Guidelines For Students - Cascia Hall Preparatory School

Transcription

CASCIA HALL PREPARATORY SCHOOL
Curriculum Guide
Grades 6 – 12
Revised November 2015
2520 South Yorktown Avenue
Tulsa, OK 74114-2803
Upper School
Middle School
Grades 9-12
Grades 6-8
(918) 746-2600
(918) 746-2616
website: www.casciahall.com
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746-2636 FAX
TABLE OF CONTENTS
LETTER FROM HEADMASTER ......................................................................................................................3
ACADEMIC PHILOSOPHY .............................................................................................................................4
ACADEMIC REQUIREMENTS........................................................................................................................5
Middle School ..................................................................................................................................................................... 5
UPPER SCHOOL ................................................................................................................................................................... 6
CHRISTIAN SERVICE: CARITAS PROJECT......................................................................................................7
MINIMESTER STUDIES.................................................................................................................................8
Upperclassmen ................................................................................................................................................................... 8
Underclassmen ................................................................................................................................................................... 9
POLICIES AND INFORMATION ............................................................................................................ 10
AP PROGRAM ............................................................................................................................................10
TESTING SCHEDULE...................................................................................................................................12
GRADING SCALE ........................................................................................................................................12
TRANSCRIPTS AND DIPLOMAS ..................................................................................................................13
STATEMENT OF INTELLECTUAL INTEGRITY AND ACADEMIC HONESTY.....................................................14
ACADEMIC PROBATION ............................................................................................................................14
ACADEMIC SUPPORT ......................................................................................................................... 15
GUIDANCE AND ACADEMIC SERVICES ......................................................................................................15
THE REV. MARTIN J. O’NEILL LIBRARY MEDIA CENTER ..............................................................................17
WORLD LANGUAGE LAB............................................................................................................................19
OTHER STUDENT SERVICES .......................................................................................................................20
COURSE DESCRIPTIONS ..................................................................................................................... 21
MATHEMATICS .........................................................................................................................................21
LANGUAGE ARTS.......................................................................................................................................25
SCIENCE.....................................................................................................................................................30
SOCIAL STUDIES ........................................................................................................................................35
WORLD LANGUAGES.................................................................................................................................40
Chinese.............................................................................................................................................................................. 40
French ............................................................................................................................................................................... 41
German ............................................................................................................................................................................. 42
Latin .................................................................................................................................................................................. 44
Spanish .............................................................................................................................................................................. 45
THEOLOGY ................................................................................................................................................47
FINE AND PERFORMING ARTS ...................................................................................................................50
Speech and Debate ........................................................................................................................................................... 50
Acting and Theater ............................................................................................................................................................ 51
Photography ..................................................................................................................................................................... 51
Music ................................................................................................................................................................................. 52
Art ..................................................................................................................................................................................... 54
GENERAL ELECTIVES..................................................................................................................................55
PHYSICAL EDUCATION ..............................................................................................................................56
CONTACT DIRECTORY ........................................................................................................................ 57
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LETTER FROM HEADMASTER
The Order of Saint Augustine founded this private Catholic school in Tulsa, Oklahoma, in 1926 at
the request of the local Catholic bishop who saw the need for such a school in this fast-growing
area of northeastern Oklahoma.
Since its earliest days, Cascia Hall has served the needs of parents and students of all faiths who
have found our insistence on the education of the total person very much to their liking. The
traditional Cascia Hall program is college preparatory, emphasizing the liberal arts. The Middle
School functions to introduce 6th, 7th, and 8th grade students to a traditional liberal arts
curriculum which, at this level, serves as a foundation for studies in the Upper School. Cascia
Hall offers the Upper School student a variety of courses, the completion of which prepares the
student for entrance into college.
At Cascia Hall, in keeping with the teachings of St. Augustine (354-430 A.D.), our dedicated and
caring faculty and staff integrate the core Augustinian values of Truth, Unity and Love into all
dimensions of student life. Truth is pursued through academic excellence and the growth of each
student to a life of integrity and leadership and unity of mind and heart in the journey toward
God. Love is an effort by all to love one another as our God loves us.
God’s Peace,
Mr. Roger Carter
Headmaster
Truth
Unity
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Love
ACADEMIC PHILOSOPHY
The academic philosophy of Cascia Hall Preparatory School is based on the Latin School
tradition of our earliest American schools. This same tradition has been nurtured by the
Augustinians in the United States since the founding of Villanova College (now University) in
1842. Within this paradigm, Cascia Hall seeks to educate the whole person, to encourage and
develop an ongoing pursuit of the truth, which leads to God, who is ultimate Truth. While
maintaining a firm basis in this tradition, the Cascia Hall course of studies prepares students for
an ever-changing world.
The Middle School introduces sixth, seventh, and eighth grade students to the heritage of the
highly successful, traditional, liberal arts curriculum of Cascia Hall. The Middle School builds
upon skills acquired in previous learning experiences and provides a foundation for future
success. In keeping with the Augustinian mission to nurture the whole person, the Middle School
provides a unique learning environment where students can mature, achieve success, be
challenged with an appropriate curriculum, and develop their problem solving and critical
thinking abilities. The Middle School also emphasizes the attitudes required to master the
intellectual and social skills necessary for academic success. In particular, the administration,
faculty, and staff strive to help each student develop self-motivation, self-discipline, and selfresponsibility for learning; pride and self-confidence; appreciation for diverse views and ideas;
and respect for others.
The Upper School continues the same liberal arts tradition. As part of this tradition the Upper
School requires students to take courses in English, math, science, social studies, and theology
each semester. Cascia Hall’s college-preparatory curriculum offers a balanced, well-rounded
approach which allows each student to be prepared to study any academic discipline at any
university. Even though students may differ in talent, aptitude, ability, and background, they are
expected to progress each year and take the most challenging course available in each academic
department. In keeping with the development of mind, body, and spirit, students are challenged
academically, encouraged to participate in various school-sponsored activities and athletic
programs, and given opportunities to practice their core values as members of a faith community.
In summary, Cascia Hall’s academic philosophy strives to develop its students into lifelong
scholars in pursuit of the Augustinian values of truth, unity, and love.
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ACADEMIC REQUIREMENTS
Middle School
6th Grade
• Earth Science
• Math 6 or Pre-Algebra
• English
• World Geography Western Hemisphere
• The Church and the Sacraments
• World Language and Cultural Studies
• Electives: Art, Music, Physical Education (MWF/TR Rotation)
7th Grade
• Life Science
• 7th Grade Math, Pre-Algebra, Algebra I for HSC (teacher recommendation)
• English
• World Geography Eastern Hemisphere
• Foundations of Christian Faith
• World Languages for HSC: Chinese I, French I, German I, Latin I, Spanish I
• Electives: Speech, Art, Physical Education (MWF/TR Rotation)
8th Grade
• Physical Science; Advanced Physical Science for HSC (teacher recommendation)
• Pre-Algebra; Algebra I for HSC (teacher recommendation); Geometry for HSC
(teacher recommendation)
• English
• U.S. History and Government I
• Introduction to Christian Living
• World Languages for HSC: Chinese II, French II, German II, Latin II, Spanish II
• Electives: Art, Chorus, Physical Education (MWF/TR Rotation)
HSC = High School Credit
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UPPER SCHOOL
The traditional Cascia Hall program is college preparatory and seeks to educate the whole person;
therefore, the requirements go beyond the scope of state and national guidelines. Within the scope
of this goal, there are different courses whose successful completion prepares the student for
entrance into college and/or personal growth. A student must be enrolled in a minimum of six
courses each semester which will include English, Mathematics, Science, Social Studies, and
Theology.
Required Courses for Graduation from Cascia Hall
English
Mathematics
Science
Theology
Social Studies
United States History and Government
Oklahoma History
World History (1 semester) or European History (2 semesters)
Other
World Language
Fine Arts
Minimester Projects
Minimester College Seminar
Other/Electives
4.0 credits/semesters
4.0
4.0
4.0
4.0
1.5
0.5
0.5 or 1.0
1.0 or 1.5
2.0 (same language)
1.0
0.5
0.25
5.5

The student must achieve an average of “C” for four years of high school in order to
obtain the school’s recommendation for college. A student must successfully complete
between 24.75 and 28.75 credits during high school, 5.0 of which must be earned during
senior year, in order to be granted a diploma. Note: 0.5 credit = 1 semester of passing
work.

Students must have approval from the Principal to enroll in more than three AP classes per
semester.
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All seniors must have taken one standardized achievement test (ACT or SAT) and have
the results sent to Cascia Hall before the end of the first semester of their senior year.

On-line class credits are not accepted for any course requirements at Cascia Hall without
approval by the Principal.

Athletic and other activities at Cascia Hall follow the Oklahoma Secondary Schools
Athletic Association (OSSAA) rules for eligibility.

Students have the option of doubling up in a core class for that particular year. Students
choosing to do so will substitute their additional core class for their elective.
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CHRISTIAN SERVICE: CARITAS PROJECT
“(Jesus) rose from supper and took off his outer garments. He took a towel and tied it around his
waist. Then he poured water into a basin and began to wash the disciples’ feet and dry them with
the towel around his waist. … When he had washed their feet [and] put his garments back on and
reclined at table again, he said to them, ‘Do you realize what I have done for you? … I have given
you a model to follow, so that as I have done for you, you should also do.’ ” (John 13: 4-5, 12,
15).
The focus of the Caritas Project is to provide an avenue whereby all members of the Cascia
community can put into practice our core values of Truth (Veritas), Unity (Unitas), and Love
(Caritas) by helping others, especially those who are in need, by following the model that Jesus
gave us at the Last Supper. The students, along with the faculty and staff, constitute a faith
community that seeks to grow in love of God and neighbor through the process of education,
participation, and cooperation as they spend time together working with the poor and vulnerable
in their school, church, and Tulsa community. Therefore, all members of the Cascia community
have the opportunity to commit to dedicated and continued service.
Community Christian Service Opportunities
As part of our core values, Cascia Hall provides several opportunities for Christian Service as a
caring community:
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Each extra-curricular activity (athletics and clubs) performs a group service project.
Juniors and seniors may participate in full-time Christian service opportunities offered
during Minimester and/or on school-sponsored mission trips.
Sophomores unite for class service projects during designated days during Minimester.
Middle School students participate in fall and spring grade-level projects in a wide variety
of areas. In addition, student-initiated projects are often organized for all students in
grades 6-8.
Individual Invitation to Serve
The Caritas Program is intended to help each individual recognize his/her own unique gifts and
talents, to develop those talents to their fullest potential, and to apply those talents to the service
of others. Students will develop and monitor their own personal Caritas service commitments to
include service to the school, church, and community. In the past, for example, students have
organized fundraisers for specific causes; collected food items and toiletries; sponsored various
book, coat, and toy drives; organized runs/walks for cures for disease; collected and delivered
books to a school in Uganda; sponsored retreats; organized Hoops for Hope; and many more
unique, meaningful projects. The breadth of community agencies served throughout the Tulsa
community is significant. The Caritas Project in the Upper School culminates in a reflection paper
(The Rose Paper) at the end of the junior year. Guidelines for Caritas service and the Rose Paper
are available in the Campus Ministry Office and the Cascia Hall website.
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MINIMESTER STUDIES
Unique to Cascia Hall is an interim term in the first four weeks of January called “Minimester.”
This program has been successfully implemented in the Upper School for four decades.
Minimester offers the students an opportunity to explore various avenues of learning within and
beyond the classroom. As part of the Augustinian mission of educating the whole person, the
Minimester experience extends learning beyond the classroom for upperclassmen to gain
experiences in their role as members of the business world, and concerned, compassionate global
citizens. AP and other core classes continue to meet during Minimester. One 0.25 credit must be
completed in both the junior and senior years. These options are Christian Service, career
exploration, and one school-sponsored international study trip in either the junior or senior
year.
Upperclassmen
The Minimester program gives juniors and seniors the opportunity to examine various
professional careers while working with leaders in the community, perform Christian service by
volunteering for local agencies who serve the poor, or take part in an international study tour. All
juniors are required to take a college exploration seminar with the Head of College Counseling.
The class meets once a week during January
Upperclassmen may also choose Christian Service. Through the Minimester Caritas Project
students will spend at least six hours per day either at their place of service or in combination with
on-campus class work. The director of the Minimester Caritas Project, who stays in contact with
the on-site supervisors, visits the students periodically.
Upperclassmen may choose career exploration in either the junior or senior year. Students
spend four weeks in a place of business of interest to them; an on-site mentor/supervisor directs
and evaluates their work according to a prearranged agreement between the business, student, and
school. With the support of the Tulsa community, students are entrusted with responsibility and
given an opportunity to see the inner workings of the organization and participate in the process
of achievement. Student participants write weekly reports on their experiences, have an on-site
visit from a Cascia Hall teacher advisor, and manage all the required documentation throughout
the month. Juniors and seniors are expected to spend at least six hours every day divided between
class and a non-compensated internship or service placement.
Upperclassmen may also have the one-time choice of international study. Students who take
part in an international study tour during Minimester spend ten to fourteen days in one or more
foreign countries while accompanied by Cascia Hall faculty and led by expert tour managers and
local guides. Expanding the walls of the traditional classroom, these tours give students an
appreciation for other cultures and a new perspective on history. International travel increases
students’ global awareness, helping them to become more knowledgeable and engaged citizens of
the world.
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Underclassmen
Freshmen and sophomores undertake a varied course of study that includes continued study in the
core areas, opportunities to explore various electives, opportunities for Christian service, field
trips, and retreats.
10th Grade
 business (Personal Financial Literacy)
 theology
 continued study in core classes
 various elective credits
Sophomores take courses in theology and business and continue studies in the core areas.
Students can also use this time to do review work in some classes to prepare for second semester.
There are a number of electives from which to choose to complete the 7-period class schedule.
Electives change each year and may include such classes as painting, photography, stage craft,
poetry, SAT Prep, literature genres, music theory, Holocaust studies, engineering, Intro to
Theatre, and computer science.
9th Grade
 Wellness and CPR
 continued study in core classes
 various elective credits
During Minimester, freshmen take a supplementary course called Oklahoma Legends. This class
offers field trips to museums and historical sites throughout northeastern Oklahoma. Students
can also use this time to do review work in some classes to prepare for second semester. There are
a number of electives from which to choose to complete the 7-period class schedule. Electives
change each year and may include such classes as painting, photography, stage craft, poetry, SAT
Prep, literature genres, music theory, Holocaust studies, engineering, Intro to Theatre, and
computer science.
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Policies and Information
AP PROGRAM
The Advanced Placement (AP) program plays an integral role in the curriculum of Cascia Hall.
As a college preparatory school, Cascia Hall offers AP courses as its highest and most
challenging academic experiences. These are truly college-level courses, and, as a result, many
colleges and universities offer placement or credit based on students’ scores on the AP Exams.
Cascia Hall recognizes the advanced nature of these courses with a weighted GPA calculation.
Cascia Hall currently offers 13 AP courses:
1. Calculus AB
2. Calculus BC
3. Statistics
4. Biology
5. Chemistry
6. Physics C: Mechanics
7. English Language & Composition
8. English Literature & Composition
9. Government & Politics: United States
10. European History
11. U.S. History
12. Spanish Language
13. Art
Criteria for assigning college placement or credit vary from course to course and from college to
college. The College Board provides an index of these policies on their website. However,
whether or not a student earns college credit for an AP course, the true value of the AP experience
lies in the college-level skills and content the student learns. Thus, it is important to note that a
student’s grade in an AP course reflects his or her performance in the course itself (exams, essays,
labs, assignments, etc.) and is distinct from the AP Exam score.
Admission to AP courses at Cascia Hall is based on teacher recommendations, PSAT scores, and
grades in previous classes. The faculty and academic counselors discuss these procedures with
students every year, both through individual conferences and in their classes.
By enrolling in the AP program, a student acknowledges its rigorous nature and agrees to give his
or her best effort to succeed in it—both in the class and on the AP Exam. AP courses at Cascia
Hall are included in the school’s overall policy for schedule changes, which can be made only
within the first 5 days of class. The principal must approve any schedule that includes multiple
AP courses in the same year. All students enrolled in an AP course will take the AP exam.
More information about the AP program is available at http://apcentral.collegeboard.com.
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Information Provided by the College Board
AP is a rigorous academic program built on the commitment, passion, and hard work of students
and educators from both secondary schools and higher education. With more than 30 courses in a
wide variety of subject areas, AP provides willing and academically prepared high school
students with the opportunity to study and learn at the college level.
Through AP courses, talented and dedicated AP teachers help students develop and apply the
skills, abilities, and content knowledge they will need later in college. Each AP course is modeled
upon a comparable college course, and college and university faculty play a vital role in ensuring
that AP courses align with college-level standards. For example, through the AP Course Audit,
AP teachers submit their syllabi for review and approval by college faculty. Only courses using
syllabi that meet or exceed the college-level curricular and resource requirements for each AP
course are authorized to carry the “AP” label.
AP courses culminate in a suite of college-level assessments developed and scored by college and
university faculty members as well as experienced AP teachers. AP Exams are an essential part of
the AP experience, enabling students to demonstrate their mastery of college-level course work.
Strong performance on AP Exams is rewarded by colleges and universities worldwide. More than
90 percent of four-year colleges and universities in the United States grant students credit,
placement or both on the basis of successful AP Exam scores. But performing well on an AP
Exam means more than just the successful completion of a course; it is the gateway to success in
college. Research consistently shows that students who score a 3 or higher typically experience
greater academic success in college and improved graduation rates than their non-AP student
peers.
AP Exam Scores
The Readers’ scores on the free-response questions are combined with the results of the
computer-scored multiple-choice questions; the weighted raw scores are summed to give a
composite score. The composite score is then converted to a score on AP’s 5-point scale. While
colleges and universities are responsible for setting their own credit and placement policies, AP
scores signify how qualified students are to receive college credit or placement:
AP Score
5
4
3
2
1
Qualification
Extremely well qualified
Well qualified
Qualified
Possibly qualified
No recommendation
AP Exam scores of 5 are equivalent to A grades in the corresponding college course. AP Exam
scores of 4 are equivalent to grades of A–, B+, and B in college. AP Exam scores of 3 are
equivalent to grades of B–, C+, and C in college.
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TESTING SCHEDULE
Upper School Weekly
Monday
English, Science
Tuesday
Theology, Math
Wednesday
English, Social Studies, World Languages
Thursday
Theology, Science
Friday
Social Studies, World Languages, Math
Middle School Weekly
The Middle School faculty utilizes a central calendar for testing to help balance the test load for
students. Parents can see all the tests for all grades every week on the Cascia Hall website, Middle
School Testing calendar.
Unit Exams by Departments
Make up exams for designated department exam days will be administered in the principal’s
office or library at 7:00 a.m. or after school with the teacher the day after a student returns from a
one-day absence. So, if a student misses an English exam on Monday, then the student will be
expected to make up the exam by Wednesday before or after school. Students may have the same
amount of days missed to make up any work missed during their absence. For example, if a
student misses three days for an illness, he/she will have 3 days to make up the work.
Semester Exams
Semester exams are scheduled by the principal to be given by all teachers at the assigned time on
the day scheduled. Semester exams should be comprehensive in nature and of sufficient length to
engage the majority of students the full time scheduled. Students will not have more than two
tests per day.
Students may not take semester exams early. Arrangements must be made with faculty members
for a makeup test if the student is absent on test day. Parents should schedule trips to begin after
the students’ last semester or final exam.
GRADING SCALE
A
B
C
D
F
=
=
=
=
=
90 - 100%
80 - 89%
70 - 79%
60 - 69%
0 - 59%
Grades are computed on a 4.0 scale with AP courses weighted one point. A student's average
GPA reflects only grades earned at Cascia Hall. Cascia Hall does not rank.
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TRANSCRIPTS AND DIPLOMAS
Transcripts
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A student or his/her parent or guardian may request a copy of his/her transcript. At least 48
hours of notice should be given for the request.
Only unofficial transcripts will be issued to an individual student or to his/her parent or
guardian. Official transcripts will be issued only to other schools, institutions, or
organizations.
Transcripts will be updated within four (4) weeks of the end of a semester.
All financial obligations to the school must be met and required Caritas Project service
completed before transcripts will be released.
Diplomas
1.
2.
3.
4.
A diploma will be issued to a student only after:
all academic and Caritas Project service requirements have been met;
all financial obligations to the school have been satisfied;
all school equipment issued to the student has been returned (e.g., library books, sports
uniforms).
Graduation with Honors
 Students who meet the following academic criteria for course work taken at Cascia Hall
are graduated with honors. The unweighted 4.0 grade scale will be used in determining
which students fall into these categories.
 Summa Cum Laude: GPA 4.00 - 3.90 + AP courses + most difficult course of study
possible (at least 4 AP classes). No grade below a "C."
 Magna Cum Laude: GPA 3.89 - 3.50 + AP courses (at least 2 AP classes). No grade
below a "C."
 Cum Laude: GPA 3.49 - 3.00. No grade below a "C."
Valedictorian and Salutatorian Policy
Cascia Hall will assign valedictorian and salutatorian awards based on the following criteria for
the class.
 Non-weighted grade point average
 The student(s) must have been enrolled in CH Upper School for at least six semesters.
 The student(s) must have had a minimum of two Advanced Placement courses.
Beginning with the Class of 2017, the criteria will be as follows:
 The valedictorian(s) will be the student(s) who have attended Cascia Hall for eight
semesters with the highest weighted cumulative grade point average.
 The salutatorian(s) will be the student(s) who have attended Cascia hall for eight
semesters with the next-highest weighted cumulative grade point average and the
student(s) who have attended Cascia Hall for at least six semesters with the highest
weighted cumulative grade point average.
 In all cases, all graduation awards, including valedictorian and salutatorian, are subject
to the approval of the administration.
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STATEMENT OF INTELLECTUAL INTEGRITY AND
ACADEMIC HONESTY
It is expected that all Cascia Hall students will be academically honest. Academic integrity is a
basic guiding principle for all academic activity at Cascia Hall Preparatory School, allowing the
pursuit of knowledge in an open, honest, and responsible manner. This means that students will
act independently, unless otherwise advised, while working on projects, quizzes, tests, exams and
any other graded assignments. Copying homework is unacceptable. Students will not plagiarize
and will use appropriate citations when using outside sources. Citations are needed for
information gained from the Internet, encyclopedias, books, film, television, radio, personal
interviews, friends and family, and any other source outside the student’s own memory.
Any student who is found to have engaged in academic dishonesty – cheating, plagiarizing, use of
any unauthorized self-produced visual aids, copying another student’s work, giving another
student work to copy, viewing another’s work during a quiz, test, or exam, passing off another’s
work as their own, or otherwise engaging in behavior that purposefully undermines the intent of
the learning activity – will face academic and possibly disciplinary consequences. Infractions
will be reported to the Guidance Counselor who will then inform the Principal. If there are
further offenses he/she will be reported to the Assistant Principal who will administer the
appropriate disciplinary consequences, up to and including expulsion.
ACADEMIC PROBATION
Students are expected to achieve academically to the best of their abilities. We encourage all
Cascia Hall students to meet their potential and achieve academic success.
Academic Probation will go into effect if either of the following conditions is met.


Student’s cumulative GPA falls below a 2.25
Student fails any core subject (English, Math, Social Studies, Science, and Theology).
If either of the above conditions occurs, the student will then be subject to the following actions:

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At the semester grading period in which a student does not meet the minimum
requirements, he/she will be placed on academic probation and given one semester to
rectify the deficiency.
The student’s parents will be contacted by the Assistant Principal to discuss a plan for
improving the student’s academic performance. The Guidance Counselor will be
informed of the plan so that follow-up measures can be taken.
If the student fails to meet the minimum requirements for two consecutive semesters,
he/she will not be allowed to return to Cascia Hall the following semester/year.
The purpose of this policy on Academic Probation is to encourage the discipline and study skills
necessary to achieve academic success at Cascia Hall. Parents/students concerned about
academic performance may contact a faculty member, and/or guidance counselor for support and
assistance.
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Academic Support
GUIDANCE AND ACADEMIC SERVICES
Guidance and academic services are overseen by the directors of the Upper and Middle Schools.
The guidance department provides personal, academic and college counseling, as well as some
vocational counseling. Since the overwhelming majority of students matriculate to college, more
emphasis is placed on college counseling. Two full-time college counselors meet with students in
grades 9 - 12. The Upper School guidance counselor is responsible for assisting students with
personal as well as academic issues, as is the Middle School counselor. The guidance and
counseling department strives to assist students in becoming self-directed and goal-oriented, in
solving personal problems, and in making wise choices in their present lives, as well as thoughtful
decisions concerning their future plans.
College Counseling Services
 Pre-college counseling including multiple individual meetings with all students grades 9,
10, first-semester juniors
 Month-long college seminar for all juniors during January Minimester session
 Individual appointments with college counselor for all juniors, beginning in February,
continuing through end of senior year
 Coordination of Junior Parent/Student College & Financial Aid Information Night at the
beginning of second semester, presented by a college admissions dean/director of
admission
 Coordination of daytime visits by significant number of colleges and universities
nationwide
 Coordination of PSAT and PLAN, administered to all juniors and sophomores in October
 Assistance with college, scholarship and financial aid searches
 Assistance with interviewing skills during college application process
 Detailed letters of recommendation for all seniors in college application process
 Coordination of submission of college application materials for all seniors
Upper School Guidance Counseling
 Individual counseling and assistance with personal/academic needs for students grades 9–
12
 Resources for students with documented learning disabilities provided through school’s
accommodations program; Cascia follows policy and documentation guidelines as set
forth by College Board (Aspire, SAT, AP) as well as ACT
 Coordination of accommodations meetings including students, parents, faculty
 Coordination of career internship program for all juniors and seniors during January
Minimester session
 Coordination of Aspire (Pre-ACT), administered to all freshmen in October
 Coordination of drug testing program for grades 9–12
 Coordination of Student Assistance Program offered through Laureate Adolescent
Outpatient Clinic; allows three free therapy sessions per student, per year
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Middle School Counseling
 Individual counseling and assistance with personal/academic needs for all students grades
6–8
 Career Day forum with guest/professional speakers
 Health sessions addressing issues such as bullying, conflict resolution, communication
skills, nutrition, stress, abstinence
 Resources for students with documented learning disabilities provided through school’s
accommodations policy
 Variety of wellness speakers addressing Internet safety, abstinence, alcohol/drug
prevention
 Coordination of student tutoring/study skills sessions
 Coordination of drug testing program for grades 7–8
 Coordination of accommodations meetings including students, parents, faculty
Accommodations Counseling
Accommodation plans for Upper and Middle School students are coordinated by the Counselor
for Support Services. These services are provided to those students who have testing
documentation on file. Testing documentation, medical reports, teacher and parent input are all
used as sources to form an individual Accommodation Plan for a student. Questions about
accommodations should be addressed to the Counselor for Support Services.
16
THE REV. MARTIN J. O’NEILL LIBRARY MEDIA CENTER
Mission Statement
The mission of the Reverend Martin J. O’Neill* Library Media Center (LMC) is to fulfill the
reading, research, and academic needs of our students, faculty, and staff. LMC materials and
resources support classroom instruction and research in the school’s curriculum areas, provide
information retrieval skills instruction for our students and patrons, and promote the love of
reading for pleasure and as a lifelong activity.
Purpose
The LMC is an extension of the classroom and the organizing spirit behind the navigation of
information. The LMC is a place where students create order out of the confusion of data
overload and learn to filter and evaluate for truth and accuracy in both the school collection and
outside sources. The Library Media Specialist (LMS) assists students in each step of the
information retrieval process and builds partnerships with the classroom teacher to enhance
authentic learning that fosters today’s active researchers and learners. The LMS collaborates with
the faculty to teach vital search strategy skills which help students become independent,
information-literate, and lifelong learners. The LMS and teachers foster curricular coherence and
identify resources that enable students to use their own learning style and abilities to solve
complex information problems. The LMS provides resource-rich instruction that uses curriculum
and collection mapping to connect classroom academic goals and library resources. Students
learn how to locate the information they need, determine what information is trustworthy, and use
information for projects, assignments, and personal interests. Students use LMC resources and
services both during and beyond the school day for multiple purposes, including research,
enrichment, and personal enjoyment.
Unique Features
 The LMC maintains extended hours on Monday evenings (until 8:00 p.m.) for late-night
library.
 The online-catalog is available at school and 24 hours a day.
 The college level research links to Academic Databases are available at school and online
24 hours a day.
 The LMS provides personal consultation with seniors regarding research techniques and
strategies for graduation thesis, including one-on-one interviews and help with interlibrary
loan access. (The entire first period of the 4th quarter is dedicated to seniors working on
their college-level research thesis.)
 Reference materials and electronic equipment are available for overnight check-out.
 Interlibrary loan services are available to students, faculty, and LMC patrons. Over one
hundred interlibrary loans are arranged each school year. Interlibrary loans provide access
to university libraries for seniors working on their senior thesis.
 LMC staff provides orientation to student library research and specific classroom
assignments for every grade level.
 LMS provides support and assists faculty in planning and preparation for classroom
instruction.
 LMC Director is a National Board Certified Teacher whose collaboration portfolio set the
standard for scoring on all NBCT portfolios nationally.
 The LMC maintains a student swap shelf where free recycled books are available for
personal reading.
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



The LMC maintains a collection of award-winning young adult books, including the
Newbery Award and Honor winners, Sequoyah Masterlist and Award winners, (Young
Adult and High School) Coretta Scott King and the Michael L. Printz Excellence in
Young Adult Literature Award winners.
The John F. Kennedy Collection, donated by Cascia Hall Alumni Ray H. Siegfried II, is a
treasured resource of the Cascia Hall LMC. This fabulous compilation includes historical
magazines, the Warren Commission report, Cuban Missile Crisis documents, and
Kennedy family portraits and biographies.
A donated artwork collection includes Lladro porcelain figurines, sculptures, historical
Cascia Hall photographs, and Picturing America collectables.
The LMC houses historical yearbooks and archives which include Cascia Hall
memorabilia and artifacts from 1926.
*Rev. Martin J. O’Neill, O.S.A. was a former teacher and headmaster at Cascia Hall. He is
remembered for his commitment to education and dedication to preparing students to live
successful and peaceful lives. The LMC was built and dedicated in 1991 in his memory.
18
WORLD LANGUAGE LAB
Mission Statement
The mission of the Cascia Hall Digital Multi-Media Lab is to support students as they prepare for
their role as a citizen of today’s multi-lingual world of ever growing cultural diversity,
international scientific collaboration and global markets. Leading-edge technology available in
the lab facilitates innovative and engaging methods of language acquisition for both Middle
School and Upper School students. Teachers may use the lab to individualize instruction,
allowing students additional practice or new challenges as they develop their language skills.
Description
While working in the lab, students improve their listening skills as they hear a range of native
accents in the language they are studying. The high quality headsets and private stations help
students to focus on the language by blocking out other distractions. Students can control audio
and video sources as needed, working at their own pace. In one class, students may listen to a
documentary from Mexico City, a radio interview from Buenos Aires and a music video from
Puerto Rico.
The world is truly brought to our students through a variety of internet activities as well as other
audio visual materials. Students might compare and contrast the French used in television
commercials from Canada and Paris. On-line newspapers from around the globe come to life
with embedded video clips. Working in pairs, students are able to take a virtual field trip the
Prado Museum in Spain and discuss different paintings in Spanish with their partner or teacher.
Students are able to practice the language without the pressure of speaking in front of their peers.
The ability to scan audio responses gives the teacher valuable insight to student progress plus the
ability to provide students with immediate feedback in complete privacy. Teachers may record
individual or paired activities for evaluation and later provide students with written or audio
feedback. Digital portfolios can easily be created to track student progress throughout their study
of the language.
19
OTHER STUDENT SERVICES
Wednesday Night Tutoring
Each Wednesday night from 5:30-7:30, a math teacher (Mrs. Pam Benne) holds a tutoring session
in the Dining Hall for all students.
Late Night Library
The Library Media Center maintains extended hours (until 8:00) each Monday for all students.
National Honor Society members are also available for tutoring upon request through the
Guidance Counselor.
Break
Students have the opportunity to get extra help from their teachers during a 20-minute break
period every day except Tuesday.
20
Course Descriptions
MATHEMATICS
Recommended Course Progression Flow Chart (Grades 6 – 12)
Pre-Algebra
th
7 Grade
Math
Math - 6
Pre-Algebra
(Grades 6-7)
Algebra I
(HS Credit)
AP Calc AB
Algebra II/Trig
(Grade 11)
Algebra I
AP Stat
Algebra III
(Grade 12)
Geometry
Algebra II
AP Stat
(Grade 12)
Trig/PreCalculus
AP Calc BC
AP Calc AB
AP Stat
In the Middle School and Upper School, any level in which there are several choices will need a
teacher recommendation.
Note: Entering freshmen with both Algebra I and Geometry credits will need to be evaluated for
proper placement.
Note: Entering freshmen placed in Algebra II will follow the sequence: Algebra II, AP Stat,
Trig/PreCalculus, AP Calc BC
21
Math 6
This course provides the opportunity to reinforce and extend skills with which the student is
familiar as well as to explore relatively new areas with rigor and critical thinking. The major
concepts to be covered are: computational skills, numeral characteristics, estimation, decimals,
fractions, graphs, charts, measurements, problem solving, basic geometry, predictions, statistics
and probability, integers and equation solving.
7th Grade Math
Prerequisite: Math 6
This course provides the opportunity to master concepts necessary for success in Pre-Algebra and
Algebra I. The major concepts to be covered are computational skills, numeral characteristics and
number sense, estimation, decimals, fractions, graphs, charts, measurements, problem solving,
basic geometry, predictions, statistics and probability, integer computation, and equation solving.
Pre- Algebra
Prerequisite: Math 6 or Placement Recommendation
This course provides the means by which to insure a successful transition from the foundation of
fundamental math to elementary algebra. Concepts covered in this class include: variable
expression, integers, solving equations and inequalities, rational numbers, proportions,
percentages, probability, functions, graphing, exponents, radicals, geometry, measurements,
transformations, statistics and polynomials.
Algebra I (High School Credit)
Prerequisite: Pre-Algebra or Teacher Recommendation
This course will build a firm foundation in basic algebraic concepts. Topics covered are algebraic
properties and expressions, solving equations and inequalities, sets, statistics, exponents and
power rules, factoring, polynomials, functions and graphing, solving systems of equations and
inequalities, solving word problems and applications, solving quadratic equations by factoring
and the quadratic formula, radicals and rational fractions. These topics are approached and solved
through graphical, numerical, analytical, and verbal methods.
Geometry
Prerequisites: Algebra I
Requirement: TI-84 silver ed.
This course covers the traditional topics of geometry, including line and angle properties, triangle
and other polygon properties, circles, area, volume, congruency, similarity, right triangle
trigonometry, and logic. Students first discover conjectures using sophisticated computer software
and other activities. Some of the conjectures are then proven, first by using a flow chart proof and
then the traditional two-column proof.
22
Algebra II
Prerequisite: Geometry
This course expands on the Algebra I topics of functions: including linear and quadratic, by
studying ‘new’ functions: polynomial, rational, exponential, and logarithmic; systems of
equations; matrices; quadratic relations and conic sections; sequences and series; probability, and
statistics. Students will be perfecting their algebra skills while studying these new topics. These
topics are approached and solved through graphical, numerical, analytical, and verbal methods.
Algebra II/Trigonometry
Prerequisite: Geometry; Grade 11; Teacher Recommendation
This course includes the topics of functions, polynomial functions, rational functions, exponential
functions, logarithmic functions, systems of equations, matrices, trigonometric functions, trig
identities, and trigonometric equations. If time permits the students will also study one or more of
the following topics: sequences, probability and statistics.
Trig/Pre-Calculus
Prerequisite: Algebra II or Algebra II/Trig
This course is a study of topics essential to Calculus. Students will study algebra topics in more
depth including: functions and graphs; polynomial, power, and rational functions; exponential,
logistic, and logarithmic functions. New topics of trigonometric functions, analytic trigonometry,
applications of trigonometry, analytic geometry in two and three dimensions, some discrete
mathematics topics, and an introduction to calculus will also be studied in the course. Students
will master trigonometry, and will be introduced to limits. These topics are approached through
graphical, numerical, analytical and verbal points of view.
AP Calculus AB
Prerequisites: Algebra II/Trig or Trig/Pre-Calculus
This course is equivalent to a typical university level Calculus I course. The major topics of PreCalculus are reviewed. Limits, derivatives, integrals and differential equations and applications of
these ideas are studied with functions of one variable through multi-representational approaches:
graphical, numerical, analytical, and verbal.
23
AP Calculus BC
Prerequisites: Trig/Pre-Calculus; Teacher Recommendation
Requirement: TI-84+ silver ed.
This course is equivalent to a typical university level Calculus I and II course. Students will study
limits, derivatives, integrals, and differential equations and applications of these concepts with
functions of a one variable, as well as parametric and polar equations. Students are also
introduced to improper integrals, indeterminate forms, infinite series and Taylor’s Theorem.
These topics are approached through graphical, numerical, analytical and contextual points of
view.
AP Statistics
Prerequisites: Algebra II; Teacher Recommendation
This is a college introductory course that is designed to emphasize statistical thinking and more
active learning through the use of real life data sets and problems. The AP Statistics course
depends heavily on the availability of technology suitable for the interactive, investigative aspects
of data analysis. The course introduces students to the major concepts and tools for collecting,
analyzing and drawing conclusions from data. Students who do well on the PSAT verbal sections
are appropriately matched to this course.
Algebra III
Prerequisite: Algebra II; Grade 12
This course provides the opportunity to master concepts from Algebra I and Algebra II. Students
will be prepared to take a College Algebra course. This course will expand on the topics of
functions, systems of equations, matrices, quadratic relations and conic sections, and sequences
and series. These topics will be approached and solved through graphical, numerical, analytical,
and verbal methods.
24
LANGUAGE ARTS
Recommended Course Progression Flow Chart
Middle School
English 6
English 7
English 8
Upper School
English 10
Composition
English 9
Grammar &
Composition
English 12
World
Masterpieces
English 11
American
Experience
*
English 10
Pre-AP
English
**
AP Language
&
Composition
*Option for students who are not recommended to take AP Language as juniors.
** Option for students who are not recommended to take AP Literature.
25
AP Literature
&
Composition
6th Grade English
This course begins with a review of the basics in grammar and composition. The parts of speech,
syntax, mechanics, usage, and punctuation are reviewed; instruction in sentence structure and
paragraph writing derive from the reading of good literature throughout the year. Students study
the elements of short stories, poetry, drama, and novels while honing reading comprehension
skills. Vocabulary study focuses on those words appearing regularly on ACT and SAT.
Typical Readings: Rikki-tikki-tavi, Charles, The Monsters are due on Maple Street, A Christmas
Carol, Thank You Ma’am, Casey at the Bat
7th Grade English
This course reviews basic grammar: the parts of speech, sentence structure, usage, mechanics, and
punctuation. The elements of poetry, drama, short stories, and the novel comprise the seventh
graders’ study of good literature. Reading comprehension and critical thinking skills are honed by
expository writing which is the focus of composition instruction following most readings. Weekly
journal assignments allow for introspective and creative writing as well. Vocabulary study
continues to focus on those words appearing regularly on SAT and ACT. Students access
appropriate research sites and use correct formatting in a research project.
Typical Readings: The Tell-Tale Heart, The Diary of Anne Frank (a drama), The Outsiders, Paul
Revere’s Ride
8th Grade English
This course presumes an understanding of basic grammar, punctuation, sentence structure, and
mechanics that must precede the teaching of composition, an integral part of this course. Early on
students will write persuasive and expository paragraphs, the topics to be derived from elements
of classic literature. Instruction in the five-paragraph essay will follow. Vocabulary study
continues to focus on those words appearing regularly on college boards. Students access
appropriate research sites and use correct formatting in the process of writing one research paper.
A brief history of the English language adds to the students’ appreciation of their native tongue.
Weekly journal assignments allow for introspective and creative writing as well.
Typical Readings: The Necklace, The Odyssey, Romeo and Juliet, the poetry and short stories of
Edgar Allan Poe
26
English 9: Grammar and Composition
This course builds on the students’ existing knowledge of grammar and mechanics, placing
special emphasis on sentence structures, phrases, and clauses. In addition to grammatical
correctness, students focus on building strategies for thinking, for organizing, and for producing
writing that reflects careful consideration and deep questioning of ideas. Students compose
various types of texts from different genres, focusing especially on the basic conventions of the
American academic essay and producing a formal research paper. Students also gain experience
identifying patterns, engaging in inquiry, and uncovering assumptions in various texts, with an
emphasis on using evidence and reason to become more independent readers, thinkers, and
communicators. Vocabulary study is also a focus of the course.
Typical Readings: Wool, Fahrenheit 451, To Kill a Mockingbird, and selections from the Junior
Great Books anthology.
English 10: Composition
This course engages students in writing all modes of discourse--narration, description, exposition,
and argumentation--in order to prepare them for writing the essays they will be assigned in high
school and in college. Students will also practice written analysis of literature through the study
of specific novels and dramas, and they will annotate and respond to articles of the week to
become familiar with current issues. Each student will complete research writing with MLA
documentation. They will compose a minimum of two process papers, consisting of
brainstorming, writing a first draft, engaging in peer review, composing a final draft, and lastly,
revising and proofreading a final document. In order to prepare for standardized tests, students
will practice reading comprehension sets and complete a timed essay during the final exam
period. Students will also practice utilizing the rules of standard English grammar and
usage. Vocabulary study is also a focus of the course.
Typical Readings: Night, Lord of the Flies, 1984, Taming of the Shrew, and selected non-fiction
articles.
English 10: Pre-AP
Prerequisite: Teacher Recommendation
This course requires students to analyze works from a variety of literary genres, examining the
forms, rhetorical devices, and themes utilized in complex fiction and nonfiction texts. In addition
to using these texts as the basis for original literary analysis, the readings will also function as
mentor texts when students write their own narrative pieces, poetry, and essays that focus on
argument and synthesis. The course progresses at an accelerated pace and is highly demanding in
its reading and writing requirements.
Typical Readings: The Book Thief, The Taming of the Shrew, Lord of the Flies, One Flew Over
the Cuckoo’s Nest, 1984, and selections of poetry, short fiction, essay, and biography/memoir.
27
English 11: American Experience
The American Experience course is designed to develop critical reading and writing skills in
order to concentrate on students’ abilities to read critically, insightfully, and analytically. Students
will also learn how to use their analytical skills to locate and evaluate appropriate secondary
source material, understand rhetorical strategies in application to their own writings, and
formulate an argumentative position. Reading, writing, and revision are all inseparable parts of
the composition process, and students will apply the skills developed in Composition to writing
and research in the field of literary analysis. Vocabulary study will also be emphasized as
necessary to the sophisticated writer. Students will explore contemporary American literature
alongside classics with various supplemental readings in order to gain a thorough understanding
of what it means to be an American and the ways the American identity is created, shaped, and
experienced.
Typical Readings: The Devil in the White City, Invisible Man, The House on Mango Street, As I
Lay Dying, and Uncle Sam
English 12: World Masterpieces
Much of global history has been shaped by conflict and captured through individual literary
narratives and remains one of the most prolific themes in literature. In this course, we will explore
how conflict affects the individual lives and histories of those who participate or experience it.
Also, the World Masterpieces Literature course is designed to develop critical, literary reading
and writing skills at the collegiate level. The reading materials in this class cross different genres,
mediums, and times. Vocabulary study will also be emphasized as necessary to the sophisticated
writer. This course requires that the student learns how to read the texts, how to abstract or
summarize them, how to ask questions about them, how to engage in discussion about the works,
and how to use them in building ideas of their own. Students will also learn how to use research
and analytical skills to locate and evaluate appropriate source material, understand rhetorical
strategies, formulate an argumentative position, and correctly summarize, paraphrase, quote, and
cite source materials. Students will apply grammar mechanics in composing well-written,
thought-provoking essays.
Typical Readings: War, A Tale of Two Cities, The Red Badge of Courage, Maus, The Yellow
Birds, and Richard III
28
AP Language and Composition
Prerequisites: English 10 Composition with Teacher Recommendation or Pre-AP
This course is designed to be the equivalent of a college composition course and will engage
students in close and extensive reading of non-fiction texts in a variety of genres including
speeches, letters, editorials, newspaper articles, etc., analytical writing about author’s purpose and
rhetorical strategies, argumentative writing regarding contemporary issues while synthesizing
primary and secondary sources, and essay writing within 30-40 minute time constraints. Students
will carry out a vocabulary study, write timed essays, and annotate multiple choice passages, plan
and compose independent essays, and write a research synthesis packet using primary sources
along with library and internet sources. Students will focus primarily on the writing of rhetorical
analysis, argumentation, and the synthesis essay--the three modes of discourse on the AP exam
that form the basis of academic writing and professional communication.
Typical Readings: Thank You for Arguing, Brave New World, In Cold Blood, Brain on Fire, Into
the Wild, The Glass Castle, and assorted non-fiction passages
AP Literature and Composition
Prerequisites: AP Language and Composition
Requirement: Reading Journal
This course, which is equivalent to a first- or second- year college English course, challenges
students to read, analyze, and evaluate complex literary texts, including novels, plays, short
stories, poetry, and essays.. Students will learn to consider a work’s structure, style, and themes
as well as such smaller-scale elements as the use of diction, figurative language, imagery,
symbolism, and tone. Students will also develop greater stylistic maturity in their writing. To
achieve this end, the class will focus on increasing vocabulary, varying sentence structure,
organizing cohesive essays, supporting generalizations with specific details, and maintaining an
effective use of rhetoric through focus on tone and voice.
Typical Readings: Crime and Punishment, The Stranger, All the Pretty Horses, The Adventures
of Huckleberry Finn, The Things They Carried, Slaughterhouse-Five, Jane Eyre, Their Eyes Were
Watching God, Macbeth, The Crucible, and a college-level poetry text
29
SCIENCE
Recommended Course Progression Flow Chart
Middle School
th
th
6
Earth
Science
8
Physical
Science
th
7
Life Science
th
8 Advanced
Physical
Science HSC
HS Credit
Upper School
th
th
9 Biology
th
9 Pre-AP
Biology
th
10
Chemistry*
th
10
Pre-AP
Chemistry
HSC – High School Credit
*Physics can be taken concurrently as an elective.
Please refer to course descriptions for prerequisite requirements.
30
th
11 and/or 12
Physics
Anatomy & Physiology
Environmental Studies
AP Biology
AP Chemistry
AP Physics
6th Grade – Earth Science
This course is a comprehensive study of Earth and its place in the universe. The purpose of this
course is to introduce the sixth grade student to the basic principles of science and to help them
develop an understanding of the world around them through the study of geology, oceanography,
astronomy, and meteorology. Use of the laboratory will encourage students to apply critical
thinking and problem solving abilities. The information and basic skills that students learn over
the course of the year will be applicable to future science courses as well as other school
disciplines.
7th Grade – Life Science
This course provides a comprehensive, scientific study of the structure, functions and
relationships among living organisms and their ecological relationships. Beginning with the
basics of cellular structure, students progress through an introduction to genetics, and move to a
study of the six kingdoms of life, from microorganisms to multicultural organisms. The course
concludes with a study of the human anatomy and physiology. Controversial current events from
the scientific field are presented to encourage a higher level of thinking and understanding.
Hands-on exploration and reinforcement are utilized throughout the course.
8th Grade – Physical Science
This course begins with a study of the chemical makeup of matter and proceeds through an
introduction to both inorganic and organic chemistry. Topics covered include atomic structure
and proceed through a class of various compounds and molecules, and various types of chemical
reactions. The course then progresses to an introduction of the basic principles of physics
including energy, motion and wave science. Students are challenged to develop and demonstrate
various machines to perform and an assortment of tasks. Controversial current topics are
presented to encourage a higher level of thinking and understanding. Hands-on exploration and
reinforcement are utilized throughout the course.
8th Grade – Advanced Physical Science (High School Credit)
This course is a math-based course that will include a survey of chemistry and physics topics. The
first semester will cover major topics in chemistry such as: matter, atomic structure, phases,
chemical reactions, and thermodynamics. The second semester will cover major topics in physics
such as motion, forces, work, energy, electricity, waves, and magnetism. This course allows
students the opportunity to practice working with data and to sharpen their abilities to infer,
classify, and theorize. This course is designed to prepare students to take accelerated coursework
in science. Teacher recommendation is required.
9th Grade - Biology I
This course develops a basic understanding of fundamental life processes and concepts common
to all living organisms. Topics include the diversity of life, chemistry of life, cell biology,
genetics and biotechnology, the function of living things, their interaction with the environment,
and change over time. This course introduces students to the structure and function of tissues,
organs, and systems of the human body. The course accentuates biological applications in today's
society. As a laboratory course, it offers an organized and scientific framework for posing and
answering questions about the natural world.
31
9th Grade - Pre-AP Biology
Prerequisite: Teacher Recommendation
This pre–AP course is recommended for those whose interests lie in math and science. Pre-AP
Biology is a challenging, fast-paced, rigorous course designed to provide the student with the
skills and knowledge to be successful in the college-level course AP-Biology. Extensive studies
include ecology, cell biology, plant and animal systems, genetics, classification, and evolution.
The course is taught from a reductionist viewpoint ultimately expanding each topic to understand
the existing biological interactions will be stressed throughout the course. Self-discipline with
respect to reading assignments, organizational skill development, and the proper conduct in
laboratory investigations are required
Chemistry I
Requirement: TI-84 Silver Ed.
This course provides an introductory study of chemical theories, their application, and laboratory
procedures. The course is designed to provide students with a solid foundation for advanced level
of chemistry. Included is an overview of the structure of matter, the atomic theory, chemical
bonding, stoichiometry, energetics, gas laws, and acid/base behavior. Students will see how
chemistry impacts everyday life and how chemistry is a continually developing science. Course
contentment includes strategic problem solving, innovative laboratory experiences, and
instructive teacher demonstrations combine to make a comprehensive overview of the most
fundamental general chemistry concepts and skills.
Pre-AP Chemistry
Prerequisite: Concurrent Enrollment in Algebra II, Teacher Recommendation
This course provides the highly-motivated student with a rigorous first –year chemistry course in
preparation for AP Chemistry as a second-year course. The content of this course will include the
following: matter and energy, atomic structure, bonding, periodic functions, mathematics of
chemistry, kinetics, equilibrium, acid/base, redox, organic chemistry, nuclear chemistry and
laboratory activities.
Physics
Prerequisite: Biology 1, Chemistry I or concurrent enrollment in Chemistry
This course uses mathematics, mainly algebra, measurement, and experimentation in order to
understand various aspects of nature. In this course explores different types of motion (constant
velocity, acceleration, circular and projectile), gravity, conservation of energy and momentum.
The second semester deals with electric forces, circuits, and devices such as capacitors, motors,
and generators. Addition areas of study include magnetism, light, and the atom.
32
AP Biology
Prerequisites: Pre-AP Biology or Biology I (Grade of A or B), Chemistry I, Teacher
Recommendation
This course is designed to be the equivalent of a two-semester college course in introductory
biology for biology majors. This course includes an extensive laboratory component which
focuses on the development of major biological concepts and strives to integrate the eight major
themes of biology into each conceptual unit. The course utilizes one of the premier college
biology textbook as its major reference material and utilizes a lecture/laboratory format.
AP Chemistry
Prerequisites: Pre-AP Chemistry, Chemistry I, Concurrent Enrollment in Algebra II or Algebra
II/Trig, Teacher Recommendation
This course is designed to be the equivalent of the general chemistry course usually taken during
the first college year. Students will study detailed structure of matter, states of matter, chemical
reactions including equilibrium, stoichiometry, kinetics, descriptive chemistry and
thermodynamics. These topics are approached through laboratory experiments, problem solving
and verbal explanation.
AP Physics C - Mechanics
Prerequisites: Concurrent Enrollment in AP Calculus
This course covers the material typically taught in first semester college physics for students
majoring in the physical sciences or engineering. Methods of calculus are used wherever
appropriate in formulating physical principles and in applying them to physical problems. This
course focuses on six main areas of content: kinematics; dynamics; work, energy, and power;
systems of particles and linear momentum; circular motion and rotation; and oscillations and
gravitation. Additionally, students will perform a variety of laboratories where they are expected
to interpret data and draw scientific conclusions. Students coming out of this course will have a
strong conceptual understanding of physics and have well-developed skills in performing and
analyzing laboratory experiments.
Anatomy & Physiology
Prerequisites: Biology 1, Chemistry 1
This course is a more detailed study of human anatomy (body structure) & physiology (body
function) than Biology 1. Students will study the 11 organ systems: endocrine, immune, digestive,
urinary, muscular, nervous, respiratory, cardiovascular, reproductive, integumentary, and skeletal
systems. Students also study problems and diseases of these organ systems. The students will
learn the names and locations of the muscles, blood vessels, and internal structures of a fetal pig.
33
Environmental Studies
Prerequisite: Biology I, Chemistry I
This course is an examination of the environment including the interactions of biology, chemistry,
earth science, physics, and mathematics to understand the relationships between humans and the
environment. Students will study ecology, populations, water, air, land, minerals, energy
resources, pollution, and health issues. These topics are taught using classroom lecture, written
homework from the textbook, course-related DVD’s, guest speakers, field trips, and labs.
34
SOCIAL STUDIES
6th Grade World History (2 semesters)
This course involves a geographical study of the Western Hemisphere. . Students will study the
world’s people and places, applying the five themes and six essential elements of geography to
gain a better understanding of the human and physical world they live in. This course is designed
to complement what the students will learn in science The knowledge they gain in science will be
applied to the study of the world's people and the development of their culture, concentrating on
Europe's exploration of the Western Hemisphere. The course will also involve students
developing an understanding of Central and South America’s early history before and after the
arrival of the Europeans focusing on their development prior to outside influences and assessing
how the migration of the Europeans, specifically the Spanish, changed the culture of the
indigenous people.
7th Grade Eastern World Geography
This course provides a thorough introduction to geography and regional approach to exploring
Africa, Asia, and Europe. The course is designed to teach an awareness of the people, places, and
culture of Africa, Asia, and Europe. Students will be encouraged to draw connections between the
United States and the other continents. Focusing on the basic principles of Geography and
understanding the role that geography has played throughout history, students will examine the
influence geography has on their lives on a daily basis. Students will be facilitated to explore
independently, to challenge assumptions, to think creatively, and to apply problem solving skills
to real life situations.
8th Grade United States History
This course provides a history of the United States from the 13 colonies to the Civil War.
Students will develop a strong understanding and appreciation for early United States history.
They will learn how the United States became part of global world history and how our early
history still influences the modern day. Students will be encouraged to make connections between
the study of history and other disciplines, building upon their skills and vocabulary developed at
earlier grade levels. Students will learn to examine different perspectives through time and
develop the ability to challenge assumptions while continuing the development of their already
established creative and problem solving skills.
9th Grade - U.S. History & Government II (1 semester)
This course is a study of the U.S. Civil War era through the end of Progressivism (1850-1910).
Throughout this course students are exposed to the development and evolution of the U.S.
government, learn history through various forms of political, economic, social, religious, and
cultural analysis, and acquire substantive knowledge of the impact of women and various ethnic
groups in the formation and development of what became American civilization.
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9th Grade - Oklahoma History (1 semester)
This course is an overview of the history of the state taken by all freshmen during the second
semester. Students will survey the history of Oklahoma from the first Native American settlers to
the present. Students will study the cause and effects of the removal of Native Americans from
the path of American settlements in the southeastern United States to Indian Territory. Students
will study the development of Oklahoma Politically, socially and economically as Indian
Territory was transformed into the state of Oklahoma.
10th Grade - U. S. History & Government III & IV (2 semesters)
This course consists of two parts. The first course will encompass the first semester of the
sophomore year. The students will study the era of World War I through the end of World War II
(1910-1945). In the second semester the students will study post-World War II civilization
through the beginning of the 21st Century (1945-present). In all units of study the students will
study the development and evolution of the U. S. government, learn history through the various
forms of political, economic, social, religious, and cultural analysis, and acquire substantive
knowledge of the role of women and various ethnic groups in the formation, development, and
enrichment of what became American civilization.
Ancient World History (1 semester)
Prerequisite: Grade 11 or 12
This course begins with the study of the evolution of early hominids and ends with the early
Renaissance in Italy. The course proceeds chronologically in three stages (prehistory to 500
B.C.E.; 500 B.C.E.–600 C.E.; 600 C.E. –1450 C.E.) surveying the major events and development
of civilization on every continent. Students will study the various political institutions, economic
foundations, religious beliefs, sociology, and technological skills of peoples throughout the world.
Students will learn to think conceptually about world history and apply historical thinking skills
as they learn about the past.
Modern World History (1 semester)
This course offers students the opportunity to develop their knowledge and understanding of
history beyond North America and Europe. Using primary and secondary document analysis
students will compare and contrast the development of empires in the Middle East and China, as
well as assessing the factors contributing to their rise and fall. They will explore the development
of Nationalism in South America and evaluate the impact of imperialism in Africa and India,
ending in the revolutionary period of China. This course is designed to give students a more
global perspective of history and the ability to assess continuity and change, among other
important historical skills.
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Contemporary Issues in Social Studies (1 Semester)
This course focuses on relevant issues impacting our nation, and world today. This course
emphasizes critical thinking, and evaluating the validity of a variety of sources. Students will be
expected to participate in class discussions and complete individual and group projects in order to
develop their ability to work with others and communicate their ideas effectively.. Students will
utilize research skills to provide their own sources for political and social issues impacting
society. Students will also be given the opportunity to focus on their time-management skills, and
the ability to synthesize information, all within a real world context.
Germany Between the Wars 1919-1939
This course will enable students to examine primary documents in order to explore how Hitler
came to power in Germany in 1933 and to develop an understanding as to what it was like to live
in Germany when the Nazis were in power. Students will practice important historical skills while
learning more about the turbulent times of Weimar Germany, the rise of Nazism, and German
foreign policy. Students will develop the ability to ask relevant questions about the past and to
investigate them critically using a range of documents in their historical context.
Cultural Anthropology (1 semester)
This is an introduction to the study of cultural anthropology. Students will develop an
understanding of key concepts and research methods used by anthropologists. They will apply
this knowledge to various cultures around the world and examine those cultures in a comparative
way in areas including marriage, government, subsistence strategies, as well as ideas of kinship
and descent. Students will be given the opportunity to demonstrate their knowledge and
understanding through a variety of assessments that will also focus on key skills necessary for
college and life.
Principles of Economics (1 semester)
This course is an introductory survey of the principles of economics. Students will study basic
principles of economics: supply and demand; measurement of economic performance; national
income and price determination; the financial sector; inflation and unemployment; economic
growth and productivity; and an open economy with international trade in mind. This class will
lay the foundation for students to gain the basic knowledge of economics that is necessary for
future classes in business.
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A.P. U.S. History
Prerequisite: Grade 10, Teacher Recommendation
This course focuses on the study of U.S. history from the 1491 to the present. It is equivalent to
an introductory, year-long college course in U.S. history, and it is designed to implement the
rigors of college course work. A.P. U.S. History has students investigate the content of U.S. for
significant events, individuals, developments, and processes in nine historical periods, and
develop and use the same thinking skills and methods employed by historians when they study the
past. Students will use these analytic skills and factual knowledge to deal critically with the
problems in U.S. history. Students will learn to assess historical material and to weigh evidence
and interpretations presented in historical scholarship. The course attempts to develop the skills
necessary to arrive at conclusions on the basis of an informed judgment and to present reasons
and evidence clearly and persuasively in essay format. Students who earn a qualifying score will
be given six hours of college credit at most colleges and universities.
AP United States Government and Politics (2 semesters)
This course provides dedicated students an opportunity to study constitutional underpinnings,
civil liberties and civil rights, political culture and socialization, citizen participation and
influence, political institutions and policy making that are the foundation of modern U.S.
government and politics. Students will be required to read a college-level textbook and
supplemental readings, write a lengthy and well-researched argumentative essay on U.S. public
policy, and actively participate in class discussions often involving that day’s political issues.
AP European History (2 semesters)
Prerequisite: Grade 11 or 12, Teacher Recommendation
AP European History focuses on developing students’ abilities to think conceptually about
European history from approximately 1450 to the present and apply historical thinking skills as
they learn about the past. Five themes of equal importance —interaction of Europe and the world,
poverty and prosperity, objective knowledge and subjective visions, states and other institutions
of power, and individual and society — provide areas of historical inquiry for investigation
throughout the course, which is divided into four periods of study. Students are required to reason
historically about continuity and change over time and make comparisons among various
historical developments in different times and places.
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Social Studies List of Courses
Course Title
Grade level
Length
World History
6th Grade
2 semesters
Eastern World
7th Grade
2 semesters
U.S History
8th Grade
2 semesters
Oklahoma History
9th Grade
1 semester
U.S History and Govt. II
9th Grade
1 semester
U.S History and Govt. III and IV
10th Grade
2 semesters
AP U.S History
10th Grade
2 semesters
AP U.S Government
11th and 12th Grade
2 semesters
AP European History
11th and 12th Grade
2 semesters
Ancient World history
11th and 12th Grade
1 semester
Modern World History
11th and 12th Grade
1 semester
Contemporary Issues
11th and 12th Grade
1 semester
Germany Between the Wars
11th and 12th Grade
1 semester
Cultural Anthropology
11th and 12th Grade
1 semester
Principles of Economics
11th and 12th Grade
1 semester
AP Course Offerings
Electives
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WORLD LANGUAGES
Chinese
6th Grade - World Language and Cultural Studies
This course establishes the fundamentals of language acquisition and communication through the
introduction to the study of Spanish, Latin, French, German and Chinese. Students will learn
language concepts and survey the culture and history of the peoples who speak those languages.
Through the development of reading, writing, listening and oral communication skills students
will experience a variety of media, including text materials and authentic resources in the
classroom and language lab. Additionally, students will build a foundation for further language
learning and cultivate a greater sense of global cultural awareness.
Chinese I – Grades 7 - 12
This course introduces the basic features of Chinese characters, grammar, pronunciation, tones,
and essential vocabulary and phrases. The course emphasizes the conversation ability in Chinese
at the beginning level. Pinyin (the Romanization system of Chinese ideograms) will be practiced
along with the practice of reading and writing some common Chinese characters.
Chinese II
Prerequisite: Chinese I
This course is a continuation of Chinese I. It emphasizes the four basic skills in Chinese language
– listening, speaking, reading, and writing. Class activities include oral-aural drills, dialogues,
reading aloud, listening comprehension, reading comprehension, production and recognition of
Chinese written characters, and so on.
Chinese III
Prerequisite: Chinese II
This course is a continuation of Chinese II. Students continue to develop their four basic skills in
Chinese language (listening, speaking, reading, and writing), with an increasing emphasis on
reading and writing. Class activities are designed to encourage students to develop their
listening/speaking/reading skills and to master Chinese characters.
Chinese IV
Prerequisite: Chinese III
This course provides students opportunities to develop their language skills in Chinese at the
intermediate-advanced level. Four basic skills - listening, speaking, reading, and writing - are
developed through conversation and composition emphasized.
Chinese V
Prerequisite: Chinese IV
This course provides students opportunities to develop their language skills in Chinese at the
advanced level. Four basic skills - listening, speaking, reading, and writing - are developed
through Chinese literature and composition emphasized.
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French
French I
This course builds the foundation for reading, writing, listening and speaking the French
language. Cultural themes provide a framework for providing practice in vocabulary acquisition,
grammar acquisition and an understanding of Francophone culture. Grammar structures will
include verb conjugation in present and past tenses and the correct usage of nouns, pronouns
and adjectives. Students will develop an awareness and appreciation of the Francophone world.
French II
Prerequisite: French I
This course continues instruction in reading, writing, listening and speaking the French language.
Content will include review of the basic grammatical principles of the language and an emphasis
on the conjugation of the future, perfect and conditional tenses. Vocabulary acquisition will
continue within the framework of cultural themes with a greater emphasis on communication
skills. Students will continue to develop an awareness and appreciation of the Francophone world.
French III
Prerequisite: French II
This course continues instruction in reading, writing, listening and speaking the French language.
Content will include a review of basic grammatical principles of the language and an emphasis on
the subjunctive mood and enhanced grammatical structures. Vocabulary acquisition will continue
within the framework of cultural themes. There is a greater emphasis on analytical reading and
composition at this level in preparation for advanced classes. Students will continue to develop an
awareness and appreciation of the Francophone world.
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German
German I
Text: Mosaik I
This course introduces students to effective strategies for beginning German language learning,
and to various aspects of German-speaking culture. This course encourages interpersonal
communication through speaking and writing, providing opportunities to make and respond to
basic requests and questions, understand and use appropriate greetings and forms of address,
participate in brief guided conversations on familiar topics, and write short passages with
guidance. This course also emphasizes the development of reading and listening comprehension
skills, such as reading isolated words and phrases in a situational context and comprehending
brief written or oral directions. Additionally, students will examine the practices, products and
perspectives of German-speaking culture; recognize basic routine practices of the target culture;
and recognize and use situation-appropriate non-verbal communication. This course further
emphasizes making connections across content areas and the application of understanding
German language. In this course we use the Communicative Approach. This approach recognizes
that we gain ability in a language by way of German input through various means--from the
teacher, classroom activities and audio/video recordings.
German II
Text: Mosaik II
German II continues on from the German I course. By the end of the year the students should be
able to converse simply in German about everyday events and activities in the past and present,
ask questions, and express opinions. When expressing yourself in writing students will have the
tools to go beyond simple sentences, and they should also be able to read basic German texts.
Students will continue to learn about German culture and improve their language learning
strategies. In this course, as in German I, we use the Communicative Approach. This approach
recognizes that we gain ability in a language by way of German input through various means-from the teacher, classroom activities and audio/video recordings. Students will use the language
to communicate rather than just talking about German in English.
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German III
Text: Mosaik III
German III is an integrative course, bringing together all elements of German I and German II.
Students continue to develop more complex linguistic structures. Students will engage in readings
and activities as well as learning more complex grammar elements, all of which will enhance their
knowledge and understanding of German as well as increase their understanding of German
culture. Previous knowledge from German I and German II is refined and put to use on a higher
level, in preparation for a possible AP course. This course is also taught by use of the
Communicative Approach. This approach recognizes that we gain ability in a language by way of
German input through various means--from the teacher, classroom activities and audio/video
recordings.
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Latin
This course establishes the fundamentals of language acquisition and communication through an
introduction to the study of Spanish, Latin, French, German, and Chinese. Students will learn
Through the development of reading, writing, listening, and oral communication skills, students
Latin I – Grades 7 - 12
This course is an introduction to the fundamentals of the Latin language. Emphasis is placed on
vocabulary, grammar, and syntax of the language through reading stories. It includes the study of
Roman history, customs, literature, mythology, art, and architecture as well as their influence
upon our own culture.
Latin II
Prerequisite: Latin I
This course is a continuation of Latin I. Emphasis is placed on vocabulary, grammar, and syntax
of the language through reading stories. Developing reading proficiency is the main component
of Latin II. It includes further study of Roman culture.
Latin III: Pre-AP
Prerequisite: Latin II
This course is a continuation of Latin I and II. Emphasis is placed on vocabulary, grammar, and
syntax of the language through reading stories. Advancing reading proficiency is the main
component of Latin III. It includes further study of Roman culture. Students will make the
transition from reading stories to reading Roman authors.
Latin IV: AP
Prerequisite: Latin III Pre-AP
This is the culminating course in the study of Latin at the high school level. Students will read
selections from Vergil’s Aeneid and Caesar’s De Bello Gallico. This course is designed for
students who are preparing to test out of college courses or receive advanced placement credit.
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Spanish
Spanish I – Grades 7 - 12
This course continues instruction in understanding, reading, writing, and communicating in
Spanish. Basic grammatical principles are emphasized including conjugation of verbs in present
and past tenses. Students continue to develop awareness and appreciation of the Spanish culture.
Spanish II
Prerequisites: Spanish I or Equivalent
This course completes presentation of basic grammar. Vocabulary will include day-to-day
content useful in real life situations. Students will develop communication aptitude in all four
modalities --- listening, speaking, reading and writing.
Spanish III: Pre-AP
Prerequisite: Spanish II
This course lays the foundation for earning Advanced Placement credit at the university level in
the AP Spanish Class. Students will develop their skills in all four areas of communication
through the use of authentic materials. Each unit of study will be centered on one of the six
themes established by the College Board: Global Challenges, Science and Technology,
Contemporary Life, Personal and Public Identities, Families and Communities, Beauty and
Aesthetics.
Spanish IV Pre-AP
Prerequisite: Spanish III
This course focuses on developing students’ skills across the three modes of communication
(interpretive, interpersonal, and presentational) through the use of authentic materials. Special
attention will be placed on developing students’ awareness and appreciation of the various
cultures that comprise the Spanish speaking world in preparation for the AP Spanish Language
and Culture course. This class is conducted almost exclusively in Spanish.
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AP Spanish Language and Culture
Prerequisites: Spanish IV Pre-AP; Teacher Recommendation
This course is a rigorous preparation for the AP exam and is approximately equivalent to an upper
intermediate university Spanish course. Students will refine their proficiency across the three
modes of communication through the use of authentic resources including online print as well as
audio and audiovisual materials. Each unit of study will be centered on one of the six themes
established by the College Board: Global Challenges, Science and Technology, Contemporary
Live, Personal and Public Identities, Families and Communities, Beauty and Aesthetics. This
class is conducted in Spanish.
Contemporary Spanish
Prerequisite: Spanish IV Pre-AP
This course focuses on developing students’ ability to communicate about current topics. While
a comprehensive review of grammar will be included, the focus of the class will be on developing
vocabulary and idiomatic expressions necessary for students to develop their communication
skills in interpretive, interpersonal and presentational modes. This course is designed for students
who have completed Spanish IV Pre-AP but are not planning to take the AP exam or for students
who have completed AP and would like to keep their language skills sharp.
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THEOLOGY
6th Grade – The Church and the Sacraments
This course is an introduction to the study of Catholic theology. Students will study the life,
times, and teachings of Jesus Christ. They will also study the structure, rituals, and sacraments of
the Catholic Church.
7th Grade – Foundations of Christian Faith
This course introduces students to the major ideas in Catholic practice: prayer and spirituality, the
sacraments and liturgy, social justice, and Christian service. Students are encouraged to reflect on
their personal prayer life and challenged, through careful study of the saints and those who have
impacted the Church throughout history, to grow through the encounter with contemplative,
meditative, and informal prayer.
8th Grade - Introduction to Christian Living
This course explores how Christians show human dignity through living a moral life in
accordance with God’s law. Special attention is given to the general principles of Christian life,
including the call to happiness and the Beatitudes, freedom and responsibility, conscience, the
virtues and sin, discipleship, grace, and moral decision-making. The course also examines each of
the Ten Commandments, God’s law revealed to us through Scripture, and their modern-day
applications.
9th Grade – Introduction to the Old Testament (1 semester)
This course introduces some of the techniques used in contemporary scriptural study, including
form, historical, source, and redaction criticism. It explores major themes from the Hebrew Bible,
including cosmology and the fall, the Patriarchs, the Covenant with Israel, the Davidic monarchy
and the subsequently divided kingdom, the Exile and Return, Hebrew prophecy, and wisdom
literature. The Old Testament is studied not only as the seminal revelation to the Jewish people
but also as the theological framework through which the earliest disciples of Jesus came to
understand him as the Messiah.
9th Grade - Introduction to the New Testament (1 semester)
This course provides an overview of the New Testament. The student will examine several of the
books and authors of the New Testament from historical and faith perspectives and explore their
influence on Christianity. The foundation of the course work will come from the readings from
Mass each Sunday. Students will interpret these readings to explore how they can apply in
today’s world. The students will be asked to write several personal reflections on the selected
readings.
10th Grade - Church History (1 semester)
This course identifies and explains important and influential people, movements, and events in the
history of the Church. Beginning with the community of the disciples Jesus gathered around
himself and extending into the contemporary situation of the post-Vatican II Church, the course
introduces the effects of Jesus’ incarnation, life, passion and death, and resurrection and
ascension. Special attention is paid to the first centuries of the Church’s existence, the fall of
Rome and rise of the papacy, the schism between the Latin and Greek Churches, the Protestant
and Catholic Reformations, and the current situation of the Church in the modern world.
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10th Grade - Teachings of the Catholic Church (1 semester)
This course introduces some of the most important characteristics of the Roman Catholic faith:
the revelatory source which informs the faith (the historical genesis and development of the
Hebrew and Christian Testaments of the Bible Tradition); the content of the faith itself
(Trinitarian and Christological theology, Mariology, hagiography, faith, salvation and
redemption, sin, the Four Last Things); and the practices of worship and prayer through which the
faith is expressed (Catholic art and architecture, liturgy, sacraments, prayer). Attention is devoted
to those theological articles which unite all Christians, as well as those that distinguish Catholic
theology from other Christian theologies.
11th Grade - Applied Ethics (1 semester)
This course endeavors to help students develop the skills of ethical reasoning and decisionmaking. Students are introduced to the concept of ethics from philosophical and theological
viewpoints. The general principles of Catholic ethics are introduced, ethical methodology is
presented, and these principles and methods are applied to a wide variety of ethical problems
frequently encountered in society: medicine and healthcare, professions and business, and
personal integrity and responsibility, including sexual ethics.
11th Christology (1 semester)
This course explores the fundamental question, “Who Is Jesus?” Both historical and scriptural
methods will be used to answer this question, as students will study both the human named Jesus
of Nazareth and the Christ of Faith. Consideration is given to the Jewish background of Jesus and
Jewish hopes for a Messiah, his movement, preaching and ministry, and death and resurrection.
Various New Testament Christologies and the development of doctrine about Jesus as the Christ
are also explored.
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12th Grade - Senior Seminar
Students will take one class each quarter for the first three quarters. The fourth quarter will be
dedicated to researching and writing a senior thesis.
Apologetics - This course introduces students to the field and scope of Catholic apologetics:
giving reasons for our hope. Several dimensions of Catholic faith and practice are examined using
Scripture and Tradition: the nature of faith and revelation, existence of God, Truth of Scripture as
the product of revelation, Jesus’ miracles and resurrection, and the lives of the saints.
Catholic Social Teachings - This course introduces the Church’s teachings on important
contemporary social issues from within her moral anthropology. It takes as its foundation the
social dimension of the Gospels, the Biblical imperative of justice, and the social encyclical
tradition of the Catholic Church and seeks to integrate these into an analysis of contemporary
societies’ adherence to justice. Issues given close attention include capital punishment, poverty,
globalization, the media, and environmental stewardship.
Confessions of St. Augustine (Required for all Catholics) - This course offers an analysis of the
autobiographical sections [Books 1-10] of one of the great books of all times: The Confessions of
St. Augustine. Students will study the manner in which Augustine [354-430 AD] viewed human
nature and life; relationships with God, self and others; and, the interior struggle of every person
to achieve fulfillment, search out and discover the truth, and accept the gift of faith. This study
will also allow the students to look into their own views, relationships, and struggles with life,
faith, and the individual and social problems of our times.
Introduction to Philosophy - This course with a focus on Western philosophy is designed to
introduce the student to the broad discipline of philosophy and some of its deepest and most farreaching questions. This introductory course will look at some primary areas of philosophy,
including metaphysics, epistemology, axiology, and political philosophy. Discussion will include
some of the answers offered by some of the great philosophers to questions dealing with the
nature of life, freedom, knowledge, morality, reality, etc.
Marriage and Relationships - This course guides students to better manage their current
relationships and to gain theoretical and practical knowledge of the Sacrament of Matrimony.
The course will discuss many types of relationships: with oneself (i.e., personal development),
with God, between parents and children, between friends (including boyfriends and girlfriends),
and between husbands and wives. The course is based upon the teachings of the Roman Catholic
Church, but the views of other religions will also be discussed.
Synoptic Gospels - This course introduces literary analysis as a critical tool in interpreting
Scripture, after which the Gospels of Mark, Matthew, and Luke are examined. Students are
presented with the critical tools of lexical, historical, redaction, narrative, and form analysis.
Mark's Gospel is examined exhaustively in its unique historical, social, and rhetorical context, and
Matthew's and Luke's Gospels selectively scoured to discover their particular rhetorical
characteristics.
World Religions - This course explores the modern world's major religions, analyzing how they
are intertwined with cultural and personal diversity and how they lead their adherents to a
relationship with God. Students will examine the origins of each religion and consider core
teachings, devotional practices, and ethics.
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FINE AND PERFORMING ARTS
Speech and Debate
7th Grade - Speech
This course focuses on getting students familiar with the basics of communication while also
giving them experience in public speaking. Students are expected to participate in various kinds
of in-class speeches throughout the quarter.
Speech I*
This course focuses on a variety of speaking skills and serves as a study in the principles of
communication. Additionally, students are expected to participate in 6 speeches throughout the
semester.
Speech II*
Prerequisites: Speech I or Debate; Grade 10, 11, or 12
This course focuses primarily on organization and delivery of speeches by specializing in
informative current event speeches. Students are expected to participate in numerous speeches
throughout the semester.
Debate*
This course focuses on preparing students for interscholastic competition in one of the two major
forms of debate. Students will learn the basic structure of policy and value style debate. Students
are expected to participate in two debate tournaments per semester and produce the work
necessary for that participation.
*This course may not be recognized by some colleges as a fine arts credit.
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Acting and Theater
Introduction to Theatre (fall semester)
This course provides an overview of the basic aspects of theatre and production, including script
and production analysis, acting, lighting, sound, sets, costumes, theatre personnel, and theatre
history. Students will also gain hands-on experience by being involved with various aspects of
Cascia’s current theatre productions.
Musical Theatre I (spring semester)
This course provides an overview of musical theatre, including musical theatre history, acting and
singing, choreography, and theatrical production. Student will learn choreography, memorize and
perform musical theatre excerpts, and learn how to analyze musical theatre productions.
Competitive Acting
This course prepares students for participation in interscholastic acting competitions. Students
must prepare various competitive pieces and participate in at least 6 interscholastic rounds per
semester.
Photography
Beginning Photography (fall semester)
Requirements: Manual Film Camera and Digital Camera
This course explores the creative process of developing and printing with black and white film.
Students will learn to use a 35mm single lens reflex camera with emphasis on focusing, proper
lighting and camera settings for proper film exposure in a variety of lighting situations. Each
student will develop their film and print selected photographs from at least eight different
assignments. Student photographers will also learn and experiment with other techniques such as
hand-tinting photos, toning, and basic digital photography. Class size: 12-14 students.
Advanced Photography (spring semester)
Prerequisite: Beginning Photography
Requirements: Manual Film Camera and Digital Camera
This course continues and expands the base of black and white photography covered in the
Beginning Photography course. The course will explore the areas of (but is not limited to):
alternative processes, the Zone System, archival printing techniques, large format photography,
light painting, digital photography, image manipulation, night photography, documentary
projects, and portfolio development. Class size: 8 students.
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Music
6th Grade - Music
The goal of music in sixth grade is to provide for the learner the fundamental basic skills of
beginning guitar, vocal development/choral music, and Orff instruments. Students learn the parts
of the guitar and proper position and posture. They learn the notes and melodies on the first three
strings (E, B, and G) and they learn chords in the open position and how to accompany singing
using these chords. Students develop their singing ability and learn basic vocal technique
(breathing and breath support, sound production, enunciation, placement and beginning partsinging. By using the Orff instruments (xylophone-type instruments), students develop ensemble
playing skills and improve basic note-reading skills. One performance per year is required.
8th Grade General Music
This year-long course is an exploration of various expressions of music, instrumentally and
vocally. Students learn all guitar notes of the first position on all six strings; ensemble playing is
introduced. Students continue to develop skills in vocal production and simple part singing
(unison and two-part). Students use note-reading and rhythm-reading skills in playing four-octave
hand bell music. Orff Instruments and various percussion instruments are used to reinforce music
reading skills and to further enhance ensemble playing, culminating in students composing
original pieces for performance in class. An additional unit on musicals will also be studied,
introducing students to the various composers and works of American musical theater. Using
some of all of these various units, students are required to perform in a spring concert. This class
meets Tuesdays and Thursdays.
8th Grade Choir
This year-long course is for any student interested in singing. Throughout the year, students work
on developing singing ability, expanding vocal range, and performance technique. Singing in
unison and two parts as originally explored in sixth grade is reviewed, and three-part singing is
introduced. Focus is placed on learning a variety of musical styles, sacred and secular, including
classical, pop, musical theater, multicultural (including other languages), and jazz. Students are
required to perform in a Christmas concert and a spring concert as well as possible community
events. This class meets Mondays, Wednesdays and Fridays.
Music Theory I
This course provides students with a thorough foundation in music theory and a brief overview of
music history. The students begin with basic note and rhythm reading skills, then quickly
progress through interval and chord study to figured bass. Standard four-part harmony is
mastered as students are required to both analyze and compose following standard part-writing
rules. Music analysis is also covered, with studies in harmonic analysis, non-chord tones, and
form. The last nine weeks is a brief overview of music history in which students are asked to
connect their music theory knowledge with the various time periods of music history and study
the overall trends in classical and pop music.
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General Chorus
Requirement: Concert Attire
This course is offered to students in ninth through twelfth grade and can be taken as either a yearlong or semester-long course. Since different music is studied each year, the course can be
repeated throughout high school for credit. Students sing in standard four-part harmony (SATB)
and occasionally in divided eight-part (SSAATTBB) or male/female (TTB or SSA). Focus is
placed on learning a variety of musical styles, including classical, religious (both classic and
spiritual), folk, pop, musical theater, movie soundtrack, multicultural (including other languages),
and jazz. Vocal techniques, including breathing, pitch, tone, vowel placement, and enunciation are
studied and applied. Students are required to perform in a fall concert, a Christmas concert, and
two spring concerts (depending on which semester they are enrolled – or all four if year-long).
Performance Ensemble
Prerequisite: Grades 9-12 by Audition
Requirement: Concert Attire
This year-long choir course focuses more intensely on performing. Selected by audition only, the
students in this 16-member ensemble will learn a large quantity of music in a variety of styles,
with an emphasis on pop and jazz. Complex harmonies, vocal syllabic work, and complex rhythm
patterns are used extensively. Vocal technique, especially ensemble blend, is stressed. Numerous
performances, both at school and around the Tulsa area, are required. Auditions will be held in the
spring for the following school year.
Beginning Guitar (fall semester)
This course is an introduction to guitar playing. No experience in either guitar or note-reading is
necessary. Students learn notes in first position on all six strings and learn to play simple songs
using these notes. Rhythmic reading will be used. Students learn the chords in open position (G,
D7, C, E minor, A, D, A minor, D minor, E and F). Basic strum techniques will be learned as
well as an introduction to fingerpicking playing. Power chords will be introduced.
Intermediate Guitar (spring semester)
Prerequisite: Teacher recommendation
This course assumes student have mastered the basic fundamentals of the guitar: correct posture,
chords in the open position, note-reading, flat picking, accompanying songs using chords, and
strumming techniques. Intermediate Guitar includes further development in note-reading skills,
playing in fifth position, alternate picking, scales (G, D, C), pentatonic scales, modes, and
improvisation. Chord theory is introduced. Students will become aware of musical styles and
composers. Tablature notation is used when this notation makes difficult passages more
accessible; however, standard notation will be used primarily. Performance in ensembles is a
major portion of the second half of this class.
53
Art
Art - Grades 6-8
The goal of this class is to help students explore his/her artistic, creative, and unique
abilities. The students will be able to experiment with a variety of media including, but not
limited to: painting, collage, ceramics, sculpture, drawing, and oil pastels. Throughout the course,
students participate in project research, integration of other subjects, free-draw time, partnered
work, critical thinking, clean-up time, and use of technology.
Art I (1 semester)
This course introduces students to ceramics, drawing, and design studies using the elements and
principals of composition. As a semester-long foundational course, it is designed to provide a
basic understanding of the elements and principles of art as emphasized through the production of
art and the study of various art topics, including art history, aesthetics, and art criticism. A variety
of mediums will be introduced and explored on an entry level.
Art II: Color and Design (2 semesters)
Prerequisite: Art I or Previous Art Experience
This course builds upon skills learned in Art I. This course encourages students to develop a
deeper understanding of the mediums, history and language introduced. Students learn to better
communicate and express ideas imaginatively through the production of two and threedimensional art work. Art history and art appreciation are also integral parts of the course study.
Art III: Pre-AP Studio Art
Prerequisites: Art II; Grade 11 or 12; Teacher Recommendation
This full-year course provides an individual in-depth study in drawing and/or painting. The
student and instructor arrange an individual course of study based on the student’s interests,
abilities, and prior art experiences. Evaluation depends on each student’s effort and performance.
Students participate in group critiques and learn to better examine and evaluate both their own art
and well-known art works of the past and present. Students also learn to take photos of their
works and develop a digital portfolio.
AP Art
Prerequisite: Art II, III, and Teacher Recommendation
This course helps students prepare their AP Art Portfolios. The AP Art program asks that
students choose between a Drawing AP Portfolio and a 2-D Design Portfolio. In each portfolio,
students are required to fulfill a concentration section requirement. For this concentration section,
students must devote a considerable amount of time, effort, and thought to an investigation of a
specific visual idea, showing great focus, growth, and discovery throughout the process. Overall,
this intense course requires a serious student willing and able to put in time after class to develop
and finish their art work. By the end of the course, students will have each accumulated a
portfolio of at least 30 original works (although some of these works may have been developed or
begun in previous years).
54
GENERAL ELECTIVES
PSAT/SAT/ACT Preparation (1 semester)
This course prepares students to take national standardized tests and score successfully on the
PSAT, SAT, and ACT tests. The course emphasizes the following three areas: critical reading,
mathematics, and writing skills. Students will practice close reading and test-taking techniques,
review and complete exercises similar to those on standardized tests, and develop a personalized
analysis of individual areas of weakness. This course is pass/fail.
Visual Art Publications (1 semester)
Prerequisite: Grades 11-12
This course will enable students to be involved in the production of the various Cascia Hall
publications, including The Towers (yearbook), Literary Magazine(creative writing), and The
Cascian (student newspaper). Students will be responsible for writing, layout, art work, and
editing and will have opportunities for leadership positions.
55
PHYSICAL EDUCATION
Physical Education - Grades 6 – 8
This course is designed to increase individual physical and social growth through fitness
development, sports, games, and competition. Most of our sports activities involve team sports
and large motor movement activities, for example touch football, soccer, basketball, volleyball
and floor hockey. Students are expected to maintain their own personal safety and the safety of
others at all times. Students are encouraged to create and maintain a high level of physical fitness
to meet the demands of everyday living. Participation and dressing (PE uniform and sneakers) are
mandatory for all physical education students.
56
Contact Directory
Upper School - 918.746.2600 - Fax 918.746.2636
Director, Augustinian Mission
Headmaster
Principal
Middle School Principal
Assistant Principal, Curriculum Coord.
Chaplain
Admissions
Shadows/Tours/Tests
Athletic Director
Middle School AD
Head College Counselor
College/US Counselor
Counselor/Accommodations US
Counselor/Accommodations MS
Library/Archives
Registrar Upper School
Registrar Middle School
Activities/Kairos
PAC Director
PAC Assistant Director
Middle School - 918.746.2616
Fr. Brian Barker, OSA
bbarker@casciahall.com
Roger Carter
rcarter@casciahall.com
Shawn Gammill
sgammill@casciahall.com
Janna Roberson
jroberson@casciahall.com
Michael Loeffler
mloeffler@casciahall.com
Fr. Brian Barker
bbarker@casciahall.com
Carol Bradley
admissions@casciahall.com
Jane Easley
jeasley@casciahall.com
Thomas Perrault
tperrault@casciahall.com
Jenny Pearson
jpearson@casciahall.com
Lisa Oliver
loliver@casciahall.com
Fr. Roland Follmann
rfollmann@casciahall.com
Debbie Coleman
dcoleman@casciahall.com
Natalie Sullivan
nsullivan@casciahall.com
Joan Hubble
jhubble@casciahall.com
Sarah Pilgrim
spilgrim@casciahall.com
Pat Lochrie
plochrie@casciahall.com
Bonnie Leighty
bleighty@casciahall.com
Jeramy Byford
jbyford@casciahall.com
Deanna Byford
dbyford@casciahall.com
Department Chairs:
Math - Pam Benne
Theology – Kevin Malarkey
Fine Arts - David Galoob
Science - Cheryl Graves
Social Studies - Gemma Booth
57
918.746.2629
918.746.2601
918.746.2602
918.746.2616
918-746-2600 x2112
918-746-2600 x2186
918.746.2604
918.746.2641
918.746.2617
918-746-2600 x2407
918.746.2609
918.746.2633
918.746.2607
918.746.2637
918.746.2610
918.746.2602
918.746.2616
918.746.2638
918.746.2680
918.746.2680
English - Catherine Sims
World Languages - Tami Gnaedig

Guidelines For Students - Cascia Hall Preparatory School

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