Marietta High School RISING 9TH GRADE STUDENTS - Scheduling Information 2020 2021 - Marietta City Schools
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RISING 9TH GRADE STUDENTS
Marietta
High School
Scheduling Information
2020 – 2021
TABLE OF CONTENTS
Listing of MHS Administrators & Counselors ............................. 1
Purpose of Block Scheduling .......................................................... 1
Scheduling Process & Guidelines .................................................. 2
Promotion Requirements…............................................................ 2
Graduation Requirements…........................................................... 3
International Baccalaureate Program ............................................ 4
Dual Enrollment (College Credit) Opportunities ................... 5–6
HOPE and Zell Miller Scholarship Information ..................... 7-8
Marietta High School Athletic Eligibility ..................................... 8
Marietta High School 9th Grade Elective Offerings............... 9–12
Rising 9th Grade Elective Course Registration Worksheet. ..... 13
Our Vision
Our vision is for all students to learn to their fullest potential.
Our Mission
In partnership with families and the community, our mission is to prepare each
student to maximize career, college, and life opportunities.
Greetings from the Marietta Middle School Counseling Department.
Enclosed you will find information regarding High School Scheduling.
Parents/Guardians, please review this information with your child in order to make
the best course selections for the new school year.
Marietta High School
1171 Whitlock Avenue
Marietta, GA 30064
School Counseling Office Phone – (770) 428-2631
Main Office Phone – (770) 428-2631
**********************************************************************************
Administrators and School Counselors
Administrators School Counselors
Keith Ball Principal Joann Kinlaw A – Dur ext. 5027
Julie O’Meara CEO/CTAE Director Marie Morgan Dus – Law ext. 5024
Jason Meade Associate Principal Marlon Prather Lax – Rd ext. 5022
Alisha Green Wyche Assistant Principal Kelly Brangan Re – Z ext. 5023
Desirae House Assistant Principal Betsy Alpert Dual Enrollment &
Brandon Mann Assistant Principal New Student Registration
Paula McVicker Assistant Principal ext. 5026
Lucena Ross Assistant Principal BJ Smith PLC/WWC ext. 7160
Gregory Taylor Assistant Principal - WWC Melody Shelton Student Life Center
Jennifer Williams Assistant Principal - ESOL
PURPOSE/DESCRIPTION OF BLOCK SCHEUDLING
The school calendar is set up on an A/B day rotation. There are some classes that meet every day each
semester on what is called a 4X4 block schedule. These classes would receive 1 Carnegie Unit at the end
of the semester. Each day is organized into four blocks (or periods) of approximately 90 minutes each. A
student carries eight classes per semester, unless they have some classes on the 4X4. On an “A” day, 1A,
2A, 3A, and 4A periods meet and on a “B” day, 1B, 2B, 3B, and 4B periods meet. This schedule was
implemented to provide teachers and students greater time to develop a teaching/learning relationship
and to provide more instructional time and opportunities for students to succeed.
Student responsibility for eight classes requires strong organizational skills.
1
SCHEDULING PROCESS
1. 8th Grade students will choose high school electives on February 4th, 5th and 6th at MMS.
2. MMS 8th Grade Teachers review and confirm core course placement: February 6th – 13th.
3. Parents review course requests in ASPEN: February 22nd – March 2nd. Course Change Form and
Course Waive Up Form will be available during this time.
SCHEDULING GUIDELINES
1. All students must take eight classes.
2. Special Education students will be scheduled according to their Individual Education Plan (IEP).
Students will be scheduled by their special education case manager. Their proposed schedules
must match their IEP’s. Students or parents who want to change the number of special
education classes a student receives must first change the IEP with the MMS special
education case manager and IEP team.
3. Adjustments in student schedules, such as moving a student from one teacher to another or from
one period to another, will not be made. Only MHS will make these changes if classes need to be
balanced.
However, legitimate reasons for dropping/adding may include these situations:
A. The student has already received credit for the course
B. The student is taking a course out of sequence
C. School scheduling error
4. All requested schedule changes must be approved by administration and made within the first 3
days of the semester.
PROMOTION REQUIREMENTS
9th grade to 10th grade – the successful completion of 6 credits: Must include one credit in
English and one credit in Math.
10th grade to 11th grade - the successful completion of 12 credits: Must include two credits
in English, two credits in Math, one credit in Science, and one credit in Social Studies.
11th grade to 12th grade - the successful completion of 18 credits: Must include three credits
in English, two credits in Math, two credits in Science, and two credits in Social Studies.
2GRADUATION REQUIREMENTS
Units of
Discipline Area Credit Must include the Following Courses
Required
English Language Arts 4 1 Credit in Ninth-Grade Literature and Composition
1 Credit in American Literature/Composition
2 Additional Credits in English Language Arts
Mathematics 4 1 Credit in Algebra I
1 Credit in Geometry
1 Credit in Algebra II
1 Additional Credit in Mathematics
Science 4 1 Credit in Biology
1 Credit in Physical Science or Physics
1 Credit in Chemistry, Environmental Science, or IB
Lab Science
1 Additional Credit in Science
Social Studies 3 1 Credit in World History
1 Credit in U.S. History
.5 Credit in Economics
.5 Credit in American Government/Civics
Career, Technical and Agricultural 3
Education (CTAE) or Modern
Language* or Latin or Fine Arts
Health .5
Personal Fitness .5
Electives/IB Requirements 4
th
Students entering 9 Grade in 2012-2013 School Year and Beyond are required to take one online course
Total Graduation Credits 23
*Students planning to enter or transfer into a University System of Georgia institute or other post-
secondary institution must take two units of the same Modern Language/Latin. The Technical
College System of Georgia does not require Modern Language/Latin for admission.
Students who excel academically at Marietta High School may earn the privilege of being designated as
an honor graduate, a graduate with high honor, salutatorian or valedictorian. To be considered for any of
these honors, a student must meet certain criteria. They are as follows:
HONOR GRADUATES MUST:
- Have completed 26 credits
- Have compiled a GPA for all courses of 3.5 or higher (on a 4.0 scale)
- Have completed requirements by earning at least 17 credits in the following courses: English (4), Math (4),
Science (4), Social Studies (3) and Modern Language or Latin (2)
HIGH HONOR GRADUATES MUST:
- Have completed 26 credits
- Have compiled a GPA for all courses of 4.0 or higher (on a 4.0 scale)
- Have completed requirements by earning at least 17 credits in the following courses: English (4), Math (4),
Science (4), Social Studies (3) and Modern Language or Latin (2)
3INTERNATIONAL BACCALAUREATE PROGRAM
Debbie Woolard Kelly Herrero
IB Programmes Director IB MYP Coordinator
(770) 428-2631 ext. 5038 (770) 428-2631 ext. 5064
Overview
Award-winning Marietta High School is equipping young adults to excel
in a highly-competitive, dynamic workplace. With a diverse student
population that reflects the world in which we live and work, Marietta
High School does more than prepare students for college or vocations. We
help children build upon on their individual strengths through a myriad of
specialized coursework and advanced technology. Our expectations for
every student are high, but we know that our graduates will enter the
workplace with solid, competitive skills, and respect for global cultures.
The Marietta High School International Baccalaureate (IB) Program is a
four-year comprehensive and rigorous academic program leading to
examinations for students in grades nine through twelve. The general
objectives of the IB are to provide students with a balanced education; to
facilitate geographic and cultural mobility; and to promote international
understanding through a shared academic experience. In the thirty years since its founding, the IB Diploma has
become a symbol of academic integrity and intellectual promise.
IB DIPLOMA PROGRAM (DP) - MHS
For students aged 16 to 19, is an academically challenging and balanced Program of education with final
examinations that prepares students for success at university and in life beyond. The IB Diploma Program original
purpose was to facilitate the international mobility of students, by providing schools with a curriculum and
qualification recognized by universities around the world.
IB CAREER-RELATED PROGRAM (CP) - MHS
For students aged 16 to 19, is a framework of international education that incorporates the values of the IB into a
unique program addressing the needs of students engaged in career-related education. IB Career-Related Program
(CP) students undertake a minimum of two IB Diploma Program (DP) courses, a core consisting of four
components and a career-related study. The CP was specifically developed for students who wish to engage in
career-related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking,
communication, and cross-cultural engagement.
MIDDLE YEARS PROGRAM (MYP)
Middle Years Program (authorized by IBO 2008) at Marietta Sixth Grade Academy, Marietta Middle School and
Marietta High School (9th & 10th Grade Years).
4Dual Enrollment Program
For Georgia High School Students
Dual Enrollment - Educating Georgia’s Future through Dual Credit
In 2015, the Georgia General Assembly passed a law that streamlined the existing dual-credit programs. As
a result, Accel, Dual HOPE Grant, and the original Move On When Ready have been combined into one
program entitled Move On When Ready (MOWR), in which high school students may earn high school
course credits while taking college courses. Georgia’s Move On When Ready dual-credit program is available
to any Georgia student in grades 9-12 enrolled in a public school, private school, or home-study program
operated pursuant to O.C.G.A. 20-2-690 in Georgia. Students must apply and be accepted to a participating
postsecondary institution. In 2017, the name was changed to Dual Enrollment to ensure students are
utilizing the program appropriately and simplify people’s understanding of and navigation through the state’s
program.
Dual Enrollment Facts
• The new Dual Enrollment dual-credit program provides assistance for postsecondary tuition,
mandatory fees, and books.
• In some cases, students may be charged or be expected to purchase course-related fees, supplies, or
equipment.
• Eligible students may participate part-time or full-time at multiple postsecondary institutions, but
applications for Dual Enrollment must be completed every term (semester or quarter).
• Dual Enrollment program summer eligibility began in summer 2016.
• College courses must be selected from the approved Dual Enrollment Course Directory located of
GAfutures.org.
• The Dual Enrollment dual-credit program will pay a maximum of 15 semester hours per semester
or 12 quarter hours per quarter per student and per postsecondary institution.
• Once all high school graduation or home-study requirements are met, students are no longer eligible to
participate in the Dual Enrollment dual-credit program.
Richard Woods, Georgia’s School Superintendent January 2018
5Georg ia Department of Education
Below are a few points of interest to help students and parents understand the new Dual Enrollment dual-credit
program.
• The eligible student and parent/guardian should schedule the required Dual Enrollment advisement
session with the high school counselor to discuss the dual-credit program options.
• Completion of the Dual Enrollment Georgia Student Finance Commission application is required each
semester or quarter.
• The student must apply and be accepted to a participating eligible postsecondary institution (University System
Of Georgia, Technical College System of Georgia or private institutions).
• The student and parent/guardian must sign a Student Participation Agreement during/after an
advisement session with the high school counselor.
• Eligible students may participate in high school
competitive and other extracurricular events.
• Courses do not count against any maximum hourly
caps for the HOPE scholarships or grants.
• College courses taken must count toward local and/or
state high school graduation requirements.
• The Georgia Student Finance Commission will manage
funding and payments to the postsecondary institutions
provided by annual state appropriations.
• The Dual Enrollment dual-credit program is not available
for coursework exempted or given credit by examination,
testing, training, or prior experience.
• Dropping a course or not following program rules and regulations may result in students losing credit,
receiving a failing grade and/or being removed from Dual Enrollment; thus, affecting their high school
graduation requirements.
• Students must make annual progress towards graduation and completion of their Individual
Graduation Plan to participate in the Dual Enrollment dual-credit program.
More details about the new Dual Enrollment dual-credit program may be found at www.gafutures.org.
For more details and information regarding other dual credit programs, including articulation, please contact the
Georgia Department of Education at the following web address:
www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/Transition-Career-Partnerships.aspx.
The Georgia Department of Education (GaDOE) does not discriminate on the basis of race, color,
religion, sex, national origin, age, or disability in its programs, activities, or employment practices.
6HOPE and ZELL MILLER SCHOLARSHIP
Frequently Asked Questions – Information below is provided by GAfutures.Org
What is the HOPE Scholarship and what are the academic eligibility requirements?
The HOPE Scholarship is a merit based scholarship that provides assistance towards the cost of tuition at eligible
public and private Georgia postsecondary institutions. A student must graduate from an eligible high school with a
minimum 3.0 HOPE GPA (as calculated by GSFC) and meet specific rigor course requirements.
What is the Zell Miller Scholarship and what are the academic eligibility requirements?
The Zell Miller Scholarship is a merit based scholarship that provides full tuition at a public postsecondary
institution and tuition assistance at an eligible private postsecondary institution. A student must graduate from an
eligible high school as valedictorian or salutatorian (meeting the requirements of the HOPE Scholarship) or
graduate with a minimum 3.7 Zell Miller GPA (as calculated by GSFC) along with a minimum combined score of
1200 on the math and reading portions of the SAT or a minimum composite score of 26 on the ACT (single
national administration of either test) and meet specific rigor course requirements.
What are rigor course requirements?
Students graduating from an eligible high school must meet rigorous course requirements (in addition to other
requirements) in order to be eligible for the HOPE and Zell Miller Scholarships. Discuss course options with
your high school counselor if you are not sure whether a course meets the rigor requirement.
•Graduate on or after May 1, 2017 and beyond – must earn four rigor course credits
How do I apply for the HOPE or Zell Miller Scholarship?
A student may apply for the scholarships by completing the GSFAPPS (one time completion) or FAFSA
(completed each academic year). Check with the postsecondary institution’s financial aid office for scholarship
eligibility after submitting an application. Additional documentation may be required by the postsecondary
institution.
How much does HOPE Scholarship and Zell Miller Scholarship pay?
The HOPE and Zell Miller Scholarships assists with the cost of tuition at eligible postsecondary institutions and
the award amount is dependent upon the specific institution.
How is my GPA calculated for scholarship purposes?
GSFC calculates the GPA based solely on core course data (English, Math, Social Studies, Science, and Foreign
Language only) transmitted from the high school, by June 30, for graduating seniors. GSFC cannot change or alter
that data in any way. Any grade discrepancies or errors must be corrected by the high school and then resubmitted
to GSFC. Contact your high school counselor if you have questions regarding courses and/or grades.
How do I view my HOPE/Zell Miller GPA?
You may view your HOPE/Zell Miller GPA calculation by logging into your account at www.GAfutures.org.
Are Dual Enrollmetn Credit enrollment hours included in the eligibility determination for the HOPE or Zell
Miller Scholarship?
High school credit will be given for degree-level core courses taken as a Dual Enrollment Credit Student and is
included in determining a student’s high school HOPE GPA. The dual credit enrollment coursework cannot be
used to gain HOPE Scholarship eligibility while in high school or to determine HOPE Scholarship eligibility for
non-HOPE scholars.
7HOPE GPA Calculation
A student's High School HOPE Scholarship GPA Calculation is not the same as his or her high school GPA. The
major difference in the two calculations is that the High School HOPE Scholarship GPA includes only grades earned
in the core subjects of English, Mathematics, Science, Social Studies and Foreign Language.
All grades earned for attempted coursework in the core subjects during the student's 9th, 10th, 11th, and 12th grade
years that could be used to satisfy a core curriculum graduation requirement, according to the Georgia Department of
Education, is equated to a grade on a 4.0 scale, where an "A" equals 4.0, "B" equals 3.0, "C" equals 2.0, "D" equals
1.0, and "F" equals 0.
From that core coursework, any weighting added by the high school is removed, then half a point (.5) is added back
to Advanced Placement (AP), International Baccalaureate (IB), and Dual Enrollment (DE) core courses.
Honors coursework is not weighted. The High School HOPE Scholarship GPA calculation will count all attempts of
the same course, if taken more than once.
A student's High School HOPE Scholarship GPA will only be calculated if he or she has first met the Academic
Rigor Requirements applicable to his or her high school graduating class.
Marietta High School: Eligibility Rules for Student-Athletes
You are eligible to participate in interscholastic activities at Marietta High School if you:
Attended school full-time last semester
Earned credit for 70% of attempted courses the previous semester
Have earned course units that count toward graduation equivalent to years you have been in high school
Have been in high school no more than four consecutive years after your first entry into ninth grade
Have not attained your 19th birthday prior to May 1st preceding the year of participation
Had a bona fide move into the school district as a transfer student or have met the GHSA exceptions
Have completed the Marietta City Schools Athletic Physical/Concussion Form
Are in compliance with the Athletic Code of Conduct Academic Eligibility
To be eligible to participate, practice, and/or tryout in interscholastic activities, a student must be academically eligible.
A student is required to pass at least 70% of the classes counting toward graduation the semester immediately
preceding participation, earning a minimum of 2.5 credits. Summer school grades are considered part of the second
semester.
Students must also accumulate Carnegie Units towards graduation according to the following criteria: a) First-year
students entering 9th grade are eligible academically b) Second-year students must have accumulated five (5) total
units in the first year, and passed courses carrying at least 70% of the Carnegie units attempted in the previous
semester c) Third-year students must have accumulated eleven (11) units in the first and second years, and passed
courses carrying at least 70% of the Carnegie units attempted in the previous semester d) Fourth-year students must
have accumulated seventeen (17) units in the first three years, and passed courses carrying at least 70% of the Carnegie
units attempted in the previous semester A student has eight (8) consecutive semesters or four (4) consecutive years of
eligibility from the date of entry into the ninth grade to be eligible for interscholastic competition.
Students who are interested in competing at the Division I, II or III level in college, please visit the NCCA
Eligibility Website for information about registration and eligibility requirements. Eligibility requirements
begin in 9th Grade.
www.ncaaclearinghouse.com
Please note that NCAA Core GPA is different from Marietta High School GPA.
-8-2020-2021 Marietta High School Elective Offerings – 9th Grade
CTAE – Career Pathways
Aerospace Science: Leadership 100 – Full Year Course
This is the introductory 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. Covers the Air Force JROTC mission and organization, customs and courtesies, drill,
uniform regulations for badges and insignia, and U.S. Air Force policies.
Audio-Video Technology & Film I – Full Year Course
This course will serve as the foundational course in the Audio & Video Technology & Film pathway. The course prepares
students for employment or entry into a postsecondary education program in the audio and video technology career field. Topics
covered may include, but are not limited to: terminology, safety, basic equipment, script writing, production teams, production
and programming, lighting, recording and editing, studio production, and professional ethics. Skills USA, the Georgia Scholastic
Press Association, Technology Student Association (TSA) and Student Television Network are examples of, but not limited to,
appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be
considered an integral part of the instructional program. All material covered in Audio & Video Technology & Film I will be
utilized in subsequent courses.
Business: Introduction to Business & Technology – Full Year Course
The course will help students build a strong knowledge base and develop management skills as they study forms of business
ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork,
marketing, and economics. This course is the prerequisite for advanced courses in Administrative Support, Banking, Business
Accounting, & Small Business Development Pathways.
Construction: Industry Fundamentals and Occupational Safety – Full Year Course
This course is the foundational course that prepares students for a pursuit of any career in the field of construction. It prepares the
student for the basic knowledge to function safely on or around a construction site and in the industry in general. It provides the
student with the option for an Industry Certification in the Construction Core. This course explains the safety obligations of
workers, supervisors, and managers to ensure a safe workplace. Course content discusses the causes and results of accidents and
the dangers of rationalizing risks. It includes the basic content of OSHA 10-hour safety standards. It also includes the basic
knowledge and skills needed in the following areas: construction math, hand and power tools used in the field, general blueprints,
and basics of rigging safety.
Introduction to Culinary Arts – Full Year Course
Introduction to Culinary Arts is a course designed to introduce students to fundamental food preparation terms, concepts, and
methods in Culinary Arts where laboratory practice will parallel class work. Fundamental techniques, skills, and terminology are
covered and mastered with an emphasis on basic kitchen and dining room safety, sanitation, equipment maintenance and operation
procedures. Course also provides an overview of the professionalism in the culinary industry and career opportunities leading into
a career pathway to Culinary Arts.
Early Childhood Education I – Full Year Course
The Early Childhood Education I course is the foundational course under the Early Childhood Care & Education pathway and
prepares the student for employment in early childhood education and services. The course addresses the knowledge, skills,
attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. The
Prerequisite for this course is advisor approval.
Engineering/Architecture: Introduction to Drafting & Design – Full Year Course
Introduction to Drafting and Design is a foundation course that serves as an introduction to the drafting and design field and is a
Prerequisite to all other courses in the Architectural Drawing & Design and Engineering Drafting & Design Pathways. Emphasis
is placed on safety, geometric construction, fundamentals of Computer-Aided Drafting, and multi-view drawings. Students learn
drafting techniques through the study of geometric construction at which time they are introduced to computer-aided drafting and
design. The standards are aligned with the drafting and design standards in the Georgia’s technical colleges, thus helping students
qualify for advanced placement should they continue their education at the postsecondary level. Further, the standards are aligned
with the national standards of the American Design Drafting Association (ADDA). Students who successfully complete this and
other drafting courses should be prepared to take the Drafter Certification Examination from the ADDA. Competencies for the co-
curricular student organizations, SkillsUSA and TSA, are integral components of both the core employability skills standards and
the technical skills standards. SkillsUSA or TSA activities should be incorporated throughout instructional strategies developed
for the course.
-9-Food, Nutrition, & Wellness – Full Year Course
Food, Nutrition and Wellness is an essential course in understanding nutritional needs and food choices for optimal health of
individuals across the lifespan. Interrelationships with wellness are explored. This course leads to the advanced nutrition pathway
and develops a knowledge base and the skills necessary to select among alternatives in the marketplace, with an emphasis on
nutrient content, the development of chronic diseases, and food safety.
Game Design: Introduction to Digital Technology – Full Year Course
Introduction to Digital Technology is the foundational course for Computer Science, Cybersecurity and Game Design pathways.
This course is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their
personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web
design, IT support, and networks are all taught in a computer lab with hands-on activities and project-focused tasks. Students will
not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the
knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the
course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student
organization, CodeDevils, Future Business Leaders of America (FBLA) & Skills USA, are integral components of both the
employability skills standards and content standards for this course. The knowledge and skills taught in this course build upon
each other to form a comprehensive introduction to the digital world.
Introduction to Graphics & Design – Full Year Course
The goal of this course is to provide all students with an introduction to the principles of graphic communications and design and
its place in the world. This course should also help students to use computers effectively in their lives, thus providing a
foundation for successfully integrating their own interests and careers with the resources of a technological society. In this course,
high school students can acquire a fundamental understanding of the graphic communications and design world. They can learn
the theories behind creating aesthetically pleasing designs and how to work with consumers. Exposure to career possibilities and
discussion of ethical issues relating to graphic communications and design should also be important threads in this course.
Graphic Communications is defined as the processes and industries that create, develop, produce, and disseminate products
utilizing or incorporating words or pictorial images to convey information, ideas, and feelings. GC products facilitate learning,
enjoyment, motivation, and commerce. Graphic Communications includes the family of market segments embracing the
technologies of printing, publishing, packaging, electronic imaging, and their allied industries; they are often referred to as the
graphic arts, print, or imaging industries. Graphic design is the process of communicating visually using typography and images to
present information. Graphic design practice embraces a range of cognitive skills, aesthetics, and crafts, including typography,
visual arts, and page layout. Like other forms of design, graphic design often refers to both the process (designing) by which the
communication is created and the products (designs) which are generated.
Introduction to Healthcare Science – Full Year Course
Introduction to Healthcare Science is the foundational course for all Health Science pathways and is a Prerequisite for all other
Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science
careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of
human growth and development, interaction with patients and family members, health, wellness, and preventative care are
evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development
is initiated including microbiology, basic life support and first aid. This course will provide students with a competitive edge to be
the better candidate for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to
continue their education and training.
Law, Public Safety, Corrections and Security – Full Year Course
Prerequisite for all other courses within the Law, Public Safety, Corrections and Security Career Cluster. This course
provides students with career focused educational opportunities in various LPSCS fields. It examines the basic
concepts of law related to citizens’ rights and the responsibilities, and students will receive instruction in critical skill
areas including: communicating with diverse groups, conflict resolution, ethics, CERT (Citizens Emergency Response
Training, or similar program), basic firefighting, report writing, terrorism, civil and criminal law. Career planning and
employability skills will be emphasized.
Marketing Principles – Full Year Course
Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles addresses all the
ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop an
understanding of the functions of marketing and how these functional areas affect all businesses. They learn basic marketing
concepts and the role of marketing in our economy. Students also develop skills in applying economic concepts to marketing,
distribution and logistics, marketing information management, finance in marketing, product/service planning, pricing mixes,
promotional strategies, and personal selling. In order to increase the number of application experiences, students should
participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is
highly advantageous for students to participate in a school–based enterprise where available.
- 10 -Fine Arts Electives
Band – Full Year Course (Auditions determine course placement– MHS course request book has more course
details)
Provides opportunities to develop performance skills on a wind or percussion instrument. Emphasizes performance and
production; may include analysis, historical and cultural influences, improvisation and appreciation of music. Organizes
objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.
Chorus – Full Year Course (Auditions determine course placement– MHS course request book has more course
details)
Provides opportunities for young men to develop performance skills and knowledge in choral singing. Covers performance and
production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and
appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group
experiences. Participation in choral performances outside of regular class hours is expected.
Orchestra – Full Year Course (Auditions determine course placement– MHS course request book has more
course details)
This performance-based class focuses on basic instrumental skill development and music reading. The goal of this class is to teach
students the proper way to hold and play a string instrument. Students can elect to play their instrument of choice (violin, viola,
cello, or bass) with the orchestra director’s approval and recommendation. Participation in concert performances outside of
regular class hours is required.
Guitar Techniques I – Full Year Course
This course is designed to be a beginning guitar course in which students perform, respond, create, and connect to music through
the guitar.
American Fold Music Studies - Semester Course (.5 Credit)
This class explores the history of American Popular Music and the influences that other cultures have had on it. The history of
Rock and Roll, Jazz, Pop, and other genres will be explored. The class will explore terminology and elements related to the art as
well as generate many listening opportunities.
Music Appreciation – Semester Course (.5 Credit)
Introduces production and performance; covers terminology and idioms, elements of music, perceptive listening and attitudes
and appreciation. Stresses the ability to become a literate consumer and the ability to speak and write about music.
Jazz Dance – Full Year Course
Introduces basic jazz techniques and vocabulary. Emphasizes aesthetic perception, creative expression and performance,
historical and cultural heritage and aesthetic judgment and criticism.
Modern Dance – Full Year Course
Introduces basic concepts of modern dance; covers shape, form, line and experimentation with individual expression and
creativity. Stresses aesthetic perception, creative expression and performance, historical and cultural heritage and aesthetic
judgment and criticism.
Theatre Arts – Fundamentals I – Semester Course (.5 Credit)
This course serves as an introduction to the theatre arts. Students investigate theatre as a whole by exploring the techniques and
origins of a wide variety of theatre arts in various cultures and periods. Participation in theatre performances outside of regular
class hours is expected.
Theatre – Fundamentals II – Semester Course (.5 Credit)
Prerequisite: Theatre – Fundamentals I or student audition
Enhances level-one skills by producing specific theatre styles in depth with performance opportunities. Participation in theatre
performances outside of regular class hours is expected.
- 11 -Visual Arts-Comprehensive I – Semester Course (.5 Credit)
Must successfully complete this course first before taking Drawing I, Painting I or Sculpture I
Introduces art history, art criticism, aesthetic judgment, and studio production. Emphasizes the ability to understand and use
elements and principles of design through a variety of media, processes, and visual resources. Explores master artworks for
historical and cultural significance.
Drawing I – Semester Course (.5 Credit)
Students must pass Visual Arts-Comprehensive I to take this course. Explores a variety of drawing techniques and media.
Emphasizes development of basic drawing skills and critical analysis skills for responding to master drawings. Examines
solutions to drawing problems through student drawings and those of other artists. Covers Western and non-Western cultures.
Painting I – Semester Course (.5 Credit)
Students must pass Visual Arts-Comprehensive I to take this course. Explores a variety of techniques and wide range of painting
media. Emphasizes developing basic painting and critical analysis skills for responding to master paintings. Examines solutions to
painting problems through the study of color theory and composition. Emphasizes the concept and development of personal style.
Covers Western and non-Western cultures.
Sculpting I – Semester Course (.5 Credit)
Students must pass Visual Arts-Comprehensive I to take this course. Introduces the design and production of relief sculpture and
sculpture-in-the-round. Emphasizes the historical origins and functions of sculpture in Western and non-Western cultures.
Includes additive, subtractive, and modeling methods. Explores traditional and nontraditional materials for sculpted works and the
work of both historical and contemporary sculptural artists.
Physical Education Electives
Team Sports – Semester Course (.5 Credit)
Introduces fundamental skills, strategies, and rules associated with team sports such as basketball, volleyball, soccer, softball,
baseball, field hockey, lacrosse, team handball, and flag football.
Lifetime Sports – Semester Course (.5 Credit)
Introduces fundamental skills, strategies, and rules associated with lifetime sports such as bowling, golf, tennis, pickleball, ping-
pong, and badminton.
Recreational Sports – Semester Course (.5 Credit)
Introduces recreational games suitable for lifetime leisure activities. Emphasizes the rules of each game and the skills necessary to
play.
Weight Training – Semester Course (.5 Credit)
Provides opportunities to participate in a variety of activities to enhance flexibility, muscular strength and endurance,
cardiovascular endurance and body composition. Includes fitness concepts for the development of healthy lifetime habits.
.
- 12 -Marietta High School
Rising 9th Grade
Course Registration Worksheet 2020-2021
Below is a course registration worksheet for Rising 9th Grade students. Recommendations will be made
for placement in the 4 core areas: English, Math, Science and Social Studies. You and your child will be
able to choose elective courses for next year.
Please review and discuss with your child the 9th Grade elective offerings found on pages 9–12. The
electives your child wishes to take need to be listed below based on priority (1st choice, 2nd choice, etc.).
Elective courses at the high school fill up quickly. The electives your child chooses will be used to
complete an 8 class schedule. Not all electives will be used. If electives fill-up, staff at Marietta High
School will place your child into an alternative elective. If your child is not electing to take a World
Language next year, please use that space to list the #1 elective desired.
In order to make course registration more efficient, please send this form in with your child on the day
they are scheduled for elective course registration.
SUBJECT COURSE
Course based on 8th Grade placement,
English
Reviewed by MMS Teacher
Course based on 8th Grade placement,
Math
Reviewed by MMS Teacher
Course based on 8th Grade placement,
Science
Reviewed by MMS Teacher
Course based on 8th Grade placement,
Social Studies
Reviewed by MMS Teacher
Personal Fitness Graduation Requirement
Health Graduation Requirement
World Language
Elective #1
Elective #2
Elective #3
Elective #4
Elective #5
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