The full list of courses offered at Common Grounds.
This is the full course catalog at Common Grounds High School — organized by department, with course descriptions, essential questions, and the New York State learning standards each course addresses. Some courses are required for all students, some are required electives, and some are optional.
Sciences
Physics
This course introduces students to the fundamental principles of physics. Students explore topics such as motion, forces, energy, waves, and electricity, and learn how physics applies to the world around them through transportation, sports, architecture, and technology. Throughout the course, students will complete labs, engineering challenges, and STEM projects to develop their scientific thinking and to apply what they have learned to the world around them.
Essential Questions
How do force and motion shape the world around us?
How is energy transferred and conserved in everyday systems?
How can physics help us understand and solve real-world problems?
Standards
HS-PS2-1: Analyze data to support the claim that Newton's Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Biology
Biology explores the different aspects of living systems, including ecosystems, genetics, evolution, and human body systems. Through labs, inquiry-based investigations, and collaboration, students explore how organisms function and interact with their environments. This course explores how concepts in biology relate to real life and issues in the world, such as health, biodiversity, and sustainability.
Essential Questions
How do living systems function and interact?
How do organisms adapt and evolve?
How do humans impact ecosystems?
Standards
HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS2-1: Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems at different scales.
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Chemistry
Chemistry explores the principles of chemistry and how they can be applied to the real world and to everyday life. Students will explore the properties of matter, chemical reactions, and how chemistry relates to various issues in health, the environment, and technology. Furthermore, through the performance of various inquiry-based classroom tasks and labs, students will explore how chemistry can be applied to help understand and improve the world around them.
Essential Questions
How do chemical reactions explain changes in the world around us?
How does chemistry impact public health, the environment, and technology?
How can scientific knowledge be used to solve real-world problems?
Standards
HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
Earth Science
In this course, students will explore Earth's systems and the natural processes that shape our planet. Students will explore topics related to weather and climate, geological change, natural resources, and environmental systems. Through inquiry-based labs, data analysis, and field observations, students will explore how Earth's systems impact human life and how to make sustainable decisions.
Essential Questions
How do Earth's systems interact and change over time?
How do weather, climate, and natural events impact communities?
How can scientific knowledge help us protect our planet?
Standards
HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.
HS-ESS2-1: Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
Maths
Algebra 1
This course is designed to provide students with a foundation in algebraic concepts and mathematical reasoning. Students will explore linear, quadratic, and exponential relationships to solve equations and inequalities in this course. Students will use real-world applications, problem-solving, and mathematical modeling to gain the skills necessary to analyze and make predictions regarding various situations. Furthermore, the course will allow students to learn both the skills necessary to complete problems as well as the mathematical concepts behind the problems, skills that will be utilized in future mathematics courses.
Essential Questions
How can algebra be used to model and solve real-world problems?
How do patterns and relationships help us make predictions?
How can we justify mathematical solutions and communicate reasoning clearly?
Standards
AI-A.CED.1: Create equations and inequalities in one variable to represent a real-world context. (Shared standard with Algebra II)
AI-A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
AI-F.LE.5: Interpret the parameters in a linear or exponential function in terms of a context. (Shared standard with Algebra II).
Geometry
This course develops an understanding of geometric relationships and concepts, reasoning skills, and spatial thinking. Students will explore geometric concepts such as congruence, similarity, proofs, coordinate geometry, and measurement, and apply these concepts to real-world problems and situations. Students will use their spatial and geometric thinking to investigate, model, and solve problems. This course will provide a foundation for future mathematics classes.
Essential Questions
How can geometric relationships be used to understand and describe the world?
How does mathematical proof help us justify and communicate reasoning?
How can geometric modeling be used to solve real-world design problems?
Standards
GEO-G.CO.1: Know precise definitions of angle, circle, perpendicular lines, parallel lines, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc as these exist within a plane.
GEO-G.SRT.2: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar. Explain using similarity transformations that similar triangles have equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
GEO-G.GPE.1A: 1a. Derive the equation of a circle of given center and radius using the Pythagorean Theorem. Find the center and radius of a circle, given the equation of the circle.
Statistics
In this course, students will develop their ability to collect, analyze, interpret, and communicate data. Students will explore topics related to data distributions, probability, sampling, correlation, and modeling to name a few topics in this course. Through numerous investigations and projects, students will explore the world of data and learn how to evaluate, analyze, and interpret data in their projects and in the world around them. This course will allow students to explore data, reasoning, and problems related to data, as well as ensure that they are using that data appropriately and ethically.
Essential Questions
How can data be used to identify patterns and inform decisions?
How do statisticians use evidence to make claims about the world?
How can data be interpreted responsibly and ethically?
Standards
AI-S.ID.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
AI-S.ID.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
(+)-S.MD.5: Use expected values from probability distributions to evaluate and compare the outcomes of decisions.
Trigonometry (Algebra 2)
This course extends the student's understanding of algebraic concepts through the study of polynomial, rational, radical, exponential, logarithmic, and trigonometric functions. Students will develop a deeper understanding of how to model complex relationships within the world around them and how to solve problems involving those functions. Through various problem-solving and data analysis projects, students will develop the skills necessary to communicate their mathematical thinking and reasoning.
Essential Questions
How can advanced algebraic models be used to represent and solve real-world problems?
How do different types of functions help us understand patterns, change, and relationships?
How can mathematical reasoning be used to justify and communicate solutions?
Standards
AII-A.CED.1: Create equations and inequalities in one variable to represent a real-world context. (Shared standard with Algebra I)
AII-1.REI.1: Understand solving equations as a process of reasoning and explain the reasoning.
AII-F.LE.5: Interpret the parameters in a linear or exponential function in terms of a context. (Shared standard with Algebra I).
Social Studies
Global History 1
In this course, students will explore the major civilizations, beliefs, trade, and the development of the world's major political and governing entities from the Paleolithic Era to the early modern period. Students will investigate how each of these civilizations was influenced by their geography, their cultures, the movements of their people, their religions, and their conflicts with other groups. Through exploring these civilizations through primary and secondary sources, students will gain critical thinking skills regarding the influence that each of these societies has had upon human history.
Essential Questions
How have geography, culture, and belief systems shaped civilizations over time?
How have trade, migration, and conflict influenced global interactions?
How can studying global history help us understand contemporary issues and diverse perspectives?
Standards
9.1: The development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions, and shared a number of defining political, social, and economic characteristics.
9.4: During the classical and postclassical eras, transregional trade networks emerged and/or expanded. These networks of exchange influenced the economic and political development of states and empires.
9.6: During the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross-cultural interactions also led to conflict and affected demographic development.
9.10: Efforts to reach the Indies resulted in the encounter between the people of Western Europe, Africa, and the Americas. This encounter led to a devastating impact on populations in the Americas, the rise of the transatlantic slave trade, and the reorientation of trade networks.
Global History 2
This course examines the world from the mid-18th century to the present, focusing on various topics such as revolutions, industrialization, imperialism, global conflicts, decolonization, and current issues. Students will analyze the various ideas regarding politics, economics, technology, and social issues that have developed throughout the modern world and how they have created the societies that still exist today. Through inquiry, debate, and research projects, students will gain an understanding of the different ways in which the modern world developed and the connection between history and current issues today.
Essential Questions
How have revolutions, industrialization, and nationalism transformed societies?
How have global conflicts and decolonization shaped the modern world?
How can historical analysis help us understand current global issues and interconnected systems?
Standards
10.2: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.
10.3: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems.
10.5: World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
10.9: Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.
U.S. History and Government
This course examines the political, social, economic, and cultural development of the United States from colonial times until the present day. Students will examine various events and developments in United States history, as well as the history of the nation's attempts to establish democratic ideals and justice for its citizens. Students will utilize various methods of learning about these topics to develop skills necessary to think critically about and learn from history. Overall, this course will allow students to learn about the development of the United States and its democracy, as well as to understand the role that history plays in today's society.
Essential Questions
How have key events and movements shaped the development of the United States?
How have democratic ideals been upheld, challenged, and expanded over time?
How can understanding history help us engage thoughtfully in civic life today?
Standards
11.1: European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
11.5: The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts.
11.8: The participation of the United States in World War II was a transformative event for the nation and its role in the world.
11.10: Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.
Economics
This course allows students to understand how individuals, communities, businesses, and governments make economic decisions. Students will study economics concepts, including scarcity, supply and demand, markets, labor, personal finance, and the role of government in the economy. Using various case studies, simulations, and financial literacy projects, students will learn more about the economy and how each economic system in the world functions to allow students to make informed decisions in their roles as future workers, consumers, and citizens of the world. Students will gain an understanding of economics and its application in the modern world as interconnected individuals and nations.
Essential Questions
How do individuals and societies make choices when resources are limited?
How do markets, institutions, and governments influence economic outcomes?
How can economic knowledge support informed personal, civic, and financial decisions?
Standards
12.E1: Individuals should set personal financial goals, recognize their income needs and debt obligations, and know how to utilize effective budgeting, borrowing, and investment strategies to maximize well-being.
12.E2: Free enterprise is a pillar of the United States economy and is based on the principle that individuals and businesses are free to make their own economic choices as they participate in these markets. Individuals buy the goods and services that they desire from businesses in the product markets, and they contribute to producing these goods and services by supplying the resources that they own to businesses in the factor markets.
12.E3: There are various economic systems in the world. The United States operates within a mixed, free market economy that is characterized by competition and a limited role of government in economic affairs. Economic policy makers face considerable challenges within a capitalist system, including unemployment, inflation, poverty, and environmental consequences. Globalization increases the complexity of these challenges significantly, and has exerted strong and transformative effects on workers and entrepreneurs in the United States economy.
12.E4: Globalization and increased economic interdependence affect the United States economy significantly. The tools that the policy makers have available to address these issues are fiscal policy, monetary policy, and trade policy.
ELA
Writing, Rhetoric, and Argument
This course will focus on the development of students' ability to communicate effectively. Students will examine the various rhetorical strategies that authors and speakers use in their efforts to communicate with and to influence their audiences. Through reading, writing workshops, and research projects, students will gain an understanding of how to develop their writing and effectively communicate with others. Furthermore, students will discover the various ways in which effective writing can be utilized as a tool to think critically, communicate, and express themselves.
Essential Questions
How do writers and speakers use language to influence audiences?
How can evidence and reasoning be used to construct arguments?
How does context shape communication?
Standards
9-10W1: Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Media Literacy
This course will foster students to critically analyze and create media. Students will analyze how media messages are constructed, how media impacts the opinion of the public, and how different elements of media impact the communication of those media messages. Through analyzing news media, social media, advertisements, film, and various other digital media, students will gain an understanding of how to critically evaluate media in a world surrounded by media.
Essential Questions
How does media influence the way we understand the world?
How can we evaluate the credibility of media messages?
How do audience, bias, and platform shape communication?
Standards
9-10R7: Analyze how a subject/content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject/content or key scene in two different formats, examine the differences between a historical novel and documentary).
9-10R8: Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient.
9-10SL5: Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
American Literature
This course explores the development of American literature over time. Throughout this course, students will read works from American authors and examine the way that those authors reflected various ideas within the United States, such as ideas of freedom, identity, and power. Furthermore, by reading and analyzing these literary works, which include a variety of perspectives on society, students will explore the relationship between the themes and issues within these works and the history and present day of the United States, allowing for students to gain an understanding of the nation's past and present.
Essential Questions
How does literature reflect and shape experiences?
How have different authors challenged dominant narratives about identity, freedom, and justice?
How do historical and cultural contexts influence meaning within a text?
Standards
11-12R1: Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text.
11-12R6: Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement).
11-12W1: Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
World Literature
This course will expose students to literary works from diverse cultures around the world. During this course, students will be able to explore some of the universal themes that exist within literature from different cultures and how those themes relate to the historical and cultural contexts from which those works originate. Students will engage with different genres of literature and perspectives from various cultures and backgrounds to better make connections between those diverse cultures and stories, and to gain an understanding of both the self and the world around them.
Essential Questions
How does literature reflect the values, struggles, and identities of different cultures?
How do authors from different places and time periods use language to shape meaning?
How can reading global perspectives deepen our understanding of ourselves and others?
Standards
11-12R2: Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text.
11-12R6: Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement).
11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Physical Education / Gym / P.E.
Physical Education / Gym / P.E.
This course develops the lifelong physical literacy, wellness, and healthy habits of students through a variety of physical activities. The focus of the course is on the physical, social-emotional, and mental well-being of the students and encourages the students to develop a sense of wellness and responsibility in their own bodies and their ability to meet their goals. As a result of this course, students will have learned the skills and confidence required to maintain their own physically active and healthy lifestyle.
Essential Questions
How can physical activity support lifelong physical, mental, and emotional wellness?
How can students set and achieve personal wellness goals that reflect their needs and interests?
How do collaboration, perseverance, and responsible decision-making contribute to healthy communities?
Standards
1.3.L1: Demonstrates competency in one or more fitness activities.
3.1.L1: Explains how each of the skill- and health-related fitness components are improved through the application of basic training principles.
5.1.L1: Analyzes the overall wellness benefits of self-selected physical activities.
3.1.L2: Designs and implements personal fitness plans, addressing goals that incorporate basic training principles that influence lifelong physical activity and fitness.
5.1.L2: Evaluates the lifelong health benefits of self-selected physical activities throughout their physical literacy journey.
5.3.L2: Evaluates the level of enjoyment of self-selected physical activities for lifelong participation.
Language
Language is a required part of the Common Grounds curriculum for three years. The following languages are offered — all share the same core description, essential questions, and standards.
World Languages
Languages Offered:
Spanish
French
Italian
American Sign Language
German
This course develops students' abilities to communicate effectively in the target language and to develop an understanding of the cultures of the world's regions. Students experience language skills through listening, speaking, reading, writing, and presentational tasks using authentic texts. The language classes help students to connect to others who speak the language and their community.
Essential Questions
How does learning another language help us communicate across cultures and communities?
How do language and culture shape identity, values, and perspectives?
How can multilingualism support personal growth, relationships, and future opportunities?
Standards
Standard 1: Learners understand, interpret, and analyze what is heard, read, received*, or viewed on a variety of topics, using a range of diverse texts, including authentic resources.
Standard 2: Learners interact and negotiate meaning in spontaneous, spoken, visual*, or written communication to exchange information and express feelings, preferences, and opinions.
Standard 3: Learners present information and ideas on a variety of topics adapted to various audiences of listeners, readers, or viewers* to describe, inform, narrate, explain, or persuade.
Standard 4: Learners use the target language to identify, describe, and explain the practices and products of the cultures studied as well as the cultural perspectives they suggest.
Standard 5: Learners use the target language to compare the products and practices of the cultures studied and their own.
Required Electives
Health Education
This course will allow students to make informed decisions regarding their physical, mental, emotional, and social well-being. Topics to be covered in the class will include, but not be limited to, topics like health and nutrition, mental health, stress, healthy relationships, substance use, sexual health, and safety. The course will allow students to learn more about their bodies, their needs, and how to better take care of themselves in a way that will benefit their lives overall.
Business and Law
This course introduces students to the concepts and principles of business and the legal systems that encompass the business world. Students will explore topics related to the creation and management of a business, legal responsibilities within the workplace, business and consumer rights, business ethics, and finances. Case studies, mock trials, business simulations and projects will allow students to learn the concepts but also develop the business and legal skills necessary to participate in the business world.
Life After High School I: College, Career, and Life Readiness
This course will provide students with the skills necessary to transition from high school to college, a career, vocational school, or independent adult life. Students will explore the various options available to students after high school, and learn about the different types of schools and career paths that exist. Students will also learn about career and job readiness skills, such as writing resumes and cover letters, interviewing, and managing their time.
Life After High School II: Financial Literacy and Independent Living
This course will provide students with the financial knowledge and skills that they will need after graduation. Students will learn about creating and managing budgets, banking and credit, taxes, loans, and saving and investing for their futures. These types of projects and activities will allow students to gain confidence in their ability to manage their money and finances effectively.
Home Economics
This course develops life skills that will allow students to effectively manage their lives, their households, and their communities. Topics to be covered in this class will include meal-planning, nutrition, cooking, budgeting, time-management, child development, home maintenance, and wellness. Students will be able to develop life and time-management skills that will allow them to become responsible and self-sufficient individuals.
Optional Electives
Creative Writing
In this course, students will explore the creative and expressive aspects of writing. Students will write in a variety of genres to discover their own writing voice and style. Throughout the course, students will experience writing workshops, study the techniques of accomplished writers, and learn how to effectively revise their writing. Students will discover the creative aspects of writing and the value of writing for both expressive and purposeful endeavors.
Essential Questions
How can writing be used to express ideas, emotions, and identity?
How do writers develop voice, style, and craft?
How can revision strengthen creative work and deepen meaning?
Standards
11-12W3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
11-12W4: Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain connections between the original and the created work.
Journalism
In this course, students will explore the principles of journalism and the practices of journalists in the field. Students will learn about the processes of gathering and reporting the news and the importance of doing so ethically and accurately. Students will write articles, conduct interviews, produce school news content, and learn about current events to increase their knowledge of the journalism field. Overall, this course will allow students to learn about the ethics of journalism and the role that journalists play in informing the public.
Essential Questions
How do journalists gather, verify, and communicate information responsibly?
How does journalism shape public understanding and civic life?
How do audience, ethics, and bias influence news reporting?
Standards
11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
11-12W7: Gather relevant information from multiple sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism, overreliance on one source, and follow a standard format for citation.
11-12R8: Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient.
Drivers Education
This course is designed to provide students with the knowledge, skills, and decision-making strategies that are necessary for students to become safe, responsible, and confident drivers. Students will learn about traffic laws, road signs, defensive driving techniques, vehicle safety, and the responsibilities of driving a motor vehicle. Additionally, students will also learn about the risks posed by driving under the influence of alcohol or drugs, driving while distracted, driving in adverse weather conditions, and how to respond to emergency situations while driving. Overall, this course will allow students to gain the awareness and decision-making skills necessary to ensure their safety and the safety of others while they are driving.
Psychology
This course introduces students to the scientific study of human behavior and mental processes. Students explore various areas of psychology including brain development, learning and memory, motivation and emotion, personality, social behavior, mental health, and research methods. Through case studies and other activities, students develop an understanding of both themselves and others, as well as the factors that influence human behavior.
Sociology
This course introduces students to the study of human society and behavior. Students will investigate topics related to society, such as culture, identity, socialization, inequality, institutions, deviance, social change and dynamics. Through investigating these topics and issues related to society, students will understand how each of these elements impact the individuals within that society, as well as how those individuals can impact society itself.
Introduction to Feminism
This course introduces students to the history, theories, and contemporary issues of feminism. Students will examine how issues such as gender, race, class, sexuality, and disability impact the experiences of feminism and those who identify as feminist. Through reading historical case studies, literature, media, and performing discussions and research, students will investigate the history of feminism, its various movements, the idea of gender equity, and social justice for women and those who identify as feminists.
Forensic Science
This course will introduce students to the science behind solving crimes. Topics will include DNA analysis, fingerprinting, toxicology, and crime scene investigation. These topics will use concepts from biology, chemistry, and physics to investigate the science behind crime scene investigations while focusing on critical thinking and problem-solving through case studies and stimulated investigations.
Essential Questions
How can scientific evidence be used to solve crimes?
How reliable is forensic evidence in determining guilt or innocence?
How do ethical considerations influence forensic investigations and outcomes?
Standards
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-PS1-5: Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
Specials — Art
Students must take Studio Art before other Art specials.
Studio Art (Required First)
This course provides students with opportunities to explore artistic expression in various forms such as drawing, painting, sculpture, mixed media, digital design, and other visual art forms. Students develop their technical drawing and artistic skills creating various forms of art media and mediums. Additionally, students explore artistic elements such as color, line, shape, and form to create their original pieces of art. Other art studio classroom responsibilities include learning to critique their art and the art of others, reflecting on their skills and abilities, maintaining a portfolio of their best works of art, and studying other artists and their techniques and skills.
Essential Questions
How can visual art be used to communicate ideas, identity, and emotion?
How do artists develop skills, techniques, and creative processes over time?
How can art connect personal experiences to larger cultural and social contexts?
Standards
VA:Cr1.2.HSI.a: Consider a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
VA:Pr4.1.HSII.a: Analyze, select, and critique personal artwork for a collection of portfolio presentation.
VA:Cr2.1.HSIII.a: Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
Film Studies
This course introduces students to the concept of film as an art, cultural, and social medium. Students will analyze the techniques of the film creating industry such as directors, writers, actors, cinematographers, and editors to determine the elements of film that contribute to the overall meaning of the film. Through film analysis, scriptwriting, discussions, and various film projects, students will explore the way in which film can reflect and influence culture and society.
Essential Questions
How do filmmakers use visual and technical choices to shape meaning and audience response?
How do films reflect cultural values, identities, and historical contexts?
How can analyzing film deepen our understanding of storytelling, media, and society?
Standards
VA:Re8.1.HSI.a: Construct interpretations of artwork, supported by relevant and sufficient evidence found both in the work and in surrounding contexts.
VA:Cn11.1.HSII.a: Compare uses of art in a variety of societal, cultural, and historical contexts; and make connections to uses of art in contemporary and local contexts.
VA:Re7.2.HSIII.a: Evaluate the effectiveness of images to influence ideas, feelings, and behaviors of specific audiences.
Art History
This course explores the history of visual art from around the world and from various time periods and art movements. Students will explore how the art of different time periods reflected the society, politics, culture, and history of the people creating those works of art. Students will examine the techniques and ideas used by artists throughout time and create their own analyses of visual art medium such as paintings, sculptures, architecture, photography, and visual media.
Essential Questions
How does art reflect the values, beliefs, and experiences of different cultures and time periods?
How do historical and cultural contexts shape artistic expression?
How can studying art history deepen our understanding of society, identity, and change?
Standards
VA:Cn11.1.HSI.a: Investigate ways that art and design from one culture or time period can influence artists and designers from a different culture or time period.
VA:Cn11.1.HSII.a: Compare uses of art in a variety of societal, cultural, and historical contexts; and make connections to uses of art in contemporary and local contexts.
VA:Cn10.1.HSIII.a: Synthesize knowledge of social, cultural, historical, and personal life with artmaking approaches to create meaningful works of art or design.
Specials — Music
Music Theory
This course introduces students to the elements of music as a language and art form. Students will learn to read and write musical notation, understand the elements of rhythm, meter, scales, intervals, chords and harmony, and use this knowledge to analyze music and create their own musical compositions. Through listening, analysis and creation of musical compositions, students will gain an understanding of the structure of music across multiple genres and periods. Furthermore, through collaboration and composition projects, students will gain an understanding of how theory relates to performance and expression in music.
Essential Questions
How do the elements of music work together to create structure, meaning, and emotional impact?
How can understanding music theory deepen performance, listening, and creative expression?
How does music reflect cultural, historical, and personal experiences across time and place?
Standards
MU:Pr4.1.E..HSII.a: Select varied repertoire to study (from teacher- or student-provided options) based on music literacy, an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.
MU:Cr2.1.C.HSII.a: Select, develop, and organize melodic, rhythmic, and harmonic ideas in drafts of music within a variety of simple or moderately complex forms (such as binary, rondo, or ternary) and explain their development.
MU:Cr3.2.C.HSIII.a: Share music through the use of notation, performance, or technology, and demonstrate how the elements of music, compositional techniques, and processes have been employed to realize expressive intent.
Chorus / Choir
Types Offered:
Concert Choir
Jazz Ensemble
Acapella
This course provides students with the opportunity to develop their vocal technique, musicianship, ensemble skills, and artistic expression through singing in the choral ensemble. Students will explore a variety of vocal repertoire from different genres and cultures while also learning about vocal and music performance techniques. Through the singing and performing ensembles, as well as the reflective components of the class, students will develop a sense of community and confidence in their vocal and musical abilities.
Essential Questions
How can singing in an ensemble build musical skill, confidence, and community?
How do vocal technique, rehearsal habits, and collaboration contribute to successful performances?
How can choral music communicate emotion, culture, and shared human experiences?
Standards
MU:Pr4.2.E.HSI: Use standard notation and aural skills to identify how the form and structural aspects of a piece affect and inform its performance.
MU:Pr6.1.E.HSI: Demonstrate attention to technical accuracy and expressive qualities in prepared and/or improvised performances of varied repertoire.
MU:Pr5.1.E.HSII: Develop, apply, and evaluate appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.
Band or Orchestra
In this course, students will have opportunities to develop technical skills, literacy and performance skills within ensembles, and their ability to express themselves artistically. Students will study music from different genres and periods, as well as develop skills in areas like tone, reading music, rehearsing, and interpreting musical performances. Through the ensembles and their performing, students will discover and develop skills in areas like discipline, collaboration, communication, and creativity.
Essential Questions
How does participating in an ensemble support musical growth, collaboration, and responsibility?
How do technical skill, rehearsal habits, and interpretation contribute to strong performance?
How can instrumental music communicate ideas, emotion, and cultural meaning?
Standards
MU:Pr4.2.E.HSI: Use standard notation and aural skills to identify how the form and structural aspects of a piece affect and inform its performance.
MU:Pr6.1.E.HSI: Demonstrate attention to technical accuracy and expressive qualities in prepared and/or improvised performances of varied repertoire.
MU:Pr5.1.E.HSII: Develop, apply, and evaluate appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.
Partnership with Capital Region BOCES (AM Half-Day Program)
Provides high school students with access to various Career and Technical Education (CTE) programs across various industries. These programs offer hands-on training, internships, and certifications for fields such as welding, construction, criminal justice, and health services. Students are bused to BOCES campuses in the AM for half a day.
AP Classes Offered
AP Courses
AP classes offered:
Psychology
English Language and Composition
Spanish Language
Calculus
Chemistry
Music Theory
Ready to apply?
Start your application to Common Grounds — or visit our Academics page to see how the curriculum fits together with our pedagogy and literacy focus.
Social Studies
Global History 1
In this course, students will explore the major civilizations, beliefs, trade, and the development of the world's major political and governing entities from the Paleolithic Era to the early modern period. Students will investigate how each of these civilizations was influenced by their geography, their cultures, the movements of their people, their religions, and their conflicts with other groups. Through exploring these civilizations through primary and secondary sources, students will gain critical thinking skills regarding the influence that each of these societies has had upon human history.
Essential Questions
Standards
Global History 2
This course examines the world from the mid-18th century to the present, focusing on various topics such as revolutions, industrialization, imperialism, global conflicts, decolonization, and current issues. Students will analyze the various ideas regarding politics, economics, technology, and social issues that have developed throughout the modern world and how they have created the societies that still exist today. Through inquiry, debate, and research projects, students will gain an understanding of the different ways in which the modern world developed and the connection between history and current issues today.
Essential Questions
Standards
U.S. History and Government
This course examines the political, social, economic, and cultural development of the United States from colonial times until the present day. Students will examine various events and developments in United States history, as well as the history of the nation's attempts to establish democratic ideals and justice for its citizens. Students will utilize various methods of learning about these topics to develop skills necessary to think critically about and learn from history. Overall, this course will allow students to learn about the development of the United States and its democracy, as well as to understand the role that history plays in today's society.
Essential Questions
Standards
Economics
This course allows students to understand how individuals, communities, businesses, and governments make economic decisions. Students will study economics concepts, including scarcity, supply and demand, markets, labor, personal finance, and the role of government in the economy. Using various case studies, simulations, and financial literacy projects, students will learn more about the economy and how each economic system in the world functions to allow students to make informed decisions in their roles as future workers, consumers, and citizens of the world. Students will gain an understanding of economics and its application in the modern world as interconnected individuals and nations.
Essential Questions
Standards