High School 9-12
Academic Subjects
This course is designed to give the students a background and an understanding of the novel, short story, drama, nonfiction, and poetry. Through an in-depth approach, the students are given opportunities to develop skills in literary analysis. Oral and written presentations are required in every phase of the program. In addition, students will have the opportunities to develop research skills by working independently and with small groups.
Term 1
Term 2
This course focuses on making connections among areas of reading, writing, speaking and listening. Texts will be examined in relationship to their cultural and historical context. Emphasis will be placed on critical thinking, and students will produce a variety of projects where the skills are synthesized.
Term 1
Term 2
This course provides a study of text for comprehension and analysis. Emphasis will focus primarily on nonfiction documents, articles, letters and essays. Students will explore fiction and poetry within the cultural and historical context of the period. Students will write essays, persuasive papers and a variety of functional documents, while also strengthening their communication and presentation skills.
Term 1
Creating Meaning through Narratives
Transcendentalist/Gothic Literature
Term 2
This course provides a study of text for critical reading comprehension and analysis. Students will critically evaluate the fiction and poetry relevant to the cultural and historical context of the times. Students will also read nonfiction documents, articles, letters, and essays. Critical thinking and writing skills will center on persuasive, expository and narrative writing. Students will also be required to read literary criticism and write a research paper.
Term 1
To Kill a Mockingbird & The Help
Term 2
This course provides a study of a text for critical reading comprehension and analysis. Students will critically evaluate the fiction and poetry relevant t the cultural and historical context of the times. Students will also read nonfiction docuements, articles, letters, and essays. Critical thinking and writing skills will centet on persuasive, expository and narrative writing. Students will also be required to read literary criticism and write a research paper.
Term 1
Anglo Saxon Literature: Beowulf
Renaissance Literature: The Tragedy of Macbeth
Term 2
This course provide a tudy of text for critical reading comprehention and analysis. Students will critically evaluate the fiction and poetry relevatn to the cultural and historical context of the times. Students will also read nonfiction documents, articles, letters, and essays. Critical thinking and writing skills will center on persuasive, expository and narrative writing. Students will also be required to read literary criticism and write a research paper.
Term 1
Anglo Saxon Literature: Beowulf
Victorian Literary Analysis: Wuthering Heights
Medieval Literature: The Cantebury Tales
Renaissance Literature: The Tragedy of Macbeth
Term 2
This course engages students in becoming skilled readers of prose written in a variety of periods, disciplines and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The course allows students to write in a variety of forms and on a variety of subjects. The purpose of the course is to enable students to read complex texts with understanding and to write prose with sufficient richness and complexity to communicate effectively with mature readers.Summer reading is required. Students are required to register and participate in the Advanced Placement Examination for this course in order to receive weighted AP credit. Perry Local Schools will pay for exam fees.
AP Language and Composition Curriculum
Term 1
Term 2
This course provides a study of text for critical reading comprehension and analysis. Students will critically evaluate the fiction and poetry relevant to the cultural and historical contect of the times. Students will also read nonfiction documents, articles letters, and essays. Critical thinking and writing skills will center on persuasive, expository and narrative writing. Studenst will alo so required to read literaty criticism and write a research paper.
Term 1
Term 2
This course engages students in becoming skilled readers of prose written in a variety of periods, disciplines and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The course allows students to write in a variety of forms and on a variety of subjects. The purpose of the course is to enable students to read complex texts with understanding and to write prose with sufficient richness and complexity to communicate effectively with mature readers. Summer reading is required. Students are required to register and participate in the Advanced Placement Examination for this course in order to receive weighted AP credit. Perry Local Schools will pay for exam fees.
AP Literature and Compsition Curriculum
Term 1
Term 2
Perry Service Learning (PSL) is an interdisciplinary elective for seniors that combined English and Social Studies curricula with meaningful hands-on service at a community agency. Unlike traditional community service programs and service clubs that focus on charitable acts to address problems, PSL strives to help students develop democratic values by working for justice, becoming advocates, and affecting change. The course was carefully designed based on how students learn, how they think, the nature of experience, and how to educate for active participation in democratic life.
Students meet three days a week in a face-to-face setting to explore units on poverty, education reform, immigration, environmental issues, and special education. The other two days, students are required to volunteer 2-4 hours per week with a community agency that will provide them with real world experiences that relate to the topics studied in class. Ultimately, the language arts and social issues curricula combined with meaningful service provides students with the tools they need to become engaged citizens. These students recognize the needs of their community and can identify the assets that exist to address those needs. Moreover, students understand that citizens in a democracy must be active and informed or the democracy may cease to exist.
Perry Service Learning (PSL) is an interdisciplinary elective for seniors that combined English and Social Studies curricula with meaningful hands-on service at a community agency. Unlike traditional community service programs and service clubs that focus on charitable acts to address problems, PSL strives to help students develop democratic values by working for justice, becoming advocates, and affecting change. The course was carefully designed based on how students learn, how they think, the nature of experience, and how to educate for active participation in democratic life.
Students meet three days a week in a face-to-face setting to explore units on poverty, education reform, immigration, environmental issues, and special education. The other two days, students are required to volunteer 2-4 hours per week with a community agency that will provide them with real world experiences that relate to the topics studied in class. Ultimately, the language arts and social issues curricula combined with meaningful service provides students with the tools they need to become engaged citizens. These students recognize the needs of their community and can identify the assets that exist to address those needs. Moreover, students understand that citizens in a democracy must be active and informed or the democracy may cease to exist.
Perry Service Learning Honors Seminar is designed to extend the traditional PSL course by exploring real-world issues from multiple perspectives, and gathering and analyzing information from various sources in order to develop credible and valid evidence-based arguments. As in the traditional PSL course, students will volunteer for an instructor-approved social service agency, community organization, or government office postiion that will enhance their classroom discussions and projects. The Honors Seminmar will be addressed through a blended learning approach that utilizes individual conferences, group seminars, independent research, collabortive teamwork, as well as asynchronous leading opportunties.
This course encourages students to experiment with various forms of creative writing as each discovers his or her individual voice and develops a personal writing style. Students will be introduced to and work within a workshop atmosphere providing and accepting critiques of their work and the work of others. In addition, there will also be in-depth discussion of both classic and contemporary work by established writers in all genres. This course requires extensive writing and reading in the focused genres and a completed portfolio at the end of the semester exhibiting their work. Students will be required to submit work for publication. Prerequisite: Must be a Junior or Senior to take this course.
Term 1
Term 2
This course encourages students to experiment with various forms of creative writing as each discovers his or her individual voice and develops a personal writing style. Students will be introduced to and work within a workshop atmosphere providing and accepting critiques of their work and the work of others. In addition, there will also be in-depth discussion of both classic and contemporary work by established writers in all genres. This course requires extensive writing and reading in the focused genres and a completed portfolio at the end of the semester exhibiting their work. Students will be required to submit work for publication. Prerequisite: Must be a Junior or Senior to take this course.
Grading Period 1
Lead Writing and Inverted Pyramid
Grading Period 2
This course will include organization, graphic design, editing, publishing, layout, copy writing, marketing, legal issues, and sales in conjunction with the basic experiences in journalism. As students will rely on computers and appropriate software applications, basic computer skills are expected. The culminating activity will be the “Treasure Chest,” the Perry High School yearbook. Yearbook II is for editor positions and is done through application.
Term 1
Elements and Principles of Design Photography
This course examines world events from 1600 to the present. It explores the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions. The Ohio Social Studies Standards directly address the 21st century skills of civic literacy, financial and economic literacy and global awareness.
Modern World History Curriculum
Term 1
Term 2
This course examines world events from 1600 to the present. It explores the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions. The Ohio Social Studies Standards directly address the 21st century skills of civic literacy, financial and economic literacy and global awareness.
Honors Modern World History Curriculum
Term 1
Term 2
This course examines the history of the United States of America from 1877 to the present. The federal republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.The Ohio Social Studies Standards directly address the 21st century skills of civic literacy, financial and economic literacy and global awareness.
Term 1
Term 2
The AP program in United States History is designed to provide students with the analytical skills and enduring understandings necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.
AP United States History Curriculum
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Term 2
Term 3
How the American people govern themselves at national, state and local levels of government is the basis for this course. Students can impact issues addressed by local governments through service learning and senior projects. The Ohio Social Studies Standards directly address the 21st century skills of civic literacy, financial and economic literacy and global awareness.
American Government Curriculum
Term 1
Term 2
This course explores the various ideas, structures and processes embedded within the political framework of the United States Government. This course covers the topics of civic involvement, civic participation and skills, principles of the U.S. Consitituition, structures and functions of the federal government, the role of the American people, Ohio's state and local governments, public policy, and the economy. The primary focus of the course will be to provide students with an opportunity to develop and understanding of some of the major themes and structures in modern United States Government, to train students to analyze current and historical evidence, and to develop in students their ability to analyze and express political understanding in writing. This course will demand greater independence and responsibility and concentrates on the development of higher level critical thinking skills, students centered learning and problem solving activities. The course is also reading and writing intensive. At the end of this course, the
State of Ohio end-of-course exam will be administered as part of the Ohio Department of Education graduation requirements.
Honors American Goverment Curriculum
Term 1
Term 2
A well-designed AP course in United States Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of speci? c examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. The Ohio Social Studies Standards directly address the 21st century skills of civic literacy, financial and economic literacy and global awareness.
AP American Government Curriculum
Term 1
Term 2
Term 3
The dynamics of global interactions among nations and regions present issues that affect all humanity. These dynamics include: competing beliefs and goals; methods of engagement; and conflict and cooperation. Contemporary issues have political, economic, social, historic and geographic components. Approaches to addressing global and regional issues reflect historical influences and multiple perspectives. Students can impact global issues through service learning and senior projects. The Ohio Social Studies Standards directly address the 21st century skills of civic literacy, financial and economic literacy and global awareness.
Contemporary World Issues Curriculum
Term 1
Caught Between Two Worlds: Mexico at the Crossroads
Term 2
Perry Service Learning (PSL) is an interdisciplinary elective for seniors that combined English and Social Studies curricula with meaningful hands-on service at a community agency. Unlike traditional community service programs and service clubs that focus on charitable acts to address problems, PSL strives to help students develop democratic values by working for justice, becoming advocates, and affecting change. The course was carefully designed based on how students learn, how they think, the nature of experience, and how to educate for active participation in democratic life.
Students meet three days a week in a face-to-face setting to explore units on poverty, education reform, immigration, environmental issues, and special education. The other two days, students are required to volunteer 2-4 hours per week with a community agency that will provide them with real world experiences that relate to the topics studied in class. Ultimately, the language arts and social issues curricula combined with meaningful service provides students with the tools they need to become engaged citizens. These students recognize the needs of their community and can identify the assets that exist to address those needs. Moreover, students understand that citizens in a democracy must be active and informed or the democracy may cease to exist.
Perry Service Learning (PSL) is an interdiscplinary elective for senior that combines English and and Social Studies curricula with meaningful hands-on service at a community agency. Unlike traditional community service programs and service clubs that focus on charitable actis to address problems, PSL strives to help students develop democratic values by working for justice, becoming advocates, and affecting change. The course was carefully designed based on how students learn, how they think, the nature of experience, and how to educate for active participation in democratic life.
Students meet three days a week in face-to-face setting to explore units on poverty, education reform. immigration, environmental issues, and special education. The other two days, students are required to volunteer 2-4 hours per week with a community agency that will provide them with real world experiences that relate to the topics studied in class. Ultimately, the language arts and social studies issues curricula combined with meaningful service provides students with the tools they need to become engaged citizens. These students recognize the needs of their community and can identify the assests that exist to address those needs. Moreover, students understand that citizens in a democracy must be active and informed or the democracy may cease to exist.
Perry Service Learning Honors Seminar is designed to extend the traditional PSL course by exploring real-worl issues from multiple perspenctives, and gathering and analyzing information from various sources in order to develop credible and valid evidence-based arguments. As in the traditional PSL course, students will be volunteering for an instructor-approved social service agency, community organization, or government office position that will enhance their classroom dicussions and projects. The Honors Seminar will be addressed through a blended learning approach that utilizes individual conferences, group seminars, independent research, collaborative teamwork, as well as asynchronous leading opportunities.
This course prepares students to participate in the statewide mock trial competition conducted annually by the Ohio Center for Law Related Education (OCLRE). In addition to preparing for the competitions, students will learn to about the law, court procedures, judicial system and legal careers while also improving their critical thinking skills. It is important to understand that not only are students members of the class, they are also members of PHS’ Mock Trial Team. Each student, no matter their team role (attorney, witness or legal researcher/timekeeper) will be accountable to their fellow teammates for participating in the competitions.
Term 1
Term 2
Term 3
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra than has generally been offered. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Term 1
Introduction to Function Families
Solve Linear Equations and Inequalities
System of Equations and Inequalities
Term 2
Building on their work in linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations of the set of complex numbers and solving exponential equations using the properties of logarithm.
- Students develop the structural similarities between the system of polynomials and the system of integers.
- Students use the coordinate plane to extend trigonometry to model periodic phenomena.
- Students will solve exponential equations with logarithms.
- Students explore the effects of transformations on graphs of diverse functions.
- Students will identify and use appropriate functions to model a situation.
- Students identify different was of collecting data and the role that randomness and careful design play in the conclusions that can be drawn.
The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Term 1
Multivariable Systems & Linear Inequalities
Quadratic Functions & Equations
Polynomials and Polynomial Functions
Term 2
Radical, Inverse, and Root Functions & Rational Exponents
Honors Algebra II builds upon the concepts presented in Algebra 1 and Geometry. Topics include linear systems and quadratic, exponential, logarithmic, polynomial, rational, and periodic functions. Emphasis is placed on practical applications and modeling.
- Students develop the structural similarities between the system of polynomials and the system of integers.
- Students use the coordinate plane to extend trigonometry to model periodic phenomena.
- Students will solve exponential equations with logarithms.
- Students explore the effects of transformations on graphs of diverse functions.
- Students will identify and use appropriate functions to model a situation.
- Students identify different was of collecting data and the role that randomness and careful design play in the conclusions that can be drawn.
The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Term 1
Multivariable Systems & Linear Inequalities
Quadratic Functions & Equations
Polynomials & Polynomial Functions
Term 2
Radical, Inverse, and Root Functions & Rational Exponents
The purpose of this course is to satisfy the Algebra I requirement of the Common Core Mathematics Standards recently adopted by the State of Ohio. The Honors course has been designed to be fast paced and rigorous so students will be prepared for an Honors Geometry class subsequently. The Honors Algebra I course begins with connections back to that earlier work, efficiently reviewing and extending algebraic concepts that students have already studied while at the same time introducing more advanced topics in the high school standards. Students construct exponential and linear functions as they explore exponential models using the familiar tools of tables, graphs, and symbols. Finally they apply these same tools to a study of quadratic functions. In addition, any end-of-course exam will be administered as part of the Ohio Department of Education graduation requirements.
Honors Algebra I Curriculum
Term 1
Understand, Interpret, and Build Functions
Term 2
Exponents and Exponential Functions
Polynomials and Polynomial Factoring
The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments.
- Students use triangle congruence as a familiar foundation for the development of formal proof.
- Students will develop and use the Pythagorean Theorem, right triangle trigonometry, Law of Sines and Law of Cosines.
- Students apply their knowledge of two-dimensional shapes to consider the shapes of cross-sections and the results of rotating a two-dimensional object.
- Students us a rectangular coordinate system to verify geometric relationships.
- Studentd will prove basic theorems about circles and graph the equation of a circle.
- Students use the languages of set theory to expand their ability to compute and interpret theoretical experimental probability for compound events.
The Mathematical Pracitice Standards apply throughtout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Term 1
Parallel and Perpendicular Lines
Right Triangles and Trigonmetry
Term 2
This is an integrated course utilizing Geometry concepts in a Building Trades, Construction and Manufacturing environment. The course is designed to prepare students for the natural progression to higher math courses, through a course rich in connections to engineering design and manufacturing technology projects that will generate interest in math and increase students’ likelihood of success. The applications throughout the course allow students to see the connections between mathematical concepts and real world applications. The purpose of this course is to create on a daily basis a connection between theoretical geometry concepts and their concrete applications. Students can expect to see both traditional and nontraditional assessments such as projects. The curriculum is based on the Ohio Common Core Geometry Standards. The course will be co-taught by both a math and a manufacturing/STEM teacher. This course can be taken as an elective if a student has previously taken a geometry course. *This course meets the graduation requirement for a geometry course and counts toward one of the four-in-the-core for math.
Geometry By Deisgin and Modeling Curriculum
Term 1
Parallel and Perpendicular Lines
Right Triangles and Trigonometry
Term 2
This course involves the study of formulas, properties, and theorems associated with both plane and solid geometry. Knowledge of these properties, as well as the ability to reason deductively is heavily emphasized with the application of direct proofs. Connections between Algebra processes and the properties of Geometric figures are examined. Honors geometry provides the background for more advanced math courses, including AP calculus. In an honors course, a student will be challenged at a higher cognitive level and the material will be covered in greater depth. In addition, any end-of-course exam will be administered as part of the Ohio Department of Education graduation requirements.
- Students use triangle congruence as a familiar foundation for the development of formal proof.
- Students will develop and use the Pythagorean Theorem, right triangle trigonometry, Law of Sines and Law of Cosines.
- Students apply their knowledge of two-dimensional shapes to consider the shapes of cross-sections and the results of rotating a two-dimensional object.
- Students use a rectangular coordinate system to verify geometric relationships.
- Students will prove basic theorems about circles and graph the equation of a circle.
- Students use the languages of set theory to expand their ability to compute and interpret theoretical experimental probability for compound events.
Term 1
Right Triangles and Trigonmetry
Parallel and Perpendicular Lines
Term 2
Advanced Mathematical Concepts reinforces and expands the mathematical skills attained in Algebra I and II. It begins with an extensive review of Algebra II skills and includes the same topics typically found in a College Algebra course. Some of the topics covered in the course are equations and inequalities, logarithmic functions, and conics. This course is a good preparatory course for students wishing to take college level courses like Pre-Calculus at Perry High School or at local colleges under the post-secondary option. Students are expected to have a TI-83/TI-84 Plus or Silver graphing calculator for use in the classroom and on tests.
Advanced Math Concepts Curriculum
Term 1
Laws of Exponents and Radicals
Solving Equations and Inequalities
Term 2
Term 3
This course is designed to provide students with an introduction to statistics: the science of collecting, organizing and interpreting data. While Statistics is offered as a mathematics course, students will examine data from science, sports, business, industry, education, and the social sciences. The course offers students an opportunity to work with real data from current newspapers, magazines, and other publications and to search their own conclusions as they examine the data. Students are expected to have a TI-83/TI-84 Plus or Silver graphing calculator for use in the classroom and on tests.
Grading Period 1
Describing, Exploring and Comparing Data
Grading Period 2
Normal and Uniform Distributions
AP statistics is a course in which students interpret graphical displays of distributions, summarize distributions, compare distributions, and explore bivariate data. Students study methods for collecting data and for planning and conducting surveys and experiments. Probability is explored through simulations, probability rules, random variables, normal distributions, binomial distributions, geometric distributions, and the Central Limit Theorem. Statistical inference is studied through confidence intervals for means and proportions and through tests of significance. Students will take the AP exam in May. Most 4-year degrees require that at least one Statistics course be taken. Students are required to register and participate in the Advanced Placement Examination for this course in order to receive weighted A.P. credit. Perry Local Schools will pay for exam fees.
Term 1
Term 2
This course investigates relations and functions numerically, analytically, and graphically. Topics include solutions of polynomial and rational equations and inequalities; exponential and logarithmic equations; systems of linear and non-linear equations; conic sections; sequences and series; trigonometric functions; and mathmatical modeling. Students will need to supply a graphing utility; the instructor will provide details. This course provides a college-level study of algebra and also serves as a foundation course for the study of other advanced matematics.
Term 1
Rational Functions and Their Graphs
Polynomial Functions and Expressions
Term 2
Exponential, Logarithmic and Logistic Functions
This course incluses the study of trigonometric functions and inverse trigonometric functions and thier graphs; solutions of right and oblique triangles and their applications; solutions of trigonometric equations; the use of identities, vectors, and complex numbers; and graphs of polar and parametric equations. Students will need to supply a graphing utility; the instructor will provide details. This course serves as a prerequisite for the Applied Calculus and Calculus sequence, as well as a foundation course for Engineering and Science majors.
Applied Calculus is a course designed for college-bound students interested in business, economics, management, and/or the social and life sciences. Real life applications and data show students how calculus is used to solve problems in virtually all fields. Emphasis is placed on doing and using calculations associated with the study of calculus rather than the theory behind the processes. Students are expected to have a TI-83/TI-84 Plus or Silver graphing calculator for use in the classroom and on tests.
Term 1
Term 2
AP Calculus (AB) is a college preparatory course for students who plan on majoring in the study of mathematics, sciences, or related engineering fields at the post secondary level. Topics will include analytic geometry, limits, differentiation, and integration as specified in the syllabus for AP Calculus at the AB level. The emphasis will be on the theory behind the procedures presented in Applied Calculus and in preparation for the AP examination in the spring. Students are expected to have a TI-83/TI-84 Plus or Silver graphing calculator for use in the classroom and on exams. Students are required to register and participate in the Advanced Placement Examination for this course in order to receive weighted A.P. credit. Perry Local Schools will pay for exam fees.
Term 1
Derivatives and Rates of Change
Applications of Differentiation
Term 2
AP Calculus (BC) is a college preparatory course for students who plan on majoring in the study of mathematics, sciences, or related engineering fields at the post secondary level. AP Calculus (BC) is a continuation of AP Calculus (AB). Upon completion of both classes, students will have completed the equivalent of two semesters of college calculus. Topics include limits, differential and integral calculus, trigonometric and logarithmic functions, infinite series, hyperbolic functions, and differential equations. Students are expected to have a TI-83/TI-84 Plus or Silver graphing calculator for use in the classroom and on exams. Students are required to register and participate in the Advanced Placement Examination for this course in order to receive weighted A.P. credit. Perry Local Schools will pay for exam fees.
Grading Period 1
Grading Period 2
This course structure is equivalent to a first semester college course in computer science. Because JAVA is a large and complex language, it will not be covered in its entirety. Instead, we will use the AP Computer Science subset of JAVA. The AP subset includes those features fundamental to introductory computer science concepts and program design. Programming methodology, including program design, implementation, and analysis, will constitute the core of the course while standard algorithms and data structures will also be studied. A focus on problem solving and algorithm development is integrated into the study of the above topics. Coursework will prepare students to take the AP Computer Science level A exam. All AP Students are expected to take the AP exams.
AP Computer Science Curriculum
Term 1
Term 2
Human Anatomy and Physiology comprises a systematic study in which students will examine human anatomy and physical functions, as well as homeostatic imbalances. Body systems investigates include the circulatory/blood, respiratory, digestive, nervous, muscular, skeletal, endocrine, and reproductive systems. Students will investigate body systems through dissections and inquiry-based labs designed around physiological processes. Students will also use/learn a working knowledge of medical terminology.
Prerequisite: Biology and Chemistry.
Integrated Science is an introductory-level science course that serves as a prerequisite for the 10th grade bilogy and the Biology EOC exam. The standards in Integrated Science present the foundations of chemistry, biology, and scientific inquiry. These standards build the knowledge base that prepares the student for the next three years of science where the rest of the Ohio Science Standards will be addressed. Integrated Science is a course where students learn the big ideas in life science and physical science through experimental learning, project based units and scientific inquiry. Students will develop habits of mind and study skills in order to prepare for college and /or a career field.
Term 1
Scientific Literacy and Research
Science Inquiry and Application
Term 2
Interconnected Spheres of the Earth
Biology is a high school level course which investigates the composition, diversity, complexity and interconnectedness of life on Earth. Fundamental concepts of heredity and evolution provide a framework through inquiry-based instruction to explore the living world, the physical environment and the interactions within and between them.
Students engage in investigations to understand and explain the behaviour of living things in a variety of scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.
Term 1
Term 2
Honors Biology I serves as a faster-paced and greater depth introduction to the life sciences. The course will provide the student with a detailed study of cellular structure and cellular processes. Investigation of cellular and hereditary genetics help the student build a solid foundation to deal with current genetic issues. The addition of mechanics of evolution and ecological systems allows students to trace the problems facing wildlife and the health of our planet in our growing society. Inquiry-based lab experiences help students prepare, test, and communicate their biological experiments within their community. These students will also be required to complete a customized set of OGT Science review modules.
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Term 2
This course is designed to be the equivalent of a college introductory biology course usually taken by biology majors during their first year. The AP Biology curriculum is prescribed by College Board. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.
The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. The ongoing information explosion in biology makes these goals even more challenging. Course topics include biochemistry, cellular processes, genetics and heredity, organic evolution, and population ecology. Essential to the conceptual understanding of biology are a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. Students are required to register and participate in the Advanced Placement Examination for this course in order to receive weighted A.P. credit. Perry Local Schools will pay for exam fees.
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Term 2
Term 3
Term 4
Chemistry comprises a systematic study of the predictive physical interactions of matter and subsequent events that occur in the natural world. The study of matter through the exploration of classification, its structure and its interactions is how this course is organized.
Students engage in investigations to understand and explain the behavior of matter in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications. An understanding of leading theories and how they have informed current knowledge prepares students with higher order cognitive capabilities of evaluation, prediction and application.
Term 1
Electron Configuration & Periodic Trends
Term 2
Honors Chemistry is a college preparatory course designed to prepare students for General Chemistry I (taken during a science major's college freshman year) or AP Chemistry (the high school equivalent of General Chemistry I and II). This course will bridge the gap between mathematics and the physical sciences while forcing the student to think abstractly about concepts that may at first glance seem concrete. Laboratory skills will also be developed in order to help the student develop a sound foundation for performing scientific chemical experiments that will ultimately lead to a better understanding of matter and the nature of the universe.
Term 1
Periodic Trends and Molecular Structure
Term 2
AP Chemistry is equivalent to General Chemistry I and General Chemistry II, which are usually taken during a science major's freshman year of college. AP Chemistry is a very demanding, rigorous course. Students will have the opportunity to take the AP Chemistry Exam in early May.
Significant emphasis is places on theoretical aspects of chemistry, in-depth laboratory experience, and problem solving. The curriculum for all AP classes is prescribed by the College Board. Units include atomic structure, periodicity, bonding, reactions, gas laws, stoichiometry, thermodynamics, kinetics, equilibrium, solution chemistry, and electrochemistry. Practical and problematic chemistry issues are integrates to illustrate and illuminate theoretical principles. Group problem solving is suggested and encourages, both inside and outside the classroom.
Term 1
Term 2
Term 3
Environmental Science incorporates biology, chemistry, physics and physical geology and introduces students to key concepts, principles and theories within environmental science.
Students engage in investigations to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.
Environmental Science Curriculum
Term 1
Term 2
Physics introduces students to key concepts and theories that provide a foundation for further study in science and scientific literacy. Physics is a systematic study of the predictive physical interactions of matter and subsequent events that occur in the natural world.
Students engage in investigations to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.
Term 1
Two Dimensional Motion: Forces and Vectors
One Dimensional Motion and Newton's Law
Kinematical Motion: One Dimensional Motion
Term 2
Impulse, Momentum and Gravitation
Work, Power, Energy and Simple Machines
Honor Physics introduces students to key concepts and theories that provide a foundation for further study in science and scientific literacy. Physics is a systematic study of the predictive physical interactions of matter and subsequent events that occur in the natural world.
Students engage in investigations to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.
Term 1
One Dimensional Motion and Newton's Law
Two Dimensional Motion: Forces and Vectors
Term 2
Work, Power, Energy and Simple Machines
AP Physics B and C is strongly recommended for all students bound for technical science engineering, medical, or pre-professional collegiate careers. AP Physics B and C are taught at the college level, being at a faster pace than a normal high school classes and requiring more responsibility by the AP student.
AP Physics B and AP Physics C are equivalent to two semesters of the freshman year college and is an algebra-based, introductory level Physics course. AP Physics B and C are a 2-credit weighted course, taught one block for the entire year. Students may receive college credit based upon the results of the Advanced Placement Exam (required to be taken in both AP Physics B and AP Physics C). Perry Local Schools will pay for the exam fees.
AP Physics B explores topics in Newtonian mechanics (including rotational motion); work, energy, power; mechanical waves and sound; and introductory, simple electrical circuits. AP Physics C explores topics in fluid statics and dynamics; thermodynamics and kinetic theory; PV diagrams and probability; electrostatics; electrical circuits and capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics. Both courses include 25% of the time devoted to Inquiry-Based Investigations which will require students to ask questions, make observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting, where they direct and monitor their progress.
Term 1
Term 2
Term 4
In level I, emphasis is on learners becoming proficient in the four skills of listening, speaking, reading, and writing at a very basic level. The student is introduced to basic vocabulary and grammatical structures and gradually builds a foundation in understanding and communicating in the target language. Students begin to create with the language, communicate with other students, and learn to talk and write about their personal interests and activities. Reading simple texts and listening to native speakers discuss topics familiar to the student help develop comprehension of authentic language as well as insight into cultural similarities and differences. Basic grammar concepts are introduced at this level to support effective communication. Interactive computer opportunities enable direct contact to the target language and culture.
Term 1
Term 2
Level 2 emphasizes language proficiency as students develop more fully their ability to communicate, create and problem-solve in the target language through the use of a wide variety of materials. Proficiency further develops as students deepen and broaden their knowledge about personal and cultural topics through the use of authentic media, and as they discuss and write about what they have heard and read. Instruction continues to focus on the use of authentic materials, but also includes dialogs, short stories, and brief literary works. Students expand their study of basic target language vocabulary and culture. The study of contextualized grammar continues at this level to support the increasing demands of students’ more sophisticated knowledge and skills. Interactive computer opportunities enable direct contact to the target language and culture both in and out of the classroom.
Term 1
Term 2
In Level 3, students deepen, broaden and refine their comprehension and communication skills. Through more challenging grammar as well as listening, speaking, reading and writing activities and assessments, students increase their proficiency in all aspects of language. They work with challenging authentic print and recorded materials, and they are required to read and respond to a wide variety of publications and literature in the target language. They work on sharpening their skills in the language in order to further language control. They continue to expand their vocabulary base in order to have the ability to articulate their ideas on a wide range of topics. The study of culture is a prominent feature at this level, and students are able to respond to topics with a higher degree of cultural appropriateness. In this upper level course, the individual student’s motivation and dedication become essential in achieving success and making the transition to level 4 of the language.
Term 1
Term 2
In Level 4, students continue to deepen, broaden and refine their comprehension and communication skills. Through listening, speaking, reading and writing activities and assessments, students increase their proficiency in all aspects of language. They work with increasingly more sophisticated, authentic print and recorded materials, and they are required to read and respond to a wide variety of publications and literature in the target language. Their sharpened control of language structure combined with an expanding vocabulary base supports their ability to articulate their ideas on a wide range of topics. The study of culture remains a prominent feature at this level, and students are able to respond to topics with a higher degree of cultural appropriateness. In this upper level course, the individual student’s motivation and dedication become essential in achieving success and making the transition to college level language study.
Term 1
Term 2
AP Spanish is intended for all students who wish to develop a high proficiency in all four language skills:listening, speaking, reading and writing. Students need to have substantial coursework accomplished in the language. There is an expectation that students have mastered all tenses covered in Spanish I-IV,have attained a reasonable proficiency in listening comprehension, speaking, reading, and writing and have a basic understanding of the culture of Spanish-speaking peoples. After completing the course,students will be able to comprehend formal and informal spoken Spanish, read and comprehend authentic materials in Spanish, compose expository and narrative passages and express ideas orally with accuracy and fluency. A large emphasis will be placed on vocabulary acquisition. The course content can reflect intellectual interest shared by the teacher and students. This course will have a significant portion online through Blackboard. Independent work will be encouraged.
The focus of this class is a conversation and the topics will include current events, and comparisons of lifestyles in the U.S., Europe, and in Latin America. This class also helps students to broaden their communication skills as well as their knowledge of art, history, geography, slang, and popular culture. The goal of this course is to enhance fluency and the development of communicative competence in Spanish. Students will be asked to seld-assess their own progress towards established goals at different intervals throughout the semester. Class is conducted in an immersion-type environment where active participation is a key to success. Also, recommended for students that are interested in continuing on to AP or students that would like to maintain or improve their langauage skills.
Conversational Spanish Curriculum
Spanish for native speakers is designed specifically for native/heritage speakers of Spanish who already have oral/listening language proficiency. The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain and enhance proficiency in Spanish by providing them with the opportunity to listen, speak, read and write in a variety of contexts and for a variety of audiences including family, school and the community. Emphasis will be placed on usage appropriate to academic and professional settings. Prerequisite: Ability to understand and speak Spanish (Intermediate/Advanced level) Also, non-native speakers that have completed AP Spanish.
Spanish for Native/Heritage Speakers I Curriculum
Term 1
Term 2
Term 3
Native/heritage students will develop strategic Spanish reading skills, while investigating the literary genres of expository essay, myths, fables, legends, poetry, short stories, and novels. Extended reading and literary selections are taken from adopted texts and recommended reading. Students will produce writing in various formats and genres including well-developed paragraphs, literary response items, expository essays, short stories (narrative), historical documents, and technical documents, while continuing to develop skills in the correct use of grammar, spelling, punctuation, and capitalization.
Spanish for Native/Heritage Speakers II Curriculum
Term 1
Term 2
Term 3
This course is designed for an English as a Second Language (ESL) student or student that has graduated the ESL program but could still benefit from a course in language acquisition (the latter students would be identified through their ESL and classroom teachers); the focus of this course is developing receptive (listening and reading), productive (writing and speaking) and interpersonal skills with the English language, keeping in mind native language barriers that cause comprehension gaps.
English/Language Arts Language Communication Curriculum
Term 1
Student Stories via Teaching Proficiency through Reading and Storytelling (TPRS)
Term 2
Student Stories via Teaching Proficiency through Reading and Storytelling (TPRS)
Term 3
Student Stories via Teaching Proficiency through Reading and Storytelling (TPRS)
Term 4
Student Stories via Teaching Proficiency through Reading and Storytelling (TPRS)
Student Stories via Teaching Proficiency through Reading and Storytelling (TPRS)
Student Stories via Teaching Proficiency through Reading and Storytelling (TPRS)
Exploratory Subjects
The health course is designed to enable students in obtaining accurate information, developing lifelong positive behaviors, and making good decisions which will impact the wellness of themselves and others.
Study will include:
- Health Promotion and Disease Prevention
- Reducing Health Risks
- Using Communication Skills to Promote Health
- Setting Goals for Good Health
Term 1
Health Promotion/Disease Prevention
Healthy and Safe Relationships
Term 2
Health Promotion/Disease Prevention
The State Board of Education adopted the following National Association of Sport and Physical Education (NASPE) standards in December 2007 and benchmarks and indicators on June 8, 2009. Ohio's Academic Content Standards in K-12 Physical Education are made up of six standards:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Ehibits responsible personal behavior and social behavior that respects self and others in pysical activity.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
For each grade level band, K-2, 3-5, 6-8, and 9-12, there are benchmarks and specific indicators. This vertically articulated curriculum is evaluated through the state's Physical Education Evaluation Instrument which can be found by clicking on the link.
Strength and Fitness Curriculum
Term 1
Term 2
This class is individualized and offered to students who would like to maintain or improve overall fitness levels. Activities include but are not limited to high/low impact aerobics, Step aerobics, kickboxing, circuit training, interval training, Pilates, core training, P-90x, Insanity, T-25, yoga, Jazzercise etc. Basic techniques/fitness fundamentals will be covered. Emphasis will be on developing lifetime individual fitness/health habits.
Personal Fitness for Life Curriculum
Term 1
Term 2
CC Health Curriculum
Why does all my money disappear? How do I get a car? How can I get my own place after high school? How can I have all the things I want and be able to pay for them? This course will teach students how to take charge of their financial future. Students will develop skills to achieve personal financial wellness. Topics include: income, expenses, budgeting, values, careers, savings, banking, credit, insurance, etc. Technology will be incorporated in the class to enhance understanding of the ever changing financial world. Project based learning and real life scenarios will be the basis for understanding these concepts.
Financial Management Curriculum
Term 1
Term 2
Ever wanted to be a video game designer? In this hands-on course, you will learn a variety of technology skills through designing and programming games from the ground up, from brainstorming the idea to coding the instructions to producing the graphics and sound. Students will use software that allows for quickly learning key concepts in programming logic. Students will learn programming logic, graphic and sound applications, troubleshooting and problem-solving skills, and creativity through technology.
Game Design and Development Curriculum
Term 1
Variables, AI, Troubleshooting
Term 2
Continue your Game Design experience! In this student-led independent study, students take what they learned in Game Design to the next level as they pursue projects of their own interest and choosing after completing introductory projects. Students will use a drag and drop software or Unity, a C#-based game engine, or Blender, a 3D modeling and animation program, along with other tools to accomplish creative undertakings. They will also assist the Game Design students in the classroom. This class may be repeated with instructor approval.
Advanced Game Design and Development
Term 1
Unity, GameSalad or Blender/Artwork
Term 2
If you've ever wanted to try creating your own website, this is the course for you! This course provides introductory programming and intermediate techniques in layouts, troubleshooting, problem-solving, and using creativity through technology to create and manage web pages. Students will explore ways of presenting text, data, and graphics in a browser based environment. Students will explore the use of several HTML editing tools to aid in site management and learn how to code websites using HTML and CSS. They will also use a visual website builder to experience creating websites using a graphical interface.
Term 1
Term 2
Push your Web Design experience to the next level! This course introduces intermediate and advanced techniques using various markup languages for the Internet. Students will use previously mastered techniques and concepts to develop websites using Internet programming languages, and other advanced techniques as the language and protocols evolve. This self-directed independent study is facilitated by the instructor, and students will enhance their websites-building expertise as they pursue projects of their own interest and choosing after completing introductory projects. Students will undertake creative projects and complete the course with advanced projects showcasing their abilities. This class may be repeated with instructor approval.
Advanced Web Design Curriculum
Term 1
Term 2
Have a home network? Then this course is for you. The Cisco Networking Academy program gives students an opportunity to explore the demanding and challenging computer networking industry.
The Cisco Networking Academy is a four-semester program that provides comprehensive, project-based training in computer network design, set up, maintenance, troubleshooting, and administration. Throughout the four semesters students are learning about network operations and management, including wireless technologies, network security, and Internet connectivity. Students participate in hands-on projects that provide experiential learning to enable the development of valuable skills that can enhance your ability to utilize computers and networks to maximize your productivity on the job. What's that mean: improved employment opportunities!
The CCNA Program provides students with a unique, hands-on experience in a field formerly available only in post-secondary institutions or through private companies. Students will be trained and ready for entry level employment in a field with high income potential. Networking is one of the strongest, high-demand careers today. The courses prepare students for the CCENT (Cisco Certified Entry-Level Technician) and CCNA (Cisco Certified Network Associate) exams, two technology certifications recognized everywhere in the world.
This is the first course in a four-couse sequence designed to provide students with skills needed to design, build, and maintain smaill to medium size networks. This course help students prepare for the Ciso Certified Networking Associate Exam.
Have a home network? Then this course is for you. The Cisco Networking Academy program gives students an opportunity to explore the demanding and challenging computer networking industry.
The Cisco Networking Academy is a four-semester program that provides comprehensive, project-based training in computer network design, set up, maintenance, troubleshooting, and administration. Throughout the four semesters students are learning about network operations and management, including wireless technologies, network security, and Internet connectivity. Students participate in hands-on projects that provide experiential learning to enable the development of valuable skills that can enhance your ability to utilize computers and networks to maximize your productivity on the job. What's that mean: improved employment opportunities!
The CCNA Program provides students with a unique, hands-on experience in a field formerly available only in post-secondary institutions or through private companies. Students will be trained and ready for entry level employment in a field with high income potential. Networking is one of the strongest, high-demand careers today. The courses prepare students for the CCENT (Cisco Certified Entry-Level Technician) and CCNA (Cisco Certified Network Associate) exams, two technology certifications recognized everywhere in the world.
This is the second course in a four-course sequence designed to provide students with the skills needed to design, build, and maintain small to medium sized networks.
Have a home network? Then this course is for you. The Cisco Networking Academy program gives students an opportunity to explore the demanding and challenging computer networking industry.
The Cisco Networking Academy is a four-semester program that provides comprehensive, project-based training in computer network design, set up, maintenance, troubleshooting, and administration. Throughout the four semesters students are learning about network operations and management, including wireless technologies, network security, and Internet connectivity. Students participate in hands-on projects that provide experiential learning to enable the development of valuable skills that can enhance your ability to utilize computers and networks to maximize your productivity on the job. What's that mean: improved employment opportunities!
The CCNA Program provides students with a unique, hands-on experience in a field formerly available only in post-secondary institutions or through private companies. Students will be trained and ready for entry level employment in a field with high income potential. Networking is one of the strongest, high-demand careers today. The courses prepare students for the CCENT (Cisco Certified Entry-Level Technician) and CCNA (Cisco Certified Network Associate) exams, two technology certifications recognized everywhere in the world.
This is third course in a four-course sequence designed to provide student with skills needed to design, build, and maintain small to medium size networks
Have a home network? Then this course is for you. The Cisco Networking Academy program gives students an opportunity to explore the demanding and challenging computer networking industry.
The Cisco Networking Academy is a four-semester programthat provides comprehensive, project-based training in computer network design, set up, maintenance, troubleshooting, and administration. Throughout the four semesters students are learning about network operations and management, including wireless technologies, network security, and Internet connectivity. Students participate in hands-on projects that provide experiential learning to enable the development of valuable skills that can enhance your ability to utilize computers and networks to maximize your productivity on the job. What's that mean: improved employment opportunities!
The CCNA Program provides students with a unique, hands-on experience in a field formerly available only in post-secondary institutions or through private companies. Students will be trained and ready for entry level employment in a field with high income potential. Networking is one of the strongest, high-demand careers today. The courses prepare students for the CCENT (Cisco Certified Entry-Level Technician) and CCNA (Cisco Certified Network Associate) exams, two technology certifications recognized everywhere in the world.
This is fourth course in a four-course sequence designed to provide student with skills needed to design, build, and maintain small to medium size networks.
Do you know how secure your network is? Cisco Networking Security prepares you to design, implement, and support security for networked devices. As people process data and things become more connected, the demand for security professionals is repidly increasing. The Cisco Networking curriculum builds the skills you need to get hired and succees in jobs related to network security. This course and the certification that you can test for are recognized by the U.S. National Security Agency (NSA) and the Committee on National SecuRity Systems (CNSS) to meet the CNSS 4011 training standard.
Careet pathways stemming from this course include: network security specialist, security administator, network security engineer, information security professionals, and more.
Got an idea for a product or service that you think can make money? The entrepreneurial spirit is alive and well in Perry! You will have the opportunity to launch a real, money-earning company and try to earn support for it by pitching your idea to people from the local community. You will learn the essentials of starting your own business, including management, collaboration, marketing, financing, and more. What a sweet opportunity to begin building your resume for a successful career by taking your product or service idea and turning it into a for-profit business. Hey, maybe the next Bill Gates or Steve Jobs lives right here in Perry.
Term 1
Successful Entrepreneurial Performance
Term 2
Keep the dream alive! If you began your journey into the world of business ownership in Entrepreneurship 1, this follow-up course will give you the time to continue to turn your dream into a reality! Students will have the opportunity to finalize a business plan, including the development of the marketing mix, organizing the finances, and completing any legal matters before beginning possibly one of the greatest ventures you have ever tried. Now it’s time to make some money!
Advanced Entrepreneurship Curriculum
Term 1
Successful Entrepreneurial Performance
Term 2
Ever get nervous standing in front of an audience to give a presentation? This course will help you develop and improve your presentation skills. You'll learn the correct stucture of great presentations, how to get (more) comfortable speaking in front of an audience, and how to create and interact with your PowerPoint or other multimedia presentation program effectively. It's an important skill to have for any job, and you'll have fun learning the tricks of the trade!
Term 1
Term 2
Art 1 is an introductory course recommended for all students. It is an instructional course centered on the elements and principles of design and color in which many new techniques and amaterials are introduced. Experimentation in all of the following areas will be provided: drawing, painting, printmaking, ceramics, and computer art. Students are also expected to build and use a vocabulary, which helps them with art criticism.
Term 1
Term 2
Art 2 continues the study of design and color and their application to drawing, design, painting, sculpture, lettering, and poster design. The projects presented in the course should stimulate the student to think creatively and to develop an alert, interested attitude. Students will continue to build an art vocabulary, which will help them with art criticism and art appreciation. There will be a focus on major art movemners in history.
Term 1
Term 2
Emphasis is placed on the improvement of skills, techniques, and the creative interpretation of subject matter in all forms. Most assignments are lengthy, requiring the student to thoroughly explore and understand the media being studied. An emphasis will be placed on developing the students' skill in art criticism and aesthetics as well as studio art. Only those students who have demonstrated above average artistic ability or interest should elect the third year of art.
Term 1
Term 2
In Art 4, students work toward the following Progress Points for the 9-12 grade level band:
- Apply reasoning skills to communicate key ideas expressed in their artworks and the works of others and use appropriate criteria and language to critique the works.
- Analyze and use digital tools to understand how and why images are created and interpreted and how media influences culture, beliefs, and behaviors.
- Demonstrate respect for, and effectively work with, socially and culturally diverse teams or content to increase innovation and quality.
Term 1
Term 2
The AP Studio Art Portfolios are designed for students who are interested in the practical experience of art. The quality and breadth of the work in the portfolios should reflect first-year college-level standards. This will include home hours as well as classroom hours. AP Studio Art is not based on a written examination; instead students submit portfolios for evaluation at the end of the school year.
Term 1
Term 2
This class is designed to be the equivalent of an introductory college-level art history survey course. This course offers the seriouc student the opportunity to explore, in depth the history of art from ancient times to the present. Through readings, research, slides, videos ans museum visits, students will view significant artworks from around the world. Writing skills will be important in the description, analysis and comparison of these works. students are encourages to keep a notebook to record class discussion on significant historical events, art periods/styles, specific artworks, and issues/themes that connect these artworks. Students are expected to register and participate in the Advances Placement Examination for this course in order to reveive weighted A.P. credit. Perry Local Schools will pay for exam fees.
AP Art History Curriculum
This course is for anyone interested in learning how to build projects our of ceramic clay. It will involve students in a variety of hand building techniques as well as wheel thrown forms. Students will also study and practice surface decoration, glazing, and firing of pottery sculpture. Students may be beginners with clay or advanced to participate in this class. This course will allow students the opportunity to explore and develop their creative and technical skills in a three-dimensional medium.
Term 1
Term 2
Students in this course have the passion to work independently in order to make ceramics of the highest quality. These students work independently and continue to master the skills and learning that were developed in Ceramics. Students will undertake creative projects and push their artistic abilities.
During the fall, the high school band performs as a marching band. The "Pride of the Pirates" performs at all varsity football games and other select community events. The concert and symphonic bands begin immediately upon completion fo the regular football season and continues through the remainder of the school year, performing various concerts including the winter and spring concerts, commencement and OMEA Large Group AE.
Term 1
Term 2
Chorale is intended for students who wish to further their experiences and skills in vocal music. A high level of musicianship is expected for all choir members. Emphasis is placed on balance and quality vocal production through the performances of SATB literature. The choir performs at the winter and spring concerts, and the LCMEA Choir Festival each year. These performances, often take place outside normal school hours, are required for those registered for the course and are graded as summative assessments.
Term 1
Term 2
Treble Choir is intended for women woho desire to improve individual singing technique. Emphasis is placed on musical literacy and producing a quality tone through the persormance of SSA and SSAA literature. The choir performance at the winter and spring concerts, and 1 other event through the course of the year. These performance, often taking place outside normal school hours, are required for those registered for the course and are graded as summative assessments. Students are encouraged to participate in solo and ensemble contests. Students participating in performing ensembles at PHS are required to wear a specific uniform.
Term 1
Term 2
This course will focus on the history of popular music from 1900 to current, with the majority of the course covering the growth and development of Rock and Roll. Through listening examples, analysis, discussion, readings, and film, students will explore the music of each time period and the social and cultural contexts behind the creation of this music, as wll as how it was experienced by its listeners.
Class assingments will be organized around song analysis, small group discussions, adn course readings. Students will listen to a large amount of music and work toward and understanding of important topics including, but not limited to, the Roots of Rock and Roll, folk Music, Motown Music, Rhythm and Blues, Protest Music, The British Invasion, Hard Rock/Heavy Metal, Punk Rock, and Modern/Contemporary Rock. Pending approval, the class will conclude with a field trip to the Rock and Roll Hall of Fame in late April or May.
History of Popular Music Curriculum
Term 1
Urban Blues and Rhythm and Blues
Gospel and County Roots of Rock
Term 2
This course focuses on the creation and editing of music with computers using music notation and music sequencing software. Students produce various audio and visual projects demonstrating basic understandings of music notations, MIDI, and editing of sounds. The course also explores the latest developments in music technology including online music sources, multimedia technologies, and audio recording equipment.
Term 1
Term 2
This course focuses on the creation and editing of music with computers using music notation and music sequencing software. Students produce various audio and visual projects demonstrating basic understandings of music notations, MIDI, and editing of sounds. The course also explores the latest developments in music technology including online music sources, multimedia technologies, and audio recording equipment.
Term 1
Term 2
This course is an introduction to the operation and maintenance of professional and semi-professional video recording and editing equipment. Through lecture and a hands-on approcah in various lab activities, the course presents the basic techniques of professional video production. It also explores video production and editing through the use of professional broadcast-quality digital video cameras and computer-based edit and compositing systems. The course also stesses professional outcomes through videotaping activities in the sudio as well as on campus (some requirements outside of the school day). Students in this course will become literate in the role media plays in our society as well as learn basic media production skills. In becoming media literate, students will learn to identify media and the roles it plays in our modern society, as well as how to critically analyze various forms of media as they work to become quality media producers and explore different media careers. TGhe students will decipher what form of media and what process, they will learn scriptwriting, storyboarding, camera shot techniques, audio techniques, studio and post-production skills using various software programs to produce the different forms of media, including basic special effects and graphics.
*This course does require work outside of the normal school day.
Term 1
Term 2
Students in this class will expand on and apply the skills learned in the Media Production I course. The students enrolled in this class will create various types of media programming for Channel 22, the school webpage, the school social media sites, the school film festival and the school announcements (Pirate Nation News) as an open forum for the development of sound, video, radio, and interactive media programming skills. Through direct application of media industry crafts, students will learn the skill of media engineering as well as as related business techniques required for success in the industry. Projects provide direct demonstrations of students' abilities as and engineer, a producer, a project leader, or a team member in both group and individual settings. The sudents will create a shourt film using all the conventions of film making in order to compete in the school film festival.
*This course requires work time outside of the normal school day.
Media Production II Curriculum
Term 1
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
Students enrolled in this class may only sign up after instructor permission has been granted. The students in this course have the passion to work independently in order to create media productions of the highest quality. These students are driven to compete in local and national media production contests. They will work independently on projects needed for the school district and/or local businesses for Perry High Productions. These students may be given the opportunity to attend conventions related to media production. The students in this class are not enrolled in an individual class period, but because they are able to work independently, they may enroll into any period available in their own schedule. This class may be repeated and does require work time outside of the normal school day.
Term 1
Production for Real-World Communication
Term 2
This course is the prerequisite for students who would like to take Robot II and AP Computer Science. Robot Programming is designed for students interested in solving problems by writing structured computer programs and developing logical thinking skills. The curriculum uses a scaffold approach to teach students how to program a robot. Students begin by learning to use, troubleshoot and code using a variety of C (text)-based software platforms. Students will work with a C-based programming language with a Windows environment for writing and debugging programs with a comprehensive, real-time debugger. This course allows students to learn the type of C-based programming used in advances education and professional applications. Robots provide a hands-on opportunity to reinforce and teach math concepts, programmingteamwork, and problem solving.
Advanced Robot Programming Curriculum
Term 1
Term 2
This course provides an introduction to the bio-medical sciences through exciting hands-on projects and problems. Students investigate concepts of biology and medicine as they explore health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. The activities and projects introduce students to human physiology, basic biology, medicine, and research processes and allow students to design experiments to solve problems. Key biological concepts including maintenance of homeostasis in the body, metabolism, inheritance of traits, and defense against disease are embedded in the curriculum.
Principles of Biomedical Science
Term 1
Term 2
The major focus of the Exploring Engineering 1 course is to expose students to design process, research and analysis, teamwork, communication methods, engineering standards, and technical documentation. Students will have an opportunity to investigate engineering and other high-tech careers and develop skills and understanding of course concepts through activity-, project-, and problem-based learning. Students will be challenged to continually hone their interpersonal skills, creative abilities and understanding of the design process.
Exploring Engineering I Curriculum
Term 1
Design Process and Measurement
Engineering Design and Iteration
Term 2
Term 3
The overall goal of this course is to further develop skills learned in Exploring Engineering 2. Students will deepen their 3D modeling skills through the implementation of the design process. Projects will be based on creating solutions to real-world problems within the school and surrounding community thus expanding the design skills of the student. Students will be introduced to engineering practices and procedures common to multiple engineering fields to better prepare them for post-secondary engineering programs of study. This course will utilize professional grade software and tools on a daily basis along with develop strong collaboration and presentation skills.
Exploring Engineering 2 Curriculum
Term 1
Digital Design and CAD Modeling
Term 2
This course is divided into three areas that serve as an introduction to engineering design, metallic manufacturing processes and woodworking. Throughout the engineering portion of the course students will be exposed to and employ the design process, technical sketching and drawing, measurement and 3D solid modeling. During the metallic manufacturing and woodworking portions of the course students will study machine and lab safety, common manufacturing processes, development of plans, and become proficient in basic manufacturing procedures all through project based assignments. This course is the prerequisite for Engineering Design 1, Metallic Design and Fabrication and Non-Metallic Design and Fabrication.
Introduction to Design and Fabrication Curriculum
Term 1
Metals Lab Safety and Procedures
Term 2
Interns benefit from learning in a high-skill environment. Through the Internship course interns observe all aspects of the company's operations and discover how the knowledge gained in classes like mathematics, English, Science, and Social Studies is applied in the workplace. Internship experiences are based on individual student interests and prefenrences related to potential future career plans. Interns report to the Learning Through Internship class everyday (M-F) for the first 2-3 weeks of the semester. Class time will largely focus on fine tuning the interns' soft skills to ensure that they are ready to enter a professional work environment. Classroom lessons are geared towards communication, team work, and problem solving as interns process their internship experience. Once internships begin interns only report to class on Tuesdays and Thursdays.
The focus of this course is to provide students with an intermediate level understanding of designing and fabricating metallic products that have been developed through the use of professional grade 3D modeling software by the student. Projects will build upon skills learned in prerequisite courses and ultimately allow students to create precision models of their designs potentially leading to a career in engineering and/or manufacturing. Students will become proficient in modern manufacturing techniques including sheet metal fabrication, forging, casting and machining along with a basic understanding of various types of welding. Technologically advanced processes such as 3D printing and CNC machining are introduced in this course. This course is designed to foster the problem solving skills in students that are essential in all career fields.
Manufacturing Design and Fabrication 1 Curriculum
Term 1
Term 2
The focus of this course is to apply problem-solving skills by designing and fabricating metallic products that have been developed through the use of professional grade 3D modeling software. The skills gained in this course will aide students in obtaining an entry level machining position or prepare them for other post-secondary educational opportunities in the engineering/design industry. Coursework is highly individualized based upon the interests and/or intended career path of the student. Typically a great deal of focus is placed on developing intermediate to advanced level machining skills along with a greater understanding of CNC machining and 3D printing. The overarching goal of this course is to better prepare students to enter careers or post-secondary programs of study related to manufacturing and engineering. Many students further pursue content related to this course through internships or shadowing experiences with local industry partners.
Manufacturing Design and Fabrication 2 Curriculum
Term 1
Metal Lab Safety and Procedures
Term 2
The focus of this course is to apply problem-solving skills by designing and fabricating metallic products that have been developed through the use of professional grade 3D modeling software. The skills gained in this course will aide students in obtaining an entry level machining position or prepare them for other post-secondary educational opportunities in the engineering/design industry. Coursework is highly individualized based upon the interests and/or intended career path of the student. Typically a great deal of focus is placed on developing intermediate to advanced level machining skills along with a greater understanding of CNC machining and 3D printing. The overarching goal of this course is to better prepare students to enter careers or post-secondary programs of study related to manufacturing and engineering. Many students further pursue content related to this course through internships or shadowing experiences with local industry partners.
Manufacturing Design and Fabrication 2 Curriculum
Term 1
Metal Lab Safety and Procedures
Term 2
Upon completion of this course students will become proficient in the construction of advanced level wood joints and project design. The skills gained in this course will aide students in obtaining an entry level construction position or prepare them for other post-secondary options in the engineering/design or construction industry. The content areas of this course include planning, designing, furniture construction, the properties of various woods and the proper use of hand and power equipment. Students will be expected to fully develop their own projects from start to finish with limited direction from the instructor. Students will also explore modern woodworking processes and procedures along with mass production processes. Students will develop all aspects of a mass production project including design, implementation, distribution and evaluation.
Term 1
Term 2
You Design It!
A course where you explore your own interests! Students will collaborate with Perry staff, outside professionals, and community mentors to design authentic solutions, experiences, and opportunities that match up with the student's unique interests. Students will become fearless, versatile problem solvers and learners willing to take a risk in their lives as they pursue happiness through making real-world connections that matter to them. They are champions of their future and now possess the confidence to pursue their dreams.