Algebra III / Trig (P)
Calculus
Pre-Calculus (P) or Honors (P)
AP Calculus AB (P)
Statistics (P)

College Art A/B (P)
Studio Art I, II (P)
Band I, II, III, IV (P)
Theatre Arts II, III (P)
Music Appreciation (P)
Media Graphics I / II (P)
Language of Film
KCHS/TV Media Design (Video Production II) (P)
Video Production I

Chair:  Brother Lawrence Haley, FSC

Required courses:

Chair:  Ms. Nancy Price

Required courses:

This course is introductory in nature; it lays the groundwork for future department offerings.  The first semester introduces students to the resources in the library media center, includes a Greek mythology unit, a writing program, and a short story unit.  The second semester covers the reading of two novels (Lord of the Flies and The Adventures of Tom Sawyer) and Shakespeare’s tragedy Romeo and Juliet.   The course, however, integrates library skills, literature, vocabulary, composition and grammar so that these skills are taught together throughout the year.  A comprehensive written final exam is required each semester.

Major areas of study include integrity, extemporaneous speaking, the voice, impromptu speaking, and group discussion.   Speech is chiefly a performance course.  The vast majority of the students’ time in class is spent in giving and listening to speeches.  Pronunciation, vocabulary, and logic are also examined, but always within the context of platform performance.  Special emphasis is placed on outlining and the three-part structure of the speech, i.e., introduction, body, and conclusion.  An oral exam (performance) is required.

The course has a two-fold purpose: (1) to introduce students to the pleasures of reading outside the assigned curriculum, and (2) to improve students’ reading speed and comprehension. Students will learn the difference between reading a textbook and a work of fiction (both novel and short story), poetry and drama.  The emphasis on reading comprehension, study skills, and vocabulary development means some written work will be required.  A comprehensive written final examination is required.

This course builds on what has gone before. The writing as-signments assume an understanding of the terms and skills taught in the freshman year; the reading assignments assume application of the skills taught in Genre Literature.   The course includes readings in non-fiction, poetry, short stories, drama (Julius Caesar and Antigone), and two novels (To Kill a Mockingbird and The Three Musketeers).  Literature, vocabulary, composition and grammar are integrated and taught together throughout the year.  A comprehensive written final exam is required each semester. 

English III traces the development of those movements peculiar to American literature and examines how an authors conveys the attitutes of the times.  In addition to readings in the textbook, students will read The Adventures of Huckleberry Finn, The Great Gatsby, and Tortilla Flat.  Regular writing assignments, including essays are required each semester, and a research paper is required during the second semester.  A comprehensive written final exam is required each semester. 

English IV efforts are directed toward giving students a sense of world literature, that is, experiencing the best works produced by different cultures and different ages. In the first semester, two major essays (a personal statement to be used with college applications and a literary analysis essay) are required. Two novels, Catcher in the Rye and Alburquerque, and the drama Death of a Salesman make up the reading component. In the second semester, particular attention is given to poetry and drama: Sophocles’ Oedipus Rex. Tennyson’s Idylls of the King and Shakespeare’s Hamlet meet the literature requirement. The skills of literature, vocabulary, composition and grammar are integrated and taught together throughout the year. The focus is on the permanent ennobling nature of great literature and the eternal themes of these works. In writing and word skills, the intensive programs begun in English I, II, and III are continued and completed here. A comprehensive written final exam is required each semester.

PREREQUISITES:
• B or better in English I
• Teacher Recommendation
•Writing Sample
This course is offered to sophomores who have shown they can meet the standards and demand of a more intense English course.  There will be a variety of textbook readings: non-fiction, poetry, short stories and drama, including (Antigone and Julius Caesar); and three novels (To Kill a Mockingbird, The Alchemist, and House of the Scorpion).  In addition to reinforcement and utilization of the writing skills introduced in their freshman year, and the prior introduction of study and reading skills taught in Genre Literature, students will be required to display rigorous analysis by writing a three-page research paper first semester on racism and Jim Crow, and a five-page research paper second semester on Shakespeare’s Julius Caesar, including text citations.  Bibliography must include (but is not limited to) three sources, one of which is from the Internet.  Literature, vocabulary, composition and grammar are integrated and taught together throughout the year.  A comprehensive written final examination is required each semester.

PREREQUISITES:
• B or better in English II
• Teacher Recommendation
• Writing Sample
• Appropriate score on placement test

An AP English Language and Composition course engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes.  Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing.  Taking the AP exam is a requirement of the course.  Textbooks:  Everyday Use: Rhetoric at Work in Reading and Writing, AP Edition. Hephzibah Roskelly, David Jolliffe, The Tempest Shakespeare, William (Folger Library edition), Animal Farm Orwell, George, The Scarlet Letter Hawthorne, Nathaniel, Huckleberry Finn Twain, Mark and I know Why the Caged Bird Sings Angelou, Maya

PREREQUISITES:
• C or better in English II or English III
• 11th and 12th graders only

Across America will investigate one of the prevailing themes in American society and literature—traveling across the country.  Reading and discussions will focus on how travel—a major sign of upward mobility—is often seen as an opportunity for a better life. Readings will begin with a selection of short works covering the colonization of America, manifest destiny, the effect of westward expansion on Native Americans, and the motivating dreams of riches. Grounded in the understanding of colonization and expansion, students will move into thoughtful readings of the texts.  Throughout the semester, regional short stories will be offered as a means of developing a fuller picture of America. The end of the semester will confront students with the sundry difficulties associated with immigrating to America in our modern century. The course will bring students to the realization that the journey is as important as the destination and help them understand the rich patchwork that can be seen Across America.  A comprehensive written final exam is required.  Texts:  Travels with Charley (Steinbeck), On the Road (Kerouac).

Literature to Film is not repeatable. It is open to students who have completed English II.  Students will read a book and discuss how it might be translated to film, then view a film version (or more than one) and discuss the screenwriter’s choices as well as the director’s choices in bringing the novel to the screen.  Students will see both good and bad adaptations and learn the limitations and advantages of each genre.  Texts: Shoeless Joe (Kinsella), All the Pretty Horses (McCarthy), Into the Wild (Krakauer).

PREREQUISITES:
• B or better in English III
• Teacher Recommendation
• Appropriate PSAT verbal scores
AP English Literature fulfills the requirement for English IV and is offered to seniors who meet the qualifications listed above.   The course is designed in part to meet the English literature and writing requirements for college freshmen.   It also prepares students for the nationwide Advanced Placement Examination in English Literature and Composition given by the College Board.   Taking the exam is a requirement of the course.   A grade of 3 or better on the exam meets UC and CSU requirements for one semester/quarter of a college freshman writing course.  Texts include: Catcher in the Rye, Their Eyes were Watching God, Hamlet, Rosencrantz and Guildenstern are Dead and Sound and Sense (a poetry textbook).  A SUMMER READING PROJECT AND INTER-SEMESTER READING PROJECT ARE REQUIRED.

PREREQUISITES:
• C or better in Englishy II or English III
• 11th and 12th graders only
This course is designed to enable students to come into contact with the thinking and writing of some of the great authors of our western cultural heritage. Students will be reading from primary, rather than secondary sources. After an assigned reading, the students will exchange their insights in seminar discussion.  The insights developed from these discussions will be related to current issues where possible. Frequent writing assignments will help students articulate the thoughts and knowledge gained from the seminar.  Authors include Plato, Aristotle, Augustine, Aquinas, Euclid, Dante, Sartre, Marcel, Marx, Chardin, Jung, Freud, Buber, Dostoevsky, Darwin, St. Theresa of Avila, Mortimer Adler, T.S. Eliot, Robert Frost, and Bernard Lonergan.  A comprehensive learning exam is required. 

PREREQUISITES:
• C or better in English II or English III
• 11th or 12th graders only
Latino Literature offers students the opportunity to read and discuss Latino and Latina authors while incorporating the writing skills (such as organization, spelling, grammar, and vocabulary) needed in a college preparatory English course.  Students will read from the canon of Latino/a authors and learn about their contribution to mainstream American literature.  Texts:  Voices in a Tradition (an anthology), Parrot in the Oven by Victor Martinez, and Jesse by Gary Soto.  A comprehensive written final exam is required.

Sports Literature focuses on fiction and nonfiction set in the world of athletics and organized sports.  Students will read and discuss at least three novels, plus short fiction, nonfiction and poetry.  Presentation of these works will be both oral and written, and may include approved videos as supplements. Texts include Friday Night Lights by H.G. Bissinger, Offsides by Erik. E. Esckilsen.  A comprehensive written final exam is required.

Chair:  Mr. David Galaz

Required courses:

All freshmen are required to take Life Science as a one-semester course.  The goal of this course is to provide students with an introduction to the study of living things.   Life Science is the study of living organisms, and the interaction of living organisms with the world around them.  The course will include hands-on experiences in life science topics without the formal laboratory practices and reporting that are part of the biology course.

All sophomores are required to enroll.  The goal of this course is to provide students with a solid understanding of the principles and processes of biological science.  Biology in-forms our understanding of the world from practical applica-tions in health to the deepest philosophical questions of our origins.  The class will focus on five key biological processes: evolution, cell biology, genetics, physiology, and ecology.   The class emphasizes scientific methods and laboratory techniques including dissections and the use of microscopes.

Honors Biology is offered to sophomores that have excelled in English, Life Science and Mathematics during their fresh-man year.   Subject matter is similar to Biology but with a greater emphasis on laboratory techniques, basic chemistry, and microbiology.   This class will move at a faster pace and focus on concept development and synthesis of information.

Introduction to Chemistry is an enrichment course designed to prepare students for meeting the Chemistry graduation requirement.  The course is limited to juniors who do not meet the mathematic requirement for Chemistry.  Enrollment is determined by the Dean of Studies.  Students will gain exposure to the topics covered in the general Chemistry course.  There is an emphasis placed on the mathematical properties required to be successful in a Chemistry course

PREREQUISITES:
• Algebra II or higher
The goal of this course is to provide students with a solid understanding of the principles and processes of chemistry.  As a science, chemistry is the study of the composition of matter and the changes that matter undergoes.   The class will focus on the language of chemistry including symbols, formulas, and equations.   Students will apply basic laboratory techniques to gain a better understanding of the material.  Problem solving using appropriate formulas and mathematical procedures is also emphasized.

PREREQUISITES:
• B or better in the following courses: Biology, Algebra I, and English II / or -C or better in Bio H/Alg I H
• Concurrent enrollment in Algebra II or higher
• Chemistry assessment exam
Honors Chemistry is a challenging course, offering more in-depth treatment of materials covered in Chemistry including a more intensive mathematical approach and greater emphasis on laboratory methods and techniques.

PREREQUISITES:
• C or better in the following courses:  Biology, Chemistry, and the previous English class
This year long course involves a basic introduction to the anatomy and physiology of the human body. Students completing this class will have gained a solid understanding of the major functions of most body parts and systems, as well as how these relate to disease, injury and other health issues. Each student will obtain extensive experience with dissections and group work. Much of the second semester will involve hands-on activities exemplifying physiological aspects of the human body.

PREREQUISITES:
• C or better in Chemistry or Honors Chemistry
• B or better in Algebra II
• Physics assessment exam
• Concurrent enrollment in Pre-Calculus
OR
• B or better in Introduction to Physics
• Concurrent enrollment in Algebra II or more advanced math. 
Physics is strongly recommended for students who plan to continue their studies at the university level in the areas of science, engineering, medicine, or related fields.  Course topics include classical mechanics, work and energy (electricity, light and sound).  Students will also apply basic laboratory method and techniques to increase their understanding of the physical world.

PREREQUISITES:
• C or better in the following courses: Algebra 1, Biology, Chemistry, and the previous English class.
This course is specifically designed to provide the theoretical background and practical learning experiences requisite to advanced scientific study and employment in the athletic arena.  In conjunction with sports medicine, students will have the opportunity to apply scientific techniques to prevent, recognize, manage, and learn basic techniques in rehabilitation of athletes due to sports injuries.  Students will gain this experience through actual laboratory practices.  If offered, students enrolled may be eligible for college credit. 

PREREQUISITES:
• C or better in the following courses:
  Biology, Chemistry and the previous English course
This course will focus on contemporary environmental issues and the science behind them.  Possible topics include global warming, ozone depletion, toxic waste and management, and wildlife endangerment.  The goal of this course is to provide students with a basic exposure to the great outdoors.  Student enrolled are required to participate in mandatory hiking and camping trips.  There are fees associated with the mandatory field trips.  Dates will be announced. 

Chair:  Ms. Eve Salas Required courses:

This course is for students who have not yet mastered the skills and concepts that are necessary for success in algebra.  The class reviews and practices the four basic operations with decimals, fractions, percentages, and variables.  The class introduces linear equations along with some basic applications.  This class cannot be used to meet the basic three-year math requirement for graduation.  Students who pass this course continue to Algebra 1.

• Satisfactory grades in 7^th and 8^th grade math
• Satisfactory test scores in the mathematics part of
   the high school entrance exam.
This is a student's first high-school mathematics class and serves as the foundation for future study in the field.   Students learn to 1) simplify (i.e., add, subtract, multiply, and divide) expressions with numbers and variables, 2) solve and graph linear equations and systems, and 3) translate situations presented in word problems into equations so as to answer the questions posed by the problems.   Additional topics include exponents, roots, and factoring

PREREQUISITE
• Completion Algebra I
Geometry applies deductive and to a lesser degree inductive logic to the study of simple figures (such as points and lines) in space.   The inductive and deductive techniques serve as a necessary foundation in higher mathematics as well as rigorously exercising the student mind.   Students learn about the basic geometric terms and figures, properties of parallel lines, congruency and similarity of polygons, circles, area of plane figures, writing proofs, and constructions.

PREREQUISITES:
• Completion of or concurrent enrollment in Geometry
This course reviews topics from Algebra I. This course includes graphing and solving functions, linear and quadratic inequalities, and systems of equations. This course also covers algebraic simplification, evaluation, and advanced factoring. Irrational and complex numbers and applications are also introduced. This course applies algebraic concepts to various types of word problem.

PREREQUISITES:
• Appropriate Score on Entrance Exam
• B+ or better in 8^th grade math
This course is offered to freshmen that have received A or B grades in 8th grade math and a high test score on the mathematics part of the entrance examination.  This course covers the same topics as non-honors Algebra I but since it is taught at a faster pace, additional topics are covered such as functions, linear systems, inequalities, rational and irrational numbers, quadratic functions, probability, and statistics.   In addition, a project about mathematical ideas and concepts is required each semester.

PREREQUISITES:
• B+ or better in Algebra I or Honors
• B+ or better in Geometry or Geometry Honors
• Teacher Recommendation
• Diagnostic Placement
This course covers the same materials as Algebra II at an accelerated pace.   Additional topics such as direct and inverse variation, algebraic proofs, matrices including Cramer’s rule, exponential functions, logarithmic functions, trigonometric functions and vectors are covered.   This course requires the use of a graphing calculator (the TI84+ is currently in use).   Projects are required.   After successful completion of this course, students would take Pre-Calculus or Pre-Calculus honors the following year.

PREREQUISITES:
• Completion of Algebra II
It is a bridge between Algebra II and Pre-calculus, including some of the culminating topics of Algebra II and some of the introductory topics of Pre-calculus. Students could take a sequence of Algebra II, Algebra III, and then Pre-calculus. Algebra III is a program of mathematical studies focusing on the development of the student’s ability to understand and apply the study of functions and advanced mathematics concepts to solve problems. The course will include a study of polynomial, rational, exponential, logarithmic, and trigonometric functions. Emphasis is on active participation through modeling, technology, lab activities, group activities, and communication in mathematics. Students are expected to use technology, including graphing calculators, computers, and data-gathering equipment throughout the course.

PREREQUISITES:
• C+ or better in Algebra II and Geometry
This course covers polynomial, conic and trigonometric functions. It introduces the graphs of these functions as well as their transformations. Other topics included in this course are analytic geometry, polar coordinates and vectors. This course requires the use of a graphing calculator (the TI84+ is currently in use).

PREREQUISITES:
• B+ or better in Algebra II
• B+ or better in Geometry
• Teacher Recommendation
• Diagnostic Placement Test
The course solidifies the fundamental skills necessary for Calculus.   The course covers the same materials as regular Pre-Calculus at an accelerated pace.   Additional topics such as analytic trigonometry, application of trigonometric functions, the binomial theorem, probability, and the development of limits and derivatives.   This course requires the use of a graphing calculator (the TI84+ is currently in use).

PREREQUISITES:
• B or better in Algebra I or Honors
• Diagnostic Placement
This course is offered to students excelling in Algebra I. It covers the same subject matter as non-honors Geometry but at a faster pace so that additional topics are covered such as solid geometry, coordinate geometry, right triangle trigonometry, constructions and loci, transformations, composition, and symmetry. In addition, each semester a project is required.

PREREQUISITES:
• B or better in Pre-Calculus or C in Pre-Cal Honors
• Teacher Recommendation
• Diagnostic Placement Test
This class is designed for students who want to challenge and further develop skills in advanced mathematics. It explores topics such as limits, continuity, differential, derivatives and integrals and its applications. This course requires the use of a graphing calculator (the TI84+ is currently in use).

PREREQUISITES:
• B or better in Pre-Calculus Honors
• Teacher Recommendation
• Diagnostic Placement Test
The course intensively studies functions and their graphs.   It covers limits, continuity of functions, derivatives, integration.  It also develops the four basic methods of analyzing problems:   graphing, algebraic, using tables and explanation (GATE) and teaches when to use each method to solve any problem including applied word problems in science and business.   The aim of the class is to duplicate the learning experience in a first semester College Calculus course.   Students are required to validate their learning by taking the AP Calculus AB placement test.   This course requires extensive knowledge and use of a graphing calculator (the TI84+).

PREREQUISITES:
• C+ or better in Algebra I and Algebra II
• Placement Test
This is a year long course designed to introduce students to a beginning statistics whose math background is limited to Algebra II.  It covers the basic ideas of descriptive statistics such as collection, organization, summarization and presentation of data; as well as inferential statistics which include making inferences from samples to population estimation, hypothesis testing, determining relationships and making predictions based on the basic concepts and rules of probability.  Applications of statistics in everyday field of endeavor are discussed.  This course will use extensively Microsoft Excel, statistical software and TI-84 plus / silver edition calculator.

Required courses:

Elective Courses:

This course provides the students with an overview of world history from Paleolithic times to our post-Cold War era through analysis of social, political, economic and geographic forces that shape Western and Non-Western cultures.  Specific instruction is provided to assist students in developing a thesis and completing one college prep research paper each semester.

This course offers a chronological narrative treatment of American history, highlighting major events and developments.  It will also discuss those who have contributed to our nation’s history.  It will help students understand how past events are related to the present.  Students will also analyze historical issues and deepen their understanding of American history.

This course provides the student with a basic understanding of the structure and operation of the federal and state governments.  At the same time, it calls attention to the basic values on which political and legal systems are based, and the principles that give direction to the ways in which those systems work.

PREREQUISITES:
•To be determined by the Dean of Studies
    OR
•Concurrent enrollment in English II Honors
This course meets the 10^th Grade requirement for World History with emphasis on critical reading and writing skills.  It offers an in-depth narrative treatment of World History from the Renaissance to the present.  Assignment will prepare for enrollment in AP US History; however enrollment in World History Honors will not guarantee enrollment in AP US History.

PREREQUISITES:
• B or better in World History
• Humanities Success Index including PSAT Verbal score, Total G.P.A., and G.P.A. in English and Social
Studies classes
• U.S. History assessment test
This course meets the 11^th grade requirement of U.S. History.  It offers a chronological, in-depth narrative treatment of American history.  It prepares students for the nationwide Advanced Placement Examination in U.S. History given by the College Board.  A grade of 3 or better may meet the college requirement for a U.S. History course.  Monthly weekend sessions are required.

PREREQUISITE:
• B or better in US History or AP US History
• Government Assessment Exam
• Humanities Success Index including PSAT Verbal score, Total G.P.A., and G.P.A. in English and Social Studies classes
This course meets the 12^th grade requirement of U.S. Government.  The course offers an in-depth treatment of the structure, functions and operations of American government.  The course prepares students for the nationwide Advanced Placement Examination in U.S. Government given by the College Board.  A grade of 3 or better on the AP test may meet the college requirement for a U.S. Government course.

PREREQUISITES:
• 11^th or 12^th graders only

This course provides students with an introduction to micro- and macro- economics through examining fundamental economic institutions of the United States.  Emphasis in the second semester will be placed using previously learned concepts in the analysis of current business news.

PREREQUISITES:
• 11^th or 12^th graders only
This course provides students with an introduction to psy-chology:  its history and development, its important figures, its basic principles and methods, and its main areas of application and concern in everyday life.  Instructional methods include film analysis, case studies, and formal lecture.

PREREQUISITES:
• 11^th or 12^th graders only
This course will provide the student with a law-related education that provides practical information and problem solving skills for students with an interest in our law-saturated society. Emphasis is placed on role-playing through case studies, mock trials, and moot court. The fall semester will focus on the history, structure, and process of the criminal justice system, and the spring semester will focus on the civil courts.

    Required courses:

PREREQUISITE:
• Oral/aural fluency in Spanish
• Cathedral High School Placement Exam
This course fulfills the requirement for Spanish I. It is an introduction to the study of basic Spanish grammar for students who already have limited skills in grammatical rules, reading, and writing. This course strives to develop the following skills: a speaking fluency with incorporation of proper academic Spanish; knowledge of the origin, formation, and history of the Spanish language.

This course will enable students to attain an appropriate level of proficiency in the Spanish language with four basic language skills: listening, reading, speaking, and writing. An introduction to the history, geography, and the culture of Spain is complementary to the course.

This course fulfills the requirement for Spanish II. This course is a continuation of Spanish I Speaker. The course will emphasize the acquisition of advanced grammar structures, writing techniques, and styles as well as introducing literature. The study of history, geography, and culture of Spain and Latin America is an integral part of this course, which aims to promote knowledge, understanding, and appreciation of the Hispanic culture.

This course emphasizes mastery of all four skills: listening, reading, speaking, and writing. It also reviews the grammar principles of Spanish I. Dialogue and active performances through the appreciation of the customs and traditions presented. This course will also present the history, geography, and culture of the countries in Latin America.

PREREQUISITE:
• C or better in Spanish II either semester
This course emphasizes mastery of all skills: listening, reading, speaking, and writing. It also reviews the grammar principles of Spanish II. This course emphasizes dialogue and creative and active performance through the appreciation of the customs and traditions presented through the units.  It will also explore Hispanic culture and traditions in order to foster genuine interest, respect, pride, and love for the Hispanic heritage and its people.

PREREQUISITE:
• C or better in Spanish II either semester
• A in Spanish I and Teaacher's Recommendation
In addition to the requirements of Spanish III non-speaker, this course will offer students the opportunity to study short stories, poetry and other written works in Spanish.  The student will also continue to increase his writing ability and his knowledge of the Spanish-speaking world.  This course will be conducted in Spanish.

PREREQUISITE:
• A in Spanish II NS
• B in Spanish II SPK
• Teacher's Recommendation
This course emphasizes mastery of all skills: listening, reading, speaking and writing.  Students will read and analyze various works of literature from different time periods such as poetry, short stories and other written works in Spanish.  Another integral part of the course will emphasize dialogue and creative and active performances through the appreciation of the customs and traditions presented through the units.  Furthermore, the students will explore Hispanic culture and traditions in order to foster genuine interests, respect, pride and love for the Hispanic heritage and its people.

PREREQUISITE:
• B or better in Spanish I, II, III
• Teacher's Recommendation
Advanced Placement in Spanish Language is a literature-based course that is designed to cover the content of a Spanish Language course during the first year of college. The emphasis is on the following genres: short story, poetry, drama, essay, and novel. This course will prepare you for the AP Language exam, which is a requirement for this class. Students achieving a passing score on this exam (3-5) may meet the requirement for college-level Spanish course.

PREREQUISITE:
• B or better in Spanish I, II
• Completed AP Spanish Language with C or Better
• Or A in Spanish III, AP Language Test and
   Teacher's Recommendation
This is a University–style survey course which will introduce the student to many literary works, styles and forms recurrent in literature of Spain and Latin America from the Middle Ages to the 20th Century.  This course is preparation for the AP Spanish Literature Exam, which is a requirement for this class.  Readings include:  El Lazarillo de Tormes, “Vuelva Ud. Mañana”, and El Burlador de Sevilla.  This course will also help you form opinions about ideas based on logical reasons and evidence; to write well organized, clearly expressed thesis-based essays and to organize and write quickly enough to be successful in college level courses.  A summer reading packet is required for this course.

Chair:  Mr. Jamie Murphy

Required Courses:

Elective Courses:

This course introduces students to the craft of acting by way of improvisation, theater games, and exercises to develop flexibility, imagination, agility, and expressiveness in the beginning actor. The course organizes its material around two themes – the actor and the play. Theater Arts teaches students how to read monologues and play scripts analytically. Students learn to evaluate the play and the performance, and in doing so, they bring together the two themes of the course.

This course encourages competence for students in the craft of acting by way of improvisation, theater games, and exercise to develop flexibility, imagination, agility, and expressiveness. This course focuses on the roles of the actor and the director. Students learn how to analyze a play from the actor’s and the director’s point of view. The format of the course is one in which each student alternately acts and directs, as well as assisting other students with their projects. Students make analyses and evaluations of others’ work as well as the plays and scenes they study during in-class performances. Students attend and evaluate high school, equity waiver, and professional productions. Students will present one performance for invited guests during the first semester, and two during the second semester. These performances will be presented outside of class time. Participation in the class presentations is a requirement of all students.

Students will be introduced to the basic skills needed for creative expression in the visual arts. The skills of perception, drawing techniques, composition, design, as well as the principles of color theory will be explored through a variety of media. The skills acquired will prepare the student for future study and exploration in the visual arts. Students will also develop an appreciation for art as a vital aspect of human and cultural documentation. Students will be introduced to important developments, key works and artists within the history of art. The study of drawing, painting, sculpture and architecture will provide context and historical precedents for more contemporary works of art, while providing points of departure for the creation of student work. Most importantly, students will come to understand that the skills of drawing and art creation can be learned just as any new skill is acquired, through patience and a desire succeed and learn. If one can write fairly legibly, one can develop the skills to draw. The basics of art do not require innate talent or special ability.

PREREQUISITE:
• Completion of Studio Art I A/B with a grade of “B” or better or instructor approval
Students will expand upon the basic concepts of drawing and painting from Studio Art I.  Building on the increased perceptual skills, basic techniques, composition, design and color, more advanced materials and methods will be explored. The first semester will focus on more advanced problems in drawing using a wider variety of drawing media, including graphite, charcoal, conte crayon, ink, color pencils, pastels, watercolors, tempera and acrylics. Students will draw and paint from the still life, photocompositions, as well as nature and the human figure. A greater emphasis will be placed on content and personal expression through the use of the various materials and subject matter. The course will focus on works that fulfill the requirements of the drawing concentrations of the AP Portfolio. The second semester of the course will focus on more advanced problems in sculpture using a wider variety of three-dimensional media including, wood, clay, plaster, castings and multi-media constructions. Students will create both nonobjective and objective sculptures based on fundamental concepts of design, spatial concerns, scale, as well as inspiration from nature and the human figure. A greater emphasis will be placed on content and personal expression through the use of the various materials and subject matter.

This course represents the culmination of the studio art experience at Cathedral High School and is for those committed to their personal growth in the visual arts. The course is taught through East Los Angeles College, and students may earn up to 10 college semester credits, along with two semesters of Cathedral credit. The course will focus on more advanced problems in drawing, painting, or sculpture, with an emphasis on independent study. The use of a wide variety of drawing and sculptural media must be successfully completed over the duration of the year-long course, including graphite, charcoal, conte crayon, color pencils, pastels, wood, clay, plaster, castings and multi-media constructions. Students will demonstrate both technical proficiency and personal expression through the use of the various materials and personal subject matter.

This course will endeavor to cover four disciplines of music -- performance, history, theory, and aural skills, by studying music's four general qualities -- melody, harmony, rhythm and dynamics.  These qualities will be explored within the environment of three performance settings.  The performance opportunities offered will include solo, chamber and large ensemble work.  The performance aspect of the course will culminate with a successful concert each semester. 

This course will continue to cover the four disciplines of music – performance, history, theory, and aural skills, by studying music’s four general qualities – melody, harmony, rhythm and dynamics, in a more focused and rigorous environment. These qualities will also be explored within the environment of three performance settings. The performance opportunities offered will again include solo, chamber and large ensemble work. The performance aspect of the course will culminate with a successful concert each semester, comprised of increasingly more difficult compositions.

In this course students will learn to interpret the language of film.  The course covers film literacy and criticism, art appreciation and the motion picture production process.  Students learn how to “look at film”, critical methodologies, narrative structure, and visual communication strategies.  This course prepares students for college level writing and exposes them to critical theory used in Film, Literature, Media studies, and Art History.  In the second semester, students learn relevant technological skills necessary to produce a short motion picture both narrative and documentary.

PREREQUISITES:
• 11^th & 12^th graders only
The course is an overview of the affect of jazz and rock music on American musical history in the twentieth century, concentrating on the blues as a common thread and its interaction with classical Western modes of harmony, melody and rhythm. The course will compare this history with an introduction to world music, emphasizing musical traditions from India and Africa.

PREREQUISITES:
• Computer Literacy with a C- or better
• Lab Fee $50
This yearlong course is a beginning and intermediate study in contemporary media.  The class builds on knowledge gained in Computer Literacy as well as emphasizing the elements of art, principles of design and visual expression.  Students will complete graphic design and illustration projects and be introduced to animation.  Upon completion of this course, students will be able to perform a variety of real world graphic applications.  Software used:  Photoshop, Illustrator, Adobe Imageready and Flash.

PREREQUISITE:
• A C+ or better in all English classes, interview &
   instructor's approval
• Lab Fee $50
This yearlong course is designed to introduce students to the art of film making and to develop media literacy.   Students will utilize their creativity and artistic expression to write, stage, act in, edit, direct, record, and to produce live and taped productions.   Students will analyze, evaluate and write critiques of video presentations by peers and professionals.   They will also study the history of film production and professionals.   They will also study the history of film production and the cultural context of the media in today’s world.  The relationship and impact of video production and the media to other disciplines and aspects of life will be discussed.  Careers in the media will be explored.  Techniques learned will include single camera (film style) and multi-camera productions of pre-taped and live Cathedral High School Television (KCHS – Los Angeles) productions.  No experience is required for this course.  Students are required to attend activities outside the regular school day.

PREREQUISITE:
• A C+ or better in all English classes, interview &
   instructor's approval
• Lab Fee $50
This course will explore the theory and practice of advanced video production within the context of art and culture.  The relationship of video art to television and other mainstream media will be one focus of the course.  This advanced class is designed for students who can work independently, scheduling time outside of class to produce films, present “work in progress” in class, participate in critiques and complete research.  Class time will be spend screening work, discussing readings and research, participating in workshops, further development of technical skills, and production of KCHS-LA presentations.  This course will include relevant reading and research, writing scripts and producing half-hour and hour long broadcast utilizing advanced lighting and audio recording, digitizing, advanced nonlinear editing, and digital audio mixing.  Grading is based on the quality of work produced and performance on written exams.  All necessary equipment is provided; students must supply video tape for personal projects.

Required course:

• Lab Fee $25
This course is designed to enable students to develop essential computer concepts and skills needed to be successful in their academic life.  Students will be introduced to the Microsoft Suite: Word, PowerPoint, Excel, Outlook and will become proficient in their use in cross-curricular projects.  Knowledge of computer operating systems as well as networking, researching on the Internet, e-mailing and hardware troubleshooting are some of the course’s outcomes. At the end of the course a student must be able to type a minimum of 30 words per minute with an accuracy rate of fewer than 5 errors.  This course also introduces the students to the field of robotics.  Each student will design and build robots.  This class reinforces ethics while using computers, Internet and other emerging technologies.

Elective course:

PREREQUISITE:
• Completion of Computer Literacy with a B- or better or Completion of Media Graphics.
• Lab Fee $50
This year-long course utilizes Macromedia Studio in a collaborative learning environment to complete a variety of web-based projects from inception to publication.  Students use a professional workflow to create media rich web sites using industry standard software. In addition, programming languages such as Flash’s Action Script will be covered preparing students for careers in computer programming and database management.  Topics include: graphic design, project management, information design, research and communication, and technical considerations.   Software used: Macromedia Fireworks, Dreamweaver, Flash and Contribute.

PREREQUISITE:
•  Test out of Computer Literacy & Instructor Approval •  All grades
•  Lab Fee $50

This one-year course introduces the student to the concepts and terminology of Information Technology Robotics.  The CITR course reinforces these concepts with hands-on training, group activities, technology labs and real world practice.  The focus of the course is on introducing skills related to information technology.  This includes Internet fundamental, network systems, computer maintenance (upgrading, and troubleshooting), and computer applications.  The CITR will introduce advanced database and data management tools and functions in the Microsoft Office Suite.  The CITR also introduces the students to the field of robotics.  Each student will design, build and program robots.  The main goal of the robotics is to introduce students to the fields of computer-aided design (CAD) and programming.

Chair:  Mr. John Ferrante

PHYSICAL EDUCATION

Required courses:

This one semester course will provide freshmen the opportunity for exercise, organized group physical activities and games.  The class will also provide instruction for maintaining proper health and diet and model lifetime health habits.

Elective Courses:

PREREQUISITES:
• B or better in PE
This year-long physical education course is a new graduation requirement for students who are not playing on a school sports team.  Students must enroll in this class in either their sophomore, junior or senior year.  The class is intended to provide exercise and the proper instruction to enhance physical fitness and strength for proper health and diet. (This course would not be required if a student plays on a school team and is enrolled in a Interscholastic Sports class).

PREREQUISITES:
• Approval of the instructor
This year-long course is required for students playing on a school sports team so the student may be in condition and receive instruction to assist with their participation and skills necessary to compete on a Cathedral High School sports team.  If the school offers this class for a particular team he student is required to be enrolled in this class to be part of the team.  Since this is a year-long course, students enrolled must remain in the class before the sport begins and after the conclusion of the particular season.  If a student plays more than one sport, the Dean of Studies will assist the student in making adjustment to meet all academic and team sports related requirements.

PREREQUISITES
•  Approval of Dean of Studies
Duties include collecting attendance sheets from classrooms and performing various clerical tasks for the Attendance Office. This course may be taken more than once.

PREREQUISITES:

• Approval of the Instructor
• Completion of Media Graphics
This course incorporates and emphasizes cooperative learning for the student with the vocabulary and techniques of publishing.  This course requires creativity, imagination and dedication for the student’s primary responsibility will be to work on all aspects of publishing the yearbook.   Students will acquire the skills for copywriting, photography, art, layout, editing, advertising, and public relations.  This course does not fulfill the UC/CSU requirements for a Visual and Performing Arts course at this time.  This course may be taken more than once.

PREREQUISITE:
• Approval of Dean of Studies
Library aides learn library research and library media center policies and procedures.  The main emphasis is placed on attaining competency with the library automated online computer circulation and management system.   Other tasks focus on becoming knowledgeable about reference databases, standard reference books, the Dewey Decimal Classification System, the periodical section, the fiction and nonfiction sections of the library media center.  Duties include checking library resources “in and out”, shelving books in Dewey order, processing library resources, assisting students using the library, doing bibliographic checking, and creating signs and displays.  This course may be taken more than once.

Academic Decathlon is an opportunity for Cathedral students to compete with students from other Catholic schools in the southern California area in a variety of subjects.  Colleges and universities take the Academic Decathlon very seriously; it is one way to demonstrate your ability to carry a full load and still manage your time to study ten different subjects.   Each year there is a new theme.  Students will study math, science, art, economics, music, literature, write an essay, make a speech; be interviewed, and give an impromptu speech.  It is a great way to meet new friends and represent your school.  Students at every grade point level are needed

PREREQUISITES:
• Approval of Dean of Studies
This course is designed to teach and to help students with the implementation of study skills that will enable high school students to be even more successful in their academic studies. This course focuses on identifying the students’ learning styles and, within the parameter of their learning styles, developing study skills that will empower them to reach their academic potential.  It also helps the students balance their work load so that they can be successful.  The course also aids in helping students if they require additional academic support.  This course meets in the library and is assisted by the Librarian.  Grading for this course is by letter grade.

PREREQUISITES:
• Approval of Dean of Studies
Juniors and Seniors may take one elective course at a local Community College. The student is responsible for obtaining approval for such a program from the Dean of Studies and must provide the school with certified evidence of enrollment in the course, as well as the final grade received in the course. Cathedral reserves the right to accept courses for graduation. Approval must be granted before students enrolls in class. Cathedral grants elective credit for such courses, failure to complete a course after proper enrollment may jeopardize the graduation of a student.

1. Student centered;
2. Geared toward finding the appropriate “match” between college and student; and,
3. Centered on one-on-one, individualized counseling.
   
   

 

Goals and Objectives for
Freshman Year

Goal #1: Become aware of the Cathedral high school four-year College Counseling Program and begin the college planning process by:

1. Visiting the Freshman Academic Counselor at least twice regarding the College Counseling Program. 
2. Demonstrating an understanding of the A-G requirements. 
3. Understanding NCAA requirements, if interested in participating in Collegiate sports programs. 
4. Participating in the college visitation program. 
5. Articulating the purpose of a college preparatory school. 
6. Outlining the College Counseling Program.

Goal #2:  Begin the process by which you will promote yourself as a competitive college candidate by:

1. Articulating the need to take academically challenging classes. 
2. Participating in at least one extracurricular and one co-curricular activity and identify ways to become involved in additional activities. 
3. Make-up any “D” or “F” grades received during the freshman year. 
4. Developing and utilizing effective study habits.

1. Taking the STS II. Test in October of freshman year. 
2. Completing practice SAT questions at www.collegeboard.com, and Developing the skills necessary to do well on the exam. 
3. Meeting with the Freshman Academic Counselor to discuss the results of any standardized test to identify personal growth areas. 
4. Planning a summer reading list to help improve vocabulary and language skills. 
5. Identifying the importance of the PSAT, SAT I, ACT and the SAT II tests in the College admission process.

Goal #4:  Create the College Planning Portfolio by:

1. Creating two folders, one for school and one to keep at home. 
2. Completing the personal information contained in the College Counseling Program Inventory. 
3. Including a list of any extracurricular or co-curricular activities participated in the freshman year. 
4. Creating a list of any special awards, honors or achievements received in the freshman year.

_____1. I understand and can describe the Four Year College Counseling Program.

_____2. I understand the A-G requirements for UC/CSU college admission.

_____3. I understand the NCAA requirements for athletic participation in college.

_____4. I can explain what is meant by a college preparatory school.

_____5. I have completed the College Counseling Program Inventory.

_____6. I have participated in, and made a list of my extracurricular activities.

_____7. I have made a list of honors, academic awards and/or achievements I received.

_____8. I have created two portfolio folders, one for school and one for home.

_____9. I have logged on www.collegeboard.com.

Goals and Objectives for
Sophomore Year

Goal #1:  Continue the Cathedral high school four-year college planning process by becoming aware of different types of colleges by:

1. Identifying the difference between California State, University of California, and private universities.
2. Visiting the Sophomore Academic Counselor at least twice regarding the College counseling program.
3. Demonstrating an understanding of the A-G requirements.
4. Understanding the NCAA requirements, if interested in participating in collegiate sports programs.
5. Participating in the college visitation program.
6. Continuing an articulation of the purpose of a college preparatory school.

Goal #2:  Continue the process by which you will promote yourself as a competitive college candidate by:

1. Articulating the need to take academically challenging classes. 
2. Participating in at least one extracurricular and one co-curricular activity and identifying ways become involved in additional activities. 
3. Making-up and “D” or “F” grades received during the sophomore year.
4. Developing and utilizing effective study habits. 
5. Maintaining good work habits and continue attaining academic excellence. 
6. Taking challenging summer enrichment classes.

Goal #3:  Continue preparing for the College Board exams by:

1. Taking the PSAT in October of sophomore year. 
2. Doing the practice SAT questions at www.collegeboard.com, and developing the skills necessary to do well on the exam. 
3. Meeting with the Sophomore Academic Counselor to discuss the results of any standardized test to identify personal growth areas. 
4. Planning a summer reading list to help improve your vocabulary and language skills. 
5. Identifying the importance of the PSAT, SAT I, and the SAT II tests in the college admission process.

Goal #4:  Continue developing the College Planning Portfolio by:

1. Placing any College Board test scores in your folders, as applicable. 
2. Adding to your list any extracurricular or co-curricular activities participated in the sophomore year. 
3. Adding to your list any special awards, honors or achievements received in the sophomore year.
   

_____1. I can identify differences between California State, University of California, and private universities.

_____2. I have visited the Sophomore Academic Counselor at least twice regarding College counseling.

_____3. I can demonstrate an understanding of the A-G requirements required for admission to the college of my choice.

_____4. I can articulate the need to take academically challenging classes.

_____5. I have participated in at least one extracurricular and one co-curricular activity, and I am adding to my list of extracurricular or co-curricular activities.

_____6. I have made up any “D” or “F” grades received in the Sophomore year.

_____7. I maintain good work habits and continue to attain academic excellence.

_____8. I have taken challenging summer enrichment classes.

_____9. I am doing the practice SAT questions at www.collegeboard.com, and I am developing the skills necessary to do well on the exam.

____10. I have read the books on the summer reading list.

____11. I can identify the importance of the PSAT, SAT I, and the SAT II tests in the college admission process.

____12. I have added to my list of special awards, honors or achievements received during my Sophomore year.

Goals and Objectives for
Junior Year

Goal #1:  Continue the the Cathedral high school four-year College Counseling Program by beginning the college selection and funding process. Specifically:

1. Continue to participate in the college visitation program. 
2. Participate in college fairs and the sophomore/junior college night. 
3. Articulate the difference between various sources for funding college (grants, loans, scholarships, etc.) and list eight scholarships you could apply for your senior year.
    
4. Realistically narrow your university selection to 8 colleges. 
5. Acquire all necessary government documents required for college admission and for financial aid. 
6. Attend on-site college visits as appropriate.

Goal #2:  Continue the process by which you will promote yourself as a competitive college candidate by:

1. Taking the PSAT, SAT I and SAT II exams at least once by the end of your junior year. 
2. Participating in at least one extracurricular and one co-curricular activity and identifying ways become involved in additional activities. 
3. Making-up and “D” or “F” grades received during the junior year. 
4. Maintaing good work habits and continuing to seek academic excellence. 
5. Taking challenging summer enrichment classes at community and four-year colleges. 
6. Taking Advanced Placement exams, as applicable. 

Goal #3:  Continue preparation for and taking College Board exams by:

1. Enrolling in a SAT preparation class, or by using SAT preparation materials such as computer programs or books.
2. Taking Advance Placement exams, if applicable. 
3. Continuing your summer reading program. 
4. Meeting with the Junior Academic Advisor to discuss the results of any college board exam.

Goal #4:  Prepare your College Planning Portfolio to be of use in the college admission process by:

1. Creating a résumé from materials in your portfolio.
2. Adding to your list any extracurricular or co-curricular activities participated in the junior year.
3. Adding to your list any special awards, honors or achievements received in the junior year.
4. Adding a copy of all current tax forms (in May) to get ready for FAFSA.
5. Organizing material to prepare for your personal statement (college essay).
6. Creating a list of potential sources for recommendation letters and collecting recommendation letters as appropriate.
7. Generating 15 questions you will be asked, and 15 questions you want to ask in an interview situation. . 

_____1. I have made up all “F” grades or “D” grades in A-G classes.

_____2. I have attended a college fair and college information night.

_____3. I have visited a college campus.

_____4. I have begun studying for the SAT I and the SAT II including reviewing my PSAT results.

_____5. I have registered to take the SAT I and SAT II.

_____6. I have updated my list of extracurricular and co-curricular activities.

_____7. I have updated my list of my personal achievements, both academic and others.

_____8. I can identify the difference between grants, loans and scholarships.

_____9. I can identify eight scholarships for which I can apply.

_____10. I have completed a preliminary college search using www.collegeboard.com. 

_____11. I have realistically narrowed my search to eight colleges.

_____12. I have photocopied and accumulated necessary documents for college admission and financial aid.

_____13. I have signed up for college enrichment classes.

_____14. I have created a résumé for college and employment based on my portfolio.

_____15. I have identified potential sources of recommendations (teachers, counselors, etc.)

_____16. I have begun to prepare for college interviews by generating a list of 15 questions that I may be asked by a university to which I am applying.

_____17. I have selected books to read this summer.

Goals and Objectives for
Senior Year

Goal #1:  Finalize the the Cathedral high school four-year College Counseling Program by completing the college selection and funding process.  Specifically:

1. Attend  college fairs and FAFSA workshops.
2. Participate in the college visitation program.
3. Continue attending on-site college visits, as appropriate.
4. Complete California State and University of California applications by November 1.
5. Complete FAFSA application by February 7.
6. Complete all activities as indicated on the “Senior Timeline” by the date listed.
7. Apply for at least 4 scholarships from the list generated in the Junior year. 
8. Finalize your specific college choice by April 15.

Goal #2:  Finalize the process by which you will promote yourself as a competitive college candidate by:

1. Taking the SAT I and SAT II as necessary.
2. Retaking Advance Placement exams as applicable, and taking other Advanced Placement exams, as appropriate.
3. Continuing your involvement in extracurricular and co-curricular activities.
4. Make-up any “D” or “F” grades at an approved off campus school site.

Goal #3:  Continue preparation for and taking College Board exams by:

1. Continuing to review SAT preparation materials.
2. Continuing to review Advanced Placement materials.
3. Retaking all standardized college admission tests.
   

Goal #4:  Utilize your College Planning Portfolio to market yourself to colleges by:

1. Writing your personal statement (college essay) by September 30.
2. Collecting and inserting at least three letters of recommendation by December 15.
3. Updating your list of extracurricular and co-curricular activities by October 1.
4. Updating your financial information by February 1.
5. Engaging in at least two mock interviews by November 1.
   

_____ 1. I have attended college fairs and FAFSA workshops (September and October).

_____ 2. I have attended meetings with college representatives on campus (September and October).

_____ 3. I have completed California State and University of California Applications by November 1.

_____ 4. I have completed my FAFSA application by January 21.

_____ 5. I have completed all activities as indicated on the “Senior Timeline” by the date listed.

_____ 6. I have applied for at least 4 scholarships from the list generated in the junior year (by January of my senior year).

_____ 7. I have (re) taken the SAT I and SAT II in September, October, November and/or December.

_____ 8. I have taken as many Advanced Placement exams as I can (in May).

_____ 9. I have made-up any “D” or “F” grades off campus by December 21.

_____ 10. I have written my personal statement (college essay) by September 30.

_____ 11. I have collected at least three letters of recommendation by December 15.

_____ 12. I have updated my list of extracurricular and co-curricular activities by October 1.

_____ 13. I have updated my financial information (for FAFSA purposes) by January 15.

_____ 14. I have done at least two mock interviews by November 1 (to prepare for college admission interviews).

English
English I (P)
Speech (P)
Genre Literature (P)
English II (P)
Honors English III (UC PENDING)
English III (P)
Honors English III (P)
English IV (P)
AP English Literature (P)
AP English Language (P)
Sports Literature (P)
Latino Literature (P)
Great Books (P)
Across America (P)
Literature to Film (P)

Science
Life Science (P)
Biology (P)
Honors Biology (P)
Intro to Chemistry
Chemistry (P)
Honors Chemistry (P)
Physics (P)
Environmental Science (P)
Anatomy and Physiology (P)
Sports Medicine (P)

Social Studies
World History (P)
Honors World History (P)
United States History (P)
AP United States History (P)
United States Government (P)
AP US Government (P)
Psychology (P)
Law I A & B (P)
Economics/Current Events (P)

Visual and Performing Arts
Theater Arts I
Band I (P)
Band II (P)
Band III (P)
Band IV (P)
Studio Art I (P)
Studio Art II (P)
Theater Arts II / III (P)
KCHS/TV Media Design (Video Prod. II)
Media Graphics (P)
Music Appreciation (P)
Video Production I

Computer Science
Computer Literacy
C.I.T.R./Computer Information Technology (Robotics)
Advance Media & Information Design

Physical Education
PE / Health
Interscholastic Sports
Fitness, Strength, Conditioning

Unclassified Courses
Publications (P)
Library Aide
Office Aide
Teacher’s Aide
Academic Decathlon
Study Skills