Glynn County High School Course Descriptions 2016-2017
Language Arts: Georgia Standards of Excellence
The Georgia Standards of Excellence describe a vertically aligned, benchmarked set of performance standards for students in English Language
Arts and Literacy. The standards establish a staircase of increasing complexity in what students must be able to read and write so that all
students are ready for the demands of college and/or career level communication no later than the end of high school. Students read a diverse
array of classic and contemporary literature as well as challenging informational texts in a range of subjects. The standards mandate certain
critical types of content for all students, including classical myths and stories from around the world, foundational U.S. documents, seminal
works of American literature, and the writings of Shakespeare. The ability to write logical arguments based on substantive claims, sound
reasoning, and relevant text evidence is a cornerstone of the writing standards, with opinion writing – a basic form or argument – extending
down into the earliest grades. Narrative and explanatory writing, as well as technical writing and research are also foundational.
The standards require that students gain, evaluate, and present increasingly complex information, ideas and evidence through listening and
speaking as well as through media. The standards help prepare students for real life experience at college and in 21st century careers. The
standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make
informed, skillful choices among the many ways to express themselves through language.
Basic Read-Write/Literature and Composition 9: Placement will be based on teacher/counselor recommendation and test scores;
READ 180 is an intensive reading intervention program that meets the needs of struggling readers. This program directly addresses the
individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading,
writing, and vocabulary skills. The READ 180 software includes videos, mostly about science and social studies topics, and students read about
the video content and engage in comprehension, vocabulary, fluency, and word-study activities around this content. In addition, audiobooks
model comprehension, vocabulary, and self-monitoring strategies used by good readers. This is a course for which a Georgia Milestone End
of Course test will be administered.
9th Grade Literature and Composition: This course focuses on a study of literary genres; the students develop initial understanding of
both the structure and the meaning of a literary work. The students explore the effect of the literary form in regards to interpretation. The
students will read across the curriculum to develop academic and personal interests in different subjects. While the focus is technical writing in
ninth grade literature, the student will also demonstrate competency in a variety of writing genres: narrative, expository, persuasive, and
technical. The students will engage in research, timed writings, and the writing process. Instruction in language conventions will occur within
the context of reading, writing, and speaking, rather than in isolation. The students will demonstrate an understanding of listening, speaking,
and viewing skills for a variety of purposes. This is a course for which a Georgia Milestone End of Course test will be administered.
Honors/Gifted 9th Grade Literature and Composition: Placement will be based on teacher and/or counselor recommendation and
offered to students well qualified to meet the demands of an Honors course. Pre-course reading required. This is a course for which a
Georgia Milestone End of Course test will be administered.
Basic Reading-Writing II/World Lit/Comp: Placement will be based on teacher/counselor recommendation and test scores. READ 180
is an intensive reading intervention program that meets the needs of struggling readers. This program directly addresses the individual needs
through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and
vocabulary skills. The READ 180 software includes videos, mostly about science and social studies topics, and students read about the video
content and engage in comprehension, vocabulary, fluency, and word-study activities around this content. In addition, audiobooks model
comprehension, vocabulary, and self-monitoring strategies used by good readers. The setup is a language lab setting; the class includes drill
and practice opportunities in reading comprehension, vocabulary development, reading opportunities, writing (according to the GPS literary
and writing genres associated with the students’ English course), speaking, and critical thinking. Also, test taking skills will be implemented.
World Literature and Composition: Focusing on a study of World Literature, the student develops an understanding of chronological
context and the relevance of period structures in literature within cultures around the world. The student develops an understanding of the ways
the place of origin of a work of literature affects its structure and how the chronology of a work of literature affects its meaning. The student
develops an understanding of literature as both a product of its culture and as a culture-bearer and recognizes the commonalities and differences
among works of literature from different times and places in the world. This course reinforces skills in reading, writing, critical thinking,
presenting, and listening. A variety of literature will be studied, with emphasis on both content and history. In addition, students will write
essays on selected topics, learning writing techniques from prewriting to final draft. Regular vocabulary and grammar lessons will be presented
to improve overall language skills.
Honors/Gifted World Literature and Composition: Placement will be based on teacher and/or counselor recommendation and offered
to students well qualified to meet the demands of an Honors course. Pre-course reading required.
American Literature and Composition: This course focuses on the study of American literature, writing modes and genres, and essential
conventions for reading, writing, and speaking. The student develops an understanding of chronological context and the relevance of period
structures in American literature. The students develop an understanding of the ways the period of literature affects its structure and how the
chronology of a work affects its meaning. The students read a variety of informational and literary text in all genres and modes of discourse.
Reading across the curriculum develops students’ academic and personal interests in different subjects. While expository writing is the focus in
American literature, the students will also demonstrate competency in a variety of writing genres: narrative, persuasive, and technical. The
student will engage in research, times writing and the writing process. Instruction in language conventions will occur within the context of
reading writing, and speaking. The students demonstrate an understanding of listening and speaking. The students demonstrate an
understanding of listening, speaking and viewing skills for a variety of purposes. This is a course for which a Georgia Milestone End of
Course test will be administered.
Honors/Gifted American Literature and Composition: Placement will be based on teacher and/or counselor recommendation and
offered to students well qualified to meet the demands of an Honors course. Pre-course reading required. This is a course for which a
Georgia Milestone End of Course test will be administered.
AP Language and Composition: This course focuses on the study of American literature, embracing its rhetorical nature and recognizing
the literature as a platform for argument. It also emphasizes a variety of writing modes and genres and the essential conventions of reading,
writing, and speaking. The students will develop an understanding of how historical context in American literature affect its structure, meaning,
and rhetorical stance. The course will enable students to become skilled readers of prose written in a variety of periods, disciplines, and
rhetorical contexts. The students will encounter a variety of informational, literary, and non-print texts from across the curriculum and read
texts in all genres and modes of discourse, as well as visual and graphic images. Instruction in language conventions and essential vocabulary
will occur within the context of reading, writing, speaking, and listening. The students will demonstrate an understanding of listening,
speaking, and viewing skills for a variety of purposes. This course will focus on the consideration of subject, occasion, audience, purpose,
speaker, and tone as the guide for effective writing, as well as the way generic conventions and resources of language contribute to writing
effectiveness. The students will compose a variety of writing, including expository, analytical, and argumentative writings which support the
academic and professional communication required by colleges; and personal and reflective writings which support the development of writing
facility in any context. The students will produce responses to timed writing assignments, as well as writing that proceeds through several
stages or drafts, which include opportunities for revision guided by feedback from teacher and peers. Students will analyze primary and
secondary sources and develop the research skills needed to effectively synthesize these sources for their writing. Pre-course reading
required. This is a course for which a Georgia Milestone End of Course test will be administered.
Advanced Composition: This course is directed toward improving all areas of writing, including , but not limited to the drafting process,
style and organization, grammar, usage, mechanics, peer editing, self-editing, and peer work shopping. Students will read professional writing
and imitate techniques and styles considered successful, while critiquing those found weak or unsuccessful. Students will explore a variety of
genres and styles of writing, including narrative and expository, in an attempt discover their own skills and special interests. (May be taken in
place of British Literature and Composition)
British Literature and Composition: This course focuses on the study of British literature, writing modes and genres, and essential
conventions for reading, writing, and speaking. The students develop an understanding of chronological context and the relevance of period
structures in British literature. The students develop an understanding of the ways the period of literature affects its structure and how the
chronology of a work affects its meaning. The students encounter a variety of informational and literary texts and read texts in all genres and
modes of discourse. Reading across the curriculum develops the students’ academic and personal interests in different subjects. While the
continued focus is expository writing in British literature, the student will also demonstrate competency in a variety of writing genres:
narrative, persuasive, and technical. The students will engage in research, the impact that technology has on writing, timed writing, and the
writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking, rather than in isolation.
The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes.
Honors/Gifted British Literature and Composition: Placement will be based on teacher and/or counselor recommendation and offered
to students well qualified to meet the demands of an Honors course. Pre-course reading required. (GA)
AP Literature and Composition: The course focuses on an intensive study of representative works from various literary genres and
periods. The focus is on the complexity and thorough analysis of literary works. The students will explore the social and historical values that
works reflect and embody. The textual detail and historical context provide the foundation for interpretation: the experience of literature, the
interpretation of literature, and the evaluation of literature. Writing to evaluate a literary work involves making and explaining judgments
about its artistry and exploring its underlying social and cultural values through analysis, interpretation, and argument (e.g. expository,
analytical, and argumentative essays). The writers will develop stylistic maturity: strong vocabulary, sentence variety, and effective use of
rhetoric to maintain voice. An AP syllabus will be submitted and approved by College Board. . Pre-course reading required.
Mathematics: Georgia Standards of Excellence
The Georgia Mathematics standards are designed to achieve a balance among concepts, skills, and problem solving. The standards stress
rigorous concept development and real-world applications while maintaining a strong emphasis on computational and procedural skills. At all
grades, the standards encourage students to reason mathematically, to evaluate mathematical arguments both formally and informally, to use
the language of mathematics to communicate ideas and information precisely, and to make connections among mathematical topics and to
other disciplines.
The standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates
achievement of the standards, enabling a teacher to know "how good is good enough." The standards isolate and identify the skills needed to
use the knowledge and skills to problem solve, reason, communicate, and make connections with other information.
Foundations of Algebra: This course will provide many opportunities to revisit and expand the understanding of foundational algebra
concepts, will employ diagnostic means to offer focused interventions, and will incorporate varied instructional strategies to prepare students for
required high school courses. The course will emphasize both algebra and numeracy in a variety of contexts including number sense, proportional
reasoning, quantitative reasoning with functions, and solving equations and inequalities.
GSE Algebra I/GSE Algebra I Support: The first course in a sequence of three required high school courses designed to ensure career
and college readiness. The course represents a discrete study of algebra with correlated statistics applications. This is a course for which a
Georgia Milestone End of Course test will be administered.
GSE Algebra I: The first course in a sequence of three required high school courses designed to ensure career and college readiness. The
course represents a discrete study of algebra with correlated statistics applications. This is a course for which a Georgia Milestone End of
Course test will be administered.
GSE Algebra I Honors/Gifted: The first course in a sequence of three required high school courses designed to ensure career and college
readiness. The course represents a discrete study of algebra with correlated statistics applications. This is a course for which a Georgia
Milestone End of Course test will be administered.
GSE Geometry/GSE Geometry Support: The second course in a sequence of three required high school courses designed to
ensure career and college readiness. The course represents a discrete study of geometry with correlated statistics applications.
This is a course for which a Georgia Milestone End of Course test will be administered.
GSE Geometry: The second course in a sequence of three required high school courses designed to ensure career and college
readiness. The course represents a discrete study of geometry with correlated statistics applications. This is a course for which a
Georgia Milestone End of Course test will be administered.
GSE Geometry Honors/Gifted: The second course in a sequence of three required high school courses designed to ensure
career and college readiness. The course represents a discrete study of geometry with correlated statistics applications. This is a
course for which a Georgia Milestone End of Course test will be administered.
GSE Algebra II/ GSE Algebra II Support: It is in Algebra II/Advanced Algebra that students pull together and apply the accumulation
of learning that they have from their previous courses, with content grouped into six critical areas, organized into units. They apply methods
from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include quadratic
(with complex solutions), polynomial, rational, and radical functions. And, finally, students bring together all of their experience with functions
to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the
content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to
make sense of problem situations.
GSE Algebra II: : It is in Algebra II/Advanced Algebra that students pull together and apply the accumulation of learning that they have
from their previous courses, with content grouped into six critical areas, organized into units. They apply methods from probability and
statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include quadratic (with complex
solutions), polynomial, rational, and radical functions. And, finally, students bring together all of their experience with functions to create
models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content
standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense
of problem situations.
GSE Algebra II Honors/Gifted: : It is in Algebra II/Advanced Algebra that students pull together and apply the accumulation of learning
that they have from their previous courses, with content grouped into six critical areas, organized into units. They apply methods from
probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include quadratic (with
complex solutions), polynomial, rational, and radical functions. And, finally, students bring together all of their experience with functions to
create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the
content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to
make sense of problem situations.
GSE Accelerated Pre-Calculus: The third in a sequence of mathematics courses designed to ensure that students are prepared to take
higher‐level mathematics courses during their high school career, including Advanced Placement Calculus AB, Advanced Placement Calculus
BC, and Advanced Placement Statistics.
AP Statistics: Follows the College Board syllabus for the Advanced Placement Statistics Examination. Covers four major themes:
exploratory analysis, planning a study, probability, and statistical, inference. Prerequisite: Geometry and Algebra II.
Mathematics of Finance: This course concentrates on the mathematics necessary to understand and make informed decisions related to
personal finance. The mathematics in the course will be based on many topics in prior courses; however, the specific applications will extend
the student’s understanding of when and how to use these topics. Instruction and assessment should include the appropriate use of
manipulatives and technology. Topics should be represented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data-based,
graphical, and symbolic. Concepts should be introduced and used, where appropriate, in the context of realistic phenomena. (Not recognized as
a Math credit for the University System of Georgia)
Statistical Reasoning: This is a fourth mathematics course which offers students the opportunity to strengthen their understanding of the
statistical method of inquiry and statistical simulations. Students will formulate statistical questions to be answered using data, will design and
implement a plan to collect the appropriate data, will select appropriate graphical and numerical methods for data analysis, and will interpret
their results to make connections with the initial question.
GSE Pre-Calculus: This is a fourth mathematics course designed to prepare students for calculus and other college level mathematics courses.
The course requires that students: Perform arithmetic operations with complex numbers, represent complex numbers and their operations on the
complex plane, represent and model with vector quantities, perform operations on vectors, matrices and use matrices in applications, solve
systems of equations and build new functions from existing functions, extend the domain of trigonometric functions using the unit circle,
model periodic phenomena with trigonometric functions, prove and apply trigonometric identities, apply trigonometry to general triangles,
translate between the geometric description and the equation for a conic section, use the rules of probability to compute probabilities of
compound events in a uniform probability model, calculate expected values and use them to solve problems, and use probability to evaluate
outcomes of decisions.
Advanced Mathematical Decision Making: This is a course designed to follow the completion of Algebra II, Advanced Algebra,
Accelerated Geometry B/Algebra II or Accelerated Analytic Geometry B/Advanced Algebra. The course will give students further experiences
with statistical information and summaries, methods of designing and conducting statistical studies, an opportunity to analyze various voting
processes, modeling of data, basic financial decisions, and use network models for making informed decisions.
Calculus: Provides a foundation for the study of advanced mathematics. Calculus includes a study of elementary functions, limits and
continuity, derivatives, differentiation, applications of derivatives, integration and applications of the integral. Many of the topics taught in
Advanced Placement (AP) Calculus are taught in the Calculus course. (BHS)
AP Calculus AB: Follows the College Board syllabus for the Advanced Placement Calculus AB Examination. Includes properties of
functions and graphs, limits and continuity, differential and integral calculus. Prerequisite: Successful completion of GSE Accelerated PreCalculus.
AP Calculus BC: Conforms to College Board topics for the Advanced Placement Calculus BC Examination. Covers Advanced Placement
Calculus AB topics and includes vector functions, parametric equations, conversions, parametrically defined curves, tangent lines, and
sequence and series. Prerequisite: Successful completion of GSE Accelerated Pre-Calculus.
Science: Georgia Performance Standards
The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project
2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students.
The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the
curriculum.
Astronomy Prerequisite: Biology and Physical Science: This laboratory based course provides an introduction to basic astronomy. It
includes a study of the basic concepts of stellar evolution, planet composition, history of astronomy, and charting of the constellations. Home
based visual observing will be required. Mathematical laboratories are an integral part of astronomy. It is recommended that the student have a
strong background in Algebra.
Biology: Biology is described as the study of living things. It begins with a study of accepted methods, processes and procedures for
conducting scientific study. In order to understand life and its functions, a study will be conducted on the organization of living
systems. Topics such as the cell, biochemistry, organic variation, cell reproduction, DNA/RNA and Genetics will be discussed. Methods of
classification of the various life forms are studied and a survey of the kingdoms will begin. A detailed study of the invertebrates and
vertebrates will be conducted. Students will be provided an opportunity through observation and dissections to study representatives of the
animal kingdom. A survey of the plant kingdom beginning with mosses and ferns through the seed plants will be studied. The course
concludes with a study of ecology-the relationships that exist between plants, animals and their environment. Activities are of a more
demanding nature than the regular Biology I course. General biological principles will be addressed with the expectation of independent study
on topics assigned for out of class research. Fields of study include ecology, cell biology, cell chemistry, bioenergetics, DNA, genetics, plant
structure and selected animal biological principles. This is a course for which a Georgia Milestone End of Course test will be
administered.
Honors/Gifted Biology: Biology is described as the study of living things. It begins with a study of accepted methods, processes and
procedures for conducting scientific study. In order to understand life and its functions, a study will be conducted on the organization of living
systems. Topics such as the cell, biochemistry, organic variation, cell reproduction, DNA/RNA and Genetics will be discussed. Methods of
classification of the various life forms are studied and a survey of the kingdoms will begin. Included in the course is a study of ecology-the
relationships that exist between plants, animals and their environment. Activities are of a more demanding nature than the regular Biology I
course. General biological principles will be addressed with the expectation of independent study on topics assigned for out of class research.
Fields of study include ecology, cell biology, cell chemistry, bioenergetics, DNA, genetics, plant structure and selected animal biological
principles. This is a course for which a Georgia Milestone End of Course test will be administered.
AP Biology: This course is designed to be the equivalent of a two semester college introductory biology course usually taken by biology
majors during their first year. The AP Biology course is designed to be taken by students after the successful completion of a first course in
high school biology and on in high school chemistry. It aims to provide students with the conceptual framework, factual knowledge, and
analytical skills necessary to deal critically with the rapidly changing science of biology. The topics covered on the course are molecules and
cells, heredity and evolution, and organisms and populations.
Chemistry I: The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and
provide students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of
atoms, structure and properties of matter, characterization of the properties that describe solutions and the nature of acids and bases, and the
conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and field work
using the processes of inquiry. Prerequisite for the course is successful completion of ninth grade Math with a grade of 80 or higher (may take
with a lower math grade with parental consent and signature on low math grades letter)
Honors/Gifted Chemistry I: Honors/Gifted Chemistry I: Placement will be based on teacher and/or counselor recommendation and
offered to students well qualified to meet the demands of an Honors course. Prerequisite for the course is successful completion of ninth grade
Math with a grade of 80 or higher and a grade of 80 or higher in Biology Honors.
AP Chemistry: AP Chemistry is designed to be the equivalent of the general chemistry course usually taken during the first year of college.
This course is designed to be taken only after the successful completion of a first course in high school chemistry. In addition, the
recommended mathematics prerequisite for an AP Chemistry class is the successful completion of a second-year Math course.
Earth Systems: Earth Systems Science is designed to continue student investigations that began in K-8 Earth Science and Life Science
curricula and investigate the connections among Earth’s systems through Earth history. These systems – the atmosphere, hydrosphere,
geosphere, and biosphere – interact through time to produce the Earth’s landscapes, ecology, and resources. This course develops the
explanations of phenomena fundamental to the sciences of geology and physical geography, including the early history of the Earth, plate
tectonics, landform evolution, the Earth’s geologic record, weather and climate, and the history of life on Earth. Instruction should focus on
inquiry and development of scientific explanations, rather than mere descriptions of phenomena. Case studies, laboratory exercises, maps, and
data analysis should be integrated into units. Special attention should be paid to topics of current interest (e.g., recent earthquakes, tsunamis,
global warming, price of resources) and to potential careers in the geosciences.
Environmental Science: The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This
curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the
human impact on our planet. Instruction should focus on student data collection and analysis. Some concepts are global; in those cases,
interpretation of global data sets from scientific sources is strongly recommended. It would be appropriate to utilize resources on the Internet
for global data sets and interactive models. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the
course. Whenever possible, careers related to environmental science should be emphasized.
AP Environmental Science: AP Environmental Science is designed 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 and/or
preventing them. The following themes provide a foundation for the structure of the AP Environmental Science course: (1) Science is a
process, (2) Energy conversions underlie all ecological processes, (3) The Earth itself is one interconnected system, (4) Humans alter natural
systems, (5) Environmental problems have a cultural and social context, and (6) Human survival depends on developing practices that will
achieve sustainable systems.
Forensic Science Prerequisite: Biology and Physical Science In this course students will learn the scientific protocols for analyzing a
crime scene, how to use chemical and physical separation methods to isolate and identify materials, how to analyze biological evidence and the
criminal use of tools, including impressions from firearms, tool marks, arson, and explosive evidence.
Human Anatomy/Physiology Prerequisite: Biology and Physical Science: This course is designed for the college-bound student
who has shown a special interest in human biology. The structures and functions of the systems of the human body are studied in great detail.
This course is recommended for students who plan to enter training programs for health careers.
Oceanography Prerequisite: Biology and Physical Science: This is a broad based Earth Science course with marine biology
incorporated. This is a rigorous course in which students must be prepared to read from the college text book that accompanies the course. This
course is designed for the college-bound-student who wants to learn all areas of oceanography. Student must be prepared to learn about
geological, chemical, physical, and biological aspects of oceanography.
Physical Science: The Physical Science curriculum is designed to continue student investigations of the physical sciences that began in
grades K-8 and provide students the necessary skills to have a richer knowledge base in physical science. This course is designed as a survey
course of chemistry and physics. This curriculum includes the more abstract concepts such as the conceptualization of the structure of atoms,
motion and forces, and the conservation of energy and matter, the action/reaction principle, and wave behavior. Students investigate physical
science concepts through experience in laboratories and field work using the processes of inquiry. This is a course for which a Georgia
Milestone End of Course test will be administered.
Physical Science Honors: Placement will be based on teacher and/or counselor recommendation and offered to students well qualified to
meet the demands of an Honors course. This is a course for which a Georgia Milestone End of Course test will be administered. (GA)
Physics: Analytical Physics is a college preparatory class designed to provide an overview of the basic topics of Physics. These topics will be
explored using an algebraic mathematical approach to explain the basic phenomena of our physical world. A combination of laboratory
experimentation to get some “hands-on” observations of physics principles, and mathematical “problem solving” to explore the predictions of
actual behavior in real world circumstances will accompany the multimedia explanation and illustration of the physics principles we will be
studying. A large amount of Inquiry based instruction will be utilized in order to test the predictions of behavior our model of the physical
phenomena will generate. This will require some analytical thinking on the part of the students. Chemistry is a prerequisite.
AP Physics 1: AP Physics 1 is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics
(including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry-based
learning, students will develop scientific critical thinking and reasoning skills. Chemistry Honors is a prerequisite.
Zoology Prerequisite: Biology and Physical Science: This is a laboratory based course that will survey the nine major phyla of the
Kingdom Animalia. Morphology, taxonomy, anatomy, and physiology of porifera, cnidaria, platyhelminthes, nematoda, annelida, mollusca,
arthropoda, echinodemata, and chordata will be investigated through comparative studies done during laboratory observations and dissections.
Furthermore, students will compare and contrast methods used by organisms from different phyla to accomplish basic life processes. Students
should have a strong background in Biology. Students will be required to dissect many animal specimens, including a pig. Students will also
be required to create several animal presentations, and present these in front of the class. This is a demanding course that is designed for the
college bound student, particularly those students interested in pursuing any field related to animals.
Social Studies: Georgia Performance Standards
The Georgia Performance Standards for Social Studies were designed to develop informed Georgia citizens who understand the history of the
United States and our place in an ever increasing interconnected world. It is essential that students understand their past and how that past
influences the present day and the future.
American Government: American Government is a full semester credit course required for graduation. The course provides students with
a background in the philosophy, functions, and structure of the United States government. Students examine the philosophical foundations of
the United States government and how that philosophy developed. Students also examine the structure and function of the United States
government and its relationship to states and citizens.
American Government Honors/Gifted: American Government is a full semester credit course required for graduation. The course
provides students with a background in the philosophy, functions, and structure of the United States government. Students examine the
philosophical foundations of the United States government and how that philosophy developed. Students also examine the structure and
function of the United States government and its relationship to states and citizens. Knowledge of current events is an important aspect of
understanding our government and how it works. This course will incorporate current events into the curriculum at regular
intervals. Newspapers, magazines, televised news programs, and Internet resources will be utilized in the study of current events. Current
events assignments will require students to select, read, analyze critique and discuss current events. Political discussions and/or position papers
will be designed to promote students ‘verbal articulation skills and persuasive writing skills using primary and secondary sources.
World History: A survey course beginning with the earliest civilizations and highlighting important developments throughout the world until
the early 21st century. The course includes topics related to Early Civilizations and Classical Empires; Growth, Expansion, and the Emergence
of the Modern World; Global Interaction and Conflict; and the Contemporary World.
Honors/Gifted World History: Placement will be based on teacher and/or counselor recommendation and offered to students well
qualified to meet the demands of an Honors course. (GA)
AP World History: Conforms to the College Board topics for Advanced Placement World History. Includes study of cultural, political,
social and economic history. Stresses research and writing skills.
United States History: Examines the history of the United States beginning with the British settlement of North America. The course’s
main focus is the development of the United States in the 20th and 21st centuries. The course includes topics related to Colonization through
the Constitution; New Republic to Reconstruction; Industrialization, Reform, and Imperialism; Establishment as a World Power; and the
Modern Era. This is a course for which a Georgia Milestone End of Course test will be administered.
Honors/Gifted United States History: Placement will be based on teacher and/or counselor recommendation and offered to students well
qualified to meet the demands of an Honors course. This is a course for which a Georgia Milestone End of Course test will be
administered. (GA)
AP United States History: Conforms to College Board topics for the Advanced Placement United States History Examination. Covers
discovery and settlement, Colonial Society, the American Revolution, Constitution and the New Republic, Age of Jefferson, Nationalism,
Sectionalism, Territorial Expansion, Civil War, Reconstruction, Industrialization, Progressive Era, World War I, Depression, New Deal, World
War II, The Cold War, through modern times. This is a course for which a Georgia Milestone End of Course test will be administered.
Economics: This course is designed to introduce students to fundamental economic concepts, the comparative economic systems, the
principles of microeconomics and macroeconomics, and the decision making of individuals, firms and governments. The students will be given
an opportunity to analyze the study of choices. These choices are often financial, but they may extend beyond the realm of "money", to
concerns about quality of life, happiness and success. Subsequently, the bulk of the work in this class is designed to develop the students’
ability to understand the complexity of the economic, political and social world around them. This is a course for which a Georgia Milestone
End of Course test will be administered.
Honors/Gifted Economics: Placement will be based on teacher and/or counselor recommendation and offered to students well qualified to
meet the demands of an Honors course. This is a course for which a Georgia Milestone End of Course test will be administered. (GA)
AP Macroeconomics: Conforms to College Board topics for the Advanced Placement Macroeconomics Examination. A macroeconomics
course introduces students to fundamental economic concepts such as scarcity and opportunity costs. Students understand the distinction
between absolute and comparative advantage and apply the principle of comparative advantage to determine the basis on which mutually
advantageous trade can take place between individuals and/or countries and to identify comparative advantage from differences in opportunity
costs. Other basic concepts that are explored include the functions performed by an economic system and the way the tools of supply and
demand are used to analyze the workings of a free market economy. The course should also introduce the concept of the business cycle to give
students an overview of economic fluctuations and to highlight the dynamics of unemployment, inflation, and economic growth. Coverage of
these concepts provides students with the foundation for a thorough understanding of macroeconomic concepts and issues. This is a course for
which a Georgia Milestone End of Course test will be administered.
AP Microeconomics: Conforms to College Board topics for the Advanced Placement Microeconomics Examination This is an intensive
semester course in AP Microeconomics. The topics covered in Chapters 1-22 of the text, Principles of Economics, 5th edition, will provide you
with the necessary tools to be successful on the national exam given in May*. If you are taking this class in the fall there will be review
sessions given in April. You will be contacted prior to the beginning of these classes. There are also many review books available with practice
hints and tests as well as the AP Central website through the College Board (www.collegeboard.com/AP). This is a course for which a
Georgia Milestone End of Course test will be administered.
Academic Electives
AP Art History: The Advance Placement offering in Art History is designed to provide the same benefits to secondary school students as
those provided by an introductory college course. Students will learn to develop visual literacy by looking at works of art critically, with
intelligence and sensitivity. This will be achieved through focus on contextual understanding and formal analysis of works of art. The course
will include learning the canon of works from the Western tradition and those of other cultures and how it has changed from the beginning of
the discipline known as Art History.
Advanced Composition: This course is directed toward improving all areas of writing, including , but not limited to the drafting process,
style and organization, grammar, usage, mechanics, peer editing, self-editing, and peer work shopping. Students will read professional writing
and imitate techniques and styles considered successful, while critiquing those found weak or unsuccessful. Students will explore a variety of
genres and styles of writing, including narrative and expository, in an attempt discover their own skills and special interests.
Advanced Placement European History: This is a year-long course in European History based on the College Board’s requirements for
Advanced Placement. By the beginning of this class you should have completed the summer reading assignment and be prepared to discuss the
contribution and impact of the author. You will also have to complete the required assignments that correspond to your reading. This course
covers the cultural, social, political, and economic history of Europe from 1450 ACE to 1991 ACE and will culminate with the national exam
in May.
AP Comparative Government: Conforms to College Board topics for the Advanced Placement Comparative Government and Politics
Examination. Covers sources of public authority and political power, society and politics, citizen and state, political framework, political
change and an introduction to comparative politics.
AP Human Geography: The purpose of the AP Human Geography course is to introduce students to the systematic study of patterns and
processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concept and landscape use,
and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its
environmental consequences. They also learn about the methods and tools geographers use in their science and practice. This course operates
as a college course and conforms to College Board topics for the Advanced Placement Human Geography Examination. Teacher
recommendation and pre-course reading required.
AP US Government: Conforms to College Board topics for the Advanced Placement United States Government and Politics Examination.
Covers federalism, separation of powers, influences on the formulation and adoption of the Constitution, political beliefs, political parties and
elections, interest groups, institutions and policy processes and civil liberties and civil rights.
African-American Studies: Examines the diversity of African-American society; focuses on the various groups that make up the AfricanAmerican population. Covers cultural orientation, contributions of each group and cultural perspectives of each group. Integrates and reinforces
social studies skills. (GA)
Journalism I: Prerequisite Intro Business Technology :Journalism I produces the school yearbook. The course gives students the
opportunity to develop their writing, graphic, photography, sales and marketing skills in designing and publishing the school year’s
highlights. It also helps students work as part of a photographic and technology-based team in order to be successful. Teacher
approval required.
Journalism II-IV/Advanced Yearbook: Prerequisite: Journalism I, teacher consent: This course is for students who have
completed Journalism I and wish to return in a managerial/editorial capacity. Students work as a collaborative team to brainstorm
school issues, select articles, create layouts, maintain a working budget, and market the yearbook to the school. The staff is also
comprised of photographers, artists, and business students who are responsible for the visual and budgetary aspects of the paper.
Literature and History of the Old and New Testament Era: Study of the Old Testament is designed to familiarize students with the
contents of the Old Testament, the history recorded by the Old Testament, the literary style and structure of the Old Testament, the customs and
cultures of the peoples and societies recorded in the Old Testament and the influence of the Old Testament upon law, history, government,
literature, art, music, customs, morals, values, and culture. Topics may include historical background and events of the period; the history of the
Kingdom of Israel; the poetry of the Old Testament; the influence of Old Testament history and literature on subsequent art, music, literature,
law, and events, including recent and current events in the Middle East. This is not a religion class. Study of the New Testament is designed to
familiarize students with the history of the New Testament, the literary style and structure of the New Testament, the customs and cultures of
the peoples and societies recorded in the New Testament and the influence of the New Testament upon law, history, government, literature, art,
music, customs, morals, values, and culture. The topics may include the historical background and events of the period; the life of Jesus of
Nazareth; the parables of Jesus; the life and travels of Paul; and the influence of New Testament history and literature on subsequent art, music,
literature, law, and events. This is not a religion class.
Mythology: This course introduces the importance of myths and tales of classical mythology, focusing on a comparative study of plot,
characters, themes, and figurative devices. The course emphasizes the following: critical and analytical skills, vocabulary development, a
study of the influences of Greek, Roman, and Norse word origins on the English language, and composition. The study of the relationship
between people and their societies is a major emphasis, along with the impact of mythology on the literary world. Writing exploration through
media literacy and viewing will be a focus in this course.
Philosophy in Literature: Students will explore life’s big questions through reading and responding to a variety of philosophical concepts
presented by classical and modern philosophers. Students will deliver in-depth analysis of various branches of philosophy through classroom
discussion, projects, and frequent writing assignments.
Psychology: Investigates the principles of psychology, developmental psychology, heredity and environmental aspects of psychology,
learning theory, personality, intelligence, social disorders and research methods used in the study of psychology. Integrates and reinforces
social studies skills.
AP Psychology: This course is designed for the college bound senior who is interested in human growth and development. Areas of study
include perception, nature of learning, personality development, and personality theories. May require reading to be completed prior to
enrollment in the class; explained on teacher website. Conforms to College Board topics for the Advanced Placement Psychology Examination.
Prerequisite: Psychology recommended.
SAT Prep: This class is designed to prepare students for the new SAT. This course will teach students the format of the test and provide both
strategies and practice for questions on critical reading, sentence completion, grammar, usage, and writing. In addition to reviewing topics from
pre-algebra, algebra, and geometry, students will become familiar with the format of the test and learn strategies. Much time will be devoted to
practice problems similar to those on the SAT. Prerequisite: Algebra and Geometry.
Sociology: Course investigates principles of sociology, the individual in groups, social institutions, social control, and the use of research
methods to examine social problems.
Speech/Debate: This course gives the students’ opportunity to create speeches that underscore the basic needs of business communication.
Students will practice public speaking skills in a controlled positive environment, and then practice these skills in their other high school
classes, in CTAE courses, as well as through Co-op experiences. (GA)
Tools for College Success (ACT Prep): This course is designed to develop the skills necessary to improve ACT scores. This course
emphasizes test-taking techniques in addition to providing preparation for each portion of the test. Prerequisite: Algebra and Geometry.
U.S. History in Film: This course explores United States History through film. The course includes analysis and interpretation
of events through both print and film. This course is open to Juniors and Seniors.
Writer’s Workshop: This course offers opportunities for students to explore different writing genres: narrative, descriptive, persuasive, and
expository modes of discourse. The students will study different writers and their writing styles. The students will have opportunities to
improve writing proficiency through a complete study of the components of solid writing: fluency, style, diction, mechanics, grammar,
imaginative expressions, and details. The course allows students to utilize the writing process to write independently to improve their writing.
MODERN LANGUAGE AND LATIN
For the class of 2012 and beyond, world languages are not a requirement for graduation. Most major universities, however, still
have a language requirement for entry. Students should prepare according to their post-secondary plans.
French, Spanish I: The Level I language course conforms to the American Council on the Teaching of Foreign Languages (ACTFL)
proficiency guidelines for novice low and novice mid- levels. It focuses on the four language skills (speaking, understanding, reading, and
writing) and understanding of the culture(s) of the people who speak the language. It assumes that the students have minimal or no prior
knowledge of the language and culture. Students will focus on communicating about their immediate world and daily life activities, read
material on familiar topics, and write short, directed compositions.
French, Spanish II: Prerequisite: Level I in the same language: The Level II language course conforms to the ACTFL proficiency
guidelines for novice high and intermediate low levels. It focuses on the continued development of communicative competence in the target
language and understanding of the culture(s) of the people who speak the language. It assumes that the students have successfully completed a
Level I course or are at a novice high or intermediate low level of proficiency. Students begin to show a greater level of accuracy when using
basic language structures, and are exposed to more complex features of the language. They continue to focus on communicating about their
immediate world and daily life activities, read material on familiar topics, and write short, directed compositions. The major means of
communication between students and instructors will be in the target language.
French, Spanish III: Prerequisite: Level II in the same language with a grade of 85 or higher and teacher recommendation. Level III
courses are designed to teach the student to review and maintain those listening, speaking, reading and writing skills learned in levels I and II.
At level III, students continue their development of oral skills through a carefully sequenced program of listening and oral practice. There is
also increased emphasis on reading and writing skills. Students develop the reading technique of “sensible guessing” i.e. arriving at
comprehension of new words and expressions through context of already familiar words in the material being read. Under the teacher’s
direction, writings of appropriate difficulty are read and discussed. Students may develop summaries, paragraphs, and brief compositions with
the help of guide questions, previous oral discussions, or pictures. Students learn to correctly use all common grammatical structures
previously studied. The major means of communication between students and instructors will be in the target language.
French IV: Enhances Level Three skills in French and provides further opportunities to increase listening, speaking, reading, and writing
skills in an integrated way. Provides continued language development through exploration of familiar and unfamiliar topics and provides
opportunities to develop a broader and more extensive understanding of French-speaking cultures. All forms of communication between
students and instructor will be in the target language.
AP French: Conforms to College Board topics for the Advanced Placement French Language Examination. Emphasizes using the language
for active communication. Stresses the ability to understand French in various contexts, to develop a vocabulary sufficient for reading
newspapers, magazines, literary texts, and other nontechnical writing and to express oneself in speech and in writing coherently, fluently and
accurately. All forms of communication between students and instructor will be in the target language.
Spanish 4: : The course of Spanish IV is designed to teach the student to review and maintain those listening, speaking, reading and writing
skills learned in Spanish I, II and III. At level IV, students continue their development of oral skills through a carefully sequenced program of
listening and oral practice. There is also increased emphasis on reading and writing skills. Students develop the reading technique of “sensible
guessing” i.e. arriving at comprehension of new words and expressions through the context of already familiar words in the material being read.
Under the teacher’s direction, writings of appropriate difficulty are read and discussed. Students may develop summaries, paragraphs and brief
compositions with the help of guide questions, previous oral discussions, or pictures. Students learn to correctly use all common grammatical
structures previously studied. Students will be introduced to additional vocabulary and cultural aspects, as well as to more sophisticated
grammatical constructions. Practice will be given so that these new elements may be incorporated into the students’ active language skills.
AP Spanish: The AP Spanish Language course should help prepare students to demonstrate their level of Spanish proficiency across three
communicative modes: Interpersonal (interactive communication), Interpretive (receptive communication) and Presentational (productive
communication, and the five goal areas of Communication, Cultures Connections, Comparisons, and Communities (Standards for Foreign
Language Learning in the 21st Century). The course is meant to be comparable to fifth and sixth semester (or equivalent) college and
university courses that focus on speaking and writing in the target language at an advanced level. The student who receives an AP grade of 3, 4
or 5 on the AP Spanish Language Exam has mastered- to a degree commensurate with the AP grade- the skills and knowledge required to
receive credit for an advanced level college or university Spanish language course.
Latin I: Introduces students to the Latin language and ancient Roman civilization. Emphasizes the ability to write simple Latin phrases and
to understand simple Latin passages presented orally and in writing. Latin I provides an introduction to the basics of Latin grammar, syntax,
and grammar. All declensions, conjugations, and elementary constructions are presented and are mastered through Latin-to-English and
English-to-Latin exercises. Additional attention is given to the study of mythology and Roman culture. (GA)
Latin II: The objective of this course are to review in depth the fundamentals of Latin grammar, with a particular emphasis upon the moods
and tenses of the Latin verb; to enlarge one's vocabulary in Latin (and in English through the study of Latin roots); to acquire proficiency in
translating primary Latin texts. In addition we will explore aspects of early Greek history and culture. (GA)
Latin III: The objectives of this course are to review the fundamentals of Latin grammar, to acquire translation proficiency in Latin prose, to
expand one's vocabulary, and to study the historical, social and cultural context of individual authors. In addition, we will examine in detail the
decline of the Roman Empire. (GA)
Latin IV: Enhances skills in Latin and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper
understanding of Latin culture through advanced reading and advanced-level topics for discussion and composition. (GA)
AP Latin: This course is designed to provide a comprehensive introduction to Vergil’s Aeneid. It will cover the entire text in English and the
assigned selections in Latin from the AP syllables (C2). In addition we read Euripides’ “Medea” and the “Trojan Women” and Vonneqet’s
Slaughter-House Five at the appropriate times. (GA)
PERSONAL FITNESS AND HEALTH
Personal Fitness/Health: The State of Georgia requires all students to take ½ unit of Personal Fitness and ½ unit of Health. Each class is
taught nine weeks within the same semester. Personal Fitness provides instruction in methods to attain a healthy level of physical fitness. The
Health component is designed to help students develop an awareness of safety and healthy lifestyles and methods of dealing with related
emergencies. Included in the health component is the drug and alcohol awareness class required by the Georgia Highway Patrol before
students are eligible to secure their driver's license. The instruction on human sexuality and Acquired Immune Deficiency Syndrome
awareness required by the state of Georgia is also part of the curriculum. The Personal Fitness component presents students with an opportunity
to assess their fitness level and learn the role that physical activity plays in their lives. Students develop a plan for physical fitness and learn to
participate in activities which can be continued for fitness and recreation. The history, vocabulary, skills, rules, and regulations of selected
sports activities will also be introduced.
Team Sports: Introduces fundamental skills, strategies, and rules associated with team sports such as basketball, volleyball, soccer, softball,
baseball, field hockey, lacrosse, team handball, and flag football. Prerequisite: Personal Fitness
Tennis: Introduces fundamental skills, strategies, and rules associated with tennis. (GA)
Weight Training: Introduces weight training; emphasizes strength development training and proper lifting techniques. Includes fitness
concepts for developing healthy lifetime habits. Prerequisite: Personal Fitness.
FINE ARTS ELECTIVES
AP Art History: The Advance Placement offering in Art History is designed to provide the same benefits to secondary school students as
those provided by an introductory college course. Students will learn to develop visual literacy by looking at works of art critically, with
intelligence and sensitivity. This will be achieved through focus on contextual understanding and formal analysis of works of art. The course
will include learning the canon of works from the Western tradition and those of other cultures and how it has changed from the beginning of
the discipline known as Art History.
Colorguard: Designed to allow for marching performance during football season and playing performance for the remainder of the semester
or year. Students must also participate in Advanced Band I (Marching, 5th block). Audition Required.
Fundamentals of Drama: Drama Fundamentals is an elective semester course intended to provide opportunities for interested and
enthusiastic students to develop their human communication skills and to learn about theater. The course is available to students who are
interested in performing and are willing to have their performances evaluated. Every attempt is made to help students develop their selfconfidence as well as their communication and interpersonal skills.
Advanced Drama I-IV: Advanced Theatre Arts is an elective semester course intended to provide opportunities for interested and
enthusiastic students to further their development in stage movement, creation of characters, situations. Audition required for GA
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Create characters, situations, and environments based on images
Further develop movement techniques for characterization such as facial expression, gestures, postures, mannerisms, and character
analysis
Further develop vocal techniques (pitch, rate, articulation, volume, breath, support, and relaxation) to develop a character
Collaborates successfully in all areas of theatre arts
Select and use existing technology to enhance all aspects of theatre arts
Participate responsibly and actively in the role of the audience
Drama Technical Theater: This course is intended for students who are interested in learning performing arts productions skills and will
consist in instruction and opportunities in: use of technical theatre lighting and sound equipment, stage and theatre management, production
organization and design, dealing with a large and varied group of performing artists and art patrons, practical use of Glynn Memorial
Auditorium for a variety of art performances, proper maintenance of theatre equipment & tools, and Work in technical support and
performances. Teacher approval required. (GA)
Musical Theater: Introduces the style and characteristic elements of modern musical theater. Covers production staging, orchestration, voice
and dance; offers an opportunity for team teaching through interdisciplinary collaboration with the chorus, band, art, technology, physical
education and dance instructors. Offers opportunity for performance. Audition Required for GA: Offered 5th Block Spring Semester (GA)
Music Theory and Comp I (Advanced): Introduces concepts of writing and creating music. Utilizes traditional music writing
techniques as well as score-writing software to create music. (GA)
Visual Art I: Provides a hands-on knowledge of the elements and principles of design. The student will experiment with tempera,
watercolor, pastels, ink, paper construction and a variety of other media to broaden an appreciation for the arts.
Visual Art/Drawing I: Explores a variety of drawing techniques and media; emphasizes developing basic drawing skills and critical
analysis skills for responding to master drawings. Examines solutions to drawing problems through student drawings and those of other artists.
Covers Western and non-Western cultures. Teacher approval required.
Visual Art/Drawing II: Enhances level-one skills in technique and provides further exploration of drawing media; reinforces basic drawing
skills and critical analysis skills for responding to master drawings of different historical styles and periods. Examines solutions to drawing
problems through student drawings and those of other artists. Teacher approval required.
Drawing/Painting I: Introduces drawing and painting techniques and a variety of drawing and painting media. Stresses critical analysis of
master paintings and drawings of different styles and historical periods; emphasizes problem-solving techniques to achieve desired results in
personal work. Teacher approval required.
Drawing/Painting II: Enhances level-one drawing and painting skills and provides opportunities to apply painting and drawing techniques
in a variety of media. Stresses critical analysis of master paintings and drawings of different styles and historical periods; emphasizes problemsolving techniques to improve techniques and mastery of materials. Teacher approval required.
Visual Art/Painting I: Explores a variety of techniques and wide range of painting media; emphasizes developing basic painting and critical
analysis skills for responding to master paintings. Examines solutions to painting problems through the study of the color theory and
composition. Emphasizes the concept and development of personal style. Covers Western and non-Western cultures. Teacher approval
required.
Beginning Mixed Chorus: The Beginning Chorus is intended as an ‘entry level’ course in singing. No previous experience in choral music
or sight-reading is required. Students will be taught the basics of both skills in preparation for possible advancement into the advanced classes.
This group performs at both the winter and spring concerts. No audition is necessary for this ensemble – just interest in learning how to sing!
Advanced Chorus: The Advanced Choral Ensemble is the flagship choral ensemble of both high schools. This group holds several
performances and participates in choral competitions annually. We strive to perform a diverse repertoire of music, both accompanied by
various instrumentations and a capella. Past experience in chorus and sight-reading ability is required. Instructor approval required for GA.
Advanced Treble Ensemble: The Advanced Treble Ensemble (Bella Voce) is rapidly paced ensemble of Glynn Academy High School that
is specifically geared toward treble voices. This group holds several performances and participates in choral competitions annually. We strive
to perform a diverse repertoire of music, both accompanied by various instrumentations and a capella. Past experience in either the Academy
Singers or sight-reading ability is required. Entrance into this ensemble is by instructor approval only. (GA)
Intermediate Orchestra, Strings: Provides opportunities to develop performance skills and precision on orchestral stringed instruments.
Emphasizes performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects
of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and
ensemble experiences. (GA)
Advanced Orchestra Strings: Provides further opportunities to hone performance skills and precision on orchestral stringed instruments
and provides leadership opportunities within the orchestral ensemble. Emphasizes performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced
progress through all four levels. Stresses individual progress and ensemble experiences. (GA)
Intermediate Marching/Concert Band: Designed to allow for marching performance during football season and playing performance
for the remainder of the semester or year. Students must also participate in Concert Band. (Marching, 5th block).
Advanced Marching/Wind Ensemble: Designed to allow for marching performance during football season and playing performance for
the remainder of the semester or year. Students must also participate in Wind Ensemble. (Marching, 5th block).
Percussion: This course is designed to cover the fundamentals of playing percussion instruments and the application of musicianship skills to
the genre. It is designed to improve the playing skills and knowledge in the areas of mallets, drum set, rhythmic reading, percussion ensemble,
and sight-reading. The students will gain an appreciation for complexity involved in performing music at a high level. To be an effective
member of this organization, students must exhibit a strong work ethic and high level of discipline.
Jazz Band: This course is offered for those band students who wish to broaden their musical skills in a jazz ensemble setting. Throughout
this course, emphasis is placed on the concept and theories of the jazz ensemble and jazz performance. Music theory and how it relates to Jazz
improvisation is also both studied and practiced. The class format will be organized to facilitate individual playing skills, group participation,
individual testing, and group performance skills based upon traditional and current jazz band literature. (Spring, 5 th Block)
Advanced Placement Criteria
Advanced Placement courses require students to demonstrate increased student independence, take on a higher degree of
responsibility, and meet higher standards than students in college prep and honors courses. An extra quality point will be awarded
to students whose grade average is 70% or above upon course completion.
The number of AP courses are restricted to one in ninth grade, three in tenth grade, and four in eleventh and four in twelfth.
(Exceptions may be granted by the AP Committee during the registration process. The AP Committee consists of parent/guardian,
AP teacher, administrator or counselor, and previous content teacher.)
Department and Course Title
Grade
Level
Entrance Criteria
AP Language Arts
11th-12th
Exceeds on 9th grade Literature EOC or Georgia Milestone EOC
and Honors World Literature teacher recommendation
AP Literature
12th
Honors American Literature or AP Language teacher
recommendation
AP Spanish
11th – 12th
Exceeds on 9th grade Literature EOC or Georgia Milestone EOC
and successful *completion of Spanish I, II, III, and IV with a
successful completion grade of 85 or higher and Spanish III and IV
teacher recommendation.
AP Latin
11th – 12th
Exceeds on 9th grade Literature EOC and successful completion of
Latin I, II, III, and IV with a grade of 80 or higher and Latin teacher
recommendation.
AP French
11th – 12th
Exceeds on 9th grade Literature EOC or Georgia Milestone EOC
and successful completion of French I, II, III, and IV with a grade
of 80 or higher and French teacher recommendation.
AP Statistics
10th – 12th
**Exceeds on one or both of the Mathematics EOC’s or Georgia
Milestone EOC and accelerated or Honors Mathematics teacher
recommendation
AP Calculus AB/BC
11th -12th
Exceeds on both of the Mathematics EOC’s or Georgia Milestone
EOC and has completed three Accelerated or Honors high school
mathematics courses with Accelerated or Honors Mathematics
teacher recommendation
English Language Arts
Foreign Languages
Mathematics
Science
AP Environmental Science
11th – 12th
Exceeds on one or both of the Science EOC’s or Georgia Milestone
EOC and Honors/Gifted teacher recommendation. Earned a B or
better in Biology and Chemistry
AP Biology
11th – 12th
Exceeds on one or both of the Science EOC’s or Georgia Milestone
EOC and 2 years of Accelerated lab science with successful
completion of an 80 grade or above
AP Physics
11th – 12th
Exceeds on one or both of the Science EOC’s or Georgia Milestone
EOC and 2 years of Accelerated lab science being Chemistry
Honors with successful completion of an 80 grade or above.
AP Chemistry
11th – 12th
Exceeds on one or both of the Science EOC’s or Georgia Milestone
EOC and 2 years of Accelerated lab science with one course being
Chemistry and one course of Accelerated Analytical Geometry or
Advanced Algebra with successful completion of an 80 grade or
above in both the science and math prerequisites
AP Human Geography
9th – 12th
Exceeds on 8th grade Social Studies test and 8th grade Language
Arts test and Honors/Gifted teacher recommendation
AP World History
10th – 12th
Exceeds on 9th grade Literature Georgia Milestone EOC and
AP/Honors teacher recommendation
AP European History
10th – 12th
Exceeds on 9th grade Literature Georgia Milestone EOC and
AP/Honors teacher recommendation
AP Psychology
10th – 12th
Exceeds on 9th grade Literature Georgia Miletsone EOC and
AP/Honors teacher recommendation. Successful completion of an
80 grade or above in Biology. Psychology credit is recommended.
AP U.S. History
11th – 12th
Exceeds on 9th grade Literature Georgia Milestone EOC and
AP/Honors World History teacher recommendation. AP US History
teacher signature.
AP United States Government and Politics
11th - 12th
Exceeds on 9th grade Literature Georgia Milestone EOC and one
pre-requisite course of Regular/Honors U.S. Government, as well
as, AP/Honors World History or U.S. History teacher
recommendation.
AP United States Comparative Government
and Politics
11th-12th
Exceeds on 9th grade Literature Georgia Milestone EOC and one
pre-requisite course of Regular/Honors U.S. Government, as well
as, AP/Honors World History or U.S. History teacher
recommendation.
AP Micro Economics
12th
Exceeds on 9th & 10th grade Math EOC or Georgia Milestone EOC
and AP/Honors teacher recommendation.
AP Macro Economics
12th
Exceeds on 9th & 10th grade Math EOC or Georgia Milestone EOC
and AP/Honors teacher recommendation.
11th – 12th
AP Art history teacher and counselor approval
Social Studies
Fine Arts
AP Art History
MOWR Program at Coastal Pines Technical College
Ready to get your students headed towards college? The MOWR program is just what you’re looking for. High school students can enroll in
college level classes and receive transferrable credit to jump start their education at the next level while receiving credit towards their high
school graduation requirements. MOWR allows students to receive college credit without the college tuition. Tuition costs are paid for by
HOPE and do not count towards the HOPE cap. Coastal Pines Technical College offers academic classes in Math, English, Psychology and
Speech. Interested students will need to meet the entrance requirements for degree level programs.
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Minimum ACT (Reading – 18, English – 16, Math – 19) /SAT (Critical Reading 450, Math – 440) or COMPASS (Reading – 79,
Writing – 62, Algebra – 37) scores are required as well as completion of all additional paperwork required for the program.
Please visit GAcollege411.org and see your high school counselor for more information.
Students are also able to enroll in technical programs of study and certifications while earning college credit and high school credit
simultaneously. Criminal Justice, Cosmetology, Culinary Arts, HVAC, Nursing, Welding and Microsoft Office are offered to all qualified
Glynn County high school students. Interested students must be at least 16 years old, making good progress in their current high school classes,
provide a MOWR enrollment agreement signed by their parents/guardians, and achieve the qualifying scores on the COMPASS test (Reading –
70, Writing – 32, Math – 26). The test is given throughout the year at both high schools. Once students meet the qualifications, they must
complete the MOWR and Coastal Pines application. Class costs are currently covered by the HOPE grant and funding from Coastal Pines
Technical College. Currently, there is no cost to the student for the classes and their HOPE cap hours are not impacted. Please visit your high
school counselor for more information.
MOWR Program at College of Coastal Georgia
MOWR is a program designed for exceptional high school students who wish to take approved classes at the College of Coastal Georgia. When
satisfactorily completed, such courses will count both toward high school graduation and college credit. Tuition for this program is funded by
State revenues. Students can enroll only in courses approved by the high school counselor and those listed in the Course Directory published by
the Georgia Student Finance Commission.
What are the Admission requirements?
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Must be following an academically rigorous curriculum at an accredited high school
High school grade point average on academic classes of 3.00 or higher
SAT score of 970 must be achieved with exempting scores in the Critical Reading and Math sections, with minimum scores of 500
on either the Reading or Math OR ACT score of 20 on the Composite section with exempting scores in the English and Math sections
of 21 on either English or Math.
Permission of parent and high school official
On track toward completion of high school graduation requirements