHEDULE OF COURSES Grade 9 English I Algebra I Integrated Science Theology I 2 Credits worth of electives (Phy Ed I, Health, Intro to Computers, Principles of Social Studies OR Math Foundations and Reading Foundations) Grade 11 English III Geometry Science Elective Morality & 2 nd semester Theology elective Foreign Language Year 2 U.S. History ACT Prep 1.5 Credits worth of electives Grade 10 English II Algebra II Biology Theology II Foreign Language Year 1 3 Credits worth of electives Grade 12 English IV World History Social Justice & 2 nd semester Theology elective Math, Science, & Foreign Language are recommended, especially for college bound students Electives to make 8 credits CREDIT LOAD Eight credits per year (four credits or eight classes per semester) is considered to be a normal class load. During freshman year Math and English are double blocked, resulting in a maximum of seven credits for that year only. The principal may grant exemptions for upperclassmen with special consideration. Early graduation is not a practice of Messmer High School. 8

9 ADD/DROP POLICY There is a 6-day window after the start of a semester in which to request a change of course. Schedule changes are not made on teacher preference. Speak to guidance counselor (or the registrar) if you wish to make a change. All course changes are subject to administrative approval. GRADING SCALE A C A C A D B D B D B F C+ HONOR ROLL To be in the A honor roll a student needs a GPA of 3.66 or higher. For the B honor roll a student needs a GPA of 3.0 or higher. Honor roll rosters are posted each quarter in the main hallway. 9

10 ASSESSMENT SYSTEM Assessments are used for a variety of purposes at Messmer High School. The ACT ASPIRE is used to assess college and career readiness. STAR assessments provide frequent information about growth in reading and math. This data is used to identify student needs and track school progress. The ACT + Writing is also used to monitor student progress as well as for college admissions. ACT WorkKeys is an assessment of job skills. Grade Level Assessment Timeline Freshman ACT ASPIRE Fall and spring STAR Fall, winter, and spring Sophomores ACT ASPIRE Spring STAR Fall, winter, and spring Juniors ACT Spring ACT WorkKeys Spring Messmer strongly encourages students to take the ACT a minimum of two times. SUMMER SCHOOL/CREDIT RECOVERY Summer school is available to all Messmer High School students in need of credit recovery. Students may earn up to a maximum of one credit during the summer session. Course offerings will be determined based on school need. Regular attendance is required. Students who accumulate three days of absence will not be eligible for academic credits. Tardies will be considered as one half of an absence. Please note: The original failed course grade will still be noted on the transcript after the credit is made up. Junior and senior level students who need to recover credits that are not offered through Messmer's summer school program are welcome to participate in the Milwaukee Public Schools summer school program. Once a student is 16 years of age, the Milwaukee Area Technical College has an online Adult High School program in which students may replace the credit for a failed class. This program is tuition-based, the cost of which the student will be responsible for. 10

11 ENGLISH Credits Courses Year 2.0 English I English II Honors English II English III Honors English III English IV Honors English IV Intensive English Writer s Workshop Literature and Film English Department Mission Statement The English Department will teach students to read, write, and reason effectively; to think critically, analyze thoroughly, and evaluate rigorously; to comprehend the world and their places in it understanding the depth, breadth, and scope of the human experience. COURSE DESCRIPTIONS ENGLISH I Required: 9 Credits: 2.0 Prerequisite: None This course provides a thorough introduction to high school-level reading and writing. It is taught in a double-block, meeting for ninety minutes each day. This structure allows additional time to focus on grammar, reading, and writing to prepare students for success in high school and beyond. The reading component focuses on recognizing elements of literature in short stories, nonfiction, poetry, drama, and novels; the writing element focusses on narrative, persuasive, and analytical forms. This class begins with a general study of fiction, focusing on the study of literary elements in short stories. The literary elements students encounter will include theme, conflict, characterization, imagery, and symbolism. Students then apply their knowledge of these topics to the study of fiction, non-fiction, novels, poetry, epic poetry, and Shakespearean drama. Additionally, students learn basic grammar skills, paragraph structure, and the writing process. 11

12 ENGLISH II Required: 10 Prerequisite: English I or Sophomore standing English II teaches students to read, write, and reason effectively through the examination of both historical and contemporary literature from around the world. Students will make connections between American culture and traditions and those portrayed through the writing of various international authors. This course is a thematic study of world literature and focuses on identifying writers' techniques in prose, poetry, and drama. English II begins with a study of mythology and continues to use the practice of cultural analysis to examine writing from Latin America, Asia, Europe, and Africa. The course integrates reading and writing to develop students understanding and analytical abilities. HONORS ENGLISH II Honors Required: 10 Prerequisite: English I as well as Honors Program or Instructor Approval English II teaches students to read, write, and reason effectively through the examination of both historical and contemporary literature from around the world. Students will make connections between American culture and traditions and those portrayed through the writing of various international authors with an advanced pace and rigor. This course is a thematic study of world literature and focuses on identifying writers' techniques in prose, poetry, and drama. English II begins with a study of mythology and continues to use the practice of cultural analysis to examine writing from America, Latin America, Asia, Europe, and Africa. The course integrates reading and writing to develop students understanding and analytical abilities. 12

13 ENGLISH III Required: 11 Prerequisite: English I and English II Students will learn to analyze various literary techniques within a reading while making connections between the author and the historical events that influenced the reading. By making these connections, students will continue to develop their ability to form and support an argument in their writing. Through the balance of reading and writing students will grow in their mastery of the English language and their understanding of the American literary tradition. English III focuses on the chronological study of American literature from Native American writings to the modern period, examining many genres poetry, fiction, non-fiction; developing critical and creative thinking; analyzing literature in oral and written forms. The course surveys American literature from the Early American period, the Revolutionary period, the Romantic period, the Realist period, the Harlem Renaissance, and Modernism. Students will analyze these works through lecture, discussion, and written assignments, learning how to analyze literature and support those analyses. Through their experience, they will grow more comfortable with reading and writing analyses. HONORS ENGLISH III Honors Required: 11 Honors English III studies American literature, focussing on major authors and major works, with an advanced pace and rigor in preparation towards the AP test offered senior year. Students explore connections between the author and the historical events that influenced the writing, continuing to develop their ability to form and support an argument in their writing and orally, their overall mastery of the English language, and a deeper understanding of the American literary tradition. Prerequisite: English II, Honors English II, or Instructor Approval Honors American English, Honors English III, begins with early American writing and follows the progression of writing styles up to Modernism. Students read sample(s) and complete works from each literary movement and explore the literary techniques that are used in each era. In their studies, students include national and regional historical, cultural and societal influences as reflected in the writing styles and themes. For further understanding, students produce writing samples and conduct research for several of the highlighted genres. Students complete a self directed study of a contemporary novel focusing on the author, historical setting, and universal theme. 13

14 ENGLISH IV Required: 12 Students will know the fundamentals of British literature its many genres and forms, its major authors and impulses, its place in our development as humans recognizing in the literature the creative power of the word; will have the ability to read the works and to analyze them critically in oral and written forms; and will know how to research and compose an MLA-style documented research essay. English 4 focusses on the chronological study of British literature from Beowulf to the modern Prerequisite: English III period, examining many genres poetry, drama, fiction, non-fiction; developing critical and creative thinking; analyzing literature in oral and written forms. The course surveys British literature from the Anglo-Saxon period, the Middle Ages, the Renaissance, the Romantic Period, the Victorian Era, and Modernism. Students will learn to analyze literature and support those analyses. Through their experience, they will grow more comfortable with reading and writing analyses. Students will also learn how to research, write, and complete an MLA-style documented research essay (the Exhibition Essay), focussing intensely on topic development and research skills. HONORS ENGLISH IV Honors Required: 12 In this class, students encounter literature from the British Isles, reading poetry, drama, and prose, analyzing these works through lectures, discussion, and written assignments. Students learn how to analyze literature and support their analyses, writing formal essays as a means to do so. Through their experience, they will grow more comfortable with reading and writing analyses. Students learn how to research, write, and revise an MLA-style research essay. Finally, this class prepares students to take the Advanced Placement Exam in English Literature and Composition. Prerequisite: English III, Honors English III, or Instructor Approval Honors English IV focusses on the study of British literature from the Renaissance to the modern period. The class examines many genres poetry, prose, and drama offering opportunities for critical and creative thinking, analyzing literature in oral and written forms. Students engage in four [4] independent reading projects over the course of the year. They also research and compose an MLAstyle documented research essay to satisfy the Exhibition graduation requirement. Finally, this class prepares students to take the Advanced Placement exam in English Literature and Composition in the spring semester. 14

15 INTENSIVE ENGLISH Elective: 9-12 Prerequisite: Administrative Placement *May be repeated Intensive English serves English language learners focusing on fundamental English skills including spelling, punctuation, capitalization, grammar, reading, and writing to prepare students for success in high school. The course establishes a foundation of vocabulary and reading skills to build fluency in reading comprehension. Intensive English begins with a general introduction to vocabulary and text features. Students apply these strategies to the study of fiction, focusing on literary elements in short stories and graphic novels. The literary elements students encounter include theme, conflict, characterization, imagery, and symbolism. Students then apply these skills to longer narratives and novels. Students learn standard spelling, punctuation, grammar, paragraph structure, and the writing process. This overall focus on reading and writing strategies prepares students for college and career readiness. WRITER S WORKSHOP Required for transfers: 9-12 Prerequisite: Department Approval Writers Workshop develops students writing in practical post-secondary school and beyond, giving transfer students an avenue to integrate successfully into the Messmer writing curriculum. Students will analyze readings and examine mentor texts to create developed, wellcrafted pieces of writing using the traditional writing process. Writers Workshop focuses on enhancing students ability to articulate and argue through the written word. This semester-long course focuses on grammar, mechanics, and structure through the writing of comparative, analytical, and persuasive essays, as well as a career research piece. Through this practice, students will become comfortable with the skills of writing, analyzing, and arguing in an effective manner. 15

16 LITERATURE & FILM Elective: Prerequisite: Junior standing This class explores the correlation between film and literature, the students analyzing how the two forms work differently, yet together, to create a story. Novels and short stories are analyzed next to their film versions to discuss literary devices such as conflict, theme, setting, and point of view, through a comparative lens. Students will assess the success of a film adaptation, and present their knowledge through written analyses, presentations, tests, and discussion. Students will read short stories and novels to discuss literary elements and techniques before watching corresponding films. They will discuss literature and film critically in discussion, as well as through written analyses. Students will examine why or how a book or film works by analyzing how it is put together and how this structure changes the way we read books or watch movies. 16

17 THEOLOGY Credits Courses Year 1.0 Theology I Theology II Honors Theology II Morality Social Justice From Death To Life Love, Marriage, and Sexuality Prayer and the Saints World Religions Honors World Religions Honors Church History Honors Literature and the Word Franciscan Studies THEOLOGY DEPARTMENT MISSION STATEMENT Rooted in the Franciscan tradition, the Messmer High School Theology Department seeks to provide each student with a holistic program of Theological academic studies aimed at the formation of character, and the promotion of a faith that does justice in the Roman Catholic tradition. The Theology Department supports the spiritual formation and academic inquiry of all members of the Messmer High School community in a manner that is both inviting and respectful of each person s faith tradition and personal experience. Members of all denominations and faiths are welcome as we encourage a spirit of understanding and dialogue in our journey toward academic excellence and the formation of compassionate hearts. 17

18 COURSE DESCIPTIONS THEOLOGY I Required: 9 Prerequisite: None Students explore specific and vital ways to answer God s call to growth in maturity. This course also explores beliefs and practices at the heart of Roman Catholicism. Theology I enables students to consider what it means to be Catholic Christian and helps them integrate a sense of Catholic identity with their identity as persons. Freshmen Theology starts out looking at Faith in Jesus and helping our students express their beliefs. Doing something with those beliefs becomes our responsibility, which is the next unit. Next, we take a look into the best example for how faith is put into action as we study the person of Jesus Christ. Jesus said anyone who has seen him has seen the Father, so our last unit for semester one is all about God as a Trinity. Second semester, starting out somber, but hopeful, we study how death and the afterlife affect us. We need forgiveness to get to the afterlife. The best example of forgiveness was Jesus on the cross; so, His passion, death, and resurrection follow in the Paschal Mystery. Lastly, Jesus left a community of people who can support each other in faith, so we end the year with the Church and the Saints. THEOLOGY II Required: 10 Prerequisite: None The purpose of this course is to explore salvation history. Students will develop a working knowledge of Scripture, its stories, the sources used, and discern its meaning with the intention of living a Christ centered life. The course is taught through the lens of Biblical Scholarship differentiated from the fundamentalist approach. The content includes literary/historical context, truths as they emerge from the stories, basic Biblical themes, oral tradition and sources, the Exodus story as one of enslavement leading to freedom, Biblical prophets and our role as prophet, the Gospel portraits of Jesus who teaches us to follow the spirit of the law vs. the letter of the law nonviolently, parables and discipleship, Paul as an example for our conversion, and Revelation as a book of hope rather than fear. 18

19 HONORS THEOLOGY II Honors Required: 10 Prerequisite: Honors Program or Instructor Approval Similar to Theology II, the purpose of this course is to explore salvation history through Scripture. Students will develop a working knowledge of Scripture, its stories and their meaning, the sources used and what it means for us today. The course is taught through the lens of Biblical Scholarship differentiated from the fundamentalist approach. The content includes literary/historical context, truths as they emerge from the stories, basic Biblical themes, oral tradition and sources, the Exodus story as one of enslavement leading to freedom, Biblical prophets and our role as prophet, the Gospel portraits of Jesus who teaches us to follow the spirit of the law vs. the letter of the law nonviolently, parables and discipleship, Paul as an example for our conversion, and Revelation as a book of hope rather than fear. Honors students will also explore what the contents of the New New Testament might include. MORALITY Required: 11 Prerequisite: Junior status The class will focus on the development of virtue and character with the purpose of facilitating moral maturity. Morality class seeks to explore how values, conscience, and attitudes are formed and to develop critical thinking about what society and today s culture suggests regarding moral principles as measured against how Scripture and Tradition persuade us to be moral Christians. This class encourages discussion as well as self-reflection. 19

20 SOCIAL JUSTICE Required: 12 Prerequisite: Senior status We will reflect on the ways that we can open ourselves to actively and prayerfully respond to God s call for justice. Students will benefit from this course by being challenged to live out the social justice principles in their everyday lives. We will examine the Biblical basis for Catholic Social Teaching as well as its history and many significant figures of justice. We will identify the many segments and conditions of our society that are in need of God s healing justice. We will promote study and discussion on both the facts and emotions connected with these topics. The Social Justice class will begin by exploring the Catholic belief of our human dignity as being grounded in the knowledge that we have been created by God. We will explore the need for Social Justice in our world. The framework of the Principles of Catholic Social Teaching and the virtues will be considered. The societal issues in need of social justice, including a variety of right to life issues, issues related to poverty, stewardship, prejudice, war, and peace will be explored in significant detail. FROM DEATH TO LIFE Elective: Prerequisite: None Students research and discover God s great spiritual laws that govern our purpose in life, issues of fairness, and the benefits in suffering. The sanctity of life emphasized along with experiences in death and the afterlife. Students are led to realize their immense value within God s deep love. Students will benefit from this course by understanding the reality of death, the process of dying, end of life issues, our hope of the afterlife, and various strategies for coping with grief, pain and suffering. Students will learn about the ways various cultures have tried to make sense out of the reality of death as well as the ways in which our modern American culture often attempts to deny the reality of death. Students will learn about different types of pain and understand more about the benefits of suffering by looking at the ways that Jesus suffered. Students will learn about the processes of dying and of grief, as well as strategies to cope with loss. Finally, students will consider end of life issues, including care for the sick and dying and planning a funeral. 20

21 LOVE, MARRIAGE, AND SEXUALITY Elective: Prerequisite: Junior or Senior status PRAYER AND THE SAINTS Elective: Prerequisite: Junior or Senior status This course is designed to help students gain an understanding and appreciation of the Catholic Church's teachings regarding healthy love, marriage and sexuality. Biological, psychological, and sociological understandings of love, marriage and sexuality will also be explored. This course enters into a discussion about the importance of relationships, especially romantic love relationships. Emphasis is given on the skills and knowledge needed to have successful relationships and the gift that sexual relations play in a loving and committed relationship. The course is divided into four sections: I. Love & Intimacy: The Christian Vocation, II. Creation Stories and Jesus: Unlocking the Meaning of Sexuality, III. Christian Marriage: Imaging Christ's Union With the Church, IV. and Theology in the Bedroom: A Liberating Sexual Morality. Prayer and the Saints will provide an experiential understanding of prayer forms while at the same time looking to the lives of the saints as role models for our daily lives. Students taking this course will explore the fullness of spirituality the place where our humanity intersects with the divine. We will experience various prayer forms (lectio divina, contemplation, guided meditation, using the imagination with Scripture, walking meditation, labyrinth, art as creative prayer, chant, praise, service to others etc.) as well as how the lives of the Saints can instruct us in how to better dialogue with the Living God. An additional focus will be placed on practicing nurturing our spiritual selves as an integral part of the fullness of self-care and wellness. WORLD RELIGIONS Elective: Prerequisite: Junior or Senior status Students will gain an understanding and respect for the various world religions, engaging in an unbiased review of them while being true to their own faith. Engaging in an unbiased review of various world religions, yet looking through the lens of Nostra Aetate (Declaration on the Relation of the Church to Non-Christian Religions), students will receive an overview of the various world religions in past societies as well as modern times. 21

22 HONORS WORLD RELIGIONS Honors Elective: Prerequisite: Junior or Senior status as well as Honors Program or Instructor Approval Students will gain an understanding and respect for the various world religions, engaging in an unbiased review of them while being true to their own faith. Engaging in an unbiased review of various world religions, yet looking through the lens of Nostra Aetate (Declaration of he Relation of the Church to Non-Christian Religions), students will receive an overview of the various world religions in past societies as well as modern times. HONORS CHURCH HISTORY Honors Elective: Prerequisite: Junior or Senior status as well as Honors Program or Instructor Approval Students will have an understanding of the main ideas and events that led to the growth and spread of the Christian Church. They will have knowledge of the development of when the church s self-understanding as the Catholic Church came to be. Honors Church History endeavors to engage students in a reflective awareness of the spiritual, cultural, and intellectual heritage of the Catholic Chruch. Students will gain an understanding of how Church doctrine was developed, clarified and practiced through its creed. 22

23 HONORS LITURATURE AND THE WORD Honors Elective: Prerequisite: Honors Program or Instructor Approval This class provides students a way to look at the Word as the creative force behind selected literature, connecting the Word and the literary texts to show the influence the Word has had on literary creation and creativity. Students will learn ways to see, and read, the Word at work in the texts, apprehending how the Word works to construct our world, developing a sense of the Word as the divine mystery in literature and life. This class provides students a way to see how the Word lives in the pages of literary texts; to see how authors transmute the Word, transaccidentat[ing] (FW ) it, in Joyce s wording, as the basis for their own writing; to see the Bible also as a literary act and study its influence on other texts. For class, students will engage in the following acts: close reading and analyses of the textual material, including the Bible; textual explication of the theological/philosophical background of the texts; participation and engagement in discussion of the material; seeing how the Word informs language, creating in it as it does in John s Gospel. From this work, students will gain a depth of appreciation that the Word works as a sacred force, helping to create through language the world in which we live. FRANCISCAN STUDIES Elective: Prerequisite: Recommendation by Theology department members and Administrative Approval Students will develop a greater understanding of the power of prayer, scripture, reflection, meditation and pilgrimage in their lives as it facilitates their lifelong experience of conversion. Students will study the spirituality and lives of Francis and Clare of Assisi. Students will experience and appreciate spirituality of place through a pilgrimage to Italy. Students will be introduced to the lifelong process of conversion. 23

24 MATHEMATICS Credits Courses Year 0.5 Algebra IA Algebra IB Accelerated Algebra IB Geometry Algebra II Honors Algebra II Pre-Calculus Honors Pre-Calculus Pre-Calculus II Honors Calculus College-Bound Algebra Introduction to Statistics 12 Mission of Mathematics Department The mission of the mathematics department is to provide all students with the knowledge and skills necessary to become independent thinkers in a world that is increasingly more dependent on the use of mathematics. If a student fails either the first or second semester of any math course, the students should make up that credit in summer school. If the student does not make up that credit during the summer, the students will repeat the same math course for the next entire school year. COURSE DESCRIPTIONS ALGEBRA IA Required: 9-10 Prerequisite: None Algebra 1A will help students develop Algebraic and problem solving skills as well as connect thought processes to real world applications. Students will review basic pre-algebra concepts such as percents, decimals, fractions, and like terms. They then look at one variable and two variable equations and inequalities both algebraically and graphically. Goals include simplifying, solving, and manipulating equations for real world applications. 24

25 ALGEBRA IB Required: 9-10 Prerequisite: Sucessful completion of Algebra IA Algebra 1B will help students develop Algebraic and problem solving skills as well as connect thought processes to real world applications. Students will employ multiple methods to explore the real world applications of quadratic equations. These methods include techniques such as graphing, factoring, square roots, and the quadratic formula. Students will then learn how to manipulate and graph rational expressions and gain a basic understanding of statistics and its relevance. ACCELERATED ALGEBRA IB Elective: 9 Algebra 1B will help students develop Algebraic and problem solving skills with enrichment activities as well as connect thought processes to real world applications. Students explore how to solve a quadratic equations using graphing, factoring, square roots, and the quadratic formula. They will explore and understand when to use which technique with the given function and how each are applicable to real world situations. Students learn how to manipulate rational equations, and finish the semester with work on basic statistics. Prerequisite: Successful completion of Algebra 1A as well as an average of an A and current teacher recommendation from Algebra 1A 25

26 GEOMETRY Required: 9-10 Prerequisite: Successful completion of Algebra IA and Algebra IB Geometry will help students develop proficiency in the recognition and measurement of basic geometrical terms, two-dimensional and three-dimensional figures. Geometry students learn formulas associated with the coordinate plane, proper notation, and pictorial representation for vocabulary term. Units include learn properties and relationships associated with parallel lines, triangles, quadrilaterals, circles, and threedimensional figures. Real-world examples will be incorporated in each concept to create relevancy. The novel Flatland by Edwin Abbott is read, analyzed, and discussed as part of the curriculum. ALGEBRA II Required: Prerequisite: Successful completion of Algebra IA and Algebra IB Algebra II will focus on more advanced algebraic concepts that emphasize the logic of mathematics and the ability to use these concepts in other areas. Students will review basic algebra 1 concepts. The main topics covered are: solving first and second degree equations and inequalities, graphing linear and quadratic equations and inequalities, solving systems of equations and in two or three variables, solving and graphing absolute value equations and inequalities, working with radicals and the complex number system, graphing polynomials, performing basic operations with matrices, and looking at one-variable equations both algebraically and graphically. Real-world examples will be incorporated in each concept to create relevancy. 26

27 HONORS ALGEBRA II Honors Required: 10 Prerequisite: Successful completion of Algebra IA and Algebra IB as well as Honors Program or Instructor Approval Honors Algebra II will focus on more advanced algebraic concepts that emphasize the logic of mathematics and the ability to use these concepts in other areas. Students will be working at a faster pace in relation to the regular Algebra II course and additional topics will be covered. The units covered will be solving first and second degree equations and inequalities, graphing linear and quadratic equations and inequalities, solving and graphing absolute value equations and inequalities, solving systems of equations in two or three variables, performing operations with matrices, working with radicals and complex numbers, graphing polynomials, working with rational functions, and examining conic sections. Real-world examples will be incorporated in each concept to create relevancy. PRE-CALCULUS Elective: Prerequisite: Successful completion of Algebra IA, Algebra IB, Algebra 2, and Geometry Pre-Calculus students will analyze advanced functions, their graphs, and how they relate to geometry using trigonometry. The students will be able to extend their Algebra II and Geometry knowledge through the study of Pre-Calculus. Students will first work with functions by finding an inverse, graphing all types of parent functions and their transformations/inverse, and then analyzing a function from a graph. Then, the students will be able to graph any type of function using the roots of a function. Next, the students will be able to graph rational functions and solve equations. Lastly the students will look at trigonometry functions and analyze them using algebra and their graphs. Real-world examples will be incorporated in each concept to create relevancy. 27

28 HONORS PRE-CALCULUS Honors Elective: Prerequisite: Successful completion of Algebra IA and Algebra IB as well as Honors Program or Instructor Approval Pre-Calculus students will analyze advanced functions, their graphs, and how they relate to geometry using trigonometry. The students will be able to extend their Algebra II and Geometry knowledge through the study of Pre-Calculus. Students will cover all content listed in the pre-calculus curriculum. In addition, trigonometric functions are studied using unit circle based knowledge, using right and scalene triangles. The law of sines and cosines will be used to solve a wide array of triangle application problems. Students will verify trigonometric identities and use inverse trigonometric functions to solve equations. Finally, introduction to vectors, polar coordinates, and trigonometric form of a complex number will be given. PRE-CALCULUS II Elective: Prerequisite: Successful completion of Pre-Calculus Pre-Calculus II students will analyze advanced functions not covered in depth in previous courses such as trigonometric identities and equations, exponential and logarithmic functions and equations, and conic sections. Students will first review the unit circle and trigonometric graphs before verifying trigonometric identities and solving equations using trigonometry. Other units include exponential, logarithmic, and conic functions. Within these units the expressions, equations, and graphs of each will be explored. Real-world examples will be incorporated in each concept to create relevancy. 28

29 HONORS CALCULUS Honors Elective: 12 Prerequisite: Successful completion of Pre-Calculus as well as Honors Program or Instructor Approval This course covers the basics of differential and integral calculus at a beginning level. Throughout this course, the students apply this material to real-world problems in physics and business. The main topics included in honors calculus are: functions, limits, continuity, derivatives of algebraic, trigonometric, and logarithmic functions, integrals and their applications, methods of integration, and inverse functions. Throughout this course, the students apply this material to real-world problems in physics and business. A graphing calculator is used extensively throughout this course. COLLEGE-BOUND ALGEBRA Elective: 12 Prerequisite: Successful completion of Algebra I, Algebra II, and Geometry College Bound Algebra will focus on a review of Algebra I, Algebra II, and Geometry concepts in preparation to improve ACT scores and complete college entrance exams. College Bound Algebra students will review Algebra I and Algebra II concepts during the first quarter. These concepts include fractions, decimals, percent, and their applications, positive/negative numbers, evaluate expressions, solve equations and inequalities, properties of exponents, and factoring. After a basic review of Algebra, students will complete a problem-solving unit coordinate and geometry concepts such as graphing, coordinate formulas, systems of equations, and parallel lines. The course ends with a review of formulas for triangles, quadrilaterals, and circles. 29

30 INTRODUCTION TO STATISTICS Elective: 12 Prerequisite: Successful completion of Algebra IA and Algebra IB, Algebra 2, and Geometry Students will be able to understand data and what it tells them in order to predict with confidence possible outcomes in the real world. Students will also study probability theory and its relationship to statistics. Students will first work with one variable data analyzing it from both a numeric and graphic approach. Students will analyze two variable data in a similar fashion and make predictions based on their analysis, decide if a set of data is normally distributed, make decisions for the entire population based on a sample, examine simple probability rules, and different types of sampling. Finally, students will build and use confidence intervals in predicting future events based on historical data. The graphing calculator (TI-83/4) will be used extensively in our studies. 30

31 SOCIAL STUDIES Credits Courses Year 0.5 Principles of Social Studies American Studies World Geography Current Events American Government Honors American Government U.S. History Honors U.S. History Psychology Sociology African Studies World History Honors World History 12 Social Studies Mission Statement Messmer High School Social Studies Department will prepare students to be active and engaged citizens by analyzing the past and present through a social, political, economic, and geographical lens. Through critical thinking, reading, writing, and listening, students will develop a working knowledge and awareness of historical and modern content relevant to their citizenship and responsibility to their various communities. COURSE DESCRIPTIONS PRINCIPLES OF SOCIAL STUDIES Required: 9 Prerequisite: None Students will become familiar with the world in which they live. Students will acknowledge that historical events have both long-term and short-term effects. Students will develop and apply critical thinking skills to read, interpret, and analyze primary source documents to show the social, political, economic, and geographic effects of specific historical events. Students will use primary source documents, worksheets, readings, and atlases provided to them in class. Students will also have access to ipads and computers throughout the course of the semester. 31

32 AMERICAN STUDIES Elective: Prerequisite: Successful completion of Principles of Social Studies Students will analyze, compare and contrast intolerant treatment of various minority groups throughout American History and draw conclusions and connections to broader themes. Students will use primary and secondary sources to draw conclusions and gain historical context to understand a general theme. American Studies will provide a thematic approach to United States history through the lens of intolerance and prejudice of American minorities, religious principles and inconsistencies, and the experience of an American immigrant through time. Students will explain the history and implications of discrimination and efforts to eliminate intolerance in the U.S. today by analyzing similar themes for different historical periods. Students will be asked to draw conclusions about historical fact as well as perspective using primary source documents and readings. WORLD GEOGRAPHY Elective: Prerequisite: Successful completion of Principles of Social Studies The purpose of the World Geography class is to provide students an understanding of the physical and human geography of our world. Students will learn how to create and interpret a variety of maps and charts, including physical, political and statistical maps showing different types of data. They will then use these maps and charts to study and analyze the effect of various phenomena on society and the planet. World Geography will begin with basic geography skills students need to think like a geographer, which include map making and interpretation, and how to make and interpret charts and graphs. Students will also study the 5 themes of geography as they relate to both physical and human geography. The course will then cover each of the continental divisions of the earth, learning about both the physical and human geography of each area, while studying a specific geographic issue of concern to that area. Each unit will offer opportunities for creative, student directed assessment, and further development of the skills learned in the initial units. 32

33 CURRENT EVENTS Elective: Prerequisite: None The purpose of the Current Events class is to aid students in gaining knowledge of important local, domestic, and international issues that affect their lives, as well as to give them the opportunities and resources to debate, verbally and in written form, with their peers. This class will use well-respected news outlets, Congressional Research Service, National Public Radio, and CNN, commentaries from prominent political, economic, and social persons of interest, and other relevant sources to complete the above goals. Students will use a think-pair-share model for content understanding and display knowledge and skill through small and large group discussion, the creation of near-to-life simulations, research papers, and various other assessments. AMERICAN GOVERNMENT Required: Prerequisite: None HONORS AMERICAN GOVERNMENT Honors Required: Prerequisite: Successful completion of Principles of Social Studies as well as Honors Program or Instructor Approval Students will gain a working understanding of the purpose and function of American government. Students will analyze and interpret the role of government in citizens lives and citizens role in government. Students will describe the function of various components of American Government and evaluate the effectiveness current political systems and policy. American Government will focus on the founding principles and beliefs of the United States and how these theories shaped the United States Constitution and political system. Students will also study the structure, function, and powers of the government at national, state, and local levels and evaluate the responsibilities of both citizens and government. Student will examine the role government plays in the daily lives of citizens and draw connections to the effectiveness and involvedness of the government. Students will develop tools and knowledge to think critically and move forward as informed and active citizens and take positions on political issues. Students will gain a working understanding of the purpose and function of American government. Students will analyze and interpret the role of government in 33

34 citizens lives. Students will describe the function of various components of American Government and evaluate the effectiveness current political systems and policy. American Government will focus on the founding principles and beliefs of the United States and how these theories shaped the United States Constitution and political system. Students will also study the structure, function, and powers of the government at national, state, and local levels and evaluate the responsibilities of both citizens and government. Student will examine the role government plays in the daily lives of citizens and draw connections to the effectiveness and involvedness of the government. Students will simulate political proceedings, both current and historical, including Constitutional Convention, legislative proceedings (bill to law), Presidential election and Electoral College, and Mock Trial. Students will develop tools and knowledge to think critically and move forward as informed and active citizens and take positions on political issues. U.S. HISTORY Required: 11 Prerequisite: Junior status HONORS U.S. HISTORY Honors Required: 11 Prerequisite: Successful completion of Principles of Social Studies as well as Honors Program or Instructor Approval This course offers a comprehensive survey of United States history from its beginnings to the present day. Throughout the academic year, we will discover the interconnections between history and the rest of the social studies: economics, political science, geography, sociology, and psychology. We will also determine how to best describe the social, political, economic political, and strategic characteristics of American historical ideas, events, and actions and their ripple effects using primary and secondary sources to connect the past to the present and predict the future. U.S. History provides a chronological overview of the American experience from the earliest explorers through the present day. It is a survey course that examines the people, places, and events that shaped our history from a variety of sources and perspectives. Heavy emphasis is placed on understanding how social, political, and economic factors intertwine and ultimately shape our country and our world. This course offers a comprehensive survey of United States History from its beginnings to about Throughout the academic year, we will 1) discover the interconnections between 34

35 history and the rest of the social studies: economics, political science, geography, sociology, and psychology, 2) Determine how to best describe the social, political, economic political, and strategic characteristics of American historical ideas, events, and actions and their ripple effects using primary and secondary sources to connect the past to the present and predict the future. All of the above is preparation for the students to receive a 3 or above on the College Board Advanced Placement Test in May. This course offers a comprehensive survey of United States History in preparation for taking the Advanced Placement test in early May. This is a college preparation class that is briskly-paced and requires a high level of independent thinking, reading, and writing. I am not so concerned with what skills that you come to class with, but with the skills that you leave with. You have to get deeply involved in the class to get better, so participation is required. PSYCHOLOGY Elective: Prerequisite: Successful completion of Principles of Social Studies SOCIOLOGY Elective: Prerequisite: Successful completion of Principles of Social Studies Students will experience science through a different lens, and connect their knowledge of science to their everyday lives. Through study of the key scientists, research methods, concepts, and issues in the field of Psychology, students will gain an understanding of the connection between the science of the human body, and human behavior. We will use the scientific method to understand why we humans act the way we do. Psychology will begin by tracing the history of the field, its prominent personalities, its major milestones, and the effect world events have had on the development of psychology as a science. Students will learn the 6 current perspectives most prevalent in the study of psychology, and how the scientific method is used to study human behavior. Students will then learn the parts of the brain and nervous system, how they work, and how their functions affect our behavior. We will use personal experience to discover the way our senses and perception operate, how they can be fooled, and how they affect our behavior. Students will study current research on sleep and dreams, conduct their own research, and complete the accompanying lab report to present their findings. Lastly we will study the origins, methods of analysis and major perspectives associated with personality development, leading to our study of the diagnosis and treatment of psychological disorders. Sociology is the study of human behavior, and how it both shapes and is shaped by society. This course will teach students to think from a sociological perspective, and to look for the patterns in 35

36 human behavior that can be used to both understand society s nature and suggest solutions to its ills. It is about learning who we are and why we are who we are. Sociology begins with an introduction to the discipline, and the two main drives behind the science: pure sociology which strives to study and describe society as it exists, and applied sociology, which attempts to use this knowledge to fix society s problems. Unit 2 centers on how humans divide themselves, determine acceptable standards for inclusion in social groups, and what those different groups mean to us. In Unit 3 we will discuss how those same social groups can be used to both institute and abolish social inequalities. Unit 4 covers how social institutions both here in the United States and all over the world work to give people a sense of place and help people understand where they fit in society. The final unit covers the constantly changing nature of society and its groups. We will also discuss how our ever changing society is affecting the planet we all call home. AFRICAN STUDIES Elective: Prerequisite: None This course begins with the essential question, Why Study Africa? This question will engage students into critically thinking about how the continent of Africa has played an essential role in the contribution and development of civilizations throughout our world and collective human existence. Students will engage, explore, explain, expand and evaluate the historical evidence of the substantive and unknown contributions. Student will gain knowledge of how African societies have played vital roles in the contribution and the development of world civilizations, for millennia, of human existence. African Studies provides students the opportunity to engage, explore, explain, and evaluate the richness and complexities of the African continent. This course offers the unique opportunity for WORLD HISTORY Required: 12 Prerequisite: Senior status students broadly interested in historical and cultural African diaspora studies and the origin of humanity. It displays knowledge and skills through small group and whole group discussions. The curriculum is dedicated to an interdisciplinary approach to study the people of Africa and their complex histories, cultures and languages. The study of World History provides students with knowledge, which helps them to understand that historical events are uniquely similar and repeated forces often drive them. 36

37 Students will encounter eight recurring themes relating to the study of world history from the Americas, Africa to Asia. They will realize that throughout human history, we have confronted similar obstacles, have struggled to achieve comparable goals, and have continually strived to better human situations and the global community. World HIstory provides a chronological overview of the beginnings of human history across different cultures and civilizations in both Western and non-western societies through the present day. It is a survey course that examines and connects patterns of cause and effect and continuity of change over time within a global perspective. Emphasis is placed on the interaction among world cultures, the linking of the past and present, and the importance of the relationship of geography and history in shaping our nation and the world. HONORS WORLD HISTORY Honors Required: 12 Prerequisite: Successful completion of U.S. History as well as Honors Program or Instructor Approval Honors World History is designed for advanced seniors whom it prepares for a college level history course. This course focuses on college level reading, writing and discussion. Through these formats, a heavy emphasis will be placed on higher level thinking skills. Through understanding concepts and development of skills, students will have a better understanding of the world and their place in it. The breadth of world history has always posed challenges to create opportunities for deep conceptual understanding for students while addressing a syllabus largely driven by sheer scope. Honors World History addresses these challenges by providing a clear framework of six chronological periods viewed through the lens of related key concepts and course themes, accompanied by a set of skills that clearly define what it means to think historically. 37

38 SCIENCE Credits Courses Year 1.0 Integrated Science Accelerated Integrated Science Biology Honors Biology Chemistry Honors Chemistry Physics Anatomy and Physiology Chemistry for Everyday Life Environmental Science Sustainability A.P. Biology Independent Study 12 Science Department Mission Statement The mission of the science department of Messmer High School is to challenge our students to observe and think critically about the world around them. Not only will this prepare them for success in college science courses, but will also allow them to make informed decisions on issues they are faced with throughout their lives. To achieve this, the science department strives to integrate scientific learning and mathematical skills to develop the students' processing skills through an environment rich in hands-on classroom and laboratory experiences. Faculty members enhance their lessons by including innovative scientific research studies through journal articles and professional experiences. 38

39 COURSE DESCRIPTIONS INTEGRATED SCIENCE Required: 9 Prerequisite: None Integrated Science is an introductory course that exposes students to content and skills necessary to be successful in higher level courses. This course is designed to create a foundation for future science courses at Messmer High School. Integrated Science begins by identifying potential careers based on student interests. All careers relate to science in some way. The course continues with basic skills and concepts that students will need in order to be successful in science. These topics include measuring, graphing, unit conversions, and the steps of the scientific method. Students will then learn about matter, the building block of everything. The chemistry unit covers properties of matter, energy, atoms, and the periodic table. Students will discover the different forces and equations involved in acceleration and velocity during the physics unit. The course will conclude with a unit on Earth Science. Students will study the earth s surface and weather patterns, and they will close the year analyzing light and sound waves. ACCELERATED INTEGRATED SCIENCE Required: 9 (2 nd semester) Prerequisite: Recommendation by teacher and parental approval This class is for second semester freshman only who have been identified and recommended by their teachers. This class moves at a faster pace, explores topics more in depth, and includes more labs and projects. Students are expected to become more independent learners in this class. Students will discover the different forces and equations involved in acceleration and velocity during the physics unit. The course will conclude with a unit on Earth Science. Students will study the earth s surface and weather patterns, and they will close the year analyzing light and sound waves. 39

40 BIOLOGY Required: 10 Prerequisite: Successful completion of Integrated Science Biology is the study of living things. There is an emphasis on the biological mechanisms that organisms use to perform daily functions, and what occurs when things do not function properly. Both lectures and labs will use the textbook, models, diagrams, computer simulations, and dissections of specimens (worm, frog, etc.) Biology is the study of life and how organisms change in response to their environment. One of the basic concepts in biology is that form follows function and we will be exploring this in every unit. First semester we will take a detailed look at cells and what they are made of from the macroscopic level down to the microscopic and molecular level. Some of the topics that we will cover first semester include: the big picture of science, the scientific method, cell structure and organization, chemistry basics for biology, biomolecules (carbs, fats, proteins, nucleic acids). Second semester we will cover: cell reproduction, DNA and protein synthesis, genetics including gene technology, evolution and natural selection and classification of living things. We will end with final research project presentations. HONORS BIOLOGY Honors Required: 10 Prerequisite: Successful completion of Integrated Science as well as Honors Program or Instructor Approval Biology is the study of living things. There is an emphasis on the biological mechanisms that organisms use to perform daily functions, and what occurs when things do not function properly. Both lectures and labs will use the textbook, models, diagrams, computer simulations, and dissections of specimens (worm, frog, etc. Honors Biology varies from a traditional Biology course because it has an increased focus, as the year progresses, on student independent learning and an increased pace and depth of content knowledge. Biology is the study of life and how organisms change in response to their environment. One of the basic concepts in biology is that form follows function and we will be exploring this in every unit. First semester we will take a detailed look at cells and what they are made of from the macroscopic level down to the microscopic and molecular level. Some of the topics that we will cover first semester include: the big picture of science, the scientific method, cell structure and organization, chemistry basics for biology, biomolecules (carbs, fats, proteins, nucleic acids). Second semester we will cover: DNA and protein synthesis, genetics including gene technology, evolution and natural selection and classification of living things. We will end with final research project presentations. 40

41 CHEMISTRY Elective: Prerequisite: Grades of a C or higher in Biology and Algebra 1 HONORS CHEMISTRY Honors: Prerequisite: Grades of C or higher in Biology and Algebra 1 as well as participation in the Honors Program or Instructor Approval Chemistry is a two semester, elective course designed to explore the world around us, expand the student s knowledge of chemical concepts and develop critical thinking and problem solving skills. In addition students learn laboratory and analysis skills throughout the course. This chemistry class is highly recommended for college-bound students and a must for science related careers. Chemistry is the study of the composition and structure of matter and the physical and chemical changes it undergoes. During the year the fundamentals of chemistry are introduced, developed, reviewed and then applied to real life problems. These chemical concepts are further mastered through labs that stress critical and quantitative thinking. First semester topics include an overview of chemistry, lab equipment and safety, the scientific method, matter, metric units and problem solving and atomic structure. Second semester we explore the mole concept, the periodic table, chemical bonds, chemical formulas and equations, chemical reactions and stoichiometry. In addition, lab techniques (and some report writing skills), mathematical calculations, organization and analysis of data, and discussion or results are emphasized. Honors Chemistry is similar to the regular chemistry course but emphasizes additional critical thinking skills needed for a more laboratory-based course. Although the curriculum is essentially the same as the regular course, many topics in Honors Chemistry are explored in more depth. There are also additional readings and enrichment projects. Students are expected to be more independent learners in this class. This course is required for students opting for the Science strand of the Honors Program and is highly recommended for all college-bound honors students and a must for science related careers. Chemistry is the study of the composition and structure of matter and the physical and chemical changes it undergoes. During the year the fundamentals of chemistry are introduced, developed, reviewed and then applied to real life problems. These chemical concepts are further mastered through labs that stress critical and quantitative thinking. First semester topics include an overview of chemistry, lab equipment and safety, the scientific method, matter, metric units and problem solving and atomic structure. Second semester we explore the mole concept, the periodic table, chemical bonds, chemical formulas and equations, chemical reactions and stoichiometry. In addition, lab techniques (and some report writing skills), mathematical calculations, organization and analysis of data, and discussion or results are emphasized. 41

42 PHYSICS Elective: 12 or Department Approval Physics is the quantitative study of matter and energy. This course covers the following topics: motion, forces, electricity, sound, and optics. A mix of laboratory investigation and mathematical problem solving are used to demonstrate and solve common physics problems. The course is full of design opportunities using physics concepts in order to relate to the students the real world applicability of physics in everyday life. Any students looking to study science or engineering in college will not want to miss this course. Interest and ability in mathematics are needed for this course. Prerequisite: Grades of a C or higher in Algebra 2 and Chemistry Physics begins with the fundamentals to understanding our natural world. We will review algebra, trigonometry, measuring, the scientific method, and hone our ability to convert units. We will apply math to the relationships we find in nature and begin to interpolate and extrapolate based on our data sets in order to predict outcomes. Motion, force, acceleration, torque, and momentum will all be discovered in the lab, and we will learn to write equations using the relationships we find. Designs such as bridge building, impact resistance vehicles, and projectile launchers will be created in order to explore and show our understanding of the law and physics. Electronic equipment is used extensively in this course to precisely monitor variables while allowing students to be exposed to measuring equipment found at companies all around Milwaukee. Students will be challenged to communicate their understanding, and their curiosity will drive areas of study in the second half of the year. ANATOMY AND PHYSIOLOGY Elective: Prerequisite: Successful completion of Integrated Science and Biology Anatomy and Physiology is the study of the body and its functions. This course is ideal for students that are planning on going into the medical profession, or are curious about the subject matter. There is an emphasis on the mechanisms that allow our bodies to perform daily functions, and what occurs when things do not function properly. Both lectures and labs will use the textbook, models, diagrams, computer simulations, and dissections of specimens (i.e., fetal pig, calf head) to study the anatomy and physiology (form and function) of the 11 major organ systems. Anatomy and Physiology begins with an introduction to basic anatomical terms including regions, planes, and organ systems. After obtaining the vocabulary knowledge necessary to navigate through basic medical terms, they will turn to focus their studies to the 11 major organ systems. As the curriculum progresses, students will move from having the medical information provided to them, to analyzing and interpreting case studies on their own. 42

43 CHEMISTRY FOR EVERYDAY LIFE Elective: Prerequisite: Successful completion of Integrated Science and Biology Chemistry in Everyday Life is an introductory chemistry course that helps students realize the important role of chemistry in their daily lives. Students will develop and use knowledge of matter and its chemical properties to make informed decisions about the application of science and technology to enhance the quality of their lives. Chemistry in Everyday Life starts by reviewing the skills and concepts of science, including laboratory safety, metric system measuring and conversion, basic scientific vocabulary, and the steps of the scientific method. The course continues with four units that create student interest through investigation of a real-life problem or issue and then develops the chemistry concepts that help resolve the issue. ENVIRONMENTAL SCIENCE Elective: Prerequisite: Successful completion of Integrated Science and Biology or Departmental Recommendation Environmental Science is the study of the interactions between organisms and their environment. This course provides a background in the principles of ecology. Students explore some of today s major environmental challenges and the consequences of environmental damage with an emphasis on personal choices. This course provides a background in the important principles of environmental science including the topics of human populations, biodiversity and sustainability, land and soil, energy resources, and environmental quality. Students begin by developing an understanding of how scientific methods are used to construct environmental literacy about how the natural world works. By studying current events, the course will also explore some of today s major ecological challenges and the important research that is being done to address these concerns in order to gain a deeper understanding of how human development impacts ecological communities and systems. 43

44 SUSTAINABILITY Elective: Prerequisite: Successful completion of Integrated Science Sustainability means to not be harmful to the environment or use more natural resources than necessary. This project-based course looks at sustainability through many different lenses. We examine the impact humans have on Earth due to population growth, technology, shortened product life cycles, psychology of Americans, political policy, businesses, marketing, manufactured demand, pop culture, and energy and water use. This course begins with a look at population growth and based on graphical analysis and current articles, predict the near future of resource use and ecological footprints in a number of different countries. Students will make connections between over-consumption and American lifestyle, such as fast food, big box stores, bulk purchasing, and advertising. We look specifically at how teens and young adults spend their money, and how they are targeted by business. They will make a commercial directed specifically at a certain target market. The course slightly shifts to how political policy drives business and how these policies and subsidies affect the price of goods and services. Next we look at water and energy use, renewable energy sources, and strategies we could implement to live a more sustainable lifestyle. Students take everything they have learned to design their own green business. We look at a number of current examples of sustainable business companies and practices (even here in Milwaukee), and the students come up with a business model that lowers the strain on natural resources. A.P. BIOLOGY Elective: 12 Prerequisite: Successful completion of Integrated Science and Biology, Senior standing AP Biology is intended to be equivalent to a year-long college introductory biology course. Successful completion of this course as well as getting a score of 3 or higher out of 5 on the AP Biology Exam in May can allow a student to earn 3 college credits in place of taking an introductory biology course in college. We will be covering everything in biology from cells to evolution to plant and animal development and structure in 55 chapters of the textbook as well as additional readings such as articles from scientific journals and the student workbook. AP Biology begins with a quick review of basic chemistry and basic biology. After obtaining the vocabulary knowledge necessary to navigate through the four Big Ideas (Evolution, Cellular Proccesses, Genetics, Interactions) of the college board and AP biology standards. As the curriculum progresses, students will move from having the scientific information provided to them, to analyzing and interpreting data and information on their own. This course will prepare students for the AP biology test in May. 44

45 INDEPENDENT STUDY Elective: 12 The Science Department encourages students to take one-half credit of Independent Study if they plan to seek a college degree in science or a science-related field. Students need to select an advising science faculty member. Students are responsible for writing a paper based on assigned readings. Prerequisite: Department Approval FOREIGN LANGUAGES Credits Courses Year 1.0 French I French II French III French IV English Language Learners Spanish I Spanish II Spanish III Spanish IV Spanish for Spanish Speakers I Spanish for Spanish Speakers II Spanish for Spanish Speakers III Foreign Language Department Mission Statement The mission of the foreign language department is to advance foreign language and cross-cultural competency. All foreign language courses are two semester courses. All students with prior language experience will be enrolled in the appropriate level course indicated by a placement exam or Department evaluation. Students must complete two years of the same foreign language study at Messmer to fulfill the graduation requirement. 45

46 COURSE DESCRIPTIONS FRENCH I Elective: 9 11 Prerequisite: None French I focuses on the development of the skills necessary to comprehend, speak, read and write French and to acquaint students with the cultures of the countries in which French is spoken. Reading, understanding and speaking in everyday situations and vocabulary will be stressed. This introductory course presents the four basic language skills of understanding, speaking, reading, and writing. Speaking proficiency is encouraged and developed from the beginning of language study. It is stressed in the use of practical vocabulary, including conversational expressions, time, weather, numbers, days and months, clothes, food and drinks, and leisure activities. The fundamentals of basic grammar, the present tense, the use of subject pronouns, the agreement of nouns and adjectives, negation and interrogatives and the reading of simple narratives are taught after basic language skills are acquired. Topics include family life, sports, shopping, possessions and leisure activities. Students get to know French culture by learning the customs, geography, music, celebrated persons, and cuisine of France. Student will expand their cultural understandings by learning about Paris and its monuments. FRENCH II Elective: Prerequisite: Successful completion of French I This course continues the emphasis on reading, understanding, speaking and writing. Content and vocabulary are more in-depth and specialized. Students continue to study the geography, history, and culture of the French-speaking world. French II continues to build upon and further develop the four basic language acquisition skills for communication in French at a low novice level. The listening, speaking, reading and writing experiences are designed to promote application and understanding of the French language and culture in context. The course emphasizes the study of vocabulary, verb tenses, pronoun usage and syntax. Topics include past actions, professions, animals, daily routines, weekend activities, fitness and health, and traveling. Students expand their cultural understandings by learning about the geography of France, Francophone countries and French territories. 46

47 FRENCH III Elective: Prerequisite: Successful completion of French II This class will provide a solid background for further advanced study of French language and culture. Students will use the French language to engage in conversations, express feelings and emotions, exchange opinions, and provide and obtain information. Students will understand and interpret written and spoken language on diverse topics. Students will use the French language to present, orally or in writing, information, concepts and ideas on a variety of topics. The focus of the course is on real-life language use, the integration of language and culture, and the development of the four skills: listening, speaking, reading, and writing. The methodology used is communicative and task-based, meaning that in every chapter of the book you will be learning language for a specific task, and by the end of the course students will be able to perform a variety of tasks that are useful to someone visiting a French speaking country. Students will engage in pair and group work on a regular basis and to participate actively in class. French III continues to build upon and further develop the four basic language acquisition skills for expression in French at a mid-novice level. The listening, speaking, reading and writing experiences are designed to promote effective communication in the French language. The course emphasizes the study of vocabulary, the use of verb tenses, pronoun usage and syntax. Students will read and comprehend both factual and interpretive texts in French. Topics include one s daily routine, careers, travel abroad, clothes and shopping, vacation and outdoor activities, cities, personal relationships and health. Students expand their cultural understandings by learning about France, Francophone countries and their cultural heritage in the areas of art, music and history. 47

48 FRENCH IV Elective: 12 Prerequisite: Successful completion of French III French IV will help students to become more fluent in French. Students will understand and appreciate the culture, art, history and literature of the France and the French-speaking world. This course continues to build upon and further develop the four basic language acquisition skills for communication in French at a mid-novice level. The listening, speaking, reading and writing experiences are designed to promote effective communication in the French language. The course emphasizes the expansion of vocabulary and idiomatic expressions, a thorough review of French grammar, a detailed study of French history and civilization and the reading and discussion of prose. Students will read and comprehend themes in both factual and interpretive texts in French. Students expand their cultural understandings by learning about France and her cultural heritage in the areas of art, music, literature and history. Students will read excerpts from several famous novels. They will read a mini-drama independently and complete a book report. ENGLISH LANGUAGE LEARNERS Elective: 9-11 Prerequisite: Identification by Admissions and Foreign Language Department The purpose of the course is to improve the English proficiency through reading, writing, speaking and listening activities. Students will practice their skills through a variety of exercises, projects and assignments. Student activities include a variety of supplemental materials, which are tailored to the individual need of the English Language Learner. Students read according to their level and write on a daily basis. Additionally, each student is asked to speak, to the best of his or her ability, in the target language. 48

49 SPANISH I Elective: 9-11 Prerequisite: None Spanish I is an introduction to the Spanish language. Students will learn basic vocabulary and basic grammar structures. Speaking, listening, writing and reading will be emphasized. Students will learn to ask questions, and describe people, places and things in Spanish. Students will leave Spanish I with an understanding of the geographical and cultural variety of the Spanishspeaking world. Students learn greetings, telling time, describing self and others, Possessive adjectives, family members, activities in the present tense, describe likes and dislikes with food, activities, classes, food and household vocabulary. SPANISH II Elective: Prerequisite: Successful completion of Spanish I Spanish II is a continuation in Spanish language learning. Students will continue expanding vocabulary and grammar structure knowledge. Speaking, listening, writing and reading will be emphasized. Students will ask questions, and describe people, places and things in present and past tenses. Students will leave Spanish II with an understanding of the cultural variety of the Spanish-speaking world. Students learn vacation vocabulary with direct, indirect object pronouns, preterite AR verbs and irregular preterite verbs. Students also learn reflexive verbs, present progressive tense and - ER,-IR preterites with demonstrative adjectives encapsulated in a sports, health and daily routine format. Students learn shopping vocabulary and more irregular preterite verbs and additional present tense forms. Students learn the descriptive past to describe the childhood activities. The year ends with a rigorous look at the geography and culture of Spain. 49

50 SPANISH III Elective: Prerequisite: Successful completion of Spanish II The goal of Spanish III is for students to become more fluent in Spanish. Students will understand and appreciate the culture, art, history and literature of the Spanish-speaking world. Students will learn a variety of grammatical aspects of the language including: command forms, future and conditional tenses, and subjunctive mood. Students will also read regularly in the target language throughout the year. One specific area of focus will be Don Quijote. Students will read a graphic adaptation of the most widely translated fiction classic and discuss. The history of Spain will be another area of focus for Students in Spanish III. Each student will research an era and report to the rest of the student their findings. Finally, students will focus on general culture and geography in each of the following Spanish speaking locations: Spain, Nicaragua, Dominican Republic, and Ecuador. SPANISH IV Elective: Prerequisite: Successful completion of Spanish III Spanish IV will help students to become more fluent in Spanish. Students will understand and appreciate the culture, art, history and literature of the Spanish-speaking world. Students study the literature of Spain and Latin America. They will also become familiar with Spanish poetry, art and history. They will identify major historical events in Spanish history and understand how modern Spain was shaped by its history. They will learn to identify the works of several Spanish artists including Velázquez, Goya, Picasso, Miró and Dalí. Through these studies, students will continue to review and learn advanced grammatical concepts. Students will read excerpts from famous novels, will read a book independently, and will complete a book report. 50

51 SPANISH FOR SPANISH SPEAKERS I Elective: 9-11 Prerequisite: Mastery of the spoken language (fluency) as well as advanced reading comprehension Students develop more sophisticated communication skills in all four areas: listening, speaking, reading, and writing, with special emphasis on the ability to interact orally and in writing. Students communicate using more complex language structures and express abstract ideas with reasonable fluency. Class is conducted in Spanish and students are expected to ask questions, give comments and converse with others in the target language. Students learn about the Culture, history, literature, and geography of the countries of North, Central and South America. In grammar students will learn the present, preterit, imperfect and future tenses, the use of por and para, commands and the rules for accents in Spanish. SPANISH FOR SPANISH SPEAKERS II Elective: Prerequisite: Successful completion of Spanish for Spanish Speakers I or Department Approval Students develop more sophisticated communication skills in all four areas: listening, speaking, reading, and writing, with special emphasis on the ability to interact orally and in writing. Students communicate using more complex language structures and express abstract ideas with reasonable fluency. Class is conducted in Spanish and students are expected to ask questions, give comments and converse with others in the target language. Students learn about the Culture, history, literature, and geography of Mexico and Spain. In grammar students will review the present, preterit, imperfect and future tense. Also they will learn about the present and past participle, and review the rules for accents in Spanish. 51

52 SPANISH FOR SPANISH SPEAKERS III Elective: Prerequisite: Successful completion of Spanish for Spanish Speakers II or Department Approval Students develop more sophisticated communication skills in all four areas with special emphasis on the speaking and writing skills. The main goal of this course is to develop in students the ability to write and speak in academic and professional settings. Students are expected to present interdisciplinary presentations in order to respond to society s current issues and demonstrate skills when performing in formal contexts such as job and college interviews. Additionally, students develop writing skills by reading and writing literature, articles and essays. Particularly, the objective of students in this course is to write their first version of a statement of purpose and/or research project proposal in Spanish. Also, students will actively participate in literature circles as a means to enlarge their knowledge of history, language and culture. 52

53 PHYSICAL EDUCATION/HEALTH Credits Courses Year 0.5 Health Education Physical Education I Team Sports Strength Training Lifetime Fitness Beginning Swim Advanced Swim Physical Education Department Mission Statement Our philosophy is to provide students with challenging activities to help them grow physically, cognitively, socially, and spiritually. Students should feel empowered to make wise, healthy choices in their everyday lives by experiencing positive and motivating lifelong lessons. COURSE DESCRIPTIONS HEALTH EDUCATION Required: 9 Prerequisite: None Health education is designed to help students understand the different aspects of health. In this course we will discuss important issues that make up our physical, mental, and social health. The objective for this course is for students to make personal, and real world connections with the units discussed. Health Education is a course designed to help students positively handle real world situations. This course will cover the positive and negative ways people exhibit the different types of health (physical, mental, social, and spiritual). The course is designed to give students the knowledge needed to make healthy choices in life. This course will also help students identify behaviors that can impact their life positively and negatively. 53

54 PHYSICAL EDUCATION I Required: 9 Prerequisite: None Physical Education I will allow students the opportunity to develop basic physical skills through individual and team activities as well as introduce new, enjoyable experiences for life- long physical fitness and well-being. Physical Education I is designed to develop individual and team sport motor skills as well as fundamentals. Rules, regulations, game strategy, and safety are emphasized for each unit and activity. TEAM SPORTS Elective: Prerequisite: Successful completion of Physical Education I Team sports is a coed class that will enable students to participate in a wide variety of activities from racquet sports like badminton and eclipse ball to more traditional team sports like soccer,basketball, and Flag Football. Students will also work on improving their abilities in cardiovascular endurance tests each month, along with engaging in pre and post testing for fitness. Team Sports is a class offered to students who would like a more competitive, sport-orientated class. The units are similar to those in PE 1, but with more mastery of skills expected of them. Most units are two weeks long, which would meet an average of 5 times. 54

55 STRENGTH TRAINING Elective: Prerequisite: Successful completion of Physical Education I Strength Training will help students understand how weight training affects the body, and understand how to use different types of resistance training. Throughout the semester students will not only gain an understanding of weight training, but be able to effectively design a weight training program for themselves or others. Strength Training is designed to help students become proficient in different forms of resistance training. Not only will the student know how to safely workout, but also have a better understanding of how consistent training affects your body, and mind. During the semester the students will be introduced to a variety of exercises using body weight, barbells, dumbbells, kettlebells, medicine balls and sandbags. Each student will feel confident at the end of the semester constructing a safe and balanced workout plan for themselves and others. LIFETIME FITNESS Elective: Prerequisite: Successful completion of Physical Education I Lifetime Fitness is a coed class that will enable students to participate in activities they can continue once their physical education days are over. Lifetime fitness offers a wide variety of activities from racquet sports like badminton and eclipse ball to more traditional sports like ultimate frisbee and volleyball. A fitness element will also be added to Lifetime Fitness that will focus on body weight exercises, yoga, medicine ball training, plyometric training, and circuit training. Lifetime Fitness is a class offered to students who would like a less competitive, fitness orientated class. The units are similar to those in PE 1, but with more mastery of skills expected of them. Most units are two weeks long, which would meet an average of 5 times. 55

56 BEGINNING SWIM AND RECREATION Elective: 9-12 Prerequisite: None Beginning Swim and Recreation will allow students to learn the basic fundamentals and motor skills of swimming according to the American Red Cross. Throughout the semester, students will progress to more challenging movements, and be able to demonstrate their progress. This course is designed to teach novice swimmers the basic skills of swimming. This includes using kickboards, floatation devices, peer evaluations and video clips to help improve the students confidence and skills in a variety of aspects of swimming. ADVANCED SWIM Elective: Prerequisite: Successful completion of Beginning Swim Advanced Swim and Recreation will allow students to strengthen their skills in swimming with a focus on improving mechanics and speed of their swimming strokes. The swimming skills will focus on those put in place by the American Red Cross. Throughout the semester, students will progress to more challenging movements, and be able to demonstrate their progress. Advanced Swim And Recreation is a course designed to give students who already know how to swim a more challenging approach to becoming better swimmers. During the semester students will demonstrate and teach skills to their classmates, learn life saving skills while in the pool, and be able to refine skills that they already possessed. 56

57 FINE ARTS Credits Courses Year 0.5 Art Foundations Art History (Honors) Artists Portfolio Ceramics I Ceramics II Drawing I Painting I Basic Design Digital Photography Bishop Band Bishop Choir Concert Band Concert Choir Drama Forensics Oral Communication Fine Arts Department Mission Statement The Fine Arts Department of Messmer High School is dedicated to educating students in the form of Visual and Digital Arts, Drama, and Music. In doing so, we will guide students to understand the verbal and non-verbal languages of art and develop awareness of a variety of art skills and processes. We will assist students in cultivating a personal response to their art and the arts around them. The Fine Arts Department is excited to enhance a students creativity, confidence and problem solving skills while incorporating reading, writing, and history, including the works and lives of artists past and present. Through Messmer High School s Fine Arts Department, students will gain practical life skills that will help prepare them to be cultured, productive members of society. Art Foundations is the pre-requisite course for all other visual arts courses. One credit of Fine Arts is required to graduate. 57

58 COURSE DESCRIPTIONS ART FOUNDATIONS Elective: 9-12 Prerequisite: None Students can expect to develop an understanding of the basic components of art: The Elements of Art and the Principles of Design. Students will engage in hands-on activities to demonstrate an understanding of these components, including project work in a variety of two and three-dimensional media. This course will also reinforce reading, writing, test-taking, critical thinking and problem solving skills in both class work, and discussions about art, artists, and art as a form of history. Students will develop a personal response to their work and the aesthetics of the world around them. While students are gaining confidence in their own ability to create unique works of art, they will also enhance their ability to critically think, analyze, and interpret their work as well as works that others have created. This will be done through an exploration of a variety of techniques and mediums, studying the aesthetics of fine art examples, learning the historical context of art, and increasing their verbal and visual vocabulary. They will create 2 written essays critiquing traditional artworks by developing a thesis, describing, interpreting, analyzing, and judging and artwork. Students will be able to articulate their use of media, tools and techniques to express their visual voice and reflect upon the work that they have completed. In addition to developing their literacy through art, they will develop their skills in art making and spatial awareness. A proper utilization of a variety of techniques and mediums will be addressed as well as applying aesthetic qualities to their own work. Skills expected to develop are the understandings and applications of the elements of art in a composition. 58

59 HONORS ART HISTORY Honors Elective: Students will learn about prehistoric through contemporary art from both formalist and contextual points of view. This will be done through interpretation and analysis of art styles through written critiques, reflections, presentations, and hands-on activities. By the end of the course the student will be able to compare and contrast the art of the past with that of today to emphasize the importance of visual arts throughout history in all cultures and in the way that they perceive the world. This course is designed for students who are serious thinkers, interested in history, social issues, and visual arts. We will study visual concepts (the elements and principles of art and design), and Prerequisite: Honors contextual analysis of artworks including subject matter, function, artistic decision-making, context, and Program or Instructor cultural impact. There will also be a variety of experiences in hands-on art making, both two and threedimensional. While developing their literacy through art, they will create presentations that demonstrates Approval their understanding of various art periods including Ancient, Greek, Roman, Early Christian, Byzantine, Early Medieval, Romanesque, Gothic, 14 th -18 th Centuries, Italian Renaissance, Baroque, Neo-Classical, Romanticism, Realism, Impressionism, Modernism, Post- Modernism, and Contemporary. Students will also be comparing and contrasting traditional art with contemporary art themes and artists. ARTISTS PORTFOLIO Elective: Prerequisite: Departmental recommendation Students can expect to build upon their understanding of visual arts and are encouraged to create and express visual ideas and evaluate the worth and quality of art they produce. This class is designed to give the student an opportunity to produce high quality art works and help students make a commitment to an extended exploration in an area of interest. Students are encouraged and challenged to develop specific technical abilities in traditional and contemporary realms. This course is designed for the seriously interested and highly motivated student artist who has a desire to study the visual arts on a highly committed level. Students will create presentations, research artists, plan out their self- driven projects, and develop a portfolio suitable to share with prospective colleges. Students will be able to articulate their use of media, tools and techniques to express their visual voice and reflect upon the work that they have completed. In addition to developing their literacy through art, they will create a breadth of work that demonstrates their creative problem solving skills and create a body of artwork that focuses on a concentration in medium and theme, and participate in weekly critiques utilizing a visual and verbal vocabulary. Students are also expected to study, develop, and prepare to display their work for Messmer Catholic Schools Fine Arts Night. 59

60 CERAMICS I Elective: Prerequisite: Successful completion of Art Foundations Students can expect to gain an understanding of Ceramics and 3-D thinking, build upon their understanding of the elements and principles of art, become familiar with a variety of hand-building techniques and surface decoration tools and techniques. The end goal is to build a visual and verbal vocabulary, build confidence, and produce successful works. Students will explore of a variety of hand-building techniques and surface treatments, study the aesthetics of fine art examples, learn the science and historical context of clay, and increase their verbal and visual vocabulary. They will create 2 written essays on the aesthetics of ceramics, develop a thesis, maintain, and defend their opinion of the art and aesthetic qualities (sensory, formal, expressive, and technical). Students will be able to articulate their use of media, tools and techniques to express their visual voice and reflect upon the work that they have completed. In addition to developing their literacy through art, they will develop their skills in ceramics and spatial awareness. A proper utilization of a variety of hand-building techniques and surface design techniques will be addressed as well as applying aesthetic qualities to their own work. Skills expected to develop are the basic hand-building techniques: Pinch, Coil, and Slab work. CERAMICS II Elective: Prerequisite: Successful completion of Art Foundations and Ceramics I Students can expect expand their understanding of Ceramics and spatial awareness, demonstrate their understanding of the elements and principles of art, produce work that exhibits a variety of handbuilding techniques and surface decoration tools and techniques. Students will also be introduced to creating thrown forms. The end goal is to build a visual and verbal vocabulary, build confidence, and produce successful works. Students will build on skills and content knowledge learned in Ceramics I. They will create 2 written essays on the aesthetics of ceramics, develop a thesis, maintain, and defend their opinion of the art and aesthetic qualities (sensory, formal, expressive, and technical). Skills expected to develop are advanced surface treatments and considerations, working with the wheel to create a balanced thrown form, and quality aesthetics and craftsmanship. 60

61 DRAWING Elective: Prerequisite: Successful completion of Art Foundations Students can expect to gain an understanding of drawing, build upon their understanding of the elements and principles of art, and become familiar with a variety of mark making tools. The end goal is to build a visual and verbal vocabulary, build confidence, and produce successful works. While students are gaining confidence in their own ability to create unique works of art, they will also enhance their ability to critically think, analyze, and interpret their work as well as works that others have created. This will be done through an exploration of a variety of techniques and media, studying historic works of art, and increasing their verbal and visual vocabulary. They will create 2 written critiques on art pieces, forms, or styles in which they are to develop a thesis, maintain, and defend their opinion of the art/artist/style/form. Students will be able to articulate their use of media, tools and techniques to express their visual voice and reflect upon the work that they have completed. In addition to developing their literacy through art, they will develop their skills in drawing, proper utilization of a variety of media, and applying the elements of art and principles of design to their compositions. Drawing skills expected to develop are drawing from observation and imagination, using scale and proportion, still life and human form, and reproducing a masters work. PAINTING Elective: Prerequisite: Successful completion of Art Foundations Students can expect to gain an understanding of painting, build upon their understanding of the elements and principles of art, and become familiar with a variety of paint mediums and tools. The end goal is to build a visual and verbal vocabulary, build confidence, and produce successful works utilizing interests, experiences and knowledge. During painting, students will create 2 written critiques on art pieces, forms, or styles in which they are to develop a thesis, maintain, and defend their opinion of the art/artist/style/form. Students will be able to articulate their use of media, tools and techniques to express their visual voice and reflect upon the work that they have completed. In addition to developing their literacy through art, they will develop their skills in painting, proper utilization of a variety of paint media, and applying the elements of art and principles of design to their compositions. Painting skills expected to develop are color theory and mixing, using scale and proportion, painting from research and personal experiences, visual simples and narrative, and reproducing a masters work. 61

62 BASIC DESIGN Elective: Prerequisite: Successful completion of Art Foundations, Intro to Computers and Digital Photography or Desktop Publishing Students can expect to gain an understanding of graphic design, build upon their understanding of the elements and principles of art, and become familiar with a variety of Graphic Design technologies, processes and software. The end goal is to prepare students for careers in art, to build a visual and verbal vocabulary, build confidence, and produce successful works utilizing form and function, student interests, experiences and knowledge. While students are gaining confidence in their own ability to create unique works of art, they will also enhance their ability to critically think, analyze, and interpret their work as well as works that others have created. This will be done through an exploration of a variety of techniques and media, studying historic works of art, and increasing their verbal and visual vocabulary. Students will be able to articulate their use of media, tools and techniques to express their visual voice and reflect upon the work that they have completed. In addition to developing their literacy through art, they will develop skills in the design process and software, proper utilization of a variety of techniques, and applying the elements of art and principles of design to their compositions. DIGITAL PHOTOGRAPHY Elective: Prerequisite: Successful completion of Art Foundations and Intro to Computers Students can expect to gain an understanding of Digital Photography and advance editing, build upon their understanding of the elements and principles of art, and become familiar with a variety of digital photography technologies and software. The end goal is to build a visual and verbal vocabulary, build confidence, build an understanding of digital camerals, and produce successful works utilizing interests, experiences and knowledge. Students will be able to articulate their use of media, tools and techniques to express their visual voice and reflect upon the work that they have completed. In addition to developing their literacy through art, they will develop their skills in digital photography and advance editing, proper utilization of a variety of techniques, and applying the elements of art and principles of design to their compositions. Digital photography and advance editing skills expected to develop auto and manual usage of DSLR cameras, create complex photography compositions, enhance and manipulate digital imaging through the use of software and a high understanding of image and typography when designing. 62

63 BISHOP BAND Bishop Band is a performing group that will help students understand and implement important concepts to successfully play a musical instrument. Students will learn these concepts through scales and Elective: 9-12 other music theory. Students will also gain knowledge in music history through both listening and performing. Students in Bishop Band will have many potential performance opportunities such as Pep Band and Prayer Services. In Bishop Band, students will begin by selecting an instrument and learning how to not only play, but also maintain and play properly. Once a firm understanding of the fundamentals of producing good Prerequisite: None tone is established, students will begin to learn the basics of music theory, scales, rhythms, and other essential building blocks of music. During this course students will be exposed to a variety of songs from a diverse catalog of cultures, composers and styles. These songs and works will be the medium in which students will learn the fundamentals of producing a good tone quality that is characteristic to their instrument. Some of these songs will be representative of what the students have learned up to a point; at that time, songs may be presented in a performance. Once students have established what it means to perform, students will additionally critique other performances using the vocabulary learned thus far. Students will then use the musical skills and concepts learned in the course to develop their own musical ideas in a composition. BISHOP CHOIR Elective: 9-12 Bishop Choir is a performing group and is recommended for anyone who has little to no experience singing with a musical group and will help students learn and perform music of various genres. Basic music theory and singing technique will be learned. Students will also gain knowledge in music history through listening and performance. In Bishop Choir, students will begin with a voice test to determine the vocal part to sing. Students will learn proper warm-ups and vocal maintenance skills to ensure production of the best vocal tone. Once a firm understanding of the fundamentals of producing good tone is established, students will begin Prerequisite: None to learn the basics of music theory, scales, rhythms, and other essential building blocks of music. During this course students will be exposed to a variety of songs from a diverse catalog of cultures, composers and styles. These songs and works will be the medium in which students will learn the fundamentals of producing a good tone quality that is characteristic to their voice part. Some of these songs will be representative of what the students have learned up to a point; at that time, songs may be presented in a performance. Students will additionally critique other performances using the vocabulary learned in Bishop Choir. Students will then use the musical skills and concepts learned in the course to develop their own musical ideas in a composition. 63

64 CONCERT BAND Elective: 9-12 Prerequisite: One year of Bishop Band or Instructor Approval Concert Band is a performing group that will help students expand on important concepts regarding successful play of a musical instrument. Students will learn more advanced musical concepts including scales and other music theory. Students will also gain knowledge in music history through both listening and performing. Students in Concert Band will have many potential performance opportunities such as Pep Band and Prayer Services. In Concert Band, students will begin by selecting the instrument they have previously played. Through department approval or their prior experience in Bishop or Concert Band, the teacher may approve a different instrument. A further understanding of the production of good tone will be established, as well as advanced music theory, scales, rhythms, and other elements of music. During this course students will be exposed to a variety of songs from a diverse catalog of cultures, composers and styles. These songs and works will be the medium in which students will learn the fundamentals of producing a good tone quality that is characteristic to their instrument. Some of these songs will be representative of what the students have learned up to a point; at that time, songs may be presented in a performance. Concert Band students will have further opportunities to perform, such as pep band and prayer services. Students will additionally critique other performances using the vocabulary learned in Bishop Band and Concert Band. Students will then use the musical skills and concepts learned in the course to develop their own musical ideas in a composition. CONCERT CHOIR Elective: Prerequisite: One year of Bishop Choir or Instructor Approval Concert Choir is a performing group where students will sing in order to expand on important concepts regarding successful vocal tone. Students will learn more advanced musical concepts including scales and music theory. Students will also gain knowledge in music history through both listening and performance. Concert Choir will have many performance opportunities including school masses, local festivals, and concerts. In Concert Choir, students will begin by testing their voice to determine voicing. A further understanding of the production of good tone will be established, as well as advanced music theory, scales, rhythms, and other elements of music. Diverse styles of music will be the medium in which students will learn the fundamentals of producing a good tone quality that is characteristic to their instrument. Concert Choir students will have opportunities to perform, such as concerts, prayer services and school masses. Students will additionally critique other performances using the vocabulary learned in Bishop Choir and Concert Choir. Students will then use the musical skills and concepts learned in the course to develop their own musical ideas in a composition. 64

65 DRAMA This semester course is a combination of theater history, theory, and practical application. This is an active, experiential learning course giving an introduction to both the onstage and behind-the-scenes Elective: 9-12 components of drama. Students can expect to build their confidence, creativity, and teamwork skills along with their knowledge and appreciation for the performing arts through the exploration and practical application of theater history and genres, play reading and analysis, playwriting, pantomime, acting, directing, set design, lighting, sound, costumes, and make-up. Prerequisite: None Students will expand their view of the human condition and increase their capacity for empathy in their exploration and interpretation of characters outside the realm of their own experiences. Students will enhance their skills as team members through projects and prerfromances where their success is dependent upon the success of the others in the group. These projects will develop their problem-solving and time-management skills as well as their work ethics and self-awareness. Additionally, students will gain knowledge and appreciation for this fine art through an understanding of the production process as well as the impact of theater on society through reflection. They will use written and oral feedback methods to reflect on their own work and the work of others, applying the feedback to enhance their learning and success. FORENSICS Elective: Prerequisite: Departmental approval Forensics is offered as a competitive alternative to the Oral Communication graduation requirement. Students study various forms of speech, the construction, and presentation. Competitive presentations held outside of class present the students with opportunities for awards, scholarship, and speech practicum with unfamiliar, formal audiences. Forensics highlight seven major groupings found in competitive speaking in the Wisconsin forensic tournament season. These groupings are further divided into 21 different categories that students will choose to explore and prepare for competition. Students are individually coached as they select one category per each of five groups that they choose to explore. The order of their studies is personal to each student based on their interests and skills. Students are required to compete a minimum of three times with the Messmer forensic team, the Messmer Talking Bishops, during the current Wisconsin forensic tournament season. Students are free to select the dates and categories to match their personal goals and limitations. This competition requirement provides real world application of speaking skills developed within this class and a non-negotiable element of successful completion of the course. 65

66 ORAL COMMUNICATION Elective: Prerequisite: None This semester course examines five aspects of oral communications: theory, listening, interpersonal communications, and group dynamics, with an emphasis on the skill of public speaking. Writing and reading assignments are assigned to provide the foundation for strong public speaking in specified situations and skills. Students will be provided the opportunity to build their confidence and presentation skills adapting to specific content goals and target audiences including the writing process preceding the oral presentation. They will enhance their ability to analyze and critique their own work and the work of others through written and oral feedback. Additionally they will have the ability to develop listening and adaptive skills, critical thinking and problem-solving, as well as to experience the importance and impact of all aspects of the communication process. While students gain self-confidence in their ability to develop and present formal and informal speech presentations, they ill also enhance their skills to critically think, analyze, and interpret their work as well as the works of others. They will be required to critically view the credibility of sources and apply research to support a position or argument tailored to a specific audience and speech objective. Additionally, students will practice the communication process as both senders and receivers experiencing all aspects of interference, and learn ways to increase the chance of clear communication through verbal, non-verbal, and visually enhanced messages. Students will be coached to adapt their communication style to diverse situations as individuals and in groups engaging in practical modeled communications experiences. These will be accomplished through a variety of techniques and media, as individuals and in groups through the development, presentation, feedback, and progression of oral communication assignments and experiences. They will practice written and oral feedback to reflect their work and the work of others, applying their reflections to enhance their learning and success. 66