CAREER PLANNING GUIDE

2016-2017

EQUAL OPPORTUNITY DISCLAIMER The School District Number Two of Anderson County does not discriminate in admissions or access to its educational programs, nor in the treatment of its applicants for employment, nor in any of its programs and activities, nor does it use any unlawful criteria such as age, race, sex, handicap, religion, or national origin in its dealings with employees, students, or the general public.

BELTON-HONEA PATH HIGH SCHOOL

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Table of Contents____

General Information Registration process……………………………2

Schedule changes………………………………2

Retaking a course………………………………2

S.C.R…………………………………………...3

Unit Recovery……………….……...……….....3

Exams…………………………………………..3

Promotion and retention………………………..4

Attendance……………………………………..4

Graduation requirements……………………….4

ACT/WorkKeys………………………………..5

Graduation Ceremony………………………….5

Special Education ……………………………...5

Grade point average...………………………….6

Class rank………………………………………6

Honors courses…………………………………6

Advanced Placement courses…………………..6

Dual Enrollment………………………………..7

S. C. Virtual High School Program……………8

Interscholastic activities (High School

League)………..………………………………..8

Renaissance

Vision…………………………………………..8

Beta Club……………………………………....9

National Honor Society………………………..9

Beyond High School Educational and career planning……………….9

Educational /career assessments……………….9

ACT , SAT, COMPASS……………………...10

Planning for the future………………………..12

College bound………………………………...12

Course requirements to South Carolina public

colleges and universities…………………...…13

Educational Lottery scholarship……………...14

NCAA eligibility requirements……………….14

Curriculum Framework Overview……………………………………...15

Framework design…………………………….15

Individual Graduation Plan…………………...16

Frequently asked questions…………………...16

Framework and IGP…………...……………...17

Course Descriptions English………………………………………..19

Mathematics…………………………………..22

Science………………………………………..24

Social Studies…………………………………26

World (Foreign) Language…………………...28

Art…………………………………………….30

Music…………………………………………32

Theater………………………………………..35

Health Education……………………………...36

Physical Education……………………………36

AFROTC……………………………………...38

Additional Electives…………………………..42

Agricultural Education………………………..43

Business Education…………………………...45

Family and Consumer Science……………….47

Special Education………………………….....48

Course Sequences Course Sequences…………………………….50

Career Clusters Career Clusters……………………………….52

*Career and Technology Education

Course Guide is listed separately on the

B-HP website.

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General Information

REGISTRATION PROCESS 1. All students in grades 9-11 must take a

minimum of 8 units each year. Seniors

must take a minimum of 5 units in order

to be considered a fulltime student.

Seniors must be enrolled in enough

units to meet graduation requirements.

2. All courses are open to students of both

sexes with the exception of Strength

Training. This course is offered

separately for men and women.

3. All students must earn one unit of

Physical Education, Strength Training,

or JROTC.

4. Since all English courses are sequential,

students should not take two required

English courses in the same academic

year with the exception of students who

are approved to take a course through

Virtual School Credit Recovery or to

meet graduation requirements. Seniors

are required to take an English and math

unit.

5. Students who become ineligible for

courses due to a prior failure must

check their schedules when school starts

to verify that appropriate changes have

been made. They should see their

guidance counselor if a correction is

necessary.

6. Once school begins, schedule changes

may be impossible due to lack of space

in the course(s) to which the student

wishes to move to or limitations in

rearranging other courses in the

student’s schedule. In such cases, the

student is required to remain in the

course originally chosen.

7. Counselors and administrators assign

classes for students who fail to

complete the registration form.

Schedule Changes

Students are encouraged to choose courses

carefully during the registration period. Once the

new school year begins, schedule changes must

be approved by an administrator. To request a

schedule change, students must complete and

submit a request for course change form to the

Guidance Office. An administrator will

determine whether or not the change may take

place.

Dropping a course The South Carolina Grading Scale Policy

mandates that students who have permission to

withdraw from a course may do so without

penalty only if they meet the following timeline:

Using the first day of enrollment as the baseline,

students in a 45-day course must withdraw from

the course within three days; five days in a 90-

day course; and ten days in a 180-day course.

Requests to drop a course after the above

timeline has expired may be considered only if

there are extenuating circumstances, and the

circumstances are reviewed by a committee

composed of the student, parent, guidance

counselor, and principal. The principal will make

a final determination in such cases. If the course

is dropped, the student will receive a grade of

61 for the remaining nine week(s) and for the

final grade. The grade of 61 will appear on

the student’s transcript and will be included

when calculating the student’s GPA and rank.

The student will not receive credit for the

course.

Retaking a Course

According to the S. C. Uniform Grading Policy,

students are allowed to retake the same course at

the same difficulty level under the following

conditions:

Only courses in which a “D” or “F” is

earned may be retaken.

The course in which a “D” or “F” is earned

may be retaken during the current academic

year or no later than the next academic

school year.

The student’s record will reflect all courses

taken and the grade earned

Students taking courses for a Carnegie unit

prior to their 9th grade year may retake any

such course during their 9th grade year. In

this case, only the 9th grade retake grade is

used in calculating the student’s Grade Point

Average (GPA) and only the 9th grade

attempt is recorded on the transcript. This

rule applies whether the grade earned is

higher or lower than the pre-ninth grade

attempt.

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Summer Credit Recovery

(SCR) Students who fail a required core course with a

grade of “62” or higher or who pass the course

but fail due to excessive absences are eligible for

Summer Credit Recovery. Students may take a

maximum of two (2) courses. A grade of “70”

will replace the original grade of “62” or higher

or the failure due to absence “61” on the

student’s transcript upon successful completion

of SCR. Students will be required to pay a fee

for each SCR course taken. Availability of

courses will be based on student need/demand.

Unit Recovery

Students will have the opportunity to

participate in the Computerized Unit

Recovery Program for failed assignments in

current coursework. In order to be eligible for

Unit Recovery work, a student should be

recommended by his/her teacher, guidance

counselor, or principal. Work may be done

before or after school (if available), or at home.

Computer software prevents students from

taking major unit tests and quizzes outside of

school. All major unit tests and quizzes must be

taken with a proctor employed by Anderson

School District Two. Students should work in

one course at a time.

Guidelines for Unit Recovery for failed

assignments in current courses:

1. Any student who has failed coursework/

assignment(s) in current courses for

grades 9-12 is eligible for Unit

Recovery in subjects that are available.

Students must enroll in Unit Recovery

within five school days from issue of

failed interim report or report card.

Teachers must give any student(s)

who has failed the option of Unit

Recovery at the end of the first,

second, and third report card grading

periods. 2. Unit Recovery must be in addition to

the regularly scheduled class. The

student must still attend class and

complete on-going assignments. Unit

Recovery is supplemental.

3. For coursework / assignment(s) the

student fails and teacher assigns to Unit

Recovery, the student’s grade(s) earned

for the failed content(s) will be recorded

in PowerTeacher. Upon successful

completion of the content modules,

the student’s grade for the

assignment(s) will be adjusted to a

grade of “70” in PowerTeacher. No

one can earn a grade greater than “70”

in Unit Recovery. (All major unit tests

must be taken with the Computer Lab

Coordinator.) If the student does not

successfully complete the modules, the

failing grade will stay recorded in

PowerTeacher. Class rank will not be

adjusted until the next marking quarter.

4. The teacher is responsible for sending

Unit Recovery Contract and Teacher

Prescription Form to appropriate Lab

Manager.

Exams

Semester exams will be given at the end of each

semester. Examinations will count 20% of the

semester grade. The final grade for a year long

course will be determined by averaging first and

second semester grades. The South Carolina

state required End-of-Course tests will count

20% of the final grade in Algebra I, English I,

United States History, and Biology I.

First Semester Exams:

All students in year long courses must take all

first semester exams. Students taking semester

courses for ½ unit may exempt first semester

exams if:

1. They have paid all fees.

2. They have an “A” average in the class

and an “A” average for conduct.

Second Semester Exams:

Students may exempt second semester exams

under the following conditions:

1. They have paid all fees.

2. Underclassmen with an A average for a

year long course (yearly average) and

an A average for conduct may exempt

the second semester exams;

underclassmen with an A average for a

semester course (semester average) and

an A average for conduct may exempt

the second semester exam.

3. Seniors with a B average for a year long

course (yearly average) and an A

average for conduct may exempt the

second semester exam; seniors with a B

average for a semester course (semester

average) and an A average for conduct

may exempt the second semester exam.

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4. Students in AP courses will take the AP

exam in lieu of the second semester

exam in the course.

Promotion and Retention

In order to comply with state law and to ensure

continuous and appropriate progress through

Grades 9 -12, the Anderson County School

District Two Board of Trustees has established

the district’s Promotion and Retention Policy.

Students are promoted or retained in grade

classifications based on these criteria. In grades

9 through 12, in order to be eligible for

promotion to the next grade classification,

students must have earned a minimum number of

units, as specified below.

To be promoted to Grade 10, a student

must have earned a minimum of six units of

credit. The student must have completed a

minimum of one English unit and one

mathematics unit.

To be promoted to Grade 11, a student

must have earned a minimum of 10 units of

credit. The student must have a minimum of

two English units and two mathematics

units.

To be promoted to Grade 12, diploma

candidates must have earned a minimum of

16 units and be enrolled in all courses

necessary to complete State Board of

Education requirements for graduation. The

minimum number of units required for a 12th

grade student to be enrolled in B-HP is five

(5) units. One of these units must be

English and one must be math. In addition

to the required units of credit, all diploma

graduates must have passed both parts of the

Exit Exam (HSAP) before graduation.

Seniors must attend classes and work

toward attaining all units in which they

are enrolled in order to remain a student

at B-HP.

Attendance

Student attendance laws require the following

days present to receive credit provided the

student receives a passing grade in the course:

In a 90- day course (1or 2 unit(s) of credit -

yearly course) a student must attend 87 days.

In a 180 day course (4 units of credit) a

student must attend the class 175 days.

Students who exceed the approved limits for

unexcused absences do not receive credit for the

course. If the student earns a passing grade for a

core course but receives no credit due to

excessive absences and as a result is assigned a

“61” for the course, he or she may be eligible to

enroll in and pay for Summer Credit Recovery at

B-HP to attempt to earn the credit. The student

will receive a grade of “70” upon successful

completion of Summer Credit Recovery.

Graduation Requirements

To be eligible to receive a South Carolina High

School Diploma, students must earn 24 units,

pass all sections of the Exit Exam, and

demonstrate proficiency in computer literacy.

This latter requirement may be met by

successfully completing a computer technology

course that includes instruction in and testing of

these skills.

Based on state law, requirements to receive a

South Carolina High School Diploma

(graduation requirements) for students in Grades

9 through 12 are prescribed as follows:

English 4 Units

U. S. History 1 Unit

Economics ½ Unit

Government ½ Unit

Other Social Studies 1 Unit

Mathematics 4 Units

Science* 3 Units

Computer Science 1 Unit

Physical Education 1 Unit

or JROTC

Foreign Language** 1 Unit

or occupational elective***

Electives 7 Units

Total Required 24 Units

*Biology I and the corresponding End of Course

Test is a diploma requirement.

**One unit of foreign language is now required

of students planning to attend a four-year college

or university; however, most four-year

institutions require two or three years of the

same language as part of their entrance

requirements.

***Students planning to attend a two-year

college, or who are planning to enter the

workforce immediately must earn at least one

unit in an occupation area. Generally, this

additional unit would be a fourth unit in the same

occupational area in which the student has

earned at least three units in a program area or

career cluster.

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****Act 155 passed by the South Carolina

Assembly requires that students entering the

eleventh grade for the first time in the school

year 2014-15 be administered The ACT and

ACT WorkKeys assessments.

Note: All students shall receive instruction in

comprehensive health education, including at

least seven hundred and fifty minutes of

reproductive health education and pregnancy

prevention education.

ACT WORKKEYS and

ACT Act 155 passed by the South Carolina

Assembly requires that students entering the

eleventh grade for the first time in the school

year 2014-15 be administered The ACT and

ACT WorkKeys assessments.

WorkKeys is a job skills assessment system that

helps employers select, hire, train, develop, and

retain a high-performance workforce. WorkKeys

is developed by ACT, an international leader in

educational testing and workforce development

services for more than 40 years, best known for

the ACT Assessment college entrance exam.

Thousands of companies and schools across the

United States and internationally use WorkKeys.

WorkKeys is not like other tests, many of which

measure how well prepared you are for college.

Instead, WorkKeys gives you a better idea about

your readiness for the workforce in general and

for specific jobs and careers.

The ACT will be administered in 2014-15 to

all students entering the 11th grade. It is the

only college entrance exam based on student

achievement and includes an interest inventory

to guide career planning. The test is a computer-

based, longitudinal assessment system that

connects growth and progress from elementary

grades through high school in the context of

college and career readiness. The test includes

English, Mathematics, Reading and Science

timed sections. The ACT Writing Exam will also

be included as part of the SC Statewide ACT

testing.

Eleventh grade students required to take the ACT

and ACT WorkKeys tests will be determined

using the 9GR PowerSchool definition – students

in the third year after their initial enrollment in

the ninth grade. For more information regarding

these assessments visit www.act.org.

Graduation Ceremony

Only those students who pass all the units

required for a diploma may participate in the

graduation ceremony held at the end of the

school year. In order to participate in the

ceremony, students must be considered a full-

time student, be in good standing

academically/disciplinary, and must meet

attendance criteria for all assigned courses

until the final day of class. Special education students who meet all the

requirements of their Individual Education Plan

(IEP) but have not met the requirement for the

South Carolina High School Diploma are

allowed to participate in the commencement

exercises and receive a certificate of

achievement.

Special Education

Special education courses provide instruction in

academic, vocational, remedial and social skills

to qualified students. Students qualifying for

special education services must meet

requirements set forth by the South Carolina

Department of Education. Due process

procedures are followed for eligibility and

placement in special services programs. An

individual educational plan (IEP) is designed for

each student.

Special education students who are in the

diploma program must pass the exit exam as well

as earn 24 units to receive a high school diploma.

A special education local certificate of

completion is also available to special education

students not on the diploma track.

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Grade Point Average

South Carolina uses a Uniform Grading Scale to

calculate Grade Point Average (GPA) and class

rank for high school students. The South

Carolina Uniform Grading Scale assigns grade

points for each numerical grade. By state

mandate, all courses carry the same grade points

with exception of honor s and AP/dual

enrollment courses. Honors courses receive an

additional 0.5 weighting and AP/dual enrollment

courses receive an additional 1.0 weighting. SC

Uniform Grading Scale provides a chart listing

number breaks for numerical grades and

weighted grade points for specific levels.

Class Rank

All courses taken for high school graduation

credit (diploma Carnegie unit credit) are

included in the calculation of class rank. The

instructional level of each course, the student’s

grade in each course, and the total number of

courses attempted are included in the

computation of class rank. Under the Uniform

Grading Policy passed by the South Carolina

State Board of Education in 2006, all course

grades are based on a state-defined grading scale

with corresponding grade point values for each

numerical grade. In addition, the policy specifies

that only courses taught at the Honors, Advanced

Placement, International Baccalaureate, and/or

dual enrollment in college courses may be

awarded additional weighting values (.5 quality

point for Honors credits and 1.0 quality point for

Advanced Placement and Dual Enrollment

credits) to be used in computing grade point

averages and class rank. Grade Point Average

(GPA) is calculated using the following formula:

GPA = sum (quality points x units)

Sum of units attempted

Once a GPA has been computed for all students,

all grade point ratios are rank ordered

numerically from highest to lowest and each

student’s class rank is determined by the position

of his/her GPA relative to all other students in a

given grade. In instances of equal GPAs for more

than one student, the same class rank is given

and the following value in sequence will be

omitted. Class ranks are calculated at the end of

the academic school year.

Class rank is one consideration in the college

admissions process. It is also used as a criterion

for some scholarships. Any questions or

concerns students should have about class rank

should be discussed with a counselor. Students

are reminded that one’s position in the class rank

system is relative to the weighted rank of all

other students in a particular grade. Therefore, as

the numbers and performance of other students

in a particular grade group changes, a student’s

class rank may vary as well even though his/her

own academic performance may remain

constant.

Honors Courses

Honors-level courses are designed for students of

superior ability and achievement who plan to

enroll in a four-year college or university upon

high school graduation. These accelerated

courses are provided for students who meet the

prerequisite course criteria.

It is the expectation of the district that all

eighth-grade students enrolled in high school

credit bearing courses continue their

accelerated instruction by taking honors,

advanced placement, or dual enrollment

courses.

Advanced Placement

Courses Advanced Placement (AP) courses are available

in the district, based on sufficient enrollment, in

English, mathematics, social studies, science and

art. These courses are offered during the

sophomore, junior and senior years. Students

must meet the established criteria before they can

enroll in each of the courses. The specific criteria

are explained in the course descriptions.

These courses offer college-level instruction in

high school, preparing the student for the rigors

of college. Students must take the AP Exam in

order to receive AP weighted credit. Successful

scores on the AP Exam may qualify students for

college credit and advanced standing in colleges

and universities throughout the United States.

Because AP courses are college-level courses,

students should expect intensified study and

great demands placed on their time and energy.

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DUAL ENROLLMENT In addition to the College Board Advanced

Placement program, there are several other

opportunities for students to earn college credits

while in high school. For seniors who are in

good academic standing and who have the

required previous coursework and units,

college courses may also be taken at area

colleges providing student schedules permit. Dual enrollment classes may be taken at approved 4-year colleges, universities, or local

technical colleges and when available, at the

Watkins Center in Honea Path. Dual enrollment

hours/courses earned from any college may not

transfer to the university/college of your choice.

It is the student’s responsibility to contact the

college/university of his choice to determine

whether or not the course is transferable. Once

course work is completed, students will need to

contact the Office of the Registrar at the college

that awarded their credit when they want the

transcript sent to the college they plan to attend.

There will be a charge for the transcript. Dual

enrollment opportunities through Tri-County

Technical College include but are not limited to

the following courses: English Composition 1

(ENG 101), English Composition 2 (ENG

102), Probability and Statistics (MATH 120),

Western Civilization Post 1685 (HIS 102), and

Microcomputer Applications (CPT 170).

SOUTH CAROLINA

VIRTUAL SCHOOL

PROGRAM (Virtual SC)

Virtual learning instruction involves teaching

students course content via the Internet. As in a

traditional, face-to-face classroom, SCVS

teachers facilitate daily learning activities such

as discussions, projects, labs, group work, and

writing workshops. By providing feedback,

remediation, and enrichment, virtual leaning

instructors guide students through SCVS,

content-approved courses. Unlike a traditional

classroom, students have access to course

material 24 hours a day, seven days a week.

Students must have a reliable Internet-connected

computer to participate.

A student enrolled in a school in the district may

earn credit for a distance, online or virtual

leaning course under any of the following

circumstances:

It is determined that:

The course best meets the needs of the

student.

The student requires a differentiated

learning environment.

The student requires an accelerated

learning environment.

The student needs the course for credit

recovery.

The student needs the course to meet

graduation requirements.

The student needs to enroll in the course

during the school year in order to

provide an opportunity for successful

completion of a course. The final grade

for the course will be the grade awarded

by Virtual SC.

Students may work on a virtual course(s) during

the regular school day if applicable.

Opportunities to take courses during the summer

are available for students who meet the criteria.

For more information log on to www.ed.sc.gov

and choose Virtual School. Courses offered and

deadlines are listed on this website.

South Carolina

Interscholastic Activities

For more information visit the South Carolina High

School League website:

www.schsl.org

Interscholastic Eligibility Academic

Requirements

A. A student, while participating, must be a full-

time student as determined by guidelines set

forth by the State Department of Education. A

student who is repeating a course for which he

has previously received credit cannot count this

course as one required for eligibility. This is

considered as monitoring a course.

B. To participate in interscholastic athletic

activities, students in grades 9-12 must achieve

an overall passing average in addition to the

following:

1. To be eligible in the first semester a student

must pass a minimum of five Carnegie

units applicable toward a high school diploma

during the previous year. At least two units must

have been passed during the second semester or

summer school. To be eligible during the second

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semester the student must meet one of the

following conditions:

a. If the student met first semester

eligibility requirements then he or she

must pass the equivalent of four, ½

units during the first semester.

b. If the student did not meet first

semester eligibility requirements then

he or she must pass the equivalent of

five, ½ units during the first semester.

In most cases on a traditional or AB

block schedule, the following example

would apply:

If eligible first semester,

must pass four subjects

If not eligible first

semester, must pass five

subjects

2. Students must satisfy eligibility requirements

in the semester preceding participation.

a. Credits earned in a summer school

approved by the State Department of

Education may apply for first semester

eligibility. A maximum of two units per

year may be used.

b. Students eligible for a first semester

sport will be permitted to complete that

sport even if it extends into the second

semester. Under the current League

program, this will apply to participants

in basketball and wrestling in the high

school and middle school programs.

3. Handicapped students:

a. Students diagnosed as handicapped

and being served in a non-diploma

program shall be considered eligible for

participation in interscholastic activities

if he/she is successfully meeting the

requirements of his/her Individual

Education Plan.

b. Students diagnosed as handicapped

and being served in a program leading

to a state high school diploma must

meet all eligibility requirements

previously stated for participation in

interscholastic activities.

4. A course that is dropped after the drop date of

a semester with a failing average will be

considered as a failed course when determining

academic eligibility for the following semester.

5. Credit courses used for eligibility purposes

must be courses that are applicable as credit

toward a state high school diploma. A student

may also use college credit courses provided the

student has met or is meeting all requirements

for graduation.

6. Academic deficiencies may not be made up

through enrollment in adult education programs. 7. A maximum of two credit recovery units may

be used toward eligibility, to include the two

units presently allowed in summer school. The

course would have to be accepted by the State

Department of Education for graduation and

accredited by a certified teacher in that field.

Semesters Defined

A. FIRST SEMESTER:

1. The first semester begins when classes

convene on the first day of the semester and

ends when classes are dismissed on the last day

of the semester.

2. A semester is half a school year.

B. SECOND SEMESTER:

The second semester begins when classes

convene on the first day of second semester.

Second semester ends when classes are

dismissed on the last day of the semester.

Renaissance Vision

The symbol of our nation and Renaissance is the

majestic eagle. In the Renaissance “Courtship of

Eagles” symbol, one eagle represents education

and the other, business. Renaissance is about the

eagles of education and the eagles of business

coming together as one for the country. The

letter style of the RENAISSANCE symbolizes

the foundation’s belief that change in education

must come about by keeping what’s best of the

old and combining of the new.

The Renaissance Program

Through our Renaissance program, Belton-Honea Path High

School will recognize, respect and reward those students who:

One

Demonstrate they value education by improving/excelling in their academic performance.

TWO

Exert a wholesome influence on others by being exemplary models of good behavior and citizenship.

Three

Exhibit school pride through their words, actions, and deeds.

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Four

Take advantage of their educational opportunities by having an outstanding attendance record.

Areas of Achievement

I. Academics

A. Platinum Card

B. Gold Card

C. Red Card

D. 1200+ SAT; 27+ ACT; 120+

PSAT; or National Merit

Scholar

II. Behavior/Citizenship

A. No demerits

B. No In School Suspensions

(ISS)

III. Attendance

A. Perfect Attendance (no tardies

or early releases)

National Honor Society

National Honor Society (NHS) membership shall

be made up of juniors and seniors. Because of

their worthy character, good mentality, creditable

achievement, and commendable attitude, have

been approved for membership by the executive

head of B-HP; provided, of course, that these

students meet the requirements as set forth by

this organization.

A. Juniors and seniors must have a

cumulative GPA of 4.00 or higher on all

courses taken for high school credit. All

members must maintain a 4.0 to retain

active status.

B. An active member of the NHS who

transfers to BHP will be automatically

accepted for membership in this

chapter. The transfer student must

maintain the membership requirements

of this chapter in order to retain

membership.

C. Underclassmen who transfer to BHP

must be actively enrolled one semester

before being eligible for membership.

Seniors who transfer to BHP must meet

the eligibility requirements set by the

BHP Chapter of NHS to be accepted for

membership.

D. To be inducted into the BHP Chapter of

NHS, new members shall pay dues of

$35 must be paid by the determined

deadline. Established members’ dues of

$25 are to be paid by the deadline.

National Beta Club

The membership of the Belton-Honea Path Beta

Club shall be made up from among the students

of the Sophomore, Junior, and Senior classes of

BHP who, because of their worthy character,

good mentality, creditable achievement, and

commendable attitude, have been approved for

membership by the executive head of BHP;

provided that these students meet the

requirements set forth by this organization.

A. To be admitted as a member of the Beta

Club, juniors and seniors must have a

cumulative grade point average of 3.625

or above on all courses taken for high

school credit, and sophomores must

have a cumulative grade point average

of 4.0 or above on all subjects taken for

high school credit. All Beta members

must maintain an overall average of

3.625 to retain their active status.

B. An active member of the National Beta

Club who transfers to BHP will be

automatically accepted for membership

in this chapter. This transfer member

must maintain the membership

requirements of this chapter in order to

retain his membership.

C. Underclassmen who transfer to this

school must be actively enrolled one

semester before being eligible. Seniors

who transfer to BHP must meet the

eligibility requirements set by the BHP

chapter of the National Beta Club.

D. To be inducted into the BHP Chapter of

the National Beta Club, new members

shall pay dues of $20 by the deadline.

Established members’ dues are $5.

Beyond High School

Educational & Career Planning

Students are encouraged to plan their course of

study based on their career interests and

educational goals. The district assists students

with this process in a variety of ways. Students

are encouraged to take advantage of these

opportunities.

Educational and Career Assessments

The school district provides a variety of

assessments to assist students in their educational

and career decisions. This information is helpful

10

to students as they develop and revise their

Individual Graduation Plans (IGP).

Career/Educational Libraries

Students are encouraged to become familiar with

printed resources available in the career and

college section in the library and in the guidance

office. Up-to-date information about a variety of

career, post secondary institutions and training

programs is available. Students may also access

college applications and scholarship

information/applications through the guidance

office.

World Wide Web

The internet is an excellent resource for students

as they prepare for their future. Information

about helpful Web sites is available through the

school guidance office.

College Entrance

Assessments/Career Assessments

ACT ASPIRE

In the eighth grade, all students may participate

in the ACT ASPIRE assessment. This

assessment measures student achievement. This

assessment measures student achievement in four

academic areas: English, mathematics, reading

and science reasoning. In addition, students

complete a comprehensive career interest

inventory.

ASPIRE results, along with other information in

the student’s record, are utilized to guide

students, with assistance from their parents, as

they begin developing an IGP during the eighth-

grade planning conference.

Ninth-graders are encouraged to refer to their

ASPIRE results as they further develop and

refine their four-year plan.

PSAT/ASPIRE

The Preliminary Scholastic Aptitude

Test/National Merit Scholarship Qualifying Test

(PSAT/NMSQT) and/or ASPIRE (ACT

preliminary test) introduce students to the

organization and question types found on the

Scholastic Aptitude Test (SAT) or ACT.

Students gain test-taking skills and can use their

PSAT/ASPIRE results to predict their scores on

the SAT/ACT. The junior year PSAT scores are

also used in selecting semifinalists for the

National Merit Scholarship awards. Several

colleges use PSAT for determining early

admissions and programs, such as the

Governor’s School, which uses them for their

selection process. Tenth- graders are encouraged

to utilize their ASPIRE results in reviewing and

revising their IGP and in post-secondary

planning and for practice for the SAT/ACT.

The tenth-grade Critical Reading score

determines eligibility for Advanced Placement

courses.

ACT, SAT, and COMPASS

The American College Testing Assessment

(ACT) and the Scholastic Aptitude Test (SAT) are the tests used by college admission offices

and scholarship selection committees as one of

several indicators of students’ potential to

complete college level work successfully.

The ACT provides a measure of how well

students can perform the skills necessary for

college coursework. The ACT assessment

measures these skills in English, mathematics,

reading and science reasoning. An optional

writing test is also available. These areas are

tested because they include the major areas of

instruction in most high school and college

programs.

On the ACT, each of the subtests is scored on a

scale of 1 to 36. The composite score is derived

from the four required subtests of English,

mathematics, reading and science reasoning. A

composite score of 24 on the ACT is comparable

to a total score of 1100 on the Verbal and Math

portions of the SAT.

The SAT-1 (Scholastic Aptitude Test) is a

multiple-choice test with critical reading, math

and writing sections. Each section of the test has

a score range of 200 to 800; thus the score range

for the entire test is 600 to 2400.

The critical reading portion tests students on

genre, relationship among parts of a text, cause

and effect, rhetorical devices and comparative

arguments. Reading passages are taken from the

natural sciences, humanities and social science.

The math portion tests a student’s ability to solve

problems involving arithmetic reasoning,

Algebra 1, Algebra 2, and geometry. One section

of the SAT-1 math portion requires students to

“grid in” their own answers rather than just

select an answer from a set of multiple-choice

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alternatives. Students are allowed, but not

required, to use a calculator.

On the writing section of the SAT, students

complete an essay and answer multiple-choice

questions designed to measure a student’s ability

to improve sentences and paragraphs and

identify errors (diction, grammar, sentence

construction, subject-verb agreement, proper

word usage and wordiness).

Although a student’s high school record is the

single best predictor of potential for success in

college, a combination of the high school record

and SAT or ACT scores is more reliable

indicator.

The SAT-II is the name for the tests formerly

referred to as Achievement Tests. Some colleges

request that students take one or more of these

tests for admission and/or placement. The SAT-

II is given on the same dates and at the same

time as the SAT-I except for the March, April

test date. All SAT-II tests are one hour in length;

therefore, students may take from one to three

of the tests during any one administration of

the SAT-I and SAT-II.

Act 155 passed by the South Carolina

Assembly requires that students entering the

eleventh grade for the first time in the school

year 2014-15 be administered The ACT and

ACT WorkKeys assessments.

COMPASS TEST

COMPASS is a set of untimed computer

adaptive tests created by the American College

Test (ACT) Program. Because COMPASS tests

are "computer adaptive," the questions test-

takers have to answer are based on whether they

answered previous questions correctly or

incorrectly. If a question is answered correctly

and the student is not already at the highest

difficulty level, the next question will increase in

difficulty. On the other hand, if a question is

answered incorrectly and the student is not

already at the lowest difficulty level, the next

question will be easier than the previous one.

This group of exams that make up the

COMPASS test measures a potential college

student's skill level in reading, writing, and math.

Unlike other tests, the COMPASS test does not

have a "passing" score. Instead, the test is used to

determine a student's strengths and weaknesses,

which may indicate the need for additional

assistance.

Despite the fact that students are not given a

failing or passing grade, it is important that test

takers do their best on the COMPASS test so that

their results will accurately reflect their ability

level in each of the different subject areas.

Colleges give the COMPASS test to incoming

students in order to decide which classes they

should take. The COMPASS test is also used to

identify problem areas students might have so

the university can offer extra help, support, or

resources in order to ensure students are

successful academically in their post-secondary

education.

For more information visit the following

websites:

www.actstudent.org

www.collegeboard.org

SCOIS (South Carolina Occupational

Information System)

Today’s youth face some tough questions about

their futures at a time in their lives when they

would prefer to be thinking about ballgames,

parties, and dates. SCOIS.Net provides the

answers to those questions which will greatly

impact their lives and the future of South

Carolina.

A computer-based system of up-to-date career,

educational, and occupational information that

prepares students for the future! SCOIS.Net

brings together the proven reliability of SCOIS

information and the accessibility of the Internet.

It makes quick and easy-to-use career

exploration and planning available 24 hours a

day, 7 days a week.

Parents can work with their children at home to

explore careers and education options. Not only

is SCOIS helpful to students, but it also provides

useful information to adults in transition. Those

seeking employment can find occupations that

match their skills and get help with developing a

resume.

Not only is SCOIS helpful to students, but it also

provides useful information to adults in

transition. Those seeking employment can find

12

occupations that match their skills and get help

with developing a resume.

Planning for the Future

Destination: Workforce

The school district encourages students who plan

to enter the work force immediately after high

school to take advantage of occupational

programs available at Belton-Honea Path High

School and the Career and Technology Center.

Proper planning assists students immediately

entering the workforce with the development of

marketable job skills. In addition, by

participating in a Co-operative Education

Program (CO-OP), students are able to gain

skills through on-the-job training.

Destination: Technical College

According to the Governor’s Workforce Task

Force Report Pathways to Prosperity of 2001, 65

percent of the jobs of the future will require a

two-year degree of advanced training while 20

percent will require a four-year degree and 15

percent will require minimal job skills. Students

in South Carolina are fortunate to have access to

a strong technical college system. Students who

plan to attend a two-year technical college are

encouraged to participate in an occupational

program related to their career plans. Students

enrolled in occupational programs in high school

have the opportunity to earn AP college credits

through the Technical Advanced Placement

(TAP) program at technical colleges.

Students who plan to attend a two-year technical

college must take the COMPASS or ASSET

placement tests. These tests are available on the

prospective campuses. COMPASS may also be

administered at the school level.

Students who earn a B average in 30 hours of

academic coursework at a South Carolina

technical college may transfer to any public four-

year college in the state. Traditional entrance

requirements are waived.

Destination: Military

Military recruiters visit the high school regularly

to talk with students who are interested in a

career in the military. Students are encouraged to

use their EXPLORE results to help them make

their decisions about a military career. Students

who enter the military must take the ASVAB.

This information is then used in making

decisions about military assignments.

Destination: Four-Year College

Students who plan to enter a four-year college

immediately after graduation from high school

should be aware of the specific college entrance

requirements of the colleges. Some of that

information is included in this guide.

Students who plan to enter a four-year college

must take a college entrance exam as part or the

admissions process. Two widely recognized

college entrance tests are the SAT and ACT.

Most colleges and universities in South Carolina

accept both the ACT and SAT scores for use in

their admissions process.

ACT and SAT are different in format and

content. Some students perform better on one

test than they do on the other. Students may

utilize PSAT scores to help them determine the

test that might be most beneficial for them.

College-bound Students

College Admission Factors

Students planning to attend a four-year college

should begin considering these factors as early as

eighth grade and plan their high school program

accordingly.

1. Select coursework that meets college

entrance requirements.

2. Realize that your courses should be at

the instructional level that helps you

reach your potential and prepare for

college/career goals.

3. Determine the required courses for your

intended college major.

4. Remember that grade point average,

class rank, and ACT or SAT scores are

all used to determine college

acceptance. Entrance requirements vary

among colleges. Therefore, you should

read college catalogs and talk with

college admission counselors

concerning specifics for the college(s)

in which you are interested.

5. Be aware that extracurricular and

leadership activities and/or work

experience may also influence your

admission.

13

Choosing the Right College

1. Evaluate your strengths and abilities.

Examine your choice of lifestyle.

Utilize information about

colleges/careers in the guidance office

and library.

2. Take the PLAN your sophomore year

and take the PSAT again in your junior

year. The test will place you on a

mailing list for college information. The

PSAT in the junior year also serves as

the National Merit Scholarship

qualifying test.

3. Draw up a list of schools to investigate

based on your personal goals.

4. Determine requirements for admission

and costs for each school on your list.

5. Arrange for college visits. When

visiting, talk with admissions

counselors and financial aid officers.

6. Fine-tune your list.

7. Ask your teacher/counselor for

recommendations.

8. Submit applications for colleges and

scholarships through the guidance

office and provide postage for mailing.

9. Apply for financial aid or scholarships.

Do not rule out smaller private colleges

due to costs.

Specific Course

requirements to 4-Year

South Carolina Public

Colleges The Commission on Higher Education (CHE) establishes the minimum course requirements for

students who plan to attend a 4 –year public

college in South Carolina. Some colleges require

courses in addition to those listed below (see

college catalogues for admission requirements).

CHE REQUIREMENTS:

4 Units of English

Four units – At least two units must have strong

grammar and composition components, at least

one must be in English literature, and at least one

must be in American literature. Completion of

College Preparatory English I, II, III, and IV will

meet this criteria.

4 Units of Mathematics

Three units including Algebra 1, (for which

Applied Mathematics for the Technologies 1 and

2 may count together as a substitute, if a student

successfully completes Algebra 2), Algebra 2

and Geometry. A fourth higher-level

mathematics course should be selected from

among Algebra 3/trigonometry, pre-calculus,

calculus, statistics, discrete mathematics, or a

capstone mathematics course and should be

taken during the senior year.

3 Units of Lab Science (CHE Credit)

Three units – Two units must be taken in two

different fields of the physical science or life

sciences and selected among biology, and/or

chemistry, or physics. The third unit may be

from the same field as one of the first two units

(biology, chemistry, or physics) or from any

laboratory science for which biology and/or

chemistry is a pre-requisite.

Courses in earth science, general physical

science, or introductory or general environmental

science for which biology and/or chemistry is

not a prerequisite will not meet this requirement.

It is strongly recommended that students take

physical science (taught as a laboratory science)

as a prerequisite to the three required units of

laboratory outlined in this section. It is also

strongly recommended that students desiring to

pursue careers in science, mathematics,

engineering or technology take one course in all

three fields.

2 Units of Foreign Language

2 units of the same foreign language

(Specific in-state/ out-of-state colleges require

three units of the same foreign language).

3 Units of Social Science

(Social studies)

U. S. History 1 unit

Economics ½ unit

Government ½ unit

Other social studies 1 unit

1 Unit of Physical Education

One unit of Physical Education, Strength

Training or JROTC is required.

1 Unit of Fine Arts

One unit in Appreciation of, History of, or

Performance in one of the fine arts is required.

14

Electives

One unit must be taken as an elective. A college

preparatory course in Computer Science (i.e.,

one involving significant programming content,

not simply keyboarding) is strongly

recommended for this elective. Other acceptable

electives include college preparatory courses in

English; fine arts; foreign languages; social

science; humanities; laboratory science

(excluding earth science, general physical

science, general environmental science, or other

introductory science courses for which biology

and/or chemistry is not a prerequisite); or

mathematics above the level of Algebra 2.

Educational Lottery

Scholarships

The South Carolina legislature provides several

opportunities for S.C. students who attend S. C.

colleges/universities to receive scholarships. A student convicted of any felonies or any

alcohol or drug-related misdemeanor offenses

may lose the opportunity to receive a state

scholarship or grant.

For more information on state scholarships

and grants, please visit the SC Commission on

Higher Education’s website:

www.che.sc.gov

Palmetto Fellows Where Available:

Public & private four-year institutions

Value:

Maximum of $6700

Requirements:

1200 SAT/27 ACT (through June)

3.5 GPA on Uniform Grading Scale

Top 6 percent of sophomore, junior class or

senior class

OR

1400 SAT/32 ACT (through June)

4.0 GPA on Uniform Grading Scale

LIFE Scholarship Where Available: Public & private four-year colleges

Value:

Up to $5000

Requirements (two out of three):

Graduate with 3.0 GPA on Uniform Grading

Scale

1100 SAT/24 ACT through June of senior year

Top 30 percent of graduating class

Also Available:

Two-year public, two-year private & technical

colleges

Value:

Up to cost of tuition

Requirements:

3.0 GPA on Uniform Grading Scale

HOPE Scholarship Where available:

Public and private four-year colleges

Requirements: Graduate with at least 3.0 GPA

Not be a recipient of the LIFE, Palmetto Fellows

or Lottery Tuition Assistance awards.

Be a SC resident

Enroll as a full time degree seeking student

Lottery Tuition Assistance Program Where Available:

The Lottery Tuition Assistance Program (LTAP)

is available to those students on a first come, first

served basis who attend an eligible SC public

institution. To apply, students must complete the

Free Application for Federal Student Aid

(FAFSA). The financial aid office at each

eligible SC public college administers the SC

Need-based Grant, as well as determines the

students’ eligibility.

NCAA Eligibility Requirements

The National Collegiate Athletic Association

(NCAA) has in force policies regarding athletic

eligibility for Division I and Division II schools.

To be eligible for financial aid, practice and

competition during the freshman year, students

must meet specific criteria.

Students planning to participate in athletics at

Division I or Division II colleges or universities

must be certified by the NCAA Initial-Eligibility

Clearinghouse. Students should apply for

certification early in their senior year. Student

Release Forms needed for this process are

available at the clearinghouse website.

For more information visit the NCAA

website:

www.eligibilitycenter.org

15

Curriculum

Framework

Overview

South Carolina high school students face many

challenges – higher education standards,

increasing college entrance requirements and

growing workforce demands. For students to be

successful, high schools must provide a

curriculum that is challenging and relevant. They

must also offer a sequence of courses to assist

students in becoming passionate, lifelong

learners.

A framework for curriculum planning aids

students and their parents in this process. An

effective curriculum framework must have high

standards and expectations for all students, a

rigorous curriculum that prepares them for post-

secondary education and engaging instructional

strategies designed to help students learn

important concepts and ideas in depth. The

curriculum framework used by Anderson Two

includes a rigorous curriculum design and a

requirement that each student develop a

challenging IGP.

Working with their parents, counselors and

teachers, students develop plans that include

academic as well as profession-related courses.

Anderson District Two strives to provide a

comprehensive curriculum to address the

individual needs of all of our students. The

framework design allows for an integrated,

multi-dimensional approach to planning that

helps students become successful learners for

high school and beyond. The framework

provides a structure or planning and

communicating high expectations.

Framework Design

A comprehensive curriculum framework

includes the following elements:

Schools of study

Career Clusters of study

Majors for each cluster of study

An IGP

Recommended curriculum for an IGP

Worksheet for the IGP for each major

A school of study is a way to organize the

curriculum into broad program areas that are

inter-related in nature and that relate to various

professions and academic areas of study. There

are schools in our framework:

School of Arts and Humanities

School of Communication and the Arts

School of Engineering, Industrial and

Environmental Technology

School of Business and Information

Systems

School of Health, Human, and Public

Services

School of Arts, Video Technology and

Communications

A cluster of study is a means of organizing

instruction and student experience around broad

categories that encompass virtually all

occupations from entry level through

professional levels. Clusters of study provide a

way to organize and tailor coursework and

learning experiences around areas of interest.

Clusters of study are designed to provide a

seamless transition from high school study to

post-secondary study and/or the workforce.

There are 16 clusters of study from which to

choose:

Arts and humanities/Arts, A/V Technology,

and Communications

Education and training

Business Management and Administration

Finance

Hospitality and Tourism

Information Technology

Marketing Sales and Service

Agriculture, Food and Natural Resources

Architecture and Construction

Manufacturing

Science, Technology, Engineering and

Mathematics

Transportation, Distribution and Logistics

Health Science

Human Services

Government and Public Administration

Law, Public Safety and Security

A cluster of study has several majors. A major

consists of the completion of at least four

required units of study in that area. It is

recommended that students take at least one

course at the highest level offered.

An IGP consists of the state high school

graduation requirements and/or college requirements. In addition, course

16

recommendations for successful completion of a

major that aligns to post-secondary education

and the workplace are included.

The United States Department of Education

(USDE) has developed 16 national clusters of

study as a means of organizing the curriculum.

The Secondary Curriculum Framework for

Anderson District Two is designed around these

16 national clusters with a slight revision to one

cluster. In addition, Anderson Two organized

these 16 clusters into a number of groups

referred to as “schools of study.” The district’s

curriculum currently provides the opportunity for

students to complete a major in 29 career areas.

Choosing a school of study, a cluster of study

and a major requires students to assess interests

and skills, and select coursework to achieve his

or her academic goals while exploring a

professional goal. In the spring of the 8th grade,

students choose one of the five schools of study

to explore. This takes place during an individual

planning conference with a school counselor, the

student and his parent(s). In the ninth grade,

students select at least one of the 16 clusters to

explore, the goal being to select a major by the

end of 10th grade.

A major is designed to enable students to focus

on an area of interest that motivates them to stay

in school, to be better prepared for post-

secondary choices and/or the workplace, and to

make a smooth transition to post-secondary

education and/or the workplace.

Individual Graduation Plan

The purpose of the Individual Graduation Plan

(IGP) is to assist students and their parents in

exploring educational and professional

possibilities, and in making appropriate

secondary and post-secondary decisions. The

IGP is part of the career portfolio. It builds on

the coursework, assessments, and counseling in

the middle and high school. The IGP is not

intended to reflect all aspects of the high school

experience.

Developing the IGP

School counselors begin working with students

regarding interests, clusters of study, majors,

post-secondary choices and high school options

through individual and group counseling in the

sixth grade. This includes information on

academic and professional goals, career activities

and access to career resources. Teacher and

parental involvement throughout this process is

vital.

8th Grade

Students choose a school of study that they

would like to explore.

Working with their parents, counselors and

teachers, students begin developing an IGP

to include academic as well as profession-

related courses.

Students have the opportunity to participate

in career shadowing.

9th Grade

Students choose a cluster of study to

explore. Students may declare a major,

focusing their elective choices in a particular

area.*

Students have the opportunity to participate

in career shadowing.

Students review and update their IGP

developed in the eighth grade.

Students begin to explore post-secondary

opportunities.

10th Grade

Students declare a major if they have not

done so in the ninth grade.*

Students review and update their IGP.

Students begin to develop post-secondary

opportunities.

11th Grade

Students review and update their IGP with

particular attention being given to post-

secondary goals.

Students have the opportunity to participate

in extended learning opportunities

Students have the opportunity to participate

in career shadowing.

12th Grade

Students complete requirements for a major.

*Students are never locked into a specific cluster

or major. Students can change majors if their

professional interests change. They can use the

curriculum framework, with its schools of study,

clusters of study and majors, and career

assessment information in making these

decisions.

Graduating with a Major

In order to graduate with a major, students must

complete four units of study from the offerings

identified on district templates.

17

Complementary courses are drawn from both

academic and profession-related courses that

support the major. Complementary courses are

chosen based on their reinforcement of the skills

students must master relative to the major.

Students are encouraged but not required to

enroll in complementary courses.

The IGP identifies learning experiences outside

the classroom designed to make learning relevant

and to give students an awareness of work

associated with the major. Examples of extended

learning opportunities include shadowing, career

mentoring, service learning, internships,

cooperative education, apprenticeships, and

career-related student organizations.

The IGP lists sample careers for that profession.

The professional opportunities shown are a short

list of the many occupations available in each

specific area. The occupations are grouped by

educational categories: high school diploma,

two-year associate degree, and four-year degree

or higher.

Frequently asked questions

What is a major?

A major is a concentration of coursework in a

specialized area. A major consists of the

completion of at least four required units of

study as well as complementary electives that

relate to that area. Majors help students focus

their course selection around a concentration in a

specific area. There are majors in our framework.

These are shown under each cluster of study on

the framework chart.

When do you declare a major?

In the eighth grade, students, along with their

parents, meet individually with their counselors

and choose a school of study that interests them.

Beginning in the ninth grade, students select a

cluster of study to begin exploring. These

selections can change. By the end of the tenth

grade, students declare a major, focusing their

academic and elective choices in a specific

direction.

Can you change a cluster (or major)? Students can change a major if they find that the

one they selected is no longer their area of

interest. Students are never locked into a specific

cluster or major. Successful completion of four

required courses as outlined on district IGP

templates constitutes a major.

Do all students have to declare a

major? Students need to declare a major by the end of

the 10th grade; however, completion of a major is

not a requirement for a South Carolina High

Diploma.

Can I have more than one major? Yes, with careful planning beginning in the ninth

grade, it is possible to complete more than one

major.

Is it possible to complete a major

while continuing to participate in

other electives (i.e., fine arts, physical

education, ROTC, etc.)?

Yes, the district highly recommends students to

explore a broad range of experiences and

interests during their high school years. There is

ample opportunity to complete a major and

participate in other areas of interest.

Career Clusters & Majors Career Clusters link what students learn in

school with the knowledge and skills they need

for success in college and careers. Career

clusters identify pathways from secondary

school to two- and four-year colleges, graduate

school, and the workplace. This connection to

future goals motivates students to work harder to

enroll in more rigorous courses. Below is a list

of the career clusters and majors offered at BHP

High School.

Agriculture, Food & Natural Resources Plant, Animal and Wildlife Science

Architecture & Construction Construction Engineering

Arts, A/V Technology & Communication Digital Art Design

English/Journalism

Foreign Language

Graphic Communications

Performing Arts

Radio/Television Broadcasting

Visual Arts

Business Mgt., Finance & Administration Business Academy

18

Education & Training Education

Government & Public Administration Social Science

Health Science Biomedical Science (Honors)

Health Science

Hospitality & Tourism Culinary Arts

Human Services Cosmetology

Esthetics/Nail Technology

Information Technology Computer Repair and Networking

Law, Public Safety, Correction & Security Firefighting

Law Enforcement

Military Science

Manufacturing Welding/Metal Working

Science, Technology, Engineering &

Mathematics Engineering (Project Lead the Way) (Honors)

Mathematics

Science

Transportation, Distribution & Logistics Automotive Collision

Automotive Technology

19

COURSE

DESCRIPTIONS

ENGLISH DEPARTMENT

ENGLISH 1 1Unit Grade 9

Prerequisite: Successful completion of 8th

grade English.

This course is designed for students who have

successfully completed eighth grade English.

South Carolina College & Career Ready

Standards based instruction focuses on

improving and refining reading, writing,

researching, listening, and speaking skills.

Additionally, students will enhance their skills in

critical reasoning, comprehension and language

through an in-depth study of various classical

and contemporary literary works and

informational texts, with consideration being

given to historical background and philosophical

and religious thought. Students will use the

writing process to compose in a variety of genres

and forms while applying correct grammar usage

and mechanics. Students will participate in oral

presentations, recognizing, using, and evaluating

effective communication skills as well as

extending and expanding vocabulary through a

variety of texts and strategies.

The state of South Carolina requires that

students take an end of course examination

that counts 20% of the final grade.

ENGLISH 2 1 Unit Grade 10

Prerequisite: Successful completion of

English 1.

This course is designed for students who have

successfully completed English I. South Carolina College & Career Ready Standards based instruction focuses on improving and

refining reading, writing, researching, listening,

and speaking skills. Students complete a

comprehensive survey of classical and

contemporary literature works from a variety of

eras in a wide range of cultures and various

informational texts, with consideration given to

historical background and philosophical and

religious thought. Using the writing process,

students compose in a variety of genres and

forms and develop, evaluate, and analyze their

works for effectiveness. Grammar usage and

mechanics are polished through the composition

process. Students extend and expand their

vocabulary through a variety of texts and

strategies. Students participate in oral

presentations, recognizing, using, and evaluating

effective communication skills.

ENGLISH 2 HONORS 1 Unit Grade 9 (accelerated)

Prerequisite: Successful completion of English

1 Honors.

This course is designed for college-bound

students with above-average verbal, reading, and

composition skills. South Carolina College &

Career Ready Standards based instruction

focuses on refining reading, writing, researching,

listening, and speaking skills. Students complete

a comprehensive survey of classical and

contemporary literature works from a variety of

eras in a wide range of cultures and various

informational texts, with consideration given to

historical background and philosophical and

religious thought. Students write in a variety of

genres and forms and evaluate their works for

effectiveness. Grammar usage and mechanics are

polished through the composition process.

Vocabulary is taught through context and high-

frequency SAT word lists. Students create and

deliver oral presentations, recognizing, using,

and evaluating effective communication skills.

ENGLISH 3

1 Unit Grade 11

Prerequisite: Successful completion of

English 2.

This course is designed for students who have

successfully completed English 2. South

Carolina College & Career Ready Standards

based instruction based on focuses on improving

reading, writing, researching, listening, and

speaking. An application-oriented approach rich

in textual support emphasizes correct grammar

usage, vocabulary development, critical reading

skills, effective writing formats, and proficient

oral skills. Through a survey of classical and

contemporary American literature and various

informational texts, students gain an

understanding of major literary forms and

themes. Using the writing process, students

compose in a variety of genres and forms and

evaluate their works for effectiveness. Students

extend and expand their vocabulary through a

variety of texts and strategies. Students

participate in oral presentations and discussions

20

with the goal of recognizing, using, and

evaluating effective communication skills.

ENGLISH 3 HONORS

1 Unit Grades 10 (accelerated) - 11

Prerequisite: Successful completion English 2

Honors. Assigned summer reading is

required.

This course is designed for college-bound

students with above-average verbal, reading, and

composition skills. South Carolina College &

Career Ready Standards based instruction

focuses on refining reading, writing, researching,

listening, and speaking skills. Students complete

a comprehensive survey of both American

literature and various informational texts, with

consideration given to historical background and

philosophical and religious thought. Students

write in a variety of genres and forms and

evaluate their works for effectiveness. Grammar

usage and mechanics are polished through the

composition process. Vocabulary is taught

through context and high-frequency SAT word

lists. Students create and deliver oral

presentations, recognizing, using, and evaluating

effective communication skills.

ENGLISH 4

1 Unit Grade 11-12

Prerequisite: Successful completion of

English 3.

This course is designed for students who have

successfully completed English 3. South

Carolina College & Career Ready Standards

based instruction focuses on improving reading,

writing, researching, listening, and speaking

skills. An activity-oriented approach rich in

textual support emphasizes correct grammar

usage, vocabulary development, critical reading

skills, effective writing formats, and proficient

oral skills. Through a survey of classical and

contemporary British literature and various

informational texts, students gain an

understanding of major literary forms and

themes. Using the writing process, students

compose in a variety of genres and forms and

evaluate their works for effectiveness. Students

extend and expand their vocabulary through a

variety of texts and strategies. Students

participate in oral presentations, recognizing,

using, and evaluating effective communication

skills.

ENGLISH 4 HONORS 1 Unit Grades 11 (accelerated) - 12

Prerequisite: Completion of English 3

Honors. Assigned summer reading is

required.

This course is designed for college-bound

students with above-average verbal, reading, and

composition skills. South Carolina College &

Career Ready Standards based instruction

focuses on refining reading, writing, researching,

listening, and speaking skills. Students complete

a comprehensive survey of both British literature

and various informational texts, with

consideration given to historical background and

philosophical and religious thought. Students

write in a variety of genres and forms and

evaluate their works for effectiveness. Grammar

usage and mechanics are polished through the

composition process. Vocabulary is taught

through context and high-frequency SAT word

lists. Students create and deliver oral

presentations, recognizing, using, and evaluating

effective communication skills.

ADVANCED PLACEMENT ENGLISH

LANGUAGE AND COMPOSITION

1 Unit Grade 12

Pre-requisite: Successful completion of

English 4 Honors, English teacher

recommendation, and instructor approval.

Assigned summer reading is required.

This course is designed for students who are

able to read and comprehend college-level texts

and apply the conventions of Standard Written

English in their writing. The AP English

Language and Composition course aligns to an

introductory college-level rhetoric and writing

curriculum, which requires students to develop

evidence-based analytic and argumentative

essays that proceed through several stages or

drafts. Students evaluate, synthesize, and cite

research to support their arguments. Through the

course, students develop a personal style by

making appropriate grammatical choices.

Additionally, students read and analyze the

rhetorical elements and their effects in non-

fiction texts, including graphic images as forms

of text, from many disciplines and historical

periods. The focus of this course is on American

literature, but other literature will also be

covered.

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ADVANCED PLACEMENT ENGLISH

LITERATURE

1 Unit Grade 12

Prerequisite: Successful completion of

English 4 Honors. Assigned summer reading

is required.

This course is designed for accelerated honors

students with writing skills much better than

average and with a solid command of English

grammar. Curriculum consists of the study and

interpretation of various aspects of British,

American, and world literature. Major emphasis

is placed on written and oral analysis of works in

various genres – short stories, poems, novels,

and plays. All students are required to take the

Advanced Placement English Examination given

in the spring as administered by the CEEB.

ADVANCED COMPOSITION HONORS

1 Unit (tentative offering) Grade 12

Prerequisite: Successful completion of

English 4 Honors or English 4 College

Preparatory.

This course is designed for students not enrolled

in Advanced Placement English or English 101.

(*Students who do not remain enrolled in Dual

credit English or AP English will be enrolled in

Advanced Composition). The goal of Advanced

Composition is to prepare students to write

successfully for college and future occupational

positions by reinforcing and building upon the

writing competencies students have developed

over the course of their English experiences.

This class enhances the students’ writing ability

for study, work, and other areas of writing based

on personal experience, observation, research,

and reading of selected literature. It is meant to

guide students in learning writing as a process:

understanding audience, tone, and purpose;

exploring ideas and information; and composing,

revising, and editing. Students will spend time

on college and scholarship essays, grammar and

usage, peer conferencing, examination of student

work, editing, sharing, and publishing finals

works. They will also design informational

documents that may include the development of

flyers, posters, brochures, program agendas, or

reports incorporating visual information in the

form of pictures, graphs, or tables. As a group,

students become members of a “writing

community” where ideas, thoughts, and works

are openly shared and discussed.

COMPOSITION AND GRAMMAR

1/2 Unit Grades 9-12

Prerequisite: None

This course will assist students in gaining a

mastery of conventional usage, spelling,

grammar, and punctuation so they can

communicate their ideas clearly both in speech

and in writing. The study of grammar, usage,

and mechanics is integrated into the writing

process of student-generated works and models,

utilizing sentence-combining, sentence revision,

and sentence manipulation techniques. Grammar

review and instructions will be provided to the

class as the need arises, to partners as they

debate an issue of correctness, and to individuals

in one-on-one conferences. Standard usage in

speech, as appropriate for use in business and

academic situations, is emphasized and practiced

in class discussions, group projects, and oral

presentations.

FILM AND LITERATURE

1/2 Unit Grades 9-12

Prerequisite: None

Why do some films become hits while others

flop? This course is designed to explore the

varied genre of films from the past and present in

order to gain a better understanding of the

industry. Daily viewing journals will be used to

gauge the students’ reactions to and

comprehension of the chosen films. A required

research project will involve an extensive study

of a particular genre of film and a presentation of

the research findings to the research findings to

the rest of the class.

READING AND WRITING FOR

ENJOYMENT

1/2 Unit Grades 9-12

Prerequisite: None

This course is designed to encourage students of

all ability levels to explore their reading and

writing interests, develop an increased

appreciation for a variety of literature, and foster

a lifetime love for reading and writing. Using

both self-selected and teacher chosen materials,

students will analyze, comprehend, and interpret

a wide variety of literature. Students will

effectively express ideas in writing through

journals and orally in class and group

discussions.

22

READING 9/READING 10 - 12

1 Unit Grades 9-12

Prerequisite: Teacher recommendation;

classroom performance; standardized test

performance.

This course is designed to help students achieve

success at high school and beyond. The focus

will be on word attack skills, reading accuracy

and speed, reading fluency, comprehension, and

content analysis. Students will have the

opportunity to set future goals and to work

individually, collaboratively, and one-on-one

with the teacher. From these experiences,

students will become confident readers and

writers who are capable of working

independently or collaboratively. Therefore, they

will be better prepared to fulfill the demands of

college or a career.

STRATEGIC ELA

1 Unit Grades 9-12

Prerequisite: Successful completion of

Reading 9 or 10-12; teacher recommendation.

This course is designed for students who wish to

continue to enhance their reading and writing

skills. The focus will be on sentence

construction, paragraph writing, and essay

writing. In addition to learning writing strategies,

students will review and continue to implement

the strategies learned in Reading.

YEARBOOK PRODUCTION

1 Unit Grades 10-12

Pre-requisite: Completion of application,

English teacher recommendation, and

instructor approval.

This course is designed for students who show

outstanding skills in writing, design, and/or

photography. Students will learn the various

aspects of producing a yearbook: creative

writing, sports writing, feature writing,

interviewing techniques, photography,

layout/design, advertising, public relations, and

circulation. Students will produce the BHP, the

school yearbook. Students will be required to sell

ads as part of their grade.

MATHEMATICS

DEPARTMENT

FOUNDATIONS IN ALGEBRA

1 Unit Grades 9-12

Prerequisite: Successful completion of 8th

grade math. ASPIRE and/or PASS scores will

be used to determine placement.

This course provides a review of pre-algebra

skills and introduces Algebra topics with a focus

on linear functions. Students will take

Intermediate Algebra and subsequent End of

Course Test (EOC) the following school year to

complete the Algebra 1 requirement.

INTERMEDIATE ALGEBRA 1 Unit Grades 9-12

Prerequisite: Successful completion of

Fundamentals of Algebra.

This course continues the content for Algebra

and provides an expanded study of linear

functions and introduces quadratic functions to

complete the skills taught in a traditional

Algebra 1 course. Students enrolled in this

course will take an EOC exam that will count

20% of the final grade.

ALGEBRA 1

1 Unit Grades 9-12

Prerequisite: Successful completion of 8th

grade math.

This course introduces the SCCCR basic

concepts of algebra. It is designed to prepare

students for higher level mathematics courses.

Graphing Calculator required. The South

Carolina end-of-course test for Algebra I

requires a graphing calculator be used. The state

of South Carolina requires that students take

an end of course examination that counts 20%

of the final grade.

MATH FOR THE TECHNOLOGIES 3

(tentative offering)

1 Unit Grades 11-12

Prerequisite: Algebra 1 or Fundamentals in

Algebra and Intermediate Algebra

Mathematics for the Technologies 3 is a program

of mathematical studies focusing on the

development of the student’s ability to

understand and apply mathematics to solve

realistic workplace problems. Skills I geometry

are taught through an integrative approach. The

basis of the course involves the study of

polygons, congruence, similarity, right triangles,

circles, area, volume, trigonometry and radian

23

measure of angles, geometry in the workplace

with measurement, blueprint reading,

orthographic drawing, and computer aided

design. Emphasis is on active participation

through appropriate project work, laboratory

activities, group and individual assignments,

discussion, and practice. Students are expected to

use graphing calculators and computers with

dynamic, interactive software throughout the

year. Graphing Calculator required.

GEOMETRY COLLEGE PREP

1 Unit Grades 9-10

Prerequisite: Intermediate Algebra, Algebra

1-B, Algebra I or Algebra I Honors.

Geometry is the mathematical study of shapes,

their properties, and their relationships. The

course competencies meet the state geometry

standards. Emphasis is placed on student

discovery and exploration and on formulating

and defending conjectures. Geometry includes an

in-depth study of reasoning, polygons,

congruence, similarity, right triangles, circles,

area, volume, and transformations. Students will

develop an appreciation for the connections

between geometry and other disciplines such as

art and architecture.

GEOMETRY HONORS

1 Unit Grades 9-10

Prerequisite: Successful completion of

Algebra 1 Honors with C or higher

Geometry is the mathematical study of shapes,

their properties, and their relationships. The

course competencies meet the state geometry

standards. Emphasis is placed on student

discovery and exploration and on formulating

and defending conjectures. Geometry includes an

in-depth study of reasoning, polygons,

congruence, similarity, right triangles, circles,

area, volume, and transformations. Students will

develop an appreciation for the connections

between geometry and other disciplines such as

art and architecture. This course is similar to

Geometry but covers more topics with greater

depth and at an accelerated pace. Graphing

calculator recommended.

ALEGBRA 2 COLLEGE PREP

1 Unit Grades 10-12

Prerequisite: Algebra 1or Honors Algebra 1;

Geometry or Honors Geometry. Graphing

calculator required.

This course is a continuation and elaboration of

the ideas introduced in Algebra 1, but is more

abstract. Topics include linear equations and

inequalities, systems of equations and

inequalities, polynomials, radicals and complex

numbers, quadratic functions and equations,

transformations of functions, conic sections,

rational expressions and equations, exponential

and logarithmic functions, and sequences and

series. Graphing calculators will be used

extensively and are required regularly for

homework.

ALGEBRA 2 HONORS

1 Unit Grades 10-12

Prerequisite: Successful completion of

Honors Algebra. Graphing calculator

required.

This course is similar to Algebra 2 but covers

more topics with greater depth and at an

accelerated pace. Graphing calculator required.

PRE-CALCULUS 1 Unit Grades 11-12

Prerequisite: Algebra 2 with at least a “77”

average or must have passed Algebra 2

Honors; teacher recommendation. Graphing

calculator required.

Pre-Calculus is designed to prepare students for

college mathematics and to provide a foundation

for higher-level mathematics. It is an advanced

math course for students with a strong

mathematical background. The central theme of

Pre-Calculus is functions as models of change.

Emphasis is given to the fact that functions can

be grouped into families and used as models for

real-world behavior. Families that are compared

and contrasted throughout the course include

linear, power, polynomial, rational, exponential

and logarithmic, and trigonometric functions.

Polar coordinates and conic sections are studied

as well. Graphing calculators will be used

extensively to reinforce relationships among

functions, to confirm written work, to implement

experimentation, and to assist in interpreting

results and are required regularly for homework.

PRE-CALCULUS HONORS

1 Unit Grades 11-12

Prerequisite: Successful completion of

Algebra 2 Honors.

Graphing calculator required.

Honors Pre-Calculus is similar to Pre-Calculus

but covers more topics at an accelerated pace.

Students will be expected to develop an

understanding of functions and be able to

effectively communicate abstract and complex

ideas related to the behavior of different types of

functions. Critical thinking and problem solving

24

will be emphasized. Graphing calculator

required.

PROBABILITY & STATISTICS HONORS

1 Unit Grade 12

Prerequisite: Pre-Calculus

This fourth-year honors preparatory course will

provide students with a basic understanding of

probability and statistics. Included topics are

introduction to statistics, probability, estimates

and sample sizes, hypothesis testing, etc.

Students learn to produce data, to put data into a

usable form, and to interpret data so that they

may draw conclusions about information

gathered. This course is should prepare students

to develop strong problem solving skills.

CALCULUS HONORS

1 Unit Grade 12

Prerequisite: Successful completion of Pre-

Calculus Honors. Graphing calculator

required.

Open only to students with strong mathematical

backgrounds. The student should be highly

motivated and possess strong mathematical

ability. Topics covered will include functions,

limits, differentiation, and integration. Real-life

applications will be emphasized.

ADVANCED PLACEMENT CALCULUS

1 Unit Grade 12

Prerequisite: Successful completion of Pre-

Calculus Honors. Graphing calculator

required.

AP Calculus AB is a college-level course that

prepares students for the advanced placement

exam in May. This course involves the continued

study of functions, rates, and accumulation.

Emphasis will be placed on multi-

representational approaches to calculus, where

students are expected to represent problems

graphically, numerically, analytically and

verbally. All students who take this class are

required to take the AP Calculus AB exam in

May. Passing scores on the AP exam may result

in college credit. This course and its syllabus

have been officially authorized by the College

Board. Graphing Calculator required. All

students are required to take the Advanced

Placement Calculus Examination given in the

spring as administered by the CEEB.

MATH FOR THE TECHNOLOGIES 4 1 Unit Grades 11-12

Prerequisite: Math for the Technologies 3 or

Algebra 2.

Mathematics for the Technologies 4 focuses on

the development of the student’s understanding

of and ability to apply mathematics to solve real-

world problems. The basis of the course involves

the study of probability, statistics, data analysis,

graphics, and spreadsheets. Students are

expected to utilize graphing calculators, and/or

computer software throughout the course.

Graphing Calculator required.

SCIENCE DEPARTMENT

PHYSICAL SCIENCE

1 Unit Grades 9-12

Prerequisite: none

The course is designed to acquaint the student

with the basic principles of physical science,

namely chemistry and physics. The course deals

with the properties and changes that take place in

matter. Concepts include scientific method,

measurement, matter, atoms, chemical bonds,

chemical reactions, nuclear reactions, acids,

bases, motion, forces, energy, and waves.

Students need a good command of mathematical

skills.

BIOLOGY 1 1 Unit Grade 10 - 12

Prerequisite: Successful completion of Physical

Science.

Biology 1 provides instruction designed for

students who have successfully completed 8th

grade science. This course presents biology as it

happens in everyday life, work, home, health,

society, and the environment. Laboratory

exercises and problem solving are important

aspects of the course. The state of South

Carolina requires that students take an end of

course examination that counts 20% of the

final grade. This course fulfills the South

Carolina High School Diploma science

requirement.

BIOLOGY 1 HONORS

1 Unit Grade 9

Prerequisite: Honors English 1 and/ or Honors

Algebra 1, score of Exemplary in science on 7th

grade PASS test, and teacher

recommendation.

Biology 1 Honors is very similar to Biology 1

but covers the standards based content at a

greater depth and at an accelerated pace. This

25

course presents biology as it happens in

everyday life, work, home, health, society, and

the environment. Laboratory exercises and

problem solving are important aspects of the

course. This course is for college preparatory

students desiring a formal background in

biology. The course includes extensive

laboratory work in areas of biological principles,

cells, genetics, and natural selection. The state

of South Carolina requires that students take

an end of course examination that counts 20%

of the final grade. This course fulfills the

South Carolina High School Diploma science

requirement.

BIOLOGY 2: Environmental Studies 1 Unit Grades 11 – 12

Prerequisite: Biology 1

This course is a study of biology with a focus on

plants and animals, toxins and pollutants that

affect the environment, and related technologies.

This is an extended study of biology designed for

students who have successfully completed

Biology 1.

BIOLOGY 2: Anatomy and Physiology

1 Unit Grades 11-12

Prerequisite: Biology 1

This course is for students interested in gaining a

greater understanding of the human body.

Biology is the study of living things. Anatomy is

a branch of biology that focuses on the structure

and shape of the body and its parts. Physiology

is a branch of biology that focuses on how the

body and its parts work. This course will

incorporate a variety of instructional strategies

and assessments in order for students to obtain a

comprehensive understanding of the human

body. Areas of study will include Lab and blood

safety, the ten major problems or diseases for

each system, how the systems compliment one

another, comparisons with other animals, and

careers related to anatomy and physiology.

BIOLOGY 2: Environmental Science –

1 Unit Grades 11-12

This course is for students interested in gaining a

greater understanding of the environment.

Biology is the study of living things.

Environmental Science is a branch of biology

that focuses on using living things to learn about

the environment and make decisions on

environmental issues using creative and critical

thinking. The environment is all external

conditions and factors, both living and nonliving

(chemicals and energy) that affect a living thing

or other specified system during its lifetime.

This course will incorporate a variety of

instructional strategies and assessments in order

for students to obtain a comprehensive

understanding of environmental science. Areas

of study will include Lab safety, biomes,

ecosystems, biodiversity, endangered species,

and principles of ecology, forests, natural

resources, communities, and waste management.

There will be an emphasis on careers related to

environmental science.

BIOLOGY 2 HONORS (This is a weighted

course.)

1 Unit Grades 11-12

Prerequisite: Successful completion of Biology

1 Honors; successful completion of Chemistry

1 CP/Hon or Chemistry 1 CP/Hon may be

taken concurrently.

This is an advanced high school level course for

students who plan post-secondary studies in the

life sciences. Emphasis is placed on the

following areas: molecular biology, cellular

biology, and organismic biology, including

plants and animals with a comprehensive study

of human anatomy and physiology Laboratory

work, including dissections, is essential to the

course.

ADVANCED PLACEMENT BIOLOGY

1 Unit Grades 11-12

Prerequisite Successful completion of Biology

1 Honors and Chemistry 1 CP/Honors.

Chemistry 1 CP/Hon may be taken

concurrently.

This is a college-level course designed to provide

an in-depth study of the major concepts of

biology paralleling the Advanced Placement

guidelines provided by the College Board.

Extensive laboratory work is required as a major

component of the course. All enrolled students

are required to take the Advanced Placement

Biology Examination given in the spring as

administered by the CEEB. For more course

details visit www.apcentral.collegeboard.com

EARTH SCIENCE

1 Unit Grades 11-12

Prerequisite: Successful completion of

Physical Science and Biology 1

Earth Science is a course designed for college

preparatory students looking for a background in

science as it relates to the planet Earth - how the

Earth formed, its place in the universe,

26

interactions on the ground and in the atmosphere.

The course includes studies in astronomy, the

geosphere, the paleobiosphere, the atmosphere

and the hydrosphere. The class will include

hands-on laboratory work, critical thinking, and

problem solving.

CHEMISTRY I COLLEGE

PREPARATORY 1 Unit Grades 11-12

Prerequisite: Successful completion of Biology

1, Physical Science and Algebra 1; currently

enrolled in or have successfully completed

Algebra 2; teacher recommendation.

This is a traditional introductory course in

chemistry. The focus of this class is on the

historical development and theoretical aspects of

chemistry. This course covers materials, atomic

and molecular structure, gas laws, molecular

geometry, bonding, stoichiometry, and acid-base

chemistry. The emphasis is on problem solving

and scientific deduction. Laboratory work is

essential to the course.

CHEMISTRY 1 HONORS

1 Unit Grade 10 – 12

Prerequisite: Successful completion of Biology

1 or Biology 1 Honors. Concurrently enrolled

in or have successfully completed Algebra 2;

teacher recommendation.

This is an advanced high school level course for

students who plan post-secondary studies in any

area of science, engineering, or the medical field.

Emphasis is placed on the historical development

and theoretical aspects of chemistry including

atomic and molecular structure, stoichiometry,

bonding, gas laws, and acid-base chemistry.

With a strong problem-solving approach, this

course necessitates a strong math background.

Laboratory work is essential to the course.

ADVANCED PLACEMENT CHEMISTRY

1 Unit Grades 11-12

Prerequisite: Successful completion of

Chemistry 1 CP or Honors; teacher

recommendation.

This is a college-level course designed to provide

an in-depth study of the major concepts of

chemistry paralleling the Advanced Placement

Guidelines provided by the College Board. With

a strong problem-solving approach, this course

necessitates a strong math background.

Extensive laboratory work is required as a major

component of this course. ALL enrolled students

are required to take the Advanced Placement

Chemistry Exam given in the spring.

CHEMISTRY 2 HONORS

1 Unit Grades 11-12

Prerequisite: Successful completion of

Chemistry I College Preparatory; successful

completion of Algebra 2; Teacher

recommendation. This is a freshman college-level chemistry

course. Chemistry II provides an in-depth study

of the topics covered in Chemistry I as well as

covering topics such as thermo-chemistry,

oxidation reduction, and chemical equilibrium.

With a strong problem-solving approach, this

course necessitates a strong math background.

Laboratory work is essential to this course.

PHYSICS HONORS

1 Unit Grades 11-12

Prerequisite: Successful completion of

Chemistry 1 and Algebra 2; Pre-Calculus

recommended; teacher recommendation.

This course is designed to provide an

introduction to the science of physics. The

emphasis is on developing a conceptual

understanding of the ideas of physics and how

these ideas affect the way we view the world.

Selected topics from the areas of mechanics

(motion and Newton’s Laws), thermodynamics

(heat and temperature), optics (light and lens),

wave mechanics (sound), electricity and

magnetism, astronomy, and modern physics

(relativity and black holes) will be covered. This

course will give students a better understanding

of how our world works and provide a

background for further study in physics.

SOCIAL STUDIES

DEPARTMENT

WORLD HISTORY/GEOGRAPHY

STUDIES 1 Unit Grade 9-12

Prerequisite: None

Geography is the study of where people, places,

and things are located and of the ways in which

things relate to each other. Geography allows

people to find answers to questions about the

world. Through the study of geography, you will

explore and discover the processes that shape the

earth, the relationships between people and

environments, and the links between people and

places. Geography will help you build a global

perspective and to understand the connections

between global and local events. Critical

thinking and research are key components of this

course.

27

UNITED STATES GOVERNMENT

1/2 Unit Grade 10-12

Prerequisite: None

United States Government is a semester course

required for graduation. Students will study the

institutions and relationships of government

under the United States and South Carolina

Constitutions. All levels and branches of

government are included. Special emphasis will

be placed on reading and math skills used in

social studies. The goal of the course is for

students to become more active participants in

the democratic process.

ADVANCED PLACEMENT

MACROECONOMICS

1 unit Grade 10 – 12

Prerequisite: “93” or higher in English and

Math Honors and teacher recommendation.

This course is designed as a college-level course.

It is an intensive study of macroeconomics. The

purpose of the AP course macroeconomics is to

give students a thorough understanding of the

principles of economics that apply to an

economic system as a whole. The course places

emphasis on the study of national income and

price-level determination, and also develops

students’ familiarity with economic performance

measures, the economic sector stabilization

policies, economic growth, and international

economics. Having learned the mechanics of the

foreign exchange markets, students should then

understand how changes in net exports and

financial capital flows affect financial and goods

markets.

ECONOMICS 1/2 Unit Grade 10-12

Prerequisite: None

Economics is a semester course required for

graduation. This course includes basic economic

concepts, choices consumers must make, and

math and reading skills necessary to be a good

consumer. Goals of the course include

developing decision-making skills, evaluating

alternatives in the market place, and developing

personal goals and values for effective consumer

choice.

UNITED STATES HISTORY AND

CONSTITUTION 1 Unit Grades 11-12

Prerequisite: None

United States History is required for graduation.

This course is a survey of the United States from

the Civil war to the present day. Emphasis will

be placed upon great Americans and their

contributions, political institutions, map skills,

and current events. This course is a

chronological study of different periods in

American history and the personalities in

America’s past. Students will examine the

political, economic, and social contributions

which led to the organization of the United

States as a democratic nation. The state of South

Carolina requires that students take an end of

course examination that counts 20% of the

final grade.

U.S. HISTORY and CONSTITUTION

ADVANCED PLACEMENT 1 Unit Grade 11

Prerequisite: Students are required to obtain

recommendations from the current year

Social Studies and English teachers to request

this course. A “93” or better average in

English is required. Additionally, it is

suggested that students have a PSAT Critical

Reading score of 45 or higher. Students must

submit an essay based on an historical topic

provided by the teacher. This essay should

demonstrate above average writing ability.

Required summer writing and reading

assignments must be completed before the

first day of class. If these assignments are not

completed, the student will be placed in a

college preparatory United States History

course.

This course is designed as a college-level course.

It is an intensive study of United States History

which includes not only outside reading and

writing, but outside research, interpretation, and

analysis as well. Free response and document-

based essays will be required; several books will

also be required for outside reading. Students

will examine the political, economic, and social

contributions which led to democracy. All

students are required to take the Advanced

Placement US History Examination given in the

spring as administered by the CEEB. This

course is very demanding. The state of South

Carolina requires that students take an end of

course examination that counts 20% of the

final grade.

PSYCHOLOGY

1/2 Unit Grades 11-12

Prerequisite: English course grade of 77” or

better.

This course is offered to juniors or seniors for ½

unit of social studies credit or an elective. The

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students will be able to explain the role of

biology, culture, and personal experiences in the

development of personality; learn to recognize

problems as they approach adulthood; recognize

the symptoms, causes, treatments, and methods

of preventing troubled personality; become

knowledgeable of the effects of drugs and

alcohol; and describe the theories presented by

various psychologists.

SOCIOLOGY

1/2 Unit Grades 10-12

Prerequisite: None

This course is a study of human relationships and

community life. Sociology deals with culture

and cultural changes, values, crime, poverty,

marriage, and divorce. Students will complete

special projects on social issues and perform

community service.

ELECTIVES

WORLD LANGUAGES

DEPARTMENT A student does not need a foreign language in

order to attend a two year college.

A student does need at least two (2) years of the

same foreign language to attend a four year

college, and some colleges require a minimum

of three years of the same foreign language.

Three or more units are strongly recommended

for the student who wishes to score well on the

college foreign language proficiency test for

placement/exemption.

FRENCH 1

1 Unit Grades 9-12

Prerequisite: Strongly recommended that a

student have an “85” average in English and

teacher recommendation. An overall “C”

average in Algebra or Geometry is

recommended. ASPIRE and/or PASS scores

will be used to determine placement.

In French 1 students will begin to communicate

in the language, gain knowledge and

understanding of aspects of the culture, acquire

an understanding of the interconnectedness of

language and learning, develop insight into the

nature of language and culture, and explore the

multilingual world in which they live.

Additionally, students will: be introduced to and

practice the sound structure of the language;

learn to communicate with simple questions and

answers; respond to and give directions; talk

about daily routines and events; be able to

express wants and needs; participate in guided

conversations; read at a beginning level and learn

to recognize cognates; write basic words and

phrases within appropriate grammatical context.

Additional cultural content includes non-verbal;

communication geography, music, major

holidays, social behavior and etiquette.

FRENCH 2

1 Unit Grades 10-12

Prerequisite: A grade of “77” or better in

French 1 is strongly recommended in order to

do well in French 2.

Students will continue to communicate in the

target language, gain additional understanding of

culture, expand their understanding of the

interconnectedness of language and learning,

improve their insight into the nature of language

and culture, and enjoy the multilingual world in

which they live. Additionally, students will:

Continue the acquisition of good pronunciation

skills; Ask questions and give answers about

routine activities; Use the target language to give

information in the form of a short narrative,;

Interact in a variety of situations to meet the

personal needs and preferences of themselves

and others; Improve their understanding of

written text; Write appropriate responses to a

given situation. Additional cultural content

includes geographical features, history, and the

arts and music of the countries studied. Social

behaviors will be further examined for

understanding. FRENCH 3 HONORS

1 Unit Grades 10-12

Prerequisite: French 2 teacher

recommendation

This course continues to emphasize meaningful

communication and language as it is used in real-

world situations that students are most likely to

encounter. Students in this course will elaborate

on ideas, ask and answer questions, narrate and

describe in sentences and groups of related

sentences, and understand short oral and written

passages. They will extend their language skills,

become more accurate in the language they

produce, and comprehend a greater variety of

texts and generate responses, and initiate

interactions in the language in more complex

ways. They will recognize the interrelatedness

of cultural products, practices and perspectives.

The will use the language to expand their

29

knowledge of other current additional and more

challenging performance assessment task for

each unit of study. Students will continue to

communicate in the target language, gain

additional understanding of the

interconnectedness of language and learning, I

prove their insight into the nature of language

and culture, and enjoy the multilingual world in

which they live.

FRENCH 4 HONORS

1 Unit Grades 10-12

Prerequisite: “C” average in French 3;

teacher recommendation

Students will be immersed in the French

language, advancing their skills in

communication by reading and conversing about

a variety of contemporary cultural topics.

Writing skills will be expanded through the

study of advanced grammatical forms

culminating in self-expression paragraphs and

essays. Reading skills will improve with

exposure to graded authentic literature. This

course enables students to: Respond to factual

and interpretive questions, express opinions and

relate information; Give presentations dealing

with historical or current events, artistic or

literary figures; Restate or paraphrase what they

have seen, read or heard; Read from materials

created for native speakers; Write original

compositions on a given topic; Begin using

language creatively in writing simple poetry,

plays or short stories. Students will become

knowledgeable concerning: the relationships

between historical periods and art forms; the

necessity to adjust speech to accommodate

different situations and audiences; and

participate in opportunities within the

community which allow the student to use their

language skills. Students in this course will be

required to complete additional and more

challenging performance assessment tasks for

each unit of study.

SPANISH 1 1 Unit Grades 9-12

Prerequisite: Strongly recommended that a

student have an “85” average in English and

teacher recommendation. An overall “C”

average in Algebra or Geometry is

recommended. ASPIRE and/or PASS scores

will be used to determine placement.

In Spanish 1students will begin to communicate

in the target language, gain knowledge and

understanding of aspects of culture, acquire an

understanding of the interconnectedness of

language and learning, develop an insight into

the nature of language and culture, and explore

the multilingual world in which they live.

Additionally, students will: Be introduced to and

practice the sound structure of the language;

Learn to communicate with simple questions and

answers; Respond to and give directions; Talk

about daily routines and events; Be able to

express wants and needs; Participate in guided

conversations; Read at a beginning level and

learn to recognize cognates; Write basic words

and phrases with appropriate grammatical

context. Additional cultural content includes

non-verbal communication, geography, music,

major holidays, social behavior and etiquette.

SPANISH 2 1 Unit Grades 9-12

Prerequisite: A grade of “77” or better in

Spanish 1 is strongly recommended in order

to do well in Spanish 2.

Students will continue to communicate in the

target language, gain additional understanding of

culture, expand their understanding of the

interconnectedness of language and learning,

improve their insight into the nature of language

and culture, and enjoy the multilingual world in

which they live. Additionally, students will:

Continue the acquisition of good pronunciation

skills; Ask questions and give answers about

routine activities; Use the target language to give

information in the form of a short narrative;

Interact in a variety of situations to meet the

personal needs and preferences of themselves

and others; Improve their understanding of

written text; Write appropriate responses to a

given situation. Additional cultural content

includes geographical features, history, and the

arts and music of the countries studied. Social

behaviors will be further studied for

understanding.

SPANISH 3 HONORS 1 Unit Grades 10-12

Prerequisite: Spanish 2 teacher

recommendation.

This course continues to emphasize meaningful

communication and language as it is used in real-

world situations that students are most likely to

encounter. Students in this course will elaborate

on ideas, ask and answer questions, narrate and

describe in sentences and groups of related

sentences, and understand short oral and written

passages. They will extend their language skills,

become more accurate in the language they

30

produce, and comprehend a greater variety of

texts and generate responses, and initiate

interactions in the language in more complete

ways. They will recognize the interrelatedness of

cultural products, practices, and perspectives.

They will use their language to expand

knowledge of other content areas and gain

awareness of multiple viewpoints. Students in

this course will be required to complete

additional and more challenging performance

assessment tasks for each unit of study.

Students will continue to communicate in the

target language, gain additional understanding of

culture, expand their understanding of the

interconnectedness of language and learning,

improve their insight into the nature of language

and culture, and enjoy the multilingual world in

which they live.

SPANISH 4 HONORS 1 Unit Grades 11-12

Prerequisite: “77” average in Spanish 3 and

teacher recommendation.

Students will be immersed in the target language,

advancing their skills in communication by

reading and conversing about a variety of

contemporary cultural topics. Writing skills will

be expanded through the study of advanced

grammatical forms culminating in self-

expression paragraphs and essays. Reading skills

will improve with exposure to graded authentic

literature genre. This course enables students to:

Respond to factual and interpretive questions,

express opinions and relate information; Give

presentations dealing with historical or current

events, artistic or literary figures; Restate or

paraphrase what they have seen, read or heard;

Read from materials created for native speakers;

Write original compositions on a given topic;

Begin using language creatively in writing

simple poetry, plays or short stories. Students

will become knowledgeable concerning: the

relationships between historical periods and art

forms; the necessity to adjust speech to

accommodate different situations and audiences;

Opportunities within the community which allow

the student to use their language skills. Students

in this course will be required to complete

additional and more challenging performance

assessment tasks for each unit of study.

VISUAL AND

PERFORMING ARTS

ART

INTRODUCTION TO ART 1/2 Unit Grades 10-12

Prerequisite: None

Introduction to Art will expose students to the

elements and principles of design, art history,

and aesthetics. They will receive training that

will enable them to use the different techniques

and media found in Drawing, Painting,

Ceramics, and Sculpture. The top 20 most

famous artists of all time will be discussed and

students will become familiar with their work

through art history lessons.

DRAWING IN BLACK AND WHITE

1/2 Unit Grades 10-12

Prerequisite: “85” or above average in

Introduction to Art. 9th graders may take this

course if identified as an IDEALS art student.

This course is designed to teach students the

techniques used when drawing in black and

white. Students will develop mastery using

pencils, charcoal, graphite, and ink.

Compositions will be created using still life,

photographs, imaginative images and models.

Art history lessons will enrich student's

understanding of past artists' contributions to

drawing. A portfolio of work will be kept and

displayed.

DRAWING IN COLOR 1/2 Unit Grades 10-12

Prerequisite: “85” or above in Introduction

to Art. 9th graders may take this course if

identified as an IDEALS art student.

This course is designed to teach students the

techniques used when drawing in color.

Students will develop mastery using colored

pencils. They will also develop their skills using

other color media. Compositions will be created

using still life, photographs, imaginative images

and models. Art History lessons will enrich

student's understanding of past artists'

contributions to drawing. A portfolio of work

will be kept and displayed.

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PAINTING

1/2 Unit Grades 10-12

Prerequisite: “85” or above in Introduction to

Art.

This course focuses on the techniques used in

painting. Different painting media will be used

such as acrylic, water color, tempera, oil, and

India ink. Students will develop skills used in

painting realistically, abstractly, and

impressionistically. Intermediate painting

techniques will be used on various projects using

still life, photography, imaginative images, and

live models. Weekly art history lessons will

allow students to pattern their paintings after

master painters. There will be a $20 fee to cover

materials.

HONORS ART 1

1/2 Unit Grades 9– 12

Prerequisite: 1).Student has been identified

for Project Ideals Gifted and Talented Art, or

2). A student may submit a portfolio and

interview for a position in the class.

This honors weighted course focuses on

developing the skills necessary for a student to

become a practicing artist. Through the

implementation of in-depth, detailed, and

rigorous projects using pencil, colored pencil,

clay, and paint students will develop mastery in

studio art techniques and processes. Students

will be required to research an artist from history

and defend their artwork during critiques from

their peers. Whenever possible, a guest artist

and/or museum field trips will be scheduled.

There will be $20 fee to cover materials.

HONORS ART 2

1 Unit Grade 10 - 12

Prerequisite: 1).Student has been identified

for Project Ideals Gifted and Talented Art, or

2). A student may submit a portfolio and

interview for a position in the class.

This is an honors weighted, self-directed course

in which students will select a theme that they

will incorporate in their work throughout each

semester. This is a studio art course where the

students will develop a portfolio of their work to

further their artistic career. Whenever possible, a

guest artist and/or museum field trips will be

scheduled. Students will develop an individual

style for creating art and practice using that style

in different media to develop mastery. There will

be $20 fee to cover materials.

SCULPTURE AND CERAMICS

1/2 Unit Grades 10-12

Prerequisite: “85” or above average in

Introduction to Art. This course focuses on the techniques used to

develop three-dimensional pieces of art using

various media. The students will develop skills

using clay to make pottery and sculpture.

Techniques such as wheel throwing, hand

building, and low relief will be discussed and

implemented. Weekly art history lessons will

allow students to view examples of artwork and

relate it to their own. There will be a $20 fee to

cover materials.

ADVANCED PLACEMENT STUDIO ART

1 Unit Grade 12

Prerequisite: Successful completion of advanced

and honors art courses. Teacher recommendation

required.

The AP Studio Art portfolios are designed for

students who are seriously interested in the

practical experience of art. AP Studio Art is not

based on a written exam; instead, students

submit portfolios for evaluation at the end of the

school year. The AP Studio Art Program consists

of three portfolios — 2-D Design, 3-D Design

and Drawing — corresponding to the most

common college foundation courses. Each year

the thousands of portfolios that are submitted in

AP Studio Art are reviewed by college,

university and secondary school art instructors

using rigorous standards.

This College Board program provides the only

national standard for performance in the visual

arts that allows students to earn college credit

and/or advanced placement while still in high

school. The AP Program is based on the premise

that college-level material can be taught

successfully to secondary school students. It also

offers teachers a professional development

opportunity by inviting them to develop a course

that will motivate students to perform at the

college level. In essence, the AP Program is a

cooperative endeavor that helps high school

students complete college-level courses and

permits colleges to evaluate, acknowledge and

encourage that accomplishment through the

granting of appropriate credit and placement.

The instructional goals of the AP Studio Art

program can be described as follows:

• Encourage creative and systematic

investigation of formal and conceptual issues.

• Emphasize making art as an ongoing process

that involves the student in informed and critical

decision making.

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• Help students develop technical skills and

familiarize them with the functions of the visual

elements.

• Encourage students to become independent

thinkers who will contribute inventively and

critically to their culture through the making of

art.

The AP Studio Art Development Committee

recognizes that there is no single, prescriptive

model for developing a rigorous, college-level

studio art course.

This AP course should address three major

concerns that are constants in the teaching of art:

(1) a sense of quality in a student’s work; (2) the

student’s concentration on a particular visual

interest or problem; and (3) the student’s need

for breadth of experience in the formal, technical

and expressive means of the artist. AP work

should reflect these three areas of concern:

quality, concentration and breadth.

MUSIC

CHORALEERS

1 Unit Grades 9-12

Prerequisite: Solo audition using the

Anderson School District Two audition

format for Music IDEALS or a former

member of Music IDEALS in an elementary

or middle school within our district or a

program of equal caliber outside of our

district. A $25 fee is required of each student

to cover concert attire.

This course is designed for beginning to

intermediate vocal music students in grades 9-

12. These students wish to increase the

development of sound vocal techniques,

comprehensive musicianship, and vocal

independence within an ensemble setting.

Members of Choraleers will be required to

participate in concerts and the State Music

Festival. Students in this choir will perform

madrigals, pop/show choir pieces, and various

choral repertoire that is designed to aid in the

vocal development of each student.

Demonstration of sight-singing and music theory

skills is required.

SHOWCHOIR AND VOCAL PERCUSSION

CHOIR

1 Unit Grades 9-12

Prerequisite: Solo audition with the Belton-

Honea Path High School choral director or a

former member of Music IDEALS in an

elementary or middle school within our

district. In the audition the student should be

able to match pitch or “beat-box” and show

an ability to move to a steady beat. A $25 fee

is required of each student to cover concert

attire. This course is designed for beginning to

intermediate vocal music students in grades 9-12

who like to sing and dance. These students wish

to increase the development of sound vocal

techniques, comprehensive musicianship, and

vocal independence using a pop music

perspective within an ensemble setting.

Members of the Showchoir will be required to

participate in concerts and local events. Students

in this choir will perform pop and Broadway

music, as well as, vocal percussion pieces. Basic

music theory skills and an ability to move to a

steady beat are required.

CHAMBER SINGERS HONORS 1 Unit Grades 10-12

Prerequisite: Solo audition and teacher

approval. A $25 fee is required of each

student to cover concert attire. This course is designed for more advanced vocal

music students in grades 10-12 who wish to

increase the development and mastery of sound

vocal techniques, comprehensive musicianship,

and vocal independence within an ensemble

setting. Chamber Singers serves as the main

touring choir and vocal musical ambassadors for

Belton-Honea Path High School and Anderson

School District #2. Members of Chamber

Singers perform madrigals, pop/show choir

pieces, and more advanced choral works for

smaller ensembles. Demonstration of sight-

singing and music theory skills is required of all

Chamber Singers members, and may include

local, county, state, and national events.

Interested students must complete a solo audition

and demonstrate the following qualities:

leadership, cooperation, dedication, maturity,

and self-discipline.

LYRIC WOMEN’S HONOR ENSEMBLE 1 Unit Grades 10-12

Prerequisite: Solo audition and teacher

approval. A $25 fee is required of each

student to cover concert attire.

This course is designed for more advanced vocal

music students in grades 10-12 who are female.

These ladies wish to increase the development

and mastery of sound vocal techniques,

comprehensive musicianship, and vocal

independence within an ensemble setting. Lyric

Women’s Honor Ensemble serves as a touring

33

choir and vocal musical ambassadors for Belton-

Honea Path High School. Ladies in the Lyric

Women’s Honor Ensemble perform madrigals,

pop/show choir pieces, and more advanced

choral works for women’s ensembles.

Demonstration of sight-singing and music theory

skills is required of all Lyric Women’s Honor

Ensemble members, and may include local,

county, and state events. Interested ladies must

complete a solo audition and demonstrate the

following qualities: leadership, cooperation,

dedication, maturity, and self-discipline.

INTRODUCTION TO PIANO

TECHNIQUES I and II

1/2 Unit each Grades 9-12

Prerequisite: An interest in learning to play

the piano. Students should be self-starters

and task oriented. A $20 fee is required to

purchase piano books and antibacterial wipes. This course is designed for the student with little

musical background who would like an

introduction to piano playing and elementary

music theory. Instruction is offered in a group

laboratory setting using digital pianos. Solo

classroom performance is required of all

students. Topics in theory include musical

notation, rhythm and meter, scales, intervals, and

chords. Students interested in this class need to

be self-motivated and capable of working

independently without teacher prodding.

Students will be responsible for purchasing

needed piano books.

ADVANCED PIANO TECHNIQUES I and II 1/2 unit each Grades 9-12

Prerequisite: Teacher recommendation and

successful completion of Piano Techniques I

or II. If a student has taken private lessons

outside of school for at least two years, then

the student may request to be in the advanced

class. Students should be self-starters and

task oriented. A $20 fee is required to

purchase an advanced book and antibacterial

wipes.

This course is designed for the student who

successfully completed Introduction to Piano

Techniques or who has previously studied piano

and is musically proficient beyond the

introductory level. Instruction is offered in a

group laboratory setting using digital pianos.

The content covered in this course will be

expanded to include more difficult piano

literature and more advanced music theory

topics. Students interested in this class need to

be self-motivated and capable of working

independently without teacher prodding.

Students will be responsible for purchasing

needed piano books.

BAND WOODWINDS (MARCHING BAND)

1 Unit Grades 9-12

Prerequisite: Must audition for enrollment.

Participation in the middle school program,

previous participation in Marching/Concert

Band, or private instruction. One of the band

directors MUST sign recommendation. Must

be in class in order to participate.

Marching Band is open to any student in the 9th –

12th grade with previous instruction in

instrumental music or by audition. This course

will refine skills in Marching and Concert Band

performance (tone, intonation, phrasing,

articulation, precision, style history, theory, and

composition). Students will learn all major

scales, and will also complete all of the Clinic

and Senior Level Region/ All-State audition

requirements as described by the South Carolina

Band Director’s Association. During the FALL,

students in this class will be REQUIRED to

attend Band Camp (the three weeks prior to the

first week of school), all after-school rehearsals

(Mon., Tues., and Thurs.), all football games; all

band competitions, all parades and Christmas

Rhapsody. During the SPRING, students will be

required to attend Concert Festival, Band Revue,

Graduation, and other events determined by the

directors. After school rehearsals may be called

during the spring as needed. Attendance and

participation in all of these events will determine

students’ grades. Students who do not wish to

participate in both marching band and concert

band WILL NOT BE ALLOWED TO SIGN

UP FOR THIS CLASS. Students must be

enrolled in class to participate.

BRASS/PERCUSSION (MARCHING BAND)

1 Unit Grades 9-12

Prerequisite: Must audition for enrollment.

Participation in the middle school program,

previous participation in Marching/Concert

Band, or private instruction. One of the band

directors MUST sign recommendation. Must

be in class in order to participate.

Marching Band is open to any student in the 9th –

12th grade with previous instruction in

instrumental music or by audition. This course

will refine skills in Marching and Concert Band

performance (tone, intonation, phrasing,

articulation, precision, style history, theory, and

composition). Students will learn all major

34

scales, and will also complete all of the Clinic

and Senior Level Region/ All-State audition

requirements as described by the South Carolina

Band Director’s Association. During the FALL,

students in this class will be REQUIRED to

attend Band Camp (the three weeks prior to the

first week of school), all after-school rehearsals

(Mon., Tues., and Thurs.), all football games; all

band competitions, all parades and Christmas

Rhapsody. During the SPRING, students will be

required to attend Concert Festival, Band Revue,

Graduation, and other events determined by the

directors. After school rehearsals may be called

during the spring as needed. Attendance and

participation in all of these events will determine

students’ grades. Students who do not wish to

participate in both marching band and concert

band WILL NOT BE ALLOWED TO SIGN

UP FOR THIS CLASS. Students must be

enrolled in class to participate.

JAZZ BAND HONORS 1 Unit Grades 9-12

Prerequisite: Must audition for enrollment.

One of the band directors MUST sign

recommendation. Must be in class in order to

participate.

This is an advanced band class that will refine

skills in Marching and Concert Band

performance (tone, intonation, phrasing,

articulation, precision, style history, theory, and

composition), and explore the fundamentals of

jazz performance (improvisation, jazz history,

jazz theory, and composition). Students will

learn all major and blues scales and will also

complete all of the Clinic and Senior Level

Region/All-State audition requirements as

described by the South Carolina Band Director’s

Association. .

During the FALL semester, jazz band students

will combine with the Marching Band and will

be REQUIRED to attend Band Camp (the

three weeks prior to the first week of school), all

after-school rehearsals (Mon., Tues., and Thurs.),

all football games, all band competitions, all

parades, and Christmas Rhapsody. During the

SPRING semester, Jazz Band students will

combine with the Concert Band and will be

required to attend the State Concert Festival,

Band Revue, Graduation, and other events

determined by the directors. Students must also

participate in all Jazz Band events for credit in

the course. The directors will determine these

events by the beginning of each semester.

Students who do not wish to participate in

marching band, concert band and jazz band

WILL NOT BE ALLOWED TO SIGN UP

FOR THIS COURSE. All members of the

Jazz Band are required to audition for the

ALL-Region/All-State Band Clinics in

January. Students must be enrolled in class to

participate.

CONCERT BAND

(1/2 Unit Spring semester only) Grades 9-12

Prerequisite: Must audition for enrollment,

but ONLY if one of the following applies:

1) Student was enrolled in Color

guard/Visual Ensemble for Fall Semester; or

2) Student participated in a Fall B-HP sport.

One of the band directors MUST sign

recommendation.

This course will refine skills in Concert Band

performance (tone, intonation, phrasing,

articulation, precision, style, history, theory,

composition). The students will also complete

all of the of the All-State audition requirements

as described by the South Carolina Band

Director’s Association for their particular level

(Clinic or Senior). During the SPRING,

students will be required to attend Concert

Festival, Band Revue, Graduation, and other

events determined by the directors. After-school

rehearsals may be called during the spring as

needed. Attendance and participation in all of

these events will determine students’ grades.

Directors will determine these events by the

beginning of each semester. Students must be

enrolled in class to participate.

COLOR GUARD/VISUAL ENSEMBLE 1 Unit Grades 9-12

Prerequisite: Must audition during spring

tryouts for enrollment. One of the band

directors MUST sign recommendation. Must

be in class in order to participate.

This class will emphasize the learning and

execution of flag and dance routines that are

incorporated into the high school marching band

drill designs. Color guard members will be

REQUIRED to attend Band Camp (the three

weeks prior to the first week of school), all after-

school rehearsals (Mon., Tues., and Thurs.), all

football games, all band competitions, and all

parades. Attendance and participation in these

events will determine students’ grades. Students

who do not participate in marching band WILL

NOT BE ALLOWED TO SIGN UP FOR

THIS CLASS.

35

JAZZ BAND

½ Unit (spring) Grades 9 - 12

Prerequisite: Must audition for enrollment,

but ONLY if a instrumental position is

available, and the student has not been

previously enrolled in a band course. One of

the band directors MUST sign

recommendation. Must be in class in order to

participate.

This is an advanced band class that will refine

skills in Concert Band performance (tone,

intonation, phrasing, articulation, precision,

style, history, theory, composition), and explore

the fundamentals of jazz performance

(improvisation, jazz history, jazz theory, and

composition). Students will learn all major and

blues scales, and will also complete all of the of

the Clinic and Senior Level Region/All-State

audition requirements as described by the South

Carolina Band Director’s Association. Jazz

Band students will combine with the Concert

Band and will be required to attend State Concert

Festival, Band Revue, Graduation, and other

events determined by the directors. Students

must also participate in all jazz band events for

credit in this course. Directors will determine

these events by the beginning of each semester.

Students who do not participate in concert band

and jazz band WILL NOT BE ALLOWED TO

SIGN UP FOR THIS CLASS.

MUSIC APPRECIATION

1 Unit Grades 10– 12

Prerequisite: None

This course is designed to provide the student

with a solid foundation of musical knowledge. In

this course, the student will discover that music

is not only a means of expressing ourselves

but that it is also a documentation of history and

culture of society. Students will leave this class

with a broad knowledge of various types of

music. Class time together will give the student

an appreciation for musical genres that may not

be familiar to him/her. The goal of this class is to

develop students who are more become the

audiences for the arts! Students will be engaged

in listening and learning activities throughout the

year that will include the following

Baroque, Classical, Romantic, Twentieth

Century, Jazz, Rock and Roll, Big Band,

Country, Bluegrass, Folk, Opera and Broadway

musicals.

THEATER

THEATER APPRECIATION

1 Unit Grades 9 - 12

Prerequisite: None

This course is designed to provide students with

a foundation for understanding the concepts of

theater, including but not limited to historical

context, working vocabulary, stage acting and

technical components. Lectures, discussions,

videos, and live theater performances are

employed to bring students to an appreciation of

the vital role theater plays in society.

SPEECH

1 Unit Grades 9 - 12

Prerequisite: None

This course will focus on developing

competency in planning, presenting, and

evaluating basic speech with an emphasis on

critical and orderly thinking; using appropriate

language, support and motivational appeals;

handling speech anxiety; and assessing

audiences.

THEATER (DRAMA) I 1 Unit Grades 9 - 12

Prerequisite: None In this course students will develop basic skills

and techniques of set design, acting, and

directing and will participate in all aspects of a

production. Intense study of a variety of plays

and dramatic forms will be included. A

culminating project will be performed in front of

an audience of peers.

THEATER II 1 Unit Grades 10 – 12

Prerequisite: Theater I, Monologue Audition,

Application, and Teacher Approval. A $30 fee

is required.

This course is designed for more advanced

theater students who wish to develop and master

stage performance with an ensemble. It is

required of Theater II actors to perform in a

minimum of three public shows during the

school year. Students will be required to attend

after-school rehearsals as needed. Attendance

and participation in rehearsals and performances

will determine students’ grades. Interested

students must complete a monologue audition,

complete a written application, and demonstrate

the following qualities: leadership, cooperation,

dedication, maturity, and self-discipline.

36

THEATER III 1 Unit Grades 10 - 12

Prerequisite: Theater I, Monologue Audition,

Application with 3 Recommendations, and

Teacher Approval. $30 fee is required. This

course is designed for advanced theater students

who wish to develop and master playwriting and

stage performance with an ensemble. Theater III

actors will perform in several public shows

during the school year, including but not limited

to local and/or state service-learning and

competition performances. Students will be

required to attend after-school rehearsals as

needed. Attendance and participation in

rehearsals and performances will determine

students’ grades. Interested students must

complete a monologue audition, complete a

written application with 3 recommendations, and

demonstrate the following qualities: leadership,

cooperation, dedication, maturity, and self-

discipline.

HEALTH EDUCATION

PERSONAL HEALTH AND WELLNESS 1/2 Unit Grades 9-12

Prerequisite: None

This course in health education presents

materials to help students understand how to

become and stay healthy. Students will gain an

understanding of mental, social, and physical

well-being. Other topics will include safety and

first aid; drugs, alcohol, and tobacco; and

diseases and disorders. This course also includes

material from, The American Heart Association

Heart-saver course. It includes CPR, first aid

and AED training, for adults as well as infants.

Basic human anatomy emphasizing the structure

and function of body systems is another key

component of the course. Students of this course

are expected to master the skills of rescue

breathing, CPR, abdominal thrusts, and first aid

bandaging. Certification by the AHA is

available for those students who are at least

sixteen years old and wish to seek it. Students

seeking to be certified must pay a $3.00 fee for

the certification card, and master all the critical

skills of the course.

FAMILY AND COMMUNITY HEALTH

AND SAFETY 1/2 Unit Grades 9-12

Prerequisite: None

This course is designed to aid students in

understanding factors which influence family

health and responsibilities for protecting health

of the family and community. It is also designed

to aid the class in assessing community health

needs and in the wise use of reliable resources.

This course also includes material from, The

American Heart Association Heart-saver course.

It include CPR, first aid and AED training, for

adults as well as infants. Basic human anatomy

emphasizing the structure and function of body

systems is another key component of the course.

Students of this course are expected to master the

skills of rescue breathing, CPR, abdominal

thrusts, and first aid bandaging. Certification by

the AHA is available for those students who are

at least sixteen years old and wish to seek it.

Students seeking to be certified must pay a $3.00

fee for the certification card, and master all the

critical skills of the course.

PHYSICAL EDUCATION

PHYSICAL EDUCATION I 1 Unit Grades 9-12

Prerequisite: None

This is a basic course in physical education

required for graduation. This co-educational

course will include one semester of personal

fitness. Physical education also includes

teaching skills in individual and team sports.

Units in fitness, football, basketball, soccer,

softball, and volleyball will be covered. Racket

sports will include tennis and badminton. Other

units may include folk and square dance,

bowling, golf, and board games. In addition,

each student will have units on comprehensive

health.

PHYSICAL EDUCATION II 1 Unit Grades 10-12

Prerequisite: Successful completion of

Physical Education I and teacher

recommendation

This course teaches advanced skills in team

activities such as football, basketball, soccer,

volleyball, and softball. Individual activities

may include gymnastics, track and field, weight

training, and wrestling. Racket and target

activities may be included. Fitness for life skills

37

including concepts, flexibility, and aerobic

activities will be emphasized.

STRENGTH TRAINING FOR MEN 1-4 1 or 1/2 Unit Grades 9

Prerequisite: Instructor’s and Athletic

Director’s approval; or previous

demonstration of successful work in weight

training.

This is an advanced course that will focus on

strength training and conditioning for the highly

skilled student. This course will provide

instruction in proper weight lifting techniques

and procedures. This course will review proper

lifting techniques, spotting techniques, and

safety. Students will be evaluated by their

improvement in their performance throughout

the course. *Rising 9th graders must be

participating in a high school course and must be

approved by BHP’s athletic director. One

semester of personal fitness and one semester of

lifetime fitness will be included in the 9th grade

section of this course.

FOOTBALL STRENGTH TRAINING FOR

MEN 1-4 1 or 1/2 Unit Grades 9-12

Prerequisite: Instructor’s and Athletic

Director’s approval

This is an advanced course that will focus on

strength training and conditioning for football.

This course will provide instruction in proper

weight lifting techniques and procedures. This

course will review proper lifting techniques,

spotting techniques, and safety. Students will be

evaluated by their improvement in their

performance throughout the course. *Students

must be a member of the B-HP football team.

Rising 9th graders must be approved by BHP’s

athletic director. One semester of personal fitness

and one semester of lifetime fitness will be

included in the 9th grade section of this course.

BASEBALL/BASKETBALL STRENGTH

TRAINING FOR MEN 1-4 1or 1/2 Unit Grades 9-12

Prerequisite: Instructor’s and Athletic

Director’s approval

This is an advanced course that will focus on

strength training and conditioning for baseball

and basketball. This course will provide

instruction in proper weight lifting techniques

and procedures. This course will review proper

lifting techniques, spotting techniques, and

safety. Students will be evaluated by their

improvement in their performance throughout

the course. *Students must be a member of the

B-HP baseball or basketball team. Rising 9th

graders must be approved by BHP’s athletic

director. One semester of personal fitness and

one semester of lifetime fitness will be included

in the 9th grade section of this course.

STRENGTH TRAINING FOR WOMEN 1-4 1 or 1/2 Unit Grades 9-12

Prerequisite: Instructor’s and Athletic

Director’s approval; or previous

demonstration of successful work in weight

training.

This is an advanced course that will focus on

strength training and conditioning for the highly

skilled student. This course will provide

instruction in proper weight lifting techniques

and procedures. This course will review proper

lifting techniques, spotting techniques, and

safety. Students will be evaluated by their

improvement in their performance throughout

the course. *Rising 9th graders must be approved

by BHP’s athletic director. One semester of

personal fitness and one semester of lifetime

fitness will be included in the 9th grade section of

this course.

PRINCIPLES OF ATHLETIC TRAINING

1/2 Unit Grades 9-12

Prerequisite: None

This course is intended to introduce students to

the profession of athletic training and sports

medicine; including history, function, career

opportunities and college opportunities available.

Facilities where athletic training is practiced,

types of clients treated, equipment used, and the

various relationships with other healthcare

professionals are discussed. The following

aspects are included in the course.

* Emergency Response - provides the

knowledge, skills, and confidences to help a

person who is a victim of injury or sudden

illness. Students learn how to assess a person’s

condition and how to recognize and care for life-

threatening emergencies. Students will also AHA

Heartsaver First Aid CPR and AED training.

* Therapeutic Exercise -study of the basic types

of exercises applied in the treatment of disease

and injury. Emphasis is on the teaching aspect

of working with the physically active client.

* Therapeutic Modalities and Treatment

Techniques- students are introduced to theory,

application, and treatment of therapeutic

modalities including: moist heat, cryotherapy,

38

infrared, ultra violet, fluidotherapy, ultrasound,

magnetic therapy, hydrotherapy, and diathermy.

* Care & Prevention of Athletic Injuries-

introduction to the concepts of injury prevention,

recognition and management, as they relate to

athletics.

* Recognition and Evaluation of Athletic

Injuries- students taking this course will be able

recognize an athletic injury and follow the steps

of an evaluation. Students will only observe this

process being done by the athletic trainer.

AIR FORCE JUNIOR

ROTC

The mission of Air Force Junior ROTC is to

“build better citizens for America.”

AFJROTC does not recruit for the military

nor does participation in AFJROTC obligate

the cadet to military service.

The AFJROTC program provides citizenship

training and an aerospace science program for

high school youth. Enrollment in the AFJROTC

program is open to all students who are United

States citizens. These courses are for Air Force

JROTC cadets only

Cadets receive credit toward high school

graduation by successfully passing AFJROTC

classes. Aerospace Science study includes the

history of aviation, the science of flight, space

exploration, and management. Leadership

Education offers students many opportunities to

shape their character. Students learn about

character development while many character-

building topics are discussed. Elements of good

citizenship are instilled in students. They are

introduced to the Air Force organizational

structure, uniform wear, military customs and

courtesies, flag etiquette, citizenship in the

United States, first aid, health and wellness,

fitness, individual self-control, basic drill and

ceremonies, effective communications, they

learn to listen and think critically, how to prepare

for leadership, how to build personal awareness,

key elements of building and encouraging

effective teams, key behaviors for becoming a

credible and competent leader, the importance of

charting a career path, specific career options,

how to create a personal budget and financial

plan, how to write a resume, how to interview

for a job, how to apply for college, the

importance of management, making decisions,

and problem solving, human relations and life

skills. They learn about the defense structure of

the United States and current Air Force issues.

Each academic course must consist of Aerospace

Science (AS) and Leadership Education (LE)

components, and a Wellness component. Each

course must contain a contact time blend of 40

percent AS material, 40 percent LE and 20

percent Wellness instruction. In all cases, during

the course of the academic credit period, the

required components of aerospace science and

leadership education courses must be taught to

each class.

AFJROTC I

1 Unit Grades 9-12

Prerequisite: Fully enrolled high school student

who is a United States Citizen or is in the

process of obtaining U.S. Citizenship. Cadets

must wear the uniform at least once per week.

Failure to wear the uniform or to meet grooming

standards will result in failure of the course.

This course can count as the unit of Physical

Education required for a South Carolina

Diploma. Cadets will not be allowed to drop this

course after school begins.

Aerospace Science 100: A Journey into

Aviation History

This is first AS course for all new cadets. It is an

aviation history course focusing on the

development of flight throughout the centuries.

It starts with ancient civilizations, then

progresses through time to modern day. The

emphasis is on civilian and military contributions

to aviation; the development, modernization, and

transformation of the Air Force; and a brief

astronomical and space exploration history. It is

interspersed with concise overviews of the

principles of flight to include basic aeronautics,

aircraft motion and control, flight power, and

rockets. Throughout the course, there are

readings, videos, hands-on activities, and in-text

and student workbook exercises to guide in the

reinforcement of the materials.

The course objectives are:

1. Know the historical facts and impacts of

the early attempts to fly

2. Know the major historical contributors

to the development of flight

39

3. Know the contributions of the U.S. Air

Force to modern aviation history

4. Know the key events of space

exploration history

Leadership Education 100: Citizen, Character

& Air Force Tradition

Many of the 72 hours dedicated to leadership

studies relate directly to the academic subject

matter. The LE-100 textbook introduces cadets

to the Air Force Junior Reserve Officer Training

Corps (AFJROTC) program providing a basis for

progression through the rest of the AFJROTC

program while instilling elements of good

citizenship. It contains sections on cadet and Air

Force organizational structure; uniform wear;

customs, courtesies, and other military traditions;

health and wellness; fitness; individual self-

control; and citizenship.

The course objectives are:

After successfully completing the Leadership

Education I: Citizenship, Character & Air Force

Tradition textbook the student will:

1. Know the importance of AFJROTC

history, mission, purpose, goals, and

objectives.

2. Know military traditions and the

importance of maintaining a high

standard of dress and personal

appearance.

3. Know the importance of attitude,

discipline, and respect, and why values

and ethics are so important.

4. Know the importance of individual self-

control, common courtesies and

etiquette.

5. Know that an effective stress

management program improves the

quality of life.

6. Know why courtesies are rendered to

the United States flag and the National

Anthem.

7. Know why it is important to be a good

democratic citizen and to be familiar

with the different forms of

governments.

8. Know the importance of keeping

yourself well and helping others stay

well.

Wellness Program: Twenty percent of the

cadet’s grade is devoted to physical fitness. At

the beginning of each year, the cadets are

administered a physical fitness evaluation.

During the year we spend twenty percent of our

class time doing exercise and playing sports. At

the end of the year we administer the physical

fitness evaluation again to see how much the

cadet improves. Cadets are graded based on

their level of effort. Awards are given to the

cadets who achieve the most improvement

during the year.

AFJROTC II

1 Unit Grades 10-12

Prerequisite: Successful completion of

AFJROTC I, with an overall grade of 80% and

no more than three personal appearance

inspections. This course counts as an elective for

graduation. Cadets will not be allowed to drop

this course after school begins.

Aerospace Science 200: The Science of Flight

This is a science course designed to acquaint the

student with the aerospace environment, the

human requirements of flight, principles of

aircraft flight, and principles of navigation. The

course begins with a discussion of the

atmosphere and weather. After developing an

understanding of the environment, how that

environment affects flight is introduced.

Discussions include the forces of lift, drag,

thrust, and weight. Students also learn basic

navigation including map reading, course

plotting, and the effects of wind. The portion on

the Human Requirements of Flight is a survey

course on human physiology. Discussed here are

the human circulatory system, the effects of

acceleration and deceleration, and protective

equipment.

The course objectives are:

1. Know the atmosphere environment.

2. Know the basic human requirements of flight.

3. Know why Bernoulli’s principle and

Newton’s Laws of Motion are applied to the

theory of flight and the operating principles of

reciprocating engines, jet engines, and rocket

engines.

4. Know the basic elements of navigation, the

four basic navigation instruments, and the

current methods of navigation.

40

Leadership Education 200: Communication,

Awareness, and Leadership

Leadership Education 200 hours stress

communications skills and cadet corps activities.

Much information is provided on communicating

effectively, understanding groups and teams,

preparing for leadership, solving conflicts and

problems, and personal development. Written

reports and speeches compliment the academic

materials. Cadet corps activities include holding

positions of greater responsibility in the planning

and execution of corps projects.

The course objectives are:

After successfully completing the Leadership

Education II: Communication, Awareness, and

Leadership textbook the student will:

1. Apply the key factors of effective

communications.

2. Know the ways in which personal awareness

affects individual actions.

3. Know the key elements of building and

encouraging effective teams.

4. Apply the key behaviors for becoming a

credible and competent leader

Wellness Program: Twenty percent of the

cadet’s grade is devoted to physical fitness. At

the beginning of each year, the cadets are

administered a physical fitness evaluation.

During the year we spend twenty percent of our

class time doing exercise and playing sports. At

the end of the year we administer the physical

fitness evaluation again to see how much the

cadet improves. Cadets are graded based on

their level of effort. Awards are given to the

cadets who achieve the most improvement

during the year.

Aerospace 220: Cultural Studies: An

Introduction to Global Awareness

This is a customized course about the world’s

cultures. The course is specifically created for

the US Army, Marine Corps, Navy, and Air

Force Junior ROTC programs. It introduces

students to the world’s cultures through the study

of world affairs, regional studies, and cultural

awareness. The course delves into history,

geography, religions, languages, culture, political

systems, economics, social issues, environmental

concerns, and human rights. It looks at major

events and significant figures that have shaped

each region. Throughout the course, there are

readings, video segments, hands-on activities,

other optional activities, technology enrichment,

and assessments to guide in the reinforcement of

the materials.

Twenty First Century Skills as defined by the

Partnership for 21st Century Skills are integrated

into the course. These include learning and

innovation (thinking) skills----critical thinking

and problem solving, creativity and innovation,

and communication and collaboration;

information, media and technology skills---

information literacy; and life and career skills—

flexibility and adaptability, initiative and self-

direction, social and cross-cultural skills,

productivity and accountability, and leadership

and responsibility. Again, the content of this

course is correlated using the National

Geography and Social Studies Standards. These

include the National Geography Standards –

Geography for Life; and the National Council for

the Social Studies (NCSS) standards. In

addition, the technology enrichment activities are

correlated to the National Education Technology

Standards for Students (NETSS).

The course objectives are:

1. Know how historical, geographic, religious,

and ethnic factors have shaped the six major

regions of the world.

2. Know how economic, political, and social

factors impact cultures.

3. Know how environmental resources

influence global economic development.

4. Know how population density, famine, war,

and immigration influence the world.

5. Know how the economic systems of

communism and capitalism have shaped the

six major regions of the world.

6. Comprehend how cultural perspectives of

time, space context, authority, interpersonal

relationships, and orientation to community

affect interactions among people.

AFJROTC III

1 UNIT Grades 10-12

Prerequisite: Successful completion of

AFJROTC II, with an overall grade of 90% and

failed no more than 1 personal appearance

inspection. Cadet will receive one elective credit

after successfully completing the course. Cadets

41

will not be allowed to drop this course after

school begins.

Aerospace Science 300: The Exploring Space

Exploring Space examines our Earth, the Moon

and the planets, the latest advances in space

technology, and continuing challenges of space

and manned spaceflight. Issues that are critical to

travel in the upper atmosphere such as orbits and

trajectories, unmanned satellites, space probes,

guidance and control systems are explained. The

manned spaceflight section covers major

milestones in the endeavor to land on the Moon,

and to safely orbit humans and crafts in space for

temporary and prolonged periods. It also covers

the development of space stations, the Space

Shuttle and its future, and international laws for

the use of and travel in space.

The course objectives for Aerospace Science

300: The Exploring Space are:

1. Know the history of astronomy and the

specific characteristics of the Earth,

Moon, solar system, and the planets.

2. Comprehend the big picture of space

exploration, including the history of

spaceflight, organizations doing work in

space, and the overall space

environment.

3. Comprehend the importance of entering

space, characteristics of manned and

unmanned spaceflight, and how humans

are affected during spaceflight.

4. Comprehend the key concepts for

getting from the surface of the Earth

into Earth orbit and to other planets and

back again.

5. Comprehend how spacecraft, rockets,

and launch vehicles are designed and

built.

6. Comprehend the latest advances in

space technology.

Leadership Education 300: Life Skills and

Career Opportunities

The Leadership Education III: Life Skills and

Career Opportunities textbook will be helpful

to students deciding which path to take after

high school. Information on how to apply for

admission to college or to a vocational or

technical school is included. Information on

how to begin the job search is available to

students who decide not to go to college or

vocational school. Available also is

information about financial planning and how

to save, invest, and spend money wisely, as

well as how not to get caught in the credit trap.

Students are informed about real life issues

such as understanding contracts, leases, wills,

warranties, legal notices, and personal bills.

Citizen responsibilities such as registering to

vote, jury duty, and draft registration will be

helpful to. For those students who may be

moving into an apartment of their own,

information is presented on apartment

shopping and grocery shopping skills. There is

information on how to prepare a résumé and

the importance of good interviewing skills. If

there are students who are interested in a career

in the military, with the federal government, or

an aerospace career, information is also

provided for them.

Course Objectives:

After successfully completing Leadership

Education III: Life Skills and Career

Opportunities textbook the student will:

1. Know specific career options to pursue.

2. Know the elements of a personal budget and

financial plan.

3. Know the requirements for applying to a

college or university.

4. Know the essential process for pursuing a

career

Wellness Program: Twenty percent of the

cadet’s grade is devoted to physical fitness. At

the beginning of each year, the cadets are

administered a physical fitness evaluation.

During the year we spend twenty percent of our

class time doing exercise and playing sports. At

the end of the year we administer the physical

fitness evaluation again to see how much the

cadet improves. Cadets are graded based on

their level of effort. Awards are given to the

cadets who achieve the most improvement

during the year.

AFJROTC IV

1 Unit Grade 12

Prerequisite: Successful completion of

AFJROTC III with an overall grade of at least

42

93% and have failed no more than no personal

appearance inspections; Must be recommended

by the SASI. Cadets will earn one elective credit

after successful completion of this course.

Cadets will not be allowed to drop this course

after school begins.

Leadership Education 400: Principles of

Management

Leadership IV: Principles of Management

textbook is a guide to understanding the

fundamentals of management, managing

yourself, and others. Emphasis is placed on

allowing the student to see himself/herself as a

manager. Every organization, regardless of size,

faces the challenge of managing operations

effectively. No matter how well a manager

carries out his or her job, there are always ways

of doing at least part of the task more effectively.

There are four building blocks of leadership

considered in this text from the military and

civilian perspective. Attention to these four

areas will form a strong foundation for a

capability to lead others – something that can be

very valuable to you for the rest of your life.

The four areas are Management Techniques,

Management Decisions, Management Functions,

and Managing Self and Others.

The course objectives are:

After successfully completing Leadership

Education IV: Principles of Management

textbook the student will:

1. Comprehend the importance of management.

2. Comprehend the techniques and skills

involved in making management decision.

3. Comprehend the concepts and skills of

problem solving, decision-making, and

negotiating.

4. Comprehend the importance of managing

yourself and others

Wellness Program: Twenty percent of the

cadet’s grade is devoted to physical fitness. At

the beginning of each year, the cadets are

administered a physical fitness evaluation.

During the year we spend twenty percent of our

class time doing exercise and playing sports. At

the end of the year we administer the physical

fitness evaluation again to see how much the

cadet improves. Cadets are graded based on

their level of effort. Awards are given to the

cadets who achieve the most improvement

during the year.

ADDITIONAL

ELECTIVES

TEACHER CADET ADVANCED

PLACEMENT 1 Unit (AP weight) Grade 12

Prerequisite: 3.0 GPA or better in a college

preparatory curriculum; must submit an

essay on why he/she wants to be in the class;

must be a senior; must be recommended in

writing by five teachers; students pay college

fee and take course as a dual-enrollment

course;

Must participate in an interview process;

must have Teacher Cadet Instructor’s

approval.

The Teacher Cadet Program is an exciting and

unique class designed to inform seniors about

education as a career choice and to attract highly

qualified students into the teaching profession.

The curriculum consists of hands-on, interactive

learning that incorporates inquiry, creativity,

observation, community service and field

experience. The course is taught at a high

academic achievement level. For a minimal fee,

students will earn college credit for the course

through Erskine College, if he/she earns a yearly

average of C or higher. Applications will go out

in late the spring and acceptance letters will be

sent out before the end of the school year.

YEARBOOK PRODUCTION 1 Unit Grades 10-12

Prerequisite: Completion of application,

English teacher recommendation, and

instructor approval.

This course is designed for students who have

completed Journalism I or who show outstanding

skills in writing, design, or photography.

Students will learn the various aspects of

producing a yearbook: creative writing, sports

writing, feature writing, interviewing techniques,

photography, layout/design, advertising, public

relations, and circulation. Students will produce

The BHP, the school yearbook. Students will be

required to sell ads as part of their grade.

LEADERSHIP 1 Unit or ½ unit Grades 10-12

Prerequisite: Required for Student Council

officers and recommended for Student

Council members. Instructor signature

required.

43

This class is required of Student Council officers

and available to Student Council members. It

will focus on various aspects of leadership.

Public speaking, parliamentary procedure,

motivation, active listening, and group dynamics

will be incorporated in the curriculum. The goal

of this course is to prepare our young leaders for

their future responsibilities.

SERVICE LEARNING/PEER TUTORING

1-½ Unit Grade 9- 12

Prerequisite: Peer tutoring application;

District Administrative/staff

recommendation/approval.

Service Learning/Peer Tutoring, a special and

unique service learning experience, is designed

for students interested in exploring teaching,

sociology, psychology, social work, and other

health professions as possible career goals. It is

also meant to minimize the perceived differences

between typical students and students with

special needs, and to enable students to form

positive relationships inside the classrooms as

well as outside the classroom. Under the direct

supervision of the special education teacher, peer

tutors are expected to assist the teacher with

students in learning academics, functional skills,

and social skills in a variety of settings and

situations. Peer tutors must be responsible, hard-

working, and able to take initiative. Peer tutors

will work with students in special needs classes

at B-HP. Opportunities for upperclassmen to

work in elementary and middle school special

needs classes will be available based on

approval, schedules, and transportation.

ACT/SAT TEST PREP

½ Unit Grades 10-12

Prerequisite: Advised for all 4 year college

bound students in grades 10 -12 who plan to

take the ACT and/or SAT.

This semester course is designed to help students

develop test-taking and critical thinking skills for

college entrance exams by focusing on verbal

and math preparation. Topics covered in verbal

preparation include reading comprehension,

sentence completion, vocabulary,

grammar/editing skills, and essay writing. The

math session reviews all types of mathematical

problems with emphasis on arithmetic skills,

Algebra 1, geometry and problem solving.

Students will use computer programs to enhance

skill levels.

COLLEGE AND CAREER READY

1 Unit Grade 9

Prerequisite: None

This course is designed to help students identify

and develop skills demanded of them by the

educational and industrial standards of the 21st

century. Key components of the course include

career awareness, decision-making, the ins and

outs of college/job applications, resumes,

interviews, and money management, along with

continual focus on soft skills such as self-

advocacy, organization, self-discipline, and time

management. Components of WorkKeys Career

101 will be presented.

AGRICULTURAL

EDUCATION (PLANT AND ANIMAL SYSTEMS)

AGRICULTURAL SCIENCE 1 Unit Grades 9-10

Prerequisite: None

This course includes planned learning

experiences which are concerned with providing

opportunities for training in leadership,

cooperation, and citizenship. The course deals

with plant and animal life and the conservation

of natural resources. Emphasis is placed on

determining the role of agriculture in our society

and the importance of agriculture to the welfare

of the world. Basic agricultural mechanical

skills, safety, and agricultural leadership are

included as a part of the year’s instructional

program. Each student is expected to begin a

supervised work experience program during the

year.

FARM ANIMAL PRODUCTION

1 Unit Grades 10-11

Prerequisite: Successful completion of

Agricultural Science.

The Farm Animal Production course is designed

to teach technical knowledge and skills for entry-

level positions in animal production enterprise

by developing competencies concerning the

selection, breeding, physiology, nutrition, health,

and housing, feeding, and marketing of farm

animals. Typical instructional activities include

hands-on experiences with the principles and

practices essential in the production and

management of farm animals and farm animal

practices essential in the production and

management of farm animals and farm animal

products for economic, recreational, and

44

therapeutic uses; participating in personal and

community leadership development activities;

planning and implementing a relevant school-to-

work transition experience; and participating in

FFA activities.

ENVIRONMENTAL AND NATURAL

RESOURCES

1 Unit Grades 11-12

Prerequisite: Successful completion of

Agricultural Science and Farm Animal

Production and teacher recommendation.

The Environmental and Natural Resource

Management course is designed to be

introductory course for the Environmental and

Natural Resources pathway. The course is a

combination of subject matter and planned

learning experiences on the principles involved

in the conservation and/or improvement of

natural resources such as air, soil, water, land,

forest, and wildlife for economic and recreational

purposes. Instruction also emphasizes such

factors as the establishment, management, and

operation of land for recreational purposes.

Typical learning activities include constructing a

model watershed; identifying and/or measuring

the levels of air, water, noise, and solid waste

pollution in a selected site; hands-on experiences

with site analysis; evaluation of competing

interests; analysis of biological and physical

aspects of the environment and environment-

related issues including methods of abating and

controlling pollution; participating in personal

and community leadership development

activities; planning and implementing a relevant

school-to-work transition experience; and

participating in FFA activities.

AGRICULTURAL MECHANICS AND

TECHNOLOGY

1 Unit Grade 12

Prerequisite: Successful completion of

Agricultural Science, Farm Animal

Production and teacher recommendation.

The Agriculture Mechanics and Technology

course is designed as an introductory course to

the Agriculture Mechanics Career Pathway. In

addition it provides development of general

mechanical skills which are required in all areas

of Agricultural Education. Typical instructional

activities include hands-on experiences in

woodworking, metal working, welding, small

engine repair, basic farm and homestead

improvements, participating in personal and

community leadership development activities,

planning and implementing a relevant school-to-

work transition experience, and participating in

FFA activities.

EQUINE SCIENCE/ INTRODUCTION TO

VETERINARY SCIENCE

1 Unit Grades 10-12

Prerequisite: Teacher recommendation.

The Equine Science portion of this course is

designed to teach essential concepts and practical

experience related to the care taking and

production of horses. Instruction emphasizes

knowledge and understanding of the importance

of maintaining, selecting, and managing horses.

Basic methods and safety techniques are

included in the course. Typical instruction

activities include hands-on experience in

saddling, bridling, grooming, and judging horses:

feeding and health techniques; housing design.

Introduction to Veterinary Science students will

explore the field of veterinary medicine. Students

will study the role of a veterinarian technician in

the diagnosis and treatment of animal diseases.

Topics to be discussed include: veterinary

terminology, anatomy and physiology,

pathology, genetics, handling, and restraint, and

physical examinations along with common

surgical skills. Students will engage in a variety

of laboratory activities and will participate in

shadowing and/or other school-to-work

experiences.

ORNAMENTAL HORTICULTURE 1

1 Unit Grade 10 - 12

Prerequisite: Successful completion of

Agriculture Science and teacher

recommendation.

This course includes subject matter and practical

experiences concerned with plants used for

ornamental purposes. Instruction emphasizes

knowledge and understanding important to

establishing, maintaining, and managing

ornamental horticulture enterprises. Typical

learning activities include growing and

maintaining nursery plants, greenhouse crops,

designing landscapes, selling plants,

participating in FFA activities, and planning a

supervised occupational experience in

ornamental horticulture. Instructional areas

include: plant identification; soils and fertilizers;

greenhouse production; nursery practices;

landscaping practices; maintaining ornamentals;

controlling insects and diseases; and establishing

and maintaining lawns.

45

HORTICULTURE FOR THE

WORKPLACE

1 Unit Grades 11-12

Prerequisite: Successful completion of

Ornamental Horticulture 1 and teacher

recommendation

This course includes organized subject matter

and practical experiences related to the culture of

plants used principally for ornamental or

aesthetic purposes. Instruction emphasizes

knowledge and understanding of the importance

of establishing, maintaining, and managing

ornamental horticulture enterprises. Typical

instruction activities include hands-on

experiences with propagating, growing,

establishing, and maintaining nursery plants and

greenhouse crops; tissue culture techniques;

designing landscapes; preparing designs; sales

analysis and management; participating in person

and community leadership development

activities; planning and implementing a relevant

school-to-work transition experience; and

participating in FFA activities.

BUSINESS EDUCATION

DEPARTMENT

South Carolina School-to-Work Transition Act

of 1994 required that “each student shall

demonstrate proficiency in keyboarding and

computer literacy before graduating from high

school.” The South Carolina

General Assembly in 1997 further extended the

law to require that students enrolling in the ninth

grade during and after the 1997-1998 year will

be required to earn on (1) unit of computer

science as a diploma requirement.

BUSINESS MANAGEMENT AND

ADMINISTRATION CLUSTER

A student may complete a business

administration program with a Major in Business

Administration at Belton-Honea Path High

School by taking the following sequence of

courses:

Required Occupational Courses:

Entrepreneurship 1 Unit

Accounting I 1 Unit

Four units are required for completer status in a

career major for all students who are graduated

in the year 2000 or thereafter. Sample career

options available to graduates of the Business

Administration Program include administrative

assistant and manager-trainee.

INTEGRATED BUSINESS

APPLICATIONS I

1 Unit Grades 9-12

Prerequisite: None

This course is designed to teach students

software applications that are necessary to live

and work in a technological society. The

applications covered include word processing,

database, spreadsheet, and presentation. Other

content area may include computer hardware,

terminology, and concepts.

ACCOUNTING I 1 Unit Grades 10-12

Prerequisite: None

This course is designed to help the student

develop the skills necessary for the highly

technical interaction between accounting and

business, to develop an understanding of the

steps of the accounting cycle as applied to

several different kinds of business operations,

and to develop an understanding of accounting

concepts, principles, and practices. Use of the

computer simulated activities gives the student

an opportunity to see the advantage of

technology in accounting procedures. ACCOUNTING 2

1 Unit Grades 10 - 12

Prerequisite: Accounting 1

This course expands the student’s understanding

of accounting subsystems and develops an

understanding of various methods of internal

control procedures. The student develops

competence in using subsidiary ledgers, in

preparing financial statements, and in performing

end-of-period procedures. The student will

demonstrate the use of accounting principles

through the use of computer software and

simulated activities.

ENTREPRENEURSHIP 1 Unit Grades 9-12

Prerequisite: None

This course is designed to provide the student

with the knowledge and skills leading to the

development of a business plan for small

business ownership. An important part of the

course will be the incorporation of marketing,

staffing, and financial considerations.

PERSONAL FINANCE 1/2 Unit Grades 9-12

Prerequisite: None

This course is designed to introduce the student

to basic financial literacy skills which includes

46

budgeting, obtaining credit, maintaining

checking accounts, analyzing the basic elements

of finance, computing payroll, recording

business transactions, and applying computer

operations to financial management.

DESKTOP PUBLISHING

1 Unit Grades 10-12

Prerequisite: None

This course is an expansion of office computing

incorporating the use of desktop publishing

software, a computer system, and a printer to

produce professional-looking documents. The

student will learn the most important topics of

Microsoft Publisher 2010. The student will

create publications and work with text and

graphic objects. The student will learn how to

enhance a publication and improve a design as

well as work with multiple pages and use

advanced features.

SPORTS AND ENTERTAINMENT

MARKETING

1/2 Unit Grades 10-12

Prerequisite: Integrated Business

Applications

This course is for students who wish to pursue

careers in the various areas of the sports and

entertainment industry. This includes careers in

box office management and sales, group sales,

public sales, marketing, operations, development

and sports programming.

INFORMATION TECHNOLOGY

CLUSTER

A student may complete an Information

Technology Program with a Major in Web and

Digital Communications at Belton-Honea Path

High School.

Overview:

Careers in Web and Digital Communications

involve creating, designing, and producing

interactive multimedia products and services,

including development of digitally-generated or

computer-enhanced media used in business,

training, entertainment, communications, and

marketing. Individuals use a variety of media

(sound, graphics, animation, and video) to

communicate to their audience.

Required Courses:

Fundamentals of Web Page and Development

Advanced Web Design and Development

IMAGING EDITING 1 1 Unit Grades 9-12

Prerequisite: Integrated Business

Applications 1 or Digital Input Technologies

or Computer Applications.

This course is designed to provide students with

the knowledge and skills needed to utilize digital

imaging software in editing and designing

images and graphics. Students also learn the use

of technologies related to digital imaging such as

basic computer operations, file sharing across

networks, digital scanning, digital photography,

and preparing documents for output to various

types of media.

Successful completion of this course will

prepare the student to take industry

certification test(s).

IMAGE EDITING 2

1 Unit Grades 10 - 12

Prerequisite: Imaging Editing 1

COURSE DESCRIPTION:

This course is designed to provide the student

with advanced and in-depth knowledge and skills

necessary for utilizing digital imaging software

to edit and design images, web graphics,

animation, and video.

Successful completion of this course will

prepare the student to take industry

certification test(s).

GAME DESIGN AND DEVELOPMENT

1 Unit Grades 11-12

Prerequisite: Teacher-determined, based on

game development platform Game Design and Development is a course

covering major aspects of game design including

character and world development, game playing,

game genres, and theories and principles of game

design. Students will gain hands-on experience

in simple game development. Concepts and

practices will be explored to help students decide

if they are interested in pursuing careers in game

programming.

FUNDAMENTALS OF WEB PAGE AND

DEVELOPMENT (WEB PAGE DESIGN

AND DEVELOPMENT 1)

1 Unit Grades 10 - 12

Prerequisite: IBA or Keyboarding 5100 (or

SCDE state Keyboarding Proficiency Test)

This course is designed to provide students with

the knowledge and skills needed to design and

develop websites. Students will attain skills in

47

designing, implementing, and maintaining

websites using authoring tools.

Successful completion of this course will

prepare the student to take industry

certification test(s).

ADVANCED WEB DESIGN AND

DEVELOPMENT (WEB PAGE DESIGN

AND DEVELOPMENT 2)

1 Unit Grades 11 – 12

Prerequisite: Fundamentals of Web Design

and Development

This advanced course is designed to provide

students with the knowledge and skills necessary

to pursue careers in web design and

development. Students will develop skills in

advanced HTML and CSS coding, scripting,

layout techniques, and other industry-standard

practices. In Advance Web Design and

Development, students must be able to edit

source code directly rather than using a

WYSIWYG editor.

NOTE: Websites created by students in this

course are not to be published without following

district guidelines.

FAMILY AND

CONSUMER SCIENCE

DEPARTMENT

The emphasis of Family and Consumer Science

Education is the family. The instructional

program places emphasis on the life skills

training in order to help individuals and families

improve their home and community

environment. It is designed to help individuals

develop skills in order to meet the changing

career patterns of men and women, satisfy the

demands of current societal needs and prepare

them for the combined role of homemaker and

wage earner.

CONSUMER AND HOMEMAKING 1

1 Unit Grades 9-12

Prerequisite: None

The physical, social, economic and cultural

needs of individuals and families form the basis

of this introductory Consumer and Homemaking

course. Instruction focuses on preparation for

the occupation of homemaking and the management of the dual roles of homemaker and

wage earner. Organized instruction and

laboratory experiences emphasize the acquisition

of knowledge and the development of

understanding, attitudes and skills relevant to

personal, home, and family life roles and

responsibilities. Topics of study will include

foods and nutrition, money management, and

basic hand sewing. There will be a fee for food

supplies and sewing projects.

CONSUMER AND HOMEMAKING 2

1 Unit Grades 10 – 12

Prerequisite: Consumer and Homemaking 1 Consumer and Homemaking 2 is for the student

who has exhibited skill and personal satisfaction

from the learning experiences in the level

1course. Organized instruction and laboratory

experiences emphasize the acquisition of

knowledge and the development of

understanding, attitudes and skills relevant to

personal, home, and family life roles and

responsibilities. Topics of study will include

foods and nutrition, and machine and hand

sewing. There will be a fee for food and sewing

supplies. This course will be offered every other

year.

CLOTHING AND TEXTILES 1 1/2 Unit Grades 10-12

Prerequisite: None

Clothing and Textiles is a semester course which

involves students in planned learning

experiences to acquire basic skills in clothing

construction. Skill in the operation and

maintenance of the home sewing machine, basic

hand sewing techniques, pattern interpretation

and layout, and garment construction will be

acquired through a combination of teacher

demonstrations and student practice and

application. Basic construction techniques may

be acquired from laboratory experiences that

may include pillows, totes, purses, Christmas

stockings, scarves, blankets, tops, pants, etc.

There will be a fee for basic sewing supplies.

CLOTHING AND TEXTILES 2 1/2 Unit Grades 10-12

Prerequisite: Clothing and Textiles 1

Clothing and Textiles 2 is for the student who

has exhibited skill and personal satisfaction from

the learning experiences in Level 1. Class

projects will be highly individualized and

selected primarily for the new knowledge/skill to

be gained through their completion. Tailoring

techniques will be introduced as appropriate for

the individual student. Garment construction

may include pants, top, shirt, blouse, dress, skirt,

gown, robe, jogging suit, etc. Students will be

48

required to purchase fabric for individual

projects. There will be a fee for basic sewing

supplies.

FOODS AND NUTRITION 1 1 Unit Grades 10-12

Prerequisite: None

Students in Foods and Nutrition I will study the

principles of nutrition and the relationship of

nutrition to individual health and well-being.

Teacher demonstrations and guided laboratory

experiences will enable students to gain skills in

the selection, preparation and care of food. There

will be a fee for food supplies.

FOODS AND NUTRITION 2 1 Unit Grades 10-12

Prerequisite: Foods and Nutrition 1

Foods and Nutrition 2 is for the student who has

exhibited skill, personal satisfaction and a keen

interest in nutrition and food preparation from

prior learning experiences in Level I. The

historical, cultural, social and psychological

influences of food will be studied. Emphasis

will be on International foods. Meal planning

and preparation will enhance instruction to help

individuals become responsible consumers in

meeting the nutritional needs of the family.

There will be a fee for food supplies. This course

will be offered every other year.

SPECIAL EDUCATION

DEPARTMENT

ACADEMIC ASSISTANCE 1 Unit Grades 9-12

Prerequisite: Psychological and diagnostic

testing.

Special Education students in the 9th through 12th

grade at Belton-Honea Path High are served in

academic assistance labs. Placement into these

classes is based on the results of an in-depth

psychological evaluation by district personnel.

Each student must meet the criteria mandated by

federal law, state regulations, and district policy.

The academic assistance lab is defined by an

Individualized Education Plan (IEP) to make a

determination of the instructional needs for each

student. Instruction focuses on each student’s

specific academic weakness and planned

transition following high school. Placement into

these classes is based on the results of an in-

depth psychological evaluation by district

personnel. Each student must meet the criteria

mandated by federal law, state regulations, and

district policy.

DISTRICT CERTIFICATE TRACK

COURSES

SELF – CONTAINED TMD Grades 9 – 12

Prerequisite: Psychological and diagnostic

testing and an IEP defining placement in a

non-diploma/ certificate program.

Identified Special Education students in grades 9

through 12 are served in TMD self-contained

classes. Placement into these classes is based on

the results of an in-depth psychological

evaluation by district personnel. Each student

must meet the criteria mandated by federal law,

state regulations, and district policy. This is

followed by an Individualized Education Plan

(IEP) meeting for the purpose of making a final

determination of scheduling consideration and

instructional plan for each student. Instruction

focuses on English, math, science, social studies,

daily living skills, and transition skills.

SELF – CONTAINED Grades 9-12

Prerequisite: Psychological and diagnostic

testing and an IEP defining placement in a

non-diploma/ certificate program.

Special Education students in grades 9 through

12 are served in self-contained classes.

Placement into these classes is based on the

results of an in-depth psychological evaluation

by district personnel. Each student must meet

the criteria mandated by federal law, state

regulations, and district policy. This is followed

by an Individualized Education Plan (IEP)

meeting for the purpose of making a final

determination of scheduling consideration and

instructional plan for each student. Instruction

focuses on daily living and transition skills, math

skills, English grammar, health, and Biology.

Students in this course of study are non-diploma

candidates.

LIFE SKILLS ENGLISH

Grades 9-12

Prerequisite: Student is in certificate

program. This subject includes reading, writing, and

language competencies, both in the community

and in the workplace. The reading component

will assist students in developing skills needed

for decoding and comprehending essential

49

information. Writing instruction emphasizes

both comprehension and formulation of written

information. Writing instruction emphasizes

both expressive and receptive communication

modes. The student is expected to acquire and

master skills in whatever mode of

communication is appropriate for him or her.

DAILY LIVING SKILLS

Grades 9-12

Prerequisite: Student is in certificate

program.

This course is designed for students to prepare

for daily living after high school. The students

will study topics that include: Managing

Personal Finances, Selecting and Managing a

household, Caring for Personal Needs, Raising

Children and Meeting Marriage Responsibilities,

Buying, Preparing and Consuming Food, Buying

and Caring for Clothing, Exhibiting Responsible

Citizenship, Utilizing Recreational Facilities and

Engaging in Leisure, Getting Around the

Community, Achieving Self-Awareness,

Acquiring Self-Confidence, Achieving Socially

Responsible Behavior, Maintaining Good

Interpersonal Skills, Achieving Independence,

Making Adequate Decisions, and

Communicating with Others.

BASIC SKILLS MATH Grade 9

Prerequisite: Student is in certificate

program. This math class provides the basic concepts of

math. Students also learn the basic concepts in

geometry and are introduced to algebra. This

class offers math concepts that are necessary for

success in everyday situations at school, home

and in the workplace.

LIFE SKILLS MATH

Grade 10

Prerequisite: Student is in certificate

program. This math class provides relevant and practical

math skills. The class incorporates using the

calculator and covers math skills needed for

everyday living.

CONSUMER MATH

Grade 11

Prerequisite: Student is in certificate

program. This math class provides students with

instruction on applying basic math concepts as

consumers.

MATH FOR THE WORLD OF WORK Grade 12

Prerequisite: Student is in certificate

program. This math class provides math concepts that are

necessary to enter the workforce. The math

skills taught in this class are skills students will

need on the job.

BIOLOGY 1 1 Unit Grade 9

Prerequisite: Successful completion of 8th

Grade Science.

Biology 1 provides instruction designed for

students who have successfully completed 8th

grade science. This course presents biology as it

happens in everyday life, work, home, health,

society, and the environment. Laboratory

exercises and problem solving are important

aspects of the course. The state of South

Carolina requires that students take an end of

course examination that counts 20% of the

final grade.

DISTRICT CERTIFICATE TRACK

PREVOCATIONAL COURSES

PAES/TRANSITION PLANNING 1 Unit Grades 9-12

(The Practical Assessment Exploration

System)

Prerequisite: Student is in certificate

program.

Practical Assessment Exploration System is a

comprehensive curriculum that provides training

in basic career/vocational skills. PAES

determines interests in specific work areas and

promotes competitiveness with peers. The

PAES program aides in the determination of

behavioral barriers to future success. Positive

work behaviors are taught and reinforced. PAES

provides exploration through hands-on

experience while learning important work skills.

The students are provided with meaningful

career information and knowledge of what they

can do and do well.

ANDERSON DISTRICTS 1 & 2

CAREER AND TECHNOLGY

CENTER *Visit Belton – Honea Path (Guidance

Department) website for The Career and

Technology Center course descriptions.

50

CORE COURSE SEQUENCES

English Course Sequence Level Grade 9 Grade 10 Grade 11 Grade 12

College Prep English 1 English 2 English 3 English 4

Honors

(completed English 1 Hon

in 8th grade)

English 2 Hon English 3 Hon English 4 Hon

or

AP Language

AP Literature and Composition

Advanced Composition

Dual-Enrollment English

AP Language

Required summer reading is mandatory for English honors courses.

Any junior who completes regular English 4 must choose to enroll in either Advanced Composition or

Dual-Enrollment classes.

One who “jumps” to a higher level must complete the pre-requisite assignments over the summer.

Math Course Sequence Level Grade 9 Grade 10 Grade 11 Grade 12

College Prep Fundamentals of

Algebra 1

Algebra 1 CP

Geometry CP

Intermediate

Algebra 1

Geometry CP

*Math Tech 3

Geometry CP

Algebra 2 CP

Algebra 2 CP

Geometry CP

*Math Tech 4

(Prob/Stats)

Pre-Calculus CP

Dual-Enrollment Course

Honors Geometry Honors Algebra 2 Hon Pre-Calculus Hon AP Calculus

Prob/Stats Hon

Dual Enrollment

Math Tech 4

Science Course Sequence Level Grade 9 Grade 10 Grade 11 Grade 12

College Prep Physical Science CP Biology 1 CP Biology 2 Hon

Biology 2: Anatomy

& Physiology

Biology 2:

Environmental

Science

Chemistry 1 CP

Earth Science

Chemistry 2 Hon

Physics Honors

Earth Science

Honors Biology 1 Hon Chemistry 1 Hon AP Chemistry

AP Biology

Biology 2 Hon

Chemistry 2 Hon

AP Chemistry

AP Biology

Biology 2 Hon

Chemistry 2 Hon

Physics Hon

51

Social Studies Course Sequence Level Grade 9 Grade 10 Grade 11 Grade 12

College Prep World History Government/Economics

US History Not required – suggested

electives:

Psychology/Sociology

Honors World History Government

Macroeconomics

Government (if schedule

permits)

AP US History Dual-Enrollment Western

Civilization Post 1689

Dual Enrollment

Psychology

Government (if not already

completed)

FOREIGN LANGUAGE COURSE SEQUENCES

Foreign Language Course Sequence Course Grade 9 Grade 10 Grade 11 Grade 12

Spanish Spanish 1

Spanish 2 (already

completed Spanish

1)

Spanish 1

Spanish 2

Spanish 3

Spanish 1

Spanish 2

Spanish 3

Spanish 4

Spanish 2

Spanish 3

Spanish 4

French French 1

French 1

French 2

French 1

French 2

French 3

French 2

French 3

French 4

52

Agriculture, Food and natural Resources

Architecture and Construction

Science, Technology, Engineering and Mathematics

Transportation, Distribution, Logistics

Clu

ster

Agriculture, Food &

Natural

Resources

Architecture

&

Construction

Science, Technology,

Engineering &

Mathematics

Transportation,

Distribution &

Logistics

Clu

ster

Defi

nit

ion

The production,

processing, marketing,

distribution, financing

and development of

agricultural commodities

and resources including

food, fiber, wood

products, natural

resources including food,

fiber, wood products,

natural resources,

horticulture and other

plant and animal

products/resources.

Careers in designing,

planning, managing,

building and maintaining

the built environment.

Planning, managing and

providing scientific

research and professional

and technical services

(e.g., physical science,

social science,

engineering) including

laboratory and testing

services, and research and

development services, and

biotechnology research

and development.

Planning, management and

movement of people,

materials and goods by road,

pipeline, air, rail and water

and related professional and

technical support services

such as transportation

infrastructure planning and

management, logistics

services, mobile equipment

and facility maintenance.

BH

P M

ajo

r

Plant, Animal and

Wildlife Science

Construction

Cluster

BioMedical

Engineering

GreenSTEM

Mathematics

Science

Welding/Metal

Working

Automotive Collision

Automotive Technology

Sam

ple

Care

er

Occ

up

ati

on

s

Agricultural Eng. Tech.

Agricultural Sales

Animal Care Taker

Biochemist

Farmer

Food Specialist

Forest Ranger

Forestry Worker

Game Warden

Gardener

Groundskeeper

Microbiologist

Nursery Manager

Product Buyer

Soil Conservationist

Veterinary Assistant

Zoologist

Architect

Carpenter

Civil Engineer

Construction Engineer

Electrician

Environmental Engineer

Industrial Engineer

Landscape Architect

Laser Technician

Marine Engineer

Mechanical Drafter

Mechanical Engineer

Meteorologist

Microbiologist

Nuclear Engineer

Physicist

Sheet Metal Worker

Surveyor

Aerospace Engineer

Aeronautical Engineer

Anesthesiologist

Anthropologist

Archeologist

Astronomer

Audiologist

Botanist

CAD Operator

Computer Engineer

Computer Programmer

Ecologist

Geneticist

Geologist

Health & Safety Eng.

Oceanographer

Pharmaceutical Eng.

Research Chemist

Technical Writer

Air Traffic Controller

Aircraft Mechanic

Ambulance Driver

Auto Collision Tech.

Automotive Mechanic

Logistician Packer

Packing handling

Pilot

Postmaster

Transport Inspector

Ship Engineer

Small Engine Specialist

Truck/Bus Driver

Urban Planner

Warehouse Manager

CT

C

Pro

gra

ms Plant, Animal

& Wildlife Sciences

Construction

Cluster

Biomedical (PLTW)

Engineering (PLTW)

Green STEM

Automotive Collision

Technology

Automotive

Technology

53

Business Management, Finance and Administration

Information Technology

Clu

ster

Business Management, Finance and Administration Information Technology

Clu

ster

Defi

nit

ion

Careers encompass planning, organizing, directing and

evaluating business functions essential to efficient and

productive business operations. Planning services for

financial and investment planning, banking, insurance and

business financial management. Planning, managing and

performing marketing activities to reach organization

objectives.

Building linkages in IT occupations framework for entry level,

technical and professional careers related to the design,

development, support and management of hardware, software,

multimedia and systems integration services.

BH

P

Majo

r

Business Academy Computer Repair and Networking Technology

Sam

ple

Care

er

Occ

up

ati

on

s

Account Executive

Accountant

Actuary

Administrative Assistant

Advertising

Advertising Manager

Advertising Sales Agent

Appraiser

Bank Teller

Budget Analyst

Clerical Support Supervisor

Controller

Corporate Trainer

Customer Service Representative

Debt Counselor

Economist

E-Marketer

Entrepreneur

Fashion Designer

Financial Analyst

Financial Manager

General Manager/Chief Executive

Human Resources Manager

Insurance Adjustor/Examiner

Insurance Sales Agent

Interior Designer

Interpreter/Translator

Investment Counselor

Jeweler

Market Research

Analyst

Marketing Manager

Merchandise Displayer

Model

Payroll Assistant

Property Manager

Public Relations

Purchasing Manager

Real Estate

Receptionist

Sales Agent

Sales Manager

Statistician

Stockbroker

Store manager

Strategic Planner

Tax Examiner/Revenue

Agent

Tax Preparer

Title Searcher

Underwriter

Wholesale and Retail

Buyer

Computer and Information Systems Manager

Computer Engineer

Computer Equipment Repairer

Computer Operator

Computer Programmer

Computer Security Specialist

Computer Support Specialist

Database Administrator

Media Specialist

Systems Analyst

Virtual Reality Specialist

Web Designer

CT

C

Pro

gra

ms

Business Academy

Computer Repair

And

Networking Technology

54

Arts and Humanities

Clu

ster

Def

init

ion

Designing, producing, exhibiting, performing, writing,

and publishing multimedia content including visual and

performing arts and design, journalism and entertainment services.

BH

P

Majo

r

Radio/TV

Broadcasting

Graphics

Communications Digital Design

Performing Arts

Visual Arts

English/Journalism

Foreign Language

Sam

ple

Care

er

Occ

up

ati

on

s

Animation

Audio Systems

Technician

Audio-Video Service

Technician

Audio-Video Designer

Engineer

Technical Computer

Support Technician

Video Graphics Special

Effects

Video Systems

Technician

Composition

Equipment Operator

Computer Typography

Desktop Publishing

Specialist

Graphics and Printing

Equipment Operator

Lithographers and Plate

Makers

Web Page Designer

Commercial Artist

Commercial

Photographer

Curator and Gallery

Manager

Digital, Still, Video

Film

Fashion Designer

Fashion Illustrator

Graphic Designer

Home Furnishings

Coordinator

Illustrator and Artist

Media

Interior Design

Textile Designer

Acoustic

Actor

Composer

Costumer Designer

Dancer

Digital, Video, State

Cinematographer

Director

Film/Video Editor

Lighter, Sets, Sound

Effects

Make-up Artist

Music Instructor

Musician

Performer

Play Writer

Production Manager

Screen/Script

Editor/Writer

Stagecraft Designer

Administrative Assistant

Clerical Assistant

Customer Service

Editor

Educator

Interpreter/Translator

Journalist

Librarian

Military Intelligence

News Analyst

News Reporter

Proof Reader

Public Relations

Publisher

Receptionist

Tour Guide

Travel Agent

Writer/Author

CT

C

Pro

gra

ms

Radio and Television

Broadcasting

Technology

Graphics

Communications

Technology

Digital Art Design

55

Education and Training; Government and Public Administration

Health Science; Hospitality and Tourism

Human Services; Law, Public Safety, Corrections and Security

Clu

ster

Education &

Training

Government &

Public

Administration

Health Science Hospitality &

Tourism Human Services

Law, Public

Safety,

Corrections &

Security

Clu

ster

Defi

nit

ion

s

Planning, managing

and providing

education and

training services

and related learning

support services.

Executing

governmental

functions to include

Governance;

National Security;

Foreign Service;

Planning, Revenue;

and Taxation;

Regulation; and

Management and

Administration at

the local, state and

federal levels.

Planning, managing

and providing

therapeutic services,

diagnostic services,

health informatics,

and support

services.

Encompasses the

management,

marketing and

operation of

restaurants and

other food services,

lodging, attractions,

recreation events

and travel related

services.

Preparing

individuals for

employment in

career pathways that

related to families

and human needs.

Planning, managing,

and providing legal,

public safety,

protective services

and homeland

security, including

professional and

technical support

services.

BH

P

Majo

r

Education Social Science Health Science Culinary Arts

Cosmetology

Skin Care/Nail

Technology

Firefighting

Law Enforcement

Military Science

Sam

ple

Care

er

Occ

up

ati

on

s

Child Care Worker

Coach

College President

Curriculum

Developer

School

Administrator

School Psychologist

Social Worker

Special Education

Speech Pathologist

Teacher

Ambassador

Census Planner

Court Administrator

Economic

Developer

Equal Opportunity

Officer

Foreign Service

Government

Science Executive

Immigration Officer

Intelligence Agent

Internal Revenue

Investigator

Judge

Lawyer

National Security

Advisor

Paralegal

Urban & Regional

Planner

Athletic Trainer

Dentist/Dental

Assistant

EKG/EEG

Technician

Embalmer

EMT

Home Health Aide

Nutritionist

Occupation

Therapist

Physical therapist

Radiologist

Recreation

Therapist

RN/LPN Nurses

Veterinarian

Veterinary

Technician

Chef

Executive

Housekeeper

Food Preparation

Worker

Food Service

Manager

Host/Hostess

Hotel/Motel

Manager

Parks/Recreation

Manager

Professional Athlete

Recreation

Facilities Manager

Reservation &

Ticket Agent

Restaurant owner

Special Events

Planner

Tour Guide

Umpire/Referee

Waiter/Waitress

Adult Day Care

Coordinator

Attorney

Barber

Clergy

Cosmetologist

Counselor

Employee Benefits

Representative

Employment

Counselor

Massage Therapist

Mortician

Nail Technician

Personal Trainer

Skin Care Specialist

Social Worker

Sociologist

Vocational Rehab

Counselor

Animal Control

Officer

Corrections Officer

Criminal Investigator

Detective

Dispatcher

Federal Marshall

Firefighter

Fish & Game Warden

Forensics

Parole Officer

Police Officer

Rescue Worker

Security Guard

Sheriff

Transportation

Surveillance

CT

C

Pro

gra

ms Biomedical

Sciences

Health and

Medical Science

Technology

Culinary Arts Cosmetology

Skin Care/nail

Technology

Law Enforcement

Firefighting

56