TABLE OF CONTENTS
Mission and Expectation Statements ..................................................................... 2
General Information
Guidance and Career Services ......................................................................
Diploma Options ...........................................................................................
Graduation Requirements..............................................................................
Marking System ............................................................................................
Explanation of Course Levels .......................................................................
3
4
6
8
8
Career Pathways Program ..................................................................................... 10
Business Pathway ..........................................................................................
Future Teachers Pathway ..............................................................................
Global Citizenship Pathway………………………………………………...
Law, Public Safety and Security Pathway ....................................................
STEM (Science, Technology, Engineering, and Math Pathways) ................
Visual and Performing Arts Pathways……………………………………...
11
12
13
14
15
22
Internship ................................................................................................................. 25
PHS College Credit Opportunity........................................................................... 26
New Hampshire Scholars Program ....................................................................... 28
Health and Related Services Procedures .............................................................. 29
Course Selection Process ........................................................................................ 31
Course Descriptions ................................................................................................ 33
Business ........................................................................................................
English ..........................................................................................................
Family and Consumer Studies ......................................................................
Fine Arts ........................................................................................................
Art ..........................................................................................................
Music ......................................................................................................
Health and Physical Education......................................................................
Mathematics ..................................................................................................
Science ..........................................................................................................
Social Studies ................................................................................................
Technology....................................................................................................
World Languages ..........................................................................................
33
36
40
42
42
44
46
48
53
57
62
64
Open Elective Courses and Opportunities............................................................ 66
Special Education .................................................................................................... 69
HiSET Program....................................................................................................... 73
Career and Technical Education Programs ......................................................... 74
Pinkerton Academy Center for Career and Technical Education ................. 75
Salem High School Center for Career and Technical Education .................. 82
Alvirne High School Center for Career and Technical Education ................ 85
Student Activities .................................................................................................... 87
Honor Societies ............................................................................................. 87
Leadership Opportunities .............................................................................. 89
Clubs ............................................................................................................. 89
Athletics.................................................................................................................... 90
The Family Educational Rights and Privacy Act (FERPA) ................................ 91
PHS Plan of Study for NH Scholars Program ..................................................... 92
High School Course Planning Guide ..................................................................... 93
High School Four-Year Course Worksheet .......................................................... 94
Dear Parents/Guardians:
The mission of Pelham High School is to educate our students as life-long learners to meet the
challenges of the 21st century so that they may pursue life goals, participate fully as active citizens, and be
socially responsible members of the global community. The Program of Studies catalog serves as a
planning tool for you and your students to make important decisions about future career and education
plans. We hope that you will be engaged in the course selection process and remain involved in your
student’s learning and overall academic programs.
PHS offers excellent high quality programs for its students. We want your student’s success to be
based on an understanding of the recommended courses in all departments, as well as the expectations
that colleges and universities have of their incoming students. The high school experience is an ideal time
for students to explore new areas of interest. Students should connect with their family, their school
counselor, and teachers to help them plan a course of study that best meets future goals. We encourage
you to help your student make informed choices that will lead to a successful high school experience.
The course selection process is critical if your student is to become a successful individual in a
rapidly changing world. The teachers, advisors, counselors, and administrators are available to help in
making choices and answering questions. The time you and your student spend planning and selecting
challenging programs will reap rewards later on the path leading to achievement and success.
This book represents our best attempt to offer a comprehensive range of courses for our students.
Unfortunately, we cannot guarantee that every course in this catalog will run in the coming year because
sufficient enrollment numbers often determine the courses that will be scheduled. Please understand this
condition as you select courses for the coming year.
Dorothy Mohr, PH.D
Principal
Kathryn J. Sheridan, MA, CAGS
Dean of Guidance
Visit us at our new website: http://www.pelhamsd.org
1
HISTORY OF PHS
PHS, founded in 1973, offers a comprehensive program of studies that invites students to explore the
connections between languages, math, science, history, music, and technology. The curriculum programs
meet national, regional, state, and local standards. PHS is a member of the New England Association of
Schools and Colleges (NEASC).
Beyond academics, our school offers a variety of clubs and other activities, as well as a full range of
interscholastic sports. Our school is an active participant in the New Hampshire Interscholastic Athletic
Association (NHIAA).
PHS MISSION
PELHAM HIGH SCHOOL MISSION and EXPECTATIONS FOR STUDENT LEARNING
Mission Statement
Pelham High School is a community of adult and student learners whose actions encourage a collegial
atmosphere and whose approaches promote a safe and positive environment. We believe the following:
 Education is a pathway to productive and socially responsible citizenship.
 Students will rise to the levels of expectations that are appropriately challenging in academic,
social, and civic settings.
 Students will identify their individual strengths in order to explore and pursue individual goals.
 All students can learn and do so in different ways.
In support of our beliefs, the mission of Pelham High School is to educate our students as life-long
learners to meet the challenges of the 21st century so that they may pursue life goals, participate
fully as active citizens, and be socially responsible members of the global community.
Learning Expectations
Academic Competencies:
 Students will demonstrate creative and critical thinking skills in the analysis of concepts, enabling
them to address authentic problems in conventional or innovative ways.
 Students will demonstrate effective communication skills through rigorous and authentic
activities and applications (reading, writing, speaking, listening, and viewing skills).
 Students will demonstrate the ability to interpret and identify connections that lead to conclusions
or new understandings within the context of a rigorous and relevant curriculum.
 Students will address contemporary problems incorporating collaborative skills.
Social Competencies:
 Students will behave appropriately and responsibly with regard to others, to oneself, and to one’s
surroundings.
 Students will act with integrity and honesty within the school community.
Civic Competencies:
 Students will demonstrate a civic responsibility to work effectively and respectfully to improve
the world around them.
2
ACCREDITATION STATEMENT
Pelham High School is accredited by the New England Association of Schools and Colleges, a
nongovernmental, nationally recognized organization, whose affiliated institutions include elementary
schools through collegiate institutions offering postgraduate instruction.
Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria
for the assessment of institutional quality periodically applied through a peer review process. An
accredited school or college is one which has available the necessary resources to achieve educational
programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the
foreseeable future. Institutional integrity is also addressed through accreditation.
Accreditation by the New England Association is not partial but applies to the institution as a whole. As
such, it is not a guarantee of the quality of every course or program offered, or the competence of the
individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available
to students who attend the institution.
NON-DISCRIMINATION STATEMENT
The Pelham School District does not discriminate based on race, color, religion, national origin, age, sex,
or disability in its educational activities and practices. No student shall be denied equal opportunities to
participate in said education activities.
Any person having inquiries concerning the Pelham High School’s compliance with Title IX of Section
504 of the Vocational Rehabilitation Act of 1973 is directed to contact the Title IX or Section 504
Coordinator, School Administrative Unit #28, Pelham, NH 03076, who will receive and investigate the
complaint.
GUIDANCE AND CAREER SERVICES
The Guidance and Career Center serves all students in a variety of ways. Our services are designed to
meet the academic, career, social, and emotional needs of PHS students at each grade level. Our goal is
to assist students to achieve their maximum academic potential and encourage social and extracurricular
experiences that promote social and personal growth. Guidance activities are conducted on a regular and
planned basis with the goal of providing students with experiences to help them grow and develop to their
fullest potential, and to become responsible, contributing members of their community.
PHS Guidance Counselors can assist our students with possible solutions for academic
requirements, if scheduling or academic conflicts arise. Students and parents should contact their
guidance counselor.
3
ACADEMIC DIPLOMA OPTIONS
The Pelham School Board establishes the following as policy:
Every student who attends PHS will be given the opportunity and is expected to meet the graduation
requirements necessary to receive a diploma.*
A. PHS will issue an Honors with Distinction Diploma to students who:









Earn 32 credits and meet all Graduation Requirements
Complete all L-1 required core academic classes
Complete three years of the same world language
Complete four years of L-1 or higher sciences
Complete four years of L-1 math or higher
Complete five Honors level, Advanced Placement, or PHS College Credit courses
Graduate with a 3.67 GPA
Meet specific course and community service requirements as stated in the PHS
Program of Studies
Meet all course load and attendance requirements as stated in the PHS Program of
Studies
B. PHS will issue an Honors with Merit Diploma to students who:







Earn 32 credits and meet all Graduation Requirements
Complete two years of the same world language
Complete four years of L-1 or L-2 sciences
Complete Algebra II L-1 or L-2
Graduate with a 3.33 GPA
Meet specific course and community service requirements as stated in the PHS
Program of Studies
Meet all course load and attendance requirements as stated in the PHS Program of
Studies
C. PHS will issue an Honors Diploma to students who:


Graduate with a 3.33 GPA
Meet all course load and attendance requirements as stated in the PHS Program of
Studies
D. PHS will issue an Standard Diploma to students who:



Have successfully achieved the minimum number of credits (see Graduation
Requirements)
Meet specific course and community service requirements as stated in the PHS
Program of Studies
Meet all attendance requirements as stated in the PHS Program of Studies
4
PHS will issue a Transition Diploma to students who:




Complete a minimum of four years of high school
Are enrolled and in regular attendance at PHS for at least one semester in their final
year
Meet the requirements of their Individualized Education Programs and/or acquire
those credits as defined by the Academic Review Committee (ARC)
Are determined to be ineligible for the other academic diploma options by the
Academic Review Committee
Application or referral for participation in the program is open to all students at PHS but is limited to
students who are determined by the ARC to be unable to meet the requirements for the academic diploma
options. Consideration of eligibility for the General Diploma or Transition Diploma will be decided on a
case-by-case basis, and is subject to review and recommendation by the Academic Review Committee,
comprised of administration and the Deans’ Council. Eligibility for participation will be based on the
following factors:




Academic performance including, but not limited to, standardized achievement tests,
report card grades, diagnostic testing
Academic Review Committee’s recommendation relative to the student’s ability to
successfully complete graduation requirements for the standard diploma
Parent or student written referral
IEP requirements (for students with educational learning disabilities)
The Academic Review Committee will receive all recommendations in writing from the PHS Principal
and will make all recommendations and final decisions.
*The GPA will be calculated after four (4) semesters of attendance at Pelham High School. For purposes
of the PHS diploma, the grades up to, and including the third quarter of the senior year, will be used to
determine diploma distinctions and class rank.
5
GRADUATION REQUIREMENTS - 26 Credits
The time you, your parents, and your counselor take to plan your course of study for the next four years will help
you organize and focus your education as well as help you prepare for college or the world of work after high
school. The time is well spent! Please note: All PHS graduation requirements pertain to transfer students as well,
regardless of the year of transfer.
Subject
Credits
English
4 Credits
Social Studies
4 Credits
Math
3 Credits
Science
3 Credits
Fine Arts
1 Credit
Health
Physical Education
1 Credit
1 Credit
Computer Application
1 Credit
Open Electives including Math
Intensive course
8 Credits
Community Service Learning
40 hours
Required Courses
Freshman English
Sophomore English
American Literature
World Literature
World Geography
Western Civilization
Economics/Civics
U. S. History
Pre-Algebra, Algebra I, Geometry, Algebra
II. Beginning with the Class of 2017, in
addition to the 3 required math credits, a
math or math intensive course must be
taken each year. See below for a list of
Math Intensive courses.
Physical Science, Chemistry, Biology or
CP Biology
The Fine Arts Requirement may be met
through the art and music courses offered
at PHS.
Beginning with the Class of 2018,
participating and completing two seasons
of an NHIAA sponsored sport at PHS
WILL NO LONGER satisfy Physical
Education Requirements.
Students must pass Computer
Applications I or Computer Technology
and Applications or pass a Computer
Information Technology test with a B- ,
which would allow them to enroll in an
advanced computer course.
Courses may be selected from any other of
the school’s course offerings. See below
for Math Intensive course list.
Additionally, PHS faculty highly recommends Essay Writing, Oral Communication, Managing Your Money, or
Personal Financial Planning for all career and college bound students.
MATH INTENSIVE COURSES
In addition to any mathematics course, the following courses fulfill the Math Intensive requirement:
Accounting I
Business Math
CADD
College Business Math
Engineering and Design
Fundamentals of Math
Introduction to Programming
6
Managing Your Money
Personal Financial Planning
Physics
Robotics Engineering
Spreadsheet: Excel 2013
Survival Math
COMMUNITY SERVICE PROGRAM
In 1992, the Pelham School Board approved the Community Service Program in an effort to promote civic
responsibility and to encourage Pelham youth to make a commitment to serve others. All students must perform and
document 40 hours of service as a requirement for graduation. This requirement promotes service to society and
enhances the quality of life for others. PHS seeks to guide students in meaningful community service and service
learning. Parents and students are advised that college admissions and scholarship selection committees look most
favorably on meaningful community service. Community Service hours should be completed no later than March
15 of a student’s senior year.
MINIMUM REQUIREMENTS
Every student must take four courses each semester. The principal, in consultation with the superintendent of
schools may make exceptions. Please note: Some courses may not be offered due to insufficient enrollment and/or
financial limitations. If courses are dropped from the schedule, students affected will be given an opportunity to
select alternate courses. After the selection and verification of courses have been made, students will not be able to
make course changes; unless their request meets specific guidelines.
GRADE POINT AVERAGES AND RANK IN CLASS
All graded courses at PHS are worth one (1) Carnegie Unit toward graduation each semester. The quality point
values of all PHS courses are added together and divided by the total number of graded courses that were taken by
the student. GPA’s are determined at the end of each semester. Then the GPA’s for all members are placed in order
from highest to lowest to determine each student’s rank in class.
The class rank for transfers will be calculated after four (4) semesters of consecutive attendance at Pelham High
School. For purposes of the PHS diploma, the grades up to, and including the third quarter of the senior year will be
used to determine diploma distinctions and class rank.
A+ (97-100) =
A (93-96) =
A- (90-92) =
B+ (87-89) =
B (83-86) =
B- (80-82) =
C+ (77-79) =
C (73-76) =
C- (70-72) =
D (65-69) =
Non-Leveled
and Level II
4.33
4.0
3.67
3.33
3.0
2.67
2.33
2.0
1.67
1.00
Level 1
Honors/PHS College Credit
AP
4.67
4.33
4.0
3.67
3.33
3.0
2.67
2.33
2.0
1.33
4.84
4.5
4.17
3.84
3.5
3.17
2.84
2.5
2.17
1.50
5.0
4.67
4.33
4.0
3.67
3.33
3.0
2.67
2.33
1.67
Note: Pass/Fail courses, night school courses, on-line courses, and summer school courses are not calculated into
the GPA.
7
CLASS STATUS REQUIREMENT
Freshmen must have accumulated five credits to be considered a sophomore. Sophomores must have accumulated
11 credits to be considered a junior. Students must have a minimum of 18 credits at the completion of their junior
year to be designated a senior. Students may attain senior status provided they have a minimum of 22 credits at the
completion of the first semester of their fourth year.
MARKING SYSTEM
97 - 100 A+
93 - 96 A
90 - 92 A-
87 - 89 B+
83 - 86 B
80 - 82 B-
77 - 79 C+
73 - 76 C
70 - 72 C-
65 – 69 D
below 65 - Failure
For more information on grading policies and how grades are determined, please see the Pelham School District
Website.
HIGH HONORS
Students must earn a minimum grade of A- in each of their courses with a minimum of three graded courses.
HONOR ROLL
Students must earn a minimum grade of B- in each of their courses with a minimum of three graded courses.
EXEMPTIONS FROM FINALS
Exemption from Finals (Seniors Only)
If a student earns an average of 88% or above and has no more than three absences in the class, that student may be
exempt from the final exam. If a student exceeds three absences, then that student must maintain a 90% average in
the class to be exempt from the final exam. Any student with more than five absences must take the final exam. If a
student has met the above criteria, exemption from a final exam remains at the discretion of the classroom
teacher.
Underclassmen Exemption from Finals (Freshmen, Sophomores, Juniors)
Underclassmen will be allowed to be exempt from final exams based on their grade in the course. Freshmen would
need an average of 97% or above, sophomores would need an average of 95% or above, and juniors would need an
average of 93% or above to be exempt. Students who exceed three absences will not be eligible for exemption. If a
student has met the above criteria, exemption from a final exam remains at the discretion of the classroom
teacher.
NOTE: Students enrolled in the PHS College Credit (CC) courses must take the final exams as
directed by the respective colleges.
EXPLANATION OF COURSE LEVELS
Advanced Placement: Students who seek a highly rigorous academic course and the desire to succeed may take
Advanced College Placement courses. Students in these courses must have a high degree of academic skill, be able
to absorb a substantial amount of information, and be self-motivated. Students at this level are academically focused
and extremely hard working. As independent learners, they often take assignments beyond what is asked for by the
teacher. Little review will be provided. Students are expected to engage in independent reading on a regular basis.
The following AP courses are available depending on student requests and budgetary constraints:
AP Biology
AP Calculus
AP Chemistry
AP Comparative Gov’t and Politics
AP English Lit and Composition
AP Environmental Science
AP European History
AP Macroeconomics
8
AP Statistics
AP Studio Art
AP US Government and Politics
AP US History
Honors: Students who elect this option are expected to have strong communication, writing, and thinking skills.
The student is expected to meet all expectations of Level 1, and is expected to:







Complete all required assignments in a timely and independent manner
Participate actively in class discussions and written assignments
Read above grade level and complete significant independent readings
Demonstrate the motivation to accomplish all assignments to the teacher’s level of expectation
Complete many types of research projects, including a variety of analytical and expository writings
Write for a variety of purposes, in a variety of modes
Demonstrate superior competence in reading, writing, listening and speaking
Students in an Honors course must complete and return the application given to them by the teacher within the first
two weeks of the class. "Honors" will be cited on the student’s transcript. Students may not opt out of an Honors
Program once they have decided to participate in the honors program without permission of the principal.
Level 1:
A Level 1 course provides an accelerated program for the college-bound student. Students in Level 1 courses are
expected to
 Participate actively in the class discussions and written assignments
 Read at or above grade level and complete some independent reading
 Commit to independent outside readings
 Think, write, and discuss critically
 Engage fully in both individual and group activities.
NOTE: All students in Level 1 classes may apply for the Honors Option. It is highly recommended that
students maintain a minimum grade of a B- to remain in Level 1 classes.
Level 2:
A Level 2 course is designed for the college-and-career-bound student. Students in Level 2 courses are expected to



Enhance their college readiness skills through writing, reading comprehension, and vocabulary,
Participate actively in class discussions and written assignments
Engage in research and analysis of specific topics.
REQUIRED CREDITS FOR ADMISSION TO COLLEGE
English
Highly Competitive
5
Social
Studies
4
Math
Science
Language
4-5
4-5
3-4
Four Year College
4
3
3-4
3-4
2-3
Two Year College
4
3
2-3
2-3
0-2
These numbers may vary based on your intended area of study and the academic rigor of each college.
9
CAREER PATHWAYS
The Career Pathways initiative is a series of courses designed to help students increase their
knowledge about occupations and careers that may be of interest to them. By participating in a
pathway, students will be better prepared academically for college and will acquire the skills
needed to compete in the labor market.
Many of the pathways provide an opportunity for students to earn early college credit(s) through
the Community College System of New Hampshire or with Southern New Hampshire University. Additionally,
students in a pathway will be invited to participate in field trips, attend guest lectures, and other academic
experiences geared specifically to their career interest.
It is never too early to think about your future. A pathway will allow you to take a series of courses to help you
decide about your career choice prior to the expense of college. The benefits to students include:




Increases academic motivation by taking courses relevant to future plans
Allows students to have the opportunity to explore career interests while in high school
Prepares students for the transition to college and/or a career
Provide students with the opportunity to take college courses while in high school
Students are required to complete an application in order to enroll in a pathway and entry requirements will vary.
Ideally, students should apply in the second semester of their freshman year to benefit fully.
We invite you to explore one of the career paths below. By doing so, you will be connected to related courses and
develop the skills needed to be successful in a career.
10
Business Pathway
The Business Pathway focuses on preparing students for a wide range of career options in business including
accounting, advertising, finance, human resources, marketing, market research, retail, and sales. Most students
trained in business understand a variety of business functions and have developed quantitative and reasoning skills.
Students trained in business will find that their skills are highly marketable if they earn a bachelor’s degree.
Students will follow a sequence of required courses. Some of these are college-level, which will provide the
opportunity to earn college credits through the Community College System of New Hampshire:
Three (3) Required Courses
Business Pathway Requirements
Computer Applications I
Accounting I
Principles of Marketing (College Credits Available)

9
X
Recommended Year
10
11
X
X
X
12
X
X
Three (3) Elective Courses - Choose 1 from each Column (Junior or Senior Status)
Select One (1) Below
Computer Applications II
Excel
College
Credits
3.0*
3.0
Select One (1) Below
Managing Your Money
Personal Financial Planning
College
Credits
--3.0
Select One (1) Below
College Business Math
Entrepreneurship
College
Credits
3.0
---
* Indicates that students have the option to sign up for either the college course or the non-leveled course.
According to the U.S. Department of Labor (2012), long-term projections for business careers to 2022 are as
follows:
Career Path
Rate of Growth
Bookkeeping or Accounting Clerk
11%
Meeting, Convention, and Event Planners
33%
Market Research Analyst
32%
Personal Financial Advisors
17%
Financial Analyst
16%
Human Resources Specialists
7%
Accountants and Auditors
13%
Advertising, Promotions, and Marketing
12%
Sales Managers
8%
Educational Experience
High School Diploma
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
FBLA – Future Business Leaders of America is an organization dedicated to helping students explore
and experience the American enterprise system. The purpose of FBLA is to bring business and
education together in a positive working relationship through innovative leadership development
programs. FBLA is a non-profit educational organization that tries to teach students about the business world and
prepare them for college through a wide range of competitions and workshops.
11
Honor Cord Requirements for the Business Pathway
An honor cord signifying your academic achievement in the Business Pathway will be awarded to students who
complete the following requirements:
 Completion of required and elective courses in the Business Pathway with an overall 3.0 GPA
 Minimum overall 2.5 GPA in all high school courses
 Successful completion of an internship or approved job shadowing experience
 Active participation in FBLA (75% attendance and 1 conference) or a pre-approved activity
Future Teachers Pathway
The Future Teachers Pathway is for students who have an interest in exploring a career in early childhood,
elementary, secondary, or postsecondary teaching and guidance related services. Students trained in education will
find that their skills are highly marketable.
Students will follow a sequence of required courses. Some of these are college-level, which will
provide the opportunity to earn college credits through the Community College System of New
Hampshire or through Southern New Hampshire University:
Four (4) Required Courses
Future Teachers Pathway Requirements
Computer Applications I
Oral Communication
Essay Writing
Teaching in the 21st Century (College Credits Available)

9
X
X
X
Recommended Year
10
11
12
X
X
X
X
X
X
X
X
X
Three (3) Elective Courses - Choose 1 from each Column (Junior or Senior Status)
Select One (1) Below
Internship (Senior Year)
Careers in Education
CTE Program at Salem
College
Credits
-----
Select One (1) Below
Creative Writing
College Composition
College
Credits
3.0
3.0
Select One (1) Below
Computer Applications II
College
Credits
3.0*
Psychology
3.0*
Probability & Statistics or
TAC Math
3.0
* Indicates that students have the option to sign up for either the college course or the non-leveled course.
According to the U.S. Department of Labor (2012), long-term projections for education careers to 2022 are as
follows:
Career Path
Rate of Growth
Teaching Assistants
9%
Preschool Teachers
17%
Special Education Teacher
6%
Kindergarten and Elementary Teacher
12%
Middle School Teacher
12%
High School Teacher
6%
Postsecondary Teacher
19%
12
Educational Experience
High School Diploma
Associate Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Masters or Doctoral Degree
Honor Cord Requirements for the Future Teachers Pathway
An honor cord signifying your academic achievement in the Future Teachers Pathway will be awarded to students
who complete the following requirements:
 Completion of required and elective courses in the Future Teachers Pathway with an overall
3.0 GPA
 Minimum overall 2.5 GPA in all high school courses
 Participation in the Future Educators Academy
Global Citizenship Pathway
The Global Citizenship Pathway is for students who wish to incorporate global awareness and citizenship in their
curriculum. The pathway is designed to foster students’ greater awareness of their global imprint, satisfy their
curiosity about the global community and its issues, and provide a vibrant forum for their examination of culture,
language, and contemporary issues. Participation in the pathway will empower students to meet the challenges of the
21st century to participate fully as active citizens and to be socially responsible members of the global community.
Students involved in the pathway will achieve personal growth through the examination and reflection of global
issues. This pathway provides students with the opportunity to realize their potential as thoughtful leaders of
humanity in the 21st century.
Five (5) Required Courses
Global Citizenship Pathway
Requirements
World Geography
Western Civilization
Foreign Language (3 Semesters)

9
X
X
Recommended Year
10
11
X
X
X
12
X
Two (2) Elective Courses
Select Two (2) Below
9
Current Social & Political Issues (College Credits Available)
World Literature Classics
World Literature Contemporaries
AP Comparative Government and Politics
Drumming in the World
X
Recommended Year
10
11
X
X
X
X
12
X
X
X
X
X
The Global Citizenship Pathway is also co-curricular. Designed with a global focus, students will actively
participate in relevant activities; promote global understanding and peaceful resolution of conflicts; perform
community service; and have the opportunity to travel abroad.
If you are sensitive to cultural differences, committed to making a difference in the world, and willing to develop the
knowledge needed for personal and professional success in the 21 st century, you are encouraged to participate in the
Global Citizenship Pathway.
13
Upon successful completion of the requirements for honors distinction of the Global Citizenship Pathway, students
will receive the global citizen distinction at the awards banquet and receive a honor cord at graduation.
Honor Cord Requirements for the Global Citizenship Pathway
An honor cord signifying your academic achievement in the Global Citizenship Pathway will be awarded to students
who complete the following requirements:
 Complete required and elective courses in the Global Citizenship Pathway with an overall 3.0
GPA.
 Maintain a minimum overall 2.5 GPA in all high school courses.
 Participate in 80% of monthly club meetings and activities.
 Provide community service with an international dimension/purpose.
 Participate in international travel (school organized and including fundraising for global
citizenship trip that incorporates culture, adventure, and community service) or alternative
approved activity.
 Join in an annual group read on an international issue or focus.
 Complete a research project.
 Write a reflection essay about the personal growth over the years as a global citizen
participant.
 Prepare a global resume.
 Participate in the annual end of the year capstone event celebrating diversity and highlighting
student research portfolio/global ventures.
 Submit a global portfolio documenting all formal requirements of the program, including final
capstone reflection essay.
Law, Public Safety, and Security Pathway
The Law, Public Safety & Security Pathway is for students interested in the broad
career areas of law, public safety, and security. This pathway is opened to juniors and
seniors who are interested in police work, firefighting, law, EMT, paralegal, officers
of the court, FBI, criminal psychologist, judges, correction officers, criminal justice, and homeland security.
Students will follow a sequence of required courses. Some of these are college-level, which will provide the
opportunity to earn college credits through the Community College System of New Hampshire:
Seven (7) Required Courses
Law, Public Safety, and Security Pathway
Requirements
Computer Applications I
Essay Writing
Oral Communication
College Composition (College Credits Available)
Criminology
Consumer and Business Law
U.S. Gov’t and Politics (College Credits Available)*
9
X
X
X
Recommended Year
10
11
X
X
X
X
X
X
X
X
12
X
X
X
X
X
* Indicates that students have the option to sign up for either the college course or the
non-leveled course.
14
According to the U.S. Department of Labor (2012), long-term projections for law, public safety and security careers
to 2022 are as follows:
Career Path
Security Guards
Correctional Officers
Paralegal or Legal Assistant
EMTs and Paramedics
Private Detectives and Investigators
Firefighter
Police and Detectives
Lawyers
Rate of Growth
12%
5%
17%
23%
11%
7%
5%
10%
Educational Experience
High School Diploma
High School Diploma
Associate Degree
Postsecondary Education
Postsecondary Education
Postsecondary Education
Postsecondary Education
Doctoral or Professional Degree
Honor Cord Requirements for the Law, Public Safety, and Security Pathway
An honor cord signifying your academic achievement in the Law, Public Safety, and Security Pathway will be
awarded to students who complete the following requirements:
 Completion of required and elective courses in the Law, Public Safety, and Security Pathway
with an overall 3.0 GPA
 Minimum overall 2.5 GPA in all high school courses
Science, Technology, Engineering, and Math (STEM) Pathways
The STEM Pathways are designed to engage students in wide-ranging careers in science, technology,
engineering, and math. Most STEM occupations require study beyond high school leading to a certificate,
associate, or bachelor degree. STEM fields often include a crossover between STEM areas. Therefore, we
require students in the STEM Pathway to follow a sequence of four (4) required academic courses that must include
the following:
Four (4) Required Courses
STEM Pathway Requirements
9
X
X
X
Introduction to STEAM
Computer Applications I
Algebra II
Chemistry
Recommended Year
10
11
X
X
X
X
X
X
12
X
Students who pursue the STEM Pathway will graduate with an impressive academic record that will make them
competitive applicants at a number of colleges and universities. In addition to the above required courses, please
choose one of the following areas of concentration:





Biotechnology
Computer and Information Technology
Environmental Science
Engineering, Engineering Technologies, and Pre-Engineering
Healthcare and Medical Professions
15
Biotechnology Pathway
Biotechnology is the science of modifying the genetic composition of plants, animals, and microorganisms. The
positions in the biotech industry include biochemists and biophysicists; biological lab technicians; medical and
clinical lab technicians; and microbiologists.
The Biotechnology Career Pathway is designed to prepare students with an introduction to the science of
Biotechnology. In addition to the four (4) required STEM academic courses, students will learn how the basic
molecular biological concepts and techniques are used in the field of biotechnology. Through a hands-on laboratory
approach using standard research equipment students will study DNA, microbial, plant and animal biotechnology.
Biotechnology Pathway Requirements
Biology (Level 1 or Level 2)
Physics (Level 1 or Level 2)
Green Technology
Biotechnology
Probability & Statistics (College Credits Available)*
9
Recommended Year
10
11
X
X
X
X
X
X
X
X
12
X
X
X
X
X
* Indicates that students have the option to sign up for either the college course or the leveled course.
According to the U.S. Department of Labor (2012), long-term projections for biotechnology careers to 2022 are as
follows:
Career Path
Rate of Growth
Biological Lab Technicians
10%
Medical and Clinical Lab Technicians
22%
Microbiologists
7%
Biochemists and Biophysicists
19%
Educational Experience
Associate or Bachelor Degree
Associate or Bachelor Degree
Bachelor Degree
Doctoral Degree
Biological Lab Technicians - Biological lab technicians help biological and medical scientists conduct laboratory
tests and experiments.
Medical and Clinical Lab Technicians - Medical and clinical lab technicians collect samples and perform tests to
analyze body fluids, tissue, and other substances.
Microbiologists - Microbiologists study the growth and characteristics of microscopic organisms such as bacteria,
algae, and fungi and work in laboratories and offices, conducting scientific experiments and analyzing the results. A
bachelor’s degree in microbiology or a closely related field is needed for entry-level microbiologist jobs. A Ph.D. is
typically needed to carry out independent research and to work in colleges and universities.
Biochemist and Biophysicist – Biochemists and Biophysicists study the chemical and physical principles of living
things and of biological processes such as cell development, growth, and heredity and work in laboratories.
Biochemists and biophysicists need a Ph.D. to work in independent research and development.
16
Computer and Information Technology Pathway
Steve Jobs once said, “I think everyone should learn how to program a computer because it teaches you how to
think.” The field of computer and information technology makes use of computers to solve problems, including
hardware and software. However, computer and information technology is very broad and includes programming
languages, computer system design, network architecture, website design, computer animation, robotics, technical
support, and many more disciplines.
The objective of the Computer and Information Technology Pathway is to provide students with general information
and coursework to assist students in determining a specific career path within the broad field of computers. In
addition to the four (4) required STEM academic courses, students will be introduced to programming and the
concepts of problem solving. Students will also study the design of computers including hardware components and
networking concepts. Students will learn spreadsheets and how to work with logical functions; maintain data tables;
and record tasks with macros.
Computer and Information Technology Pathway Requirements
Computer Technology and Applications (College Credits Available)
Excel (College Credits Available)
Robotics Engineering
Intro to Programming (College Credits Available)*
9
Recommended Year
10
11
X
X
X
X
X
12
X
X
X
X
* Indicates that students have the option to sign up for either the college course or the leveled course.
According to the U.S. Department of Labor (2012), long-term projections for Computer and Information
Technology careers to 2022 are as follows:
Career Path
Rate of Growth
Computer Support Specialists
17%
Database Administrators
15%
Application Software Developers
22%
Network Administrators
12%
Computer Systems Analyst
25%
Information Security Analysts/Web
37%
Developers/Computer Network Architects
Computer Programmers
8%
Educational Experience
Some College or Associate Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Computer Support Specialists – Computer Support Specialists provide help and assistance to people and
organizations using computer software or equipment. Sometimes called technical support specialists, computer
support specialists provide information technology (IT) support to employees within organizations. Others, called
help-desk technicians, assist non-IT users who are having computer problems.
Database Administrators – Database Administrators use software to store and organize data. They make sure that
data are available to users and are secure from unauthorized access.
Software Developers- Software Developers are the creative minds behind computer programs. Some develop the
applications that allow people to do specific tasks on a computer or other device. Others develop the underlying
systems that run the devices or control networks.
17
Network Administrators – Network Administrators are responsible for the day-to-day operation of an
organization’s computer networks. They organize, install, and support an organization’s computer systems,
including local area networks (LANs), wide area networks (WANs), network segments, intranets, and other data
communication systems.
Computer Systems Analysts – Computer Systems Analysts study an organization's current computer systems and
procedures and make recommendations to management to help the organization operate more efficiently and
effectively. They bring business and information technology (IT) together by understanding the needs and
limitations of both.
Information Security Analysts, Web Developers, and Computer Network Architects - All use information
technology (IT) to advance their organization’s goals. Security analysts ensure a firm’s information stays safe from
cyber-attacks. Web developers create websites to help firms have a public face. Computer network architects create
the internal networks all workers within organizations use.
Computer Programmers - Computer programmers write code to create software programs. They turn the program
designs created by software developers and engineers into instructions that a computer can follow.
Environmental Science Pathway
Students should participate in the Environmental Science Career Pathway if they have an interest in careers related
to the environment and if they intend to pursue a degree in environmental studies, environmental science,
environmental engineering, ecology, or other related fields.
The Environmental Science Career Pathway is designed to provide students with concepts to understand the
interrelationships of the natural world and to analyze environmental problems both natural and human-made. In
addition to the four (4) required STEM core courses, students will be studying the major environmental problems
and issues facing society today. Topics will include earth systems and resources, the living world, population
biology and human population, land and water use, energy resources and consumption, impacts on the environment
and human health, and global changes.
Environmental Science Pathway Requirements
9
Pre-Calculus
Calculus or Probability and Statistics (College Credits Available)*
Green Technology
Biology (AP)
Environmental Science (AP) (College Credits Available)
Recommended Year
10
11
X
X
X
X
X
X
X
12
X
X
X
X
X
* Indicates that students have the option to sign up for either the college course or the leveled course.
According to the U.S. Department of Labor (2012), long-term projections for Environmental Science careers to
2022 are as follows:
Career Path
Environmental Science Protection Technicians
Environmental Engineers
Environmental Scientists and Specialists
Rate of Growth
19%
15%
15%
18
Educational Experience
Associate Degree
Bachelor Degree
Bachelor Degree
Environmental Science Protection Technicians – Environmental science and protection technicians conduct
laboratory and field tests to monitor the environment and investigate sources of pollution, including those affecting
health. Many work under the supervision of environmental scientists and specialists, who direct their work and
evaluate their results.
Environmental Engineers - Environmental engineers use the principles of engineering, soil science, biology, and
chemistry to develop solutions to environmental problems. They are involved in efforts to improve recycling, waste
disposal, public health, and control of water and air pollution.
Environmental Scientists and Specialists - Environmental scientists and specialists use their knowledge of the
natural sciences to protect the environment. They identify problems and find solutions that minimize hazards to the
health of the environment and the population.
Healthcare and Medical Profession Pathway
Students should participate in the Healthcare and Medical Profession Pathway if they have an interest in healthcare
careers. The healthcare industry is one of the largest providers of jobs in the United States and according to the U.S.
Bureau of Labor Statistics; occupations related to healthcare are projected to have one of the fastest job growths to
2022.
To work in the healthcare industry, you must have special training. Therefore, in addition to the four (4) required
STEM core courses, students will be studying either the certificate and associate degree pathway or the bachelor,
masters and doctorate degree pathway. Each pathway is designed to provide students with experience in courses that
are typically required in college.
Certificate and 2-Year
Associate Degree Pathway
Physics (Level 1 or Level 2)
Biology (Level 1 or Level 2)
Anatomy & Physiology
Probability and Statistics (College Credits Available)*
9
Recommended Year
10
11
X
X
X
X
X
X
X
12
X
X
X
X
* Indicates that students have the option to sign up for either the college course or the leveled course.
According to the U.S. Department of Labor (2012), projections for Healthcare and Medical Profession careers to
2022 are:
Career Path
Rate of Growth
Home Health Aides
48%
Diagnostic Medical Sonographers
39%
Physical Therapist Assistants
41%
Medical Assistants
29%
Dental Assistants
25%
Respiratory Therapists
19%
Registered Nurses
19%
Nursing Aides
21%
Radiologic Technologists and Technicians
21%
Licenses Practical Nurses
25%
Medical Records and Health Technicians
22%
19
Educational Experience
High School Diploma or Certificate
Associate Degree
Associate Degree
Associate Degree
Associate Degree
Associate Degree
Associate Degree
Associate Degree
Associate Degree
Associate Degree
Associate Degree
4-Year Bachelor, Masters, or
Doctorate Pathway
Pre-Calculus
Biology (AP)
Physics (Level 1)
Calculus (College Credits Available)
Anatomy & Physiology
9
Recommended Year
10
11
X
X
X
X
X
X
12
X
X
X
X
X
According to the U.S. Department of Labor (2012), projections for Healthcare and Medical Profession careers to
2022 are:
Career Path
Athletic Trainers
Occupational Therapists
Physician Assistants
Epidemiologist
Physical Therapists
Audiologists
Medical Scientists
Optometrists
Rate of Growth
19%
29%
38%
10%
36%`
34%
13%
24%
Educational Experience
Bachelor Degree
Master’s Degree
Master’s Degree
Master’s Degree
Doctorate Degree
Doctorate Degree
Doctorate Degree
Doctorate Degree
Engineering, Engineering Technologies, and Pre-Engineering Pathway
Students should participate in the Engineering, Engineering Technologies and Pre-engineering Pathway if they like
to design products and systems and have an interest in solving problems. The pathway is designed to place a focus
on science, math, and engineering-related course work. In addition, students are encouraged to participate in the
Robotics Club. Students should select one of the following engineering pathways to increase their knowledge in
courses that are typically required in college:
Engineering: Engineers apply the principles of science and mathematics to develop solutions to problems.
Engineers will need a bachelor degree for employment and can choose from a variety of specialties including
electrical, mechanical, chemical, civil, computer hardware, materials, industrial, and many more.
Engineering Technologies: Engineering technicians may assist engineers in research and development or work in
quality control, inspecting products and processes, conducting tests, and collecting data. Some engineering
technicians work in manufacturing, sales, construction, and maintenance. A two-year associate degree is required to
work as an engineering technician.
Pre-Engineering: Pre-Engineering degrees are intended to introduce students to the engineering profession and are
two-year programs designed to transfer into a four-year degree. If you study pre-engineering, you will begin taking
courses in math, physics, chemistry, and engineering aimed to provide you with a strong foundation for a career as
an engineer.
In addition to the four (4) required STEM core courses, students will be studying either the associate degree pathway
or the bachelor degree pathway. Each pathway is designed to provide students with experience in courses that are
typically required in college.
20
2-Year Associate Degree Pathway
Recommended Year
10
11
X
X
X
X
X
X
X
9
Physics (Level 1 or Level 2)
Trigonometry (Level 1 or Level 2)
Robotics Engineering
Engineering and Design or CADD I (College Credits Available for CADD I)
12
X
X
X
X
According to the U.S. Department of Labor (2012), projections for engineering technologies and pre-engineering
careers to 2022 are as follows:
Career Path
Medical Equipment Repairers
Environmental Engineering Technicians
Civil Engineering Technicians
Quality Control Inspectors
Mechanical Engineering Technician
Rate of Growth
30%
15%
1%
6%
5%
4-Year Bachelor Degree Pathway
Educational Experience
Associate Degree
Associate Degree
Associate Degree
Associate Degree
Associate Degree
9
Pre-Calculus
Robotics Engineering
Physics (Level 1)
Calculus (College Credits Available)
Engineering and Design or CADD (College Credits Available for CADD I)
Recommended Year
10
11
X
X
X
X
X
X
X
12
X
X
X
X
X
According to the U.S. Department of Labor (2012), long-term projections for engineering careers to 2022 are as
follows:
Career Path
Biomedical Engineers
Environmental Engineers
Civil Engineers
Materials Engineers
Electronics Engineers
Computer Hardware Engineers
Mechanical Engineers
Chemical Engineers
Industrial Engineers
Electrical Engineers
Rate of Growth
27%
15%
20%
1%
4%
7%
5%
4%
5%
4%
Educational Experience
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Bachelor Degree
Honor Cord Requirements for the STEM Pathway
An honor cord signifying your academic achievement in the STEM Pathway will be awarded to students who
complete the following requirements:
 Completion of required and elective courses in the STEM Pathway with an overall 3.0 GPA
 Minimum overall 2.5 GPA in all high school courses
21
Visual and Performing Arts Pathways
The Visual and Performing Arts Pathways are for students who wish to unlock their creative potential or enjoy
taking a hands-on learning approach developing their artistic spirit. If you are creative and talented and have a
passion for music or art, consider one of the pathways in Visual and Performing Arts. By following the coursework
in a pathway, you will improve your technique and skill.
Most students trained in Visual and Performing Arts are persistent, disciplined, and hard working. They have
passion and are determined to achieve their best. Students who pursue the Visual and Performing Arts Pathway can
choose one of the following areas of concentration:
Music Performance Pathway
The Music Performance Pathway is designed to prepare students to play instruments or sing for live audiences and
in recording studios. Musicians and singers often perform in settings such as concert halls, arenas, and clubs. They
perform in a variety of styles such as Pop, Rock, Jazz, Classical, Hip-Hop, etc. Students in the Music Performance
pathway should choose one of the following options:
Option #1
Marching Band
2 Semesters
Concert Band
2 Semesters
Honors Marching Band
1 Semester
Honors Concert Band
1 Semester
Option #2
Choose Three (3) Courses Below
Beginning Guitar
Beginning Piano and Keyboards I
Singing and Song Writing
Drumming in the World
Students of music performance practice their skills
as musicians. Classes and live performances will
help you develop a personal style and prepare you
for performing as soloists, ensemble players, and
accompanists.
Advanced Guitar I
Advanced Piano and Keyboards II
(+) Select One (1) Below
Music Combo
Jazz Band
22
Art Education Pathway
The Art Education Pathway focuses on preparing students who are interested in exploring a career in the visual
arts education field. Students will be exposed to instruction and experiences to develop competencies in
teaching and grading in art education. In addition, students will be required to complete observation hours in
an art classroom environment through our job shadowing program. These hours will be completed at a local
school.
Art Education Pathway Requirements
9
X
X
X
X
Recommended Year
10
11
Introduction to Art
Drawing and Painting I
Ceramics
Oral Communications
Teaching in the 21st Century (College Credits Available)
(+) Choose Two (2) Below:
Three-Dimensional Design
X
Contemporary Media
Drawing and Painting II (College Credits Available)
Advanced Art
AP Studio Art
X
X
X
X
X
X
12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Studio Art Pathway
The Studio Art Pathway aims progressively to provide students with the means to undertake self-direction
work within a broad range of disciplines. The structure of the Studio Art Pathway provides a means by which
students can contextualize their work while forming a knowledge and understanding of fine art practice.
Studio Art Pathway Requirements
9
X
X
X
Introduction to Art
Drawing and Painting I
Ceramics
Advanced Art
(+) Choose Two (2) Below:
X
Three-Dimensional Design
Contemporary Media
Drawing and Painting II (College Credits Available)
AP Studio Art
23
Recommended Year
10
11
X
X
X
X
X
12
X
X
X
X
X
X
X
X
X
X
X
Digital Art Pathway
The Digital Art Pathway focuses on preparing students for 21 st century career options in the visual arts.
Students will be trained in traditional media, digital photography, digital editing, and design/animation
programs based on industry trends and standards. Students who pursue a degree in these creative fields will be
developing a professional portfolio in support of a career in design, advertisement, digital/multi-media,
photography, or web design. Choices within the elective course options allow for students to shift the focus of
their learning toward digital photography/editing or graphic design based learning.
Digital Art Pathway Requirements
9
Introduction to Art
X
Drawing and Painting I
X
Introduction to Digital Photography
X
Graphic Design (College Credits Available)
(+) Choose Two (2) Below:
Drawing and Painting II (College Credits Available)
Intermediate Digital Photography
Web Design and Technology
Recommended Year
10
11
12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Honor Cord Requirements for the Visual and Performing Arts Pathway
An honor cord signifying your academic achievement in the Visual and Performing Arts Pathway will be
awarded to students who complete the following requirements:
 Completion of required and elective courses in the Visual and Performing Arts Pathway
with an overall 3.0 GPA.
 Minimum overall 2.5 GPA in all high school courses.
 Portfolio composed of a culmination of artwork created throughout the pathway.
 Art Education Pathway students are required to submit a written teaching philosophy
statement and complete observation hours.
 Studio Art and Digital Art students are required to submit a written artist’s statement.
24
Internship
The Internship is a supervised program, usually in a professional field, that affords students the
opportunity to engage in a learning experience that augments classroom learning and extends
beyond the traditional classroom walls. Working in conjunction with a worksite mentor and the
school, the student develops a learning plan to coordinate academic and occupational skills that the
student will learn and apply on the job. An internship is an excellent tool for testing out a career
interest thus giving the student first-hand knowledge of a particular professional field. Importantly,
students will gain real world experience while learning how to conduct themselves in a professional
work-place environment. They observe first-hand how skills relating to decision-making, problem
solving, teamwork, and technology are employed on the job. Students report that an internship helps
them to value themselves and their abilities, gain confidence, and reflect on their future. Moreover,
an internship experience can help when the time comes to:



Apply to colleges or technical school - students can detail their experience in their
application essays
Select a college major - the opportunity to investigate a possible career choice
permits more informed decisions
Seek an interesting job - an internship can help secure references for future jobs and
may open up opportunities for stimulating summer work.
Students who plan to enroll in this career exploration opportunity must be pre-approved by the
school and must complete the application process during the semester prior to the intended
internship. Assignments are contingent upon the student's academic, attendance, and disciplinary
records, career interest connection, and availability of appropriate work sites. Students are
encouraged to find their own work site.
Students are required to spend a minimum of 135 hours at the worksite during the semester, submit
reflective journals on a weekly basis, and complete a final project at the end of the semester.
Students earn one (1) credit upon completion of all requirements at the end of the semester. Grades
are based on a compilation of the student's hours, journals, evaluations, and a final project. All
interns must provide their own transportation.
Prerequisite: Senior Status
This course is part of the Future Teachers Pathway.
25
Dual-Enrollment College Credit Opportunities
Pelham High School has developed partnerships with the Community College System of New
Hampshire (CCSNH) and Southern New Hampshire University (SNHU) providing students with the
opportunity to earn college credits prior to high school graduation.
These courses are taught at the college level by Pelham High School teachers who have met or
exceeded the hiring qualifications for adjunct faculty (usually a Master’s Degree) and have agreed to
meet the college level standards set forth by both the CCSNH and SNHU.
Running Start – The Running Start program is offered through the Community College System of
New Hampshire (CCSNH) and allows for high school students with junior and senior status to enroll
in select college courses. The CCSNH sets all required fees, currently $150 per course and tuition is
paid directly to the college.
SNHU in the High School - In collaboration with Southern New Hampshire University (SNHU),
qualified high school sophomores, juniors and seniors may participate in college credit
opportunities. SNHU sets all required fees, currently $100 per course (plus $25 for science lab
credits) and tuition is paid directly to the college.
Dual-Enrollment College Credit Opportunities have several advantages:




Reduces cost of a college education
Prepares students for the academic transition from high school to college
Encourages more students to pursue a college education
Demonstrates to college admission offices a willingness to take rigorous courses
The college credits earned through these programs may be used toward completion of a degree,
diploma, or certificate at the college(s) in which they were earned or may be used to transfer credit
to other colleges or universities throughout the country. Please note that the determination of
transfer credit is at the discretion of the receiving institution.
26
2015-2016
College Credit Opportunities
At Pelham High School
Pelham High
Course
American Literature Classics
American Government & Politics
AP Environmental Science
Business Math
Calculus
Chemistry College Credit
College Composition
Computer-Aided Design I (CADD)
Computer Applications II - CC
Computer Technology and
Applications
Creative Writing
Current Social and Political Issues
Drawing and Painting II
Excel
Graphic Design
Intro to Programming
Personal Financial Planning
Principles of Marketing
Probability and Statistics
Psychology – CC
Spanish IV
Teaching in the 21st Century
Topics of Applied College Math
U.S. Government & Politics
U.S. History
College Course
LIT100 Intro to Literature
LPOL2310 American Government
SCIN117 Environmental Science
MATH132 Business Mathematics
MTHN210 Calculus I
CHM101 Fundamentals of Chemistry
CHM101L Foundations of Chemistry Lab
ENGN101 College Composition
CADN111 CADD I
BCPN119 Software Applications
BCPN101 Computer Technology and
Applications
ENG226 Introduction to Creative Writing
LPOL2220 Current Social & Political Issues
FAS110 Introduction to Drawing
BCPN208 Spreadsheet: Excel
GRA101 Basic Design and Color Theory
CIS148 Intro to Programming Using Java
FINC120 Personal Financial Management
BUSN104 Principles of Marketing
MTHN106 Statistics I
PSYN101 Introduction to Psychology
LSP211 Intermediate Spanish I
EDU200 Introduction to Education
MTHN103 Topics of Applied College Math
LPOL2310 American Government
HIS114 U.S. History Since 1877
Credits
College Partner
3
3
4
3
4
3
1
4
5
3
3
SNHU
Laconia CC
Nashua CC
Manchester CC
Nashua CC
3
3
3
3
3
3
3
3
4
3
3
3
3
3
3
SNHU
Lakes Region CC
SNHU
Nashua CC
SNHU
Manchester CC
Manchester CC
Nashua CC
Nashua CC
Nashua CC
SNHU
SNHU
Nashua CC
Laconia CC
SNHU
SNHU
Nashua CC
Nashua CC
Nashua CC
Nashua CC
Please Note: For your convenience, we have identified courses available for college credit with a “CC”
along with their course descriptions in the Program of Studies Guide. Course offerings may vary from
semester to semester and not all sections of classes will be designated as a college credit opportunity.
Students should also be aware that college courses have attendance policies as defined by the respective
college.
27
New Hampshire Scholars Program
New Hampshire Scholars is part of the State Scholars Initiative, a national program that encourages
students to complete a rigorous course of study in high school—one that will give students a boost
on college applications while preparing them for a successful transition to college or a career.
Research shows that students who take demanding high school courses are nearly twice as likely to
graduate from college as those who do not take such courses.
Students who successfully complete the program will be publicly recognized as a New Hampshire
Scholar in May. Additionally, gold medallions will be given to students who participate in the
program and a New Hampshire State Scholar seal will be placed on the high school diploma. Please
see your guidance counselor for details. Additional information is also available at
www.NHScholars.org.
New Hampshire State Scholars Course of Study:
English (Total of 4)
Freshman English
Sophomore English
American Literature
(Classics, Contemporaries, or Snapshots)
World Literature
(Classics, Contemporaries, or Snapshots)
Mathematics (Total of 3)
Algebra I
Geometry
Algebra II (or other advanced math course)
Science (Total of 3)
Biology
Chemistry
Physics or AP Science
(or other advanced science course)
Social Studies (Total of 4)
World Geography
Western Civilization
Economics/Civics
U.S. History
World Languages (Total of 2)
Two (2) years of one language other than English.
Earned a GPA of 3.33
28
HEALTH AND RELATED SERVICES and PROCEDURES
In instances when students become ill during the school day, the school nurse will determine whether a student
should stay at school or go home. In instances where a parent cannot be reached, those persons named on the
emergency information card will be contacted. In the judgment of school personnel, if the emergency seems
to be of crisis proportion, the physician indicated by you will be called for direction. The emergency card and
health data are our only means of knowing how best to help your student. This information should be
completed as accurately as possible and updated by you whenever circumstances change.
Immunizations
State law requires that all students must comply with the State Immunization Laws.
Transportation of Ill Students
It is the policy of the Pelham School District not to provide student transportation for reasons of health to
homes, hospitals, or physicians unless deemed to be of a serious nature by the principal or designee. Serious
nature shall not mean cold, flu, or any other such minor ailment, unless in specific instances that could be
considered life threatening.
It is the practice of the District to notify the parent or guardian when it is necessary to excuse a student from
attendance on a particular day because of accident or illness. The parent/guardian or designee is responsible
for providing transportation for the student in all cases.
Registration Cards/Emergency Information
Each year, registration, and emergency information needs to be updated, if applicable. It is imperative that this
information be accurate in case of an emergency. In the event there are any changes in address, telephone
numbers, or other information during the school year, please inform us as soon as possible. Also, if at any
time you delegate the responsibility of your student to relatives and/or friends, please inform the school
immediately.
School Insurance
An insurance package is presented to each student at the start of each school year. Neither are we the agent
nor do we make any financial gain from this program. The only requirement we make is that each student
returns the envelope with the parent or guardian’s signature whether or not you wish to take the insurance.
Examinations
Vision and hearing screenings are conducted during the semester of Health (usually grade 10) and upon
request or on a referral basis.
Medication
In compliance with State Law, a form (see sample) must be submitted to the school with a parent’s signature
and physician’s request that allows the school nurse to administer daily medication to the student. In addition,
a “hold harmless form” must be signed and recorded in our health files. Over the counter medication may be
administered by the nurse with parent’s permission.
Parents are encouraged to have medication taken prior to and/or after school hours, whenever possible. In
most cases, if a doctor is notified, his prescription can accommodate the school day schedule. The law also
states students should not self-administer medicines, except inhalers for asthma. When school authorities
become aware of youngsters who have medicine, it must be taken from the student and held by the nurse until
the parents are contacted.
29
PARENTS’ REQUEST FOR GIVING MEDICINE AT SCHOOL (Sample)
PELHAM SCHOOL DISTRICT
PELHAM, NEW HAMPSHIRE
My student, __________________________, a student at PHS in grade_______, requires medication during the
school day as prescribed by his/her physician. I hereby request that the school nurse or some other staff member
designated by the principal, keep the medicine in her/his custody and assist my student in taking the same in accordance
with the physician’s directions specified herein and with the requirements of relevant State Board of Education regulations.
In making this request, we, the parents, agree that we will not hold liable the Pelham School District or any
member of the school staff whose duty it is to assist our student in taking oral medicine and further we agree to hold
harmless and indemnify the Pelham School District and any such member of the school staff for any and all losses that
may be occasioned as the result of assisting our student in taking such oral medicine, WHICH ARE IN THE ORIGINAL
PHARMACY CONTAINER. This includes injectable emergency medication. I also give the school nurse or principal
permission to confer with the physician, if necessary.
Date: _________
*Signature of Father or Guardian: _____________________________
*Signature of Mother or Guardian: _____________________________
*If only one parent has legal custody of student and/or a parent is deceased, explanation should be on the back.
PHYSICIAN’S STATEMENT
The above named student, _____________________, requires medication during the school day as follows:
Identification of Medicine_________________________________
Dosage_____________________________________________________
Method of Taking____________________________________________
Time Schedule to be observed_______________________________
This Order is Effective Until______________________________
Date: ___________
*Signature of Physician: _________________________
Free and Reduced Meals
Free and Reduced lunches are available if the student’s household income falls within the allowed Federal
guidelines and/or the household gets food stamps, AFDC, or if the student is homeless. Foster children qualify
for free meals regardless of the foster family’s income. To receive Free and Reduced Meals, a student needs to
submit a completed application to the Food Services Director for approval on a yearly basis.
Meal Substitutions
For Medical or Special Dietary Reasons
Dietary substitutions may be made for students who are unable to consume a food item because of medical or
other special dietary needs. Such substitutions shall be made on a case-by-case basis only when supported by
a statement signed by a physician licensed by the state. Necessary information and documentation are
available from the school nurse.
30
COURSE SELECTION PROCESS
SCHEDULING STATEMENT
The master schedule is developed to maximize each student's opportunity to take four
courses (at the appropriate level) each semester. Seniors are given priority in the
scheduling process followed in order by juniors, sophomores, and freshmen. In some
cases, students will not be able to be scheduled for every course, which they would like
to take. This situation may occur when students are trying to take courses out of the
typical sequence or are trying to double up in foreign language, science, math, or the arts.
Students, make the effort to talk about your course selection with your parents, teachers, and/or your
counselor. Think about which courses will help you the most; which ones you need to prepare for college and
your future career, how much time and energy you need for other responsibilities such as family, sports, work,
or other extracurricular activities. Make the most of the opportunities provided for you at PHS.
Students need to select their classes and their alternate selections carefully during the scheduling period.
Because classes are determined based on student interest, it is essential that we get an accurate count for each
class. Once the scheduling sheet is submitted, the courses will be scheduled for the student. When all of the
students are scheduled, decisions will be made regarding the number of teachers needed to staff our high
school. Therefore, students should treat the course selection sheet as a contract. Parents are urged to
review the sheet and to indicate that they support the classes selected and sign the course selection sheet.
SCHEDULE CHANGES
The master schedule and staff allocations are determined based on student selections made in the spring.
The Guidance and Career Center strives to create a balanced schedule in order to maintain class sizes which
best promote learning. It is crucial that all sections of the same course have similar student-to-teacher ratios.
Generally, requests for changes will be denied as the decisions students and their parents make at the time of
registration determine both the number of sections of classes and the assignment of teachers. In certain
extreme situations, approval may be granted for a schedule change. Students need to review the following
criteria prior to requesting a schedule change:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The schedule does not reflect at least an eight-course selection and is therefore
incomplete.
The schedule does not reflect the classes or alternate choices the student personally
selected in the spring.
The student does not meet the prerequisite of the course.
The student is requesting a more rigorous academic course.
The student failed a course and needs that course to meet a graduation requirement.
The student has successfully completed the failed course in an authorized summer,
night school, or approved online program.
The level of the course is inappropriate. (The determination of course level is subject to
teacher or dean approval.)
The teacher, with approval of the department dean, requests a different level/course for
the student.
There is a computer or clerical error.
Administrative approval has already been obtained for the requested change.
Please Note: All requests for schedule changes should be made prior to the start of the upcoming
semester through the Guidance Department. To request a change, students need to obtain a Schedule
Change Request Form from the Guidance Office, fill it out, have it signed by a parent, the teachers involved
(if required), and return it to the Guidance Counselor. The Guidance Office will advise the student if or when
the new schedule will take effect.
31
POLICY REGARDING FAILED CLASSES AND MAKE UPS
Many courses at PHS follow a sequence. Therefore, students cannot advance to the next course until they have
successfully completed the prerequisite. In many cases, it is impossible to reschedule make-up courses during
the school year. We strongly recommend that students who fail courses, especially required courses, enroll in
a summer or night school program. This will not only ensure a timely progression through courses but also
ensure that graduation target dates will be maintained. Under no circumstance will students enroll in a course
where the required prerequisite has not been met. The Guidance and Career Center will provide listings of
pre-approved summer or night school courses available in the surrounding area. Results from summer or
night courses are not configured into the student’s GPA. Only courses taken at PHS are configured into the
GPA.
Please note: Students who earn less than a C- (70) in a summer course used for credit recovery will not
receive PHS credit.
TRANSFER STUDENTS
High school students who live in Pelham or who move to Pelham and wish to transfer to PHS should contact
the PHS Guidance office to obtain a New Student Information Packet. This packet contains registration
information as well as a list of essential records and other documents required for enrollment in PHS. New
students should also schedule an appointment with a guidance counselor to complete the scheduling process.
During this appointment, the counselor will review the transcript(s) from the other school(s), discuss the
remaining graduation requirements, and make recommendations and suggestions regarding a course schedule.
The Guidance Office will transfer all courses taken, grades earned, and equivalent credits earned by the
student to a PHS transcript. All courses, grades, and credits earned at PHS will be added to the transcript each
semester thereafter. High school curricula and course leveling systems differ greatly from school to school.
Due to such complexity, it is difficult to obtain an accurate assessment of grades from previous schools;
therefore, only classes taken at PHS will be included in a student’s grade point average (GPA). Please note
that the number of credits required to attain a particular class status may also differ from school to school.
Class status for transferring students is assigned based on the PHS class status policy and the number of credits
accumulated to date. Students will not receive a rank in class until they have completed four (4) semesters at
PHS.
All prospective students and their parents should feel free to contact the PHS Guidance office to obtain
additional information regarding the transfer of a student. If a student transfers from another school having a
different credit system, the guidance director at PHS determines the number of appropriate credits for each
course passed according to the number of credits given at the other school. The GPA is then figured as
described above. Then the student’s rank in class is determined.
EARLY GRADUATION POLICY
PHS offers a comprehensive program of studies that requires all students to attend school for eight semesters.
Students are expected to take four courses each semester. The principal, with the approval of the
superintendent and the school board, can recommend exceptions.
In the event that a student and his parent seek an exception, the request must be submitted in writing to the
principal. However, under no circumstances will an exception be made for less than seven semesters of
attendance. Students need to follow the process listed below.





The student has successfully completed all required courses and has maintained an overall GPA
of 2.0.
The student has achieved the minimum number of credits for graduation eligibility.
The student has presented in writing the extenuating circumstances and/or reasons for the
exception to the principal no later than half way through Semester II of the junior year.
The student has discussed and reviewed the plan with a Guidance Counselor prior to the formal
request.
The student has completed the Community Service Program requirements prior to making the
request for early graduation.
32
COURSE DESCRIPTIONS
BUSINESS PROGRAM
600
COMPUTER APPLICATIONS I
non-leveled
In this beginning keyboarding course, the student will learn the proper letter and number placement on the
keyboard to aid in efficiently creating, editing, and formatting business or academic documents. This course
will introduce the student to Microsoft® Office 2013 Suite, including Word, Excel, and PowerPoint. In
addition, a unit in Digital Citizenship and a unit on the Introduction to Programming Language will be
covered. This course satisfies the computer requirement.
This course is required for all Business Pathway, Future Teachers Pathway, Law, Public Safety, and
Security Pathway, and STEM Pathway students.
610
SPREADSHEET: EXCEL 2013
CC
This course provides students with knowledge of EXCEL, a spreadsheet program for managing and presenting
data in the Microsoft Windows environment. EXCEL offers spreadsheets, charting, drawing, scenario, data
maps, and macros. This course helps prepare students to take the Microsoft Expert Level Certification Exam.
This course qualifies as a Math Intensive course.
Prerequisite: Algebra I and Computer Applications I: B- is highly recommended in each prerequisite; Junior
or Senior status.
This course is a requirement for the Computer and Information Technology Pathway, and is part of the
Business Pathway.
This course is part of Pelham High School’s early college credit opportunity for a fee, as determined by
the college.
611CC
COMPUTER APPLICATIONS II - COLLEGE CREDIT
CC
®
This course covers several components of the Microsoft Office 2013 Suite. Students will complete a college
level Microsoft® Office (Word, Excel, Access, and PowerPoint) textbook. The skills acquired in this course
will prepare students for the MOUS (Microsoft® Office User Specialist) Certification. Students must be able
to work independently.
Students must sign up for College Credit; otherwise, they take Computer
Applications II (612).
Prerequisite: Computer Applications I; B- is highly recommended; typing speed 50+ wpm; Junior or Senior
status.
This course is part of the Business Pathway and the Future Teachers Pathway. It is also part of Pelham
High School’s early college credit opportunity for a fee, as determined by the college.
612
COMPUTER APPLICATIONS II
non-leveled
This course covers several components of the Microsoft® Office 2013 Suite, but is not part of the early college
credit program. Students will create Word, Excel, PowerPoint, and Access documents using introductory to
intermediate functions. The skills acquired in this course prepare students to enter the work force or college
with excellent computer skills.
Prerequisite: Computer Applications I
This course is part of the Business Pathway and the Future Teachers Pathway.
33
616
COMPUTER TECHNOLOGY AND APPLICATIONS
CC
This course promotes a working knowledge and understanding of computers while developing computerrelated skills to support your high school studies, college, and career. Upon completion of the course, students
will be able to identify the major hardware components of a computer system, will be familiar with
networking concepts, and will learn how to protect digital devices from viruses and cybercrime. Different
categories of operating systems and the most widely used software applications will be reviewed. Students
will learn about digital citizenship including how to use technology safely, legally, and ethically. Responsible,
respectful, and appropriate online behavior will be discussed, as well as an understanding of the risks and
personal implications of one’s actions in a digital society. Students will learn Word 2013 and the Windows 8
operating system.
Prerequisite: Working knowledge of computer applications or permission of instructor; Junior or Senior
status.
This course is a requirement for all Computer and Information Technology Pathway students, and is
part of Pelham High School’s early college credit opportunity for a fee, as determined by the college.
651
ACCOUNTING I
non-leveled
In this course, students study the complete accounting cycle for a service and a merchandising type of
business. They will explore careers in accounting, learn accounting terms, prepare financial reports, and be
exposed to several financial ratios. Students will participate in the Stock Market Game by analyzing and
reporting on a company using financial ratios learned. Students will use Word, Excel, and PowerPoint. A
calculator is strongly recommended for this course. This course qualifies as a Math Intensive course.
Prerequisite: Computer Applications I; Junior or Senior status
This course is required for Business Pathway students.
656
ACCOUNTING II
non-leveled
This course is a continuation of Accounting I. Students will demonstrate knowledge of the steps in the
accounting cycle, calculate the cost of borrowed funds through long-term payables/bonds, and determine the
impact on the financial statements. Students will also determine profit/loss and dissolution of a company
among partners. The statement of cash flows and trend analysis of other financial statements will be covered.
Students will participate in the Stock Market Game and will be exposed to accounting software. Students will
utilize Word, Excel, and PowerPoint in this course. A calculator is strongly recommended.
Prerequisite: Accounting I and Computer Applications I; Junior or Senior status.
665
BUSINESS MATH
non-leveled
Students will learn to use their mathematical skills to solve problems relating to real-life situations. Students
will review basic math functions and acquire an understanding of percentages, discounts, payroll, inventory,
profit/loss, banking, and unit pricing as they relate to business practices. Students will also participate in the
Stock Market Game. A calculator is strongly recommended for this course. This course qualifies as a Math
Intensive course.
Prerequisite: Junior or Senior status
34
667
COLLEGE BUSINESS MATH
CC
This college credit course is designed to help the student make relevant math connections to personal and
business operations through math calculations. In addition to percentages, discounts, and payroll, students will
use mathematics in applications involving interest, personal finance, banking, depreciation, investments,
accounting practices, and financial statements. Students will participate in the Stock Market Game by
researching companies using financial ratios, and they will maintain a diverse stock portfolio. This is a
college-level course and a college-level textbook will be used. Students will use Word, Excel, and PowerPoint
in this course. A calculator is needed for this course. This course qualifies as a Math Intensive course.
Prerequisite: Algebra I; B- is highly recommended; Junior or Senior status.
This course is part of the Business Pathway and is part of Pelham High School’s early college credit
opportunity for a fee, as determined by the college.
672
PRINCIPLES OF MARKETING
CC
This is a college credit course designed to provide students with an understanding of marketing’s role in the
American economy and the individual firm. The components of an organization’s strategic marketing
program including how to plan, price, promote, and distribute goods and services will be covered. Students
will be able to apply skills learned by creating a survey, a marketing plan, and an advertising campaign
through hands-on activities. Students will use Word, Excel, and PowerPoint. This is a college-level course
and a college-level textbook will be used.
Prerequisite: Computer Applications I; Junior or Senior status
This course is required for Business Pathway students. The course is also part of Pelham High School’s
early college credit opportunity for a fee, as determined by the college.
941
PERSONAL FINANCIAL PLANNING
CC
This dual-enrollment, college-credit course provides students with an effective learning experience in personal
finance. Emphasis is on helping students make sound financial decisions in the area of careers, budgeting,
insurance, credit, stock and other investments, risk management, real estate, income, property, government
taxes, and retirement planning. Students will calculate and analyze future/present value of an investment, ratio
formulas, home affordability and amortization, income taxes, percent increase/decrease, and unit pricing.
Students will explore different careers and analyze how income from these careers affects lifestyle. Outside
reading and knowledge of PowerPoint and Excel is expected. A calculator is needed for this class. This
course qualifies as a Math Intensive course.
Prerequisite: Computer Applications I; Junior or Senior status
This course is part of the Business Pathway and is part of Pelham High School’s early college credit
opportunity for a fee, as determined by the college.
Student Note: Students may take only one of these two courses - Managing Your Money or Personal
Financial Planning for PHS credit.
668
CONSUMER AND BUSINESS LAW
non-leveled
This course explores legal rights and responsibilities in personal and business law as they apply to our
everyday roles as citizens, consumers, and workers. With an emphasis on current applicable events, the
student will have the opportunity to discuss and understand the civil justice system, specifically the necessary
elements of legitimate lawsuits. Rights, responsibilities, and means for advocating on your own behalf as a
consumer and an employee are underscored. Legal, business, and consumer ethics are strongly emphasized.
Prerequisite: Junior or Senior status
This course is required for Law, Public Safety, and Security Pathway students.
35
ENGLISH PROGRAM
110
120
FRESHMAN ENGLISH
FRESHMAN ENGLISH
1
2
Honors option is available for Level 1.
Students develop a working knowledge of the use of language. Students expand their vocabulary and develop
their speaking, listening, and writing skills. The students critically read, view, and interpret short stories,
novels, plays, and nonfiction selections. Students are expected to develop comprehension skills through
independent reading. Outside/summer reading requirements must be met in order for students to
complete MLA reading/writing activities within the first weeks of class.
130
140
SOPHOMORE ENGLISH
SOPHOMORE ENGLISH
1
2
Honors option is available for Level 1.
Students study grammar, composition, and literature. They apply grammar usage concepts in written and oral
assignments and learn to write a formal essay and a research paper. They read and analyze novels as well as
works of nonfiction, poetry, and drama. They also do vocabulary units. They learn study skill techniques for
reading, note taking, and test taking. Outside/summer reading requirements must be met in order for
students to complete MLA reading/writing activities within the first weeks of class.
Prerequisite: Freshman English and sophomore status
155
AMERICAN LITERATURE CLASSICS
CC
American Literature that focuses on the classics requires students to read notable works throughout American
history in the various genres: short story, novel, poetry, drama, and essay. Students read both fictional and
nonfiction works written by authors from the United States. Students analyze the importance of the readings
and reflect on specific issues and literary trends. They learn by reading, writing, speaking, listening, and
viewing print sources, the arts, and media. Students expand vocabulary skills. Students also explore the
college application process. Outside/summer reading requirements must be met in order for students to
complete MLA reading/writing activities within the first weeks of class.
Prerequisite: Sophomore English and junior status
This course is part of Pelham High School’s early college credit opportunity for a fee, as determined by
the college.
156
157
AMERICAN LITERATURE CONTEMPORARIES
AMERICAN LITERATURE CONTEMPORARIES
1
2
Honors Option is available for Level 1.
American Literature Contemporaries requires students to read notable, contemporary American works in the
various genres: short story, novel, poetry, drama, and essay. Students read both fictional and nonfiction works
written by authors from the United States. Students analyze the importance of the readings and reflect on
specific issues and literary trends. They learn by reading, writing, speaking, listening, and viewing print
sources, the arts, and media. Students expand vocabulary skills. Students also explore the college application
process. Outside/summer reading requirements must be met in order for students to complete MLA
reading/writing activities within the first weeks of class.
Prerequisite: Sophomore English and junior status
36
158
AMERICAN LITERATURE SNAPSHOTS
2
Students increase their knowledge of the issues, themes, and periods of American Literature. They read and
analyze representative works. Students create original essays reflecting specific issues and literary trends.
Students expand vocabulary and writing skills. Students also explore the college application process.
Outside/summer reading requirements must be met in order for students to complete MLA
reading/writing activities within the first weeks of class.
Prerequisite: Sophomore English and junior status
Please Note: If enrollment is inadequate, students will be assimilated into the American Literature
Contemporaries Level 2 classes.
187/188
AMERICAN STUDIES
2
American Studies students study and experience the history and literature of America from its Native
American origins to the 21st century. With original projects and portfolios, students demonstrate mastery of
political, cultural, and ethical developments that contribute to the American experience. Students reflect on
the interconnectedness of the humanities. Students also explore the college application process. This teamtaught, interdisciplinary, innovative program runs two consecutive semesters, one block each day.
Outside/summer reading requirements must be met in order for students to complete MLA
reading/writing activities within the first weeks of class.
This two (2) credit course fulfills the United States History and American Literature requirements.
Prerequisite: Sophomore English, Western Civilization, and junior status. This course will not be offered
during the 2015-2016 school year.
176
WORLD LITERATURE CLASSICS
1
Honors option is available for Level 1.
World Literature that focuses on the classics requires students to read notable works throughout the centuries
in the various genres: short story, novel, poetry, epic, drama, and essay. Students read both fictional and
nonfiction works written by authors from countries other than the United States. Students analyze the
importance of the readings and their influence on modern retellings. They connect ancient classic literature to
contemporary literature. They learn by reading, writing, speaking, listening, and viewing print sources, the
arts, and media. Outside/summer reading requirements must be met in order for students to complete
MLA reading/writing activities within the first weeks of class.
Prerequisite: American Literature or American Studies and senior status
171
172
WORLD LITERATURE CONTEMPORARIES
WORLD LITERATURE CONTEMPORARIES
1
2
Honors option is available for Level 1.
World Literature Contemporaries emphasizes the themes prevalent in works characteristic of different
countries. In fictional and nonfiction works, students learn how authors reflect the times, ideas, and social
issues of the period. Students analyze world literature by reading, writing, speaking, listening, and critical
viewing. Students expand vocabulary and writing skills. Outside/summer reading requirements must be
met in order for students to complete MLA reading/writing activities within the first weeks of class.
Prerequisite: American Literature or American Studies and senior status
37
173
WORLD LITERATURE SNAPSHOTS
2
World Literature Snapshots analyzes what people have said, how they said it, and how effective they were.
Students practice reading, writing, speaking, and viewing skills. Through close reading of selected world
literary works, students develop standards for interpreting the effects writers, speakers, and media create
throughout the world. They practice effective communication techniques in writing and speaking. They
complete independent reading assignments, college/job application projects, grammar usage practices, model
interviews, vocabulary units, oral presentations, and research activities. Outside/summer reading
requirements must be met in order for students to complete MLA reading/writing activities within the
first weeks of class.
Prerequisite: American Literature or American Studies and senior status
183
AP ENGLISH LITERATURE AND COMPOSITION
AP
The AP Literature and Composition course engages students in the careful reading and critical analysis of
imaginative literature. The course includes intensive study of representative works from various genres and
periods, concentrating on works of recognized literary merit from the sixteenth to the twenty-first century.
Through the close reading of selected texts, students deepen their understanding of the ways writers use
language to provide both meaning and pleasure for their readers. As they read, students consider a work’s
structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery,
symbolism, and tone. The writing assignments focus on the critical analysis of literature and include
expository, analytical, and argumentative essays (APcentral.collegeboard.com). Students are required to take
the AP Literature and Composition exam as administered by College Board. Test fees are the responsibility of
the student. Students must meet all AP reading requirements, including outside reading assignments.
Prerequisite: Dean of English recommendation; Junior/Senior status; Students must take American Literature
Contemporaries, L1 or American Literature Classics, L1 or World Literature Classics, L1 or World Literature
Contemporaries, L1 during Semester I; B- is highly recommended.
AP courses are offered Semester II.
138
ORAL COMMUNICATION
non-leveled
Students prepare to assume an active part in those phases of industrial and social life requiring effective oral
communication. They improve skills in public speaking, self-confidence, and self-awareness. Students learn
to speak clearly and pointedly, and to plan and organize thought before delivery. Along with formal and
impromptu speechmaking, students critically analyze, research, and argue topics of interest.
This course is required for all Future Teachers Pathway, Law, Public Safety, and Security Pathway and
Art Education Pathway students.
141/142
JOURNALISM
non-leveled
Journalism students write and edit stories, headlines, and captions. They study the elements of news,
principles of page layout, use of graphic design, organization of staff, and ethics of journalism. Journalism
students write and produce other school publications. The course may be repeated with the instructor’s
approval. During the first week of class, students are required to present a writing sample. Students must be
familiar with computers and word processing programs. Students publish the PHS newsletter, The Python
Press.
Prerequisite: Essay Writing and Dean of English recommendation is required to repeat the course.
Please Note: Students, who wish to take Journalism for a second time, must select Course # 142.
38
143
ESSAY WRITING
non-leveled
Students develop their essay writing ability by improving their grammar, mechanics, and word choice skills.
They extend their writing opportunities by using the writing process and word processing. Students develop a
variety of essays, including narration, description, cause/effect, comparison/contrast, and persuasion.
Sophomores are strongly encouraged to take this course.
Prerequisite: Freshman English
This course is required for all Future Teachers Pathway and Law, Public Safety, and Security Pathway
students.
147
CREATIVE WRITING
CC
Students develop their skills in writing poetry, prose, fiction, and drama, while working on specific exercises
in a supportive critical environment. Because of the strong emphasis on peer editing, students must be mature
enough to give and receive constructive criticism regarding sensitive, often personal, work. Some exercises
expose students to the protocols, as well as the problems associated with particular genres of writing; others
assist the writer in mastering specific writing skills. Students read texts by various published authors for
instructional support. Grammar and punctuation skills are reinforced as needed.
Summer writing
requirements must be met.
Prerequisite: Essay Writing; Dean of English recommendation to repeat course
This course is part of the Future Teachers Pathway and is part of Pelham High School’s early college
credit opportunity for a fee, as determined by the college.
151
COLLEGE COMPOSITION
CC
Students develop a mastery of the writing process, particularly an ability to reconsider and revise their own
work. Students practice writing effectively for college courses across the curriculum areas and for their own
personal and professional lives. Students practice narrative, informational, argumentative, and research
writing. They review Standard English grammar and MLA documentation. They also learn how to use the
APA style guide. The writing assignments include SAT writing samples, college application and scholarship
essays, college writing assignments, and a persuasive research paper.
Prerequisite: Essay Writing; Junior or Senior status
This course is part of Pelham High School’s early college credit opportunity for a fee, as determined by
the college.
This course is part of the Future Teachers Pathway.
This course is required for all Law, Public Safety, and Security Pathway students.
189
TEACHING IN THE 21ST CENTURY
CC
Students explore the art of teaching through classroom-based lessons coupled with a survey of contemporary
issues in education. Students examine the philosophical, historical, legal, and social/cultural aspects of
education in the United States. They formulate a beginning philosophy of education and “practice teach” a
sample lesson plan. They keep a reflective portfolio to document their level of progress and examine
resources needed to become highly qualified teachers. The course content will set a foundation for a career in
education.
Prerequisite: Essay Writing; Junior or Senior Status
This course is required for all Future Teachers Pathway and Art Education Pathway students and is
part of Pelham High School’s early college credit opportunity for a fee, as determined by the college.
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190
TEACHING IN THE 21ST CENTURY II
1
High school seniors practice the art of teaching through classroom-based lessons coupled with school-tocareer activities. Students refine their beginning philosophy of education as they “practice teach” sample
lesson plans at a variety of grade levels. They read contemporary writers on education, write competencybased curriculum documents, observe active classrooms, reflect on effective classroom strategies, and explore
personal college choices. They use research databases and ERIC searches to report on current educational
issues. They keep a reflective journal and portfolio to document their level of progress and resources needed to
be a quality teacher. The content of the course aligns with National Board Standards for Professional
Teaching.
Prerequisite: Students should have earned at least B- in Teaching in the 21st Century (Course # 189) to enroll
in this class; Senior Status.
FAMILY AND CONSUMER STUDIES PROGRAM
900
CHEFS
non-leveled
Students study and practice various cooking skills and techniques leading to more difficult and challenging
recipes. Students learn to modify recipes, estimate time and cost requirements. Topics covered include yeast
and quick breads, soups and casseroles, fruit and vegetable preparation, pie making, and cake decorating. The
basics of the Food Pyramid and wellness are incorporated into each unit.
Please Note: A $40.00 lab fee per student is required.
910
COOKING AROUND THE WORLD
non-leveled
Grab your suitcase and your recipes and get ready to sample foods from around the world. This course gives
students an opportunity to plan menus and learn more advanced cooking skills, while preparing and sampling
foods from different countries. One of the weeks, we will stop in France for croissants, the next, maybe in
Spain for paella and then on to China for eggrolls! While sampling each country, students will also explore the
culture and customs of the chosen countries.
Please Note: A $40.00 lab fee per student is required.
Prerequisite: Chefs; B- is highly recommended; Sophomore,
Junior or Senior status
916
INTERIOR DESIGN
non-leveled
This course is planned for the student interested in Interior Design and Space Planning. The class is structured
to provide basic knowledge in the latest housing and commercial trends. Areas to be explored include the
consideration of the elements of art and principles of design theories as applied in Interior Design. Student’s
will learn to analyze a client’s needs and select appropriate colors, fabrics, furnishings, lighting and
accessories. Students will develop skills in drafting and space planning as they prepare sample rooms and floor
plans. Students will utilize software programs as well as employ conventional mediums for drafting and
understanding of perspective drawing. Students will keep a sketchbook to develop ideas. Digital photography
will also be used to incorporate into design projects.
Students will explore the history of interior design as influenced by cultural movements and its contributors.
Students will also have exposure to various career opportunities in Interior Design. Field trips may be used as
educational experiences.
Prerequisite: Junior or Senior status
40
921
FASHION DESIGN
non-leveled
Do you love clothes? Do you love watching Project Runway? Would you like to know more about draping
and designing clothing? Fashion Design is a course for the student who wants hands-on experience
constructing and designing clothing. This course introduces the student to the workroom and world of fashion
design, clothing, and textile careers.
Students will explore the many aspects of fashion designing including historic costume, designers past and
present, and the elements and principles of design, including color applications and textiles varieties, as
applied in fashion. Software applications will be utilized to create patterns and fashion designs. Learning is
reinforced with in-class sewing and designing projects and field trips. A runway experience will close the
semester and students will model and display their finished designs for invited guests and the greater school
community.
Prerequisite: Senior status
925
MANAGING YOUR MONEY
non-leveled
Would you like to learn how to manage your money? Would you like to learn how financially successful
people become financially successful? Would you like to learn how to make money work for you? Would
you like to stay out of debt? This course provides the student with a foundation in personal money
management. Students will learn how to manage their money, build financial security and make sound
financial decisions. Semester topics include creating a budget, using credit, saving, correct tipping strategies,
calculating discounts, computing the amount you will be taxed, planning for the future, investing and other
topics that will help you with your finances now and in the future. This course qualifies as a Math
Intensive course.
Prerequisite: Junior or Senior status
This course is part of the Business Pathway.
Student Note: Students may only enroll in either Managing Your Money or Personal Financial Planning.
945
ENTREPRENEURSHIP
non-leveled
Students will learn not only the skills necessary to become entrepreneurs but also the attitudes, characteristics,
and techniques found in successful entrepreneurs. Students explore the steps necessary to starting a business
including analyzing the market, finding financing, and creating a form of organization that will accommodate
future growth. They will learn about the operational issues that new businesses face such as regulations,
protecting intellectual property, and the financial risks of starting a business. Students identify the risks,
returns, and other aspects of entrepreneurship as a potential career.
Prerequisite: Junior or Senior status
This course is part of the Business Pathway.
970
SEWING AND QUILTING
non-leveled
Sewing and quilting is an introductory class that teaches the student the basics of sewing. Through the
creation of clothing construction projects, students learn how to sew for themselves and others. Students
increase their knowledge of sewing techniques as the semester continues beginning with simple garments to
more complicated sewing projects. Students also learn the basics of quilting and will design and sew their
own quilt. Students work based on their ability but are required to work on a project.
Student Note: Students are required to pay for the cost of all materials and supplies needed for each project.
41
FINE ARTS PROGRAM
ART
(All Art courses are part of the Art Education Pathway, Studio Art Pathway or the Digital Art
Pathway.)
700
INTRODUCTION TO ART
non-leveled
This course is designed as an overview of basic art concepts, media, and techniques.
Drawing skills and planning will be emphasized. Students will be exposed to the
major techniques used in several art disciplines such as drawing, painting, printmaking,
and 3-dimensional design. Students are expected to build on skills already covered at
the middle and elementary level. Written critiques and research papers will be
assigned.
705
DRAWING/PAINTING I (2-DIMENSIONAL DESIGN) non-leveled
Students develop the ability to produce realistic and abstract drawings and paintings by building on skills,
techniques, and concepts covered in Introduction to Art. In addition, this course’s objective is for students to
expand and apply the principles of 2-dimensional design to drawing, painting and design works through
creative expression and problem solving. Students will work in various materials including pencil, charcoal,
acrylics, mixed media collage and have the opportunity to build and stretch their own canvases. They will also
develop research skills during their projects on historical figures in painting.
Please Note: A $10 lab fee per student is required.
Prerequisite: Introduction to Art; B- is highly recommended.
710
CERAMICS
non-leveled
Students learn to design and create functional and sculptural pieces of art using ceramic hand building and
wheel throwing techniques. 3D design problems will be explored using a variety of materials with a strong
emphasis placed on creative problem solving, artisanship, and productivity. Concepts such as form, volume,
shape, texture, and space will be looked at. Students are expected to have the ability to plan and execute
independent projects once they have learned the basic ceramic construction methods. Students are also
expected to participate in the care and management of the ceramic studio. Glazing and firing procedures will
be covered. Homework and research papers will be assigned.
Please Note: A $25 lab fee per student is required.
Prerequisite: Introduction to Art; B- is highly recommended.
715
THREE-DIMENSIONAL DESIGN
non-leveled
This course is designed as an introduction to using three-dimensional materials. Students will explore the
concept of three-dimensional design and the elements of form, shape, texture, and space will be emphasized.
Materials such as wood, plaster, paper, wire, fabrics, and clay will be used. In addition to and most
importantly, this course is also designed as an introductory class employing an in depth concentration with
both the clay medium and ceramic building techniques. Students are expected to have the ability to plan and
execute independent projects once they have learned the basic construction methods. Homework and research
papers will be assigned.
Please Note: A $25 lab fee per student is required.
Prerequisite: Introduction to Art; B- is highly recommended.
42
717
DRAWING/PAINTING II (2-DIMENSIONAL DESIGN)
CC
Students build on skills, approaches, and concepts covered in Drawing/Painting I while learning advanced
color theory, design principles and developing personal techniques and imagery. The objective of this course
is for students to participate in a studio atmosphere that allows them to explore their ideas, develop creative
thinking skills, and begin to define their interests and goals as 2-dimensional artists through working on
individual and group projects. Students will work in various materials such as watercolor, acrylic, pastel,
charcoal etc. The course will allow the students to create several artworks that can be used for college
portfolio admissions. The ability to plan and work independently on creative problems will be encouraged and
independent and class research will be expected.
Please Note: A $10 lab fee per student is required.
Prerequisite: Introduction to Art and Drawing/Painting I (2-Dimensional Design) are required; B- is highly
recommended.
This course is part of Pelham High School’s early college credit opportunity for a fee, as determined by
the college.
720
ADVANCED ART
non-leveled
Advanced art is for the student dedicated to developing their skills and artistic vision. This class is designed to
let the students explore the principles and elements of art further. In this class, students will create 2D and 3D
pieces in a variety of media that exemplify the elements and principles of design only on a higher level than
they experienced in general art courses. This course will also offer advanced ceramic techniques when dealing
with slab construction and thrown pottery. Each student will be expected to produce many art pieces and each
will be critiqued. Students must be self-motivated and productive in a studio environment. Students will be
expected to maintain a sketch journal, work outside of class time, and attend a local art function. A portfolio
of work must be completed by the conclusion of the semester.
Please Note: A $15 lab fee per student is required.
Prerequisite: Junior or Senior status; two semesters of completed art courses; B- is highly recommended;
approval of the instructor. A portfolio must be viewed and approved by instructor.
Note: Students who plan to take AP Studio Art 2-D will satisfy the breadth area of the AP portfolio
requirements in Advanced Art.
721
CONTEMPORARY MEDIA
non-leveled
This course is designed for advanced art students as an exploration into various media beyond drawing,
painting, and traditional ceramic techniques. Students will explore the concepts of both two dimensional and
three dimensional design using various processes and materials. Visual art forms such as printmaking, mixed
media, mosaic construction, glass slumping (high temperature melted glass molds), ceramic tile and relief
molds, spray paint art, book and paper making, large scale sculpture, computer applied arts, and film making
will be explored throughout the semester. Collaborative work will be encouraged and required for some
assignments. Students are expected to have the ability to plan and execute independent projects once they
have learned the basic techniques and processes for each unit. Artist research and writing assignments will be
assigned. Instructor approval required. This is an advanced course.
Please Note: A $40 lab fee per student is required.
Prerequisites: Instructor approval, Intro to Art & Drawing/Painting I; a minimum grade of A- is highly
recommended for each prerequisite.
43
725
AP STUDIO ART (2-DIMENSIONAL DESIGN)
AP
The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience
of art. The instructional goals of the course are to encourage creative as well as systematic investigation of
formal and conceptual issues and to emphasize making art as an ongoing process that involves the student in
informed and critical decision-making. Further, the course helps students to develop technical skills and
familiarize them with the functions of the visual elements and to encourage students to become independent
thinkers who will contribute inventively and critically to their culture through the making of art. The AP
portfolio should reflect three areas of concern: quality, concentration, and in addition, breadth
(APcentral.collegeboard.com). Participation in the AP exam/portfolio is a course requirement. Test fees are
the responsibility of the student.
AP Courses are offered in Semester II.
Prerequisite: Junior or senior status; Advanced Art with a minimum grade of A- is highly recommended, and
the approval of the instructor. The instructor must view a portfolio.
MUSIC
(All Music courses are part of the Music Performance Pathway.)
843
MARCHING BAND
non-leveled
This course is designed for students with previous experience in school band. In band, music students will
continue to develop and hone their instrumental playing skills and music literacy. Concert band operates in a
number of phases. The first part of the fall semester is devoted to athletic/marching band; all band members
are expected to perform at all home football games, as well as march in the Pelham Old Home Day parade.
After football season, the band prepares as a concert (indoor) group for performances at school and community
events.
Students are encouraged to enroll in band for both semesters, for all four years of school. The success
of the group is dependent on consistent participation.
Students may enroll in Marching Band with an honors option with prior principal and teacher
approval.
Prerequisite: Band members must have previous school band experience, or prior approval from the
instructor.
844
CONCERT BAND
non-leveled
In this class, students develop instrumental playing skills and music reading fluency as an individual and
member of an ensemble. Concert Band performs frequently at concerts both at school and in the community.
Attendance at all performances is required. We recommend that students take band for both semesters of
the year. This semester course may be repeated.
During the spring semester, the band functions as a concert group. Performances include the NH large group
festival, annual Spring Concert, and PHS Commencement. Every other year, the band will travel on a multiday trip to perform in a national festival.
Students are encouraged to enroll in band for both semesters, for all four years of school. The success
of the group is dependent on consistent participation.
Students may enroll in Concert Band with an honors option with prior principal and teacher approval.
Prerequisite: Band members must have previous school band experience, or prior approval from the
instructor.
44
857
JAZZ BAND
P/NP
Jazz is an after school course open to students who play any of the following instruments: alto sax, tenor sax,
baritone sax, trumpet, trombone, guitar, piano, drum set, or mallet percussion. Other instruments need prior
approval from the instructor. Students in jazz band rehearse weekly for 1.5 hours and perform regularly in
Pelham and PHS events. Musical styles performed include, but are not limited to: jazz, funk, rock, Latin, and
swing. Jazz band may be taken Pass/Fail for .25 credits per semester. This course may be repeated.
848
SINGING AND SONG WRITING
non-leveled
This course is designed for any student who has at least a rudimentary amount of experience with music.
Students will develop their singing technique, and basic music literacy, through the study of song writing.
Personal expression and creativity will also be a focus of the course. Various song forms will be studied and
students will write songs using a number of different stylistic and formal considerations. The singing and
song-writing students will perform an end of semester concert, attendance at which is mandatory.
Prerequisite - Beginning Piano/Keyboard, Beginning Guitar, or prior approval from the instructor. A grade
of B- or better is highly recommended for all prerequisites.
849
BEGINNING GUITAR
non-leveled
This course is designed for students with no prior musical experience. Students will learn the fundamentals of
playing the guitar. Students will focus primarily on rhythm and accompaniment style playing, with some time
devoted to lead style as well. Students will learn the basics of formal music notation, guitar tablature, and
reading lead sheets. Regular practice at home is vital for individuals to develop their musicianship.
Student Note- Pelham High School owns a limited number of acoustic guitars, which are available for student
use. It is helpful, though, if students own their own instrument.
830
ADVANCED GUITAR 1
non-leveled
This course is designed as a continuation of the beginning guitar class. Students will continue to develop their
musicianship on the guitar by reading some formally notated music, playing from lead sheets/chord charts, and
learning through tablature. Students will be reading more difficult music, playing more complex chords, and
learning more substantial literature through reading tablature. In this course, students will also begin to study
improvisation and musical creativity.
Prerequisite: Must have completed Beginning Guitar or have permission of the instructor.
A grade of B- or better is highly recommended for all prerequisites.
835
DRUMMING IN THE WORLD
non-leveled
This course is designed for students with no previous musical experience, though is available for anyone with
an interest in the material. The course will allow students to develop basic drumming proficiency while
surveying the drumming traditions of a number of different cultures including, but not necessarily limited to,
Asian, African, and Western. Students will engage in drumming performances.
This course is part of the Global Citizenship Pathway.
45
842
BEGINNING PIANO AND KEYBOARDS I
non-leveled
This course is designed for students with no prior musical experience. Students will learn the fundamentals of
playing the piano and other keyboard instruments. Students will focus primarily on reading formal music
notation, as well as the basics of lead sheets and chord charts. Literature will include the genres of folk,
classical, jazz, and modern pop/rock. Students work primarily on electronic keyboards with headphones, so
each individual can focus on material that interests him/her. This course is designed for beginners, but
because of the individualized nature of it, students with any amount of experience are encouraged to enroll to
continue to develop their musicianship.
851
ADVANCED PIANO AND KEYBOARDS II
non-leveled
In this course, students will continue to develop their musicianship on the piano and keyboard instruments.
Literature will be catered to each individual student. Students will learn music through formal music notation
as well as the reading of lead sheets and chord charts. Students will also begin to study improvisation and
musical creativity.
Prerequisite- Must have completed Beginning Piano and Keyboards or have permission of the instructor. A
grade of B- or better is highly recommended for all prerequisites.
865
MUSIC COMBOS
non-leveled
This is an advanced music course for students who have an interest in working with other players in the setting
of small bands or combos. Groups will be formed based on enrollment and will be structured based on
interest/instrumentation. Possible ensembles include, but are not limited to, rock bands, jazz combos,
instrumental chamber groups, etc. Students will spend their time working within their group preparing songs
or pieces of music. Music written by others, as well as original compositions will be prepared. The combo’s
class will perform a concert at the end of the semester, featuring all the various groups.
Prerequisites- Must have completed Beginning Piano/Keyboards AND Advanced Piano/Keyboards or….
Must have completed Beginning Guitar AND Advanced Guitar or…
Must have completed Beginning Piano/Keyboards OR Beginning Guitar AND Singing/Song Writing or….
Must have taken at least four semesters of Concert Band or…
Must have taken Beginning Piano/Keyboards OR Beginning Guitar AND Drumming in the World and written
permission of instructor
HEALTH PROGRAM
13
INTRODUCTION TO PHYSICAL EDUCATION
non-leveled
This is a beginner physical education course. Students will focus on individual skills needed to be successful
in playing a team or individual sport. This course will also explore many ways of attaining and maintaining an
appropriate level of fitness through walking, jogging, flexibility, and nutrition.
46
14
INTRODUCTION TO TEAM SPORTS
non-leveled
In this course, students will take the individual sport skills learned in Introduction to Physical Education and
apply them to the team-sport concept. Students will learn the rules and regulations of each sport played and
play in competitive daily games.
Prerequisite: Introduction to Physical Education or Teacher Approval
15
CONDITIONING AND MOVEMENT
non-leveled
In this elective course, students are encouraged to develop strategies to work toward a lifetime enjoyment of
fitness through weight training, aerobics, walking, running, and other health-enhancing physical activities.
(One Physical Education Credit is required for graduation.)
Prerequisite: Sophomore, junior, or senior status
20
FITNESS TRAINING
non-leveled
In this physically challenging course, students will learn and participate in up-to-date fitness and weight
training techniques. Students will be required to keep a personal journal and must have high level of
cardiovascular conditioning before starting the class. Students will be graded on their level of fitness each
week through a series of testing. (One Physical Education Credit is required for graduation.)
Prerequisite: Must have completed Introduction to Physical Education plus played one sport, or played two
sports, or have an approval form signed by the Physical Education teacher. Sophomore, junior, or senior
status
25
HEALTH I
non-leveled
In this required course, students learn the fundamental concepts of health promotion and disease prevention in
the following content areas: nutrition, physical activity, mental health, alcohol and other drugs, family life and
sexuality, injury prevention, tobacco, personal and consumer health, community and environmental health.
Health I will provide the opportunity to learn how to make healthy choices, and to live a better and longer life.
Prerequisite: Sophomore, junior, or senior status
26
HEALTH II
non-leveled
This challenging elective is designed for the student who wants to explore a broader scope of health issues and
professions. Discussions, projects, and application will be the framework for this class. Areas to be covered
include energy systems/nutrition, biomechanics, anatomy and physiology, sports performance and motivation,
injury and recovery, advanced physical fitness, and an advanced look at some of the topics discussed in Health
I. Students should have a background in biology or anatomy and physiology before taking this course.
Prerequisite: Health I; B- is highly recommended.
29
CURRENT TOPICS IN HEALTH
non-leveled
This challenging, fast-paced elective is designed for the student who wants a more in-depth analysis of health
issues focusing on health-related current events. Discussions, projects, and application will be the framework
for this class. Areas to be covered vary each year but typically include addiction and treatment, the US health
care system, internet safety, gender issues, partner violence, college life, and bullying as well as an advanced
look at topics covered in Health 1 such as sexuality, first aid, and mental health.
Prerequisite: Health I; B- is highly recommended.
47
MATHEMATICS PROGRAM
Pelham High requires three credits of math to graduate. For those students graduating in the year 2017 and
beyond, they must take a mathematics course or a class that uses math intensive competencies every year.
Most four-year colleges expect students to have Algebra I, Algebra II, and Geometry at the absolute minimum.
The more competitive colleges select candidates with at least four (4) credits of math. PHS provides a number
of paths for students to study mathematics. Please carefully review the following and select the appropriate
courses.
Path I
Path II
Path III
Path IV
Understanding Algebra
Algebra I L2
Algebra I L1
Algebra II L1
Pre-Algebra
Geometry L2
Geometry L1
Geometry L1
Algebra I L2
Algebra II L2
Algebra II L1
Trigonometry
Geometry L2
Select from options below:
Trigonometry
Pre-Calculus
Pre-Calculus
Probability and
Statistics
Option 3
Algebra II L2
Trigonometry
Applied Algebra
TAC Math
Prob/Stats for Careers
Prob/Stats
Option 1
Option 2
Calculus
Probability &
Statistics
AP Statistics
AP Calculus
Probability
& Statistics
Calculus
As your ability level in math increases, you may want to change paths to be ready for your college career.
395
UNDERSTANDING ALGEBRA
non-leveled
Understanding Algebra is designed for students who demonstrate a need to increase their knowledge of
rational numbers and algebraic thinking through explicit, cumulative instruction and the use of engaging visual
representations. Instruction targets fewer topics taught in greater depth. Dependent on entry-level skills,
students acquire additional computational skills and problem-solving strategies in a sequential order—from
developing number sense to thinking algebraically.
Prerequisite: Students may elect this course only with permission of the school principal and the Dean of
Mathematics or the Dean of Special Education.
398
PRE-ALGEBRA
non-leveled
This course builds skills for students weak in algebraic concepts. This will enable students to further their
math studies in Algebra and Geometry. Covered topics will include algebraic expressions and integers, one
step equations and inequalities, decimals and equations, factors, fractions, and exponents, operations with
fractions, ratios, proportions, and percents, solving equations and inequalities with two steps, linear functions
and graphing, data analysis and probability.
Prerequisite: It is highly recommended that students who enroll in Pre-Algebra also sign up for #405,
Algebra I, L2.
48
400
405
ALGEBRA I
ALGEBRA I
1
2
Honors option is available for Level 1.
Algebra I courses enable students to develop an understanding of the vocabulary and properties of Algebra.
Students are able to communicate mathematically and are able to apply the properties. Students simplify
algebraic expressions, solve problems, and equations.
Prerequisite: Dean of Mathematics recommendation based on several assessments and other math teacher
recommendations.
Please Note: Non-freshmen who elect to take Algebra I should see their Guidance Counselor and/or the Dean
of the Mathematics Department to determine appropriate placement through assessments and teacher
recommendations.
405FY
300FY
ALGEBRA I
SPANISH I
2
ALGEBRA I
FRENCH I
2
OR
405FY
330FY
These two classes cover the same material as 405 (Algebra I, Level 2) and 300 (Spanish 1) and 330 (French 1).
However, instruction will occur every day for the entire school year. Students will have Algebra for 45
minutes and Spanish I or French 1 for 45 minutes. If choosing this option, students must sign up for both
405FY and 300FY or 405FY and 330FY. These classes will run if a sufficient number of students sign up.
420
425
GEOMETRY
GEOMETRY
1
2
Honors option is available for Level 1.
Students study geometric concepts and applications through a variety of approaches including discovery and
inductive/deductive reasoning. Students develop the geometric structure through theorems, postulates,
properties, and definitions. They apply these concepts to solve geometric problems. Level 1 students are
required to formulate concepts through a formal deductive approach. Level 2 students formulate concepts
through discovery and inductive reasoning.
Prerequisites: Algebra I
For Geometry Level 1: A- in Algebra I Level 2 with teacher recommendation or a B- in Algebra I Level 1 is
highly recommended.
430
435
ALGEBRA II
ALGEBRA II
1
2
Honors option is available for Level 1.
Students review and expand the essential content of Algebra I. Students study properties of real numbers,
solve and graph equations and inequalities (including absolute value), solve linear systems using determinants,
simplify radical expressions, quadratic terms, study relations and functions, and perform operations on
matrices factoring, polynomials, and rational expressions. In addition, Level 1 students examine conic
sections, complex numbers, and quadratic functions. They apply their mathematical skills to problem-solving
situations.
Prerequisites: Algebra I and Geometry
For Algebra II Level 1: A- in Geometry Level 2 with Dean of Mathematics recommendation or B- in
Geometry Level 1 is highly recommended.
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438
APPLIED ALGEBRA
non-leveled
This is a survey course, focusing primarily on algebra skills. Students will develop ease in simplifying and
evaluating polynomial and rational expressions, as well as solve linear equations and inequalities, quadratic
equations and systems of linear equations. Emphasis will be placed on applying these skills in solving real
world problems. Students who take this class should also sign up for Topics in Applied College Mathematics.
Students must take the Accuplacer prior to entering the class and meet a minimum score of 40.
Prerequisite: Junior or senior Status; Algebra II, L-2
439
TOPICS IN APPLIED COLLEGE MATHEMATICS (TAC.Math) CC
This course is designed to expose the student to a wide range of general mathematics. Problem Solving and
Critical Thinking skills, along with the use of technology, will be emphasized and reinforced throughout the
course, as the student becomes actively involved solving applied problems. Topics to be covered include
Number Theory and Systems, Functions and Modeling, finance, Geometry and measurement, Probability and
Statistics, and selected subtopics related to the student’s major field of study. This is for students who have
completed Algebra II and need to build confidence in their mathematical ability before college.
“Taking TAC Math is probably the best decision I could have made my senior year….Taking TAC Math
allows you to test your arithmetic abilities at a college level while still surrounded by your comfortable high
school surrounding.” – Robert Fox
Prerequisite: Senior Status; Applied Algebra or Mathematics Teacher Recommendation.
This course is part of the Future Teachers Pathway and part of Pelham High School’s early college
credit opportunity for a fee, determined by the college, if student has an Accuplacer cut score of at least
60.
459
PROBABLITY & STATISTICS FOR CAREERS
non-leveled
Students learn the fundamental concepts of probability: graphs and tables, random sampling, measures of
central tendency, probability and probability distributions. Topics include linear models, matrix theory, linear
programming, combinatorics, and mathematics of finance. A wide range of applications to economics, life
sciences, and social sciences are considered. This is for students who have completed Algebra II but are not
ready for Probability & Statistics Level 1.
Prerequisite: Junior or Senior status; Algebra II
440
443
TRIGONOMETRY
TRIGONOMETRY
1
2
Honors option is available for Level 1.
In this course students study trigonometric properties, applications, and they apply these skills and concepts to
practical applications. Students solve triangular problems, and they learn trigonometric functions, convert
radian measures, prove trigonometric identities, graph trigonometric functions, and apply Heron's Formula for
area and construct polar graphs. In addition, students in the honors course will be expected to do problems
with more rigor and application.
Prerequisite:
For Trigonometry Level 1: Algebra II L1 and Geometry L1 with a B- or better recommended for either.
For Trigonometry Level 2: Algebra II L2 and Geometry L2 with a B- or better recommended for either OR
successful completion of Applied Algebra.
This course is required for the Associate Degree Engineering Pathways students.
50
447
PRE-CALCULUS
1
Honors option is available for Level 1.
We will explore the twelve basic functions and their algebraic properties; reinforce connections among
algebraic, graphical, and numeric representations. Included are quantitative literacy topics probability,
statistics, and the mathematics of finance, exponential growth, exponential decay, and Newton’s Law of
Cooling. Also included is trigonometry and conic sections.
Students will study the basic functions include: identity, squaring, cubing, reciprocal, square root, exponential,
natural logarithm, absolute value, greatest integer, logistic, and a review of sine and cosine, and their
properties, and a review of sine, cosine, and their properties, and a review of conic sections including:
parabolas, circles, ellipses, and hyperbolas. We connect the algebra of functions to the visualization of their
graphs, introduce parametric equations, piecewise defined functions, limit notation, continuity, bounded-ness,
end behavior, domain, and range. In addition, the concept and application of a derivative is explored if time
allows.
This course integrates graphing technology throughout the course, not as an additional topic, but rather as an
essential tool for both mathematical discovery and effective problem solving. Technology enables students to
study many basic functions that allow insight into the properties of functions at an earlier time than most
courses.
Prerequisite: Trigonometry L1 or Mathematics Dean Recommendation.
This course is a requirement for Environmental Science Pathway, Healthcare and Medical Profession
Bachelor Degree Pathway and Engineering Bachelor Degree Pathways students.
450
CALCULUS
CC
The Calculus course emphasizes broad concepts and focuses on understanding and manipulating functions,
curves, theorems, and problem types. Students should understand the meaning of the derivative in terms of a
rate of change and local linear approximation and should be able to use derivatives to solve a variety of
problems. With the unifying themes of derivatives, integrals, limits, approximation, and applications and
modeling, students should be able to communicate mathematics in well-written sentences and should be able
to explain solutions to problems (APcentral.collegeboard.com). Students learn to use the graphing calculator.
It is recommended that students purchase their own graphing calculator for home use.
Prerequisite: Pre-Calculus; Junior or Senior status
This course is part of the Environmental Science Pathway and is required for students in the Healthcare
and Medical Profession Bachelor Degree Pathway and the Bachelor Degree Engineering Pathways.
This course is part of Pelham High School’s early college credit opportunity for a fee, determined by the
college.
455
AP CALCULUS
AP
The AP Calculus course engages students to be able to work with functions represented in various ways,
understand the meaning of derivatives and integrals to solve a variety of problems, communicate mathematics
and explain solutions, model written descriptions of physical situations with a function, a differential equation,
51
or an integral, use technology, and develop an appreciation of Calculus as a coherent body of knowledge
(APcentral.collegeboard.com). Students are required to take the AP Calculus exam as administered by the
College Board. Test fees are the responsibility of the student.
Prerequisite: Calculus; Junior or Senior status
456
AP STATISTICS
AP
AP Statistics introduces students to the major concepts and tools for collecting, organizing, analyzing, and
drawing conclusions from data. Students design, administer, and tabulate results from surveys and
experiments. Probability and simulations aid students in constructing models for chance phenomena. Sampling
distributions provide the logical structure for confidence intervals and hypothesis tests. Students use a TI 84+
graphing calculator to investigate statistical concepts. To develop effective statistical communication skills,
students are required to prepare frequent written and oral analysis of real data. Students are required to take
the AP Statistics exam as administered by the College Board. Test fees are the responsibility of the student.
Prerequisite: Probability and Statistics
460
PROBABILITY AND STATISTICS
CC
Students learn the fundamental concepts of probability: graphs and tables, random sampling, measures of
central tendency, probability and probability distributions, confidence interval, error and sample size
estimation, hypothesis testing, linear correlation, regression analysis and prediction. Probability and Statistics
is a course for the student who plans to enter such fields as biology, business, economics, education, medicine,
psychology, and sociology. It is recommended that students purchase their own graphing calculator for home
use.
Prerequisite: A- in Algebra II Level 2 or Geometry Level 2 is highly recommended; B- in Algebra II Level 1
is highly recommended; Junior or Senior status.
This course is part of Pelham High School’s early college credit opportunity for a fee, determined by the
college.
This course is part of the Future Teachers Pathway and the Environmental Science Pathway.
This course is a requirement for Biotechnology Pathway and Healthcare and Medical Professional
Certificate/Associate Degree Pathway students.
466
INTRODUCTION TO PROGRAMMING
non-leveled
This course is intended as an introduction to programming which will provide students with functional
programming skills with the object-oriented programming language JAVA. It introduces students to the
concepts of the programming problem solving process of clearly defining the aspects of the problem,
developing a solution algorithm, translating the solution into Java code, and testing and debugging the code.
Good programming design and style is stressed. It is assumed that students taking this course have no formal
programming experience. Therefore, the course focuses on basic programming concepts such as commands for
performing calculations, receiving input and displaying output, use of variable types, and basic flow of control
structures. The class with delve into very basic concepts of classes, objects, and strings. This course qualifies
as a Math Intensive course.
Prerequisite: Geometry
This course (or 466CC) is required for Computer and Information Technology Pathway students.
466CC
INTRODUCTION TO PROGRAMMING
CC
This course is intended as an introduction to programming which will provide students with functional
programming skills with the object-oriented programming language JAVA. It introduces students to the
concepts of the programming problem solving process of clearly defining the aspects of the problem,
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developing a solution algorithm, translating the solution into Java code, and testing and debugging the code.
Good programming design and style is stressed. Students with formal programming experiences should take
this course, but previous experience is not required. The course will begin with basic programming concepts
such as commands for performing calculations, receiving input and displaying output, use of variable types,
and basic flow of control structures. The more advanced topics of class, objects, and strings will be the
primary focus of the class. The concepts will include built-in Java library, overloading of methods, arrays,
enumerations, inheritance, and polymorphism. Understanding and using the specialized vocabulary of
programming will be expected as well. This course qualifies as a Math Intensive course.
Prerequisite: Algebra II
This course (or 466) is required for Computer and Information Technology Pathway students and is
part of Pelham High School’s early college credit opportunity for a fee, determined by the college.
SCIENCE PROGRAM
In January 2009, the Pelham School Board approved changes to the PHS science curriculum. All students are
required to take a Physical Science, Chemistry, and Biology course. Listed below are the different paths
students make take. Students will have the option of changing pathways as their academic plans change
Path 1
Path 2
(Level 1/2)
Path 3
(Level 1)
Electives
Physical Science
L2
Chemistry L2
Physical Science L1/2
Physical Science L1 **
Anatomy and Physiology
Chemistry L1/2
AP Environmental Studies
Biology L2
Biology L2 or CP Biology L1 or
CP Biology w/Honors
Physics L1/2
Chemistry L1 w/Honors
AP Chemistry
CP Biology w/Honors
AP Biology
Physics L1 w/Honors
Physics L2
**Incoming freshmen in Path 3 will be able to test out of the Physical Science requirement. Students
in Path 3 would then complete Chemistry L 1, College Prep Biology, and Physics L1 w/Honors.
506
507
PHYSICAL SCIENCE
PHYSICAL SCIENCE
1
2
This course enables students to develop an understanding and experience an introduction to physical science.
Fundamentals of physics and chemistry including study of motion, forces, matter, and energy are experienced
through laboratory experience. Earth science principles are addressed including the Big Bang Theory, origin
of the universe, and the five interacting systems of earth and human impact on those systems.
Honors option is available for Level 1.
Incoming freshman may test-out of the earth science portion of the course but must complete a physics course
before their senior year. If a student who tested out of the freshman course does not complete a physics course
by the end of their junior year, they must take the Physical Science course to fulfill that requirement.
509
ROBOTICS ENGINEERING
non-leveled
This is an introductory course to the fundamental techniques of robotic design. Students will apply design to
arms, and a mobile robot platform. Lab projects would involve programming of representative robots. An end
of term team project would allow students to program robots to participate in challenges or competitions. This
course qualifies as a Math Intensive course.
Prerequisites: Computer Applications I and Algebra II
This course is a requirement for students in the Computer and Information Technology Pathway and
any of the Engineering Pathways.
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560
562CC
CHEMISTRY
CHEMISTRY – COLLEGE CREDIT
1
CC*
Honors option is available for Level 1.
Honors option or College Credit is required for students who plan to take AP Chemistry.
In Chemistry Level 1, students investigate chemistry concepts and develop laboratory skills. Students learn
lab techniques that emphasize precision and accuracy of measurement and chemistry concepts including
atomic structure, bonding, molecular geometry and behavior, kinetics and equilibrium, stoichiometry, gas
stoichiometry, and acid-base chemistry, as well as laboratory safety, and error analysis. A laboratory journal
and scientific calculator are required.
Prerequisite: Physical Science; sophomore status is required for Chemistry-College Credit.
*This course is part of Pelham High School’s early college credit opportunity for a fee, determined by
the college. A lab fee is also required for this College Credit course, as determined by the college.
Please Note: Students taking “Chemistry College Credit” will register for both courses: CHM 101Fundamentals of Chemistry (3 credits) and CHM 101L-Fundamentals of Chemistry Lab (1 credit).
570
CHEMISTRY
2
In this course, students investigate chemistry and the world of material things. They learn through
mathematical problem-solving and laboratory activities that natural processes are no longer mysterious but are
very predictable.
Prerequisite:
580
Physical Science
COLLEGE PREPARATORY BIOLOGY
1
Honors option is available for Level 1.
(Honors option is required for those who plan to take AP Biology.)
Students will develop analytical, critical thinking, and laboratory skills while conducting inquiry based
laboratory investigations that explore the major concepts underlying biochemistry, cellular biology,
microbiology, genetics, and evolutionary biology.
Prerequisite: Chemistry Level 1 or permission of Science Department
Please Note: Students who plan to enroll in AP Biology during the spring semester should earn a B- or
higher in the Honor’s Option section of this course.
585
BIOLOGY
2
This course is designed for a student to fulfill the third science course requirement. This course focuses on an
approach to the study of biology that emphasizes common experiences and interactions within the natural
world. Through a hands-on laboratory approach to the study of science, students are exposed to the major
concepts underlying Cellular Biology, Molecular Biology, Microbiology, and Evolutionary Biology.
Prerequisite: Chemistry
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565
AP CHEMISTRY
AP
The AP Chemistry course is designed to be the equivalent of a first year college chemistry course. Students
taking AP Chemistry should take Honors Chemistry in their sophomore or junior year so they will be able to
work AP Chemistry into their course schedule. The course is laboratory intensive and focuses on quantitative
analysis and math-driven word problems. Topics such as the structure of matter, kinetic theory of gases,
chemical equilibria, chemical kinetics, and the basic concepts of thermodynamics are presented in
considerable depth (APcentral.collegeboard.com). The course requires a separate laboratory notebook.
Students are required to take the AP Chemistry exam as administered by College Board. Test fees are the
responsibility of the student.
Prerequisite: Junior or Senior status; Chemistry College Credit or Honors Option Chemistry Level 1 with
instructors approval; B- is highly recommended; Science Department Recommendation
Please Note: AP Chemistry will be offered in 2016-2017. This course will be offered in alternate years
with AP Biology.
573
AP BIOLOGY
AP
This course is designed to be the equivalent of a college introductory biology
course usually taken by biology majors during their first year. Students will build
upon the concepts, techniques, and skills presented in Level 1 Biology. After
completion of the course, students will be able to analyze scientists’ understanding
of molecules and cells, heredity and evolution, as well as organisms and
populations. The two main goals of AP Biology are to help students develop a
conceptual framework for modern biology, and an appreciation of science as a
process (APcentral.collegeboard.com).
Students are required to take the AP
Biology exam as administered by the College Board. Test fees are the responsibility of the student.
Prerequisite: Junior or Senior status; Honor’s Option College Preparatory Biology and Chemistry L1;
Anatomy and Physiology is strongly recommended; B- is highly recommended; Science Department
Recommendation
Please Note: AP Biology will be offered during the 2015-2016 school year. This course is offered in
alternate years with AP Chemistry.
This course is required for all Environmental Science Pathway and Healthcare and Medical Profession
Bachelor Degree Pathway students.
574
AP ENVIRONMENTAL SCIENCE
AP
The goal of the AP Environmental Science course is to provide students with the scientific principles,
concepts, and methodologies required to understand the interrelationships of the natural world, to identify and
analyze environmental problems both natural and human-made, to evaluate the relative risks associated with
these problems, and to examine alternative solutions for resolving or preventing them. There are several major
unifying constructs, or themes, that cut across the many topics included in the study of environmental science.
Themes and analysis of problems include earth systems and resources, the living world, population biology
and human population, land and water use, energy resources and consumption, impacts on the environment
and human health, and global changes including stratospheric ozone, global warming, and loss of biodiversity.
The course requires a separate laboratory notebook. Students are required to take the AP Environmental
Science exam as administered by College Board. Test fees are the responsibility of the student.
Prerequisite: Junior or Senior status; Chemistry Level 1, Biology (College Prep Biology preferred), Algebra
II Level 1
This course is required for all Environmental Science Pathway students and is part of Pelham High
School’s early college credit opportunity for a fee, as determined by the college.
Please Note: AP Environmental Science will be offered during the 2015-2016 school year. This course
is offered alternate years.
55
520
530
PHYSICS
PHYSICS
1
2
Honors option is available for Level 1.
Students are involved in the study of the interactions between matter and energy. Their laboratory encounters
and use of mathematics require them to explore, develop, and apply the major concepts that drive our
mechanical universe. Through a variety of experiences, students recognize and appreciate the role that physics
plays in their everyday lives. This course qualifies as a Math Intensive course.
Prerequisite: Physics L1 - Pre-Calculus or Trigonometry (or taking concurrently) is required with a
grade of C or better is highly recommended.
Physics L2 - Algebra II is required and a grade of C or better is highly recommended.
This course is required for all Biotechnology Pathway, and Healthcare and Medical Professional
Pathway (L1 required for the Bachelor Degree Pathway) and Engineering Pathways (L1 required for
the Bachelor Degree Pathway) students.
540
ANATOMY AND PHYSIOLOGY
1
Honors option is available for Level 1.
Students pursue a detailed study of anatomical structure and physiological function of human body systems.
Students are expected to participate in a variety of laboratory activities and experiences. Individuals are
encouraged to develop their ability to make appropriate decisions on socially relevant topics in human biology.
Prerequisite: Chemistry and Biology or College Preparatory Biology
This course is required for all Healthcare and Medical Professional Pathway students.
542
INTRODUCTION TO GREEN TECHNOLOGY
non-leveled
This course introduces the student to science and technology that follows the 12 principles of green chemistry.
Students will learn and apply scientific principles in the areas of green chemistry, alternative energy, materials
innovation, materials substitution, and energy efficiency. Topics include the study of alternative energy
(geothermal, wind, solar, biomass, fission and fusion) and alternative fuels, introduction to toxicology, toxic
source reduction, and sustainable energy-efficient architecture and building technology. Course competencies
will be offered and measured in a project-based format.
Prerequisite: Chemistry, Geometry, and Algebra II (or taking concurrently).
This course is a requirement for all Biotechnology Pathway and Environmental Science Pathway
students.
586
BIOTECHNOLOGY
non-leveled
This course introduces students to the basic molecular biological concepts and techniques used in the field of
biotechnology. Through a hands-on laboratory approach, using standard research equipment DNA
technology, microbial, plant, and animal biotechnology will be investigated.
This course is specifically designed to introduce students to the biotechnology laboratory equipment and
procedures.
Prerequisites: Chemistry and Biology or College Preparatory Biology
This course is a requirement for Biotechnology Pathway.
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SOCIAL STUDIES PROGRAM
Required Courses:
210
220
WORLD GEOGRAPHY
WORLD GEOGRAPHY
1
2
Honors option is available for Level 1.
Students will study the earth's surface and the processes that shape it, the relationship between people and the
environment, and the connections between people and places. An emphasis will be placed upon the
application of the five themes of geography to the cultural regions of Europe, Russia, Africa, the Pacific Rim,
and especially Asia.
215
216
ECONOMICS/CIVICS
ECONOMICS/CIVICS
1
2
Honors option is available for Level 1.
In Economics, students will explore basic economic concepts and principles using economic models,
simulations, and decision-making activities. An emphasis will be placed on understanding how economics
affects individuals as decision-makers. The national economy and its interaction with the global economy will
also be addressed.
The Civics component of the course will focus on understanding the purpose, structure, and function of
American government at the local, state, and national levels. Additional focus will be given to comparative
political systems, the political process, and rights and responsibilities.
Prerequisite: Sophomore Status
230
240
WESTERN CIVILIZATION
WESTERN CIVILIZATION
1
2
Honors option is available for Level 1.
Students will explore the development of Western Civilization from the Renaissance period to the modern era
by centering on the following three themes: political and diplomatic, intellectual and cultural, and social and
economic. More specifically, students will examine the foundations and relevance of political, social, and
economic ideas and ideologies; the historical and philosophical roots of power, law, and government; the
causes and effects of revolution; and the historical roots of contemporary issues in the world today.
Prerequisite: Sophomore status; World Geography. In order to change from L2 to L1, a minimum average
of B- in the previous L2 course is highly recommended.
57
245CC
250
260
U.S. HISTORY – COLLEGE CREDIT
U.S. HISTORY
U.S. HISTORY
CC*
1
2
Honors option is available for Level 1.
United States history students develop an understanding of the dynamics of modern America. They define the
causes, effects of late 19th and 20th century political, economic, and social events and trends. Students
analyze and interpret primary and secondary sources, develop and defend opinions, work collaboratively, and
demonstrate their learning through verbal and non-verbal expression.
Prerequisite: Western Civilization: Junior status. In order to change from L2 to L1, a minimum average of
B- in the previous L2 course is highly recommended.
Prerequisite College Credit: Junior Status. B- or better in previous Level 1 or an A and teacher
recommendation in Level 2 Social Studies course is highly recommended.
*This course is part of Pelham High School’s early college credit opportunity for a fee, as determined by
the college.
Social Studies Elective Courses:
293
AMERICAN HISTORY: FROM THE VIETNAM
WAR TO THE 21ST CENTURY
non-leveled
This course examines the decisions that led the United States into the war, the actual war itself, and the reasons
for final withdrawal. Students will analyze the long-term effects this war has had on both the nation’s political
leadership and on American society itself. This course offers a critical perspective designed to inspire students
to evaluate both the strengths and weaknesses of our country’s continuing history.
Prerequisite: Junior or senior status
187/188
AMERICAN STUDIES
non-leveled
Level 1 option is available.
American Studies students study and experience the history and literature of America from its Native
American origins to the 21st century. Original projects and portfolios demonstrate student mastery of
political, cultural, and ethical developments that contribute to the American experience. Student creations
reflect the interconnectedness of the humanities. This team-taught, interdisciplinary, innovative program runs
two consecutive semesters, one block each day. This two(2)-credit course fulfills the United States History
and American Literature requirements.
Prerequisite: Sophomore English; Western Civilization; Junior status
Please Note: Outside/summer reading requirements must be met in order for students to complete MLA
reading/writing activities within the first weeks of class.
This course will not be offered during the 2015-2016 school year.
58
290
ASIAN STUDIES
non-leveled
The Asian Studies course centers on the social, political, and economic conditions in Asia focusing on the
post-imperialist era. Students will study topics that include religions and philosophies, Western Imperialism,
WWII and Post WWII, the Cold War and post Cold War, economic expansion and industrialization, the
Middle East, India and Pakistan, and the role of the U. S. in East Asia.
Prerequisite: Junior or Senior status; Successful completion of College Composition. B- or better in
previous Level 1 social studies class or A- or better in previous Level 2 social studies class is highly
recommended.
This course will not be offered during the 2015-2016 school year.
285
CRIMINOLOGY
non-leveled
This course provides students with the foundations of the Criminal Justice System by placing an emphasis on
the four domains of Criminology: Crime and crime causation, Law enforcement, the justice system and
Institutional Corrections. The course is introduced by having students both explore the careers that are
associated with the study of Criminology and self-administering a test, which matches their personality traits
with potential law enforcement careers. The course concludes by addressing the issues confronting criminal
justice in an age of technology and terrorism.
Prerequisite: Junior or senior status
This course is required for Law, Public Safety, and Security Pathway students.
287
CURRENT SOCIAL AND POLITICAL ISSUES
CC
This course explores current social and political issues facing the United States and the world today. Utilizing
paper and electronic news media, discussion will focus on how current events are changing today’s society.
Topics include will include foreign affairs and politics, civil rights and liberties, crime and punishment,
economic and welfare issues, political and social reform, gender issues, racial and ethnic disharmony, ethics,
and social justice.
Prerequisite: Junior or Senior status
Prerequisite College Credit: B- or better in previous Level 1 social studies class or A- or better in previous
Level 2 social studies class is highly recommended.
This course is part of the Global Citizenship Pathway and is part of Pelham High School’s early college
credit opportunity for a fee, determined by the college.
286
BUSINESS AND GLOBALIZATION
non-leveled
With more and more businesses and people needing to compete internationally, this course will broaden
students’ understanding of how businesses operate and how they grow and thrive in our ever-changing world.
Armed with an overview of globalization, including global factors compelling companies to expand into other
markets in order to remain competitive, students will explore cultural, economic, and political differences that
affect business operations and decision making. They will learn the fundamentals of international trade,
investment, and finance, including the role of international financial institutions such as the World Trade
Organization, the International Monetary Fund, and the World Bank.
Prerequisite: Junior or senior status
59
272
PSYCHOLOGY
non-leveled
This course focuses on topics such as approaches to psychology, its contributors and its historical
development, psychology disciplines, the structure and function of the brain, personality development,
learning, motivation, emotions, stress and stress management, memory, sleep and sleep cycles, dreams, altered
states of consciousness, mental health, and social behavior. Students will have the opportunity to explore
psychology in many ways including individual projects and group activities.
Prerequisite: Junior or senior status
This course (or Psychology CC) is part of the Future Teachers Pathway.
273CC
PSYCHOLOGY – COLLEGE CREDIT
CC
This course focuses on topics such as approaches to psychology, its contributors and its historical
development, psychology disciplines, the structure and function of the brain, personality development,
learning, motivation, emotions, stress and stress management, memory, sleep and sleep cycles, dreams, altered
states of consciousness, mental health, and social behavior. Students will have the opportunity to explore
psychology through many ways including individual projects and group activities. Students who sign up for
Psychology College Credit are required to apply for college credit through the Community College System of
New Hampshire.
Prerequisite: Junior or Senior status
Prerequisite - College Credit: B- or better in previous Level 1 social studies class or A- or better in previous
L2 social studies class is highly recommended.
This course (or Psychology) is part of the Future Teachers Pathway.
This course is part of Pelham High School’s early college credit opportunity for a fee, determined by the
college.
280
US GOVERNMENT AND POLITICS
CC
Are you interested in what is going on in our nation’s capital? Do you want to understand more about how our
government works and who is able to influence it? Do current political beliefs and behaviors in Washington
D.C. matter? Have you thought about what you can to do influence our current leaders? This course examines
the relationship between government, politics, and power. Students discuss how people in a democracy can
effect change in government to address current and future needs. Topics include political beliefs and behavior,
political parties, interest groups, mass media, civil rights, civil liberties, etc.
Prerequisite: Junior or Senior status, Economics/Civics, B- or better in previous Level 1 social studies class
or A- or better in previous L2 social studies class is highly recommended.
This course is part of the Law, Public Safety and Security Pathway and is part of Pelham High School’s
early college credit opportunity for a fee, determined by the college.
AP Elective Courses:
283
AP COMPARATIVE GOVERNMENT AND POLITICS
AP
The AP course in Comparative Government and Politics introduces students to basic concepts used by
political scientists to study government structures and policy in a variety of country settings. We will attempt
to understand and explain the uniqueness of each country’s political culture, institutional process, and policy
choices. We will also examine its role in the larger context of global politics and economic change.
How do different countries handle similar problems of poverty, environment, and healthcare? Why are some
countries stable democracies and not others? Why do many democracies have prime ministers instead of
presidents? We will focus closely on the following six countries: China, Great Britain, Russia, Mexico,
Nigeria, and Iran. Students are required to take the AP Comparative Government and Politics exam as
administered by College Board. Test fees are the responsibility of the student.
60
Please Note: This course will be offered during the 2015-2016 school year.
Prerequisite: Dean of Social Studies department recommendation, Junior or Senior status, B- or better in
previous Level 1 social studies class or A- or better in previous Level 2 social studies class is highly
recommended.
This course is part of the Global Citizenship Pathway.
221
AP EUROPEAN HISTORY
AP
The study of AP European History since 1450 introduces students to cultural, economic, political, and social
developments that have played a fundamental role in shaping the world in which they live. Cultural history,
political and diplomatic history, and social and economic history are the central themes as students address the
various historical periods. Beyond an understanding of the events and movements, the course offers students
the opportunity to develop an understanding of history in context; distinguish the movements or trends;
establish causes and results; interpret and analyze evidence from primary and secondary sources, and weigh
evidence to reach logical conclusions. As students learn to analyze historical evidence and interpretation, they
improve their ability to express their historical understanding through various writing activities
(APcentral.collegeboard.com). Students are required to take the AP European History exam as administered
by College Board. Test fees are the responsibility of the student.
Please Note: This course will not be offered during the 2015-2016 school year.
Prerequisite: Dean of Social Studies Department recommendation, Junior or Senior status, successful
completion of Western Civilization, B- or better in previous Level 1 or A- or better in previous Level 2 social
studies class is highly recommended.
276
AP MACROECONOMICS
AP
The AP course in Macroeconomics is designed to give students a thorough understanding of the principles of
economics that apply to an economic system as a whole. Students will review basic economic concepts and
study the following areas in details: measuring economic performance (GDP – Gross Domestic Product),
national income and price determinants, monetary policy, inflation, unemployment, and stability, economic
growth and trade, and international trade and finance. Students are required to take the AP Macroeconomics
exam as administered by College Board. Test fees are the responsibility of the student.
Please Note: This course will not be offered during the 2015-2016 school year.
Prerequisite: Dean of Social Studies Department recommendation, Junior or Senior status, B- or better in
previous Level 1 or A- or better in previous Level 2 social studies class is highly recommended
282
AP US GOVERNMENT AND POLITICS
AP
This course is based on a thorough analysis of the government and politics of the United States. Areas
covered in this class include, but are not restricted to, the constitutional underpinnings of the United States
government; political, political beliefs and behavior; political parties, interest groups, and the mass media;
institutions of national government (i.e. Congress, the presidency, and the federal courts, public policy; and
civil rights and civil liberties). The goals of the course lead students to know important facts, concepts, and
theories regarding U.S. government and politics and to understand typical patterns of political processes.
Students should be able to analyze and interpret basic data relevant to U.S. government and politics
(APcentral.collegeboard.com). Students are required to take the AP U.S. Government and Politics exam as
administered by College Board. Test fees are the responsibility of the student.
Please Note: This course will not be offered during the 2015-2016 school year.
Prerequisite: Dean of Social Studies department recommendation, Junior or Senior status, and B- or better in
previous Level 1 social studies class or A- or better in previous Level 2 social studies class is highly
recommended.
61
281
AP UNITED STATES HISTORY
AP
The AP U.S. History course is designed to provide students with the analytic and factual knowledge necessary
to deal critically with the problems and materials in U.S. history. Beyond an understanding of the content of
U. S. history, the AP U.S. History course trains students to analyze and interpret primary sources, including
documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events. Further,
students learn to assess historical materials and to weigh the evidence and interpretations presented in
historical scholarship. Students then have the skills necessary to arrive at conclusions based on an informed
judgment. Finally, student will demonstrate the ability to present reasons and evidence clearly and
persuasively in an essay format (APcentral.collegeboard.com). Students are required to take the AP United
States History exam as administered by College Board. Test fees are the responsibility of the student.
Please Note: This course will not be offered during the 2015-2016 school year.
Prerequisite: U.S. History, Social Studies teacher recommendation, Junior or Senior status, and B- or better
in previous Level 1 social studies class or an A- or better in previous Level 2 social studies class is highly
recommended.
TECHNOLOGY PROGRAM
873
COMPUTER-AIDED DESIGN I (CADD)
CC
This course introduces the student to the concepts of mechanical design on computers. With the SolidWorks
CADD software, the student will be asked to complete a series of increasingly more involved design projects
in order to develop both design and CADD skills. The final for this course will be a design project that
involves the design of piece parts and assemblies, which will demonstrate both design and CADD skills
required during the course. This course qualifies as a Math Intensive course.
Prerequisite: Geometry; sophomore*, junior, or senior status.
This course is part of the Engineering Pathways and is part of Pelham High School’s early college credit
opportunity for a fee, determined by the college.
Please note: *Sophomores may take the course but are unable to enroll in the early College Credit Program.
876
GRAPHIC DESIGN
CC
Students will learn how the elements of art and principles of design come together to present information in a
visually compelling manner. At the fruition of this course, students will be able to incorporate skillfully type
and graphics into a document with a singular cohesive message. Students will look at historical and
contemporary graphic arts as references to guide their growth.
Using Adobe Photoshop, In Design, and Illustrator to create documents and their elements, students will learn
how color, shape, line and texture come together to make compelling graphics. As a project based course,
students will work to create real word examples of business cards, logos, letterhead, magazine layouts, posters,
websites, and packaging on their journey to become successful graphic artists.
Please Note: A $40 lab fee per student is required.
Prerequisite: Introduction to Digital Photography or Intro to Art, B- or better is highly recommended;
sophomore, junior or senior status is required.
This course is required for Digital Art Pathway students and is part of Pelham High School’s early
college credit opportunity for a fee, determined by the college.
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877
TELEVISION BROADCASTING
non-leveled
This course is designed for students who want to explore video editing and television broadcasting. Students
will study video production and apply these concepts to their individual projects that involve shooting video
with an HD camera and editing video on the Tricaster Pro or other editing software. Students will produce the
PHS morning announcements, which include lighting, camera work and broadcasting from the Tricaster Pro.
This course will culminate with a final video project. Class size is limited.
Prerequisite: Permission of instructor and an interview
878
ADVANCED TELEVISION BROADCASTING
non-leveled
This course is designed for students who have successfully completed Television Broadcasting. This course
will allow students to continue to study and apply video concepts and work independently on video projects.
Students will continue to further their knowledge of editing using Adobe Premiere as well as the Tricaster Pro.
They will continue to help produce the morning announcements for PHS. Class size is limited.
Prerequisite: Television Broadcasting and permission of instructor
880
INTRODUCTION TO STEAM
(Science, Technology, Engineering, Art, and Math)
non-leveled
This course serves as a gateway to the exploration of career paths in various technology fields. Emphasis on
collaborative projects and intelligent problem solving will support our investigations of the seven fields of
technology.
Design process and design theory serve as the foundation of all projects in this course tying Science,
Technology, Engineering, Art, and Math together. In this survey course, students will explore the processes of
technology; how technology relates to progress and ethical decision making as they work on creative STEM
based projects. A great deal of emphasis will be placed on real-world applications and hands-on exploration.
Please Note: A $40 lab fee per student is required.
This course is required for all STEM Pathway students.
881
WEB DESIGN AND TECHNOLOGY
non-leveled
In this course, students will learn the basics of web design including proper page layout and space usage, type
management, image optimization, and graphics placement. Adobe Dreamweaver and HTML will serve as the
cornerstone of most web design projects with other platforms introduced as appropriate.
In addition to basic web design, students will explore concepts such as search engine optimization, web
analytics, traffic management, blogging, monetization, and social media integration. Students will learn to
design across traditional and mobile device platforms.
A great deal of the course content will work toward building a clear understanding of the many purposes web
pages serve and how purpose informs web design.
Please Note: A $40 lab fee per student is required.
Prerequisite: Sophomore, Junior, or Senior status
This course is part of the Digital Art Pathway.
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882
INTRODUCTION TO DIGITAL PHOTOGRAPHY
non-leveled
Students will learn to use a DSLR camera to create meaningful photographic images that reflect an
understanding of modern visual aesthetics. A great deal of this course will address proper use of the camera
settings, understanding of light and photographic composition.
Students will come away from this course with a strong understanding of how the elements of art and
principles of design come together with sound technical skills to create powerful images reflecting the intent
of the photographer. Exploration of people, landscapes and action photography will help build students visual
and technical skills. Images will be captured digitally and modified with Adobe Photoshop CS6.
Please Note: A $40 lab fee per student is required and access to a DSLR at home is recommended.
Prerequisites: None
This course is required for Digital Art Pathway students.
883
INTERMEDIATE DIGITAL PHOTOGRAPHY
non-leveled
Intermediate Digital Photography will solidify skills and aesthetic competencies developed in the Introduction
to Digital Photography course. Students will learn to work exclusively in manual exposure mode controlling
contrast, color balance, and depth of field. In addition, students will learn to predict how light and subjects
come together to form an image and how to control light in a studio setting. Emphasis on learning more
complex aspects of photography including low-light photography, documentary photography, and close-up
work will support student’s growth as photographer. The course will provide students the opportunity to build
a strong portfolio of art images. Images will be captured digitally and modified with Adobe Photoshop CS6.
It is highly recommended that students own their own digital camera with manual controls for this course. .
Please Note: A $40 lab fee per student is required.
Prerequisite: Introduction to Digital Photography
This course is part of the Digital Art Pathway.
884
ENGINEERING AND DESIGN
non-leveled
This course provides students with an understanding of the educational requirements and career opportunities
in the wide range of engineering fields. Students will develop skills and utilize CADD techniques to produce
geometric shapes and solid models using SolidWorks© software. Project work will include accessing
mechanical parts such as cams, gears, and fasteners to enable design of mechanisms. Students will be exposed
to engineering principles and concepts such a fluid dynamics, heat transfer, and static analysis. This course
qualifies as a Math Intensive course.
Prerequisite: Geometry
This course is part of the Engineering Pathways.
WORLD LANGUAGES PROGRAM
(Students in the Global Citizenship Pathway are required to earn 3 world language credits.)
300
SPANISH I
non-leveled
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at the basic level. Oral and listening
proficiency will be stressed. Reading and writing proficiency will be introduced. Cultural aspects will be
woven into the course.
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305
SPANISH II
non-leveled
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at the intermediate level. Oral and listening
proficiency will continue to be stressed along with reading and writing proficiency. Cultural aspects will be
woven into the course.
Prerequisite: Spanish I; B- is highly recommended.
310
SPANISH III
non-leveled
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at a proficient level. Oral, listening, reading,
and writing proficiency will be heavily stressed. The expectation that the student will consistently express
themselves with originality and personal input will be required. Cultural aspects will be woven into the
course.
Prerequisite: Spanish II; B- is highly recommended.
315
SPANISH IV
CC
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at an advanced level. Their previously
learned skills will be applied to and expanded upon through exposure to literature, film, and culture of the
target language.
Prerequisite: Spanish III; B- is highly recommended.
This course is part of Pelham High School’s early college credit opportunity for a fee, determined by the
college.
320
SPANISH V
non-leveled
This course encompasses aural/oral skills, reading comprehension, grammar, and composition with an
emphasis on the use of Spanish for active communication. In addition to books, materials will include
recordings, films, newspapers, the Internet, and magazines among others. Extensive training in the
organization and writing of compositions is an integral part of the Advanced Placement Spanish Language
course.
Prerequisite: Spanish IV; B- is highly recommended.
325
AP SPANISH LITERATURE
AP
This course incorporates selected works of prose, poetry, and theater from the Medieval and Golden Age of
Spanish Literature through the 20th Century. AP Spanish Literature is the equivalent of a third year college
survey course of Spanish literature and serves as an introduction to literary analysis and discussion of Spanishlanguage literature. Students will learn the terminology and academic language to discuss content, structure,
theme, character development, and figurative language. They will also write interpretive and analytical
compositions and work to develop their academic writing skills in Spanish. This course will be conducted
entirely in Spanish. Students are required to take the AP Spanish Literature Exam as administered by College
Board. Test fees are the responsibility of the student.
Prerequisite: Spanish IV; B- is highly recommended. Student must be recommended by the Dean of the
World Language Department to take this course. It is highly recommended that students meet with the teacher
during the fall semester, at a regularly scheduled time (determined by the teacher and students) to prepare for
the AP Spanish Literature course.
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330
FRENCH I
non-leveled
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at the basic level. Oral and listening
proficiency will be stressed. Reading and writing proficiency will be introduced. Cultural aspects will be
woven into the course.
335
FRENCH II
non-leveled
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at the intermediate level. Oral and listening
proficiency will continue to be stressed along with reading and writing proficiency. Cultural aspects will be
woven into the course.
Prerequisite: French I; B- is highly recommended.
340
FRENCH III
non-leveled
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at a proficient level. Oral, listening, reading,
and writing proficiency will be heavily stressed. The expectation that the student will consistently express
themselves with originality and personal input will be required. Cultural aspects will be woven into the
course.
Prerequisite: French II; B- highly recommended.
345
FRENCH IV
non-leveled
Students will learn to communicate in the target language through speaking, listening, reading, and writing
activities. Students will become competent in the target language at an advanced level. Their previously
learned skills will be applied to and expanded upon through exposure to literature, film, and culture of the
target language.
Prerequisite: French III; B- is highly recommended.
360
INTRODUCTION TO GERMAN LANGUAGE AND
CULTURE
non-leveled
Students will learn to communicate in the target language and culture through speaking, listening, reading, and
writing activities. Students will become competent in the target language at the basic level. Oral and listening
proficiency will be stressed. Reading and writing proficiency will be introduced. Cultural aspects will be
woven into the course.
OPEN ELECTIVE COURSES AND OTHER OPPORTUNITIES
121
ESOL (English for Speakers of Other Languages)
non-leveled
ESOL is intended to help students develop their English language skills. Four skills (listening, speaking,
reading, and writing) will be reviewed with particular emphasis on vocabulary development and writing
including practice on sentence structure, paragraph development, and structured essays. Students will improve
targeted skills needed to assist them in being successful with the general curriculum.
Prerequisite: Permission of ESOL instructor, Dean of Guidance, and Principal
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148
YEARBOOK
non-leveled
The yearbook course introduces students to the production of the school yearbook. Students learn the
fundamentals involved in creating a yearbook, layout, copy, photography, advertising, and marketing.
Students also learn to organize and design layouts on the computer using PageMaker 6.5 and assemble the
pages to meet production deadlines. Yearbook deadlines are crucial and students must learn to work with
others in a responsible, timely, and cooperative way. Students are occasionally required to attend work
sessions outside of regular class hours, especially during deadline season. Because students are responsible
for the production of the PHS Yearbook, Genesis, dependability, and responsibility are required.
Prerequisite: Writing sample and instructor’s permission
630
OFFICE MANAGEMENT AIDE
non-leveled
Student aides will be provided to the Main Office and the Guidance Office through the Guidance Department.
Specific guidelines and expectations are in place to ensure a learning experience. Students will earn .5 credits
and receive a Pass/Fail grade. Note: Students must complete an application and will be interviewed for
aide positions.
Prerequisite: Computer Applications I
N/A
INTERNATIONAL TRAVEL SEMINAR
non-leveled
This program is organized in conjunction with international study tours of one (1) week or more. The course
entails pre-trip meetings, etiquette workshops, and cultural seminars, travel, trip documentation and
culminating activities as arranged by the trip coordinator. Please Note: Students may earn up to 1 credit and
receive a Pass/Fail grade.
40
ACADEMIC STRATEGIES
non-leveled
The development of good study habits and study skills is essential for successful growth as an empowered
learner. This academic strategies course aims to provide instruction on a variety of topics such as developing a
practical study system, creating organizational strategies, understanding textbook complexity, and using
calendars and schedules, developing note-taking skills, and prioritizing assignments. Other topics explored
will include becoming aware of one’s learning style, managing test anxiety, developing concentration
techniques and using mnemonics. Academic Strategies is a course designed to empower students to be
successful by providing them the skills and strategies needed to strengthen their individual weaknesses. This
class is open to all students with permission of the principal.
44
GRADUATION-THEN WHAT?
non-leveled
Students will participate in a series of activities designed to promote the development of skills and knowledge
necessary to support their transition to post-high school life. Focus areas include: know thyself, interest and
aptitude assessments, self-advocacy, and post-secondary resources and options. Guest speakers and person
centered planning experiences will be incorporated.
Prerequisite: Senior status; permission of the principal.
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N/A
INDEPENDENT STUDY
non-leveled
The primary goal of an independent study is education. The study will be considered a success based on how
much the student learns during it. Independent Study is intended to provide students with an opportunity to go
beyond the classroom experience and to pursue and study a particular area of academic interest. We
recognize the value of self-discovery and self-teaching, and want to encourage responsibility and growth.
Throughout the independent study, we will ask the student to define goals for regarding what they want to
learn or accomplish. We will also expect that these goals will be refined in an ongoing manner to make them
specific and realistic. Students wanting to undertake an independent study will submit a proposal in writing to
the Dean of Guidance who will present the proposal to the Principal for final approval.
NOTE: Students must complete the Independent Study Form available from the Guidance and Career
Center.
Qualifications







Student must be in their junior or senior year. Seniors will be given first priority.
Student must have a B average in the chosen subject area and be in good academic
standing.
Student must be self-motivated and able to work independently.
Student maybe involved in only one independent study per semester.
Exceptions to these qualifications will be handled by the Guidance Department who
will bring viable exceptions to the attention of the administration for approval.
All independent studies require the approval (by signature) of parent, teacher, academic
dean, dean of guidance, and the principal.
In no case will an independent study replace courses that are offered at PHS.
Guidelines
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Student will develop a topic and choose a title that is brief but sufficient to convey
the nature of the course.
Student will describe the course of study; identify the body of work that will be
created, and offer a formal outline of the specific areas for study.
Student will find a teacher-advisor who has knowledge and certification in the
chosen area and who is willing to act as a supervisor. It will be the individual
teacher's responsibility to determine if he/she has the time and interest to act as a
volunteer advisor to the student and help to determine if the student has a viable
plan for which the student is sufficiently motivated to pursue independent study.
Student will present a tangible product, (demonstration, or final) that reflects what
the student has learned through independent study.
Student will develop a presentation (either written, oral, or multimedia) at the end
of the semester. The students and advisor will decide to whom the completed
work will be presented.
Two copies of the final presentation will be submitted. One copy will be
returned to the student and the other copy will be kept on file in the student’s
cumulative file.
Student will be assessed on a Pass/Fail basis and will earn 1 credit for the semester
long course.
Student will set up a schedule with regular weekly consultations and supervision
between advisor and student, and establish at least two checkpoints or progress
report dates.
Student planning to enroll in an independent study must have completed the
approval process prior to the start of the semester that the independent study is to
take place.
The standard drop/add procedure will apply. The title of the independent study will
appear on the transcript.
Prerequisite: Junior or senior status
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SPECIAL EDUCATION PROGRAM
The Special Education Department believes that all students should receive appropriate help in
developing those skills necessary to fulfill the goals and objectives of the student's Individual Education Plan
(IEP) and work toward becoming a productive member of the community. Each student will be given the
opportunity to work at his/her ability level on those skills needed to ensure successful transition to his/her
individual post high school goal.
The Special Education services are designed to meet the New Hampshire Standards for the Education
of Handicapped Students to provide a free and appropriate education for all identified educationally disabled
students using the inclusion model. Inclusion is a term, which expresses our commitment to educate each
student to the maximum extent appropriate in the school and classroom he or she would otherwise attend. It
involves bringing the support services to the student rather than moving the student to the services and
requires only that the student will benefit from being in the class rather than having to keep up with the other
students. An appropriate referral, evaluation, and placement requirements must be met to take part in this
program. Any person who bears a responsibility for a particular student's welfare may make a referral. After
it has been determined, through the referral, evaluation, and placement process, that a student is educationally
disabled, a variety of placement options become available. Such placements may include, but are not limited
to, the following options: tutorial support, consultative assistance, itinerant specialists, instructional assistants,
work-study, special classes, regular class monitoring, or individualized instruction.
To the greatest extent possible, each aspect of a student’s program will be implemented within ageappropriate environments with peers. When a student's team determines that he/she requires individualized
instruction as it relates to specific academic needs, community-based instruction, skills in communication,
independent living, or socialization skills, and/or vocational skills, the details of the recommended training
will be specified in the Individualized Education Plan (IEP).
Students who are identified as educationally disabled will be graded according to their Individual
Education Plan, which defines specific goals, objectives, and modifications. Classroom teachers and Special
Education staff will make a cooperative determination. These may include the following areas of concern:
test taking, assignment completion, study techniques, counseling, vocational planning.
NOTICE OF RIGHTS PURSUANT TO7A 186-C: 16-b, THE STATUTE OF LIMITATIONS FOR
SPECIAL EDUCATION CASES
The state and federal special education laws (New Hampshire Revised Statutes Annotated Chapter
186-C and Title 20, United States Code, Sections 1400-1415) require that the school district offers a “free
appropriate public education” to all educationally disabled children.
These statutes define educationally disabled children as children suffering from certain enumerated
disabilities who are between the ages of three and twenty-one and who have not yet obtained a high school
diploma.
A “free appropriate public education” consists of specially designed instruction and educationally
related services in accordance with an “individualized education program” developed by the school district in
consultation with the student’s parents.
If you suspect that your student is educationally disabled and qualifies for such special services, you
may make a written referral requesting that the school district determine your student’s eligibility. Such
referrals should be addressed to the Director of Special Services, School Administrative Unit #28, Pelham,
New Hampshire 03076.
The special education laws confer many rights and obligations upon parents and school districts
regarding educationally disabled children. These include, but are not limited to, the following, which are
listed in Title 20, United States Code, Section 1415(b):
1. Parents may examine all relevant records with respect to the identification, evaluation, and
educational placement of the student, and the provision of a free appropriate public education.
2. Parents may obtain an independent educational evaluation.
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3. The school district may adopt procedures to protect the rights of the student whenever the parents
of the student are unknown or unavailable or whenever the student is a ward of the state. Such
procedures may include the assignment of an individual who is not an employee of the school
district or the state department of education, to act as a surrogate for the student’s parents or
guardian
4. The school district must give the student’s parents or guardian prior written notice whenever the
district proposes to initiate or change, or refuses to initiate or change, the identification,
evaluation, or educational placement of the student or the provision of a free appropriate public
education. The school district must adopt procedures designed to assure that this notice fully
informs the parents or legal guardian in their native language of all procedures available under
Section 1415, unless it is clearly not feasible to do.
5. The school district must adopt procedures, which include the opportunity to present complaints
with respect to any matter relating to the identification, evaluation, or educational placement of
the student, or the provision of free appropriate public education to such student.
6. Whenever a school district receives such a complaint, the student’s parents or guardian shall have
the opportunity for an impartial due process hearing, which will be conducted by an
administrative hearing officer appointed by the state department of education. The hearing officer
shall not be an employee of any agency involved with the education or care of the student. The
administrative hearing officer’s decision may be appealed to the U.S. District Court or to the New
Hampshire Superior Court.
State law establishes short deadlines for requesting an administrative hearing and for appealing the
hearing officer’s decision to the courts. According to New Hampshire Revised Statute Annotated Section 186C: 16-b, which became effective on May 1, 1992:
1. Any action seeking to enforce special education rights under state or federal law shall be
commenced by requesting an administrative hearing from the State Department of Education
within two years of the date of which the alleged violation was or reasonably should have been
discovered. However, an action against a school district to recover the costs of a unilateral special
placement shall be commenced by requesting an administrative hearing from the state department
of education within 90 (ninety) days of the unilateral placement.
2. Where the parent, legal guardian, or surrogate parent has not been given proper notice of special
education rights pursuant to Title 20, United States Code, Section 1415(b), including notice of the
time limitations in NH Revised Statutes Annotated Section 186-C: 16-b, such limitations shall
run from the time the notice of those rights is properly given. The state department of education
shall make available a model notice of rights, which school districts may use as one means of
complying with this notice requirement.
3. An appeal from the State Department of Education administrative hearing officer’s decision to a
court of competent jurisdiction shall be commenced within 120 (one hundred twenty) days from
receipt of the decision. All such decisions shall be sent certified mail, return receipt requested.
4. Any action under Title 20, United States Code, Section 1415(e), seeking reimbursement
from the school district for attorney’s fees related to a request for an administrative hearing, shall
be commenced within 120 (one hundred twenty) days from receipt of the State Department of
Education administrative hearing officer’s decision.
5. Where a unilateral placement has been made without the school district of residence being
offered a reasonable opportunity to evaluate the student and to develop an individualized
education plan, reimbursement may not be sought from the school district for any costs
incurred until the school district is given an opportunity to evaluate the student and to develop
an individualized education plan.
For additional information regarding special education and the special education laws, please contact
the Director of Special Services, School Administrative Unit #28, P.O. Box 510, Pelham, New Hampshire,
03076, or call (603) 890-3760.
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MAKING A SPECIAL EDUCATION REFERRAL
What is a special education referral?
A special education referral is a written statement indicating a student may have a disability that
interferes with learning and may need special education services.
Who can make a referral?
In addition to a student’s parent or guardian, a teacher may make a referral or the student may refer
himself or herself. Anyone who is familiar with the student, such as a physician, therapist, or a judicial
officer, may also make a referral. Classroom teachers are encouraged to seek help for students through
the Student Assistance Team before making a special education referral.
How do I refer my student?
The Referral for Special Education form is available through the PHS Special Education Department,
635-690. However, any written and signed request for an evaluation will be treated as a referral. The
referral must be given to the school principal. For reasons of confidentiality, the district will not accept
electronic referrals.
What information should be included in the referral?
The referral should include the name, address, and telephone number of the person making the referral
and of the student being referred. The referral should also indicate why the student seems to need special
education intervention, his or her strengths, what steps have already been taken to help the student, and
any special circumstances, such as medical or family concerns, that might help explain the student’s
learning problems.
Who decides whether to evaluate a student?
When the principal receives a referral, a designated special education teacher will be assigned to
coordinate a Disposition of Referral meeting within 15 days. This meeting should include the parent or
guardian, a special education teacher, at least one classroom teacher of the student, or a guidance
counselor, and the student, if appropriate. Others may be included at the request of the school district or
the parent.
The team, including the parent or guardian, will discuss whether testing is warranted based on a review
of the cumulative folder, standardized testing scores, and other input from current instructors. The team
will also consider whether the concerns raised in the referral can be addressed through regular education
services. If team members agree testing is needed, the assigned special education teacher/case manager
will hold an Evaluation Planning Meeting. The team will discuss the suspected disability and then seek
the parent or adult student’s permission for the appropriate testing. The tests administered will vary
according to the needs of the student. Parents or the adult student will receive a copy of the New
Hampshire Procedural Rights for Special Education, which provides more specific details of procedures
and describes how to resolve any disagreement. Usually the Disposition of Referral Meeting and the
Evaluation Planning meeting are combined into one meeting. The testing cannot be conducted without
the written permission of a parent, guardian, or the adult student.
Who decides if a student has an educational handicap?
Within 45 days of receiving permission to test, the special education team, which includes the parent or
guardian, holds an Evaluation Review Meeting to determine whether the student has impairments that
impact learning, which require special education services. The team may decide to pursue further testing.
If additional time is needed to conduct the testing, the team may request an extension from the parent or
guardian.
If the team decides the student has a disability, the team seeks written consent from the parent or
guardian. The team meets within 30 days of receiving the written consent on a disability to develop an
Individualized Education Program (IEP) for the student. If parents or guardians disagree with the team’s
evaluation or findings, they may request further testing.
Where can I go with questions?
If you have questions about the PHS referral process or special education services, please contact the
PHS Special Education Department at 635-6901.
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SPECIAL EDUCATION COURSES
60-61
READING
non-leveled
Students will improve targeted reading skills needed to access the general curriculum based on reading
assessments such as NECAP and NWEA and other formal reading scores. The instructor will incorporate a
variety of reading strategies and materials.
This course is an elective and does not count toward the English requirements for a Pelham High School
Standard Diploma.
Prerequisite: Students may elect this course only with permission of the Dean of Special Education and the
school principal.
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FUNDAMENTALS OF MATH
non-leveled
This course is designed for students who demonstrate the need to increase their knowledge of rational numbers
and algebraic thinking. Dependent on entry-level skills, students acquire additional computational skills such
as addition, subtraction, multiplication, and division of whole numbers, fractions, decimals, percent, and
integers as well as problem-solving strategies through word problems. This course is designed for students
who are unable to meet the entry-level requirements of a high school Pre-Algebra course as determined by one
or more assessments, including but not limited to placement and standardized tests. This course is an elective
and does not count toward the math requirements for a Pelham High School Standard Diploma. This course
qualifies as a Math Intensive course.
Prerequisite: Students may elect this course only with permission of the Dean of Special Education and the
school principal.
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SURVIVAL MATH
non-leveled
Students will reinforce number sense and math computation skills while developing the skills necessary to
operate a personal and household budget, manage their time and money, and solve multi-step application
problems. This course is an elective and does not count toward the math requirements for a Pelham High
School Standard Diploma. This course qualifies as a Math Intensive course.
Prerequisite: Students may elect this course only with permission of the Dean of Special Education and the
school principal.
N/A
ACADEMIC/DAILY LIVING/JOB SKILLS
non-leveled
Students will improve academic, daily living, or job skills necessary to access the general curriculum, the work
force, and/or post-secondary programming. This course is an elective and does not count toward the academic
requirements for a Pelham High School Standard Diploma.
Prerequisite: Students may elect this course only with permission of the Dean of Special Education and the
school principal.
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Protocol for Participating in the HiSET Prep Program
The HiSET preparation program at PHS is available to students who are planning to take the
HiSET exam in lieu of achieving a high school diploma, and who are willing to follow the
plan described below.
In order to participate in the HiSET prep program, students:

Must have reached their 16th birthday

Must have completed a minimum of six courses, including at least one each in
math, science, social studies and English , unless otherwise authorized by the
principal

Must have permission to participate in the HiSET program from the principal,
their parents, guidance counselor, and/or case manager, unless otherwise
authorized by the principal

Must attend and participate appropriately (i.e., complete assignments) in three
PHS credit bearing courses in addition to the HiSET prep class until they pass
the HiSET exam

Must participate in academic coaching with the HiSET instructor and regularly
practice for the HiSET exam

Must develop an alternative plan with their guidance counselor before taking the
HiSET exam to help plan for school to career opportunities

Must remain in attendance at PHS until such time as they receive their HiSET
certificate, unless otherwise authorized by the principal (official passing scores
on the HiSET exam must be reported to the principal by the testing center before
a student under 18 will be allowed to leave school)

This course earns no credit.
NOTE: Any student under 21 who passes the HiSET exam will be welcome to return
to school for their high school diploma with the principal’s approval.
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Career and Technical Education Programs
Pinkerton Academy - Salem High School - Alvirne High
Pinkerton Academy in Derry, NH is our primary Career and Technical Education (CTE) affiliation.
However, some Salem and Alvirne High School CTE courses are also available to our students.

Pelham High is allotted a limited number of seats in each CTE course. These are
granted to juniors and seniors based on an application process that considers appropriate
placement, attendance, academic achievement, and discipline reports.

Travel to and from the CTE centers necessitate the loss of fifteen to twenty-five minutes
from both PHS and CTE class time.

Students are responsible for all course requirements in both their CTE center and PHS
classes.

Some CTE courses run one block per day for only one semester. The majority of the
courses run one block per day for two semesters. Students who enroll in a yearlong class
at a CTE center must maintain their enrollment in that class.

For full year courses, two credits are awarded only at the end of Semester II.

Students are under the regulations of the Attendance Policy of the Career Technical
Center they attend. Excessive absences may lead to automatic withdrawal from the
class with a grade of F. Should a student withdraw from the CTE course after the
official drop/add period, a WF (Withdrawal Failure) will appear on the student’s
transcript with the loss of credit.

Students and their families are encouraged to visit the career technical centers by
attending open houses or scheduling a daytime visit. Contact the career technical center
offices of Pinkerton Academy, Alvirne, or Salem High School.

To register, students must complete an application with parent/guardian signature.
Applications are available in the Guidance and Career Center.
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Pinkerton Academy Center
Career and Technical Education
AUTOMOTIVE TECHNOLOGY
P270/P271
AUTOMOTIVE SYSTEMS TECH I
non-leveled
Maintenance and Light Repair 1 MLR
The automotive MLR program is certified by the National Automotive Technicians Educational Foundation
(NATEF) under the authority of the Institute of Automotive Service Excellence (ASE). This full-year (2
credit) course is the first half of a 2-year program that subscribes to the training certification program of ASE.
Students explore career opportunities and requirements of a professional service technician. Content
emphasizes beginning transportation service skills and workplace success skills. Students study safety, tools,
measuring skills, equipment, shop operations, brakes, basic engine fundamentals and basic technician and
management skills. The program is aligned with the NATEF certified automotive programs of the NH
Community College system. Eligible students may have the opportunity to participate in a paid internship at a
dealership during the summer between the first and second year of the program. [DOE CIP code 470604
Automotive Mechanics Technician.]
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
P275/P276
AUTOMOTIVE SYSTEMS TECH II
non-leveled
Maintenance and Light Repair 2 MLR
The automotive MLR program is certified by the National Automotive Technicians Educational Foundation
(NATEF) under the authority of the Institute of Automotive Service Excellence (ASE). This full-year (2
credit) course is the second half of a 2-year program and intensifies, follows through, and elaborates on
material covered in Automotive Systems Technology 1. The curriculum subscribes to the training certification
program of ASE. Students study safety, automotive general electrical systems, starting and charging systems,
batteries, lighting and electrical accessories, engine performance, steering and suspension and HVAC. The
program is aligned with the NATEF certified automotive programs of the NH Community College system.
PREREQUISITE: Successful completion of Automotive Systems Technology 1 (P271) and permission from
the CTE Director.
Prerequisite: Successful completion of Automotive Systems Technology I and permission from the CTE
Director
This course is part of Pinkerton Academy’s early college credit opportunity for a fee, determined by the
college.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
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BUILDING CONSTRUCTION TECHNOLOGY
P300/P301
BUILDING CONSTRUCTION TECH I
non-leveled
This course is the first half of a two-year program and provides students with a fundamental background in
many aspects of residential building construction, particularly framing of floors, walls, and ceilings. In the
second year, the primary responsibility of this program is to participate in on and off-campus construction
projects.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
P305/P306
BUILDING CONSTRUCTION TECH II
non-leveled
The first semester of this course expands and improves upon the basic skills acquired during the first year.
The students will be involved in all aspects of standard carpentry practices in compliance with current building
codes. Units of instruction also cover basic masonry construction and drywall installation. Students also
participate in the planning and scheduling of the various phases of construction, processing of required
permits, developing material lists, and ordering of materials.
Second semester will focus on residential finish work, both exterior and interior as well as basic architectural
millwork and cabinetry. Students will study and apply industry standards of workmanship for joinery,
windows, doors, staircases, moldings, finish trim, countertops, and cabinets.
Prerequisite: Successful completion of Building Construction Technology I and permission from the CTE
Director
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
COMPUTER TECHNOLOGY
P360/P361
COMPUTER SYSTEMS 1- MAINTENANCE
non-leveled
This course is the first half of a two-year program and focuses on PC operating systems and hardware
configuration, installation, and maintenance. Students will work in a fully equipped, state-of-the-art lab to
develop the skills to configure and install hardware components in a PC system as well as to troubleshoot and
diagnose hardware problems. The course will also include an introduction to Windows and UNIX operating
systems from the technician’s point of view, which will be the focus of the second year of the program. The
goal of this course is for students to be prepared to take the A+ certification test.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
This course is part of Pinkerton Academy’s early college credit opportunity for a fee, determined by the
college.
P365/P366
COMPUTER SYSTEMS 2-NETWORKING
non-leveled
The focus of the second-year (2 credits) course in the computer technology program is on network systems
management, project management and more advanced computer simulation designing. The demand for
network technicians is growing tremendously and exciting career opportunities in this field of information
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technology abound. Students will acquire a solid foundation in network topology, routing and switching
theory, and basic network design. Students will then design, install, and maintain a local area network (LAN)
within the lab. The LAN will provide students with experience in monitoring overall network operation,
troubleshooting basic problems, and implementing administrative functions. The desired outcome of this
course is for the student to be prepared to take the Network certification test.
Prerequisite: Successful completion of Computer Systems I-Maintenance and permission from the CTE
Director
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
This course is part of Pinkerton Academy’s early college credit opportunity for a fee, determined by the
college.
COSMETOLOGY
P160/P161
COSMETOLOGY I
non-leveled
Cosmetology students receive comprehensive training in all areas of hairdressing and related fields while
earning hours on their cosmetology apprentice license. Cosmetology 1 students are exposed to a blend of
classroom instruction and hands-on learning experiences using a human hair mannequin in a simulated salon
environment. Students learn a variety of hairstyling techniques, nail design, and proper sanitation. Students
will need to register and pay for an apprentice license and purchase a personal tools/supply kit and wear a
uniform when in the classroom/lab. Total costs range from $85 - $100 with fundraising and payment plan
options available.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
P162/P163
COSMETOLOGY II
non-leveled
In the second year of this full-year, two-credit class, students will continue learning and mastering their skills
from the previous year as well as cultivating new skills in the area of advanced hair cutting, facials, hair
design, hair coloring and chemical texture. In addition, students will learn about the business side of the
cosmetology industry and salon management. Students will have the opportunity to work directly with
customers in the salon and to job shadow professional cosmetologists. Upon successful completion of this
two-year program and state competency exam, students will be able to transfer hours to a post-secondary
school. Second-year students will need to purchase additional tools/supplies (cost is approximately $65-$75,
financial aid and/or payment plans are available).
Prerequisite: Successful completion of Cosmetology I with a 75 or better and completion of state required
lab hours.
CULINARY ARTS
P367/P368
CULINARY ARTS I
non-leveled
In this full-year, double period class students will develop skills in preparing a variety of foods for a full
service restaurant and catered events. The food items will include, but are not limited to, appetizers, soups,
salads, salad dressings, sandwiches, entrees, and desserts. Students will also learn culinary techniques,
background information, history, and vocabulary. Specific topics to be covered are sanitation, safety, knife
skills, small and large equipment identification and use, and proper moist and dry cooking techniques.
Students are required to participate in a minimum of eight catered functions. All students will be required to
purchase an appropriate uniform. The cost associated with this program is approximately $125.
The following year students will take Culinary Arts II.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
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P369/P370
CULINARY ARTS II
non-leveled
In this full-year, double period class (2 credits) program, students will run all aspects of a full-service
restaurant, both front and back of the house. Front of the house, positions will include host/hostess,
waiter/waitress, and cashier. Back of the house, positions will include prep cook, line cook, expediter, sous
chef, and pastry chef. Specific topics to be covered are customer service, purchasing, cost control, menu
planning, training, scheduling, and management skills. Every student will contribute to writing menus and
participate in managing catered functions. At times, the restaurant business/classroom can be a stressful
environment. Every effort is made to accommodate students’ needs during this “real world experience”. A
minimum of eight catered events must be attended. Skills acquired in this program should enable the student to
successfully transition to the world of work or to a culinary college. Excellent attendance is critical for
success.
Prerequisite: Successful completion of Culinary Arts I and permission from the CTE Director
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
DRAFTING
P230/P231
ARCHITECTURE and DESIGN I
non-leveled
This course provides an opportunity for those creative students interested in pursuing careers in Architecture,
Engineering or the many fields of Design using the latest AutoDesk design software. This is the first half of a
two-year program.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above. We recommend that students take Computer Aided Design (CADD) at Pelham High in
the 10th grade.
P235/P236
ARCHITECTURE and DESIGN II
non-leveled
This full-year (2-credit) course is the second half of a two year program concentrating on further developing
the student’s design and visual presentation skills through a series of creative design projects using many of
the advanced features of AutoCAD and PhotoShop design and image presentation software. Students work
independently and cooperatively on several challenging, long-term projects designed around a variety of
themes to engage the most creative and curious minds. Graduates leave the program with a solid design
portfolio and impressive AutoCAD skills to take with them on the next leg of their journey.
Prerequisite: Successful completion of Architecture and Design I and permission from the CTE Director
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
ELECTRICAL TECHNOLOGY
P400/P401
ELECTRICAL TECHNOLOGY I
non-leveled
This course is the first half of a two-year program designed to have students gain the knowledge and skills
necessary to enter the field as apprentice electricians. The student will acquire skills in all phases of residential
wiring including basic electrical theory, safety, special tools and test equipment, blueprint reading, and local
requirement calculations, normal residential circuits, and special purpose wiring systems. Job searching skills as
well as quality workmanship and professionalism will be an integral part of the class.
Successful completion of both levels of this program will qualify the student for up to 1 full year’s credit of
apprenticeship required by the State of New Hampshire to obtain a Journeyman Electrical license.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
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P405/P406
ELECTRICAL TECHNOLOGY II
non-leveled
This full-year course is the second half of a two-year program, and intensifies, follows through, and elaborates
on material covered in Electrical Technology I. It covers small appliance repair, industrial electricity and
motors, and work with transformers and generators. Students will also participate in the actual wiring,
planning, cost estimation, NEC code requirements, and material acquisition needed to complete carious
renovations and repairs on the Pinkerton campus.
Successful completion of the Electrical Technology I and II programs will credit the student with a portion of
classroom and work hours required to obtain a Journeyman Electrical License.
Prerequisite: Completion of Electrical Technology I and permission from the CTE Director
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
ENVIRONMENTAL AND AGRICULTURAL SYSTEMS
P200
INTRODUCTION TO ANIMAL SCIENCE
non-leveled
This course is designed for students who might be considering a career in some phase of animal science such
as animal management/trainer, veterinary science, or agribusiness. Selected units of instruction will include
zoonoses, reproduction, digestive systems, and nutrition of companion and livestock animals.
This is a ½-credit course. Students will enroll in another ½ credit course offered at Pinkerton Academy and
approved by PHS.
Please Note: This course runs in conjunction with Animal Management. Students must sign up for both
courses.
P201
ANIMAL MANAGEMENT
non-leveled
Students will learn to manage a successful grooming business, Pinkerton Pet Palace, as well as learning how to
use software used in veterinarian offices and grooming businesses. Students will become proficient in
learning how to properly operate a veterinarian of grooming office and keep proper records and accounts. The
following year students will take Animal Health and Veterinary Technology.
Please Note: This course runs in conjunction with Introduction to Animal Science. Students must sign up for
both courses.
P202/P203
ANIMAL HEALTH and VETERINARY TECH
non-leveled
This full-year, double period, (two credit) course is designed for students who are interested in a future career
with animals in the health and veterinary technology field. Specific units of instruction will include Nutrition,
Animal Diseases, Animal Welfare Ethics and Treatment, Animal First Aid, Animal Grooming Operation,
Veterinary Technology skills and terminology, FFA and all Aspects of Industry. Classroom lab animals will
be used to gain valuable skills needed to advance in the industry.
Prerequisite: Successful completion of Introduction to Animal Science and Animal Management with a
grade of B- or better, and permission from the CTE Director.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
79
FORESTRY TECHNOLOGY
P100/P101
FORESTRY TECHNOLOGY
non-leveled
This course is an active-learning program designed to develop the skills, knowledge, and attitude necessary for
pursuing a successful career in forestry, environmental science, and natural resource conservation. Topics
include tree identification, protecting forests from diseases, insects and fire, surveying, wildlife management,
ecology, timber harvesting and reforestation, urban forestry/arboriculture, and outdoor career opportunities.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
P110/P111 ENVIRONMENTAL STUDIES/OUTDOOR SKILLS
non-leveled
This course is designed for students interested in the environmental sciences and natural resource
management. Outdoor skills include map, compass, and GPS use, knots, snowshoeing, first aid, survival
training, low impact hiking and camping techniques, outdoor equipment selection and use, and backcountry
travel and safety. The student will also participate in the New England tradition of making maple syrup by
helping to operate the Academy’s sugarhouse. Development of the Forsaith Forest Nature Trail in Chester is
also an ongoing class activity. The student must enjoy outdoor activities and be willing to engage in safe,
productive learning outside the classroom.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
HEALTH SCIENCE AND TECHNOLOGY
P180/P181
HEALTH SCIENCE TECHNOLOGY I
non-leveled
This course is the first half of a two-year program designed to help students explore the medical/healthcare
field. The course will expose students to a variety of healthcare occupations.
Instruction will include
medical terminology, as well as anatomy and physiology with an emphasis on body systems, disease process,
and disorders. Students will receive training in American Heart Association’s First Aid and Health Care
Provider Basic Life Support.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
This course is part of Pinkerton Academy’s early college credit opportunity for a fee, determined by the
college.
P185/P186
HEALTH SCIENCE TECHNOLOGY II
non-leveled
This full-year (2 credit) program is the second half of the two-year Health Science Technology curriculum,
which includes continued study of the body systems and the associated disease processes. Emphasis is placed
on critical thinking skills, analyzing professional/ethical characteristics required of healthcare professionals,
and development of clinical skills through classroom lab experiences. The curriculum provides the student
with a strong foundation of knowledge and skills to successfully transition into post-secondary health care
education. During the second semester, students will receive a minimum of 60 hours of clinical experience in a
local health care facility in a specialty area of their choice. Students will focus their clinical internship on one of
the pathways: emergency medical services (EMT-B), nursing (LNA), or general health care. Students completing
EMT-B or LNA training will have the opportunity to take the state licensure/certification exam.
Prerequisite: Successful completion of Health Science Technology I with a grade of 80 or better and
permission from the CTE Director. Should requests for LNA and EMT exceed maximum enrollment as
prescribed by the state, the CTE enrollment rubric will be used to select students. Students who are not
selected for LNA and EMT may be placed in General.
80
Please Note: A $60.00 lab fee per student is required for Year 2. Students are also responsible for purchasing
uniforms, specialty texts and workbooks (if applicable), and for providing updated immunization/physical
records. A fee may be required for students interested in obtaining industry-recognized certifications.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
TELEVISION PRODUCTION
P420/P421
VIDEO PRODUCTION I
non-leveled
The course provides the student videographer an opportunity to enhance their television skills. Non-linear editing
skills will be expanded with more in-depth exploration of Final Cut Pro and Avid software. Attention will be paid
to lighting and postproduction. Students will take on responsibility in coordination of group projects. Emphasis
will be placed on planning and organizational skills to include storyboarding and script writing. Students will learn
the importance of planning and meeting deadlines.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
P425/P426
VIDEO PRODUCTION II
non-leveled
This full-year program is for the serious Video production student who is interested in pursuing a career in
media production. In this course, students will often fill the role of executive producer or director, discovering
what it takes to create their own independent films. Students will write for media, coordinate film crews,
create budgets, deal with talent, work in post-production creating graphics, DVD authoring and animations,
and be held responsible for the final product. Some productions will be aired on local cable and entered in
video competitions. Career options will be discussed in detail and video portfolios will be constructed.
Prerequisite: Successful completion of Video Production I or permission from the Video Production teacher
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
WELDING TECHNOLOGY
P430/P431
WELDING TECHNOLOGY I
non-leveled
This course is the first half of a two-year program and is designed for anyone who wishes to learn welding and
metal fabrication. Students are instructed in the safe operation of all tools, material handling, and techniques used
in welding. Areas of instruction include flame cutting, brazing, gas welding, arc welding, and metal fabrication.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
P435/P436
WELDING TECHNOLOGY II
non-leveled
This full-year course is the second half of a two-year program, and intensifies, follows through, and elaborates
on material covered in Welding Technology I. Emphasis will be on entry-level job proficiency with gas
welding, soldering, cutting skills with ferrous and non-ferrous materials, shielded electrode arc welding
equipment, metal fabrication and power tools, metal inert gas (MIG) welding, and tungsten inert gas (TIG)
welding. Modern welding techniques developed for aluminum and steel alloys will be skill options available
to students. Focus will be on production, fabrication, and repair skills rather than home type objectives.
Prerequisite: Successful completion of Welding Technology I
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
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Salem High School Center
Career and Technical Education
CAREERS IN EDUCATION
S122/S123
CAREERS IN EDUCATION 1 (Juniors)
non-leveled
Students in this program alternate between working in the classroom, studying education theory and working
in the on-site preschool applying learned theory. The competencies and curriculum focus on education topics
similar to those taught in a college curriculum. The nature of this course requires mature, responsible, selfdirected learners interested in pursuing a career in the education field. Students should have an excellent
attendance record. Emphasis is placed on both work-ready skills and academic skills and content. Professional
attire is required when students are at the worksite. Students considering careers in early childhood,
elementary, middle or high school teaching, special education, speech, physical or occupational therapy,
psychology, guidance counseling, or day care would benefit from this course.
This course is part of the Future Teachers Pathway.
This course is part of Salem High School’s early college credit opportunity for a fee, determined by the
college.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
S129/S130
CAREERS IN EDUCATION 2 (Seniors)
non-leveled
Careers in Education 2 focuses on advanced topics in the education field such as designing and implementing
curriculum, developing critical thinking skills in learners, assessing learners, preparing for the teaching
profession, and the foundations of American education. While working in the on-site preschool, emphasis is
placed on the development and use of leadership skills. Each student will be required to plan and supervise the
operation of the school routine. A year-long observation project is required as well. Students must maintain an
excellent attendance record and are required to dress professionally while at the worksite. Prerequisite: Grade
of 80 or better in Careers in Education 1.
Prerequisite: Grade of 80 or better in Careers in Education 1.
This course is part of the Future Teachers Pathway.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
AIR FORCE Junior ROTC
Air Force Junior Reserve Officer Training Corps (AFJROTC) offers a blend of aerospace science and history
with the development of one’s leadership abilities. It is linked in concept with the Air Force Officer’s
Training Program. Students study aerospace science (aviation and space) and its impact on society.
Leadership skills and qualities, including self-reliance, self-discipline, self-respect, and commitment are
taught.
There is no military commitment involved in any facet of this program. We are not recruiting for the
military. There are no fees or expenses incurred by students or parent/guardians for participation in
this program.
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





S180
Pelham High is allotted a limited number of seats per course. These seats are granted to juniors
and seniors and are based on an application process.
Travel to and from the CTE centers necessitate the loss of approximately fifteen to twenty five
minutes of both PHS and CTE class time.
Students are responsible for all course requirements in ROTC and PHS classes.
All ROTC courses run one block for one semester. Students may choose to take two different
ROTC courses per year. One credit will be awarded at the successful completion of each
semester ROTC class.
Students are under the rules and regulations of both Salem High School and Pelham High
School.
Students and their families are encouraged to contact the ROTC office at Salem High for more
detailed information.
AES AVIATION HISTORY (Juniors and Seniors)
non-leveled
Forty percent of this course is an aviation history course focusing on the development of human flight
throughout the centuries. Students will use flight simulators, remote control aircraft, and other activities such
as kite building to gain an understanding of aviation history and principles of flight. Forty percent of the
course is a leadership education course focusing on citizenship, character, and Air Force tradition. During
this part of the course, students will learn about drill and ceremony, self-control and citizenship. Twenty
percent of the course is a wellness program that includes sports, physical training, and testing and
informational sessions on developing a healthy lifestyle.
Prerequisite: none
Please Note: This is a one-semester course.
S185
AES SCIENCE OF FLIGHT (Juniors and Seniors)
non-leveled
Forty percent of this course is an aviation science course focusing on the aerospace environment, physiology,
principles of flight and navigation. Students will study the atmosphere, design and build aircraft models, fly
remote control aircraft and perform other activities to gain an understanding of the principles of flight. Forty
percent of the course focuses on communication, awareness, and leadership and twenty percent of the course is
a wellness program that includes sports, physical training, and testing and informational sessions on
developing a healthy lifestyle.
Prerequisite: none
Please Note: This is a one-semester course
S190
AES EXPLORING SPACE (Juniors and Seniors)
non-leveled
Forty percent of the course focuses on the space environment, space technology, and exploring space.
Students will design, build, and launch model rockets to enhance their understanding of rocket science. Forty
percent of this course is a “hands-on” course focuses on teaching the students valuable life skills, such as
preparing for college, employment and the basics of financial management. Twenty percent of the course is a
wellness program that includes sports, physical training, and testing and informational sessions on developing
a healthy lifestyle.
Prerequisite: Aviation History and Science of Flight or and SASI recommendation.
Please Note: This is a one-semester course.
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S195
AES MANAGEMENT OF THE CADET CORPS
(Seniors)
non-leveled
This is a “hands-on” management course affording the cadets the opportunity to put the theories of previous
leadership courses and the LE Management part of this course into actual practice. Cadets will plan, organize,
coordinate, direct, and control the key events and activities of the cadet corps. Twenty percent of the course is
a wellness program that includes sports, physical training, and testing and informational sessions on
developing a healthy lifestyle.
Prerequisite: Aviation History and Science of Flight
Please Note: This is a one-semester course.
S210
AES SURVIVAL (Juniors and Seniors)
non-leveled
Forty percent of this curse is basic survival instruction course designed to provide training in skills,
knowledge, and attitudes necessary to perform fundamental tasks needed for survival. The course also
presents “good to know” information that would be useful in any situation, such as someone lost while hunting
or the survivors of an aircraft mishap. Warning: this course may require students to think! Forty percent of
this course focuses on leadership skills and twenty percent of this course is a wellness program that includes
sports, physical training, and testing and information sessions on developing a healthy lifestyle.
Prerequisites: Aviation History and Science of Flight or SASI recommendation
Please Note: This is a one-semester course.
S205
AES CULTURAL STUDIES: AN INTRODUCTION TO GLOBAL
AWARENESS (Junior and Seniors)
non leveled
AES Cultural Studies: An Introduction to Global Awareness introduces students to various regions of the
world from a geographic, historical, and cultural perspective. The course provides increased international
awareness and insight into foreign affairs that permits a more educated understanding of other cultures and
enhanced knowledge of America’s interests and role in the world. Geopolitical issues such as terrorism,
economics, politics, military issues, religion, environmental concerns, human rights, disease, over population,
literacy, the migration of peoples and other cultural issues will be examined. The regional areas included in
this course are Europe, the Middle East, South Asia, East Asia, Africa, and Latin America. The lessons
include excellent videos to provide a window into life and issues within the regions, followed by a variety of
hands-on activities created to engage the student.
Prerequisite: Aviation History or Science of Flight
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Alvirne High School Center
Career and Technical Education
AGRICULTURE PRODUCTION TECHNOLOGY
AGRICULTURE MECHANICS
A240/A241
AGRICULTURE MECHANICS/DIESEL TECHNOLOGY I (Juniors)
non-leveled
This course is designed to give students an understanding of large diesel and gasoline engines, as related to
construction and agricultural equipment. Subject areas include equipment operation and maintenance, theory
of engine operation, engine overhaul, hydraulics, power train, operation, welding, diagnostics, and
troubleshooting. Safety will be stressed in all aspects of the course. Students will apply what they learn by
gaining practical experience in the heavy equipment shop. Students can apply what they learn to help them
with careers in mechanics, agriculture, construction, or trucking. Students MUST successfully complete all
year one competencies to advance to year two.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
A245/A246
AGRICULTURE MECHANICS/DIESEL TECHNOLOGY II (Seniors)
non-leveled
This course allows students to apply and expand upon skills and knowledge gained in the first year of the
program. Students will work on construction and agricultural equipment performing repair, overhaul,
diagnostics, and troubleshooting. Students will become independent through projects requiring record keeping,
disassembly, analysis, replacement of parts, and final reassembly to a working condition. Students will
troubleshoot basic diesel engine malfunctions using the latest computer technology. This course will help
prepare students for an entry-level job in heavy equipment maintenance or a technical school program in
mechanics.
Prerequisites: Successful completion of Agriculture Mechanics/Diesel Technology I
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
A250/A251
HORTICULTURE I
non-leveled
This two year program offers an in-depth look into the field of Horticulture. This course will offer instructions
on greenhouse operations and plant propagation as well as various growing techniques. Students will also be
introduced to other disciplines in the field of horticulture by exploring landscape maintenance and design.
Instruction emphasizes knowledge and understanding of the importance of establishing, maintaining, and
managing ornamental horticulture enterprises. Typical instructional activities include hands-on experiences
with propagating, growing, establishing, and maintaining greenhouse crops; designing landscapes; landscape
maintenance; preparing designs; sales and management; participating in personal and community leadership
development activities; and participating in FFA activities. Students MUST successfully complete all yearone competencies to advance to year two.
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
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A255/A256
HORTICULTURE II
non-leveled
The Horticultural Operations II course is a continuation of Horticultural Operations I. This course includes
organized subject matter and practical experiences related to plants used principally for ornamental or
aesthetic purposes. Instruction emphasizes knowledge and understanding of the importance of establishing,
maintaining, and managing ornamental horticulture enterprises. This two-year course will prepare students for
entry level jobs or future education leading to employment in the green industry. Successful completion of
Horticulture I and II will satisfy one elective science requirement for graduation.
Prerequisite: Successful completion of Horticulture I
Please Note: This course runs one block both semesters for a full year. Students must sign up for both course
numbers listed above.
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PHS STUDENT ACTIVITIES
PHS offers a wide variety of extracurricular activities to all students. These activities may help students gain
valuable skills and explore interests that will benefit them in the future.
HONOR SOCIETIES
FRENCH NATIONAL HONOR SOCIETY
The French Honor Society is a program available to all sophomore, junior, and senior students who have
shown an interest in the French culture and language and have achieved excellence in all academics. Eligible
students must have successfully completed French I, II, and III with a minimum B+ average and have
maintained a B average in all other classes. Accepted members must uphold their grade average, be an active
leader and role model in both school and community, and commit to attending all meetings and activities .
MU ALPHA THETA MATH HONOR SOCIETY
The Mu Alpha Theta is the National High School and Two-Year College Mathematics Honor Society. The
purpose of Mu Alpha Theta is to promote a keener interest in mathematics, to develop sound scholarship in the
subject and promote enjoyment of mathematics among high school and two-year college students. The
chapters are dedicated to inspiring interest and developing strong scholarship in mathematics and promoting
the enjoyment of mathematics in high school. Students in grades 9 through 12 who have completed two
courses of college preparatory mathematics, including algebra II and geometry, and who have completed or
are enrolled in a still more advanced course are eligible for membership in Mu Theta Alpha. Additionally the
work in mathematics must be done with distinction. Members participate in national mathematics
competitions, provide lessons to younger students and the community with a focus on showcasing
mathematics as an enjoyable endeavor, and provide tutoring to students in the high school.
NATIONAL HONOR SOCIETY
The National Honor Society is an organization of junior and senior students who are elected by a faculty
committee. The criteria for membership are:

Scholarship (maintain a 3.5 GPA or above)

Character
Teachers past and present will attest to your classroom/school behavior
Attendance will be monitored throughout the year
 No more than three (3) days out per semester
 School activities do not count toward the three absences
 Extenuating circumstances must be on file with nurse
 No more than three (3) tardiness per semester

Leadership and Service
Have an ongoing involvement in at least three community service activities, one of which
must be outside the school
Participation in sports may be considered as a community service activity but can only be
one of the minimum three
If elected as a member of NHS, you must:
 Attend all meetings
 Tutor one PHS student per year, usually one day per week
 Help with the senior citizen luncheon
 Help raise money to help with community activities
 Maintain GPA of 3.5
 Participate in other NHS activities
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NATIONAL ENGLISH HONOR SOCIETY
National English Honor Society is an outreach from Sigma Tau Delta, the International English Honor
Society. The goals of NEHS are to:

Recognize students on the national level who, based on academic grades and performance, merit
special note for past and current accomplishments.

Nurture these persons in such ways that they are encouraged to develop further their abilities in the
various fields of English.

Encourage members to use their talents in the service of others.
Students are selected because they have demonstrated exceptional academic and leadership qualities. The
group meets monthly and sponsors events such as book drives for local charities, tutoring, field trips and other
social and service-related events.
NATIONAL TECHNICAL HONOR SOCIETY
The NTHS recognizes members who excel in academics, with an emphasis on technical education, leadership,
and service to their school and community. The goal of the society is to see that deserving technical students
are recognized and that people of the community become aware of the talents and abilities of the young people
who choose technical education pathways to a successful future.
In order to qualify for membership, students need to maintain an overall grade point average of 3.33 in all of
their academic classes. In addition, students must also maintain a grade point average of at least 3.0 in all
technical courses and have taken, or be in the process of completing, their third technical course. A
commitment to community service, as well as a commitment to the continued pursuit of a technical education,
must be demonstrated.
SPANISH HONOR SOCIETY
The goal of the Spanish Honor Society is to promote interest and understanding of Spanish and the Spanishspeaking world. The Spanish Honor Society is opened to all sophomore, junior, and senior students who have
shown an interest in the Spanish culture and language and have achieved excellence in all academics. Eligible
students must have successfully completed Spanish I, II, and III with a minimum B+ average and have
maintained a B average in all other classes. Accepted members must uphold their grade average, be active
leaders and role models in both school and community, and commit to attending all meetings and activities .
TRI-M MUSIC HONOR SOCIETY
The Tri-M Music Honor Society is the international music honor society for middle/junior high and high
school students. It is designed to recognize students for their academic and musical achievements, reward them
for their accomplishments and service activities, and to inspire other students to excel at music and leadership.
Through more than 5,500-chartered chapters, Tri-M has helped thousands of young people provide years of
service through music in schools throughout the world.
Tri-M shares and supports the objectives of every dedicated music educator—to increase student and school
involvement with music and to make a stronger and more unified school music program. Tri-M offers a
complete system of rewards that helps inspire students and recognizes excellence in individuals.
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LEADERSHIP OPPORTUNITIES
CLASS OFFICERS
Every year each class at PHS selects seven officers to represent them and guide their class for the academic
year. The seven officers, along with their class advisors, organize their class activities. All students are
encouraged to consider carefully their choices of officers and select students who will be concerned with the
well-being of all members of the class. The class officers are President, Vice-President, Secretary, Treasurer,
and three Representatives. The President and the Representatives also become members of student
government.
SCHOOL BOARD AND SCHOOL COUNCIL
During the spring, Student Government organizes a school-wide election for student representatives to both
the School Board and the School Council. After a nomination process, the entire student body votes in the
selection of a junior for a one-year term on the Pelham School Board, and one sophomore for a two-year term
on the School Council. Both positions require a strong commitment and a willingness to represent the students
of PHS.
STUDENT GOVERNMENT
The PHS community looks to the Student Government to assist in the development of policies and procedures
that govern the entire student body. This group, consisting of the presidents and three representatives of each
class and the student representatives to the Pelham School Board, is involved in problem solving and decisionmaking on school-wide issues. It sponsors a variety of activities such as food drive, Adopt-a-Family, faculty
appreciation, dances, and sundae party, many of which are community-related. There is an active student
government ready to represent your concerns. All students are encouraged to contact their student
representatives with any concerns or ideas that they may have.
STUDENT AMBASSADOR GROUP
The Student Ambassador Group offers a student presence in PHS to welcome new students, community
members, and other visitors. Members of the Ambassador Group promote the idea that PHS is only as good as
what students, faculty, administrators, parents, and our Pelham community put into it. Faculty members
nominate students they recognize have leadership potential and pride in their school. These young people
range from freshmen to seniors and represent a wide variety of academic abilities, recreational interests, and
post-secondary aspirations.
CLUBS
PHS offers a wide variety of extra-curricular activities. Besides being fun, these activities may help you earn
college scholarships, allow you to better your community, give you an opportunity to help others, and serve as
a great place to meet others with similar interests. Listed below are some of the extra-curricular activities
available for students.
Ambassadors
Chess Club
Creative Writing Club
Dance Club
Drama Club
Euro Challenge
Friends of Rachel
Future Business Leaders of America
Granite State Challenge
Hiking
International Economic Summit
Literary Magazine/Ethereal Patter
Moody’s Mega Math Challenge
Model UN
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Newspaper Club/Python Press
NH Economic Challenge
Peer Outreach
Prom Committee
Quiz Bowl
Robotics
PHS ATHLETIC PROGRAM
PHS offers an extensive athletic program, which we believe, is an integral part of each student's education.
We know the intellect needs to be trained, invigorated, and disciplined. So too does the body. We offer a
variety of activities for students to challenge their physical potential to the fullest. Our school encourages
student participation, sportsmanship, and team spirit. The New Hampshire Interscholastic Activities
Association and the PHS Athletic Department determine eligibility. Athletic regulations are described in the
Athletic Handbook. PHS offers a three-season interscholastic athletic program on the varsity and junior
varsity level under the auspices of the NHIAA.
FALL
Boys’ Cross Country
Girls’ Cross Country
Field Hockey
Football
Golf
Boys’ Soccer
Girls’ Soccer
Spirit Team
Volleyball
WINTER
SPRING
Boys’ Basketball
Girls’ Basketball
Gymnastics Club
Ice Hockey (club)
Boys’ Indoor Track
Girls’ Indoor Track
Swim (club)
Spirit Team
Wrestling
Baseball
Boys’ Lacrosse
Girls’ Lacrosse
Softball
Boys’ Tennis
Girls’ Tennis
Boys’ Track and Field
Girls’ Track and Field
Prospective Student/Athletes who plan to play sports while in college may refer to specific eligibility rules and
guidelines at the NCAA Clearinghouse website at “www.eligibilitycenter.org” for further information.
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FAMILY EDUCATIONAL RIGHTSAND PRIVACY ACT (FERPA)
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible
students”) certain rights with respect to the student’s education records. They are:
(1)
The right to inspect and review the student’s education records within 45 days of the day the District receives a
request for access. Parents or eligible students should submit to the school principal (or appropriate school official) a
written request that identifies the record(s) they wish to inspect. The principal will arrange for access and notify the parent
or eligible student of the time and place where the records may be inspected.
(2)
The right to request the amendment of the student’s education records that the parent or eligible student believes
is inaccurate or misleading.
Parents or eligible students may ask the School District to amend a record that they believe is inaccurate or misleading.
They should write the school principal, clearly identify the part of the record they want changed, and specify why it is
inaccurate or misleading.
If the District decides not to amend the record as requested by the parent or eligible student, the District will notify the
parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment.
Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of
the right to a hearing.
(3)
The right to consent to disclosures of personally identifiable information contained in the student’s education
records, except to the extent that FERPA authorizes disclosure without consent.
One exception, which permits disclosure without consent, is a disclosure to school officials with legitimate educational
interests. A school official is a person employed by the District as an administrator, supervisor, instructor, or support staff
member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a
person or company with whom the District has contracted to perform a special task (such as an attorney, auditor,
consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance
committee, or assisting another school official in performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill
his or her professional responsibility.
The School District may disclose without consent directory information, which is information not generally considered
harmful or an invasion of privacy if disclosed, which may include:
•
•
•
•
•
•
•
Name and address of the student
Date and place of birth
Participation in officially recognized activities or sports
Weight and height of athletes
Most recent previous school attended
Field of study
Date of attendance, degrees, and awards
Parents may within fifteen (15) days after notification of rights request in writing the removal of all or part of the directory
information on their student they do not wish to be available to the public. Such requests shall be written, dated, and
addressed to the Superintendent of Schools, 59A Marsh Road, Pelham, NH 03076. All such requests, except those
requests received in September, shall remain effective until the first day of October of the following year. Parents, or an
eligible student, may request that the school district keep this information on file while the student is enrolled in the school
district, thereby not having to complete a new request form each September. If such a request is made, any changes in
information need to be reported to the schools as they occur.
Upon request, the School District discloses education records without consent to officials of a school district in which a
student seeks or intends to enroll.
Persons have the right to file a complaint with the U.S. Department of Education concerning alleged failures by the
District to comply with the requirements of FERPA.
The office that administers FERPA is:
Policy Compliance Office
U. S. Department of Education
400 Maryland Avenue SW
Washington, D.C. 20202-4605
August 2001; Revised January 2004
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PELHAM HIGH SCHOOL FOUR YEAR PLANNER
NH STATE SCHOLARS CORE CURRICULUM
COURSES
CREDITS
English
Freshman English I, Sophomore English II, American Literature,
World Literature
Mathematics
Algebra I, Geometry, Algebra II
Science
Biology, Chemistry, Physics/AP or Advanced Science
Social Studies
World Geography/1.0, Western Civilization/1.0
Economics/Civics/1.0 U.S. History/1.0
World Languages Two (2) years of one language other than English
Earned a GPA of 3.33
Student Name: ____________________
COURSE
4
3
3
4
2
Year of Graduation: ______
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
CREDITS
English
Social Studies
Science
Mathematics
Fine Arts
World Language
Business
Family and Consumer
Sciences
Physical Education
Technology
Health
Career and Tech Education
TOTAL
By signing this planner, the student agrees to complete the State Scholars Initiative Core Course of Study
listed above. The parent/guardian agrees to support their student’s efforts:
________________________________________________________
Student Signature
__________________
Date
________________________________________________________
Parent/Legal Guardian Signature
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__________________
Date
FOUR-YEAR PLANNING GUIDE
Most Colleges and Universities expect students to have had a minimum of four years in four subject areas:
English, Mathematics, Science, and Social Studies. Additionally, colleges expect students to have two to three
years of one world language.
Grade 9
English
Mathematics
Science
World Geography
World Language
Physical Education
Grade 10
Pre-Algebra or Algebra I,
Geometry, Algebra II
Physical Science
Science
Western Civilization
Economics and Civics
Health I
World Language
Elective
Spanish I or French I
Electives 1-3
Computer, Music, Art
Some students may prefer to double up in a
course of their specific strengths or abilities (i.e.
science, math, or language). All students must
successfully complete 5 credits in order to have
sophomore status.
Science
Geometry, Algebra II, or
Trigonometry
Chemistry
Spanish II or French II
Essay Writing, Computer,
Fine Arts, STEM courses
Students should consider early College Credit
opportunities.
All students must successfully complete 11 credits
in order to have junior status.
Grade 12
Grade 11
English
Mathematics
English
Mathematics
English
Mathematics
American Literature
Algebra II, Geometry,
Trigonometry,
Pre-Calculus
College Prep Biology or
Biology, Physics, AP
Chemistry, or AP Biology
Science
Social Studies
US History
World Language
Electives
Spanish III or French III
Essay Writing, College
Writing, Social Studies,
Business, Technology,
Family and Consumer
Science, Fine Arts, STEM
courses, Career and Technical
Education courses
Students should also consider early College
Credit courses.
All students must successfully complete
18 credits in order to have senior status.
World
Language
Electives
World Literature
Pre-Calculus, Calculus,
Probability and Statistics,
AP Calculus
Physics, AP Chemistry,
AP Biology, Anatomy and
Physiology
Current Social and Political
Issues, AP Courses, US History
Since Vietnam, Asian Studies
Spanish IV or French IV
Essay Writing, College Writing,
Social Studies, Business,
Technology, Fine Arts
Family and Consumer Science,
STEM courses
All students must successfully complete 26
credits in order to graduate. Students should
also consider early College Credit courses.
This plan of study serves as a guide along with other career planning materials. Courses listed are only recommended
coursework and should be individualized to meet each learner’s academic and career goals.
93
HIGH SCHOOL FOUR-YEAR COURSE WORKSHEET
1. Use pencil. Write in the courses you plan to take throughout high school.
a. Consider the above sample four-year course plans for the career major(s) which interests you.
b. Consider the following: Graduation Requirements /College Admissions Requirements / NCAA Eligibility
Requirements / Scholarship Requirements
2. Review your 4-Year High School Course Plan each year.
a. Make revisions as needed.
b. Add your grades and credits for the previous semester.
9TH GRADE
1ST SEMESTER
Grade
2ND
SEMESTER
10TH GRADE
Grade
1ST
SEMESTER
Grade
2ND SEMESTER
TOTAL
CREDITS
CUMULATIVE
CREDITS
CUMULATIVE
CREDITS
CUMULATIVE
CREDITS
CLASS RANK
CLASS RANK
CLASS RANK
CLASS RANK
11TH GRADE
1ST SEMSTER
Grade
2ND
SEMESTER
Grade
12TH GRADE
Grade
1ST
SEMESTER
Grade
2ND SEMESTER
CUMULATIVE
CREDITS
CUMULATIVE
CREDITS
CUMULATIVE
CREDITS
CUMULATIVE
CREDITS
CLASS RANK
CLASS RANK
CLASS RANK
CLASS RANK
94
Grade