Roosevelt High School

Roosevelt

High School

2020/2021 Course Catalog

Schedule for 2020-21

Standard seven period per-day schedule

Semester-long and year-long classes

Total possible credits = 7 for the year

Roosevelt High School 2020-21 Course Catalog

Table of Contents

General Information Graduation Requirements .................................................................................................. 4

MCA-II/GRAD TESTS ....................................................................................................... 6

Advanced Academic Programs International Baccalaureate ................................................................................................ 7

PSEO ................................................................................................................................. 12

Academic Support Advancement VIA Individual Determination (AVID) ................................................ .….13

Language Learners (ESL) ................................................................................................. 14

Learning Resource Center Programs ................................................................................ 14

Roosevelt High School/Citywide Programs Career and Technical Education ..................................................................................... 15

Health Careers .................................................................................................................. 16 Life Skills Program and DCD .......................................................................................... 18

Spanish Immersion .......................................................................................................... 17

Roosevelt High School 4029 28th Avenue South

Minneapolis, Minnesota 55406

Phone: (612) 668-4800 Fax: (612) 668-4810


Course Descriptions and Course Sequence Academic Support................................................................................................................. 92

Arts ........................................................................................................................................ 53

City-Wide Special Education Needs Programs ................................................................... 18

Computer Science and Technology ..................................................................................... 85

Construction ......................................................................................................................... 86

Culinary Arts ......................................................................................................................... 57

Design ................................................................................................................................... 80

Digital Media ........................................................................................................................ 82

ESL ....................................................................................................................................... 37

Health Education ................................................................................................................. 72

IB Core .................................................................................................................................. 91

Individual & Societies .......................................................................................................... 40

Language Acquisition .......................................................................................................... 24

Language & Literature ......................................................................................................... 18

Math ...................................................................................................................................... 46

Music .................................................................................................................................... 59

Physical Education ............................................................................................................... 76

Resource ............................................................................................................................... 94

Science .................................................................................................................................. 50

Theater ................................................................................................................................. 66

Visual Arts ............................................................................................................................ 67

Work-Based Learning ......................................................................................................... 105

Policies and Programs ........................................................................................................... 7

This Course Catalog is available on Roosevelt’s website

at http://roosevelt.mpls.k12.mn.us.

In the search box, enter “course catalog.”

http://roosevelt.mpls.k12.mn.us/


General Information

Graduation Requirements – Credits The total minimum number of credits required for graduation from a Minneapolis high school is

as follows:

• ENGLISH: ............................................. 4 years (4 credits).

• SOCIAL STUDIES: ............................. 3.5 years (3.5 credits).

• MATHEMATICS:................................ 3 years of high school-level math (3 credits).

• SCIENCE: .............................................. 3 years (3 credits; Physical Science, Biology and Chemistry or Physics).

• FINE ARTS: .......................................... 1 year (1 credits). A year-long or 2-semester classes in the following will meet the requirement: Art, ASE Collision Repair 1 & 2, CADD, Construction Welding 3, Dance, Music, or Theater.

• PHYSICAL EDUCATION: .............. One semester of PE 1 (.5 credits)

• HEALTH: .............................................. One semester of Health (.5 credits)

• ELECTIVE CREDITS: ..................... Additional credits to equal the number required for graduation.

TOTAL REQUIRED CREDITS: .......... 21.5 credits are needed to graduate.


My Life Plan (MLP) Using My Life Plan, students will…

• stay on track with credits and build a relationship with their school counselor • learn how to make informed decisions about college, career, and work • create a resume for college and career applications • search for colleges and scholarships • learn information about going to college, finding a career, succeeding after high school, and

earning a salary • complete graduation requirements via classroom guidance, individual planning, and field trip

experiences delivered by the school counselors

MLP Graduation Requirement Milestones

9th Grade: 1. Welcome to High School 2. Habits for Success in High

School 3. Multiple Intelligences

4. Career Research

5. Identifying Sparks

6. Academic and Post-Secondary Course Plan

10th Grade: 1. Beginning of Year Check In 2. Post-Secondary

3. Personality Type

4. Career Experiences for the Future Job Market

5. Your Electronic Identity


11th Grade:

1. Beginning of Year Check In

2. Career Interest Inventory

3. Persistence beyond High School

4. Post-Secondary Research Plan

5. Financing Post-Secondary Plan


12th Grade: 1. Fall Senior Meeting 2. Application 3. Financing your Plans

4. Experience with Life after High School

5. Graduation Review and Approval 6. Senior Exit Survey


Meeting the State Required MCA-II/Grad Tests

MPS Testing Options

Graduation Test Requirement Needed

MPS Test Equivalent Offered

Other Options that MPS will Accept

Math • ACT (11th Grade Only)

• Accuplacer – Arithmetic

• Elementary Algebra

• College Math

• 11th Grade MCA Math

• ASVAB

• WorkKeys – Applied Math

• ACT (Student initiated –

Saturday testing)

• SAT

• Compass - Math

Reading • ACT (11th Grade Only)

• Accuplacer - Reading

Comprehension

• 11th Grade MCA Reading

• ASVAB

• WorkKeys – Reading for

Information and Teamwork

• ACT (Student initiated –

Saturday testing)

• SAT

• Compass - Reading

Writing • Accuplacer - Sentence

Skills

• 9th Grade MCA Writing

• ACT Plus Writing (Student

initiated – Saturday testing)

• SAT Plus Writing

• ASVAB

• WorkKeys – Business Writing

• Compass – Writing Skills

Special Education Students and English Learners:

• Special Education: For students with special needs who have attempted any of the reading, math, and writing assessments (GRAD or MCA) and do not pass at State Level, their case managers should record the highest scores in the assessments that the students participated and as “PI” (Pass Individual) in the students’ IEP to indicate that they have met the testing requirements for graduation. Students with special needs in 12th grade who have not had the opportunity to take either the GRAD, ACT, or other accepted tests (e.g., WorkKeys, Compass, ASVAB, etc.) and need to meet the testing requirements should take the Accuplacer – see chart above for accepted subtests in reading, math and writing. If you have specific questions regarding students with special needs, please contact your site counselor or Matthew Lau.

• English Learners: For EL students who are required to test (do not meet the ELL Exemption), students should meet the testing requirement through the ACT or Accuplacer.


Advanced Academics Programs: International Baccalaureate Programmes

Roosevelt High School is an International Baccalaureate World School

authorized to offer three programmes: The Middle Years Program

(MYP), Diploma Progamme (DP) and Career-related Programme (CP).

All 9th and 10th grade students at RHS participate in the MYP through all of the course work. The rigor of MYP courses helps to prepare students to be successful in Diploma and Career-related Programme courses. In the MYP, curriculum is arranged around Key and Related Concepts, and filtered through Global Contexts, allowing students to

create a framework for their learning and relate classroom activities to their lives outside of class. MYP students also develop Learning Skills to support life-long learning. All tenth-grade students also complete the Personal Project, which allows them to demonstrate the understanding and skills they have developed throughout the programme.

Students may choose to participate in the IB Diploma or Career-related Programmes in 10th grade by taking IB Biology Year 1, in the 11th and 12th grade years by choice or as appropriate to skills for math and languages. The IBDP focuses on academic rigor and holistic learning. DP courses focus in developing writing and critical thinking skills, service learning, problems solving and independent research. Content is approached through local and global contexts. Completion of IB DP exams may be counted as college credit at universities and/or qualify students for scholarship monies.

The IBCP incorporates the rigors of learning to prepare students for success in post-secondary studies and the 21st century workplace. In the IBCP students are able to earn an internationally recognized certificate from the IB, as well as certificates earned within the career and technical education courses offered at RHS. Students may also be eligible to earn college credit from diploma programme assessments. Students learn professional, personal, and critical thinking skills and are able to apply the educational principles of the IB to workplace settings and situations.

For more information in English, French and Spanish: www.ibo.org Or Contact:

Robyn Cook Advanced Academics Coordinator: IB DP & MYP Coordinator [email protected] 612.668.9499

Nicole Lamb IB Career-related Programme Coordinator [email protected] 612.692-0485

http://www.ibo.org/

mailto:[email protected]

mailto:[email protected]


IB MYP Programme (Grades 9 & 10)

Requirements for ninth graders:

• Complete coursework in 7 of the MYP subjects (6 for AVID students) o Language and Literature: English 9, ESL 2A, ESL 3A o Language Acquisition: Arabic, ESL 3, French, Spanish, ESL 1, ESL 2 o Individuals and Societies: Geography o Sciences: Physical Science o Mathematics: Algebra or Geometry o Physical and Health Education: Health 9 and PE 9 o Arts: Dance, Music, Theater, Visual Arts o Design: Auto, Computer Science, Science and Engineering, Construction

• Participate in and reflect on service-learning opportunities

Requirements for tenth graders: • Complete coursework in 7 of the MYP subjects (6 for AVID students)

o Language and Literature: English 10, ESL 2A, ESL 3A o Language Acquisition: Arabic, ESL 3, French, Spanish, ESL 1, ESL 2 o Individuals and Societies: US History o Sciences: Biology o Mathematics: Geometry o Arts: Dance, Music, Theater, Visual Arts o Design: Auto, Computer Science, Science and Engineering, Construction o Physical and Health Education: Basketball, Soccer, Weightlifting

• Participate in and reflect on service-learning opportunities • Complete the Personal Project


IB DP Programme (Grades 11 & 12)

Requirements to earn the internationally recognized IB Diploma:

• Take 6 IB Courses including 3 HL and 3 SL • Take at least 1 IB course from each of the following: Language and Literature, Language

Acquisition, Individuals and Societies, Sciences, Mathematics, Arts • Complete the Internal and External Assessments for their IBDP courses • Take Theory of Knowledge (TOK) and complete the Internal and External Assessments • Complete a CAS project including completing CAS experiences • Complete a 4,000-word, independent research project (Extended Essay) • Earn a minimum of 24 total IB points through the 6 IB courses, TOK and the EE

Requirements to earn the RHS Diploma Program Medallion:

• Take at least 3 IB DP courses over two years • Complete the Internal and External Assessments for their IBDP courses • Take Theory of Knowledge (TOK) and complete the Internal and External Assessments • Complete CAS experiences


IB CP Programme(Grades 11 & 12)

Requirements to earn the internationally recognized IB Career-related Program Certificate:

• Complete two IBDP courses, including internal and external assessments • Fulfill the IB Personal and Professional Skills curriculum (2 semesters of course) • Work towards developing second language proficiency with 50 hours of activities as

demonstrated in the Language Portfolio. • Complete 50 hours of a Service-Learning Project, with documentation. • Complete a 2-year sequence of career training in Construction Arts. This includes Welding 1,

2 or 3 courses; Computer Aided Drafting and Design; and Construction 1 and 2. • Complete 2-year sequence in career trainings in Health through completion of Certified

Nursing Assistant, the Health Core Curriculum, Medical Terminology, or Anatomy and Physiology coursework offered in conjunction with MCTC.

• Complete 2-year sequence in career training in the Automotive options through completion of the Intro to Autos 1, and 2 courses, Small Engines and/or ASE certified automotive block sequence courses in either collision or auto service.

Requirements to earn the MPS Career-related Program Medallion:

• Take one IBDP course, including assessments, in your Junior and/or Senior years. • Fulfill partial IB Personal and Professional Skills curriculum. • Work towards developing second language proficiency with 25 hours of Language Portfolio

activities. • Participate in 25 hours of Service Learning. • Complete 2 career trainings in Auto Service, Auto Collision, Health Careers Courses, or

Construction Arts


IBDP/CP Courses Offered at RHS

IB courses are offered at either the Standard Level (SL) or Higher Level (HL). Both levels are advanced classes. SL classes may be 1 or 2 years, while HL classes are always 2 years. Students in HL classes study similar topics as SL classes, but with greater depth and breadth.

All IB courses include a combination of official IB assessments that are evaluated internally (by the teacher) and externally (by the IB Organization). Students who enroll in an IB course are expected to complete all of the IB assessments for that course to the best of their abilities. Colleges and universities award credit or advanced standing based on a student’s scores on the IB assessments. Score recognition policies vary, so students and families should investigate the policies of their prospective colleges or universities when planning classes.

Group 1

Language and Literature: • SL Language and Literature • HL Language and Literature

Group 2

Language Acquisition: • SL Arabic Ab Initio • SL French B • SL Spanish B

• S/HL Spanish Language and Literature

• HL Spanish B

Group 3

Individuals and Societies: • HL History of the Americas • SL Psychology

Group 4

Sciences: • SL Biology • SL Physics

• SL Chemistry

Group 5

Mathematics: • SL Mathematical Application and

Interpretation • SL Mathematics Analys & Approaches

Group 6

Arts: • SL Dance • HL Dance

• SL Visual Arts • HL Visual Arts

IB Core: • Theory of Knowledge (IBDP) • Work-Based Learning Seminar (IBCP)

• Career Capstone (IBCP)

For further details about any IB course curriculum and assessment, please visit:

http://www.ibo.org/diploma/curriculum/

http://www.ibo.org/diploma/curriculum/


Post-Secondary Enrollment Options Program (PSEO)

The Post-Secondary Enrollment Options program (PSEO) allows juniors and seniors in high school to take courses, full- or part-time, at a liberal art, community college, technical college, a university, or non-profit degree-granting trade school for high school credit.

The purpose of the program is to promote rigorous educational pursuits and to provide a wider variety of options for students. Credits earned for successful completion of PSEO Courses count for both high school and college. The tuition, fees, and required textbooks are at no cost to the student. The grades received from these institutions are averaged into the student’s high school grade point average and future college/university transcripts.

Students interested in PSEO are responsible for researching courses/programs of interest, applying for program acceptance and enrolling in individual courses. Students should also carefully research the PSEO courses they interested in to determine transferability and weighting for their future college/university program(s) of choice.

As PSEO involves coursework at the college level, it is most appropriate for highly motivated, independent learners. Because PSEO courses happen outside Roosevelt, students will be responsible for monitoring their own progress, seeking assistance with difficult coursework and advocating for themselves. Students interested in this option should contact their counselors for more information.


Academic Support Programs Advancement Via Individual Determination (AVID)

Grades 9-12 Prerequisite: Application, Interview and Selection Process Course Description and Objectives: Advancement Via Individual Determination (AVID) is a college preparatory program for students who have a desire to go to college and are capable of completing rigorous curriculum. Students may apply for AVID at any point during high school.

AVID is an elective class for one period a day where students learn organization and study skills, develop their critical thinking, get help from peers and college tutors and participate in enrichment activities that prepare students for college.

Key Components of AVID: WICOR: AVID’s proven learning support structure, known as WICOR, incorporates teaching/learning methodologies in the critical areas of Writing to Learn, Inquiry, Collaboration, Organization, and Reading to Learn. WICOR is a learning model that guides students in comprehending concepts and articulating ideas at increasingly complex levels with developmental, general education, and discipline-based curricula. Furthermore, the WICOR model reflects and promotes the expertise and attitudes that will serve students well in their academic lives and careers.

AVID Tutorials and AVID Tutors: Tutorials and tutors play a vital role in the AVID Elective class, while also benefitting other content-area classes in school. As a key component to the collaboration portion of the AVID system, tutorials are a time and place where students come with complex questions from any content class and get guiding support to confront tough problems and solve them within their own means.

Using their knowledge and experience, AVID-trained tutors are able to conduct collaborative tutorials that lead to increased student participation and success. Tutors act as resources and role models for AVID students both academically and socially.

Additional AVID Components: All AVID 11 and 12 students are expected to register and successfully complete at least one Advanced Placement or IB Diploma Program course each year. Many students successfully complete multiple advanced courses.


English Learners (ESL) Program

The EL services at Roosevelt High School consist of a comprehensive academic language program whose goals are to ensure that English learners acquire full proficiency in English as quickly and effectively as possible to reach the parity of native speakers of English and to achieve the same rigorous grade-level academic standards that are expected of all students. Students receive direct academic English instruction in reading proficiency level ESL classes. Roosevelt also invests in collaborative teaching to support English learners. ESL teachers collaborate and co-teach with all content areas to ensure students further develop their academic English skills as well as gain meaningful access to grade-level learning.

Learning Resource Center Program

The Roosevelt High School Resource Program is a Special Education program designed to provide both direct and indirect instruction and support to students with disabilities. The Resource Program supports students with a Federal Setting 1 or 2 Individual Education Plan (IEP). Your student will be assigned a case manager that will work with you and your family to support your student with academic or behavior needs, as well as complete their Due Process paperwork. Students may also be enrolled in any of Roosevelt's other Education Programs, such as Auto or Health. The Resource program provides cross-categorical services to students with disabilities that interfere with their school success. The Resource Program provides support through co-taught general education classes and pull-out Resource classes. In addition, all Resource teachers collaborate with general education teachers to support students in all subjects.

The Resource Program provides special education services to students with IEP's that are NOT in any citywide program. The district special education office determines placement into a city wide program such as Life Skills, Autism, DCD, or SPAN programs.


Career and Technical Education

Auto, Collision, Construction Careers, and Welding

The CTE programs prepare students for a variety of post-secondary options including apprenticeships, career entry, and 2-4-year colleges. The programs meet requirements for Minneapolis Public Schools and offer 4 tracks to specialize in: Automotive Services (Mechanical), Auto Body Repair (Collision), Construction Careers, and Welding.

Students interested in these programs should be prepared for rigorous coursework, hands-on experiences and real-life challenges. The programs are designed for students who:

Express interests in the CTE fields Are kinesthetic learners (hands on)

Enjoy project-based curriculum Prefer the non-typical classroom setting

Some of the courses have the opportunity to earn articulated college credits and industry certifications that further enhance their marketability in the workforce and beyond. Along with guest speakers, field trips into the field and training facilities, and direct contacts in the CTE fields students have every possible avenue to succeed.

Break down of programs:

• Automotive Services (Mechanical) Track: Roosevelt's Automotive Services program is ASE accredited, and supported by an Advisory Board of industry professionals. As the auto industry continues to grow and require new technologies, technicians will continue to be in demand. Students are trained in all parts of automotive service, and at the end of the 2-year programming sequence, are able to sit for the ASE G1 technician exam. The training prepares them for a variety of post-secondary education options and a promising future.

• Auto Body Repair (Collision) Track: Students in the Auto Body Repair (Collision) track acquire the skills to pursue entry-level technician positions in the collision industry or receive advanced standing when enrolling at technical colleges. Summer internships are available to expand students’ knowledge outside the classroom. Also, ASE accredited, students acquire skills in the areas of


automotive welding, non-structural analysis & damage repair, painting & refinishing. The Collision Advisory Board also reports high demand and highly competitive wages for professionals in this area.

• Construction Careers: 3 different levels that students can explore and grow with tools safety, group and individual projects in carpentry, masonry, electrical, wall framing, plumbing and more. Students will be in the lab the majority of class and have the opportunity to work at their own pace within the criteria of each project.

• Welding: There are 3 different levels of welding for students to learn the basics of welding techniques, welding careers, and chances for individual and group projects. Students receive firsthand safety training along with daily hands on training that follows industry standards.

Health Careers

The Health Careers Program is designed for college-preparatory students who are interested in pursuing a medical or health science career after high school.

The goal of the Health Careers Program is to guide students in the exploration of the health care field in a way that helps them make educated and informed decisions about their future. In addition, students are expected to develop professional behaviors and respect for others, make ethical choices, maintain confidentiality, and increase personal responsibility and reliability.

Instruction is available in the basic skills in a variety of areas associated with health occupations such as health/medical services and pharmaceutical/medical instruments and supplies. Instruction includes, but is not limited to, foundations of health; anatomy and physiology; legal, ethical and economic aspects of health care; clinical laboratory procedures; basic health occupational skills; aseptic techniques; OSHA regulations; and infection control.

Mentors in specialty areas provide an overview of scope and nature of practice, career opportunities, post-secondary education requirements, practical experience, integration of health care systems, and ongoing professional development requirements for a variety of health careers.

Eleventh grade students can receive grant-funded instruction to become nursing assistants and learn the skills necessary to work in a long-term care facility. Following the completion of required clinical hours and testing the student qualifies for a certificate as a nursing assistant. Twelfth grade students can learn


medical terminology, anatomy, and clinical medical assisting to help them obtain employment in a physician’s office or hospital.

All Health Careers Program students receive training to be certified in CPR and First Aid. Qualified seniors also can participate in our school-to-work program and receive school credit while working during the school day. Our mission is to support students as they achieve academic excellence and access to licensure/certification in Nursing Assisting, First Responder, Medical Assisting, or Dental Assisting.

In addition, students participate in community health projects such as elementary school health screenings and blood drives are required to engage in service learning at local healthcare sites. Students in the 11th and 12th grade are eligible for summer internships at local hospitals and clinics. They also can join Health Occupations Students of America (HOSA), a pre-professional organization of potential health care workers.

Students interested in pursuing employment in a health profession should like: • Helping others achieve their highest health potential • Working with technology • Solving problems • Mastering evolving techniques and processes • Interacting with the public and co-workers

Students in the 11th and 12th grade will have the opportunity to participate in: International Baccalaureate, Advanced Placement, and College in the Schools classes.

Spanish Immersion

Spanish Immersion is a program in which the instruction and the academic work are done completely in

Spanish. A key goal of the program is to develop a high proficiency level in understanding, speaking,

reading and writing Spanish in preparation for college. The program is open to students who have been

in the immersion pathway since kindergarten and to those who demonstrate, through an assessment, the

proficiency to do academic work in Spanish. We offer advanced level coursework in Social Studies,

Biology, and Advanced Spanish. In addition, other programs offered at Roosevelt are also open to

immersion students.


City-Wide Special Educational Needs Programs

Life Skills Program

The Life Skills program is a district-wide program for students that require special education services for the majority of the school day. Students are provided a functional curriculum that emphasizes academic and social skill building in the transition areas of home and daily living, post-secondary education, employment, recreation, and community participation.

Students will be exposed to career exploration, curriculum-based work experiences, and other on the job training experiences. Students have access to classroom assistants throughout their school day in both special education and regular education courses when needed. Opportunities for students to be mainstreamed are made on an individual basis.

Developmental Cognitive Disability (DCD) Program This model provides a full day of special education services to students with emphasis on developing functional and academic skills in an environment with small student to staff ratios. Services are provided in a variety of settings including general education and special education classrooms, community environments, and job training sites.

Course Descriptions

Language and Literature

Seniors displaying the kites they made as part of their Kite Runner series


MYP Language and Literature: English 9 Course Duration: Year 9th

Course Description: This course will challenge students to read and think critically as they consider essential questions aimed to guide them to a clearer understanding of self, community and cultures of the world. Students will participate in class discussions and express their ideas through a variety of writing forms. Practice in prewriting, establishing a purpose, organizing, sentence structure, revising, and editing skills will be done with both narrative and expository writing assignments. Reading selections will include some of the following titles: The Absolutely True Diary of a Part-Time Indian, Of Mice and Men, Romeo and Juliet, and Persepolis. Readings will also include selected short stories, poems and essays. The ninth-grade year is designed to foster and improve study skills, as well as deepen curiosity for reading and writing. Students will be able to work on improving their writing skills, study skills, and reading understanding. Students will be offered multiple opportunities for assessment through oral and written assessments.

Unit Concepts Global Context Statement of Inquiry

Identity Across Cultures: Analyzing the Absolutely True Diary of a Part-Time Indian and Other Texts in Discussion and Writing

Perspective, Character, Setting, Context, Point of View

Orientation in Space and Time

Our identities are shaped by the place and the time in which we are living.

Exploring Interconnections: Community and Individuality in Of Mice and Men and Beyond

Connections, Intertextuality, Genres, Theme

Globalization and Sustainability

In exploring thematic connections across genres, we can explore our commonality, diversity, and interconnection

Relationships in Perspective: Analyzing Shakespeare Across Time

Communication, Style, Structure, Purpose

Identities and Relationships

We use language to influence others, and in turn others use language influence us.

Shifting Cultural and Global Perspectives: A Multi-Genre Analysis

Creativity, Audience Imperatives, Genres

Personal and Cultural Expression

We are able to observe multiple perspectives through the analysis of a variety of genres and explore the way in which we express ideas, cultures, and creativity.


MYP Language and Literature: English 10 Course Duration: Year Course Description: Students will study Literature, including The Things They Carried, Night, Catcher in the Rye, Macbeth and The Odyssey as well as other selected stories, poems, and nonfiction texts. An important course objective is to analyze and interpret different experiences that reveal themselves in some great books, and to analyze the themes, ideas, struggles, and meanings that will inspire writers to create their stories in the first place.

Students should have good study skills, a good curiosity of reading and writing. Students will be able to work on improving their writing skills, study skills, and reading understanding. Students will be offered multiple opportunities for assessment through oral and written assessments.

American Literature (Part 1 and Part 2) Course Duration: Year 11th Course Description: Emphasis: American Literature, Speech, Academic Writing

Students develop critical inquiry, reading and writing skills through deep investigation of major movements in American literature. As we consider the role of American history and society in the creation of fiction and nonfiction texts, we will compare, analyze, and evaluate the work of communities of authors in each unit. Creative culminating projects will connect assigned texts to our lives, while more formal essays will require students to present cohesive, well-supported arguments. Literature covered in the course includes a variety of poetry, short stories, plays, and novels. Writing and public speaking skills will be covered as well. Various pieces of literature will include Fences, The Great Gatsby, A Streetcar Named Desire, and The Color Purple.


World Literature (Part 1 and Part 2) Course Duration: Year 12th Course Description: Emphasis: Analysis, critical thinking and response, academic writing

Students develop critical inquiry, reading and writing skills through deep investigation of major movements in world literature.

In this course we will travel the globe through a variety of texts, modern and classic, from around the world. Themes in this course include archetypes, human rights issues, the power of language and the impact and possibility of life choices. College writing, critical lens theory, rhetorical analysis, discussions and public speaking are important components of this course. Examples of anchor texts used include The Kite Runner, The Life of Pi, and Woman at Point Zero.

IB DP SL/HL Language & Literature Year 1 Course Duration: 2 years Grade: 11th Term: Year Course Prerequisite(s): MYP English 10 and/or other appropriate grade level course work

IB DP SL/HL Language & Literature Year 2 Grade: 12th Term: Year Course Prerequisite(s): IB SL or HL Language & Literature Year 1

In the Language and Literature courses, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others. SL students are required to study four literary works and several non-literary texts that is equivalent in teaching and learning time, whereas HL students are required to study six literary works and a number of non-literary texts that is equivalent in teaching and learning time. In paper 1, both SL and HL students are presented with two previously unseen non-literary extracts or texts from different text types, each accompanied by a guiding question. SL students are required to write a guided analysis of one of these, while HL students must write guided analyses of both non-literary extracts or texts. In addition, HL students will have a fourth assessment component, the higher level (HL) essay, a written coursework task that requires students to explore a line of inquiry in relation to a studied non-literary text or texts, or a literary text or work. The outcome of this exploration is a 1200-1500


word essay in which HL students are expected to demonstrate a deeper understanding of the nature of linguistic or literary study. The distinction between SL and HL is summarized below. Both levels of the course culminate with students taking the IB SL or HL Language and Literature Exam in the spring; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.

Language and Literature Elective Classes Introduction to Journalism

Course Duration: Semester 9th-12th Course Description: Interested in getting more involved with Roosevelt, meeting new people, and showing off the wonderful things happening every day in the community? Join Introduction to Journalism and get the chance to learn the skills you will need to write real news stories and get them published in the student newspaper! You’ll be able to interview school and community members and be in the “know.”

Students will learn the basics of feature writing, news photography, and an introduction to digital news stories (think CNN, Roosevelt’s WIRE, etc.). Students will be able to choose their own topics. Stories have potential to be a part of The WIRE, an online video production. Students will also get the opportunity to interact with a real reporter from the Star Tribune!


Language and Literature Course Sequence

English 12

MYP English 9

English 11

IBDP English

Year 2

MYP English 10

IBDP English

Year 1


Language Acquisition

Arabic Arabic 1 03101 Course Duration: Year Course Description: Students are introduced to the basic structure of the Arabic language within cultural contexts as they begin to understand and speak Arabic through guided practice in dynamic and real-world situations. The student will also begin to read and write in Arabic and explore cultural and social practices. Overall, the student will develop language-learning strategies to maintain a life-long interest in world languages and multiple cultures at home and around the world.


Introduce Yourself to the Arab World

Communication, Structure, Form, Patterns


The way we use language allows us to communicate our individual and cultural identities.

Arab Life: Homes, Families and Food

Culture, Context, Meaning, Audience


The meaning of words depends on the cultural context they are used in.

Geography of the Arab World

Connections, Accent, Message, Conventions

Orientation in Time and Space

Language helps us to connect with people from a variety of places.

Staying Healthy Creativity, Purpose, Function, Word Choice

Scientific and Technical Innovation

People from different cultures combine creativity and science in different ways to define what it means to be healthy.


Arabic 2 03102 Course Duration: Year Course Description: Students will broaden their foundation of the Arabic language within cultural contexts as they improve understanding and speaking of Arabic through guided practice in dynamic and real-world situations. Students will continue to read and write in Arabic (simple short stories, letters, magazines, or other real-life texts) by expanding knowledge of Arabic vocabulary and structures.

Additionally, students will explore the unique and interesting perspectives, practices, and products of the culture and develop awareness of different worldviews. Overall, the student will expand language-learning strategies to maintain a life-long interest in world languages and multiple cultures at home and around the world.


Daily Life in the Arab World

Culture, Word Choice, Form Personal and Cultural Identity

Language helps people to create and express their cultural identity.

Arab Life: Manners and Etiquette at home and in the community

Communication, Purpose, Function, Accent, Message, Audience

Fairness and Development

We have a responsibility to communicate respect towards other people’s customs.

Impact of Geography on People and Trades

Connections, Context, Conventions, Patterns


Language helps people to connect and share in different countries.

A Healthy, Active Life Creativity, Meaning, Structure Science and Technology

Language helps people to share their creative ways of adapting their environments and physical activities to stay healthy.


Arabic 3 03103 Course Duration: Year Course Description: Students will continue to develop proficiency in Arabic Language and deepen their understanding of Arabic-speaking cultures as they will be advance listening and speaking skills through conversations on familiar, real-world topics. They will use the knowledge of the language to make connections with other subjects (geography, fine art, math and science). Students will continue to read and write in Arabic (short stories, letters, magazines, or other real-life texts) by expanding knowledge of Arabic vocabulary and structures. Additionally, students will examine Arabic-speaking cultures and their social practices(music, food, popular media and establish connections between language and Arab speaking cultures through the use of technology, media, and native-language sources.


Communities in the Arab world

Communication, Structure, Empathy, Conventions


Empathetic communication helps to build international relationships

How Families Get Things Done

Culture, Idiom, Meaning, Message

Personal and Cultural Explorations

Our culture and purpose affects the meaning of our communications.

Economics and the Environment

Connections, Point of view, Function, Word Choice


Our economic and environmental decisions positively or negatively affect those from other cultures because we are all connected.

Olympic Heroes, Future Plans

Creativity, Purpose, Context, Audience


Our actions today affect tomorrow’s reality, so we need to be creative in our solutions to present issues.

IBDP Arabic Ab Initio SL 03118 Course Duration: 1 or 2 years (Levels 3/4 for juniors and seniors Course Description: This class is for students who have successfully completed Arabic 3 and would like to continue their study at an advanced level. As students prepare for the IB Arabic SL exam, they will increase their ability to work independently. They will also increase their fluency and communication skills through oral and written practice and will increase their ability to analyze authentic literature and translate that analysis into sustained composition. Students will be well-prepared to continue their study of Arabic at the university level.


French

French 1 03301 Course Duration: Year Course Description: This course will introduce students to a basic foundation of the French language. Students will begin to develop the ability to comprehend and speak French through guided practice. They will begin to develop reading and writing skills through the use of selected authentic materials that reflect French-speaking cultures. Students will develop strategies for learning language and gain insight to various French-speaking cultures.


Welcome to the New World

Communication, Message, Meaning


How is my classroom/school culture alike or different from other Francophone countries?

What Are You Like? Connections, Function, Structure, Word Choice


How am I alike or different from my friends and family?

Diversity of French-Speaking Countries

Culture, Patterns, Form, Accent


How does my community compare with other French speaking countries?

Biography of Famous French-Speaking People

Culture, Conventions, Purpose, Audience


In what ways do one’s culture/country of origin contribute to their eventual impact on the world?

Celebrations and Holidays

Creativity, Context Orientation in Space and Time

How do people celebrate holidays in Francophone countries?


French 2 03302 Course Duration: Year Course Description: This course continues the development of a basic foundation in the French language. Students will increase their ability to comprehend and to speak French through guided practice. The students will increase their reading and writing skills through the use of selected authentic materials that reflect French-speaking cultures. They will increase their understanding of the different cultures, explore the connection between language and culture, and begin to develop an awareness of others’ world view. They will develop and practice strategies for learning the language. Students at this level and above have the opportunity to travel to France with a group comprised of Minneapolis students and teachers.


Student Life Communication, Conventions, Audience, Word choice


Each school has its own unique culture that is influenced by its population, location, and history.

Healthy Living Culture, Structure, Function Identities and Relationships

Lifestyle habits contribute to individual health and the health of the community.

Music Connections, Form, Message, Accent


Music helps people identify the relationship between cultural perspectives and products.

Global Communities

Connections, Context, Meaning


Travel expands the way we see ourselves and the world.

Revolution Creativity, Purpose, Patterns Orientation in Time and Space

History is represented in the symbols of a country.

IB DP French SL Level 3 03318 Course Duration: Year Course Description: This course continues the development of a basic foundation in the French language. Students will increase their ability to comprehend and to speak French through guided practice. The students will increase their reading and writing skills through the use of selected authentic materials that reflect French-speaking cultures. They will increase their understanding of the different cultures, explore the connection between language and culture, and begin to develop an awareness of others’ world view. They will develop and practice strategies for learning the language. Students at this level and above have the opportunity to travel to France with a group comprised of Minneapolis students and teachers.


IB DP French Level 4 03328

IB French Students making croquembouche

Course Duration: 1 Course Description: Prerequisite(s): Successful completion of French 3 or equivalent, as well as freshmen students coming from French immersion programs Assessments: Seniors may complete the internal assessment (written assignment and oral activities) & take the IB exam that correlate with this course. Throughout this course, students will continue to internalize common structures of the language (vocabulary, word order, and various verb tenses). The goal of this course is for students to become more comfortable in using French independently to describe, exchange information and opinions, and analyze issues. All written and oral work done by students throughout the year will be scored using the IB DP rubrics. Students will receive copies of the rubrics in the beginning of the year, and will be expected to use them in preparing for presentations or fine-tuning their written work. The French course is aligned to the ACTFL National Standards in French as well as the IB DP objectives.


Spanish Spanish 1 03601 Course Duration: Year Course Description: The aim of this course is to introduce the student to the Spanish language. Students will learn to understand, speak, read and write Spanish used in everyday situations. This is a basic introduction into how the language works.


Welcome to the Spanish Speaking World

Communication, Accent, Form, Structure


Basic Spanish greetings, expressions, and structures allow individuals to communicate their personal information with the rest of the Spanish-speaking world.

What Are You Like?

Creativity, Purpose, Meaning, Word Choice


Personal writings are forms of creative expression that reflect one’s own identity, their relationships with others, and their purpose and roles in today’s society.

Diversity of Spanish-Speaking Countries

Connections, Conventions, Audience, Function


Geography and the study of cultures allows the individual to observe the connections between different cultures and what conventions are being use to influence different types of audiences.

Biography of a Spanish-Speaking Person

Culture, Context, Patterns, Message


Exploring biographical texts and media in their historical contexts allows our current society to reflect on the messages and beliefs that have molded society today.


Spanish 2 03602 Course Duration: Year Course Description: The aim of this course is to increase and broaden the skills needed to understand spoken Spanish, and to speak, read and write Spanish. Emphasis is on more in-depth study of the Latino culture, vocabulary building, and to increase confidence in speaking and understanding Spanish.


Student Life Culture, Context, Audience, Stylistic choices, Empathy


Each school has its own unique culture that is influenced by its population, location, and history.

Healthy Living

Connections, Context, Message, Purpose, Structure, Form Function


How and where you live impacts your quality of life

Global Community

Communication, Context, Purpose, Accent, Form, Conventions


Travel expands the way we see ourselves in the world.

Social Justice Change, Context, Word Choice, Message, Purpose, Audience


“Change happens when the pain of staying the same is greater than the pain of change.” Tony Robbins

Tradition Culture, Context, Meaning, Purpose, Patterns, Form


Traditions are our connection to the past.


Heritage Spanish for Spanish Speakers Level 1 03611 Course Duration: Year Course Description: Spanish for Spanish Speakers is designed for students who use the Spanish language at home and who desire to read and write in Spanish. The students will practice various aspects of writing including spelling, punctuation, accent marks, etc..; organize ideas in writing and in communicating; develop academic language in Spanish; connect abilities in Spanish to other classes such as English language arts, social studies, and theatre; and discuss and write in depth about topics pertinent to the Spanish-speaking world.


Language Variation

Communication, Audience, Patterns, Context


People switch registers/dialects depending on context (time, place, audience).

Our Worth Communication, Empathy, Point of View, Purpose


People use words to fight injustice due to stereotypes

Foods of Latin America

Culture, Word Choice, Structure, Idiom


A culture’s cuisine reflects its people.

Discovering Who I Am

Creativity, Message, Function, Inferences


Creativity allows us to express facets of our identities.

Indigenous People of Latin America

Culture, Message, Context, Meaning, Conventions


Understanding the connections between us, can help to limit the marginalization of indigenous peoples.

World Micro-Businesses

Connections, Context Fairness and Development

Telling our stories connects us to resources and organizations around the world.


Heritage Spanish for Spanish Speakers Level 2 03612 Course Duration: Year Course Description: Spanish for Spanish Speakers 2 is designed for students who use the Spanish language at home and who desire to refine their ability to read and write in Spanish. The students will practice various aspects of writing including spelling, punctuation, accent marks, etc..; organize ideas in writing and in communicating; develop academic language in Spanish; connect abilities in Spanish to other classes such as English language arts, social studies, and theatre; and discuss and write in depth about topics pertinent to the Spanish-speaking world.


Language Variation Communication, Audience, Word Choice, Context


People switch registers/dialects depending on context (time, place, audience).

Our Linguistic Rights Communication, Empathy, Function, Meaning, Audience


The way in which we communicate can affect the way we are treated, both positively and negatively.

Influential Latino/Hispanic Figures

Creativity, Purpose, Point of View

Scientific and Technological Innovation

Creativity has allowed marginalized people to become positively influential figures

Latin American Myths and Legends

Culture, Message, Meaning, Structure, Conventions


Myths and legends are a culture’s way of making meaning of their experiences.

America and Spain united by one identity

Global Interactions, Idioms, Systems

Globalization and sustainability

When cultures mix, people develop multiple cultural identities.


Heritage Spanish for Spanish Speakers Level 3 03613 Course Duration: Year Course Description: The students continue to refine the ability to read and write in Spanish with broader academic contexts. The students will practice various aspects of writing including spelling, punctuation, accent marks, etc..; organize ideas in writing and in communicating; develop academic language in Spanish; connect abilities in Spanish to other classes such as English language arts, social studies, and theatre; and discuss and write in depth about topics pertinent to the Spanish-speaking world.

Immersion Spanish 1 (Concurrently enrolled in Immersion Geography and Chican@/Latin@-American History) 03671 Course Duration: Year Course Description: This course will provide the language support to the Social Studies class immersion students are concurrently enrolled. Students will continue to develop their oral, written, and reading skills in Spanish through the use of authentic Spanish materials reflective of the various Spanish-speaking cultures. These skills will allow them to actively participate in discussions and improve their academic achievement in their Social Studies class.


Community Connection, Context, Audience, Purpose


People honor their connections to those they love in various ways.

Culture Culture, Stylistic Choices, Inference, Idiom


Individuals are impacted by their cultural context just as culture is influenced by each individual.

Identity Creativity, Voice, Theme, Point of view


Art can be a means for exploring identity and self awareness

Social Justice

Communication, Empathy, Argument, Bias


Change happens in through clear communication.

Immersion Spanish 2 (concurrently enrolled in Immersion Biology) 03672 Course Duration: Year Course Description: This course will provide the language support to the Biology class immersion students are concurrently enrolled. Students will continue to develop their oral, written, and reading skills in Spanish through the use of authentic Spanish materials reflective of the scientific contributions of Spanish-speaking cultures. These skills will allow students to engage in a scientific setting and improve their scientific literacy skills.


IB DP Spanish Level 4 Lang B 03618 Course Duration: 2 years Prerequisite(s): Successful completion of Spanish Level 3 with average grades of “C” or above Assessments: Seniors may complete the internal assessment (written assignment and oral activities) & take the IB exam that correlate with this course. Course Description: In this course students will work more independently and further develop the skills achieved in the foundation levels. Through the study of the core topics students will enhance their ability to understand and discuss current events and issues from a cultural perspective. Advanced grammar and composition are also emphasized in this course. Core Topics include communication and media, global issues, and social relationships. Additionally, the class will focus on two or more of the following topics of study: cultural diversity, customs and traditions, health, leisure, science, and technology. Upon completion of this course, students will be able to use knowledge of the language to connect with other subjects, read authentic texts with guidance, write with guidance in Spanish, identify and interpret social practices, develop awareness of different worldviews, and increase conversational fluency.

IBDP Spanish HL 03619 Course Duration: 2 years (designed for juniors and seniors who have taken Immersion or Heritage Spanish 1&2) Course Description: The students continue to refine the ability to read and write in Spanish with broader academic contexts. The students will practice various aspects of writing including spelling, punctuation, accent marks, etc..; organize ideas in writing and in communicating; develop academic language in Spanish; connect abilities in Spanish to other classes such as English language arts, social studies, and theatre; and discuss and write in depth about topics pertinent to the Spanish-speaking world.

IB Spanish HL Year 2 03628 Course Duration: Year Course Description: The aim of this course is to increase and broaden the skills needed to understand spoken Spanish, and to speak, read and write Spanish. Emphasis is on more in-depth study of the Latino culture, vocabulary building, and to increase confidence in speaking and understanding Spanish.

IB DP SL/HL Spanish Language & Literature Year 1 Grade: 11th Term: Year Course Prerequisite(s): Spanish Immersion or Spanish Heritage enrollment and/or teacher recommendation


IB DP SL/HL Spanish Language & Literature Year 2 Grade: 12th Term: 2nd Year of Course Prerequisite(s): IB SL Spanish Language & Literature Year 1 In the Language and Literature courses, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others.

SL students are required to study four literary works and a number of non-literary texts that is equivalent in teaching and learning time, whereas HL students are required to study six literary works and a number of non-literary texts that is equivalent in teaching and learning time.

In paper 1, both SL and HL students are presented with two previously unseen non-literary extracts or texts from different text types, each accompanied by a guiding question. SL students are required to write a guided analysis of one of these, while HL students must write guided analyses of both non-literary extracts or texts.

In addition, HL students will have a fourth assessment component, the higher level (HL) essay, a written coursework task that requires students to explore a line of inquiry in relation to a studied non-literary text or texts, or a literary text or work. The outcome of this exploration is a 1200-1500-word essay in which HL students are expected to demonstrate a deeper understanding of the nature of linguistic or literary study. The distinction between SL and HL is summarized below.

Both levels of the course culminate with students taking the IB SL or HL Language and Literature Exam in the spring; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.


English as a Second Language (ESL)

The service a student receives is determined by the following criteria: the student’s English proficiency level based on their WIDA ACCESS scores from the previous year, previous U.S. schooling and time in the U.S., and current academic achievement level. The level of support ranges from stand-alone ESL and sheltered content classes to co-taught content classes to simply monitoring academic progress.

ESL 1A 08001 Students are placed in this course if they receive a composite ACCESS score of 1.0-1.9 and have been in U.S. schools for fewer than 5 years. Course Duration: Year Course Description: Elective Credit This is a multi-grade level English language development course for students new to the country with WIDA scores below 2.0. Students will build their reading comprehension through vocabulary work, guided reading activities and discussion. This class will provide the information and skills necessary for students to make progress toward WIDA Level 2.


ESL 1B 08011 Students are placed in this course if they receive a composite ACCESS score of 1.0-1.9 and have been in U.S. schools for fewer than 5 years. Course Duration: Year Course Description: Elective Credit This is a multi-grade level English language development course for students new to the country with WIDA scores below 2.0. Students will build their English vocabulary speaking, listening and writing activities. This class is taught in conjunction with 1A to give students the vocabulary and skills to work toward accessing modified grade level content course expectations. This class will provide the information and skills necessary for students to make progress toward WIDA Level 2.

ESL 2A 08002 Students are placed in this course if they receive a composite ACCESS score of 2.0-2.9 and have been in U.S. schools for fewer than 5 years. Course Duration: Year Course Description: ELA Credit This is a multi-grade level English Language Arts coursed for students newer to the country with a WIDA scores between 2.0-2.9. Students will learn reading strategies to use with a broad range of fiction and nonfiction texts and will respond orally and in writing. They will further develop academic writing skills by improving language mechanics and standard grammar usage. Students will continue to expand their academic content and language knowledge and skills focusing on secondary English Language Arts Standards. The course follows the themes and standards of English 9 using modified texts and strategies designed to scaffold the instruction. This class will provide the information and skills necessary for students to make progress toward WIDA Level 3.

ESL 2B 08012 Students are placed in this course if they receive a composite ACCESS score of 2.0-2.9 and have been in U.S. schools for fewer than 5 years. Course Duration: Year Course Description: Elective Credit This is a multi-grade level academic English language development course. The course develops all four modalities; speaking, listening, writing and reading needed for success in high school. Students will learn reading strategies to use with a broad range of fiction and nonfiction texts and will respond orally and in writing in various forms. They will further develop academic writing skills by improving language mechanics and standard grammar usage. Students will continue to expand their academic content and language knowledge and skills with a focus on secondary social studies and science content. This class will provide the information and skills necessary for students to make progress toward WIDA Level 3.


ESL 3A 08003 Students are placed in this course if they receive a composite ACCESS score of 3.0-3.9 and have been in U.S. schools for fewer than 5 years. Course Duration: Year Course Description: ELA Credit

This is a multi-grade level English Language Arts course for students newer to the country with a WIDA score of 3.0-3.9. Students will learn reading strategies to use with a broad range of fiction and nonfiction texts and will respond orally and in writing. They will further develop academic writing skills by improving language mechanics and standard grammar usage. Students will continue to expand their academic content and language knowledge and skills focusing on secondary English Language Arts Standards. The course follows the themes and standards of English 10 using modified texts and strategies designed to scaffold the instruction. This class will provide the information and skills necessary for students to make progress toward WIDA Level 4.

ESL 3B 08013 Students are placed in this course if they receive a composite ACCESS score of 3.0-3.9 and have been in U.S. schools for fewer than 5 years. Course Duration: Year Course Description: Elective Credit This is a multi-grade level academic English language development course. The course develops all four modalities; speaking, listening, writing and reading needed for success in high school. Students will learn reading strategies to use with a broad range of fiction and nonfiction texts and will respond orally and in writing in various forms. They will further develop academic writing skills by improving language mechanics and standard grammar usage. Students will continue to expand their academic content and language knowledge and skills with a focus on secondary social studies and science content. This class will provide the information and skills necessary for students to make progress toward WIDA Level 4.

Academic Language Development 08018 Students are placed in this course if they receive a composite ACCESS score below 4.5 and have been in U.S. schools for more than 5 years. Course Duration: Year Course Description: Elective Credit This is a multi-grade level academic English language development course. The course goal is to teach academic language needed for success in core content classes. This course will develop skills in reading, writing, listening and speaking. However, all ALD courses will have a strong focus on reading and writing to support students with grade level academic work. Students will read and analyze increasingly complex fiction and nonfiction texts and will continue to develop academic writing skills by improving language mechanics and standard grammar usage.


Sheltered Content Instruction Courses Sheltered instruction is an instructional approach that engages English Language Learners in developing grade-level content-area knowledge, academic skills, and increased English proficiency. In sheltered instruction classes, teachers use clear, direct, simple English and a wide range of scaffolding strategies to communicate meaningful input in the content area to students. Strategic learning activities offer ELLs the grade-level content instruction of their English-speaking peers, while adapting lesson delivery to suit their English proficiency level. Sheltered Content Courses are co-taught with an ESL teacher to ensure academic English development as well as access to grade level content.

Individuals and Societies

MYP Individuals and Societies: Economics (also offered as MYP Immersion Economics) 02401 Course Duration: Semester course taken in 9th Grade Course Description:

In Economics, students will gain a better understanding of economic behavior by studying the basics of supply and demand, product and factor markets, competition and monopoly, international trade, income distribution, and taxation.

Students will be introduced to various methods and statistics used in economics and will learn to understand economic behavior. Students will gain knowledge of our complex economy and learn the roles individual play in the economy in order to prepare students for effective decision-making and responsible citizenship. This course meets Minnesota State Standards for Economics.

MYP Individuals and Societies: United States Government (also offered as MYP Immersion U.S. Government) 02311 Course Duration: Semester course taken in 9th Grade Course Description:

Government covers topics primarily concerned with the United States government at all levels – federal, legislative, and judicial. The Constitution, voting behavior, and the three branches will all be addressed. Analyzing Supreme Court decisions and staging mock trials will also be important tools in this section of the class.

Students will obtain an overview of the United States governmental process, with an understanding and awareness of national and international affairs. Students will develop knowledge of the U.S. Constitution, the three branches of the federal government, and the process of how each branch works. Students will have an awareness of our individual rights and our individual role in the democratic process,


MYP Individuals and Societies: United States History (also offered as Honor U.S. History) 02301 Course Duration: Year Long course taken in 10th Grade Course Description: United States History is a year-long course that is required of all students prior to graduation.

This course is designed as a survey of United States History from the time of the earliest Native Americans, exploration, colonization, birth of the United States continuing to the present. The aim of this course is to develop an understanding of the historical framework from which modern America emerged.

Students will examine the basic issues of the past and study their relationship to the present. Historical themes are used to develop writing, analysis and interpretation skills.


Worlds Converge Global Interactions, Civilization, Perspective, Culture


Perspectives influence understandings of the causes and effects of interactions between civilizations and cultures.

Revolution: Experiments in Self-Government

Systems, Governance, Ideology, Significance


Economic, political, and cultural conflicts caused the struggle between ideologies, forming a unique American system of rights and laws.

Expansion and Incursion

Time, Space and Place; Conflict; Identity


Privilege can blind us to the impact of our decisions on others.

Crisis and Reform Change, Causality, Interdependence, Conflict


Conflict changes relationships and can lead to new perspectives.

Industrial Revolution and Immigration

Global Interaction,

Innovation and

Revolution


Interaction between technical innovation and immigrants contributed to the formation of a new national identity.

The Great Depression and The New Deal

Systems, Governance, Cooperation


In response to multiple systematic failures the federal government struggled to redefine its roles and powers.

World War II Global Interactions, Ideology, Perspective


American perspectives and ideologies positively and negatively affected interactions that contributed to WWII.

The Cold War and Its Conflicts

Time, Space and Place; Governance, Ideology


Mistaking ideology for identity can create global conflict.

Race, Rights and Rebellions

Change, Identity, Culture, Conflict


The struggle to achieve self-determination among oppressed groups is communicated through and can change society’s identity.


MYP African American History 021071 Course Duration: Semester, 10th-12th Course Description: In this course, students explore African American history and culture through the lens of historical sociology and critical studies. The course lifts up the voices and perspectives of African Americans to tell their own his-stories and her-stories by utilizing engaging texts, multimedia resources and critical dialogue. The lesser-known stories of everyday resistance and momentous struggles for citizenship and democracy are examined. Below are the course learning objectives:

• Provide an introduction to African American history, including local histories

• Explore why African Americans have occupied an oppressed position in the US and how they have resisted and created movements for social change and democracy

• Examine changes over time and employ sociological, economic, cultural, and political tools for understanding the historical and contemporary circumstances of African American communities

• Consider how social constructs such as race, gender and class shape the lives of African Americans

MYP Chican@/Latin@-American History (also offered as MYP Immersion Chican@/Latin@-American History) 021072 Course Duration: Semester course taken during 10th-12th grade Course Description: In this course, students explore Chican@/Latin@ history and culture through the lens of historical sociology and critical studies. The course lifts up the voices and perspectives of Chican@s/Latin@s to tell their own his-stories and her-stories by utilizing engaging texts, multimedia resources and critical dialogue. The lesser-known stories of everyday resistance and momentous struggles for citizenship and democracy are examined. Below are the course learning objectives:

• Provide an introduction to Chican@/Latin@ history, including local histories

• Explore why Chican@s/Latin@s have occupied an oppressed position in the US and how they have resisted and created movements for social change and democracy

• Examine changes over time and employ sociological, economic, cultural, and political tools for understanding the historical and contemporary circumstances of Chican@/Latin@ communities

World History 02201 Course Duration: Year-long course taken during 11th Grade Course Description: Exploration of the world will be done through the eyes of historians, anthropologists, and primary sources. Students will learn how to gather, sort, and analyze information in order to find causes and effects of actions and events so as to better understand the world in which we live today.

The course develops skills of critical thinking, historical interpretation, historical inquiry, and reading and writing.


IB DP History HL: History YR 1 022041 Grade: 11th Term: 2-Year Course DP History HL will emphasize an understanding of major historical events in a global context. The analysis of primary source material helps us understand how people of different backgrounds experienced and viewed historical events. The course will include the historiography of major events in order to show how events have been interpreted differently by new generations of historians, allowing students to see how culture impacts the recording of the past. This course will also promote international understanding and intercultural awareness that will assist students in becoming global citizens through comparative regional studies and the inclusion of viewpoints, histories, and sources from the people or nation being studied and/or diverse viewpoints. Throughout this course, students will conduct historical research, analyze primary source documents, defend original historical interpretations in essays, draw comparisons, participate in debates, and evaluate a variety of history texts and essays that interpret people and events in radically different ways and from diverse perspectives. The course culminates with students taking the IB HL History Exam in the spring of the second year of the course; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.

IB DP SL Psychology Grades: 11, 12 Term: Year Course Prerequisite(s): Successful completion of General Psychology. Students are expected to complete the internal assessment (experimental study) & take the IB exam that correlate with this course. IB DP HL Psychology takes a holistic approach that fosters intercultural understanding and respect. In the core of the IB Psychology course, the biological level of analysis demonstrates what all humans share, whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences that produce human behavior and mental processes. Cultural diversity is explored and students are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture. This empathy contributes to an international understanding. The curriculum is divided into four parts over the two years of the course. During the senior year, students will focus optional topics in Abnormal Psychology, Development Psychology, Health Psychology, and Sport Psychology. The second semester will focus on qualitative and experimental research methodologies. Students will complete a report of a simple experimental study and will practice short and long essays for the IB exam in May. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject. Psychologists employ a range of research methods, both qualitative and quantitative, in order to test their observations and hypotheses. As a part of the core syllabus, DP psychology promotes an understanding of the various approaches to research and how they have been used in order to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations.


Psychology studies human beings and as such it is paramount that the ethical implications in any line of investigation, and at all points in the course, are fully explored and understood to ensure that ethical guidelines are followed at all times. The course culminates with students taking the IB SL Psychology Exam in the spring; a student who earns a grade of 4 or higher on the IB exams may be

granted college credit or advanced standing at many colleges and universities. Geography 02101 Course Duration: Semester class taken during 12th grade Course Description: By the end of the course, students should be able to answer the following questions:

• Introduction to Geography: What tools do geographers use? • Population/Migration: Why do people migrate and what impact does it have on their home and

host country? • Political Geography: How does colonialism affect the political and cultural systems of the

indigenous people? • Urban Geography: Where are cities located and how do they function? • Cultural Geography: What cultures do I identify with and how do cultures diffuse? • Economic/Agricultural Geography: How do people use resources? • Environmental Geography: What impact do humans have on the environment?


Roosevelt Individuals and Societies Sequence

Economics

AND

Government

U.S. History

Or Honors U.S. Hisroy

World

History

Geography

IB History of

the Americas

H/SL Y 1

IB History of

the Americas

H/SL Y2

AP

Psych/IB

Psych SL

Y1

IB Psych

SL Y2


Mathematics

MYP Intermediate Algebra 041110

Course Duration: Year Prerequisite: Algebra 8 Course Description: Intermediate Algebra encourages and enables students to use the language, symbols and notation of mathematics, to be confident using mathematics to analyze and solve problems both in and out of school, and to develop the knowledge and skills necessary to pursue further studies in mathematics. The course includes a thorough review of linear relationships, an introduction to exponential and quadratic relationships, a survey of transformations and a solid study of secondary level statistics and probability.


Statistics – The Danger of a Single Story

Logic, Generalization, Simplification, Measurement,, Justification


A single number or simple display can represent large sets of information.

Advanced Solving – When will I become famous?

Logic, Change, Representation, Equivalence, Space

Development Relationships can be modeled and used to reach logical conclusions about consequences that result from systems that affect authority, security and freedom among individuals, communities and states.

Inequalities-What Are the Constraints

Relationships, Representation, System


Companies can systematically ensure they are making a profit

Exponents and Exponential Functions --How much does it cost?

Relationships, Generalization, Quantity


Generalizing relationships between quantities can empower individuals to make responsible decisions for their future.

Functions Relationships, Pattern, Simplification

Scientific and Technical Innovations

Patterns can be simplified when treated as relationships

Transformations of functions--Merging mathematics and creativity

Form, Change, Model, Representation, Space


Understanding form and shape enhances creativity.

Quadratics: Spring Break Shark Surprise

Relationships, Change, Model , Representation, Equivalence


Relationships describe and predict an object’s position in space and time.

Probability Logic, Justification Scientific and Technical Innovations

Informed decisions can be made regarding situations of chance.


MYP Geometry 04201

Course Duration: Year Prerequisite: Intermediate Algebra Course Description: Geometry students will study points, lines, line segments, rays, planes, and vectors in their exploration of angles, polygons, circles, lengths, areas, and volumes. Mathematical patterns and life’s patterns will also be explored. Emphasis will be placed on congruent figures, as well as similar figures and their ratios, and right triangle trigonometric ratios. The concept of proof will be investigated, and the utility of logic will be emphasized. Algebraic skills will be used to build further understanding of the interconnectedness of mathematics.


Lines and Angles

Form, Justification, System


Understanding the form of a system can help us discover new uses for that system.

Triangles, Part 1

Logic, Justification, Equivalence, Change, Generalization


We use logic to justify and prove our conjectures about the world.

Triangles, Part 2

Relationships, Model, Measurement, Pattern


A model relates to how we design and use our spaces.

Quadrilaterals Logic, Justification, Simplification, Change


Quadrilaterals have properties that when accurately manipulated, can aesthetically enhance the world around us.

Polygons Relationships, Space, Measurement, Change


We want to understand how polygons are used in architecture and how they enhance beauty.

Circles Form, Representation, Space


Representing circles in space and with equations allow us to make good use of their form.

Solids Form, Measurement, Justification, Space, Quantity


The use of space reflects our values.

Advanced Algebra 04301

Course Duration: Year Prerequisites: Intermediate Algebra AND Geometry Course Description: Advanced Algebra students will learn how to recognize, describe and generalize patterns to make predictions; use algebraic symbols and operations to represent and analyze mathematical structures and relationships; analyze the relationships and interactions between quantities to model and compare patterns of change for complex functions. Students will study sequence, linear, polynomial, and exponential functions, logarithmic functions, and the graphs that correspond to them, transformations, growth, and decay models; explore data through statistical graphs, measures of central tendency, and lines of best fit; learn how to factor, solve radicals, and understand complex numbers, trigonometric functions; and use graphing calculators to solve problems. In addition, students will review and prepare for the Math portion of the MCA III (Minnesota Comprehensive Assessment).


College Prep Algebra and Statistics 04811 Course Duration: Year (seniors only) Course Description: Topics covered include concepts previously covered in Intermediate Algebra, Geometry, and Advanced Algebra. Graphing calculators are used as tools for learning and problem solving. Students may also earn credit for missing credits in Intermediate Algebra, Geometry, and Advanced Algebra.

IB DP SL Mathematical Analysis & Approaches Grades: 11, 12 Term: 2 Year Course Prerequisite(s): Successful completion (C or better) of Advanced Algebra

This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series.

The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

This is a two-year course open to 11th and 12th grade students who have successfully completed Advanced Algebra with a grade of C or better. It will cover material that is similar to a combination of Pre-Calculus and CIS Calculus and University of Minnesota assessments. The course culminates with students taking the IB SL Mathematics Analysis & Approaches Exam in the spring of the second year of the course; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.

IB DP SL Mathematical Application & Interpretation Grades: 11, 12 Term: 1 Year Course Prerequisite(s): Successful completion (C or better) of Advanced Algebra

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics.

The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: Application and Interpretation has a strong emphasis on the ability to construct, communicate and justify correct mathematical models and arguments. Successful students will be ones who get pleasure and


satisfaction when exploring challenging problems and who are comfortable using technology to explore mathematical questions. The course culminates with students taking the IB SL Mathematics Application and Interpretation Exam in the spring of the second year of the course; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.

AP Stats Grades: 11, 12 Term: 1 Year Course Prerequisite(s): Successful completion (C or better) of Advanced Algebra

AP Statistics is the equivalent of a one semester, introductory college statistics course. In this course, students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Students will learn how to design, administer, and tabulate results from surveys and experiments, probability and simulations will aid students in constructing models for chance phenomena, and the understanding of sampling distributions will provide the logical structure for confidence intervals and hypothesis tests. To develop effective statistical communication skills, students are required to prepare frequent written and oral analyses of real data. Students should be able to solve equations; represent and solve real-world problems using equations and diagrams; display data in histograms, boxplots, and scatterplots; have a strong understanding of probability. The course culminates with students taking the AP Statistics Exam in the spring; depending on test score results and university requirements, college credit or advanced standing may be awarded.

Roosevelt Math Sequence


Science

MYP Physical Science 056010 Course Duration: Year (taken in 9th Grade) Course Description: This course is the standard freshman science class. Physical science gives students a practical introduction to the topics of Physics, Chemistry, and Astronomy. In the physics unit students will learn about motion and forces, waves, energy and electricity. Our unit on astronomy will investigate how science and the scientific method has helped us understand the origin and development of our universe, our solar system and our own planet. In chemistry we will explore the topics of atomic structure, the periodic table, molecules, the basics of thermodynamics and nuclear science.

MYP Physical Science * Honors 05612 Course Duration: Year (taken in 9th Grade) Course Description: This course is the honors section of freshman science class. Physical science gives students a practical introduction to the topics of Physics, Chemistry, and Astronomy. In the physics unit students will learn about motion and forces, waves, energy and electricity. Our unit on astronomy will investigate how science and the scientific method has helped us understand the origin and development of our universe, our solar system and our own planet. In chemistry we will explore the topics of atomic structure, the periodic table, molecules, the basics of thermodynamics and nuclear science. Students will explore topics more in depth and have the opportunity to lead and have more opportunities for experimental design.


Motion and Forces

Relationships, Movement, Function


The relationship between force and mass is the basis of all scientific discovery.

Energy Relationships, Energy, Transformation


Human relationships with the use of energy reveal the need for development of new ways to generate and use it fairly.

Astronomy Systems, Models, Consequences, Evidence


Our understanding of astronomical systems have redefined our understanding of time and our place in the universe.

Atomic Structure and Behavior

Systems, Patterns, Models, Form


The development of atomic theory allows humanity to see the world as a system of interconnected parts.

Chemical Reactions

Change, Transformation, Balance


The changes brought about by chemical reactions, specifically the conservation of matter and energy, impact our understanding of global sustainability.

Earth Systems Change, Environment, Interaction


Our changing understanding of earth systems have challenged our beliefs about our place in the world.


MYP Biology 052010 Course Duration: Year (Taken in 10th Grade) Course Description: Biology is the study of living things. In this class you will learn the main ideas of modern Biology. The class is designed to be both fun and challenging. It will involve a variety of learning activities including experiments, classroom discussions, textbook assignments, group projects, computer simulations and more. The units include:

• Introduction to studying life: Tools and safe practices of scientists, norms and ethics of scientific practices

• Ecology: Matter and energy in the Biosphere, ecosystems and disturbances

• Cells: types of cells, structure and function, cell division

• Genetics: structure of DNA, asexual and sexual reproduction, heredity

• Natural Selection and Evolution: genetic variation, adaptations, natural and artificial selection, evidence for evolution, gene technology and bioethics

• Biochemistry: macromolecules in cells, photosynthesis, cellular respiration

• Homeostasis and Organ Systems: structures and functions of the human nervous system, immune system, circulatory system and reproductive system

• Independent controlled experiment: students will conduct their own controlled scientific experiment

IB Biology SL 052041/2 Grades: 10-11 Term: 2 Year Course Prerequisite(s): Successful completion of Physical Science and IB SL Biology Y1 (Honors Biology) Assessments: Students are expected to complete the internal assessment (investigation and group 4 project) and take the IB SL exam that correlate with this course at the end of Y2. This 2-year biology course designed to give students an in-depth biology curriculum equivalent to a first-year college biology course. The goal is to prepare students to complete all International Baccalaureate assessments including examinations at the end of the second year. Students will be expected to do extensive laboratory work as well as reading and writing as a part of this course. Units of Study include: Cellular biology, Biochemistry, Genetics, Evolution and Ecology, Human health and physiology, Human nutrition, and Neurobiology and behavior. The course culminates with students taking the IB SL Biology Exam in the spring of the second year of the course; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.


IB DP SL Spanish Biology 052041 Grade: 10 Term: 1 Year Course Prerequisite(s): Successful completion of Immersion Spanish grade 9 or equivalent Assessments: Students are expected to complete the internal assessment (investigation and group 4 project) and take the IB SL exam that correlate with this course. This is a ONE-YEAR course where students can take the IB SL exam in May. Because it fulfills all of the requirements of the IB curricula, it moves quite quickly. All of the topics are common to a Freshman-Level University course. These topics include: cellular biology, biochemistry, photosynthesis/respiration, genetics, DNA/molecular genetics with DNA electrophoresis, evolution, and ecology. The course culminates with students taking the IB SL Biology Exam in the spring of the second year of the course; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.

Chemistry 053010 Course Duration: Year Grade Level: 11th or 12th Course Description:

Chemistry is the study of matter, energy and how they interact to explain the world around us.

Chemistry can explain just about everything you can see, touch, smell and hear. It explains how

intermolecular interactions make a single drop of water hold its shape and why you can bend

metal but glass shatters. Chemistry tells you why things taste sour or bitter and how the battery in

your cell phone works. This course is a survey course that will cover the basic concepts in

Chemistry including: Atomic Structure, Periodicity, Bonding, Stoichiometry, Gas Laws,

Solutions, Kinetics, Equilibrium, Acids and Bases, and Electrochemistry. This course will help

you in understanding how the world around you works and how chemistry has made the world

we know today possible.

IB DP SL Chemistry 053052 Grades: 11, 12 Term: 2-Year Course This course is a 2-year, lab-based chemistry curriculum designed for students wishing an in-depth study of chemical concepts and lab technique/design. Students will complete a study of the IB Chemistry curriculum which will start by focusing on several core principles of chemistry (stoichiometry – the mathematics of chemistry, atomic structure, the periodic table, bonding, chemical reactions, energy transfer in chemical reactions, rates of reactions, acids and bases, stoichiometry, oxidation and reduction, measurement) and then move into a study of more specialized branches of chemistry (organic chemistry, analytical chemistry, human biochemistry, medicines & drugs). The course culminates with students taking the IB Chemistry Exam in the spring of the second year of the course; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.


Physics 05401 Course Duration: Year Grade Level: 11th and 12th Course Description: This course surveys conceptual and mathematical applications of physics.

Students will gain an understanding of:

* Kinematics * Mechanics * Thermodynamics * Electricity and Magnetism * Waves and Optics * Nuclear Physics

IB DP SL Physics 054041 Grades: 11, 12 Term: 2-Year Course This course is a 2-year lab-based Physics course designed to meet the SL curriculum objectives described in the IB Physics program. Physics is the study of the relationship between matter and energy. Students registering for this course should have good algebra skills. Main topics include: Physics and physical measurement, Mechanics, Thermal physics, Oscillations and waves, Sight and wave phenomena, Fields and forces, Electric currents, Atomic and nuclear physics, Energy, power and climate change, Astrophysics. The course culminates with students taking the IB SL Physics Exam in the spring of the second year of the course; a student who earns a grade of 4 or higher on the IB exams may be granted college credit or advanced standing at many colleges and universities.

Science Elective Classes

Astronomy 05931A Course Duration: Semester Grade Level: 10th-12th

Course Description:

This is an elective course intended for students who are particularly interested in space and the cosmos.

This course gives an overview of:

* Observational astronomy

* Orbits and orbital phenomena

* The solar system

* Space exploration

* Astrophysics

* Stars and stellar evolution

* The big bang and the universe

Biochemistry 05941A Course Duration: Semester Grade Level: 11th or 12th Course Description: In this course students will take a closer look at the structure and function of the macromolecules found in humans. Particular attention will be paid to proteins and DNA focusing on their role in signal transduction, cancer and cloning. The course will also look at current techniques in the field such as CRISPR, transgenics, gene knockouts, drug design and gene delivery techniques.

Urban Farming 05921A Course Duration: Year or Semester Grade Level: 9-12th Course Description: Work in the Roosevelt Urban Farm to interact with and care for systems to grow food for the cafeteria. Develop Roosevelt’s waste stream management to make the school more sustainable, a green campus! Develop communication and marketing, entrepreneurial and food production skills. Learn about the social implications and the biology and ecology of urban farming in Minnesota. Powered by Spark-Y, a local non-profit.

Roosevelt Science Sequence


Arts

Dance

Beginning Dance 06301 Course Duration: Semester, 9th-12th Course Description: This course is open to any 9th-12th grade student and has a concentration on movement fundamentals through the dance elements of body, action, time, space and energy. The intent is to give students an awareness and reverence for the physical body and its athletic and expressive capabilities. Students experience these elements through a variety of dance styles and genres. Introductory elements of dance choreography and performance are also included.


You Think...You Can Dance

Identity, Play, Boundaries, Genres, Role


Our identity and relationship to the communities around us affect and shape our identities.

Break It Down Communication, Audience, Composition, Structure


Using technical innovation, artists create works to communicate.

Dancing in the Streets

Aesthetics, Narrative, Interpretation


Participating in cultural expressions helps us develop skills in analyzing aesthetics.


Pioneers Have Better Roadmaps

Change, Innovation, Audience, Expression, Presentation


Shifting Philosophies are linked to changes in cultural expression in relation to space and time.

Dance 2 06302 Course Duration: Semester, 9th-12th Prerequisite: Dance 1 Course Description: This course is for the students with more experience with dance and gives students more opportunity to create and perform. A deeper and more refined focus on dance technique, improvisation, and composition can be expected. An introduction to dance history and criticism is also explored. National and local artists assist in the exposing the student to the world of dance.


Music and Dance: a Magical Relationship

Communication, Innovation, Play, Composition, Interpretation


Artists develop their craft to communicate using processes for innovation.

Historically Dancing Identity, Presentation, Role, Genre, Narrative


Realizing our interconnectedness forms understanding of our roles as global citizens.

Expand Your Horizon

Aesthetics, Boundaries Fairness and Development

Our personal experiences shape our understanding of what is artistic and what is beautiful.

Un-Comfort Zone Change, Boundaries, Expression, Structure, Audience


Our perspectives of art evolve as we do.

Dance Company/ IB DP Dance SL YR 1 06311 Course Duration: 1-2 Years Grades: 11, 12 Term: Year Course Prerequisite(s): Successful completion of Dance Company 2 or the equivalent and Instructor Permission Assessments : Students are expected to complete the internal assessment performance & the external assessment (composition & analysis and dance investigation) that correlate with this course. This year-long course is open to students who are interested in the rigor of Dance as an Art Form in Performance, Choreography and Scholarship. Becoming more intimate and fluent with the Vocabulary of Dance Elements, Choreographic Devices and Structures, Critical Response Critique Protocols and Cultural Investigations is at the heart of classwork. Creating a solo and a duet in SL (and additionally a group work in HL) as well as performing 3-6 minutes of dance (one solo/SL and two solos/HL ) from a any dance genre is the IB Choreography/ Performance requirement. Journal reflections are encouraged.


IB DP Dance SL YR 2 06312 Course Duration: 1-2 Years Grades: 12 Term: Year Course Prerequisite(s): Successful completion of IB DP Dance SL YR 1 Assessments : Students are expected to complete the internal assessment performance & the external assessment (composition & analysis and dance investigation) that correlate with this course. This year-long course is open to students who are interested in the rigor of Dance as an Art Form in Performance, Choreography and Scholarship. Becoming more intimate and fluent with the Vocabulary of Dance Elements, Choreographic Devices and Structures, Critical Response Critique Protocols and Cultural Investigations is at the heart of classwork. Creating a solo and a duet in SL (and additionally a group work in HL) as well as performing 3-6 minutes of dance (one solo/SL and two solos/HL ) from a any dance genre is the IB Choreography/ Performance requirement. Journal reflections are encouraged.

Culinary Arts

Culinary Arts Level 1 Course Duration: Semester, 9th-12th Course Description: This class is an overview of everything related to culinary arts. Insomuch, we will be making dishes from different cuisines, using a variety of cooking and baking techniques, and preparing both savory and sweet applications. The majority of our time is spent in hands-on learning in the kitchen, where we work in small groups to prepare and enjoy dishes together. We approach cooking from both the personal and professional perspective. So whether you are interested in doing more cooking at home or you are considering a job in the restaurant industry, this class is for you! Our topics include:

• learning and sharing our personal and collective food histories • food safety and knife skills • cooking techniques and methods • cuisines from across the globe • nutrition and healthy cooking • the history of food, as well as contemporary cultural perspectives • organization and cooperation in the kitchen • teamwork and job readiness skills • grocery shopping and food budgeting • Indigenous ingredients and cuisine • food justice and sustainability


Culinary Arts Level 2 Course Duration: Semester, 9th-12th Prerequisite: Culinary Arts Level 1 Course Description: This class builds on the learning of Culinary Arts Level 1. We will be preparing more complicated dishes and delving deeper into the different areas of culinary arts. The majority of our time is still spent in hands-on learning in the kitchen, where we continue to work in small groups to prepare and enjoy dishes together. In Level 2, we will examine more deeply what it means to cook for ourselves, and also what it takes to be successful in the food service industry. This includes the possibility of becoming nationally certified as a ServSafe Food Handler. If you enjoyed Culinary Arts Level 1 and would like to take your skills to the next level, this class is for you! Our topics include:

• learning more about and sharing our personal and collective food histories • advanced food safety and knife skills • advanced cooking techniques and methods • cuisines from across the globe • advanced nutrition and healthy cooking • the history of food, as well as contemporary cultural perspectives • organization and cooperation in the kitchen • teamwork and job readiness skills • advanced food budgeting and recipe costing • Indigenous ingredients and cuisine • food justice and sustainability


Music

Beginning Band 06221 Course Duration: Year, 9th-12th Course Description: Beginning Band is a course designed to give students an opportunity to learn a band instrument at the high school level. A strong emphasis is placed on basics of music, as well as on the problems of each individual instrument. This class provides the necessary tools for the student to move into the Symphonic band and a more expansive group experience.


Performing in different musical styles/general musicianship/Characteristic Sound Quality

Aesthetics, Expression, Presentation, Genre, Interpretation


Music can look, feel, and sound excellent through discovery of musical expressive techniques.

Artist Development Change, Structure, Composition, Audience, Boundaries


Music brings commonalities in cultures through symbols and expressions.

Artist Performance Communication, Innovation, Narrative, Play, Role


Musical communication brings about better human relations and newer discoveries of our relationship to others.

Choir 9 06201 Course Duration: Year, 9th Course Description: This course is a beginning choir that emphasizes choral tone and development of the voice as an instrument. Vocal skills studied include musical symbol recognition, diction, and vocal technique. Students in this ensemble will perform three public concerts a year.


Getting to Know Me

Identity, Presentation, Structure, Audience, Role


Process of artistic creation can lead to self-discovery

Getting to Know Us

Aesthetics, Genre, Interpretation, Narrative


Many cultures consider balance and harmony found in nature to be the cornerstone of aesthetics.

I Matter Communication, Presentation, Change


Social media has the potential for global influence and can be a vehicle for change.

We Are the Future

Change, Composition, Play, Boundaries


Iconic representations express a recurring sentiment through time and space.

Pop Life Communication, Expression, Innovation, Composition


Process of artistic creation can lead to self-discovery.


Varsity Choir 06202 Course Duration: Year, 10th-12th Course Description: This course is a beginning choir that emphasizes choral tone and development of the voice as an instrument. Vocal skills studied include musical symbol recognition, diction, and vocal technique. Students in this ensemble will perform three public concerts a year.


Getting to Know Me

Identity, Presentation, Structure, Audience


Discovering order leads to developing self-identity that contributes to society.

Getting to Know Us

Aesthetics, Genre, Interpretation, Narrative


Quality of life and happiness is unique for every culture.

I Matter Communication, Presentation, Change


Understanding and appreciating all cultures will bring change to the world.

I Am the Future

Change, Composition, Play, Boundaries


Using space and time allows me to create my own future that contributes to society.

My Generation Expression, Innovation, Composition


Discovery of my total self helps me value the individuality of others.


Concert Band 06222 Course Duration: Year, 9th- 12th Course Description: This course is a performing ensemble for 9th-12 grade students with at least 1 year of experience on their instrument. Concert band performs on three major concerts every school year, as well as optional pep band events. We do a wide variety of music from traditional band repertoire to pop tunes and movie themes.


Performing in different musical styles/general musicianship



Aesthetics are perceived, created and interpreted through a variety of cultural lenses.

Mixed meters/playing musically

Change, Structure, Composition, Audience, Boundaries


Social change is a constant, and it can be identified and analyzed through the development of musical composition.

Major v. minor/uncommon key areas

Communication, Innovation, Narrative, Play, Role


Music has always been a vehicle for communication, and understanding human relationships.

Drumline 06225

Course Duration: Year, 9th-12th Course Description: This course is an introduction to drumline and no previous experience is necessary. You will learn the art and science of playing on a drumline and playing a percussion instrument. There are performance opportunities outside of class such as school rallies and community events.


Unit Concepts Global Context

Statement of Inquiry

Getting to Know Me Identity, Presentation, Structure, Boundaries


Developing structure and technique in rudimental drumming creates a quality, innovative performance alone and with a group.

Performing in different musical styles/general musicianship/Characteristic Sound Quality



Aesthetics are perceived, created and interpreted through a variety of cultural lenses.

My Generation Can Make a Change




Artist Performance Communication, Innovation, Narrative, Play, Role


Music has always been a vehicle for communication, and understanding human relationships.

World Drumming 06225 Course Duration: Semester, 9th-12th Course Description: World Drumming explores drumming and percussion, its techniques and patterns, across cultures. Enjoy playing African-style hand drums, percussion instruments such as shakers, bells, and beaters, mallet instruments such as marimba, xylophone, and steel pan drums, as well as orchestral drums. Perform for school and community concerts.

Music Exploration 06261 Course Duration: Semester, 9th-12th Course Description: This course is offered to students looking for an opportunity to explore various types of music making. Students will be exposed to piano keyboards, guitars, percussion instruments and garage band. Learning to read notation, chord charts and compose original work on the garage band will be embedded throughout the semester. There are no public performances outside the classroom hour.


Guitar 06251 Course Duration: Semester, 9th-12th Course Description: Students will learn to read standard notation, tablature and chord symbols; learn various fingerpicking and strumming patters that are associated with the different genres of music; and learn performance technique and etiquette.


Chord playing/Strumming technique

Aesthetics, Audience, Genre, Play, Presentation


Personal and cultural identity, as well as presentation at a given point in time, affects an artwork’s aesthetic value.

1st position notes/music reading and theory

Communication, Boundaries, Innovation, Interpretation, Role


Meaning can be communicated musically using a variety of means, regardless of the presence of lyrics.

Songwriting Identity, Expression, Structure, Narrative, Composition


Personal identity is determined through a multitude of factors, and its expression is central to an effective musical composition.

Music Production 06271 Course Duration: Semester, 9th-12th Course Description: This course is designed to help you create music using synthesizers interfaced with computers, also known as MIDI. Students will compose their own music using basic keyboard skills, digital sequencing, mixing, and songwriting.


Orchestra 06212 Course Duration: Year, 9th-12th Course Description: String Orchestra provides a medium of musical involvement and experience through performance. It also offers the student opportunities to perform the varied styles of music available to string orchestras. The student learns the principles of performance such as bowing techniques, tone production, and style.

Through these principles, students gain an understanding of basic theory and discover the beauty of musical involvement.


Position/note reading/playing technique

Communication, Audience, Play, Presentation


Musicians communicate a variety of messages and meanings to their audience through their interpretation and presentation.

Position/compound meter

Change, Interpretation, Expression, Boundaries


Music is constantly changing, both in the development of new works and new interpretations of established works, and these changes affect our cultural perception and identity.

Musicianship/music history

Aesthetics, Narrative, Genre, Innovation


Aesthetics are constantly evolving to mirror the values of a given society.

Advanced playing techniques/independent performance

Identity, Role, Structure, Composition


Composers give meaning and

significance to their works through a

heightened understanding of their

personal identity and the role it plays in

their compositional process.

Piano 06241 Course Duration: Semester, 9th-12th Course Description: This course is offered to students at any level of proficiency ranging from beginner to advance. Students work at their own rate of progress and are encouraged to expand their musical horizons by exposure to many styles of piano literature. A highlight of the course is the weekly recital when students perform for the piano class.


Piano Made Easy

Aesthetics, Form, Audience, Expression, Presentation


Learning how to express thought using musical symbols leads to high level of musical expression and performance.

Making Music for All

Creativity, Culture, Genre, Innovation, Composition


Discovering other genres of music allows creation of original compositions


Symphonic Band 06223 Course Duration: Year, 9th-12th Course Description: This course is an advanced, auditioned ensemble available to 9th-12th graders. Symphonic Band performs on three major concerts every school year, as well as optional pep band events. We do a wide variety of music from traditional band repertoire to pop tunes and movie themes. This ensemble is for advanced players and performs more challenging and diverse repertoire.


Small group performance/minor scales

Identity, Expression, Interpretation, Presentation, Role


Our identity, however, we define it, is the lens through which we filter our creative process

Mixed Meter/Intonation




Extended range/varied musical styles

Aesthetics, Narrative, Play, Innovation, Genre


Our modern aesthetic is heavily influenced by recent developments in science and technology

IB Music SL 06264 Course Duration: 2 Year Course Description: IB music at Roosevelt is designed to develop an understanding of music from a variety of cultures and how that music is relevant to the culture of the student as well as that of the composer/traditional performer.

The initial focus will be on building basic skills, while at the same time developing critical thinking skills through creative thought. A Theory of Knowledge (TOK) concept will be the focus every week and students will reflect on that concept through journaling. The TOK question will be in alignment with the topic that week.

Students in SL music are required to choose one of three options;

1. SL Creating 2-pieces of coursework 2. SL Solo Performing 15 min. 3. SL Group Performing 20-30 min As a result of taking this course, students will gain an in-depth knowledge of the principles, practice, and theory of musical study. Students will develop skills of critical thinking, analysis, and performance. Because the concepts in this course require performance options, students will become better communicators and risk-takers in a global society.


Theater

Performance Theatre 06411 Course Duration: Semester, 9th-12th Course Description: Performance Theatre is for students of all levels. This class is about performance, acting, and getting in touch with your artistic voice. This semester-long course will explore the art of theatre through acting techniques and methods, voice, character analysis, journaling, critical analysis of plays of various genres, and playwriting. Students will prepare and perform monologues and scenes, learn about and apply theater vocabulary, and study the technical elements of production design.


Safe Space and Taking Risks

Identity, Expression, Audience, Boundaries


The process of expressing and exploring who we are and who we want to be helps us to develop open-mindedness.

Change, Interpretation, Composition, Role


The process of artistic creation can lead to self-discovery.

Forms and Styles

Aesthetics, Genre, Innovation, Presentation


Many cultures consider balance and harmony found in nature to be the cornerstones of aesthetics.

Original Scene Performance

Communication, Narrative, Structure, Play

Fairness and Development Plot, sound, spectacle and characters can communicate meaning.


Performance Theatre 2 06412 Course Duration: Semester, 9th-12th Course Description: Performance Theater 2 will investigate the art of theatre through acting techniques and methods, voice, character analysis, journaling, critical analysis of plays of various genres, and collaborative playwriting with a deeper and more refined focus. Emphasis will be split between classical and modern theater with an eye towards developing and performing longer pieces.

Performance Theatre 3 06413 Course Duration: Semester, 10th-12th Course Description: Performance Theater 3 will investigate the art of theatre through acting techniques and methods, voice, character analysis, journaling, critical analysis of plays of various genres, and collaborative playwriting with a deeper and more refined focus. Emphasis will be split between classical and modern theater with an eye towards developing and performing longer pieces.

Visual Arts

Ceramics 06141

Course Duration: Semester, 9th-12th Prerequisite: Introduction to Art Course Description: Students will explore the expressive qualities of clay and how to think visually in three dimensions during this semester class. They will learn beginning hand-building techniques, learn to make pinch pots, coil pots, learn various slab techniques, stamps and begin throwing pots on the wheel. Students will also learn about the diverse cultural uses and historical significance of pottery.


Engaging Clay: Developing Craft

Change, Genre, Innovation Scientific and Technical Innovation

Properties of clay change through innovations in ceramic processes.

Solving Artistic Problems: Deconstruction and Reconstruction

Communication, Interpretation, Presentation, Narrative, Composition


Artistic styles are used to communicate identity and personal stories.

Envisioning Form and Function

Aesthetics, Genre, Style, Visual culture


Aesthetic decisions are made by intentionally incorporating artistic visions with adaptations to time and space.

Expressing Ideas in Three-Dimensions

Creativity, Expression, Interpretation, Boundaries


Artistic expression is a process of creatively exploring ones’ boundaries and culture.

Synthesizing a Personal Artistic Vision

Identity, Style, Audience, Representation


Artists seek to represent personal identity through individual style.


Drawing 06101

Course Duration: Semester, 9th-12th Prerequisite: Studio Art Course Description: Students will develop basic technique and elements of drawing including drawing from observation; gain an understanding of the historic role of drawing in visual art; develop a working visual language and core artistic vocabulary; critique and make revisions to their work; and develop an awareness of good composition.

This drawing course explores the artistic compositions using pencil, charcoal, marker, pastel and crayon. Students will learn various types of shading, gradation, and blending techniques, such as crosshatch and stipple. Cartoon, gesture, perspective and contour drawing will be demonstrated.

Through a variety of drawing projects, students will develop their hand-eye coordination and observation skills. Students will also participate in the evaluation process, learning how to make revisions in their artwork, and how to create strong compositions. Students will explore drawing from both reality (figure drawing, still life and landscape) and imagination.


Expressive Line Identity, Expression, Interpretation


The arts can be a vehicle for expression of messages, identity, or aesthetics.

Observational Drawing

Change, Innovation, Composition, Audience


Different drawing media create innovative visual effects

Informal and Formal Perspectives

Aesthetics, Style, Representation, Genre


Artists use a variety of aesthetic strategies to represent space.

The Artist in Community; Drawing for Display

Communication, Narrative, Presentation, Visual Culture, Boundaries


Public art is an important part of our evolving culture because it allows members of a community to communicate their culture.

Jewelry 06121 Course Duration: Semester Grades: 9th-12th Course Description: Students will create a variety of wearable art or small sculptures in this semester-long class. Techniques include cutting and forming metal, creating colorful enameled pendants, metal casting, torch-soldering, bead-weaving and glass fusing.

Sculpture 06131 Course Duration: Semester Grades: 9th - 12th Course Description:


Students will create three-dimensional artwork and explore various sculpting mediums in this semester-long class. Projects and techniques include paper mache, clay sculpting, assembling found objects into a composition, and creating art with computer aided design programs. Students will also learn about sculpture throughout different cultural and historical contexts. Studio Art 06021

Course Duration: Semester Grade Level: 9th-12th Course Description: This semester foundation studio arts course allows students to explore various visual art disciplines before deciding upon a specific arts course direction. Students will acquire the fundamentals of visual arts by studying a variety of art styles and medium and by learning basic elements, principles and vocabulary.

Students will create beginning-level projects in a variety of materials and techniques, including drawing, painting. As they create, students will gain a basic understanding of art history and how the visual arts have evolved over time. Students will come to understand the practice and craft of being a visual artist through a combination of studio work, lectures and critiques. This class is a prerequisite for all the other Art Classes. This class is an MYP Class.


Intro to Elements and Principles of Design

Aesthetics, Expression, Audience


Our concept of Aesthetics is both universal and cultural.

Contour Line Drawing Communication, Representation, Style, Visual Culture


Pattern and repetition can communicate motion.

Space, Introduction to Space and One Point Perspective

Communication, Composition, Presentation, Narrative, Interpretation


Iconic representations express a recurring sentiment through time and space.

Intro to Value Change, Composition, Narrative, Style


Craftsmanship and medium change over time.

Intro to Color Identity, Expression, Innovation, Boundaries


The process of artistic creation can lead to self-discovery.

Two Point Perspectives Aesthetics, Representation, Genre, Composition


Symbols and conventions are used to convey meaning to audiences.


Painting 06111

Course Duration: Semester Grade Level: 9th-12th Prerequisite: Studio Art Course Description: This semester studio course introduces students to the basic principles of color theory; students will have the opportunity to explore different media and techniques and styles of painting, including—but not limited to—watercolor, tempera. Students will participate in the evaluation process, learning how to make revisions in their artwork. Students will also learn about the history and various styles of painting and the place of painting in the art world.


Creative Process and Exploration of Media

Aesthetics, Composition, Expression, Innovation


Artists use Aesthetic Principles to show commonality and cultural diversity.

Emotional Landscape: Symbolism, Expression and Light in Color

Communication, Expression, Interpretation, Narrative


Artists express ideas and feelings through the use of time space and color.

Color Block Communication, Representation, Expression, Boundaries


Artists communicate their own ideas and feelings to the viewer using abstract images and color.

Grid Portrait Identity, Expression, Visual Culture, Presentation


Art helps us discover who we are and how others see us.

Acrylic Still Life Change, Genre, Audience, Style


Innovations over time have changed the way artists represent their environment and ideas.


IB DP Art HL & SL 06004/05

Course Duration: 1-2 Years Prerequisite(s): None; however, it is recommended that you take at least one art class before IB Art

Assessments: Students are expected to complete the internal assessment exhibition and external assessment (comparative study and process portfolio) that correlate with this course.

This full-year, studio-based course emphasizes both students' creative process and their final artistic product in 2-dimensional or 3-dimensional art forms. This course is for students who would like to test in IB art at the end of one year. As students develop their craft they will conduct thoughtful inquiry into their own thinking and art making processes, recording this learning in written and visual formats. Students are expected to be independently motivated as they research the history and practice of a chosen art form. They will learn how to connect their research to their own work, creating art that expresses personal meaning within a cultural context. In addition to learning how to appreciate and evaluate their own work and that of others, students will be encouraged to stretch and explore their work and share it with an audience through exhibitions and presentations. In the SL students should try out many different media. They’ll identify themes in their own work rather quickly so that they can be ready to take the exam at the end of the year. The IB Programme dictates that the class is 60% art production and 40% related research (Option A—focusing on creation of art). As an alternative for students interested in Art History, be 40 percent related art production and 60 percent research (Option B—focusing on written, visual and verbal research of art history).

IB Art students may choose to take the IB Art exam in either option A or B and may earn college credit. Students are expected to participate in all educational field experiences and in gallery exhibitions, especially in their senior year.


IB DP HL Visual Art YR 2 Grades: 12 Term: Year Course Prerequisite(s): Successful completion of IB SL Art Assessments: Students are expected to complete the internal assessment exhibition and external assessment (comparative study and process portfolio) that correlate with this course. This full-year studio-based course emphasizes both students' creative process and their final artistic product in 2-dimensional or 3-dimensional art forms. This course is for students who would like to test in IB art at the end of one year. As students develop their craft they will conduct thoughtful inquiry into their own thinking and art making processes, recording this learning in written and visual formats. Students are expected to be independently motivated as they research the history and practice of a chosen art form. They will learn how to connect their research to their own work, creating art that expresses personal meaning within a cultural context. In addition to learning how to appreciate and evaluate their own work and that of others, students will be encouraged to stretch and explore their work and share it with an audience through exhibitions and presentations. In the HL students should try out many different media. They’ll identify themes in their own work rather quickly so that they can be ready to take the exam at the end of the year. The IB Programme dictates that the class is 60% art production and 40% related research (Option A—focusing on creation of art). As an alternative for students interested in Art History, be 40 percent related art production and 60 percent research (Option B—focusing on written, visual and verbal research of art history). IB Art students may choose to take the

IB Art exam in either option A or B and may earn college credit. Students are expected to participate in all educational field experiences and in gallery exhibitions, especially in their senior year.

Health and Physical Education

Health

MYP Health 11000 (Required for graduation) Course Duration: Semester Course Description: Health is a required course at Roosevelt that will add to the knowledge and skills you possess to make healthy and informed decisions for a lifetime. In your teen years, you are forming lifestyle habits that will be your foundation for wellness as an adult. You might be experiencing things for the first time, feel new stressors, and experience the range of emotions that comes along with adolescence and the freedom of moving toward living on your own. The choices you make now are important, your potential is infinite, and the decisions you make now can help to set you on the path to a bright future. This course will cover topics including Mental Health, Violence Prevention, Nutrition, Sexual Health and Drug Education and Prevention. We emphasize a creative approach to learning with the infusion of the ARTS, and consideration for social justice issues that connect to health.


Unit Concept Global Context Statement of Inquiry

Personal Health and Wellness

Communication, Balance, Perspectives, Energy

Personal and cultural expression

A balance in life can be achieved through communication of personal and cultural expressional perspective

Nutrition Change, Balance, Environment, Function, Refinement


The sustainability of various food sources changes depending on a variety of factors including a person’s environment, globalization and a desire to create a balanced diet.

Stress, Depression and Anxiety

Perspective, Balance, Adaptation


To achieve balance in our lives, we need to adapt to our environmental and emotional stressors while giving ourselves the space and time to gain perspective.

Drug Education

Change, Interaction, Choice


Our environment interacts with our concept of self to impact our choices.

Relationships/Abuse Prevention

Relationships, Adaptation, Interaction, Balance, Refinement

Identities & Relationships

Participants analyze current relationships to include balance and possibly adaptation.

Sexual Health (Safer Choices)

Relationships, Choice, Space

Identities and relationships

The developing sense of a person’s identity and surrounding relationships gives way to the understanding that everyone has choices.

First Aid Communication, Movement, Systems


Open lines of communication and a knowledge of first aid innovation help to ensure that the systems developed to mitigate emergency situations work successfully.

Current Health Trends

Change, Choice, Function


Keeping informed about current changes in health technologies and trends helps us to make good lifestyle choices

Health Education Elective Classes

Anatomy and Physiology 98636 Course Duration: Year (open to all Juniors and Seniors, and a prerequisite for EMT program) Course Description: This is a Junior and Senior level course that explores the human body and its function. During this course we will learn in depth information about the human body to understand location and function of organs and systems, and learn about processes such as homeostasis that work to keep the amazing human body in balance. Systems covered will include: Respiratory, Cardiovascular, Skeletal and Muscular, Immune, Nervous, Reproductive, Urinary, Endocrine and much more. This course will help you understand a patient’s presentation, anticipate what may be wrong with your patient, and make a decision regarding the care of your patient. Anatomy and physiology are the building blocks to a successful career in the medical services field. Anatomy will help you identify certain structures within the human body, and physiology will help you understand what these structures’ processes and functions are within the human body. Knowledge of anatomy and


physiology is a fundamental portion of the education of any health care provider and is paramount for successful practice as an EMS provider.

Health Careers Courses

Medical Terminology 98126 Course Duration: Semester (open to all 10th through 12th grade, and a prerequisite for EMT program) Course Description: This course focuses on the recognition and understanding of medical terms after students learn the meaning of word parts. A systems approach based on human anatomy is used. The student will also learn to interpret and implement common medical abbreviations and symbols used on healthcare forms and in medical records. Correct pronunciation and spelling of terminology is emphasized.

Healthcare Core 98616 Course Duration: Semester (open to all 10th through 12th grade, and a prerequisite for EMT program) Course Description: To learn what it takes to be a part of the Healthcare Field, and to develop skills and understanding that will allow you to work successfully within a diverse population. Unit include: Behaviors for Success in Healthcare, Communication, Awareness and Sensitivity and Respecting Diversity, Healthcare Safety and Standard Precautions, Legal Issues in Healthcare & Health Care Ethics. In this class students have the chance to participate in health careers related experiences in and out of class time. These experiences are meant to connect learning that we do in class with the health care world. Activities may include: field trips, guest speakers, tours of healthcare facilities, access to mentorship, and volunteer opportunities. Films, novels, and the arts will be used to enhance learning and connect with content.

Medical Terminology & Health Care Core can be taken as a together. This course blends two

college courses in Healthcare, into one semester and can be taken for dual credit, college and RHS

elective credit, or Roosevelt credit only.

EMT (Emergency Medical Technician) Course/Program 99201 Course Duration: Year (Only open to students in the EMT Program) Prerequisites: EMR Course Description: EMT is a class that is the final step in becoming trained to enter the field of Emergency Medicine as an Emergency Medical Technician. This course is a full year and is co-taught by an instructor from Hennepin Technical College who is a certified paramedic, and a Roosevelt Health Teacher. It is a course for which you need to have taken 2 of the following 3 classes to qualify to enter: Medical Terminology, EMR and Anatomy and Physiology. It moves at a fast pace and teaches students to understand and respond to a variety of emergency scenarios and apply their skills and knowledge to be able to problem-solve and give care. This course is run in partnership with the Minneapolis Fire Department, and students will be mentored by MPLS Fire Fighters, as well as do field hours through the MPLS explorers program. At the end of the course, and when students turn 18, they are eligible


to take the national EMT exam to become certified in the field of EMT. EMT’s can work in the Fire Department, emergency rooms, on an ambulance.

EMR (Emergency Medical Responder)98146

Course Duration: Semester (Juniors and Seniors only) Course Description: This course is taught in the Spring each year, through a partner organization with the Health Careers Program. Students meet twice a week after school for two months to learn skills and knowledge that qualify them to take a test to be certified as a First Responder. A portion of the course is lecture based to develop an understanding for emergency situations and knowledge of response protocol and systems. A second portion of the class is hands-on skills practice on manikins and peers to assure that they can demonstrate the skills that they have learned. This class is open to all Juniors and Seniors at RHS.

NAHA (Nursing Assistant Home Health Care Aide) 6810 Course Duration: Semester (Juniors and Seniors only) Course Description: This is a PSEO class, for college credit only, students will need to meet PSEO guidelines to qualify, and register the Spring semester before the class is offered.

This course is designed to teach students the skills and knowledge to become certified Nursing

Assistants, and enter the field of Health Care with clinical experience. Students take this PSEO

course on site at RHS, through our college partner, MCTC. It is offered in the Fall of each year. The

class meets two days a week after school in our Roosevelt Nursing Lab, and lecture hall, as well as

some Saturdays during the course at the MCTC Nursing Lab. Students learn and practice basic

caregiving skills with each other and our specialized manikins, to prepare for Clinicals at a local

Nursing Home where they will work with patients for 30 hours. Upon completion of clinicals,

students will take a two-part exam at MCTC to become a certified NAHA, and can work in the field

upon the passing of this test.


Physical Education MYP PE 12000 (Required for graduation) Course Duration: Semester 9th-12th Course Description: PE is an introduction to Secondary Physical Education which incorporates a pre- and post- fitness testing, knowledge of rules, strategies, etiquette, and safety offered in the following activities*: Aerobics, Badminton, Basketball, Bocce Ball, Bowling, Power walking, Rugby, Running, Soccer, Social Dance, Softball, Speedball, and Volleyball. The focus will be on decision-making, cardiovascular fitness, and skill development in various sport and lifetime leisure activities. Students will be informed of the benefits of fitness and sport through this knowledge base. Students will be equipped with the knowledge to make informed decisions in developing a healthy lifestyle. Cardiovascular endurance and conditioning will be emphasized through fitness and sport activities. These activities will be aimed at improving strength, agility, flexibility, and cardiovascular endurance. Students will be exposed to a variety of team, duel, and individual activities focused on skill development (basic through advanced) and knowledge. All students will learn about and be engaged in these activities daily. Upon successful completion of PE, students will have acquired basic fitness knowledge in a variety of activities.


Fitness and Lifetime Activity

Change, Movement, Energy, Adaptation, Balance, Function

Orientation in space and time.

Developing a plan for changing movement patterns will allow for increased energy.

Competitive and Cooperative Games

Communication, Space, Interaction, Refinement, Choice, Environment, Perspective, System

Globalization and sustainability

A teams offense and defensive formation choices are enhanced through an awareness of the opposing teams communication systems and strategies

PE Elective Classes

Adaptive Physical Education 07310 Course Duration: Semester 9th-12th Course Description: Sports activities parallel the mainstream physical education classes with the adaptations and modifications made to meet the individual needs of the students so that each student may participate to his/her fullest. Physical fitness will be emphasized. Students will develop to the best of their abilities their individual skills through a variety of physical activities. Students will achieve a better understanding of sport concepts, rules and will develop the values of being a good sport.


Basketball 120121 Course Duration: Semester 9th-12th Course Description: This specialized course emphasizes the development of skills and the knowledge of rules for basketball. Individual and team skills will be improved upon through drills, demonstration and competition.


Skills and rules

Communication, Environment, Balance


Developing physical skills is important, but a team cannot function effectively without also developing communication skills.

Strategies Relationships, Systems, Interaction, Refinement, Functions


Team members must work together to develop interconnected, responsive movement patterns to maintain positional balance.

Game play Change, Space, Perspective, Movement, Adaptation, Choice, Energy


Performers respond and adapt to changing environments, challenges and situations.

Rec Sports and Leisure Games 128004 Course Duration: Semester 9th-12th Course Description: This course will provide the student with the opportunity to explore a variety of individual, team, and lifetime sports at the recreational level. Students will refine a variety of movement and knowledge skills through game play, tournament participation and assessments. This class will be expected to look more in depth at sport at a recreational level and activities that can sustain a health level of fitness throughout their lifetime. Possible units of interest include basketball, volleyball, badminton, table tennis, Frisbee golf, pickle ball, flag football, floor hockey, softball, and lifetime leisure activities. An emphasis will be placed on developing an appreciation for lifelong activity.


Soccer 12151 Course Duration: Semester 9th-12th Course Description: Soccer is an elective class. Students must complete a Level 1 and a Level 2 class before choosing the soccer class. This class will focus on the game of soccer, with emphasis in skill development and play. Students will review the basics and play different soccer games to help develop their soccer skills. Instruction will also be given in weight training and the development of different weight.


Skills and rules

Communication, Environment, Balance


For a team to function effectively, all team members must communicate effectively and clearly.

Strategies Relationships, Systems, Interaction, Refinement, Functions


Team members must work together to develop interconnected, responsive movement patterns to maintain positional balance.

Game play Change, Space, Perspective, Movement, Adaptation, Choice, Energy


Performers respond and adapt to changing environments, challenges and situations

Unified PE 12024 Course Duration: Semester 9th-12th Course Description:

This course combines students of all abilities to participate in developmentally appropriate activities including lifetime activities, physical fitness and sport. Students will work together to increase competence and confidence in a variety of physical activities. Through ongoing leadership opportunities, members of this course will be empowered to help create a more inclusive and accepting school environment for all students. Students will also have the opportunity to participate in Unified activities, such as basketball, soccer, bowling and track and field.


Weight Training 12021 Course Duration: Semester 9th-12th Course Description: Students will use various machines and free weights while learning weightlifting techniques and programs. These various weight and conditioning programs will be used as examples for students to set up and work out using their own program. Safety and care of equipment will be stressed.


Safety Communication, Interaction Scientific and technical innovation

Safety requires clear communication and an understanding of the technology used.

Basic Weightlifting Technique

Change, Refinement, Systems Orientation in space and time

A slight change in technique and spacing can make a significant difference in fitness outcomes.

Building Your Own Program

Relationships, Adaption, Choice, Function, Perspective, Environment, Space


Building trusting relationships with others allows us to meet our fitness goals.

Lifting Change, Movement, Balance, Energy Personal and cultural expression

Refinement of techniques based on personal goals helps us to change our fitness outcomes.

Yoga Creativity, Form, Adaptation, Interaction, Choice


We can use physical fitness principles to creatively express ourselves while staying fit.


Design

Auto

Basic Auto Maintenance 1 97101 Course Duration: Semester 9th-12th Course Description: Students will develop their automotive maintenance skills through hands-on activities and labs, technical reading, and computer-based learning. This course covers the correct procedures for servicing vehicles, shop safety and use of service manuals and bulletins, automotive tools, the operation of shop equipment; and minor service repairs such as tire inspection, fluid conditions, fluid levels, changing and repairing tires, and how to maintain an automotive maintenance log.


Safety Communication, Collaboration, Function, Resources


We need to communicate and collaborate to ensure that our community is safe.

Tools Systems, Form, Function, Resources


Form and function determine how components of systems work together. Tools need to be selected based on the processes undergone and the solutions required.

Auto Care and Cleaning

Communities, Resources, Sustainability, Perspective


We have a responsibility to our community to take care of our cars in order to ensure safety.

Lubrication System

Systems, Function, Sustainability


Just as the components of the lubrication system function together to ensure that a car runs properly, we must work together to ensure that the decisions we make as consumers guarantee that our environmental systems are able to continue to function.

Suspension, Steering and Tires

Systems, Function, Evaluation


Systems wear down over time and need to be maintained.

Brakes Systems, Evaluation, Function


Systems wear down over time and need to be maintained.

Cooling system HVAC

Systems, Invention, Ergonomics


Systems are developed to address comfort as well as necessity.

Fuel System Systems, Function, Evaluation


If the individual components of a system are not working properly, the system itself degrades.

Drive Train System, Function, Evaluation, Resources, Markets and Trends


We must be careful to choose resources that not only fit the needs of the system they will fit into, but also incorporate our wise consumer values.

Exhaust and Emission Systems

System, Function, Evaluation


If the individual components of a system are not working properly, the system itself degrades.

Owning a Car Communities, Ergonomics, Markets and Trends, Perspective


Owning a car is a privilege and a responsibility


Basic Auto Maintenance 2 97111 Course Duration: Year 10th-12th Prerequisite: Basic Auto Maintenance 1 and/or Small Engines Course Description: Students will further develop knowledge gained in Basic Auto Maintenance. Students will increase their automotive maintenance skills through hands-on activities and labs, technical reading, and computer-based learning. The semester will cover engine performance, rear suspension brakes/anti-lock brakes, automotive electrical systems, and front steering and suspension and alignment.

Auto Maintenance ASE Certification A (97122) Course Duration: Year 10th-12th Prerequisite: Basic Auto Maintenance 1 or Small Engines, and Basic Auto Maintenance 2 Course Description: The course will follow the ASE (Automotive Service Excellence) approved curriculum for Auto Maintenance Light Repair (MLR). Students will be instructed and tested using the SP2 safety testing common in the automotive industry. Basic tools, equipment, and shop procedures will be reviewed. Content will include electrical systems and engine performance. Curriculum is in preparation for the post-secondary ASE G1 MLR certification. Note: It is intended that this course be combined with

MLR-B for a blocked sequence.

Auto Maintenance ASE Certification B (97122) Course Duration: Year 10th-12th Prerequisite: Basic Auto Maintenance 1 or Small Engines, and Basic Auto Maintenance 2 Course Description: The course will follow the ASE (Automotive Service Excellence) approved curriculum for Auto Maintenance Light Repair (MLR). It is intended that this course be combined with MLR-A for a blocked sequence. Students will focus on steering and suspension systems including wheel alignment. Also covered in this course will be brake systems. Safety and appropriate shop practices will be emphasized. There will be an emphasis on safety related to specific ASE MLR curriculum areas taught. Curriculum is in preparation for the post-secondary ASE G1 MLR certification.


Auto Maintenance ASE Certification C (97133) Course Duration: Year 10th-12th Prerequisite: Basic Auto Maintenance 1 or Small Engines, and Basic Auto Maintenance 2 Course Description: The course will follow the ASE (Automotive Service Excellence) approved curriculum for Auto Maintenance Light Repair (MLR). Students will be instructed and tested using the SP2 safety testing common in the automotive industry. Basic tools, equipment, and shop procedures will be reviewed. Automatic transmissions, manual transmission and drive train instruction will follow industry standards. Curriculum is in preparation for the post-secondary ASE G1 MLR certification. Note: It

is intended that this course be combined with MLR-D for a blocked sequence.

Auto Maintenance ASE Certification D (97206) Course Duration: Year 10th-12th Prerequisite: Basic Auto Maintenance 1 or Small Engines, and Basic Auto Maintenance 2 Course Description: The course will follow the ASE (Automotive Service Excellence) approved curriculum for Auto Maintenance Light Repair (MLR). It is intended that this course be combined with MLR-C for a blocked sequence. Students will focus on engine repair, heating and air-conditioning systems including safe handling and recycling of refrigerants following EPA guidelines. Engine repair will include diagnosis, maintenance, and operation. There will be an emphasis on safety related to specific ASE MLR curriculum areas taught. Curriculum is in preparation for the post-secondary ASE G1 MLR certification.


Small Engine Repair 96701 Course Duration: Semester 9th-12th Course Description: Small Engine repair includes hands-on lab work, reading assignments, and written classroom exercises. Students in this course will learn principles of engine operation and construction, the difference between 2 and 4-stroke engines, carburetor, complete disassembly and reassembly of small gasoline engines, and mechanical components of an engine. Reading from technical manuals (repair and service manuals) is an essential part of this course as is the ability to measure and perform mathematical calculations related to small engine mechanics.


Safety in the shop Communication, Collaboration, Function, Resources


We need to communicate and collaborate to ensure that our community is safe

Engine Construction and operation

Systems, Form, Function, Evaluation Scientific and technical innovation

Innovations over time improve the form and function of a system.

Engine Inspection, Disassembly, and Reassembly

Development, Ergonomics, Invention, Resources, Function, Adaptation


We can work together to use our knowledge to develop products to meet our needs.

Lawn Equipment /Community Service

Communities, Markets and Trends, Perspectives, Collaboration, Sustainability, Innovation


The skills we learn in school can be a benefit to our community.

Career Opportunities Communities, Evaluation Identities and Relationships

The skills we learn in school give us career opportunities and allow us to contribute in the workplace.

ASE Collision Repair/Refinish 1 – 97404 Course Duration: Year 9th-12th Course Description: The course will follow the ASE approved curriculum for Non-Structural Analysis and Damage Repair. This course is intended to provide the knowledge and working skills to be able to perform repairs, removal, replacement, and adjustment of interior and exterior panels and moveable glass. Welding and plastic repair procedures are also learned during this course. The goal of this course is designed to provide the necessary knowledge and working skills leading to complete the ASE task list in Non-Structural Analysis and Damage Repair. This course incorporates all of the state standards for Media Arts and will fulfill the high school Arts graduation requirement. . Note: It is intended that this course be combined with ASE Collision Repair/Refinish 2 for a blocked sequence.


ASE Collision Repair/Refinish 2 – 97414

Course Duration: Year 9th-12th Course Description: The course will follow the ASE approved curriculum for Painting and Refinishing. This course is intended to provide you with the knowledge and working skills to be able to perform Surface Preparation, Proper use of Spray Gun and related equipment, Paint mixing, matching and applying, Recognize paint defects – causes and cures, and to follow all personal and environmental safety practices. This course incorporates all of the state standards for Media Arts and will fulfill the high school Arts graduation requirement. The goal of this course is designed to provide you with the necessary knowledge and working skills leading to complete the ASE task list in Painting and Refinishing.


Computer Science and Technology

Computer Aided Drafting and Design 95212 Course Duration: Semester 9th-12th Course Description: This course provides students with an introduction to the broad field of architectural Computer Aided Drafting and Design. Students will be introduced to drafting terminology, computers and software used to make drawings and plans, the elements of design and the design process. Students enrolled in this course will have an opportunity to plan, design, and draw sketches, floor plans, elevations, and site plans for a home or structure of their own design. Career opportunities in drafting, architecture, engineering, design and related fields will also be discussed.


Design Cycle Development, Collaboration, Evaluation


The design cycle allows us to develop innovative products.

Basic Drafting Skills

Communication, Adaptation, Form, Evaluation


Designers adapt the form in which information is communicated in order to make it accessible to the end-user.

Designing a Product

Systems, Function, Markets and Trends, Resources


A systematic analysis of a customer’s expectations and available space determine the design of a product.

Graphic Design


Architectural Design

Communities Globalization and Sustainability


Construction

Basic Construction I 96212

Course Duration: Semester (9th-12th) Course Description: During this course students will learn shop and tool safety along with measurement, blueprint reading, and material knowledge. Students will learn the basics of carpentry, masonry, and electrical. Within those units, students will have both collaborative projects and individual ones. There will be emphasis on precision, accountability, and overall product outcome. Classes will also include guest speakers, field trips, and CTE group activities. Pictured: Cornhole carpentry, concrete pavers, electrical work.

Basic Construction II 96222

Course Duration: Semester (9th-12th) Prerequisite: Basic Construction 1 Course Description: This course will enhance your basic knowledge from Basic Construction 1, and build skills in the areas of carpentry, electricity, wall framing and plumbing. Students will be able to identify and demonstrate the safe usage of hand and power tools pertinent to each of the trades introduced. Measurement, and workplace math calculations will be incorporated. An overview of the construction trades, work expectations and career opportunities will be incorporated. Pictured: Individual student projects.


Construction Trades Exploration (Construction III) 96229

Course Duration: Semester (10th-12th) Prerequisite: Basic Construction 1, Basic Construction 2 Course Description: Construction Trades Exploration is driven towards students becoming their own project managers. The class decides as a group what project they want to build to give back to the community. The students are in charge of the research, material estimating, cost, scope of work, and final outcome of the project. While working on the project they are also involved with specific construction trade field trips along with assisting individual teacher/classroom needs within Roosevelt. Pictured: Field trips to Saint Paul College & JATC Sheet Metal


Construction Welding I 96526

Course Duration: Semester 9th-12th Course Description: This course is designed for students who want to learn basic construction welding skills and be introduced to career opportunities within the construction industry that require employees to have training in welding. The two welding processes covered are Oxyacetylene Welding and Gas Tungsten Arc (TIG) Welding. Topics include: safety, setup of equipment, metal transfer, shielding gases, and welding ferrous and nonferrous metals. Lab experience will provide for skill development in these areas. Students will also complete construction career exploration activities such as tours of construction jobsites and trade union apprenticeship facilities.

Unit/ Concepts Global Context Statement of Inquiry

Introduction to Safety

Communication, Evaluation, Collaboration


Safe behavior in the shop requires clear communication, working together and taking precautions

Equipment Safety: Oxyacetylene

Communities, Evaluation, Collaboration

Fairness and development

In order to fulfill our responsibilities we must communicate clearly and work together.

Oxyacetelene Welding

Development, Form, Function, Innovation


Technology allows us to develop and express our creativity.

Oxyacetelene Cutting and Safety

Systems, Form, Function, Adaption


Form and function affect the way parts of a system work together.

Equipment Safety: Tig

Communication, Resources Orientation in Space and Time

In order to be safe we need to communicate clearly, use our resources carefully, and recognize how our actions affect each other.

Tig Welding Development, Invention, Perspective, Ergonomics, Sustainability


Developing sustainable inventions requires careful attention to various perspectives.


Construction Welding 2 96536 Course Duration: Semester 9th-12th Prerequisite: Welding 1 Course Description: This course is designed for students who want to continue learning basic construction welding skills and be introduced to career opportunities within the construction industry that require employees to have training in welding. The two welding processes covered are: Shielded Metal Arc Welding (SMAW) or stick and Gas Metal Arc Welding (MIG). Topics include: safety, setup of equipment, electrode selection, metal transfer, shielding gases, and welding ferrous and nonferrous metals. Lab experience will provide for skill development in these areas. Students will also complete construction career exploration activities such as tours of construction jobsites and trade union apprenticeship facilities.

Unit/Duration Concepts Global Context Statement of Inquiry

Introduction to Safety

Communication, Evaluation, Collaboration


Safe behavior in the shop requires clear communication, working together and taking precautions

Equipment Safety: Stick Welding

Communication, Resources, Evaluation


Safety concerns aren’t merely personal; we maintain safety because we have a responsibility to keep those around safe as well.

Stick Welding Development, Function, Form, Adaptation, Evaluation


In order to be successful at welding you need to be able to take the skills you have learned and your knowledge of technology, evaluate situation, and adapt your attitude and approach to develop solutions based on the form and function of the materials you work with.

Equipment Safety: Mig Welding

Communication, Resources, Evaluation


Safety concerns aren’t merely personal; we maintain safety because we have a responsibility to keep those around safe as well.

Mig Welding Development, Invention, Markets and Trends, Ergonomics, Sustainability


When developing new products, it is important to keep their potential sustainability in mind.


Construction Welding 3 (96546) Course Duration: Semester 10th-12th Prerequisite: Welding 3 Course Description: This course is designed for students to expand their construction welding skills and to gain a deeper understanding in their material selection based on the type and purpose of the weld being completed. Students will review and show mastery of the processes of welding 1 and 2. The students will identify the purpose of a weld and the material and utilize one of the three welds they learned in Construction welding 1 and 2 to complete projects.

Yearbook 20501 Course Duration: Year 10th-12th Course Description: Yearbook is a real-world production class that pulls together a variety of skills. Students learn how to produce a publication in a student-directed environment. They are assigned positions of various degrees of leadership and responsibility as well as design, publication, selling and marketing the product.

Unit Concepts Global Context

Statement of Inquiry

Developing the Yearbook

Communication, Communities, Development, Collaboration, Adaptation, Evaluation, Form, Function, Perspective, Resources, Innovation


Communities need to communicate their development in ways that are meaningful to group and individual identities


IB Core Courses Theory of Knowledge 028642 Course Duration: 1 year (spring semester junior year + fall semester senior year) Prerequisite(s): None; open to all students, required for the IB Diploma Assessments: Students are expected to complete the assessments (TOK Exhibition and Essay) that correlate with this course.

Theory of Knowledge (TOK) is the capstone of the IB program but can be taken as an elective by any student. In TOK, students reflect on the knowledge, beliefs and opinions they have acquired from their years of academic studies and their lives outside the classroom. The course is intended to be challenging, thought-provoking and empowering for students. It centers on the exploration of knowledge questions which are contestable questions about knowledge itself, such as, “What counts as good evidence for a claim?” or “Are some types of knowledge less open to interpretation than others?” These knowledge questions are organized into a framework of four elements: scope, perspectives, methods and tools, and ethics.

The TOK curriculum is made up of three interconnected parts.

• The core theme - Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.

• Optional themes: We will focus on two of 5 optional themes - knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies.

• Areas of knowledge: We will explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts.

There are two assessment tasks in the TOK course:

• TOK Exhibition: Assesses the ability of the student to show how TOK manifests in the world around us.

TOK Essay: Engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge.


IBCP Career Experience Capstone 99202 Course Duration: Semester (Grade 12 and/or permission of instructor only) Course Description: This is the capstone course for the International Baccalaureate Career Program Certificate (IBCP). Time and mentoring in this course will enable the IBCP student to organize and complete their Reflective Project.

Students will apply critical thinking skills as they plan, organize, conduct and reflect upon their project.

The IB Approaches To Learning curriculum will be embedded to enable students to become more skillful in the areas of organization, communication, collaboration, reflection, and information literacy. Emphasis will be on thinking and learning skills in preparation for transfer to post-secondary options.

Note: This course is open to any grade 12 student who wishes a college level research and writing experience. IBCP is not a pre-requisite.

Academic Support Courses AVID AVID 9 00011 Course Duration: Year 9th Course Description: AVID students focus on four key components to prepare for acceptance to and success in four-year colleges and universities. The components include intensive writing practice, strategies for success, tutorials, and college visits.

AVID 9 students complete 2-4 writing assignments. These may include the Mandala, Description of Place and Character Analysis.

AVID 10 00012 Course Duration: Year 10th Course Description: AVID students focus on four key components to prepare for acceptance to and success in four-year colleges and universities. The components include intensive writing practice, strategies for success, tutorials, and college visits.

AVID 10 students also complete 2-4 writing assignments. These may include Explanation of a Process, Autobiographical Incident, Biography, and a Problem Solution Analysis.

Additionally, all AVID 10 students complete a career research unit of approximately one-half semester in length that includes a career research paper, career exploration activities, a job shadow/visit to a suitable workplace, possible e-mentoring and guest speakers representing various careers.

AVID 11 00013 Course Duration: Year 11th Course Description: AVID students focus on four key components to prepare for acceptance to and success in four-year colleges and universities. The components include intensive writing practice, strategies for success, tutorials, and college visits.

AVID 11 students complete 2-3 writing assignments. Possible choices include Biography, Arguments, Explanation of a Process, Book Club and Character Analysis and the AVID College Readiness Curriculum (ACR).

During second semester of AVID 11, students receive intensive in-class ACT prep. The program is designed to prepare students to successfully take the ACT test in June.

AVID 12 00014 Course Duration: Year 12th Course Description: The AVID 12 course is the capstone course for students. Students continue to employ the essential skills and strategies of AVID. The focus during the first semester of the year is on the college search and application process. Immediately following that, the focus of the course turns to financial aid and scholarship applications.

During the second semester AVID seniors engage in study of content to prepare them for life after high school. This may include units such units as financial literacy, transitioning to college or a capstone unit designed by the teacher and students to complete the senior year.

AVID 12 students continue to write with assignments that may include college admission essays, ACR or other appropriate writing.


Resource Program

Students will be enrolled in Resource classes based on their Individual Education Plans (IEPs). Classes are decided at a student’s IEP or transition meeting with the IEP team, and are not available for enrollment by parents or students outside of this process. Please talk to your student’s case manager for more details about enrolling a student in a Resource class.

Language and Literature

Co-Taught English 9 Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts.


Identity Across Cultures: Analyzing the Absolutely True Diary of a Part-Time Indian and Other Texts in Discussion and Writing

Perspective, Character, Setting, Context, Point of View


Our identities are shaped by the place and the time in which we are living.

Exploring Interconnections: Community and Individuality in Of Mice and Men and Beyond



In exploring thematic connections across genres, we can explore our commonality, diversity, and interconnection

Relationships in Perspective: Analyzing Shakespeare Across Time

Communication, Style, Structure, Purpose


We use language to influence others, and in turn others use language influence us.

Shifting Cultural and Global Perspectives: A Multi-Genre Analysis

Creativity, Audience Imperatives, Genres


We are able to observe multiple perspectives through the analysis of a variety of genres and explore the way in which we express ideas, cultures, and creativity.


Co-Taught English 10 Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts.


Origins and Mythology

Perspective, Connections, Character, Purpose, Context, Theme


Characters' personal journeys impact their perspective and are impacted by the context of their environment.

Macbeth Connections, Structure, Self-expression, Context, Style

Scientific and Technical Innovationsi

The way we use science and technology to express ourselves impacts the way we connect with others.

Wild Life (The Catcher in the Rye)

Creativity, Audience Imperatives, Context, Purpose, Setting, Genres


Understanding beliefs, values, and relationships of others encourages understanding of purpose and intent of choices. (Possibly focus to lead more to literary elements and critical lenses of literature.)

Night and The Things They Carried

Communication, Audience Imperatives, Point-of-View, Context, Intertextuality


Societal fairness is determined by the power, authority, and influenced by the communications shared with a people.

Co-Taught English 11 Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts. The general education curriculum in English 11 revolves around the theme of power in society. The class examines how power plays a role in society through the texts that we read. Students engage in shared inquiry discussions, critical reading and writing to improve our understanding of power in society.

Co-Taught English 12 Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts. The general education curriculum in English 12 revolves around the theme of expanding understanding of literary concepts through exploring world texts. Students participate in shared inquiry discussions, critical reading activities, write at least four different types of papers including a scholarship essay to apply for the Roosevelt Scholarship.


English Strategies 2 07112 Course Duration: Year Course Description: Students gain competence in language arts. Included are comprehension and text discussion strategies such as paraphrasing, summarizing text, questioning, predicting, drawing conclusions; expanding academic vocabulary; and writing strategies for simple, compound and complex sentences and paragraphs.


It’s Kind of a Funny Story

Perspectives, Character, Purpose, Context, Point of View


Characters' personal journeys impact their perspective and are impacted by the context of their environment.

Of Mice and Men Individual/ community


Globalization and sustainability-

In exploring thematic connections across genres, we can explore our commonality, diversity, and interconnection.

Fahrenheit 451/1984 or Frankenstein Unit

Communication, Structure, Self- Expression, Context, Style


The way we use science and technology to express ourselves impacts the way we connect with others.

Romeo and Juliet Creativity, Audience Imperative, Context, Purpose, Setting, Genre


Understanding beliefs, values, and relationships of others encourages understanding of purpose and intent of choices.

English Strategies 3 07113 Course Duration: Year Course Description: In English Strategies III, students read grade level texts from the 10th and 11th grade curriculum, written by authors from a variety of cultural backgrounds. Students will refine their reading and writing skills by analyzing, synthesizing and evaluating literature. They will write a number of essays including a research paper, and at least one other style of writing.


Fusion 1 07011 Course Duration: Year Course Description:

Fusion Reading is a two-year-long reading program in which students will learn a variety of practical reading strategies. These strategies will enable students to become proficient readers and test-takers. Students will read highly engaging novels and apply the newly learned reading strategies, in addition to learning Kansas writing strategies to building on their paragraph writing skills.


Establish Year 1 “Coach Carter”

Communication, Self-expression, Character, Structure , Style


Communication of risks and consequences can be made through interactions between characters and their natural world.

Prediction Strategy “Coach Carter”/”the Bully”

Communication, Character, Structure, Style, Self-Expression



Possible Selves Creativity, Point of View, Self-Expression


People create their perspectives of the world through their life experiences.

Strategy Integration Connections, Setting, Theme, Character


Connections between exclusive situations can be made between texts.

Bridging Strategy/Writing

Perspective, Genre, Intertextuality, Purpose


A person’s perspectives based on their experiences vary from community to community.

End Year 1 Communication, Context, Audience Imperatives


Communication within a community can help shape who we are and how we see ourselves.


Fusion 2 07012 Course Duration: Year Course Description: Fusion Reading is a two-year-long reading program in which students will learn a variety of practical reading strategies. These strategies will enable students to become proficient readers and test-takers. Students will read highly engaging novels and apply the newly learned reading strategies, in addition to learning Kansas writing strategies to building on their paragraph writing skills.


Establish Year 2 “We Beat”

Communication, Context, Audience Imperatives


Communication within a community can help shape who we are and how we see ourselves.

Summarization Strategy “We Beat”

Perspective, Genre, Intertextuality, Purpose


A persons perspectives based on their experiences vary from community to community.

Strategy Integration “Part Time”

Connections, Intertextuality, Genre


Connections based on human nature can be made between writings.

PASS Strategy “Part Time”

Connections, Setting, Theme, Character


Connections between exclusive situations can be made between texts.

Strategy Integration “Looking For” Play

Creativity, Point of View, Self-Expression


Authors create different character perspectives using different modes of self expression.

End Year 2 “Looking For” Play

Communication, Self-expression, Character, Structure, Style




Mathematics

Math Strategies 1 Course Duration: Year Course Description: Math Strategies I reviews and re-teacher Pre-Algebra concepts. Students are taught using a program called Moving with Math, in addition to supplemental coursework taken from the Algebra 9 course and modified to the students’ levels.

Unit Concept Global Context Statement of Inquiry

Equations Logic, Justification, Modeling, Quantity


Equations and inequalities can be used to logically model and justify economic decisions.

What is your function: Linear Functions

Logic, Representation, Simplification

Personal and Cultural Expressions

Functions help me logically represent changes in my life.

Does it fit? Applied Linear Functions

Relationships, Model Fairness and Development

Linear equations can model relationships and help us determine fairness and equity.

“Living on the Edge” Unit 4: Systems of Linear Equations

Relationships, Systems, Equivalence


Boundaries in relationships can be found, analyzed, and used systematically.

Pythagorean Theorem Logic, Measurement, Space, Justification


Logic is a powerful tool for justifying what we discover through measurement and observation.

Growing, Growing, Growing: Exponential Functions

Form, Pattern, Change


Understanding the form (properties and nature) of exponential functions can save (or cost) me thousands! $$

So, which is it? Quadratic Relationships

Relationships, Pattern, Generalization


Studying the specific features and patterns of a function helps us understand its relationship to other functions.


Math Strategies 2: Algebra 07512 Course Duration: Year Course Description: Math Strategies II-Algebra follows the same curriculum that takes place in the general education setting. In the Resource setting the material is taught at a slower pace, with more re-teaching and practice of concepts before new concepts or learning targets are taught.



Logic, Generalization, Simplification, Measurement,, Justification




























Math Strategies 2: Geometry 07512 Course Duration: Year Course Description: Math Strategies II-Geometry teaches the same curriculum that takes place in the general education setting. In the Resource setting the material is taught at a slower pace, with more re-teaching and practice of concepts before new concepts or learning targets are taught.


Lines and Angles




Triangles, Part 1




Triangles, Part 2
















Resource CPAS 07512 Course Duration: Year Course Description: Resource CPAS teaches the same curriculum that takes place in the general education setting. In the Resource setting the material is taught at a slower pace, with more re-teaching and practice of concepts before new concepts or learning targets are taught.


Co-Taught Algebra 9 Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts.



Logic, Generalization, Simplification, Measurement, Justification




























Co-Taught Geometry Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts.


Lines and Angles




Triangles, Part 1




Triangles, Part 2
















Co-Taught CPAS Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts. CPAS is a 12th grade only, credit recovery class, which follows curriculum designed to support students in community college who scored below college level on their math entrance exam. CPAS covers the learning targets of statistics, basic solving, basic inequalities, exponents, basic functions, and probability.


Co-Taught Advanced Algebra Course Duration: Year Course Description: A co-taught class is a general education class that is taught by both a general education teacher and a Special Education teacher. Students are taught the general education curriculum with support from the Special Education in the form of modifications and adaptations to the classwork, in addition to small groups and re-teaching of concepts. Advance Algebra covers the learning targets of statistics, advanced solving, inequalities, exponentials, functions, transformations, quadratics and probability.

Learning Center 07130 Course Duration: 2 Years Course Description: The course is designed to provide students with needed self-advocacy and study skills as well as to give students time to apply these strategies to assignments from other classes. Students will work on effective study habit and organizational skills, including note-taking and filing skills, how to make a big project more manageable, basic resume writing, and setting accomplishable goals. In addition, students work on critical thinking, self-monitoring skills and social skills. Students work on using academic language to further understanding of different course curriculums and work on assignments from other classes with teacher support.

Study Habits 07130 Course Duration: 2 Years Course Description: This class is refining student’s skills in maximizing their time, taking effective class notes, studying for the Accuplacer and ACT tests, making a big project more manageable, creating a budget, working on job interviewing skills, learning to write a cover letter writing, refining the student’s resume, looking at career options and setting up pathways to future education as well as working on student’s ability to set accomplishable goals. This class will also give you time to complete work in other classes and continue on working on how to ask academic questions.


Work-Based Learning

Career Experience Capstone 99204 Required for International Baccalaureate Career Programme (IBCP) Course Duration: Semester 12th grade only Course Description: This is the capstone course for the International Baccalaureate Career Programme Certificate (IBCP). Time and mentoring in this course will enable the IBCP student to organize and complete their Reflective Project.

Students will apply critical thinking skills as they plan, organize, conduct and reflect upon their project.

The IB Personal & Professional Skills curriculum will be embedded to enable students to become more skillful in the areas of organization, communication, collaboration, reflection, and information literacy. Emphasis will be on thinking and learning skills in preparation for transfer to post-secondary options.

Note: This course is open to any grade 12 student who wishes a college level research and writing experience. IBCP is not a pre-requisite


Policies Credit/No Credit System

Students may take a total of 1 credit each year (limited to 1 course per semester) on a Credit/No Credit basis. This option is available to encourage students to explore interests in a subject without the risk of earning a low grade.

Procedure:

Students must apply to take a course Credit/No-Credit within the first 15 school days of the term. Written permission from their parents is required. An application form is available in the Counseling Office. Credit/No Credit students will take all tests, turn in all regular class work, and receive marks along with the other students.

The final grade will be a Credit if the student completes all work at the passing level. The final grade will be No-Credit if the student does not do passing work or fails to complete all work. A credit toward graduation will be granted for a Credit mark. No credit toward graduation will be granted for a No-Credit mark. Subjects taken on the Credit/No-Credit basis will not be averaged into a student’s class rank or honor roll standing.

Note: This is not recommended for core academic subjects due to college admission policies and NCAA requirements for athletes.

Failures When a student is having academic difficulty in a class, the teacher should be consulted for assistance. It is also suggested that the student inform their counselor of the problem, especially if grades in two or more classes are being affected. Students who fail a required class should see their counselor without delay to make arrangements for repeating the course.

Failure to make up required courses will jeopardize a student’s graduation. Credits for failed elective subjects must also be made up. The advice of the school counselor must be sought in deciding which classes are to be repeated and which substitute credits are acceptable.


Credit Recovery Options If a student fails a required course, he or she is required to make up those credits in order to graduate. ***Students should always consult with their counselors when choosing credit recovery options*** Students can make up credits using any of the methods below.

RHS Credit Recovery Options

Roosevelt After-School Program

(PERIOD 8):

Minneapolis Online:

(PERIOD 8):

Summer School

Independent Study

Roosevelt High School offers summer school courses. Students should consult with their counselor if interested to find out which courses are offered.

Independent Study is an educational alternative for individualized learning in a structured setting, expanding curriculum options that may be offered in course choices. Independent Studies encourage individual initiative, self-discipline, and must be carefully planned as an integral part of the student’s curriculum requirements.

While Independent Studies are a cooperative effort between teacher and student, the control rests with the teacher, but the responsibility for work rests with the student. The teacher will approve only topics they are willing and qualified to supervise. They will accept Independent Study proposals from students who have demonstrated the ability to design and follow through on independent curriculum study in a self-disciplined manner. Students should consult with the teacher for the specific guideline for Independent Studies. Contracts need to be written between the supervising teacher and the student. Students may obtain an Independent Study form from the counseling office and follow directions indicated on the form. Students may take one Independent Project per semester.


NCAA Academic Regulations for Students/Athletes

In order to practice, compete, or receive athletically related financial aid as a freshman at a NCAA

Division I or Division II college, the student-athlete must satisfy the requirements of NCAA. See

the NCAA Eligibility Center website at

http://eligibilitycenter.org/ECWR2/NCAA_EMS/NCAA.html in order to determine the approved

classes at Roosevelt (241685) and to register as a student athlete.

NOTE: The NCAA will not accept the Pass/No Credit option for core academic courses. Please refer to the

NCAA web site for additional information. Students must register online at NCAA.org in order to participate in

collegiate athletics.

Roosevelt High School Academic Honesty Policy Mission Statement: Roosevelt High School motivates students to engage in rigorous academic experiences and ensures educational justice for all.

Vision: Students will leave Roosevelt High School driven to serve, equipped to lead, and determined to positively impact the world.

Purpose of the Academic Honesty Policy: The purpose of this policy is to educate our school community, including students, teachers, parents and staff about the definition of academic honesty, its value to education and society, and the practices that lead to academic honesty. The policy will also define types of academic dishonesty and outline consequences for breaches of Academic Honesty. This policy applies to all members of the RHS community including students, teachers and staff, except where otherwise specifically noted.

Following the practices of Academic Honesty supports students in their further education and careers and develops ethical behavior. In particular, these practices align with the development of Roosevelt High School values and the following IB Learner Profile traits:

• Principled: We act with integrity and honesty and take responsibility for our actions inside and outside of the classroom. • Communicators: We express ourselves and our ideas confidently and creatively in a variety of modes of communication. • Caring: We care for others and aim to serve. • Thinkers: We think deeply to solve problems and make ethical decisions within a global context.

http://eligibilitycenter.org/ECWR2/NCAA_EMS/NCAA.html


• Reflective: We think about what we’ve learned from a variety of experiences inside and outside the classroom and how to apply our new knowledge to future experiences

What does Academic Honesty mean? • Respecting the intellectual property of others, including other people’s ideas, words, graphs,

diagrams, charts and pictures, photographs, works of music, art or literature. • Submitting authentic pieces of work based on the student’s individual and original ideas,

with the ideas and work of others fully acknowledged. This includes the work of artists and writers whose work has inspired the student’s own creativity.

• Planning ahead, so the student does not have to complete work at the last minute. (Cutting and pasting from the internet or copying someone else’s work may save time but are considered to be cheating and will not help a student to learn.)

• Writing assignments that include development of a student’s own ideas through problem solving, comparison, precise hypothesis, analysis, etc.

• Students writing in their own voice, not just in their own words. Students making the work personal and uniquely their own.

• Paraphrasing as a legitimate way of using a source. Paraphrasing means to take another person’s words and integrate them into a student’s own work. Paraphrasing is preferable to quoting another’s words directly as it helps the student to show their understanding of the meaning of another person’s words.

• Acknowledging as honestly and accurately as possible the words and ideas of others. This applies equally whether those words and ideas are quoted directly, paraphrased, or, in the case of tables, graphs and pictures, copied directly into the student’s work.

• Keeping good records of sources of words, ideas, data, diagrams, tables, graphs and pictures and other information used in assignments. (This will make it easier to cite sources.)

• Acknowledging all used sources. It is acceptable to include words, ideas, data, diagrams, tables, graphs, film clips and pictures from books and online sources in assignments. Students must always credit where they have got the information used, both in the body of the written work and on the Works Cited page at the end, using the MLA referencing format.

• Using the MLA referencing format consistently and accurately. • Collaborating with others. Note that collaboration is ‘…defined as working together on a

common aim with shared information, which is an open and cooperative behaviour that does not result in allowing one’s work to be copied or submitted for assessment by another.’ (Diploma Programme: Academic Honesty p2) This is different from collusion which is a form of malpractice (Dhaka 2-3).

Definitions of Malpractice: Academic Misconduct is purposeful or unintentional behavior may result in a student gaining an unfair advantage. This behavior often negatively affects others by taking credit for their work, thoughts and ideas. Plagiarism is defined as passing off of the ideas or work of another person as the student’s own. Collusion is allowing one’s work to be copied or submitted by another student. Duplication of Work is submitting the same work for two different assignments or assessments.


Fabrication of Data is making up data rather than collecting it from various experiments or researching to find accurate data to support a claim (Dhaka 3-4).

Who Is Responsible for Preventing Academic Misconduct? Student Responsibilities:

• Read and sign the Academic Honesty Policy • Ensure that all work submitted for assessment is authentic, with the work or ideas of others

fully and correctly acknowledged. • Comply with all internal school deadlines • Understand the definitions of what is considered academic dishonesty • Take ownership of learning by asking for clarification of instructions when necessary and

seeking help when needed • Talk to teachers when feeling overwhelmed to discuss assignments and time management

strategies to reduce the stress • Understand the proper way of citing or acknowledging original authorship of works or ideas • Report malpractice and help cultivate a culture of academic honesty at their school • Understand the consequences of academic dishonesty and malpractice • Follow IB assessment policies and procedures (Vanguard 6)

Teacher Responsibilities: • Begin each semester by reviewing the Academic Honesty and Integrity Policy with each class

including the most effective way to report malpractice • Confirm, to the best of his or her knowledge, that all work accepted or submitted for

assessment is the authentic work of each candidate • Understand and implement all school policies • Demonstrate and model academic honesty in all presentations and projects • Provide guidance to students on study skills, academic writing, research, and acknowledging

sources • Purposefully monitor testing environments • Report and record academic dishonesty on a discipline referral (Vanguard 6)

Administration, IB Coordinator and Media Specialist Responsibilities: • Ensure that all students, parents, and teachers understand what constitutes academic honesty

by providing verbal instruction, printed instruction, and additional resources when needed • Ensure that all policies are posted on the Roosevelt High School IB website • Facilitate the Academic Honesty Committee meetings when needed • Plan and monitor all IB Exam testing sessions • Provide teachers with materials and training necessary to guide students in maintaining

academic honesty • Maintain parent contact and participate in the investigation of academic dishonesty and

malpractice • Document and report academic dishonesty and malpractice to IBO when necessary • Provide timely reminders and reviews of the IB Learner Profile (Vanguard 7)


Parent Responsibilities: • Encourage your son or daughter to plan each assignment so that they can meet deadlines with

ease. • Provide support with the scheduling of their work, as your son or daughter may have many

assignments to complete. Most students state that the reason they did not act honestly is related to a lack of time.

• Let your son or daughter do his or her own work, but show them how to research and plan their work.

• Establish a good level of communication with the school so that you understand the requirements of the Diploma Programme and what is expected of students.

• If your son or daughter is having difficulty with their work, encourage him or her to ask a teacher for advice (Copenhagen 7)

Measures taken to provide education and support:

• Students will be educated about the school Academic Honesty Policy and will sign an Academic Honesty Contract

• Students will be educated about what constitutes Academic Honesty and Academic Dishonesty in advisory and classes

• Teachers will be provided with Professional Development, support and resources in Academic Honesty in the classroom

• The Media Specialist will be available to support teachers in educating students and support students in developing citations and Academic Honesty practices

Examples of Academically Honest and Dishonest Behavior

Example Academically honest Academically dishonest

Homework Each student does his/ her own homework.

Homework is copied before class.

Direct Quotations from a source

Direct quotations are In quotation marks and cited correctly using MLA format

Direct quotations are not in quotation marks except with an entry in the bibliography or not acknowledged at all.

Using the internet as a source

Very few passages, if any, are cut and pasted directly from the internet.

Entire paragraphs of a student’s paper are copied from the internet.

Citations Quotation marks and citations are correctly marked, acknowledging someone else’s writing and ideas

There are no quotations marks to show the reader which ideas and writing came from someone else. A list of website is included by not correctly cited and/or not referred to in the paper itself

Paraphrasing Any ideas taken from someone else are paraphrased and cited correctly.

Ideas are written in the the student’s “own words” and left unacknowledged

Images, tables, etc. Images used from other sources, including the internet are cited correctly

Images, tables, and charts are copied without naming who made them and where they came from. .


Background Music in videos and presentations

The specific songs used are correctly cited in the bibliography.

No citations are present, or songs are cited incorrectly.

Frequently Asked Questions How do I know if I need to cite information? If you are asking the question, you should probably cite it. Some things, like dates and specific events, what is called “common knowledge” doesn’t need to be cited. Everything else should be. If you are confused, ask your teacher or the school media specialist. Citing is complicated, how can I make sure my citations are correct? The Purdue OWL website is a good reference among many others. Turn in a draft of your paper with citations in it before your final copy is due, so your teacher can take a look at it. Use an online resource like easybib.com or citationmachine.net to help you generate proper citations. What is copyright? Copyright is the legal right people have over their writing, photos, art pieces, music, etc. What is plagiarizing? Plagiarizing is using someone else’s ideas, images, etc. and calling them your own, not acknowledging that they came from someone else. Why is it so important to cite my sources? It’s important to cite sources because it is the honest thing to do- and you can get into big trouble if you don’t. What will happen if I copy work from the internet into a school paper without citing my sources? Assuming your teacher catches your copying, which he/she probably will, you will fail the paper at a minimum. Why can’t I use other people’s work without citing? I see it on the internet all the time… People do it all the time, but that doesn’t make it correct. At RHS we are committed to acting in a principled manner. Using someone else’s work without citing it, is unfair. Think about a time someone else took credit for your ideas or work. It doesn’t feel very good. We need to treat others, and their ideas, with same courtesy and respect we would want in return.

Procedures for Monitoring, Reporting and Recording Academic Misconduct In suspected cases of academic misconduct, RHS is committed to dealing with incidents in a manner that honors the student’s voice, recognizes his/her dignity, follows a fair procedure, is resolved in a timely manner and results in further learning and opportunities for personal and academic growth.

When a teacher suspects Academic Misconduct, he or she will investigate and gather evidence and interviews the student(s) to determine whether academic misconduct was involved. If academic misconduct is determined to be involved the teacher will submit a yellow referral form with a copy of the evidence (documentation, outcome of student interview) to the counseling secretary. The teacher will then notify the parent(s)/guardian(s) of the investigation.


Consequences for Academic Misconduct Academic Misconduct infractions will be treated cumulatively over the course of a student’s time at RHS.

First Offense: The student will discuss the infraction with the teacher and the dean. The focus of this discussion will be on education about Academic Misconduct and restitution. The student will be counseled by the teacher and will receive education around avoiding his/her specific violation in the future to promote academic success. The student will be required to redo the assignment for full credit. Refusal to do the assignment over within the agreed upon timeframe will result in a “0” in the grade book. The student will write a reflection explaining how the infraction was academic misconduct, and how academic misconduct impacts the community. The parents will notified of the consequences via a phone call from the Dean.

Second Offense: The student will discuss the infraction with an Administrator and the teacher. The focus of this discussion will be on consequences leveled for academic misconduct in universities and the workforce. The student will be counseled by the teacher and will receive education around avoiding his/her specific violation in the future to promote academic success. The student will be required to redo the assignment for partial credit based on the weight of the assignment and the severity of the infraction. Refusal to do the assignment over within the agreed upon timeframe will result in a “0” in the grade book. The student will write a reflection explaining how the infraction was academic misconduct, and how academic misconduct impacts the community. The parents will notified of the consequences via a phone call from the Administrator.

Third Offense: The parents will be called in for a meeting to discuss the infraction with the student, an Administrator and the teacher. The discussion will focus on the previous reflections completed, and how the student will move forward to avoid academic misconduct in the future. The student will be counseled by the teacher and will receive education around avoiding his/her specific violation in the future to promote academic success. The student will receive a “0” in the gradebook for the assignment. Reporting incidents to post-secondary institutions is left to Administrative discretion.

Further Offenses: Further offenses are considered egregious. These offenses will be reported to post-secondary institutions and may resulting in failing a course.

IB Internal and External Assessment Malpractice (For DP and CP Candidates and Participants) “The IB Organization defines academic misconduct as behavior (whether deliberate or inadvertent) that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in


one or more components of assessment. Behavior that may disadvantage another candidate is also regarded as academic misconduct.” (International Baccalaureate Organization 12) Suspected cases of academic misconduct will be investigated by the IBO. If academic misconduct is found to have happened, the IBO may do any of the following: decide not to issue a score for the subject, withdraw previously awarded scores, prohibit the student from registering for further examination sessions, and deny the award of an IB Diploma or Career Certificate.

Student Responsibilities: • Complete all work in adherence to the principles of Academic Honesty • Sign a pledge attesting that the work submitted is entirely his or her own

Teacher Responsibilities: • Verify that all work submitted is the student’s own • Sign a pledge attesting that he or she has checked the work to ensure it is the student’s own

Further details regarding IBO regulations regarding Academic Malpractice and IBO procedures for investigating cases of malpractice, see the IBO General Regulations: Diploma Programme and the Conduct of the Examinations documents found on the RHS IB website.

Policy Review: This policy will be revisited every five years by committee led by the IB coordinator(s) and including a member of the Administration, the media specialist, a member of the School-Wide Positive Engagement committee, an Instructional Leadership Team member, and teachers from MYP/DP and non-IB classes representing various subject areas. Revisions will be submitted to the Instructional Leadership Team, Faculty Council and the PBIS Committee for further input and review and then submitted to the Leadership Team for final approval.

Works Cited Vanguard High School. “Academic Honesty and Integrity Policy”. Accessed on Monday, November 30, 2015 at <http://www.marionschools.net/cms/lib010/FL01903465/Centricity/Domain/19//IB%20Program/honesty.pdf>. Copenhagen International School. “Academic Honesty Policy”. Accessed on Monday, November 30, 2015 at <https://docs.google.com/document/d/1TZX9lQfScW6ClI_jZ2PRHRL0DivRgR8grxiox0rr8d8/edit>. International School Dhaka. “Policy to Promote Academic Honesty”. Accessed on Monday, November 30, 2015 at <http://www.isdbd.org/uploaded/Secondary_School_Procedures/Policy_to_Promote_Academic_Honesty_120927.pdf>. International Baccalaureate Organization. “ Academic Honesty”. 2009; revised in 2011. International Baccalaureate Organization. “General Regulations: Diploma Programme”. 2014

http://www.marionschools.net/cms/lib010/FL01903465/Centricity/Domain/19/IB%20Program/honesty.pdf

http://www.marionschools.net/cms/lib010/FL01903465/Centricity/Domain/19/IB%20Program/honesty.pdf

https://docs.google.com/document/d/1TZX9lQfScW6ClI_jZ2PRHRL0DivRgR8grxiox0rr8d8/edit

https://docs.google.com/document/d/1TZX9lQfScW6ClI_jZ2PRHRL0DivRgR8grxiox0rr8d8/edit

http://www.isdbd.org/uploaded/Secondary_School_Procedures/Policy_to_Promote_Academic_Honesty_120927.pdf

http://www.isdbd.org/uploaded/Secondary_School_Procedures/Policy_to_Promote_Academic_Honesty_120927.pdf


Academic Honesty Pledge

I have read the RHS Academic Honesty Policy and understand the definition of Academic Honesty, the types of actions that make up Academic Malpractice, and the consequences for those actions. I agree to abide by the RHS Academic Honesty Policy. I am aware that Roosevelt High School provides resources to help me avoid Academic Dishonesty, including my teachers, the IB Coordinators, and the Media Specialist, and I commit to making use of those resources whenever I have questions about my work.

By signing this pledge, I commit that all of my work, including homework assignments, tests, quizzes and projects will conform to the guidelines of the Academic Honesty policy. I promise that any work I submit will be my own.

Student Signature: ____________________________________ Date: __________________________

I have read the RHS Academic Honesty Policy and understand the definition of Academic Honesty, the types of actions that make up Academic Malpractice, and the consequences for those actions. I agree to help my child to abide by the RHS Academic Honesty Policy. I am aware that Roosevelt High School provides resources to help my child avoid Academic Dishonesty, including teachers, the IB Coordinators, and the Media Specialist, and I commit to encouraging my child to make use of those resources whenever he/she has questions about his/her work.

Parent Signature: _________________________________ Date: _________________________________

Roosevelt High School

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