Curriculum

English = 4 years
Mathematics = 4 years
Social Studies (SS) = 3 years
Science/Technology/Engineering = 3 years
World Language = 2 years (same language)
Fine and/or Performing Arts = 2 semester courses
One additional (4 credit) course in SS, Science or World Language

*Students must earn a total of 96 credits*

All graduation requirements exceed MASSCORE standards

All students must pass the Massachusetts Comprehensive Assessment System tests (MCAS) and demonstrate proficiency in English/Language Arts and Mathematics in order to receive a diploma. Students must also earn a scaled score of at least 220 on one of the high school MCAS Science and Technology/Engineering tests.

All information can be found at: http://www.mass.edu/shared/documents/admissions/admissionsstandards.pdf

Under the Dual Enrollment program, high school students may take college courses and receive credit useful towards both high school AND college graduation. Massachusetts public high school students in their junior and senior years who have a GPA of 3.0 or better and/or who are recommended by their teacher, guidance counselor or principal for participation may apply with parent permission. The Commonwealth no longer covers tuition and fees for courses. Students and parents are responsible for all costs involved. Additional information may be obtained by calling the Guidance Department or visiting the School Counseling tab below.

By taking an AP course, you aren't just distinguishing yourself in high school and in the college admission process, you are also building the skills you'll need throughout your college years. Since AP courses give you the opportunity to get your hands on real college-level work while still in high school, you'll get a great idea of what to expect when you move onto the next phase of your educational journey. AP Examinations may also help you earn credit for college. Monomoy offers students the following AP courses:

• Biology
• Calculus A/B
• Chemistry
• Computer Science
• English Language
• English Literature
• European History
• French
• Government
• Latin
• Physics
• Psychology
• Spanish
• Statistics
• Studio Art 2D/3D
• United States History

Honors level courses provide a rigorous course of study and demand additional study time and work. In order for students to be eligible to take honors courses they must obtain a 90 or better in the previous college prep course for that subject. Students need to maintain at least an 80 average in the previous specific honors course in order to be considered for the next level honors course.

Monomoy Regional High School is committed to developing and maintaining an assessment and reporting system that establishes universally high standards and supports and recognizes academic achievement and excellence. At the same time, we are also committed to establishing and maintaining an equitable grading system that neither falsely rewards nor hinders any student by virtue of the courses they might take during their high school career. Weighted Class Rank All honors courses will receive a weight of 1.1 AP courses a weight of 1.2 Many colleges and universities will select specific courses to ascertain their own institutional GPA. Students are encouraged to check with their counselor with regard to individual college or university GPA systems.

Marking System

Weighted GPA /Class Rank Calculation Example

Grade %	College Prep	Honors	Advanced Placement
100	4.30	4.83	5.30
90	3.70	4.30	4.70
80	2.70	3.50	4.10

Aspen Family Portal is a web-based application which allows parents access to the Monomoy Public Schools’ student information system. In a secure manner, it allows parents/guardians read-only access to their child’s attendance, schedule, discipline record, and grades. Parents may register by contacting the high school guidance office. Once a parent/guardian has registered, this information is accessible at any time from any computer which is connected to the Internet.

The faculty believes homework which supports the curriculum gives students more opportunities to learn and is a powerful way to extend learning beyond the regular school day. Students in grades 8-12 will have daily homework assignments in most classes. Assignments may vary in length and scope to help each student to achieve mastery of the subject matter. Students should expect that Advanced Placement and honors level courses will require more homework than college preparatory classes. If a student is absent from school, it will be the responsibility of the student to obtain from his/her instructors the work to be made up.

Incomplete grades can be issued due to unforeseen extended absences. The need for incomplete grades will be assessed on a case by case basis in consultation with school counselors and teachers.

All students, regardless of academic standing, will be required to take mid–term and final exams in all courses. The midterm exam and final exam will count as 10 percent each of the final grade. In semester courses there will be no midterm exam, but students will take a final examination.

Elective courses run based on student interest. If an occasion occurs where enrollment in a course does not meet minimum enrollment standards then students will be asked to select an alternative elective. Electives maybeoffered on a rotating basis every other year. All programs, activities and courses at Monomoy Regional High School are offered without regard to race, color, gender, gender identity, religion, national origin, sexual orientation, disability, pregnancy, or housing status.

We believe that strong literacy skills--reading, writing, speaking, and listening--are essential in developing responsible, self-motivated learners. We support students’ curiosity and critical thinking skills by providing diverse and relevant interactive opportunities and cross-curricular connections. We nurture creativity, compassion, and empathy through thoughtful collaborative learning and a challenging curriculum. Differentiated instruction, as well as complex and engaging texts which include increasingly rich vocabulary, are utilized to increase student interest and enjoyment in reading and learning. Monomoy Regional School District graduates will have effective communication skills that will enable them to become successful global citizens in the 21st century.

Students will be able to independently use their learning to:

• Communicate ideas effectively in writing to suit a particular audience and purpose.
• Communicate ideas effectively in discourse and oral presentations to suit various audiences.
• Comprehend a range of increasingly complex texts and media written for various audiences.
• Expand their vocabulary and knowledge of English conventions in order to learn and convey precise understandings of concepts.
• Understand the power of words and images to transform lives, provide insight into the experiences of others, and understand cultures and historical periods.
• Generate questions and seek answers through analysis of text, media, interviews, and/or observations.

Rachel Barnes: Graduated from the University of Connecticut with a Bachelor of Arts in English Education and a Master of Arts in Curriculum and Instruction. She has served as a District Coordinator for the Center for Civic Education’s Project Citizen program since 2003.

Carolyn Barr: Graduated from the University of Vermont with a Bachelor of Arts in English. She earned a Master of Science in Secondary Education from Suffolk University and her principal licensure from Bridgewater State University.

Lisa Forte-Doyle: Graduated from Lehman College, CUNY, where she was a member of the Gold Key Honor Society, and earned a Bachelor of Arts in English. She earned a Master of Arts in English and a Master of Arts in Teaching, both from Tufts University. Ms. Forte-Doyle is the recipient of the “Teachers Make a Difference” award from New England Cable Network.

Erin Hofmann: Graduated from Nova Southeastern University with a Bachelor of Arts in English. She completed her Master’s degree in Education from Fitchburg State College.

Jazmyn St. John: Graduated from Frostburg State University with a Bachelor of Arts in English Literature and a Master of Arts degree in Teaching.

Adam Syty: Graduated from Bucknell University with a BA in English and Education, and with a minor in American Lit. He then coached NCAA D1 cross-country and track at Saint Francis University, where he also earned a Masters in Educational Leadership. Mr. Syty has written and published essays in Symposium magazine, an arm of The Dial.

Meghan Peterson: Graduated from the University of New Hampshire with an undergraduate degree in English Teaching and also a Masters in the Arts of Teaching the following year.

Douglas Walsh: Graduated from Bates College with a Bachelor of Arts in English and a Secondary Concentration in Education and Student Teaching. He earned his Master of Arts in English Literature at Salem State University.

Grade/Level	College Prep	Honors	Advanced Placement
8th	Grade 8 English	N/A	N/A
9th	English 9	English 9 Honors	N/A
10th	English 10	English 10 Honors	N/A
11th	American Literature CP	American Literature Honors	AP English Language and Composition
12th	AP English Literature and Composition World Literature Honors World Literature Literary Explorations: From Sports to Dystopian Literary Explorations Honors: From Sports to Dystopian
Electives	English Foundations: Grades 8-10-Semester Creative Writing I: Grades 8-12-Semester American Film Stereotypes: Grades 8-12-Semester Literature for Social Change: Grades 8-12-Semester Journalism Madness, Murder, & Mystery: Grades 8-12-Semester Great American Films and Novels: Grades 8-12-Semester Video Games as Literature Speech Craft: Unleashing Your Voice Graphic Novel

The chart above indicates courses that meet the English requirements for Monomoy Regional High School. Honors and AP courses require teacher recommendation.

MH100 Grade 8 English

Grade 8 Full Year

How do we shape our world into the one we deserve? What are the causes and consequences of bias? What causes  people to look beyond themselves to our society as a whole? In this course students will answer these important  questions as they practice the writing and literacy skills that will give them the foundations needed to enter grade 9 with confidence.

MH111 English 9

Grade 9 Full Year

What determines who we are and who we will become? How do we learn to understand each other? English 9 will help  students answer these basic questions about growing up and finding your place in the world. We will read texts from a  wide range of times, places, and subjects, from the ancient to the modern. The focus will be on developing analytical reading and writing skills to help foster self-awareness and understanding of others.

MH131 English 9 Honors

Grade 9 Full Year

This course will mirror English 9, but will push students toward achieving more complex understandings through intensive pacing, increased participation, and greater rigor. As an honor student, you will be responsible for deeper thought, reflection, discussion and analysis.

MH112 English 10

Grade 10 Full Year

Prerequisite: Successful completion of English 9.

Explore the complexity of the human condition, empathize with the struggle of man, examine how power corrupts and engage your inner self. This course will teach diverse perspectives in traditional and contemporary literature. Topics will include family dysfunction, betrayal, self-identity and man’s purpose on earth. Works include, but are not limited to: Night, Catcher in the Rye, Things Fall Apart and The Five People You Meet in Heaven. Critical thinking, writing skills and test preparation will be emphasized.

MH132 English 10 Honors

Grade 10 Full Year

Prerequisite: Successful completion of English 9 Honors or teacher recommendation.

This course will mirror English 10, but will push students toward achieving more complex understandings through intensive pacing, increased participation, and greater rigor. More advanced works will be read. As an honor student, you will be responsible for deeper thought, reflection, discussion and analysis.

MH150 American Literature

Grade 11 Full Year

What is the American Dream, and is this dream still achievable? Does perception shape or alter someone’s truth? What turning points determine our individual paths? These are some of the questions that we will explore in this course, through our study of a choice of the following works: The Scarlet Letter, The Crucible, selections from Transcendentalist writers, The Narrative of Frederick Douglass, Into the Wild, The Great Gatsby, The Things They Carry, The Hate U Give and other notable texts. Writing will focus on persuasive writing, crafting arguments, synthesizing sources, and narrative writing.

MH151 American Literature Honors

Grade 11 Full Year

What is the American Dream, and is this dream still achievable? Does perception shape or alter someone’s truth? What turning points determine our individual paths? These are some of the questions that we will explore in this course, through our study of The Crucible, The Great Gatsby, The Things They Carry, and other notable texts. As an Honors student, you will approach the course with deeper thought and reflection, as well as more rigorous reading and writing assignments.

MH172 AP English Language & Composition

Grade 11 Full Year

This Advanced Placement course will train students to become skilled in prose and immerse them in the discipline and practice of writing. Both the reading and writing instruction will stress awareness of the relationship between author and audience and the effective use of rhetorical strategies. This course will prepare students for the Advanced Placement English Language and Composition Examination by emphasizing expository, analytical, and argumentative essays and students will be expected to take the examination in May. The goal of the course will be to develop mature, perceptive readers and writers with an awareness of how an author’s rhetorical choices suit particular aims and affect a diverse audience.

MH166 Literary Explorations: From Sports to Dystopias and Beyond

Grade 12 Full Year

Do you like riveting sports stories? Gripping dystopian worlds? Fascinating accounts of real people? We have the course for you! This year- long senior English class will explore different genres and broaden your perspective of the world, all while building your ability to think critically and communicate successfully.

MH167 Literary Explorations Honors: From Sports to Dystopias and Beyond

Grade 12 Full Year

Do you like riveting sports stories? Gripping dystopian worlds? Fascinating accounts of real people? We have the course for you! This year-long senior English class will explore different genres and broaden your perspective of the world, all while building your ability to think critically and communicate successfully. This Honors class will be more rigorous but just as much fun!

MH164 World Literature: It’s a Mad, Mad, Mad World!

Grade 12 Semester

We will read and discuss some of the coolest pieces of literature from the Middle Eastern, Asian, African, and European worlds! Want to envision this crazy world the way it was centuries ago? Want to read modern world pieces as well? This complicated world hasn’t changed as much as we think! This course will serve as both a Senior English requirement and/or a Global Studies Diploma requirement.

MH165 World Literature Honors: It’s a Mad, Mad, Mad World!

Grade 12 Full Year 

We will read and discuss some of the coolest pieces of literature from the Middle Eastern, Asian, African, and European worlds! Want to envision this crazy world the way it was centuries ago? Want to read modern world pieces as well? This complicated world hasn’t changed as much as we think! This Honors class will be more rigorous but just as much fun! This course will serve as both a Senior English requirement and/or a Global Studies Diploma requirement.

MH173 AP English Literature and Composition

Grade 12 Full Year

Advanced Placement Literature and Composition centers on fostering the ability to read closely and analyze insightfully what the College Board calls “imaginative literature.” The content of this course is designed to provide a college-level English experience. Through the active reading of a rigorous selection of texts in drama, poetry, the short story, and the novel, students will deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. Writing assignments will focus on the critical analysis of literature and will include essays in exposition and argument and personal narrative. Students in this course will be expected to take the AP Examination in May.

Note: All English Electives are one semester

MH183 Creative Writing

Grades 8-12 Semester

Do you like to write creatively? Would you like to explore your own life through writing? If you answered yes to either question, this course is for you. In Creative Writing, we will write about our own lives and create fictional lives. We will study the great poets and writers, as well as the not-so-great ones. Students will be encouraged to submit their work to contests, public readings, and the school magazine.

MH185 American Film Stereotypes

Grades 8-12 Semester

This class will view classic American films listed on the American Film Institute’s top 100 list through today’s lens. Stereotypical presentations of African-Americans, Italian-Americans, Jewish-Americans, Native Americans, and Asian-Americans will be studied and dissected. We will read fiction and non-fiction stories, articles, and poems by world-renowned writers and critics that confront the prejudices and/or celebrate the cultures of hyphenated Americans. Somefilm units will culminate in a writing assignment and the course final exam will be a video project.

MH102 Literature for Social Change (Will not run 2024-2025)

Grades 8-12 Semester

The pen is mightier than the sword. Since the beginning of humankind, writers have used the power of the written word to spread awareness, expose corrupt systems, and seek justice for past and present wrongdoings. This course will explore novels, essays, poems, and films that have provided a vehicle for social change in the United States. We will dive deep into injustices regarding race, LGBTQ+ rights, gender, workers’ rights, among other issues, exploring how writers and filmmakers have transformed society. Students will create their own projects that aim to invoke social change for issues about which they are passionate.

MH104 Madness, Murder & Mystery (Will not run 2024-2025)

Grades 8-12 Semester

Get ready to put your detective skills to the test as we explore the dark side of humanity in this literature based course. We will dive deep into the works of some of the greatest mystery writers and their fictional sleuths to determine what makes a good mystery. How do they build suspense and keep us coming back for more? What motivates these characters to do bad things and will they get caught? Can you solve the case before the end? The culminating activity for this course will be an original narrative or a literary analysis essay.

MH112 English Foundations

Grades 8-10 Semester

This class is designed for students in grades 8-10 who need additional ELA support. The course focuses on structured writing, with guided practice in developing thesis statements, topic sentences, integrating quotations and transitions. Students will also develop critical reading skills that support their regular English classes and prepare students for MCAS testing.

MH182 Journalism

Grades 8-12 Semester

Learn what is occurring in the world and how print, broadcast, and electronic journalism blend in today’s technology-driven society. This course will focus on the fast-paced worlds of photojournalism and electronic journalism, including web publishing, podcasting, and video broadcasting. Students will explore the history and ethics of journalism, 10and will report and write their own news stories. This course is heavily project-based, with students reporting and writing their own news stories, creating their own podcasts, and producing their own video broadcasts.

MH184 Creative Writing II- Thinking Globally

Grades 9-12 Semester

This course is only open to students who have either passed Creative Writing I or who are in the Global Studies Diploma program. The poems and stories we read will come from world cultures in which YOU and I are interested. The writing we study will be cool and contemporary! We will then write in styles and from subject matter that is inspired by the work weread. A global outlook and sensitivity to diversity is maintained throughout the course. As in CW I, our writing will be personal, fun, fantastical, and serious...sometimes all at once! 

MH186 Great American Films and Novels

Grades 8-12 Semester

How, exactly, did America’s love of film begin? How do great American novels help answer this question? This course will explore these questions and others. Students will analyze well known American films and the novels that served as the basis of them. They will demonstrate their understanding of these films and novels through creative assignments and writing.

MH101 The Graphic Novel

Grades 8-12 Semester

This is it, true believers! In this course, which will cover the history of sequential art / comic books / graphic novels, over the past century, we’ll trace the evolution of this powerful art form through its often bizarre origins in surrealist “funny pages”, through the classic Silver and Golden Ages of superheroes, the edgy and modern “Dark Age”, and end up in the present day, where “comic books” have become more popular, diverse, and inventive than ever. We’ll study the innovations and staples of art and storytelling in this medium, as well as the interplay of comics and culture, both mainstream and underground, over the years. This class will require significant reading (of comic books) outside of class time. The final project will be a choice between independent reading or creating your own comic book.

MH188 Video Games as Literature

Grades 8-10 Semester

Let’s be honest, folks; do you spend more time reading books… or reading text bubbles under a spikey haired oversized sword wielding anti-hero? And wasn’t that story better than a lot of books you have read? This course will explore some video games noted for their excellent narratives. We'll be employing an adapted version of the "reader response" method to help understand the unique structure of interactive narratives and their effects on their “readers”. In the case of video games, the reader is also the author, you are the hero (or villain) of the story you are helping to create and recreate in real time. Along with the games we will study in class, you will be required to do weekly independent “reading” (playing video games) and complete response activities to connect what you are learning in class to what you are playing at home. This is a serious academic class and will require significant time investment for writing assignments outside of class. The final project will be to design your own dream game. Please note; this is not a computer science class and will cover the narrative and aesthetic considerations of game design, rather than coding or programming.

MH189 Speechcraft: Unleashing your Voice!

Grades 8-12 Semester

Afraid to present? Love to speak in public? Today’s jobs often need confident speakers to present and to persuade. This course will study the great speeches of the 20th and 21st centuries. However, the course will also teach you how to write strong speeches, as well as help you confront any fears you may have about public speaking. We’ll be looking at inspiring sports speeches, too! You will write about topics that interest you and will help the voice that lives inside you to come out and be heard!

Using an interdisciplinary approach, the Monomoy Regional School District’s teachers of history and social science intend that students learn about and from past and present societies in order to become aware of their own place in the world as thoughtful, responsible members of a free and democratic society. Developing citizenship requires knowledge of major world events, recognition of historic patterns, understanding of political developments, and analysis of economic concepts. We encourage students to become active, compassionate, skillful, lifelong learners who understand and respect other cultures.

Students will be able to independently use their learning to:

• Understand and critically appraise how recurring patterns in history can inform judgments about events and issues on local, national, and global levels.
• Analyze and resolve conflicts in order to work and live in a respectful manner with other cultures.
• Apply knowledge of geographical, political, and social concepts to participate as informed citizens of a democracy.
• Apply concepts and systems of economics to participate productively in a global economy.

John Anderson: Graduated Magna Cum Laude from University of Massachusetts-Amherst with a Bachelor’s degree in History and a Social Studies certification. Mr. Anderson received his Master of Education from American Intercontinental University with a focus on Instructional Technology.

Lindsey LeBlanc: Graduated Magna Cum Laude with a Bachelor's degree in Secondary Education and U.S. History from Keene State College. She continued her education at Western Governors University where she obtained a Master's degree in Curriculum and Instruction.

Lilly Egounis: Graduated Summa Cum Laude from Plymouth State University with a Bachelor’s degree in History and Social Studies Education.

John Dickson: Holds a Bachelor’s degree in Government from Harvard University and a Master’s degree in Education from Lesley University. He has been recognized by the Daughters of the American Revolution as the Massachusetts Outstanding Teacher of American History, and was an American Civic Education Teacher of the Year in 2014.

Ian Hoffman-Terry: An alumnus of Chatham High School, he earned both a Bachelor of Arts in Government and a Master of Teaching in History from Clark University, where he was Phi Beta Kappa.

Andy Matheson: Graduated from Salem State College with a Bachelor of Arts degree in Education. He continued his education at the University of New England and earned a Master's degree in Educational Studies.

Ryan Millen: Graduated from Providence College with a Bachelor of Arts in History. He continued his education and earned a Master’s degree in History Education from American International College. Elizabeth Sheptyck: Graduated from the University of Massachusetts-Amherst with a Bachelor of Arts in History. She received a Master of Arts in Teaching from Boston University and a Master of Arts in History from American University in Washington, DC.

John Sumner: Graduated from the University of Massachusetts- Amherst with a Bachelor’s degree in History and a minor in Political Science. Mr. Sumner earned his Master of Education from the University of Massachusetts-Amherst as well.

Grade/Level	MRHS Graduation Requirement	Honors	Advanced Placement
8th	US Government and Civic Life	N/A	N/A
9th	World History and Geography	World History Honors	AP Government
10th	US History I	US History I Honors	AP European History AP Government AP Seminar
11th	US History II	US History II Honors US History I Honors	AP European History AP US History AP Government AP Psychology AP Seminar
12th	See Electives	US History II Honors	AP European History AP US History AP Government AP Psychology AP Seminar
Electives (all are semester courses)	Baseball & Society Economics & Investing Media & Society Global Studies Global Studies Capstone Social Injustice Psychology Current Events & Law Government Caribbean,Black and Latin American History Entrepreneurship: An Introduction to Business Sports and Entertainment Marketing Media Advertising and Marketing

Courses that satisfy the graduation requirements are listed in the table above, by pathway. Students may take courses in the Honors or AP pathways provided the prerequisites are met. Please see the course descriptions below for required prerequisites, if any.

MH200 US Government and Civic Life

Grade 8 Full Year

The goal of the course is to better understand Democracy in the United States. We learn about the Constitution, Elections, Branches of Government, our Federal System, the Media, and State and Local Government. Throughout, we will connect to and discuss current events. As part of our curriculum, we will participate in Project Citizen, in which each class will choose an issue, develop a policy for how to address the issue, try to get our local or state government to adopt our policy, and make a public presentation about our work.

MH211 World History & Geography

Grade 9 Full Year

World History is a survey course that covers material ranging from the French Revolution up to the present. There will be an emphasis on Europe, Africa, and Asia. Students will examine major turning points in the shaping of the modern world. They will be introduced to current world issues and the growing interdependence of people and cultures throughout the world. Students will discover world history from the late 18th century through their analysis of primary sources, digital learning, and authentic, hands-on projects. It will challenge students to discover world history in a deep manner. Likewise, it will offer a fast pace and explore the full breadth of modern world history.

MH231 World History & Geography Honors

Grade 9 Full Year

Honors World History is a survey course that covers material ranging from the French Revolution up to the present. A major goal of this course is to help students acquire the content-driven skills that will enable them to meet the learning objectives of the Advanced Placement European History program. Students will strive to develop history disciplinary practices and reasoning skills such as analyzing historical evidence (mainly through Document Based Questions, and analysis of primary and secondary sources), argument development, contextualization, comparison, causation, and recognizing continuity and change over time. It will require substantial independent reading and writing, and summer coursework. This honors level course is intended for students who plan on taking AP European History. Honors World History represents material from the last five of nine European historical periods and the accompanying key concepts outlined in the Advanced Placement European History framework. While there will be an emphasis on Europe, students will also examine major turning points in Africa and Asia. It will challenge students to discover world history in a deep manner. Likewise, it will offer a fast pace to explore the full breadth of modern world history.

MH212 United States History I

Grade 10 Full Year
Prerequisite: Successful completion of World History

In this first year of a two-year program in American History, students will examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They will learn about the important political and economic factors that contributed to the outbreak of the Revolution, and the consequences of the Revolution. Students will also study the basic framework of American democracy and basic concepts of American constitutional government, such as popular sovereignty, federalism, separation of powers, and individual rights. They will explore America’s westward expansion, the establishment of political parties, and economic and social change. Additionally, they will learn 14about the growth of sectional conflict, discover how sectional conflict led to the Civil War, and examine the consequences of the Civil War.

MH232 United States History I Honors

Grade 10-11 Full Year
Prerequisite: Successful completion of World History Honors and teacher recommendation.

A major goal of this course is to help students acquire the content-driven skills that will enable them to meet the learning objectives of the Advanced Placement U.S. History program. Students will strive to develop history disciplinary practices and reasoning skills such as analyzing historical evidence (mainly through Document Based Questions, and analysis of primary and secondary sources), argument development, contextualization, comparison, causation, and recognizing continuity and change over time. Significant time will be spent on close reading, writing, and analyzing historical evidence. This course will require substantial independent reading and writing, and summer coursework. This honors level course is intended for students who plan on taking the AP U.S. History II in grade 11. This represents material from the first five historical periods and the accompanying key concepts outlined in the Advanced Placement United States History framework. Students will examine the migration of native populations across North America and the development of distinctive native societies. They will also study the effect of contact between Europeans, Native Americans, and Africans. Students will examine the historical and intellectual origins of the United States from its colonial origins, through the Revolutionary and Constitutional eras. They will learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, which included the writing and key ideas behind the U.S. Constitution. Students will also examine the basic framework of American democracy and the basic concepts of American government such as popular sovereignty, federalism, separation of powers, and individual rights. They will also study America’s westward expansion, the establishment of political parties, and economic and social change. Students will also learn about the factors contributing to the growth of sectional conflict, how sectional conflict led to the Civil War, and the consequences of the Civil War.

MH281 AP European History: Renaissance to Present

Grade 10-12 Full Year
Prerequisites: Successful completion of World History and teacher Recommendation.

Summer reading and review assignments are required as well. This will be a full-year elective course that will present a chronological review of European History from the Renaissance to the Present. The Renaissance, Reformation, Age of Exploration, Absolutism in Europe, and the Enlightenment will all be major topics addressed. We will also review the French Revolution through the Present. A college text, document based essays, and preparation for the AP Exam will be integral components, which students are expected to take in May. Students should be able to read a college level textbook and write grammatically correct, complete sentences.

MH213 United States History II

Grade 11 Full Year
Prerequisite: Successful completion of US History I.

This course is a continuation of US History I; students will examine American civilization from 1900 to the recent past. It will seek to provide students with a perspective on the position of the United States among the nations of the world and on the controversies and agreements among Americans concerning the desired attributes of their culture, government, and ideals. It will focus on central themes and issues in the development of American society and institutions. It will raise questions about human values, economic growth, institutional change, cultural development, political democracy, and the place of the United States in the world. Themes we will address in this course will include industrialization and its effects on America’s society, economy, and political processes; immigration, urbanization, and the changing demographics of the United States; Progressivism and the struggle for social justice; change and continuity in U.S. foreign policy; World War I; social changes in the 1920s; the Great Depression and the New Deal; World War II; post-war affluence and social change, including the Cold War, anti-communism, and civil rights; the Vietnam War and the Great 15Society; the political realignment of the Reagan years; and other recent historical events. Students will complete a civics project that seeks to improve an issue facing our community.

MH233 United States History II Honors

Grade 11-12 Full Year
Prerequisite: Successful completion of US History I Honors or teacher recommendation.

This course is a continuation of US History I; students will examine American civilization from 1900 to the recent past. It will seek to provide students with a perspective on the position of the United States among the nations of the world and on the controversies and agreements among Americans concerning the desired attributes of their culture, government, and ideals. It will focus on central themes and issues in the development of American society and institutions. It will raise questions about human values, economic growth, institutional change, cultural development, political democracy, and the place of the United States in the world. Themes we will address in this course will include industrialization and its effects on America’s society, economy, and political processes; immigration, urbanization, and the changing demographics of the United States; Progressivism and the struggle for social justice; change and continuity in U.S. foreign policy; World War I; social changes in the 1920s; the Great Depression and the New Deal; World War II; post-war affluence and social change, including the Cold War, anti-communism, and civil rights; the Vietnam War and the Great Society; the political realignment of the Reagan years; and other recent historical events. Students will complete a civics project that seeks to improve an issue facing our community. This course will emphasize research, writing, analyzing primary and secondary sources. Students will be expected to give presentations and participate in class discussions.

MH282APUSHistory: Industrialization to the Present 

Grade 11-12 Full Year
Prerequisite: AP European History or Honors United States History I.

This will be a full year elective course that will present a review of US History from 1491-present. Students will student the cultural, economic, political, and social developments that have shaped the United States. This class emphasizes reading and analyzing primary and secondary sources, thesis-driven and evidence-based writing, creativity, and developing communication and presentation skills. Students will spend much of the year preparing for the AP exam in May. We will end the year with a civics project.

MH299 Senior Global Studies Capstone

Grade 12 Semester

Students will submit a proposal junior year for a capstone project to be completed during their senior year. Students may schedule a Senior Global Studies Seminar block to work on their Capstone project. The capstone project will include the following elements: 1. A research paper on a current issue within their concentration on a topic developed from their Essential Question. 2. An action plan designed for students to take concrete action relative to their Essential Question. 3. A public presentation of their work at the end of senior year

MH283 AP US Government

Grade 9-12 Full Year

This full-year course studies the American political system, including the Constitution, the institutions of the federal government, civil liberties and civil rights, and political beliefs and participation. It features a considerable amount of high-level reading and analytical writing skills. It is designed to prepare students for the AP Examination which students are expected to take in May.

Note: All History and Social Science Electives are one semester long unless otherwise noted

MH277 Media & Society

Grades 8-12 Semester

Who are you on social media? Does your media presence reflect the real you? How does the media we consume and create reflect who we are? How do we fit into society– or not? How do we become ourselves? These are some of the questions at the heart of Media & Society. Students use the tools of sociology to examine culture and society through the lens of media: new social media sites, video games, film, text, television, among others. Students examine relationships, self and identity, socialization, culture, institutions, social structure, power, stratification, and inequality. Students improve media literacy, research skills and their ability to present what they have learned. Expect to use grading contracts that include a variety of different assessments to show mastery of the course objectives. Expect lively discussions, creative projects, and engaging topics.

MH214 Government

Grade 9-12 Semester

This semester course will focus on US Government and politics on the local, state, national and international levels. Topics will include the American political system, American political philosophy, political participation and campaigns, the rights and responsibilities of citizens and the powers of local, state and federal government. Throughout the course, emphasis will be placed on government-related current events and the development of critical analysis and writing skills.

MH270 Social Injustice in America

Grades 8-9 Semester

The principle that all men are created equal is the foundation of a democratic society. However, preconceived opinions of people based on race, personal belief, or social standing form the structure of prejudice and bigotry– in which attainment of equal rights is a constant struggle. This course will explore social injustices that have caused individuals or groups to become powerless when the social system that should guarantee their equality ignores them or worse, turns against them. Students will discover and explore social injustices that have occurred in the history of the United States through analysis of primary sources, digital learning, and authentic hands-on projects.

MH257 Baseball & Society

Grades 8-12 Semester

This one-semester course examines the evolution of baseball from a child’s game to a national pastime. Along the way, many important historical and societal topics will be studied. Among the many: the importance of play, race relations, immigration & baseball’s role in “becoming an American,” the business of baseball, labor and management relations, baseball’s greatest games, as well as its most iconic players. Course highlights include: learning the game of Town Ball (old fashion baseball) outside on the turf, playing Strat-O-Matic (a baseball management simulation), creating your own baseball card, conducting interviews, analyzing primary sources, as well as reviewing documentary films.

MH278 Caribbean, Black, and Latin American History

Grades 8-12 Semester

This semester-long elective course focuses on some significant achievements in Caribbean, Black and Latin American history and culture. The course is not about the story of slavery; instead, students investigate notable episodes in the long resistance to white, European oppression in some of the many forms that those struggles took: political, military, artistic, musical and literary. Special attention is paid to Tacky’s War and Sharpe’s Rebellion in Jamaica; the successful revolt against French domination in Haiti; anti-colonial revolts and independence movements in Brazil and what is now the Dominican Republic; Maroon/Cimarron culture and creole language; the flowering of Black culture and resistance to white supremacy in the United States that started in New York in the early 20th century; the Black Panther movement; the growth of Islam among African Americans; techniques and strategies used to resist political and economic oppression; and the contributions of notable African American, Jamaican, Haitian Latin American and Caribbean women and men to global culture. Related topics introduced by students will be included as time permits. Students will construct and express their own unique understanding of these and related topics by analyzing primary sources, improving research methods and presentation skills, mastering specialized vocabulary, practicing methods of informed discussion and by using a variety of written and oral formats.

MH251 Current Events and Law

Grades 8-12 Semester

This one-semester course will focus on current events and building media literacy skills. Students will investigate current events as they relate to the US legal system and the US Constitution and will learn about contemporary legal issues while also developing skills including the careful evaluation of sources, how to explore issues from a variety of issues, and how to formulate arguments supported by evidence. We will rely primarily on a wide range of news sources. Students will have opportunities to select research areas and explore current events of their choosing. Class meetings will include discussion, debates, mock trials, and student presentations.  

MH252 Psychology

Grades 8–12 Semester

In this course, we will survey a broad range of areas of psychological study as an introduction to the discipline. Our emphasis will be on self-reflection in light of the many topics and issues we explore. Our hope is to better understand ourselves and others in the workings of our minds and our lives.  The course will center on our discussions of the different theories and ideas we explore, especially in applying them to our lives and our society. Homework will consist primarily of keeping a journal in which to reflect on the text readings, labs, discussions, and any other issues which you want to explore.

MH253 Global Studies

Grades 9-12 Semester

This one-semester elective course will focus on global issues and current events. It will explore issues, problems, and opportunities that have emerged as our world has become more globalized. The intent of the course will be to provide students with the basic background and foundational information that will help them consider the problems and opportunities of our increasingly interconnected world. It will explore what globalization means and how it is impacting our lives in America and other countries around the world. Topics of study will include globalization, global conflicts and terrorism, information technology and the global media, human rights, environmental issues, global health issues, population and migration, crime and weapons proliferation, and global inequality. It will also study and analyze global news and current events as they relate to the course curriculum.

MH254 Economics & Investing

Grades 10-12- Semester

Why are certain things so expensive? How can a better understanding of stock investing and the economy better prepare you for reaching your future goals? You will be able to answer these questions by taking this course, and will leave with increased confidence and a deeper appreciation for the economic forces that surround us all. This is a one-semester, project based course that teaches economic principles through role playing, buying a car, creating a real budget, and playing The Stock Market Game. Students will utilize a traditional economics textbook as well as read articles from The Wall Street Journal to explore topics such as scarcity, supply and demand, inflation, monetary policy, economic systems, cryptocurrency, and more. The course focuses on using active learning by centering a traditional economics course around real-life choices.

MH284 AP Psychology 

Grades 11-12 Full Year

This one-year course serves as the equivalent to an introductory college course in psychology, and is intended to prepare students for the AP Exam in Psychology, which students are expected to take in May. It will provide an introduction to the systematic and scientific study of behavior and mental processes. Students will also examine human growth and development, theories of psychology, abnormal psychology, learning, cognition, social psychology, ethics, and methods 18of psychological practice and study. Although a basic understanding of human anatomy and biology is not required, it will enhance the student's understanding of the psychological concepts discussed. Material will be presented through video, lectures, guest speakers, investigative reading, and class discussion. Class activities will include writing reaction papers, participating in class discussions, projects, and group and individual presentations. Students should be able to read a college level textbook and write grammatically correct, complete sentences. It is recommended that students earn an 80 or better in biology and receive teacher recommendation before undertaking this course. Summer reading assignments are required.

MH275 AP Seminar

Grades 10-12 Full Year

AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Students learn to investigate a problem or issue, analyze arguments, compare different perspectives, synthesize information from multiple sources, and work alone and in a group to communicate their ideas. Students will take the AP Seminar exam in May. This course is the prerequisite for AP Research which will be offered in the 2025-2026 academic year. Students that score a 3 or above on these two exams plus four additional AP exams of their choice can earn their AP Capstone diploma.

MH744 Entrepreneurship: An Introduction to Business

Grades 9-12 Semester

Are you thinking of pursuing a business/management career or maybe owning your own business someday? This course is designed to introduce students to the important role business plays in the lives of individuals as consumers and workers. College-bound students are encouraged to take this course to help strengthen management and leadership skills. The course covers different types of businesses, management and leadership theories, marketing and advertising and managing and operating a small business. Students will also learn how to develop commercials, provide publicity, design products, understand promotion techniques and develop pricing strategies.

MH745 Sports and Entertainment Marketing

Grades 9-12 Semester

This is a semester course designed for students who are interested in a career in Sports and/or Entertainment Marketing. Whether you are watching a famous athlete make an unbelievable play or witnessing a sensational singing performance, the world of sports and entertainment is never boring. Although it may seem impossible for you to be a part of this glittery world, it’s not! The Sports and Entertainment Marketing field offers careers that combine entertainment with traditional marketing, but with a whole lot more glamour. Explore basic marketing principles while delving deeper into the multi-billion dollar sports and entertainment industry. Learn how professional athletes, sports teams, and famous entertainers are marketed as commodities and how the savvy people who handle these deals can become very successful

MH746 Media Advertising and Marketing

Grades 9-12 Semester

The study of the components of advertising and its function within the total marketing function. The course examines advertising campaigns and procedures dealing with planning, creation, production, media, management, research, and budgeting. Students will explore how advertising is used to identify specific tasks to help promote business sales.

The Mathematics educators of the Monomoy Regional School District believe that students of the 21st century should attend to mathematical situations as independent, analytical, and precise problem solvers. To that end, we will provide opportunities for all students to develop deep mathematical understanding through best practices, rich curricular offerings, and cutting edge educational technologies. Our students will leave the Monomoy Regional School District as creative, collaborative learners and effective communicators who are able to think critically and compete in today’s global community.

Students will be able to independently use their learning to:

• Interpret complex mathematical situations utilizing analytical thinking.
• Persevere in solving complex mathematical problems.
• Express appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and attending to precision when making mathematical statements.
• Apply mathematical knowledge to analyze and model mathematical relationships in the context of a situation in order to make decisions, draw conclusions, and solve problems.

Reuben Bowman: Earned a Bachelor of Science in Mathematics from Bridgewater State College and a Master’s of Education in Curriculum and Instruction from Fitchburg State University

Denise Creedon: Graduated from Lesley University with a Bachelor of Science in Education and a minor in Math. She earned her Master’s degree in Psychology from Boston College.

Jessica Hardigree: Graduated from SUNY Plattsburgh in 2012 where she earned a Bachelor of Arts in Mathematics, a minor in Athletic Coaching and a Master of Science in Secondary Education.

Eileen Harrington: Graduated from Westfield State College with a degree in Mathematics. Ms. Harrington earned a Master of Arts in Teaching Mathematics from Bridgewater State College.

Mary Hemeon: Graduated from Keuka College in 1984 with a Bachelor of Arts in Mathematics, earned an SEI endorsement from Westfield State University in 2014, and earned a Master of Education in Curriculum and Teaching Mathematics from Fitchburg State University in 2016.  In 2019, Mrs. Hemeon completed a graduate certificate program in The Impact of Trauma on Learning with the Lesley University Institute for Trauma Sensitivity and is now a certified trauma teacher. Additionally, Mrs. Hemeon has been active with the College Board since she began teaching AP Calculus in 2009.

Beth Herbst: Graduated from Northeastern University with a Bachelor of Science in Business Administration with a concentration in Management Information Systems. She completed a graduate certificate from Lesley University in The Impact of Trauma on Learning and is a certified trauma teacher and is SEI endorsed. Currently, Ms Herbst is working towards a Master of Science in Applied Behavior Analysis from Northeastern University as well as a Masters of Education in Secondary Education from Endicott College.

Beth Howe: Earned a Bachelor of Science in Mathematics from the University of Massachusetts-Dartmouth and a Master’s of Education in Curriculum and Instructional Technology from Framingham State University.

Sarah Widegren: Graduated from Bridgewater State University with a Bachelor of Science in Mathematics and a minor in Secondary Education. She earned her Master of Arts in Teaching with a concentration in Mathematics from Bridgewater State University as well.

Stephanie Tupper: Earned a Bachelor of Science degree in Science with a Concentration in Mathematics in 2009, as well as a Master of Education in Secondary Mathematics in 2011, both from the University of Massachusetts-Amherst.

Teacher Recommendation– A course which has a teacher recommendation as its prerequisite is designed to ensure proper placement for the students involved. As outlined in the Common Core Standards for Mathematics, “solid evidence of student learning” will be discussed between grade-level teachers. Evidence will include the student’s mastery of standards, fluidity with math skills and concepts, problem solving techniques, reasoning skills, MCAS results, work ethic, homework effort, learning styles, and placement tests (if applicable).

The chart above shows the different pathways based upon the development of the Massachusetts Curriculum Framework for Mathematics. With guidance and recommendations, students may move between pathways as necessary.

• The Traditional Pathway is a sequence of very rigorous, in-depth, college-preparatory courses. These courses will provide a solid foundation for continued studies of mathematics at the college level. Each course is designed to meet the Massachusetts Curriculum Framework for Mathematics. This pathway will provide students with the opportunity to take Advanced Placement Statistics and/or Advanced Placement Precalculus their senior year.
• The Accelerated Pathway that formally begins in grade 8 will provide students with a fast-paced, in-depth, rigorous course of study culminating in the opportunity to take Advanced Placement Calculus their senior year.

Traditional Pathway

MH300 Grade 8 Pre-Algebra

Grade 8-Full Year

Mathematics instruction in grade 8 will provide students with the foundations necessary for continued studies of mathematics at the high school level while meeting the standards outlined in the Grade 8 Massachusetts Curriculum Framework for Mathematics. Instructional time will focus on the following critical areas: formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation and solving linear equations and systems of linear equations; grasping the concept of a function and using functions to describe quantitative relationships; analyzing two and three-dimensional space and figures using distance, angle, similarity, and congruence; and understanding the Pythagorean Theorem.

MH331 Algebra 1

Prerequisite: Grade 8 Pre-Algebra or Grade 8 Algebra 1

Full Year

The fundamental purpose of the Algebra 1 course is to provide the foundations necessary for higher-level mathematics courses at the high school level. Instructional time will focus on the following critical areas: deepen and extend the understanding of linear and exponential relationships; contrast linear and exponential relationships with each other and engage in methods for analyzing, solving, and using quadratic functions; extend the laws of exponents to square and cube roots; and apply linear models to data that exhibit a linear trend

MH312 Geometry

Prerequisite: Algebra 1 or Grade 8 Algebra 1 with teacher recommendation

Full Year

The fundamental purpose of this Geometry course is to continue to provide the foundations necessary for higher-level mathematics courses at the high school level. Instructional time will focus on the following areas: establishing criteria for congruence of triangles based on rigid motions; establishing criteria for similarity of triangles based on dilations and proportional reasoning; informally developing explanations of circumference, area, and volume formulas; applying the Pythagorean Theorem to the coordinate plane; proving basic geometric theorems; and extending work with probability.

MH313 Algebra 2

Prerequisite: Algebra 1 and Geometry

Full Year

The fundamental purpose of this Algebra 2 course is to provide the foundations necessary for higher-level mathematics courses at the college level. Instructional time will focus on the following areas: Parent functions and Transformations; Solving Quadratics; Polynomial Functions; Radical Functions; Exponential and Logarithmic Functions; Rational Functions. This course will build upon students’ knowledge of linear, quadratic, and exponential functions, and extend their repertoire of functions to include logarithmic, polynomial, rational, and radical functions.

MH317 Statistics, Probability & Discrete Topics in Mathematics

Prerequisite: Algebra 2

Grade 12-Full Year

This course, which is a survey of mathematical applications, is designed for students who have successfully completed Algebra 1, Geometry, and Algebra 2. Throughout the course, students will study contemporary applications of mathematics. Instructional time will focus on multiple representations of linear functions and linear relationships, piecewise functions, logic matrices, special right triangles, right triangle trigonometry, inverse trigonometric functions, angles of elevation and depression, introductory statistics including data collection, box and whisker plots , scatterplots, as well as linear and quadratic regressions, and probability including combinations, permutations, the binomial theorem, and the fundamental counting principle.

Accelerated Pathway

MH301 Grade 8 Algebra 1

Prerequisite: Teacher Recommendation/Assessment

Grade 8-Full Year

This is a rigorous, accelerated, in-depth course designed for the AP Calculus-bound student. The fundamental purpose of this course is to provide an accelerated pathway for students who have the skills to master the Common Core State Standards for grade 8 and Algebra 1. This additional content demands a faster pace for instruction and learning. Instructional time will focus on the following critical areas: relationships between quantities, reasoning with expressions, linear and exponential relationships, descriptive statistics, expressions and equations, and quadratic functions and modeling.

MH334 Algebra 1 Honors

Full Year

Prerequisite: 90% in Grade 8 Algebra 1 or 90% in Grade 8 Math and Teacher Recommendation

In this course, students will analyze and explain the process of solving an equation and a system of equations and will develop fluency writing, interpreting, and translating among various forms of linear equations and inequalities. Students will learn function notation and develop concepts of domain and range while they focus on linear, quadratic, and exponential functions, and they will interpret those functions graphically, numerically, symbolically, and verbally. Students will extend the laws of exponents to rational exponents involving square and cube roots, they will become facile with algebraic manipulation, including rearranging and collecting terms, factoring, and simplifying rational expressions. Students will also expand their experience with functions to include absolute value, step, and piecewise-defined functions.

MH332 Geometry Honors

Full Year

Prerequisite: 90% in Grade 8 Algebra 1 or 90% in Algebra 1 Honors and Teacher Recommendation

This is a rigorous, accelerated, in-depth Geometry course. Enrolled students are expected to have previously mastered the standards for Algebra 1. Instructional time will focus on the following areas: establish criteria for congruence of triangles based on rigid motions; establish criteria for similarity of triangles based on dilations and proportional reasoning; informally develop explanations of circumference, area, and volume formulas; apply the Pythagorean Theorem to the coordinate plane; prove basic geometric theorems; and extend work with probability.

MH333 Algebra 2 Honors

Prerequisite: 90% in Geometry Honors and Teacher Recommendation

Full Year

This is a rigorous, in-depth Algebra 2 course designed for the college-bound student. Enrolled students are expected to have previously mastered the standards outlined in Geometry Honors. Instructional time will focus on the following areas: relate arithmetic of rational expressions to arithmetic of rational numbers; expand understandings of functions and graphing to include trigonometric functions; synthesize and generalize functions and extend understanding of exponential functions to logarithmic functions; and relate data display and summary statistics to probability and explore a variety of data collection methods.

MH315 Algebra 2/Precalculus Honors

Prerequisite: 90% in Geometry Honors and Teacher Recommendation 

Full Year

This is a rigorous, accelerated, in-depth Algebra 2 course designed for the AP Calculus college-bound student. Enrolled students are expected to have previously mastered the standards outlined in Geometry Honors. Instructional time will focus on the following areas: Algebraic Properties and Structures; Tools for Functional Analysis; Analysis of Linear, Absolute Value, and Piecewise Defined Functions; Solving Systems of Equations Algebraically and with Matrices; Quadratic Functions; Analysis of Quadratic Functions; Polynomial Operations and Functions; Rational and Radical Operations and Equations; and Exponential and Logarithmic Functions. This course focuses on interactive, student-centered lessons, rigorous daily homework assignments, and assessments true to AP* form.

MH316Trig/Pre-Calculus Honors

Grade 11-12 Full Year

Prerequisite: 80% in Algebra 2 and Teacher Recommendation

The study of pre-calculus combines the trigonometric, geometric, and algebraic techniques needed to strengthen students’ conceptual understanding of problems and mathematical reasoning in solving problems. Instructional time will focus on the following areas: extending work with complex numbers; expanding understanding of logarithms and exponential functions; using characteristics of polynomial and rational functions to sketch graphs of those functions; and extending work with trigonometric functions.

MH318 AP Precalculus

Grade 11/12 Full Year

Prerequisite: Algebra 2 or Algebra 2 /Precalculus Honors and Teacher Recommendation

The curriculum for this course is outlined by the College Board and will include the formal study of functions through multiple representations (graphical, numerical, analytical, and verbal) coupled with the application of the function type to a variety of contexts. Topics include: polynomial and rational functions; exponential and logarithmic functions; and trigonometric and polar functions. Students are responsible for the cost of taking the Advanced Placement Exam and are expected to take the exam in May. Students should check with individual colleges to become informed about the score needed to receive college credit.

MH314 Calculus 1

Grade 11 Full Year Prerequisite: 90% in Algebra 2/Precalculus Honors and Teacher Recommendation

This is the first of two accelerated, rigorous, college-level calculus courses designed specifically to prepare students for the AP Calculus (AB) Exam. Enrolled students are expected to have previously mastered the standards outlined in the Algebra 2/Precalculus Honors course. The curriculum for this course is outlined by The College Board and will include all of the (AB) topics of differential calculus including limits, continuity, derivatives, and applications of the derivative.

MH381 AP Calculus (AB)

Grade 12 Full Year

Prerequisite: Calculus I and Teacher Recommendation

This is the second of two accelerated, rigorous, college-level courses designed specifically to prepare students for the AP Calculus (AB) Exam. Enrolled students are expected to have previously mastered the standards outlined in the Calculus 1 course. The curriculum for this course is outlined by The College Board and will include all of the topics on the AP Calculus (AB) Exam. These topics encompass all of the topics from year one of Calculus 1, as well as the topics of integral calculus including the definite integral, applications of the definite integral, differential equations, and slope fields. Students are responsible for the cost of taking the Advanced Placement Exam and are expected to take the exam in May. Students should check with individual colleges to become informed about the score needed to receive college credit.

MH383 AP Statistics

Grade 10-12 Full Year

Prerequisite: Teacher/counselor recommendation

DATA CAN BE FOUND EVERYWHERE- In the virtual space, all of our actions (posts, likes, dislikes, comments, pictures, view time, friend choices, contact lists) create a trail of data which is used in real time for marketing, research and to influence our opinions. This university level course is intended to introduce students to the major concepts and skills used to collect, analyze and draw conclusions from data. The curriculum for this course is outlined by the College Board and is designed specifically to prepare students for the AP Statistics Exam, which students are expected to take in May. Students with passing exam scores are eligible for college credit at many colleges and universities. STUDENTS ARE REQUIRED TO PURCHASE THEIR OWN TI-84+ GRAPHING CALCULATOR FOR THIS COURSE. 

MH014 Foundations in Mathematics

Grades 8-10/11-12 Semester

Prerequisite: Teacher recommendation.

This class must be taken in conjunction with a regular math class. The fundamental purpose of this course is to support the struggling learner by focusing on remediation that is provided in context with concepts and skills necessary for success in their regular math class and success on the MCAS exam, if applicable. Students will be graded on a PASS/FAIL system.

MH305 General Mathematics

Prerequisite: Teacher Recommendation

Grades 8-12 Full Year

This math course will reinforce and expand students' foundational math skills, such as arithmetic operations using rational numbers; area, perimeter, and volume of geometric figures, congruence and similarity, angle relationships, the Pythagorean theorem, the rectangular coordinate system, sets and logic, ratio and proportion, estimation, formulas, solving and graphing simple equations and inequalities.

MH741 Personal Finance

Grades 11-12 Full Year

In this course, students will become informed and prepared to be effective managers of financial resources, enabling them to achieve long and short term financial goals. Topics covered include personal cash management techniques through savings, checking and credit card use, budgeting, auto and home expenses, investment opportunities, college costs, interest when borrowing money, and the financial aspects of business management and entrepreneurship. An emphasis will be placed on technological resources available for managing personal finance.

Monomoy STE teachers are committed to providing a hands-on experiential science education, which draws heavily on our unique community resources. Our program develops critical thinking and problem solving skills through scientific inquiry. We aspire to foster curious students that ask questions about the world around them and discover solutions through thoughtful analysis. It is the vision for the STE department to help students develop skills that enable them to succeed and thrive in an evolving global society. We use technology in our schools and communities to communicate, collaborate, and solve human problems that meet our wants and needs. Through the integration and use of current and cutting-edge technologies, we strive to prepare today’s students for tomorrow’s advanced technological opportunities and challenges. Students must complete the equivalent of four full-year courses including two laboratory sciences.

Students will be able to independently use their learning to:

• Ask critical questions derived from everyday experiences.
• Acquire data through scientific inquiry.
• Evaluate, analyze, and apply data.
• Develop creative solutions for the future.
• Select appropriate tools and processes to solve problems.
• Apply knowledge and skills to real world challenges.
• Communicate information to a variety of audiences and Collaborate to address a common goal.

Dustan Burns: Received a Bachelor’s degree in Psychology from the University of Virginia and a Master’s degree in Biology from the University of Nebraska.

Beth Dietz: Graduated from Wellesley College with a Bachelor’s degree in Chemistry and Women’s Studies. She completed her Master of Arts in Teaching Chemistry at Northeastern University.

Jessica Friedman: Received a Bachelor’s Degree in Science from Bridgewater State College and a Master’s Degree in Biology from American International College.

Christopher Harlow: Received a bachelors in environmental science from University of New England.

Richard Oldach: Received a bachelor’s in Engineering from Princeton University and a Master’s of Business Administration from the University of Rochester. Prior to becoming a teacher, Mr. Oldach ran VoltDelta Resources, a global telecommunications company focused on big data and customer service technology.

James Otto: Received a Bachelor’s degree in Physics from the University of Mary Washington, and a Master’s degree and Ph.D. in Physics from the University of North Texas.

Adriana Picariello: Received a Bachelor’s degree in Biology from Skidmore College and a Master’s degree in Marine Science from the College of William and Mary/The Virginia Institute of Marine Science.

Lawrence Souza: Received a Bachelor’s in Information Technologies from University of Phoenix and a Masters of Business Administration in Information Technologies Management from the Western Governors University. Prior to becoming a teacher Mr. Souza ran Maximum Micro Inc., an Information technology solutions company focused on technology solutions for business and medical technology solutions.

Mark Stratil: Graduated from St. John’s College with a Bachelor’s degree in Philosophy and The History of Math and Science. He received a Master’s degree in Science Education from the City College of New York. He is MA-Certified to teach Physics and Biology.

To prepare our students for a global and diverse workplace and academic admission to our nation’s greatest schools, in essence, to be college and world ready. Competitive students require two to four years of one to two world languages.

“Life in college and after college is becoming increasingly globalized, so strength in a second language carries a lot of weight ...” (Allen Grove, college admissions expert, Alfred University, NY).

All language courses are aligned with the American Council of Teaching Foreign Languages (ACTFL), the Massachusetts Curriculum Framework, and the American Classical League. The successful student participates in class, applies the target language, reviews class lessons and activities, explores the language and cultures beyond the classroom, asks questions, seeks help/guidance after school, and prepares for quizzes and exams.

Resources:

http://www.ncssfl.org/papers/BenefitsSecondLanguageStudyNEA.pdf

http://languagemagazine.com/?page_id=6466

www.mafla.org

www.actfl.org

Are you curious about different cultures? A Monomoy student will graduate with confidence in her/his abilities to acquire multiple languages, communicate with people in varied settings, exchange ideas, and solve problems.

Students will be able to independently use their learning to:

• Explore other cultures and languages.
• Apply knowledge of geographical, cultural, and linguistic concepts to participate in a global community.
• Communicate in a variety of ways to exchange ideas.

Claudia Berbeo: Earned a Bachelor of Telecommunications Engineer Degree from Santo Tomás University in Colombia, and a Specialization of Communications Project Management from Politécnico Grancolombiano. She was a post grade Teacher in the Digital Communication Program from Sergio Arboleda University in Bogotá, Colombia. She worked many years in Communications projects in the Colombian public sector. And also, she co-created the Community Impact Project "Cape Cod for All" and leadered Spanish playgroups with the Cape Cod Children's Place.

Katie Carey: Studied at the Universidad de Zaragoza in Spain. She graduated from Stonehill College with a degree in Spanish. She later earned her Master's Degree from American International College.

Melinda Jones: Currently studying at National Taiwan Normal University, Two years' Master's program in Teaching Chinese as a Foreign Language , will Graduate in 2025. Earned an Associate's Degree in Chinese Language and Literature and also earned a Bachelor of Arts in Chinese Language and Literature in Chengdu, China. Melinda taught Mandarin and trained the public K-12 schools' Chinese language teachers for over twenty years before she came to the U.S. Since 2010 she has taught Mandarin in both elementary and high school in public schools and Sunday Chinese schools in the U.S. Teaching is her dream job. From Melinda, “I love Chinese traditional culture as well as I love my students. My short-term goal is to help my students to learn the Chinese language and culture with fun; the final goal is that students can continue to self teach or study in another program to learn the Chinese language and culture after high school graduation. My leisure life includes Chinese brush painting, calligraphy, Tai Chi, and Tea Art.”

Pauline Linnell: French native Speaker with 20 year teaching experience in the U.S., foreign languages (Spanish and French), ELL (English Language Learners) and Special Education. Graduated from University of Angers, France, with a Master’s Degree in English and Spanish, CalState University and City University of Seattle with a certification degree in Special Education.

Sara Peters: Completed a Bachelor of Arts Degree in Classics from the University of Massachusetts, Amherst. She earned a Master's Degree in Latin and Classical Humanities from the University of Massachusetts, Boston. Mrs. Peters received the Classical Association of Massachusetts' Excellence in Teaching Award in 2017.

Robert Smeltzer: Graduated from the University of California at Irvine with a Bachelor of Arts in English. He received a Master’s degree of Education and completed his Latin teacher certification requirements at the University of Massachusetts-Lowell. Mr. Smeltzer also completed a Master of Arts in English at the University of Millersville in PA.

Introductory videos by students on the value and impact of studying a World Language:

• French
• Spanish
• Latin
• Mandarin

Grade	MRHS Graduation Requirement	Advanced Studies
8, 9, 10, 11	Language Level I	Language Level I/II
9, 10, 11 , 12	Language Level II	Language Level II/III
10, 11, 12		Language Level III/IV Honors
11 or 12		Language Level IV Honors
12/ with Teacher Permission		Language Level V Honors / AP

* *AP Courses may not run every year and are based upon student enrollment. All course are FULL YEAR

 

MH501 French Year 1

Grades 8-12

Did you Know? More than 300 million people speak French on the five continents. France is the world’s top tourist destination and attracts more than 87 million visitors a year. French is a good base for learning other languages, especially Romance languages (Spanish, Italian, Portuguese) as well as English, since about 30% of English vocabulary is derived from French. French I is an introduction to the language and culture of the French-speaking world. Whether students have come from a Middle School French language program or are just beginning their study of French language and culture, this course is designed to get students speaking and conversing as we cover a variety of topics. The course curriculum will follow the foreign language strands of Communication, Cultures, Comparisons, Connections and Community. Students will explore current events, fashion, film, art, and history as topics relative to their learning. Students will participate in online, complete activities, create skits, posters, and much more. The following will be used in class: the internet, magazines, films, songs, games. The class will be conducted in French (target 90– 100%) with limited English.

MH502 French Year II

Grades 9-12. Prerequisite: French I

French II builds upon the themes of French I with the added linguistic component of speaking and writing about vacations, what we did over the weekend, films we’ve seen and stories we’ve heard– Past Narration! The cultural focus is the European Union. We look at online resources to learn about the various member countries and their economic, political, and social policies. This theme coordinates well with our European History courses. Students apply what they learned in French I to continue to develop their aural, oral, reading, writing, and cultural skills. A primary grammar objective is to master expression in the present, past, and near future tenses. Additional tenses are introduced and taught according to student interest, topics, and student readiness. Students are also asked to share their learning in multiple ways, including posters, powerpoint presentations,and dialogues. The class is conducted in French.

MH503 French Year III Honors

Grades 10-12. Prerequisite: French II

French III continues to build upon the themes and skills of French II, with the added focus of conversing and writing about the future and its possibilities! We look at social and environmental concerns such as: recycling; human rights; employment; university study; fashion trends, pop music, and current events. We also begin to study literary expression through la bande désinée, comics scripts. By year’s end, students can expect to have successfully transitioned to intermediate level work in reading, writing and speaking. This course is an opportunity for students to expand and improve their spoken and written French while further developing and strengthening their listening and reading skills. In addition to texts, content will continue to be taken from a variety of sources, including French magazines, poems, short stories, fairy tales, plays, songs and film. A script-writing and video film production project will provide an exciting venue for students to create and demonstrate a vision of their own. All verb tenses, including the subjunctive, will have been taught, practiced, and applied. The class is conducted in French. Students are expected to converse with the teacher and their peers in French as well.

MH504 French IV Honors

Grades 11-12

Linguistically, this course is designed to move students from intermediate level learners of French to more advanced practitioners of French. Students’ understanding of critical grammar, such as use of the subjunctive voice and writing stylistics will be reviewed and practiced in addition to speaking skills. A term project aligned with the student’s personal choice includes a research paper and oral presentation of an artist and his/her work; an artistic movement; literary genre; or great architectural masterpieces. Students will also be asked to reflect on their own vision of an ideal world, as if they themselves were an artist, a writer, a sculptor, or orator. Class conducted entirely in French. Student work is entirely in French. Prerequisite: grade of B in French IIIH. This course is designed as preparation for AP/University level studies. Students are expected to converse with the teacher and their peers in French as well.

MH505 AP French Language and Culture

Grade 12. Prerequisite: Successful completion of French IVH/FRIII H grade of B or better, and with permission of the Instructor.

French Language, Advanced Placement is based on content established by the College Board Emphasizing the use of the French language for active communication. Course content focuses on such themes as: Global Challenges; Science and Technology; Contemporary Life; Personal and Public Identities; Families and Communities, and Beauty and Aesthetics. Students build upon skills they have been developing throughout our French Language and Culture program. These skills include: Spoken Interpersonal Communication, Written Interpersonal Communication, Audio, Visual, and Audiovisual Interpretive Communication, Written and Print Interpretive Communication, Spoken Presentational Communication, Written Presentational Communication, in accordance with ACTFL guidelines. We look to develop language skills that are useful in themselves and can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions is emphasized as well as extensive practice speaking and discussing topics in French. This course is conducted entirely in French. Additional information about the course may be found at College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html It must be understood that the curriculum followed in class is AP, as determined by the College Board, to ensure the integrity of the AP offering. Students will be expected to participate in class discussions, focus on mastering grammar and the advanced skills in reading, listening, writing and speaking. This is a college level course.

MH511 Spanish Year I

Grades 8-12

Spanish is spoken in 20 countries and is the second most highly spoken language in the world. Students taking Spanish I acquire language through three modes of communication: Interpersonal, Interpretive and Presentational. Whether students have come from a middle school Spanish language program or are just beginning their study of Spanish language and culture, this course is designed to get students immersed in the language with authentic readings, movie clips, videos, music, high interest cultural topics are woven into the topics mandated by the Massachusetts State Frameworks for year 1 and the six Advanced Placement Themes. The rubrics are based on the American Council of Teaching Foreign Languages and the National Standards for Foreign Language. Grammatical structures mastered include: the present tense of regular and key irregular verbs, the near future tense, and some verbs in the past tense. Learning activities include comprehensive input methods, so that students acquire a language in a natural way. Students communicate through storytelling, games,songs, writing, dialogues, and spontaneous conversation with a variety of media. Students will become aware of and appreciate social and cultural differences.

MH512 Spanish Year II

Grades 9-12. Prerequisite: Spanish I

Ninety percent of the class is conducted in the target language. Similar to Spanish I , students acquire a second language using comprehensive input learning activities that immerse the student in high frequency vocabulary and high interest cultural topics. A variety of authentic resources are used as stated above. Communication becomes more complex as the year progresses. and students will be able to read a novel generated for students completing stage 1 of MA state frameworks. At this level students will use more irregular verbs, the past tenses, the simple future tense, and a wider variety of adjectives, adverbs and transition words. Students are expected to spend more time speaking to classmates and the teacher in the target language. Students describe past events; talk about things, ideas, and people; talk about future plans and actions; express emotions, attitudes and opinions; ask for and give preferences,and master the basic expressions and vocabulary needed to survive as a tourist. Students work towards developing speaking proficiency through participation in dialogues, role-plays, classroom conversation and oral presentations in the target language. Reading comprehension is developed through the use of narrative passages from the text and other sources. Students will write more complex compositions, using the present, future and past tenses. By the end of the year, students gain a deeper understanding of Hispanic culture through readings, audio/video, and classroom discussions of customs, holidays, and values as well as different geographical locations.

MH513 Spanish Year III Honors

Grades 10-12. Prerequisite: Spanish II

Oral use of the language is emphasized. Ninety percent of the class is conducted in the target language. Students will expand vocabulary and cultural understanding related to Hispanic countries, global telecommunication; shopping, pastimes and hobbies; hotel stays; what to do in a medical emergency; and the differences between city and country life. Students will also be able to: communicate more extensively using the past, future, conditional, subjunctive and present perfect tenses, giving students the ability to speak about their future goals, wishes, and concerns about the environment and current events. By the end of the year students will have completed the first half of Stage One of the MA State Frameworks and read an authentic unabridged novel in Spanish.

MH514 Spanish IV Honors

Grades 11-12. Prerequisite: Spanish III

This course will aim to strengthen intermediate language skills Ninety percent of the class is conducted in the target language Each unit takes place in Spanish-speaking countries.yThis course is taught primarily in Spanish with explanations in English. Students will be expected to create both oral and written presentations, individually and in groups. A core text containing short works in literature, cultural readings and language structure is one resource supplemented with a variety of authentic media. Topics to be covered will focus on Latin and South American countries, their culture and social issues. Course Outline: Familiar issues (housing, household chores,fashion clothing, shopping) Comparing people and things (Identity, fantasy,future studies, professions) Cultural/moral issues ( Latin American Economics, our planet, ecotourism, ) Celebrations, (Graduation ceremony, Holidays) Cultural topics: life, social issues, the arts, Literature

MH515 AP Spanish Language and Culture

Grade 12. Prerequisite: Spanish IV Honors and permission by the Instructor The AP Language and Culture Course provides students with opportunities to develop language across the three modes of communication: Interpretive, Interpersonal, and Presentational. Students learn about culture through the use of authentic materials that are representative of the Spanish-speaking world. Materials include a variety of different media, e.g. journalistic and literary works, podcasts, interviews, movies, charts and graphs. AP Spanish Language and Culture is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is spoken and as such, is an immersion experience requiring almost exclusive use of Spanish, a requirement which class participation grades reflect. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/exam/exam_information/4554.html. This is a college level course.

MH521 Latin I

Grades 8-12

Why study Latin today? Isn’t Latin a dead language? On the contrary, Latin is more alive today than it was in Julius Caesar’s time. The Latin language and Roman culture are the foundation of modern American architecture, government, language, and literature. Course objectives are to apply the Latin language and Roman culture to real world situations, such as the development of English and Romance vocabulary and an understanding of scientific terminology; to teach students to read a basic Latin passage through reading, vocabulary acquisition, and grammatical exercises; and to develop through discussions and readings an understanding of the social and political history of the Romans and its connection to modern American society. This course will provide an understanding of English grammar and vocabulary through comparisons between English and Latin grammar and the study of English and Romance derivatives from Latin. Students will explore cultural topics, including the Roman family and household, heroes, Greco-Roman drama, gladiators, and Roman government and its influence on American government, through readings, class discussions, and hands-on projects.

MH522 Latin II

Grades 9-12. Prerequisite: Latin I Latin II will continue to explore Latin’s applications for real world situations. This course will continue the study of Latin grammar and vocabulary with the intent of improving students’ reading skills and their knowledge of Roman history and culture. It will also maintain focus on real world applications for Latin skills in the development of English and Romance vocabulary and scientific terminology. Students will explore cultural topics, including Greco-Roman gods and goddesses, travel and trade in the Roman Empire, and the Roman army, through readings, class discussions, and hands-on projects.

MH523 Latin III Honors

Grades 10-12. Prerequisite: Latin II

Latin III will continue to apply Latin to real world situations through the study of English and Romance vocabulary and scientific terminology. This course will complete the study of Latin grammar and vocabulary and allow students to read ancient Latin authors in the original language, such as Caesar and Vergil. Readings will include selections from Caesar’s Gallic Wars and Vergil’s Aeneid. Students will explore cultural topics, including Greco-Roman philosophy, through readings, class discussions, and hands-on projects.

MH524 Latin IV Honors

Grades 11-12

Latin IV will continue to apply Latin to real world situations through the study of English and Romance vocabulary and scientific terminology. This course will help students both who are finishing their fourth year of language study as well as those who will be taking the AP Latin test in the fifth year. In addition to a continuation of learning and reviewing Latin grammar and vocabulary, the course will focus on the College Board’s AP Latin selections from Caesar’s De Bello Gallico and Vergil's Aeneid. Students will work towards translating the required readings with an accuracy that reflects precise understanding of the Latin in all its details. Emphasis on Latin grammar constructs, syntax, and literary style will not only improve students comprehension of the texts but also give them access to the history, literature, and culture of the ancient Romans.

MH525 AP Latin

Grade 12. Prerequisite: Latin IV Honors and permission by the instructor

This course focuses on the College Board’s AP Latin selections from two of the greatest works in Latin literature: Caesar’s De Bello Gallico and Vergil’s Aeneid. Students will work towards translating the required readings with an accuracy that reflects precise understanding of the Latin in all its details. Emphasis on Latin grammar constructs, syntax, and literary style will improve student comprehension and appreciation of the Latin selections while at the same time giving students access to the history, literature, and culture of the ancient Romans. English selections from the De Bello Gallico and The Aeneid will also be read in order to contextualize the Latin selections. Latin Advanced Placement is a course which follows the College Board course guidelines for AP Latin and prepares students to be successful on the AP Latin exam. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2260.html (Removed a paragraph here: ”Students who wish to take... )

MH531 Mandarin Chinese I

Grades 8-11

Chinese I is for students who have not studied nor been exposed to Chinese before. This highly interactive course aims to provide students with the basic skills necessary for meaningful communication in Chinese. This is an introduction to spoken Mandarin, the language with the largest number of native speakers in the world, which is the official language of mainland China and Taiwan, and one of the official languages of Singapore. Course objectives are to master Mandarin pronunciation, including the recognition and writing of Pinyin romanization, and to develop the ability to participate in simple, practical conversations on everyday topics. The relationship between the Chinese language and culture and the sociolinguistically appropriate use of language will be stressed throughout. Typical class format is Performance Culture Approach, include the performance of memorized conversations, drills, questions and discussion, and various types of communicative exercises.Upon completion, students will master: Pin-yin, the Chinese sound system and basic principles, student will be able to speak with native speakers with the topic they have learned the first year.

MH532 Mandarin Chinese II

Grades 9-12. Prerequisite: Mandarin I

Chinese II builds upon knowledge gained in Chinese I. This carefully sequenced and highly interactive course is designed to help students further develop and improve listening, speaking, reading and writing skills.Typical class format still is Performance Culture Approach, Students acquire stronger listening comprehension, and more fluent speech, plus a solid grammatical base, Learning will also be enhanced with cultural references to Chinese geography, customs, and traditional games. Upon completion, students speaking will be more fluent, and fine-tune their pronunciation, acquire basic proficiency in reading short texts and write simple compositions in Chinese.

MH533 Mandarin Chinese III Honors

Grade 10-12. Prerequisite: Mandarin II

Chinese III builds on the knowledge gained in Chinese 1 and Chinese II. This course is designed for students who have successfully completed Chinese II or its equivalent. Students will continue to improve the four areas of language skills: listening, speaking, reading and writing. Through 6 thematic units of study, students will acquire new vocabulary and more sophisticated grammar structures. All language concepts are introduced and practiced in innovative and interesting ways with a variety of learning styles in mind. Supplementary reading materials will include short stories. Learning will also be enhanced with various hands-on projects.

MH534 Mandarin Chinese Year IV Honors

Grade 10-12. Prerequisite: Mandarin Chinese III Honors

Mandarin IV builds on the knowledge gained in Chinese II and Chinese III Honors. This course is designed for students who have successfully completed Chinese III or its equivalent. Students will continue to improve the four areas of language skills: listening, speaking, reading, and writing. Through 10 thematic units of study, students will acquire new vocabulary and more sophisticated grammar structures. All language concepts are introduced and practiced in innovative and interesting ways with a variety of learning styles in mind. Supplementary reading materials such as short stories are employed. Exposure to Chinese culture can be found throughout the course in order. Learning will also be enhanced with various hands-on and mind-on projects.

MH535 AP Chinese Language and Culture

Grade 12. Prerequisite: Mandarin Chinese IV Honors

Our AP courses class will be merged into Chinese 4 classrooms. But in this multi class, we are divided into different groups according to students' learning needs and use different materials to teach and learn. Students in the AP group use College Board and a lot of authentic materials, as well as Integrated Chinese level 3-4. Through group activities and individual study, students will improve their Chinese proficiency and prepare for the AP exam in May.

The Monomoy Regional High School Visual and Performing Arts Department program of studies is built on the understanding that the arts are an integral and unique part of a person’s core education– developing curiosity, creativity, critical thinking, and problem-solving skills through study, observation, performance, creation, and reflection. Not only do the arts provide individuals with these 21st-century skills, but they are also necessary components for any civilization that wishes to raise itself above simple existence. VPA students experience both individual and collaborative coursework that is engaging, relevant, and deeply purposeful. Participation in our programs prepares students to contribute to the vibrance of humanity beyond high school.

The Arts, as stated in Massachusetts State Law and Every Child Achieves Act, are considered core academic subjects. They teach 21st Century skills encountered in other areas. Learning in the arts is a lifelong skill and the department offers a variety of classes for the serious artist, as well as classes that will interest all students. The performing arts department of the high school is the culminating experience in a K-12 district program. The performing classes, in chorus and band, showcase the students’ talents gained in their public school musical training and in their community-based experiences. Theater offers students both performance and technical experience. The visual and digital art courses provide an understanding of the arts through a variety of real-life scenarios working with the 21st Learning expectations. Students have opportunities to visit art museums and are introduced to artists in the community. As juniors and seniors, students may apply for an arts internship to work alongside a professional artist. Those who may choose art as a career path should start with the Foundation classes and progress through their chosen fields to ensure a competitive portfolio/body of work is produced.

Stephen Cass: Earned a Bachelor's degree from the State University of New York at Oswego in Technology Education and a Master’s degree from SUNY Oswego in Vocational Teacher Preparation.

Mike Newby: Earned a BFA in Sculpture from Massachusetts College of Art and Design as well as an MFA in Sculpture. Specializes in integrated art that uses 2D and 3D processes.

Jeremiah Nickerson: Earned a BFA in Art/Arts Education from The University of Georgia and an MAT in Creative Arts from Bridgewater State University. Jeremiah specializes in three-dimensional art such as sculpture and ceramics.

Rosemarie Richard: Graduated with a Bachelor’s degree in Music Education from Moravian College in Bethlehem, PA, and a Master of Science degree in Music Education from Central Connecticut State University.

Amanda Newcomb: Earned a BFA in art education from Massachusetts College of Art and Design and an MFA from Mass Art’s Dynamic Media Institute. Specializes in digital art, design, photography, and new/interactive media. Amanda is a practicing designer and photographer who owns and runs her local business– Down Cape Design.

 

2D & MIXED MEDIA|FINE ARTS

Hands On Art History and Global Art & Design may be taken for an ART or SS requirement

MH600 Introduction to Drawing and Painting

Grades 8-12 Semester

All skill levels are welcome in this introductory course! Students will learn the foundations of drawing and painting. We begin by building drawing skills through observational work, technique-building activities, and general planning in sketchbooks. After developing fundamental drawing skills, we will explore painting, where students experiment with a variety of different mediums such as pen and ink, graphite, colored pencils, watercolor, acrylic, oils, gouache, and more. Come into our studio and learn how to reactivate your innate drawing abilities!

MH610 Advanced Drawing and Painting*

Grades 9-12 Semester Prerequisite: Students must pass Intro to Drawing and Painting with a grade of 80% or by instructor approval.

This course helps students widen their creative scope while encouraging experimentation, inquiry, and investigation within their projects. Students will be challenged to reach their next technical skill level and apply it in interesting and creative ways within their artwork. This will help students learn how to develop their own personal style and let it shine on the page and canvas.

MH606 Mixed Media Workshop*

Grades 8-12 Semester

Build your creative confidence! This class provides the less-experienced student an opportunity to try their hand at a wide variety of visual arts mediums, and the more-experienced student an opportunity to push their creative limits. Students will produce original artworks and learn skills and techniques that can serve as a building block to more advanced artistic practice. Have some creative fun while exploring different artistic mediums and styles, such as embroidery, cardboard arts, painting, oil pastels, found paper arts, printmaking, and much more. This course helps students explore many different ways of making art. All experiences are welcome to this mixed media course, so join our studio for skill-building fun!

MH604 Global Art and Design*

Grades 9-12 Semester

This class is for students who would like to learn about art through hands-on work that can go beyond drawing and painting. Students will explore diverse arts and crafts created by artists from different cultures and time periods. Projects may include textiles, bookmaking, multicultural crafts, fashion, painting, drawing, building, and printmaking. There is a strong emphasis on designing your own projects that will couple with your research of art from around the world. There is an emphasis on understanding the traditions and historical contexts of our studied cultures as well as an examination of your own heritage. Join us to travel the world without ever leaving Monomoy!

3D |FINE ARTS

MH616 Introduction to Ceramics

Grades 8-12 Semester

An introductory level course where students use clay to learn the elements of art and principles of design. Level 1 will focus on developing proper hand-building techniques to create functional pottery. Through ceramics students will learn about art history, the processes behind kiln firing, and proper glazing.

MH619 Advanced Ceramics*

Grades 9-12 Semester Prerequisite: Student must pass Ceramics 1 with a grade of 80% or higher or have instructor approval

This course expands on the ideas and skills learned in Ceramics 1, with more of a stress on sculptural form and students making independent artistic choices. Students will continue to develop hand-building skills along with an introduction to the pottery wheel.

MH630 Introduction to Sculpture

Grades 8-12 Semester

Through the elements of art and principles of design students in this course will learn to explore three-dimensional space using a variety of artistic techniques and materials. This course will use art history to give students the opportunity to gain knowledge in additive, subtractive, and assemblage techniques as different methods of construction.

MH631 Advanced Sculpture*

Grades 9-12 Semester Prerequisite: Student must pass Sculpture 1 with a grade of 80% or higher or have instructor approval

This course expands on the ideas and skills learned in Sculpture 1, with added stress on independent artistic choices. Using a wide variety of 3D materials, students create representational and abstract forms based on both historical and contemporary concepts.

DIGITAL MEDIA

All digital arts classes may be taken to fulfill an ART or STE requirement

MH682 Intro to Digital Media

Grades 8-12 Semester

Digital media gives you the opportunity to explore exciting jobs in the growing field of Digital media/Communications. This is an entry-level course that allows students to learn how to make audio and video production using digital video/audio equipment and editing software and also use your creativity to produce Interviews, music videos, commercials and an instructional video. Students will learn about audio production, using the right microphones and getting the right audio levels, then going into camera methods as well as editing techniques, and learn how to correctly operate tripods and microphones. Successful completion of the course will give you the necessary background to take Digital Media 2 and gain the skills necessary to succeed in today's Digital Media society.

MH683 Digital Media 2

Grades 9-12 Semester Prerequisite: Student must pass Intro to Digital Media with a grade of 80% or higher or have instructor approval

Digital media 2 builds upon the skills you have learned in Intro to Digital Media. You will learn more in depth knowledge about the camera, techniques and movements that will allow you to enhance the projects you will be working on in class. These projects will include ones that are assigned but will also give you the ability to work on projects that you are interested in exploring. This class will allow you to explore the use of drones, DSLRs, stabilizers, tripods and Gopro equipment for your projects.

MH685 Advanced Digital Media*

Grades 10-12 Semester Prerequisite: Student must pass Digital Media 2 with a grade of 80% or higher or have instructor approval

Ability to work and learn in a self-guided atmosphere where each student has the opportunity to work individually or as a member of a self-formed group is integral for this course. Advanced Digital Media is designed for the student who has already spent a year or more in Digital Media or Television Production and wishes to concentrate on a specific area of study or a project of a scope not covered by the traditional Digital Media classes. Students will be guided through areas that they would like to enhance their skills in. This can include camera work, editing, creating a movie from start to finish to name a few.

MH684 TV Production *

Grades 10-12 Semester Prerequisite: Student must pass Intro to Digital Media with a grade of 80% or higher or have instructor approval

LIGHTS, CAMERA, ACTION! Work to produce the Morning announcements that broadcast over Comcast to all subscribers in the Chatham and Harwich area and on the Internet. Learning to be a member of a team, taking responsibility for a product, and functioning in a real-world environment of deadlines and responsibilities are all part of the TV Production experience. Whether you’re looking for a career head start or just want to try something new, TV Production has something for everyone. Problem-solving, decision-making, creative thinking, and hands-on learning are the name of the game here. Students will use prior knowledge as well as new skills to build thorough and concise written pieces for televised and digital broadcasts.

DIGITAL ART & DESIGN

All digital arts classes may be taken to fulfill an ART or STE requirement

MH626 Intro to Design Grades 8-12 Semester

Dive into the world of digital art and design—it's all around us! Learn professional programs and tricks to make your creations stand out, while exploring all of the exciting design careers awaiting you in the future. Intro to Design is an entry-level multidisciplinary digital art and design course where you learn how to use the Adobe Creative Suite to communicate your vision and ideas. In our state-of-the-art Mac lab and maker studio, you build your creativity and problem-solving skills through project-based design challenges. Some areas of exploration may include graphic design, advertising, product and packaging design, fashion design, tattoo design and more.

MH602 Advanced Design

Grades 9-12 Semester

Future Designers Wanted! Ready to turn your ideas into reality? Our advanced-level design course enhances your proficiency in the Adobe Creative Suite and your understanding of design processes across multiple disciplines. You gain real-world experience by participating in design thinking challenges, collaborative projects, and client proposals. The course is tailored to individual student interests, enabling a deeper exploration of various design fields. Whether it's apparel and fashion design, personal branding, web design, advertising, merchandise design, architecture design, app design, or other areas, our goal is to inspire you to unleash your creativity and bring your design concepts to life. Join us on a journey to unleash your creative potential! Prerequisite: Students must pass Intro to Design with a grade of 80% or higher or have instructor approval

MH620 Intro to Photography

Grades 9-12 Semester

Learn how to see the world with a different lens! In this class, students learn how to capture, compose, and edit stunning images using the manual mode of the digital camera. We will focus on foundational photography skill development, which includes media management and image enhancement techniques in Adobe Lightroom and Photoshop. Individuals are encouraged to put their own creative twist into their assignments and explore the world around them. Camera kits are available to students who do not have their own SD cards. Students will be expected to capture the majority of their images off-campus.

MH623 Advanced Photography*

Grades 9-12 Semester Prerequisite: Students must pass Intro to Photography with a grade of 80% or higher or have instructor approval

Advanced Photography is a course for students who are serious about photography and wish to improve their skills. This is an intensive, independent, project-based course that gives individuals an opportunity to utilize photography to explore creative ways to communicate ideas, stories, moods, and messages. Students are encouraged to interpret the instructor’s photography prompts in their own ways, so they can further develop their own style. Throughout the course, students generate a portfolio of finished works that demonstrate their understanding of concepts, processes, skills, and style. Each individual is required to participate in at least one contest or exhibition during the course. Class time is solely dedicated to skill development, planning, critiques, editing, organization, writing, research, and staged photo shoots whereas outside of school, students are expected to complete a minimum of 1-2 hours of photography each week. Students are highly encouraged to obtain their own DSLR camera, but the department has loaners for those who do not have access to their own.

PERFORMING ARTS

MH642 Band 8-12*

Grades 8-12 Full Year

The band will play three major concerts at night, and it will play in the community and for graduation. Two rehearsals at night per concert will be mandatory. Members may participate in local, district and state music festivals. The music studied will include standard band/orchestra literature, as well as jazz, rock, pop, classical, and Broadway shows. There will be limits on numbers of guitar players, bass players, and keyboard players permitted in this class.

MH644 Chorus*

Grades 8-12 Full Year

Chorus is open to all students who enjoy singing. The chorus will perform in three major concerts at night, and for the community and two rehearsals at night per concert will be mandatory. Material covered will include exercises for vocal development and a wide variety of music from the choral literature. Members may participate in local, district and state music festivals.

MH645 Select Choir*

Grades 9-12 Full Year Prerequisite: Successful audition with outside adjudicators in the spring of the previous academic year. One year of chorus is recommended but not required This ensemble will learn and perform challenging 4, 6, and 8-part choral literature. The works will primarily consist of a cappella music and will range from Renaissance to Contemporary a cappella. Individual work will be emphasized including sight singing, musical style, phrasing, intonation, and diction. Training will include ensemble performance without a conductor, as well as solo and smaller ensemble singing. Performance in evening concerts will be scheduled and mandatory. Members will be required to audition for local and regional music festivals. This ensemble does ample outside community engagement, as well as recruitment in the lower schools. Altogether, performance skills, leadership, poise, cooperation, independence, and musicianship are expected and prioritized; developing habits of deeper learning.

MH646 Music Theory*

Grades 9-12 Semester

This one-semester course is designed to carry students from basic fundamentals of music into the beginnings of composition. Music Theory will provide the opportunity to learn about the “science” behind music and covers music notation, literacy, rhythmic and melodic dictation, chord structure, and melody writing. Noteflight is our vehicle for creative composing and applying your acquired knowledge. Previous ensemble experience is not necessary.

MH649 History of Rock Music*

Grades 9-12 Semester

Students will explore various genres of recent music by studying their origins, exploring their history, critically listening to examples, analyzing their elements, connecting them to the global, social, and historical factors. Students will research representative artists, pieces, and lyrics, and analyze performances. Students will be expected to document their research, write detailed analyses, and present their findings. Theater Arts* Grades 8- 12 Semester This class is for actors and tech people of all levels interested in learning about the many aspects of the theater. It will include theater design, acting, and history of theater, while also providing support for the department’s performances. Both technical and performance areas will be covered. While students will not be required to perform, they are required to work on and attend the fall and spring productions.

VPA |DEPARTMENT-WIDE

MH615 AP Art & Design, 2D or 3D

Prerequisites: Minimum of 2 arts courses, with grades of 80% or higher Enrollment
Requirements: Initial Portfolio & Final Instructor Approval
Grades 11-12 Full Year 

Do you want to develop your portfolio or gain college-level experience in the arts? Consider enrolling in our AP Art & Design studio course today! Not only will this course boost your skills, grit, and creative confidence– but you will have the opportunity to work in a college-like studio setting alongside like-minded individuals who share similar passions and interests. AP Art and Design has three track options; 2D, 3D, and Drawing– all of which correspond to courses offered in colleges and universities. Submitting the AP portfolio/exam is a requirement for each track.Students begin the course by generating an inquiry to guide their sustained artistic investigations. Over the course of nine months, students build 15-20 high-quality artworks in response to their inquiry. The final AP portfolio/exam submission requires evidence of investigation of materials, processes, and ideas, as well as experimentation, revision, and communication. Due to the time-consuming nature of art making, AP Art and Design students are highly recommended to enroll in “Independent Study in the Arts Course-Honors” to extend their studio time during the school day.

MH629 Independent Studies in the Arts, Honors*

Grades 11-12 Semester

This course is for students who wish to broaden their arts experiences, skills, and knowledge through independent exploration in visual or performing arts, digital media, or arts management. Independent study is only intended for the advanced student that has demonstrated a high level of motivation, maturity, and responsibility in the Visual and Performing Arts Department. Students must complete and submit an independent study request sheet by the deadline provided. Forms made available by the VPA Department Head. This course requires teacher, school counselor, and department head approval.

• Portfolio-Focused Independent Study
  For students choosing independent study with a focus on producing work(s), whether visual or performance-based, they meet with their instructor/mentor to outline goals, timelines, and deliverables for the semester, then work independently to meet those expectations. This includes arts internships where applicable.
• Arts Management-Focused Independent Study
  For students choosing independent study with a focus on arts management, they work under a VPA teacher on tasks related to the operation of arts organizations. Students work with the Visual and Performing Arts Department assisting with shows, exhibits, performances and the day-to-day tasks needed to produce these events. Website design and maintenance is required. Publicity, community outreach, public relations, fundraising, program development, graphic design, event planning and technical aspects of the arts are some of the areas that are incorporated.
• AP Studio-Focused Independent Study
  AP students are required to take an independent study block each semester while enrolled in AP Art and Design 2D or 3D. This independent study block is to serve as an extension of the AP studio time.

The Monomoy Regional High School Wellness Department provides a comprehensive health education and physical education curriculum for students grades 8-12. MRHS Wellness continues to practice healthy-enhancing skills with the intention for students to learn wellness concepts and master skills with self-confidence. With a variety of individualized courses, we provide our students with information, skills, and opportunities to explore their own personal wellness and make decisions that support a healthy lifestyle. The MRHS Wellness Department offers a sequential approach throughout their time at Monomoy. Students in grades 8-10 are required to complete a semester of PE & Health for each year. Along with completing the prerequisite courses, we offer a variety of wellness electives for students in grades 9-12. These electives provide educational opportunities geared towards personal interests while learning concepts, applying them in class activities, and ultimately transferring skills through personal experiences beyond the school setting. The MRHS Wellness Department strives to create a positive, welcoming learning environment that promotes self-responsibility and a lifelong commitment to one’s overall health and wellness.

Students will be able to independently use their learning to:

• Take personal responsibility for making healthy life-long choices.
• Develop and maintain positive relationships through team building and sportsmanship.
• Appreciate and enjoy life-long recreational fitness activities.
• Understand the impact of wellness on academics.

Adam Legg: Earned a B.S. in Physical Education from Endicott College in 2018 and earned a M.Ed in Athletic leadership from Springfield College in 2022. Four year varsity soccer player at Endicott College. Graduate assistant coach for the Springfield College Baseball program and teaching fellow in the Springfield College Physical Education Health Education Department. Crossfit L1 certification.

Caroline Freitas: Graduated from the University of Massachusetts, Amherst with a Bachelor of Science degree in Exercise Science, earned an A.O.S degree from the New England Culinary Institute in Burlington, VT., and has completed her Master’s Degree in Occupational Education from Fitchburg State University.

Stacy Yarnall: Graduated from Catawba College with a Bachelor of Arts in Physical Education. She also holds a professional license in Health/Family and Consumer Sciences and a Master’s in Health, Physical Education and Recreation from Emporia State University.

Chelsea Cunningham: Graduated from Bridgewater State University with a B.S. in Physical Education and a minor in Psychology and Motor Development Therapy; four-year varsity volleyball player for BSU. Graduated from Boston University with a M.Ed degree in Physical Education and Coaching. Currently holds a Professional PreK-12 license in Physical Education and an Initial PreK-12 license in Health/Family and Consumer Sciences.

Jake Wisniewski: Graduated from Stonehill College with a bachelor's degree in Elementary Education and Psychology. He has also received his initial license for Elementary Education for grades 1-6. He is currently pursuing a master’s degree in Movement Science from Westfield State University and has received his initial license in Physical Education.

Grade 8	Health & Physical Education- Required
Grade 9	Health & Physical Education- Required
Grade 10	Health & Physical Education- Required
Grade 9-12 Electives	Fitness Through Team Sports Personal Fitness Physical Education Leaders Unified Physical Education CPR/AED and First Aid Certification Applied Nutrition Sports Leadership Lifetime Activities SHORE Internship Culinary Arts and Nutrition I Culinary Arts and Nutrition II Culinary Arts Leaders Adulting 101 Health Issues in Society

Reminder: 8 credits in the Wellness Department are required for graduation.

All Students must complete 8 credits in this department to meet the graduation requirements.

MH750 Wellness 8A & 8B

(Half year– 1/4 physical education and 1/4 health education) Grade 8 Semester

Physical Education is an essential and vital part of life and education. The processes that occur in physical education class are those that help a child develop and recognize the physical, mental, social, and emotional characteristics needed in life. The Physical Education Program will provide a variety of movements and experiences to help all students develop the skills, knowledge and approach necessary to be successful and healthy in society. This course will provide a broad base in the following areas: health and physical education, drug and alcohol awareness, team building, nutrition, appropriate relationships, bully and cyber bully prevention. We use the “Great Body Shop” curriculum. 

MH751 Wellness 9A & 9B

(Half year– 1/4 physical education and 1/4 health education) Grade 9 Semester

Building on the foundation laid in Grade 8, the focus of Freshmen Wellness is to improve their knowledge of numerous games, sports, fitness-related activities and the development of skills, increased awareness of and confidence in self. We focus on concepts of persistence, teamwork, and good sportsmanship. The emphasis of grade 9 wellness is on preparing to make healthy lifetime fitness choices.

MH761 Wellness 10A &10B

(Half year– 1/4 physical education and 1/4 health education) Grade 10 Semester

Basic human anatomy and physiology and human sexuality will be discussed at this level. Through class activities and related laboratory work, students will explore the integration of physical, social, and emotional health in a balanced approach to healthy living with an emphasis on self-responsibility for wellness. The physical education component of this course will build upon the foundation made during grade 9 with a focus on sportsmanship and team building.

MH791 CPR/AED and First Aid Certification

Grades 9-12 Term

After completing this course the students will receive a CPR and First Aid certification from the Emergency Care and Safety Institute (ECSI). The course will provide up-to-date lifesaving techniques that align with the American Heart Association standards. Students with this certification become eligible candidates in the workforce as babysitters, camp counselors, lifeguards or swim instructors, as well as entry-level health care and emergency response career paths.

MH792 Lifetime Activities

Grades 9-12 Term

This course introduces a variety of activities that require participation, collaboration, and physical activity. Some of the offerings in the course include cooperative activities (tag games, backyard games), individual sports (badminton, pickleball, tennis), and lifetime fitness activities (relaxation techniques, dance, yoga, kickboxing) during physical education. Ultimately, this course engages students in activities that can be found in their homes, schools, and communities, while preparing our students for an active life beyond MRHS.

MH752 Fitness through Team Sports

Grades 9-12 Term

This course is intended for students interested in participating in a variety of team sports including flag football, floor hockey, ultimate Frisbee, soccer and handball. Focus will be placed on physical activity, understanding the rules of the game, sportsmanship, and the psychology of play. Vigorous participation is required and a written assessment will be included for each unit.

MH753 Personal Fitness

Grades 9-12 Term

This course is designed for students interested in exploring how to improve their own fitness levels in the areas of muscular strength & endurance, flexibility and cardiovascular endurance. Students will be taught various strategies and basic exercises to help them achieve personal success. This course promotes lifelong fitness through a variety of units including general physical fitness, yoga, stress management, and diet. Students will be expected to participate in vigorous activities, analyze their fitness levels, and design a fitness program that they can use for a lifetime.

MH790 Wellness Leaders

Grades 11-12 Semester

This class is open to students who have a serious interest in majoring in Physical Education in college. It is an independent study that must be approved by the instructors. It will be required that you do peer teaching and write up reports on your experience. This course is by teacher recommendation. Students interested in this course must fill out an application. Applications can be picked up in the Guidance Office.

MH744 Unified Physical Education

Grades 9-12 Term

This integrated Physical Education class will include students of all ability levels and will allow students to improve performance of self and others in recreational and fitness activities. Students will have the opportunity to socialize and participate in units of outdoor recreational activities (track and field, basketball, bocce, golf), movement development activities (dance, yoga), and fitness activities (muscular strength/endurance, coordination, flexibility). This is a great inclusive class that bridges the gaps between the various student populations and brings everyone together through exercise and fitness.

MH780 Sport Leadership

Grades 9-12 Term

The purpose of this class is to expose students to many different aspects of athletics. Sports psychology, athletic administration, philosophy of sport, leadership, and coaching are all potential career paths that are not thought of by many students. Students will be given tools to help build knowledge, understand the world of sports, the role of sport in society, build a personal philosophy and mission statement, and end with a culminating project of their choosing.

MH793 Applied Nutrition (will not be run during the ‘24-25 school year)

Grades 9-12 Term This course focuses on the relationship between nutritional practices and human physical performance. Topics covered include the role of carbohydrates, fats, proteins, vitamins, minerals, and water on performance. In addition, factors affecting physical and cognitive performance are covered. Students will learn about different dietary patterns as well as social and cultural factors affecting nutritional practices in today's world.

MH762 Adulting 101

Grades 9-12 Term

Students will be exposed to a multitude of topics to prepare them for life after high school. Whether students are attending college or not the tools of SEL, Digital citizenship, community outreach and financial literacy, are highly valuable. In a world that updates every week, the skills they will gain in this class will allow them to respond appropriately to situations that arise and help them plan accordingly for their future.

MH754 Health Issues in Society

Grades 9-12 Term

This course covers information available on pertinent health issues that young adults may face in today’s society. Topics covered are disease and illness prevention, substance use and the brain, the effects of social media on mental health, suicide prevention, and current health trends. This multifaceted course will allow students to explore content that relates 51to the current generation; when applying to acts of everyday life, students will be able to promote mature decision-making and exercise essential communication skills.

MH799 SHORE Internship

Grades 11-12 Semester

The SHORE Internship (Students Have Opportunities for Recreation and Employment) program is to provide students with hands-on experience with the 8th- 12th grade and the post-graduate age (18-22) students in the area of academics, vocational and transitional services. The goals of the program include teaching the students about acceptance, friendship, and empathy via innovative lessons, field trips, and in-school job opportunities. The program will pair up students with SHORE and SAIL students and they will assist with developing their functional life skills and communication such as money and time management, safety in the community, travel training, vocational training and self-advocacy skills through the guidance and support of the teachers in the SHORE and SAIL programs.

MH771 Culinary Arts and Nutrition I

Grades 8-12 Semester

Students will study nutrition, the management of food, safe use of kitchen appliances and utensils, recipe reading as blueprints for food preparation, kitchen math and measurements, basic food preparation, basic meal planning and smart shopping, and exploration of the foods of other cultures. Students will work with peers in teams to create kitchen lab experiences in preparing more than 80 recipes and will also work individually on research-based assignments. Culinary Arts & Nutrition I & II do not need to be taken sequentially.

MH772 Culinary Arts and Nutrition II

Grades 8-12 Semester

This course emphasizes the importance of healthy eating and making wellness a lifestyle choice. We will create awareness in keeping food safe and becoming an informed consumer. Critical thinking, teamwork, technology, academic, and workplace-related experiences are included in our hands-on culinary arts activities. Discussion of current nutrition topics and meal preparation have students using math and food science concepts to consider the link between cooking, nutrition, and lifelong health. Culinary Arts & Nutrition I & II do not need to be taken sequentially.

MH773 Culinary Arts Leaders

Grades 11-12 Semester

This offering is open to students who have successfully completed both Culinary Arts and Nutrition I and II and display a passion for food and learning. This independent study will allow for further development of your skills through peer teaching and being actively involved in all aspects of hands-on learning in our kitchen classroom. Interested students must fill out an application and be approved by the instructor. Applications may be picked up in the Guidance Office.

The Monomoy Regional School District library media program is aligned with the 2017 National School Library Standards which support competencies in thinking, creating, sharing, and growing. We foster a culture that encourages reading and learning throughout the school and an appreciation for literature. Our resources support the curriculum, reflect the diversity of the community, and meet the individual needs of our learners as they become skilled researchers.

Students will be able to independently use their learning to:

• INQUIRE: Build newknowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
• INCLUDE: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community.
• COLLABORATE: Work effectively with others to broaden perspectives and work toward common goals.
• CURATE: Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.
• EXPLORE: Discover and innovate in a growth mindset developed through experience and reflection.
• ENGAGE: Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.

Sarah Wheaton: Earned a Bachelor of Science degree in Secondary Education/English from the University of Maine and holds a Master’s degree in Education in School Library Media from Cambridge College.

Using research-based best practices, special educators identify and teach individualized skills and strategies needed to access the general education curriculum in the least restrictive environment. Through collaboration and team process, special education provides specially designed instruction which will support students in order to become self-determined and productive contributors to society. The core values of special education are based on inclusive and diverse opportunities with high expectations for all individuals with disabilities to become confident, adaptable, and resilient life-long learners.

Students will be able to independently, or with varying degrees of support, use their learning to:

• Achieve their highest level of proficiency in relation to the Monomoy Regional Schools transfer goals as stipulated in their Individual Education Program (IEP) Plan.
• Transfer and apply acquired skills and knowledge in their community.

Jackie Corrigan: Special Education Team Chair- Earned a Bachelor of Arts in Education degree from Franklin Pierce University. She earned her Master in Education degree from the University of Phoenix in Curriculum and Instruction.

John Bonanni: Mr. Bonanni has been teaching for 11 years, across adult education, special education, general education, and incarcerated youth. He earned his B.A. in English and Communication from UMass Amherst, and his master's degree in Education from Bridgewater State University. In 2022, he earned a Master's of Fine Arts in Creative Writing through University of Nevada's low residency program at Lake Tahoe.

Victoria Bunzick: Earned a Bachelor of Science Degree in Communication Sciences and Disorders from Bridgewater State University and also holds a Master of Science Degree in Speech Language Pathology from Emerson College.

Jennifer Coyner: Graduated from Framingham State University with a Bachelor's degree in Psychology and also holds a Master's Degree in Education with a concentration in Severe Special Needs from Fitchburg State University

Tammy Dennehy: Earned a Bachelor of Arts Degree in English from University of Massachusetts- Amherst and also holds a Master's Degree in Special Education from American International College. She is certified in Moderate Disabilities PK- 12, English 5- 12, and Elementary 1- 6.

Michelle Goode: Earned a Bachelor of Arts in Education from Curry College, a Master’s Degree in Special Education from Bridgewater State College, and a CAGS in Educational Leadership & Administration from American International College.

Shana Grogan: Earned a Bachelor of Arts in Intensive Special Education and a Master’s Degree in Special Education from Bridgewater State College. She is the advisor for Best Buddies and the Class of 2023. Additionally, she is the coach of the Unified Track and Field team at Monomoy High School.

John Herring: Earned a Bachelor of Arts in Psychology from Gannon University and earned a Masters of Education in Curriculum and Instruction from American International University. Mr. Herring also holds a Masters of Education in Special Intensive Education from Fitchburg State College. Mr Herring is currently in the final stages of a CAGS in Educational Leadership and has earned a provisional license for Principal/Asst. Principal from Bridgewater State University.

Elsa LaLone: Earned a Bachelors of Science Degree in Special Education and Mathematics from Bridgewater State University.

Michelina (Mickey) Oliver: Graduated Magna cum Laude from Bay Path University with a Bachelor of Arts in Education. She also holds an Associate in Arts degree from Holyoke Community College in Communication, Media, and Theater Arts. She holds licenses in Moderate Disabilities PreK-12, Elementary Education 1-6, and Early Childhood Education PreK-2. 55

Jennifer Stevens: Graduated with a Bachelors in Psychology from The University of Delaware and earned a Master’s Degree in Special Education from Notre Dame de Namur University. She holds licenses in Moderate Special Education 5-12 and Secondary Math.

Modified Mathematics

Offering of individual modified courses depends on student needs. In any particular year, a modified course may be offered in any math course from Pre-Algebra through Algebra 2. In any modified math course, the programming is dictated by students’ Individualized Education Plans. Students are provided with instruction toward goals in the area of math instruction, aligned to the traditional curriculum and standards. Designed to move at a slower pace, build in more review, and meet each student at their individual level, the classes are intended to be a safe and positive environment for students to build their math skills. The classes are a more supportive environment for students in special education who have historically struggled in a regular math class due to an intellectual, learning, or emotional disability. The classes are standards aligned, and focus on the most critical topics needed to pass the MCAS in Mathematics, as well as building general number sense and critical thinking abilities.

Modified English Language Arts

Offering of individual modified courses depends on student needs. In any particular year, a modified course may be offered in any English Language Arts course from. These courses provide small group instruction as required on students’ Individualized Education Plans. Accommodations and Modifications are built into the program to allow all students access to the Monomoy Regional High School’s English Language Arts curriculum. The classes focuses on the acquisition, improvement, development, and reinforcement of skills and strategies for vocabulary development, reading literature, and written expression. In addition, the classes focus on building self-confidence and self-esteem to allow for risk-taking and participation which enhance learning. Students will have many opportunities to be successful and develop a positive attitude toward reading and writing. They will also learn to respect your own ideas and those of others as well. Classes will be taught in a direct, systematic, multisensory way. Learning will be assessed in a variety of ways with many opportunities to achieve the grade you wish to earn and be responsible for your own learning.

MH491 Modified Biology

Offering of modified courses depends on student needs from year to year. This course is a two year survey that is designed to cover the essential concepts of biological science utilized in the Biology MCAS exam. Students will analyze and explain the nature of science in the search for understanding the natural world, as well as practice the application of technology, scientific tools and critical thought skills in solving problems. Students will focus on biological structures and their functions at multiple levels of organization in living things, as well as explore the patterns, processes and systems within biology. As scientific learners, students will collect and analyze data, interpret results, draw conclusions, and communicate their findings. The class is primarily project, lab, and classwork based, and may omit some topics and cover others more thoroughly as needed to meet the highest impact standards. Throughout the course, students will work both independently and collaboratively, with an active learner approach. The goal for the two year course is for students to gain competence in the area of science as well as a more meaningful understanding of the living world around them.

MH831-838 SAIL (Students Achieving Independent Learning) Program

The SAIL program serves students enrolled in grades eight through twelve. The SAIL program provides students with specialized instruction in the areas of social emotional learning, functional academics, activities of daily living and pre-vocational skills. Students are provided with individualized and small group instruction at a pace and level that meets their unique needs. Our SAIL students have jobs within the classroom and throughout the school and participate in weekly community outings to generalize daily living and vocational skills in real life settings. SAIL students participate in Best Buddies, Unified PE, and have opportunities to be part of other school activities and clubs such as Unified Basketball, Unified Track and Field, school concerts as well as the school play and musical.

MH811-818 SHORE (Students Have Opportunities for Recreation and Employment) Program

The SHORE program is to provide students with vocational and transitional services. The goals of the program include career planning, employment training, hands-on work experience, collaboration with families and outside agencies. The program will assist students in developing their functional life skills such as money and time management, safety in the community, travel training, vocational training, self-advocacy skills, and functional communication.

MH839 SAND (Students Achieving New Directions) Program

The SAND program is a therapeutic learning center for students in grades eight through twelve designed to assist students with social and emotional challenges. The goal is to integrate the students into the inclusion setting as often as possible, however they may require support within a separate setting to meet their unique learning needs both socially and emotionally. The purpose of this classroom is to help students develop self-advocacy skills, maintain consistent academic performance, and self-monitor their behavior. This classroom is designed for students who would benefit from developing a trusting relationship with adults in a therapeutic environment and from close monitoring of school/classroom behavior and attendance. Each student will develop a schedule based on their academic needs.

MH744 Unified Physical Education

Grades 11-12 Semester

This integrated Physical Education class will include students of all ability levels and will allow students to improve performance of self and others in recreational and fitness activities. Students will have the opportunity to socialize and participate in units of outdoor recreational activities (track and field, basketball, bocce, golf), movement development activities (dance, yoga), and fitness activities (muscular strength/endurance, coordination, flexibility). This is a great inclusive class that bridges the gaps between the various student populations and brings everyone together through exercise and fitness.

English as a Second Language is the development of reading, writing, listening, and speaking towards a proficient level in the English language with emphasis on expanding the academic language to achieve success in all areas. ESL will develop growth towards understanding the American and local culture. It provides multicultural students the chance to be active participants in the school community and access all the opportunities that Monomoy Regional High School provides.

Mimi van der Burg: Received a Bachelor’s of Science degree from Ithaca College and a Master’s degree in Curriculum & Instruction with a minor in English for speakers of other Languages from Concordia University.

MH901 ESL1

English language class for students with no prior English. The focus is on the basics of listening, speaking, reading, and writing. It also includes the development of vocabulary and grammar, and basic reading and writing skills. Students touch on the basic history and culture of the United States. This class is a double block class.

MH902 ESL2

English language class for LEP students who have completed English 1 or students who have a proficiency level of 2-3.5 This is a continuation in developing the student’s listening, speaking, reading, and writing skills. It will also include more development of vocabulary and grammar, as well as reading strategies, literature interpretation, research techniques, and writing essays. Students explore the history and culture of the United States.

MH903 ESL3

English class for English language learners who have completed English 2 for ELL students or have a proficiency level of 3.5 or higher. The focus is on fully developing the student’s listening, speaking, reading, and writing skills. Strong emphasis is placed on reading strategies, literature interpretation and analysis, and writing essays. Students study some aspects of history and culture of the United States in a more detailed manner through research and literature.

MH900 ESL Resource

This is an academic support to English language learners. It provides time to help the student be engaged in their core academic classes. Students receive assistance with the development of cognitive academic language as well as with reading and writing skills in their second language. This course is recommended to all ELL students as well as the language LEP students who want or need extra support.

MH906 English Development

English Development is a course designed for students in all language proficiency levels. This course is designed to increase student achievement through focus on academic vocabulary in various subjects with an emphasis on writing and literacy. Students learn how to identify text features, work with different types of text, and annotate texts to aid in comprehension. Students create well-structured writing samples specific to the content covered in their English, Social studies, math and science courses that incorporate concepts and language found in each course. This is a semester course.

Cherian Armstrong - Career Exploration Counselor: Earned a Bachelor of Science in Social Sciences from Western New England College, a post-graduate certification in Elementary Education from Bridgewater State College, and a Master of Education in Curriculum and Instruction in Literacy from Lesley University. She also holds a Certificate of Advanced Graduate Study in Educational Leadership from Salem State College. She is a fellow with the National Writing Project, and she has completed the Educational Policy Fellowship Program with the Rennie Center for Education Research and Policy.

MH851 Community Internship

Grade 12

All prospective interns are encouraged to participate in a personal finance class and activities offered to prepare to seek employment and pursue real-world opportunities. Students will be placed with community partners according to their possible future career interests. These interests are determined through discussions with students as well as through the use of the Strong Interest Inventory and the Myers-Briggs Personality Inventory. Internship students will be evaluated through the use of the Massachusetts Work-Based Learning Plan (WBLP). The WBLP focuses on professional and career-based skills. These skills are chosen by the student, their mentors, and the internship coordinator. Each student’s WBLPis evaluated by the Monomoy Regional High School internship coordinator as well as the student’s work-based mentor at least twice during the internship placement. This course may also include a classroom component that includes field trips, guest speakers, as well as addressing any challenges that develop during a student’s internship. Students are encouraged to keep a journal. Students will also complete a Capstone Project that will highlight what was learned during their internship experience. This project will be presented to the school community during the mentor appreciation event that is held every May. This course is offered on a Pass/Fail basis.

Interested students:

• MUST be in good academic and behavioral standing as determined by the building principal, the guidance director, and the internship coordinator. Any student who has earned a D or an F in a Quarter 1 class will be deemed ineligible pending Quarter 2 grades.
• MUST have their own transportation. Carpooling by interns is expressly forbidden.
• MUST be committed to being a positive student ambassador. Appropriate workplace “presence” aligned with the norms of the specific internship site is critical and an expectation.
• Attendance, punctuality, and conduct are also taken into consideration. Any student who exceeds 9 or more unexcused absences in semester 1 will be deemed ineligible for the internship program. In addition, excessive tardies and/or dismissals may also warrant exclusion from the program
• Internship students must be on time and accountable to their other academic classes to remain eligible for the internship program. In short, participating students' conduct is expected to be exemplary. Any disciplinary action incurred by an intern, i.e. a suspension, may warrant removal from the internship program.
• MAY need to be interviewed before a placement can occur. This would happen in situations where there are limited placement openings available.

MH871 Independent Study

You must see your guidance counselor to register for this course option. Occasionally students desire to work in a content area not well matched to current course offerings. However, before beginning work on a project, students must complete an Independent Course Request Form that requires parental, guidance, and administrative approval. As a rule, independent study requests must be a substantial departure from our 59current Program of Studies and must involve new study, research, or course requirement options not routinely available. Teachers are encouraged to guide students carefully in their requests for independent study and to assist students in drafting their Independent Study Request Form. Independent study presumes that students are able to take charge of their course work, requesting help when needed, and that students will take full responsibility for the on-time completion of assignments and projects.

MH995 Dual Enrollment

You must see your guidance counselor to register for this course option.

Grades 11-12.  Semester or FY 

Juniors and seniors with a GPA of 3.0 or better who are recommended by a guidance counselor may participate in Dual Enrollment. Students may take courses at Cape Cod Community College or Massachusetts Maritime Academy and receive credits toward both high school and college graduation. Registration occurs in the semester before participation. Students should see their counselors for applications. State funding decisions may affect student participation.

The vision of the Monomoy Regional School District School Counseling and Psychology Department is to provide a safe, healthy, and supportive learning environment for all students. We assist students in their personal, social, and emotional growth by fostering their self-worth, interpersonal skills, and respect for others. We help students navigate the challenges of their world through the developmental stages, from childhood to young adulthood, in collaboration with administration, teachers, families, and community agencies. We work with the whole child to achieve academic success in preparation for careers in the 21st century.

Students will be able to independently use their learning to:

• Develop and maintain positive interpersonal relationships.
• Demonstrate healthy emotional regulation and coping skills.
• Achieve effective academic progress.
• Evaluate career options based on individual interests, strengths and skills.

Kathleen Giorgio, School Adjustment Counselor: Graduated from Providence College with a Bachelor in Social Work. Earned a Master’s in Clinical Social Work from Boston College.

Jonathan Bennett, School Counselor: Graduated from University of Massachusetts-Amherst with a Bachelor of Arts in Psychology. He earned his teaching credential for Social Studies Grade 5-9. He completed his Masters of Science-School Counseling at Long Beach State College in California.

Sean Burke, School Counselor: Graduated with a Bachelor of Arts in Marine Affairs from the University of Rhode Island. He earned a Master’s of Science degree in counseling Psychology and Quantitative Methods from the University of Baltimore.

Christina Fonts, School Psychologist: Graduated from Boston University with a Bachelor of Science in Psychology with a minor in Women, Gender, and Sexuality Studies. She later earned her Educational Specialist degree in School Psychology at Lewis & Clark College in Portland, OR, as well as a certification in Ecopsychology. She is a nationally certified school psychologist.

Lindsay Ginnetty, School Counselor: Graduated from University of Massachusetts-Amherst with a Bachelor of Arts with a double major of Psychology and Communication. She earned her Masters of Social Work degree from Boston University. She holds licenses as a School Adjustment Counselor and School Counseling through DESE. Lindsay is a native Cape Codder who graduated from Barnstable High School.

Caitlyn Hall, Grade 8 School Counselor: Graduated with a Bachelor of Arts in English & Secondary Education from Bridgewater State University. Mrs. Hall earned a Master of Science in School Counseling from Capella University. She holds licenses in both School Counseling and English 5-12.

Megan Mazzeo, LICSW, School Adjustment Counselor: Graduated from University of New Hampshire with a Bachelor of Arts in Sociology. She earned a Master's in Social Work from Boston College.

The School Counseling and Psychology Department works closely with our Health Office.

Cheryl Dufault BSN, RN, NCSN, School Nurse: Graduated from Quinsigamond Community College with an Associate’s degree in Nursing and from Worcester State College with a Bachelor’s degree in Science with a dual concentration in Nursing and Psychology. She is certified by the National Board for Certification of School Nurses (NCSN). Cheryl has been working as a school nurse for 15 years and has been a RN for 28 years.

Katherine Savin BSN, RN, School Nurse: Graduated with her Bachelor of Science in Nursing from Northeastern University. Katie has been practicing nursing for the past 16 years

Sara Sears, RN, BSN, School Nurse: Received her Bachelor of Arts and Science from University of Massachusetts-Amherst with a double major in Political Science and German. She went on to earn her Bachelor of Science in Nursing from Johns Hopkins University. Sara has been practicing nursing for the past 24 years.

MH890 Seminar for  AP Students

Grades 10-12 Semester or Full Year

This scheduled block allows students with two or more Advanced Placement courses to utilize the time in their schedule to prepare, study, and complete assignments required by the appropriate College Board curriculum. This will be scheduled in consultation with the student’s guidance counselor. This course is offered on a Pass/Fail basis.