Academic Departments

PLTW CSP Utilizes Python® as a primary tool. Students learn the fundamentals of coding, data processing, data security, and task automation, while learning to contribute to an inclusive, safe, and ethical computing culture. The course promotes computational thinking and coding fundamentals and introduces computational tools that foster creativity. Computer Science Principles helps students develop programming expertise and explore the workings of the Internet. Projects and problems include app development, visualization of data, cybersecurity, and simulation.

PLTW Cybersecurity introduces the tools and concepts of cybersecurity and encourages students to create solutions that allow people to share computing resources while protecting privacy. Nationally, computational resources are vulnerable and frequently attacked; in Cybersecurity, students use virtual labs to discover key concepts of the field. These labs progress from an individual computer to more and more complex network environments. This course raises students’ knowledge of and commitment to ethical computing behavior. It also aims to develop students’ skills as consumers, friends, citizens, and employees who can effectively contribute to communities with a dependable cyber-infrastructure that moves and processes information safely. 

AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts. AP Computer Science Principles will give students the opportunity to use technology to address real-world problems and build relevant solutions. Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science.

AP Computer Science A is equivalent to a first-semester, college-level course in computer science. The course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object oriented and imperative problem solving and design using Java language, including Java programming style, assignment and logical operators, decision-making, looping methods and arrays. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. The AP Computer Science A course curriculum is compatible with many CS1 courses in colleges and universities. Students are expected to take the College Board Advanced Placement exam in May to obtain college credit.

This course is designed for those students seeking to take what they have already learned about programming and learn how to apply those skills using the Java language, which is the programming standard for Computer Science, Information Technology and Engineering majors. Students reinforce their existing skills and learn Java’s object oriented approach to problem solving. This course is an excellent follow-up course for students who have taken Introduction to Game Design and wish to program at a high level.

The English 9R curriculum is designed to develop a student’s ability to listen, read, and write for information and understanding, literary response and expression, and critical analysis and evaluation. Students will read practical selections such as articles and essays, and other works including short stories, plays, and novels. As listeners and readers, students will analyze experiences, ideas, information and issues and then present their findings through oral and written language. Major works studied include, but are not limited to Oedipus, Romeo and Juliet, Of Mice and Men. 

In addition to the work covered in the 9R curriculum, this course provides students with the opportunity to do advanced work in reading, writing, and team projects. This course will offer course work designed to prepare students for the AP Capstone course offering for sophomores. Active participation is required. This course is intended for the advanced student who enjoys reading and has a solid writing foundation. 
• Students are required to complete a summer assignment. 
• Prerequisite: Minimum grade of 90% in English 8 or recommendation by 8th grade English teacher. 

AP Seminar provides sustained practice of investigating issues from multiple perspectives and cultivates student writing abilities so they can craft, communicate and defend evidence-based arguments. Students are empowered to collect and analyze information with accuracy and precision and are assessed through a team project and presentation, an individual written essay and presentation, and a written exam. Students can take AP Seminar in lieu of English 10. This course is the first part of the AP Capstone program. 
• Students are required to complete a summer assignment. 
• Prerequisite: Minimum grade of 90% in English 9 Honors, Global 9 Honors and/or teacher/counselor recommendation. 

The general goals of the 10th grade Regents English program include the review and study of the mechanics of language, its composition, and the development of research skills. The student will study literature from anthologies and supplementary texts involving both fictional and non-fictional sources. Comprehension of situation, character, writer's intent, and appreciation of style are stressed. Major works studied include, but are not limited to Lord of the Flies, Animal Farm, Night, Othello, and The Color of Water. Although the New York State Comprehensive English Regents Examination is not required until the 11th grade, the components of this test are part of the developmental objectives. Specific rhetorical essay techniques such as comparison/contrast and argumentation will be taught as prescribed by departmental examination preparation strategies. This course is intended for the Regents student. 

AP Language and Composition is a college level course designed to help students become skilled readers of prose written in a variety of rhetorical contexts and to become skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness of writing. Students will prepare to take the AP Language and Composition exam in May. Students will read a variety of fiction and non-fiction pieces with a focus on American literature. Full-length literary works to be read include, but are not limited to The Scarlet Letter, The Crucible, The Great Gatsby, The Things They Carried and The Catcher in The Rye. Student writing will be varied and demanding with an emphasis on synthesizing primary and secondary sources and citing them accurately using MLA. In addition to AP exam preparation, students will prepare to take the NYS English Regents and will complete a major research paper. 
• Students are required to complete a summer assignment. 
• Prerequisite: Minimum grade of 90% in English 10 Regents and/or teacher/ counselor recommendation.

In English 11R, students study a wide range of literature from the United States and develop their mastery of the English language. The course also prepares students for the statewide Regents Comprehensive Examination administered in January. The course will allow students to study the various forms of American literature including the short story, novel, poetry, play, and film. Also included will be a study and review of the techniques and skills that will best serve the students on the statewide exam as well as standardized tests such as the PSAT, SAT and ACT: vocabulary, reading and listening comprehension, essay and composition writing, research paper and college essay composition. Major works studied include, but are not limited to A Streetcar Named Desire, The Great Gatsby, Hamlet and The Things They Carried. 

This course is designed to prepare its students for the AP Literature and Composition examination. The AP English course will engage students in the careful reading and critical analysis of imaginative literature and poetry. Through the close reading of a wide variety of texts of recognized literary merit, students will deepen their understanding of the way writers use language to provide both meaning and pleasure for their readers. The course will include intensive study of representative titles from various genres and time periods. Writing will be an integral part of the course, as the AP examination assesses student writing of critical, analytical, and evaluative essays concerning literature. Major works studied include, but are not limited to Frankenstein, Wuthering Heights, Pride & Prejudice, The Handmaid’s Tale, and Extremely Loud and Incredibly Close. 
• Students are required to complete a summer assignment. 
• Prerequisite: Minimum grade of 85% in English 11AP or 90% in English 11 Regents and/or teacher/guidance counselor recommendation. 

AP Seminar provides sustained practice in investigating issues from multiple perspectives and cultivates student writing abilities so they can craft, communicate and defend evidence-based arguments. Students are empowered to collect and analyze information with accuracy and precision and are assessed through a team project and presentation, an individual written essay and presentation, and a written exam. Students can take AP Seminar in lieu of English 10. This course is the first part of the AP Capstone program. 
• Students are required to complete a summer assignment. 
• Prerequisite: Minimum grade of 90% in English 9 Honors, Global 9 Honors and/or teacher/counselor recommendation. 

In AP Research, students develop the skills and discipline necessary to conduct independent research to produce and defend a scholarly academic thesis. The second course in the AP Capstone experience allows students to explore deeply an academic topic, problem, or issue of individual interest and through this inquiry, students design, plan, and conduct a year-long mentored, research-based investigation. The course culminates in an academic thesis paper of approximately 5,000 words and a presentation, performance, or exhibition with an oral defense. Students will take AP Research as an English elective preferably in 11th grade (offered in conjunction with AP Language and Composition) or in 12th grade (in conjunction with AP Literature and Composition). 
• Students are required to complete a summer assignment. 
• Prerequisite: Successful completion of AP Seminar. 

This course is for 11th grade students who have successfully completed AP Capstone Seminar. The elements of AP Language and Composition as well as AP Capstone Research will be combined, with an emphasis on enhancing the core skills of argumentation, prose analysis, and research methods. A variety of fiction and non-fiction texts will be studied, with a focus on American writers. Students will also conduct independent research to produce and defend a scholarly academic thesis. Students will take the NYS English Regents as well as the AP English Language and Composition Exam and will write an academic thesis paper of approximately 5000 words as well as prepare a presentation, performance or exhibition with an oral defense. Students will have the opportunity to complete 2 AP credits through this class. 
• Students are required to complete a summer assignment. 
• Prerequisite: Successful completion of AP Seminar in 10th grade. 

This literature-based course is designed to explore the impact of horror and suspense on society as well as the emergence of science-fiction and dystopian literature as a reaction to our changing world. Through literary analysis and written assignments, students will develop critical reading and writing skills necessary for college readiness. Legends, myths, and the macabre will be examined and scrutinized by examining and analyzing the works of well-known authors in the genres. The emergence of science fiction will be looked at through the lens of Mary Shelley and Ray Bradbury as well as more current works such as The Hunger Games. The class is literature-based, although we will also analyze and compare scenes from movies based upon the literature examined. 

This course will explore how sports has taken hold of the American imagination over the last 100 years and how it has impacted literature and culture. In particular, we will look at the sports hero in writing and compare this to other literary heroes. We will also examine the ethical issues that have impacted sports and sports figures. Although the course will be literature based, we will examine relevant scenes from sports movies and media clips that are relevant to our content. 

From the earliest years of the city’s history, artists, writers and musicians have endeavored to capture its particular magic. In this course, we will choose from among a number of literary works that treat the city not only as a place, but also as the repository of the dreams and desires of those who have come seeking to become part of the excitement, the hope, and indeed the infinite possibilities that the city seems to offer. We hope to better understand how New York City has come to serve as a metaphor for artists and writers. Our readings will include fiction, poetry, essays and novels from American writers. The class is literature-based, although we will also analyze and compare scenes from movies based upon the literature examined. 

In a world saturated with media messages, digital environments, and social networking, concepts of historical and civic literacy must expand to include all forms of media. This course aims to help students become more thoughtful, educated, and active citizens in our democracy by becoming better consumers and users of news and social media. Students will engage in projects, activities, and case studies to build critical thinking, writing, and reading skills required in a media-rich and increasingly techno-centric world not only to understand the world around them, but to also look to the future and participate in their communities and shape the futures they want. 
*Partnership with Stony Brook University/optional college-credit earning opportunity 

This course will examine the relationship between fiction and non-fiction texts and their film adaptations. Students will study film adaptations to develop a deeper understanding of literary texts as well as historical events and figures. We will also examine “stand alone” films to analyze how the aspects of cinematography help to tell the story. Students will be required to read about, write about, do research on, and view films.

This class is for the student who has something to say and the desire to say it - creatively. In this class students will develop their individual voice through the craft of writing. Students will consider and write for a real audience and have opportunities to publish written work online. The types of pieces students may write include poems, songs, short stories, screenplays, blogs, editorials, memes, etc. 

This course is designed to introduce students to the basics of public speaking and acting. Ample time is given for students to develop public speaking skills. Students looking to improve their speaking skills, as well as students who find public speaking to be intimidating, will grow through activities such as individual speaking opportunities, speech writing, acting exercises, memorization, critiquing, and large and small group activities. 
*Partnership with Long Island University/optional college-credit earning opportunity 

This course will enhance the English classroom experience for students by pre-teaching and reinforcing the skills necessary for students to succeed in their English Regents classes. Emphasis will be placed on reading comprehension skills and strategies, vocabulary acquisition and mastery, and expository and argumentative writing. Research techniques and presentational skills will also be addressed.

Algebra 1 is the first mathematics course at the high school level. Algebra provides tools and ways of thinking that are necessary for solving problems in a wide variety of disciplines, such as science, business, social sciences, fine arts, and technology. Problem situations may result in all types of linear equations in one variable, quadratic functions with integral coefficients and roots as well as absolute value and exponential functions. Coordinate geometry will be integrated into the investigation of these functions allowing students to make connections between their analytical and geometrical representations. Measurement within a problem-solving context will include calculating rates using appropriate units and converting within measurement systems. Data analysis including measures of central tendency and visual representations of data will be studied. An understanding of correlation and causation will be developed, and reasonable lines of best fit will be used to make predictions. Students will solve problem situations requiring right triangle trigonometry. Elementary probability theory will be used to determine the probability of events including independent, dependent and mutually exclusive events. Passing the NYS Algebra 1 Regents Examination is a graduation requirement.

Geometry
Geometry is intended to be the second mathematics course in high school. This course employs an integrated approach to the study of geometric relationships. Integrating synthetic, transformational, and coordinate approaches to geometry, students will justify geometric relationships and properties of geometric figures. Congruence and similarity of triangles will be established using appropriate theorems. Transformations including rotations, reflections, translations, and glide reflections and coordinate geometry will be used to establish and verify geometric relationships, including congruence of two figures as transformations of each other. A major emphasis of this course is to allow students to investigate geometric situations. Properties of triangles, quadrilaterals, and circles will receive enough attention that students will be able to utilize these properties to solve problems. Geometry is meant to lead students to an understanding that reasoning and proof are fundamental aspects of mathematics and something that sets it apart from the other sciences. This course culminates in the Geometry Regents Examination and is intended for the Regents level student. Passing the NYS Geometry Regents Examination is one of the requirements for an Advanced Regents diploma.

Geometry Honors
As this is the advanced Geometry course, students will explore these geometrical relationships at greater depth than in the Regents-level Geometry course.

Algebra II
Algebra II is intended to be the third mathematics course in high school. It is expected that students will identify and justify mathematical relationships, formally and informally. Students will learn fractional and negative exponentiation, perform operations with radical and imaginary expressions including rationalizing denominators with radical or imaginary expressions, know and apply sigma notation, solve absolute value equations and inequalities, solve quadratic inequalities, evaluate logarithmic expressions, work with arithmetic and geometric sequences, explore functions and relations, determine if a function is invertible and determine the inverse function, perform transformations of functions in the plane, explore the concepts of domain and range, become proficient with exponential and logarithmic functions and expressions, scatter plots and linear, power, logarithmic and exponential regression and probability, including variance and decision making, permutations, combinations, binomial probabilities, empirical probabilities and using the normal distribution to approximate binomial probabilities.

Algebra II Honors
As this is the advanced Algebra II course, students will explore these geometrical relationships at greater depth than in the Regents-level Algebra II course.

Precalculus
This is a course designed for students who wish to extend their mathematical background beyond the topics needed for the Algebra 2 Regents Examination. The course progresses from the study of natural numbers through the real numbers and attempts to show the unified structure of mathematics. Such topics as functions, radicals, sequences, series, synthetic division, the factor and remainder theorems, the Fundamental Theorem of Algebra, complex numbers, conic sections, polar equations and their graphs, and matrices are studied, as well as topics outlined in New York State’s Common Core precalculus curriculum. This course may include an introduction to limits and the basics of differential Calculus. The course provides an excellent background for anyone who plans to take mathematics in college.

Precalculus Honors
This course includes applications of concepts, including topics such as future value and present value of annuities. The course may include an introduction to the concepts of differential Calculus. This course is designed for the advanced mathematics student who wishes to take one or more of the mathematics options or an Advanced Placement course in the senior year. Students are encouraged to take the SAT Level 2 Subject Test examination in June.

This senior-level course is open to students who have successfully completed Pre-Calculus, wish to have a college level learning experience and earn Advanced Placement credit for college. This course develops students’ understanding of the concepts of calculus and provides experience with its methods and applications. This course emphasizes a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Students will be presented with the meaning of the derivative in terms of rate of change and local linear approximation as well as how to use derivatives to solve a variety of problems. The meaning of the definite integral, both as a limit of Riemann sums and as the net accumulation of a rate of change and the use of integrals to solve a variety of problems will be discussed. Students are encouraged to take the Advanced Placement Calculus (AB) examination in May. Those who successfully complete this examination could receive up to four college credits.

This senior level course is open to students who have successfully completed Pre-Calculus Honors, are seriously considering a career that uses mathematics, and wish to have a college level learning experience. It covers all of the topics and concepts from AP Calculus (AB) and also the following: parametric, polar, and vector functions, Eulerʼs Method, lʼHopitalʼs Rule, integration by parts and simple partial fractions, improper integrals, logistic differential equations, infinite series, including their convergence and divergence, Taylor series, Maclaurin series, and the Lagrange error bound for Taylor polynomials. Students are encouraged to take the Advanced Placement (BC) examination in May. Students who successfully complete this examination could receive up to eight college credits.

This course is designed for college-bound students and is built around four main topics: exploring data, planning a study, probability as it relates to distributions of data, and inferential reasoning. This course will blend the rigor, calculations, and deductive thinking of mathematics with the real-world examples and problems of the social sciences, the decision-making needs of business and medicine, and the laboratory method and experimental procedures of the natural sciences. Students will be able to design a study, collect the information, analyze their data and disseminate their results. Students are encouraged to take the Advanced Placement Statistics examination in May. Students who successfully complete this examination could receive up to three college credits.

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PLTW LAUNCH & NYSSLS

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The high school will offer this course to students who did not take Living Environment in 8th grade, or are repeating the course. This course acquaints students with the diversity of life in the world around them and provides a basic understanding of the fundamental principles of Biology. Areas of study include Unity and Diversity Among Living Things, Maintenance in Living Things, Human Physiology, Reproduction and Development, Transmission of Traits from Generation to Generation, Evolution, and Ecology. Laboratory work is a major part of the course and students are required to successfully complete 1200 minutes of laboratory time to sit for the Regents examination in June. Classes meet on double and single periods on alternate days.

This course is available to and recommended for all ninth-grade Regents level students. Earth Science is an interdisciplinary course where the students experiment with, and learn about, the physical world around them through inquiry-centered lessons and laboratory investigations. The topics of Astronomy, Geology, Meteorology, Paleontology, and Oceanography are strongly interwoven throughout the course. The course will emphasize reading comprehension and critical thinking. Laboratory experiences are an important part of the course, and basic competency in mathematics including solving equations and graphing are necessary. Successful completion of 1200 minutes of laboratory assignments is required for admission to the Regents examination at the end of the course. Classes meet on double and single periods on alternate days.

This engaging, AP®-level course follows a combined curriculum of Regents Earth Science and Advanced Placement Environmental Science. Topics include: Living World (Ecology and Biodiversity), Populations, Earth Systems (Rocks/Minerals, Plate Tectonics, Weather and Climate), Land and Water Use, Energy Resources and Consumption, Pollution (Land, Water and Atmospheric), Global Change, and Astronomy. Laboratory work in this class will allow students to understand the interrelationships of the natural world, to identify and to analyze environmental problems both natural and man-made, to evaluate the relative risks associated with these problems and to examine alternative solutions for resolving them. Students enrolled in the course must successfully complete a minimum of 1,200 minutes of hands-on laboratory work, which is required for admission to the Regents examination at the end of the course. Due to the fast pace and depth of material, the class will meet for a double period, every day, and students will be responsible for completing work outside the classroom.

This course presents a modern view of the fundamental concepts of chemistry, and includes the following topics: Matter and Energy, Atomic Structure, Bonding, the Periodic Table, the Mathematics of Chemistry, Kinetics and  Equilibrium, Acids and Bases, Redox and Electrochemistry, Organic Chemistry, Applications of Chemical  Principles, and Nuclear Chemistry. Laboratory work is a major part of the course and is utilized to enhance and  reinforce concepts developed in class. Successful completion of laboratory assignments is required for admission to the Physical Setting/Chemistry Regents Exam at the end of this course. Classes meet on double and single periods on alternate days.

Physics is a description of scientific phenomena in the physical world in terms of two fundamental concepts, matter and energy. Matter is studied in terms of the development of mechanics. Energy is studied in terms of heat, wave motion, electricity, and magnetism. The interaction between matter and energy leads to concluding topics on atomic and nuclear physics, and an introduction to quantum theory. Laboratory work involves gathering and analyzing data pertinent to these topics, using instruments and techniques developed from the theory at hand. Classes meet on double and single periods on alternate days.

This core science course is designed for students to discover and analyze how chemistry impacts the world around them. Using the foundations from the Next Generation Science Standards, students will explore major concepts in chemistry through exploratory laboratory activities, projects, videos and virtual experiences. These concepts include atomic structure, chemical reactions, nuclear chemistry, periodic table, behavior of matter, heat and energy and chemical applications.

This introductory Physics course helps students recognize the nature and scope of physics and its relationship to the other sciences. Students will learn about basic topics such as motion, forces, energy, momentum, heat and heat transfer, waves, electricity, and magnetism. Students will be engaged in scientific inquiry, investigations, and labs so that they develop a conceptual understanding and basic scientific skills. The mathematics prerequisite skills are based on mathematics topics such as data analysis, measurement, scientific notation, ratio and proportion, and algebraic expressions. 

Forensic Science is the branch of science that is involved in the gathering of evidence from a crime scene, in order to present a case before a court of law. Students taking this elective course will develop investigative techniques used by agencies such as the police department and medical examiner's office in order to solve crimes. These techniques include fingerprint analysis, chemical analysis of blood and other body fluids, drug identification, hair and fiber analysis, and tissue analysis. Students who are considering a career in law enforcement should find this course a valuable introduction to the field of criminal investigation. Laboratory investigations are incorporated into the daily lessons.

Marine Biology is the scientific study of the plants, animals, and other lower organisms (phytoplankton-fish) that live in the ocean. The ocean is a vast realm that contains many strange and wonderful creatures. This course explores the enormous biodiversity of marine life found in the Great South Bay, Long Island Sound, and Atlantic Ocean. Laboratory investigations and various dissections are incorporated into the daily lessons.

Marine Biology is the scientific study of the plants, animals, and other more advanced organisms (reptiles, birds, mammals) that live in the ocean. This course delves deeper into the enormous biodiversity of marine life found in the oceans of the world. Greater emphasis is placed upon understanding the interactions of organisms in the various marine ecosystems, as well as the impact humans are having on the marine environment. Laboratory investigations are incorporated into the daily lessons.

Students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real-world cases, and often play the role of biomedical professionals to solve medical mysteries. Students can earn college credit upon successful completion of the course and passing score on End of Course assessment.

This is the first-year course in the science research sequence and is intended for 9th and 10th grade students with an interest in carrying out authentic STEM research. The focus of the course is for students to uncover the excitement of discovery while acquiring life-long skills necessary to design and complete a group research project. Students will develop a comprehensive understanding of the research process, data acquisition and analysis, and the presentation of results. The students will be prepared to enter various science competitions. 

Students will enhance the wide array of academic and life skills that they acquired in Research 1, continuing to develop as researchers while working on independent or group projects. Students will pursue a project in their field of interest such as in biology, chemistry, physics, computer science, engineering or psychology. Students will research background information, design experiments and acquire and analyze data, and present their results. The students will be prepared to enter various local and state, national and international science competitions.

This course builds on the skills acquired in Research 1 and 2 and is intended for students to be prepared to participate in high level science competitions such as the Regeneron Science Talent Search, Google Science Fair and Long Island Science and Engineering Fair in their senior year. Students will be guided towards developing a research question that they can pursue during the school year.

Global History is designed to focus students on the five social studies standards, the Social Studies Frameworks, common themes that reoccur across time and place, and eight historical eras. In the 9th grade, students will complete four of these historical eras (beginning with the development of civilization to the seventeenth century). The course focuses on developing the skills needed for the new Regents examination. 

World History is designed to focus on the five social studies standards, the Social Studies Frameworks, and major historical developments that link the six themes of civilizations in Asia, Africa, Europe and the Americas. In the 9th grade, students will cover the years 1000 to the 15th century, covering the pre-historic years to 1000 C.E. This course is designed for students who are highly motivated and have achieved excellence in written expression and logical reasoning. Those students will study and analyze the interaction among major societies, the relationship of change and continuity across historical time periods, the impact of technology and demography on people and the environment, systems of social structure and gender structure, cultural and intellectual developments within societies and changes in function and attitudes towards states and political identities, including the emergence of nation states.

• Recommended: A minimum of 90% in Social Studies 8 or teacher/guidance counselor recommendation. 

Global History 10R is the second year of a two-year New York State mandated course. The course continues to focus on the five standards, and the Social Studies Frameworks. The course concludes with the remaining units and historical areas in the new curriculum (the seventeenth century to present day). Successful completion of this exam is a prerequisite for a New York State Regents diploma.

World History is designed to focus on the five social studies standards, the Social Studies Frameworks, and major historical developments that link the six themes of civilizations in Asia, Africa, Europe and the Americas. In the 10th grade, students will cover the 15th century to the present day. This course is a continuation of World History 9 Honors and is designed for students who are highly motivated and have achieved excellence in written expression and logical reasoning. Those students will study and analyze the interaction among major societies, the relationship of change and continuity across historical time periods, the impact of technology and demography on people and the environment, systems of social structure and gender structure, cultural and intellectual developments within societies and changes in function and attitudes towards states and political identities, including the emergence of nation states. Advanced Placement World History 10 covers the curriculum of the College Board’s AP World History course and will prepare students for the AP exam in May of their sophomore year by utilizing AP teaching and testing strategies. Students will also be prepared for and take the Regents Exam in Global History in June of their sophomore year.

• Recommended: Minimum grade of 85% in Global History 9 Honors or 90% in Global History 9 Regents or teacher/guidance counselor recommendation.

• A required summer assignment may be assigned. 

United States History and Government is a one-year required course for juniors. This course is structured chronologically in order to permit a deeper and thorough analysis and understanding of the political, social, economic and cultural aspects of American life. Critical thinking skills are applied to these contexts and written expression is emphasized. Students take a Regents exam at the end of the school year. Successful completion of this exam is a prerequisite for earning a New York State Regents diploma.

Advanced Placement U.S. History provides an in-depth chronological study of American history from the precolonial period to the present. Students will study the political, economic, social, and cultural history of the United States. Students will be challenged to analyze and evaluate the critical issues which have shaped the nation. Special emphasis is placed upon developing the tools and techniques of scholarship: researching, interpreting, and writing. Students will also be required to take the New York State U.S. History and Government Regents Exam in June. 

• Recommended: Highly motivated students with a minimum grade of 85% in AP World History 10 or 90% in Global History 10 Regents is recommended, or teacher/guidance counselor recommendation. A senior who has successfully completed U.S. History and Government Regents is also eligible.

• A required summer assignment may be assigned.
 

Economics is a one-semester state-mandated course for 12th grade students, which includes instruction on both micro and macroeconomics. Students learn the meaning of economic terms and develop an understanding of economics through the use of appropriate model systems. Major topics include the study of economic stability, capitalism, markets and prices, investments, trade, and the banking system. Personal financial literacy is stressed throughout the course. Successful completion of this course is required for graduation. 

This is a one-semester state-mandated course for 12th grade students which is designed to provide a practical learning experience in the public policy process, and an understanding of several major concepts of government and politics. This practical understanding will be achieved through various activities including a position paper and an oral presentation. In addition, students will be required to attend a Board of Education meeting and participate in a community service activity. Successful completion of this course is required for graduation.

AP Macroeconomics is a full-year introductory college-level macroeconomics course. Students cultivate their understanding of the principles that apply to an economic system by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like economic measurements, markets, macroeconomic models, and macroeconomic policies. In addition, students explore basic themes of economics including scarcity, opportunity costs, the structure of the U.S. economy, demand, supply and market equilibrium, the price system and market elasticity. Students learn about major economic indicators that impact global markets including national output and income, unemployment, monetary and fiscal policy, as well as aggregate demand and aggregate supply. Students will also discuss the interchange between economic decision-making and the function and form of government. Discussion and analysis of economic policy and government function will be an on-going theme throughout the course. The College Board examination is offered at the conclusion of the course. This course meets the Economics and Participation in Government graduation requirement. 

AP U.S. Government and Politics is a full-year, introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through analysis of data and text- based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis. Students explore theories of political power and analyze the impact of competing interests on the establishment of policy (majoritarian polices, interest-group pressures, etc.). Several contemporary issues are examined including immigration policy, gun control, civil liberties, education policy, campaign finance and national security, and health care. Students will also discuss, analyze, and investigate the economic impact of governmental policies. Economics will be an on-going theme throughout the course. The College Board examination is offered at the conclusion of the course. This course meets the Participation in Government and Economics graduation requirement.

Psychology is a one-semester Regents level elective course. The course seeks to broaden understanding of human behavior through the study of perception, learning, conditioning, personality theories, abnormal psychology and forms of therapy. The major focus of the course is to promote greater self-awareness and self-understanding for the individual. • Open to students in grades 10-12. 

AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, as well as the use and alteration of the Earth’s surface. Students will learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. The course covers seven topics in one year. These include: 1. Geography and its nature and perspectives, 2. Population and migration, 3. Cultural patterns and processes, 4. Political organization of space, 5. Agriculture, food production, and rural use of land, 6. Industrialization and economic development, 7. Cities and urban land use. Goals of this course include interpreting maps and geospatial dates, understanding the implications of associations and networks through spaces, defining regions and evaluating the regionalization process, and to characterize and analyze changing interconnections among places.

• Open to students in grades 10-12.

• Recommended Prerequisites: Minimum grade of 80% in previous year’s advanced or AP level social studies class or 85% in previous year’s Regents-level social studies class or teacher/guidance counselor recommendation. 

The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories and key concepts associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology.

• Open to students in grades 11 and 12.

• Prerequisites: Minimum grade of 80% in previous year’s advanced or AP level social studies class or 85% in previous year’s Regents level social studies class or teacher/guidance counselor recommendation.

• A summer assignment may be assigned. 

In this course, students will survey the American criminal justice system. This course will provide the student with an opportunity to better understand America’s law enforcement procedures, court system, and our prison system. Additionally, the course will cover issues of concern in the scientific study of crime and justice practices. Students interested in pursuing a career in law or law enforcement would benefit from this course.

• Open to students in grades 10-12. 

Do leaders make history or does history make leaders? This course will address this question by focusing on leaders and leadership in particularly trying historical circumstances. How did certain people arrive at leadership positions? What choices did they make in difficult situations? How do we evaluate their successes or failures? What makes them stand out (for better or worse) or recede from memory over time? What kinds of lessons can we learn from their careers? We will address these core questions through a critical examination of a series of twentieth century historical cases, proceeding in rough chronological order. Some are considered unquestionable successes and others partial or even abject failures. In some cases, these were national or world leaders; in other cases, these were unsung or informal leaders. Often the leadership in question was not by any particular individual, but by a group or collective. We will also look at social leaders, leadership within bureaucracies, reluctant leadership, self-defeating leadership, non-heroic leadership, and dissenting leadership. Through the use of history and historical thinking and drawing on a variety of sources and cases both American and international (with an emphasis on films), the goal of the course is to permit you to become more self-conscious, historically-minded, and reflective in thinking about leadership - your own and that of others - in a variety of public and policy settings.

• Open to students in grades 10-12. 

*Partnership with Long Island University/optional college-credit earning opportunity Are you thinking about working with young children in your career? Join us to explore theory and practical, handson experiences. This course integrates the use of observation, documentation, and assessment in understanding young children’s developmental, familial, cultural, educational, historical, sociological contexts. Scientific findings on the physical, cognitive, emotional and social development of children in prenatal, infancy, preschool and middle childhood are examined. The integration of perception, cognition and growth in nurturing young children’s identity is stressed, and their significance for teaching and the development process is emphasized. Ten hours of fieldwork will be incorporated into the course.

• Open to students in grades 10-12. 

*Partnership with Stony Brook University/optional college-credit earning opportunity Long Island History is a course that details the unique background of the place we call home. You will explore U.S. history through the lens of Long Island's history from colonial times to the present. You will analyze readings, pictures, and historical documents to gain a better understanding of how Long Island came to be and the rich history that lies in our very own soil. Some topics covered in class are: the geographic, political, and cultural formation of Long Island, the first Long Islanders, European exploration, colonial settlement, pre-Revolutionary Long Island, the Culper Spy Ring and the American Revolution, the Long Island Railroad, the Long Island Gold Coast, Robert Moses, space and aviation, the birth of suburban Long Island, Long Island ghosts and hauntings, and famous Long Islanders. When possible, there will be select field trips to explore some of Long Island’s historical sites and walk the same paths of some of our Long Island leaders and trailblazers.

• Open to students in grades 10-12. *Partnership with Stony Brook University/optional college-credit earning opportunity.

This course will enhance the Social Studies classroom experience for students by pre-teaching and reinforcing the skills necessary for students to succeed in their Social Studies Regents classes. Teachers will provide individualized instruction tailored to each student’s needs.

This is an introductory course, which develops communicative proficiency at the beginning level in the four basic language skills of listening, speaking, reading, and writing. Relevant topics, situations, functional expressions, and structures are introduced by means of personalization and analysis. Culture is integrated into the program by means of projects, the use of authentic materials, and field trips. Students will be assessed at FLACS/Checkpoint A proficiency, according to the State syllabus. Emphasis is on the practical use of the target language. 

This course is a continuation of the introductory level. Communicative proficiency is developed through additional topics, situations, functional expressions and structures, which are analyzed and personalized. The four skills of listening, speaking, reading, and writing are developed further. Culture is integrated into the program by means of projects, the use of authentic materials and field trips. Students will be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: French 1 and successful completion of the New York State FLACS Examination/Checkpoint A in French.

This course develops communicative proficiency at the intermediate level. The four skills of listening, speaking, reading and writing are expanded by means of intermediate level topics, situations, functional expressions and structures. French culture is integrated into the program through the use of authentic materials. Classes are conducted in the target language. Students are prepared for the FLACS examination, which serves as the final examination for the course. Students will again be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of French 2.

This course serves as a bridge between the first two years of basic language instruction and the more advanced courses offered in the French program. Language instruction will continue to expand the students’ four skills listening, speaking, reading and writing as well as gain a deeper understanding of the Franco-phone culture. Emphasis is also placed on more advanced grammatical structures and practical interpersonal activities. In order to prepare students for the next level, use of broadcast media, online resources from French speaking countries are used as students acquire the necessary skills. This course is designed for students who plan to take the Advanced Placement Exam in French.

• Prerequisite: Minimum of 85% in French 2 or teacher recommendation. 

This course serves as a pre-requisite for the Advanced Placement French class. The main components of the course are communicative refinement, consistent study of complex grammar, vocabulary expansion, reading comprehension, listening activities and continued cultural studies. Emphasis is also placed on current events and literature. In order to prepare students for the next level, use of broadcast media, online resources from French speaking countries are used as students acquire the necessary skills. This course is designed for students who plan to take the Advanced Placement Exam in French.

• Prerequisite: Successful completion of Pre-AP French 3 or teacher recommendation.

This course continues the development of the four language skills of listening, speaking, reading and writing at the advanced level. Emphasis is placed on using language for active communication. The objectives of the course are to prepare students to understand the spoken language in both formal and conversational situations, to speak with accuracy and fluency, to read newspapers, magazines, and literature with accuracy, and to express ideas fluently in writing. Students may take the Advanced Placement Examination for possible college credit. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of Pre-AP French 4.

This is an introductory course, which develops communicative proficiency at the beginning level in the four basic language skills of listening, speaking, reading, and writing. Relevant topics, situations, functional expressions, and structures are introduced by means of personalization and analysis. Culture is integrated into the program by means of projects, the use of authentic materials, and field trips. Students will be assessed at FLACS/Checkpoint A proficiency, according to the State syllabus. Emphasis is on the practical use of the target language. 

This course is a continuation of the introductory level. Communicative proficiency is developed through additional topics, situations, functional expressions and structures, which are analyzed and personalized. The four skills of listening, speaking, reading, and writing are further developed.  Appreciation of Hispanic culture is integrated into the program by means of projects, the use of authentic materials and field trips. Students will be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: Spanish 1 at the High School or Spanish 1 and successful completion of the New York State FLACS Examination/Checkpoint A in Spanish at the Middle School.

This course develops communicative proficiency at the intermediate level. The four skills of listening, speaking, reading and writing are expanded by means of intermediate level topics, situations, functional expressions and structures. Appreciation of Hispanic culture is integrated into the program through the use of authentic materials. Classes are conducted in the target language. Students are prepared for the FLACS examination, which serves as the final examination for the course. Students will again be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of Spanish 2. Spanish 2

This course develops communicative proficiency at the advanced level. Listening, speaking, reading and writing skills are expanded through advanced level topics, situations, functional expressions and structures. The literature, history and contemporary lifestyles of Spain and Latin America are focal points of the curriculum. Students will be assessed at Checkpoint C proficiency. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of Pre-AP Spanish 3 or Spanish 3 with teacher recommendation. 

This course serves as a bridge between the first two years of basic language instruction and the more advanced courses offered in the Spanish program. Language instruction will continue to expand the students’ four skills listening, speaking, reading and writing as well as gain a deeper understanding of the Iberian and Latin American cultures. Emphasis is also placed on more advanced grammatical structures and practical interpersonal activities. To prepare students for the next level, use of broadcast media, online resources from Spanish speaking countries are used as students acquire the necessary skills. This is designed for students who take the AP Spanish Exam.

• Prerequisite: Minimum of 85% in Spanish 2 or teacher recommendation. 

This course serves as a pre-requisite for the Advanced Placement Spanish class. The main components of the course are communicative refinement, consistent study of complex grammar, vocabulary expansion, reading comprehension, listening activities and continued cultural studies. Emphasis is also placed on current events and literature. In order to prepare students for the next level, use of broadcast media, online resources from Spanish speaking countries are used as students acquire the necessary skills. This course is designed for students who plan to take the Advanced Placement Exam in Spanish.

• Prerequisite: Successful completion of Pre-AP Spanish 3, 90% in Spanish 3 or teacher recommendation. 

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 the National Standards for Foreign Language Education: Communication, Cultures, Connections, Comparisons, and Communities. The course has been to some extent modified with the purpose of reflecting the requirements for the new AP Spanish Language. In order to accomplish these goals, this course emphasizes the use of broadcast media, online resources from Spanish speaking countries, and literature. Students may take the AP Spanish Exam for possible college credit.

• Prerequisite: Successful completion of Pre-AP Spanish 4 or teacher recommendation.