Course Catalog Advanced Placement & College Now 2006-2007 Course Catalog Table of Contents
The AP Physics C course covers the following major areas
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- Forensic Science* (Non-AP) Junior/Senior Year The Course
- Prerequisites and Goals of the Course
- Prerequisites and Goals of this Course
- AP English Language and Composition
- Prerequisites Goals of the Course
- AP English Literature and Composition* Senior Year The Course
- College Creative Writing* (Non-AP) Senior Year The Course
- AP World History* Sophomore Year The Course
- Summary Course Outline for World History
- AP United States History Junior Year The Course
- Themes American Diversity
- Economic Transformations
- Politics and Citizenship
- Slavery and Its Legacies in North America
The AP Physics C course covers the following major areas:
* Students who take this course will receive 4 college credits (per term / 8 credits total) via the St. John’s College Extension program. Forensic Science* (Non-AP) Junior/Senior Year The Course Forensic Science is defined as any application of scientific analysis to matters of law. It is a broad, interdisciplinary field which requires in-depth knowledge of chemistry, biology, physics, laboratory techniques, and law; as well as excellent skills in written communication, verbal communication, and computer applications. Prerequisites and Goals of the Course Forensic Science is designed to be taken by students who have successfully completed a first course in high school biology and in high school chemistry. High school physics can be taken prior to or concurrently with Forensic Science. A basic familiarity with computer applications such as Microsoft Word, Exel, Power Point, and iPhoto or an equivalent program is also required. Familiarity with AutoCAD is preferable, but not required. The purpose of this course is for students to gain experience in the major investigative techniques currently used by forensic scientists, crime scene investigators, and other law enforcement agencies; and to develop an understanding of the scientific concepts which serve as the basis for these techniques. Students will also familiarize themselves with the case law governing evidence collection, admissibility of scientific evidence in court, search and seizure, as well as relevant portions of the New York State Penal Law. Topics Since the field of forensic science is vast and ever-advancing, this course will cover a broad range of topics including (but not limited to) crime scene documentation, evidence collection, trace evidence examination, forensic photography, arson investigation, impression evidence, tool mark comparisons, serology, bloodstain pattern analysis, fingerprint comparisons, forensic anthropology, forensic entomology, medico-legal investigations, and mass disaster investigations. The emphasis in this course is for students to deepen their understanding of the sciences by applying scientific concepts in the laboratory and in case studies. Students will also see science as a dynamic process rather than a static accumulation of information in a textbook. Expectations Students will be expected to maintain a laboratory notebook for the duration of the year, write formal lab reports, and periodically present their case study findings to the class. Case studies and practical examinations will be the primary means of evaluation of students’ mastery of the techniques and concepts taught in the course. Eligibility The requirements for the AP Chemistry course will be utilized for determining which students will be offered a seat in the Forensic Science course. * Students who take this course will receive X college credits (per term / X credits total) via the St. John’s College Extension program. Biotechnology and Molecular Sciences (Non-AP) Junior/Senior Year The Course Biotechnology and Molecular Sciences is an innovating science education that is normally offered as an upper level college course. It integrates key concepts in Biology, Chemistry, Physics, Mathematics and Informational Sciences, laying out the core concepts of Molecular Biology. The course emphasis is on engaging student’s interest through hands-on learning, inquiry and problem solving and applying the understanding of the molecular nature of biological processes to real-world problems. Prerequisites and Goals of this Course Biotechnology is designed to be taken by students only after the successful completion of a first course in high school Biology and Chemistry. High school Physics and AP Chemistry can be taken prior to or concurrently with Biotechnology and Molecular Sciences, although AP Chemistry is highly recommended. The purpose of this course is for students to be able to apply the fundamentals of Molecular Biology to genetic engineering along with gaining experience in technical skills that are key to Recombinant DNA Technology. The lab component involves a sequential learning process in analysis and manipulation of DNA and Proteins with strong emphasis on scientific methodology, experimental controls and critical interpretation of results in DNA and Protein manipulation. Topics The curriculum will cover topics in the following areas:
The labs will focus on developing the following skills:
Students will be trained to write lab reports that conforms to the guidelines of standard scientific publications. Expectations Students will be expected to submit reports for every lab and strictly adhere to all safety regulations required for Biotech labs. Student evaluation will be based on lab reports, class exams and a final integrative presentation on Application of Biotechnology. Eligibility The requirements for the AP Chemistry course will be utilized (minus the Physics Regents and SERP criteria) for determining which students will be offered a seat in the Biotechnology and Molecular Sciences course. AP English Language and Composition Junior Year The Course The AP course in English Language and Composition 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. Prerequisites & Goals of the Course The goals of the AP course in English Language and Composition are diverse because the college composition course is one of the most varied in the curriculum. The course allows students to write in several forms—narrative, exploratory, expository, argumentative—on many different subjects from personal experiences to public policies, from imaginative literature to popular culture. The overarching purpose in most first-year writing courses is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives. Students will be able to to read primary and secondary source material carefully, to synthesize material from these texts in their own compositions, and to cite source material using conventions recommended by professional organizations such as the Modem Language Association, the American Psychological Association, and the Council of Science Editors. The AP English Language and Composition course will enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. The AP English Language and Composition course will help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Students will be encouraged to place their emphasis on content, purpose, and audience and to allow this focus to guide the organization of their writing. College writing programs recognize that skill in writing proceeds from students’ awareness of their own composing processes: the way they explore ideas, reconsider strategies, and revise their work. This experience of the process of composing is the essence of the first-year writing course, and AP English Language and Composition will emphasize this process, asking students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers. The informed use of research materials and the ability to synthesize varied sources (to evaluate, cite, and utilize source material) will also be integral parts of the AP English language and Composition course. Students will move past assignments that allow for the uncritical citation of source material and, instead, take up projects that call on them to evaluate the legitimacy and purpose of sources used. Because the AP course depends on the development of interpretive skills as students learn to write and read with increasing complexity and sophistication, it is intended to be a full-year course. AP English Literature and Composition* Senior Year The Course An AP English course in literature and composition engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Prerequisites & Goals of the Course The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. The pieces chosen invite and reward rereading and do not, like ephemeral works in such popular genres as detective or romance fiction, yield all (or nearly all) of their pleasures of thought and feeling the first time through. Students should be enthusiastic readers. Reading in an AP course is both wide and deep. This reading necessarily builds upon the reading done in previous English courses. In this AP course, students read works from several genres and periods—from the sixteenth to the twenty-first century, as well as antiquity — but, more importantly, they get to know a few works well. They will read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students will reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context will provide a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied. A method for the approach to such close reading will involve the following elements: the experience of literature, the interpretation of literature, and the evaluation of literature. By experience, it means the subjective dimension of reading and responding to literary works, including pre-critical impressions and emotional responses. By interpretation, it means that the analysis of literary works through close reading to arrive at an understanding of their multiple meanings. By evaluation, it means both an assessment of the quality and artistic achievement of literary works and a consideration of their social and cultural values. All three of these aspects of reading are important for the AP course in English literature and composition. Moreover, each corresponds to an approach to writing about literary works. Writing to understand a literary work will involve writing response and reaction papers, along with annotation, free writing, and keeping some form of a reading journal. Writing to explain a literary work will involve analysis and interpretation and may include writing brief focused analyses on aspects of language and structure. Writing to evaluate a literary work will involve making and explaining judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation, and argument. In short, students in the AP English literature and composition course will read actively. The works taught in the course require careful deliberative reading, and the approach to analyzing and interpreting the material involves students learning how to make careful observations of textual detail, establish connections among their observations, and draw from those connections a series of inferences leading to an interpretive conclusion about a piece of writing’s meaning and value. Writing is an integral part of the AP English Literature and Composition course and exam. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. Although critical analysis makes up the bulk of student writing for the course, well-constructed creative writing assignments may help students see from the inside how literature will be written. Such experience, sharpen their understanding of what writers have accomplished and deepen their appreciation of literary artistry. The goal of both types of writing assignments is to increase students’ ability to explain clearly, cogently, even elegantly, what they understand about literary works and why they interpret them as they do. Because the AP course depends on the development of interpretive skills as students learn to write and read with increasing complexity and sophistication, the AP English Literature and Composition course is intended to be a full-year course. * Students who take this course will receive 3 college credits for the 1 term, only, that credit is being granted via the St. John’s College Extension program. College Creative Writing* (Non-AP) Senior Year The Course The creation of any work is an act meant to be shared. Group experience of shared work is a dynamic exchange between the author, the work created and the audience. The exploration and interpretation of poetic works from various time periods and cultures will be used as a springboard for the creation and sharing of our own poetic works. In the course of the semester students will create two portfolios:
Prerequisites and Goals of the Course To engage in various strategies for reading, writing, discussing, and responding to poetry. Explore options for promoting students’ engagements with poetry such as: poetry readings, student’s readings. Examine aspects of poetry such as: crafting, structural element, and techniques. Evaluate methods of responding to our peers’ poetry and their poetic process. In addition, fill length works will be studied. Drama (Shakespeare’ Hamlet, Othello) and fiction (Wuthering Heights, Pride and Prejudice) will be explored. Objectives In the course of the semester students will be able to: identify elements of poetry, construct and apply individual poetic strategies of the poetry strategies and techniques. Incorporate the elements and strategies of the poetic process in works that contain their individual “voices.” Prerequisites Students in good standing, 85 average, and recommendation of the Humanities Assistant Principal and/or subject teacher. Students may take College Creative Writing in lieu of English 7 or English 8. * Students who take this course will receive 3 college credits via the St. John’s College Extension program. AP World History* Sophomore Year The Course The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. It will also emphasize relevant factual knowledge used in conjunction with leading interpretive issues and types of historical evidence. The course will also build upon an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes will provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Themes AP World History highlights six overarching themes that should receive approximately equal attention throughout the course: 1. The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics 2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy, and international organizations 3. The effects of technology, economics, and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations, agriculture, weaponry) 4. Systems of social structure and gender structure (comparing major features within and among societies, and assessing change and continuity) 5. Cultural, intellectual, and religious developments, including interactions among and within societies 6. Changes in functions and structures of states and in attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization) The themes serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time. The interaction of themes and periodization encourage cross-period questions such as “To what extent have civilizations maintained their cultural and political distinctiveness over the time periods the course covers?”; “Compare the justification of social inequality in 1450 with that at the end of the twentieth century”; or “Discuss the changes in international trading systems between 1300 and 1600.” Summary Course Outline for World History The course begins with “Foundations,” setting the historical and geographical context and the world historical patterns that form the basis for future developments. For each part of the course there is an outline of major developments that students are expected to know and be able to use in making comparisons across cultures. These developments and comparisons relate to the six overarching themes previously discussed. The ordering of the developments suggests chronology and depth of coverage. For each period after Foundations, periodization is the first major task: to explain differences from the period just covered and with the period to come. For all periods, major interpretative issues, alternative historical frameworks, and historical debates are included. * Students who take this course will receive 3 college credits (per term / 6 credits total) via the St. John’s College Extension program. AP United States History Junior Year The Course The Advanced Placement Program (AP) offers a course and exam in AP United States History to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in U.S. history. The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program will prepare students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students will learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. MAP U.S. History will help 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 essay format. Themes American Diversity: The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States. American Identity: Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American. Culture: Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society. Demographic Changes: Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks. Economic Transformations: Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism. Environment: Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion. Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange. Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights. Reform: Diverse movements focusing on a broad range of issues, including antislavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government. Religion: The variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics, economics, and society. Slavery and Its Legacies in North America: Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery. 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