PAL Families,                                                                                                                            10/24/25  

There was no shortage of activities this week for our PAL students. The League of Women Voters stopped by PAL to educate our students on voting and ensuring that access to voting is available to those in our community, always a particularly interesting topic for our students who turn 18 during the school year! We also had students head to Central School to deliver a nutrition lesson on apples as part of Emily Petersen’s class in combination with St. Pete’s Harvest of the Month program. Our students will be presenting next week on carrots – food costumes and all! The Birth of Montana class got to experience the First People’s Buffalo Jump in Ulm, just south of Great Falls this last week. Sam Leonard spoke about it eloquently at all school when recounting the trip and considering all the land around us and the history beneath our feet.  

Next week continues the theme of great things happening outside of the classroom, but inside of the school day. This weekend and early next week our Econoquest students hit the road and compete in Bozeman on the campus of Montana State University! We have two excellent teams ready to represent PAL and flex their mental chops. Our students have worked very hard these past few weeks preparing for the event and as much as the focus for students is on the Montana economy, it is as much about the experience of being on a college campus and experiencing education outside of the classroom. Thanks to Ryan Cooney for preparing our students and wish them luck as they compete with students across the state! 

Have a great weekend, 

Matt Carey 

mcarey1@helenaschools.org 

406-324-1632 

F/R Application – Free and reduced priced school meals application 

My MealTime – check lunch balances, deposit money 

!!!Senior Alert!!! 

Baby Photos Due To Marie By November 11th!!! 

PAL Spirit Week 2025 

Monday – White Lie Day  

Tuesday – Twin Day 

Wednesday – Adam Sandler Day 

Thursday – Dress like a Teacher/Student Day 

Friday – PAL Day / Halloween Costumes in PM 

Block 3 Course Descriptions

Ryan:  

Archery

Emily and Ryan, certified NASP (National Archery in Schools Program) instructors, are excited to once more offer archery class! NASP is an in-school program aimed at improving educational performance among students in grades 4 – 12. Students learn focus, self-control, discipline, patience, and the life lessons required to be successful in the classroom and in life. Students in this class will be traveling to Montana Wild to use their indoor range.

Health Standards

PE Standards

EconoQuest 

Students in EconoQuest will be working to prepare for the conference and competition, happening in Bozeman, MT, on the campus of MSU, October 28-29. This event highlights the growth of certain industries in Montana, and ties our economy to the global economy. Those student no going to Bozeman will still engage in lessons pertaining to Montana’s economy and work to prepare for their post-highschool life.

SS.E.9-12.1 analyze how pressures and incentives impact economic choices and their costs and benefits for different groups, including American Indians

SS.E.9-12.2 explain how economic cycles affect personal financial decisions

SS.E.9-12.3 analyze the ways in which pressures and incentives influence what is produced and distributed in a market system SS.E.9-12.4 evaluate the extent to which competition among producers, among consumers, and among laborers exists in specific markets

SS.E.9-12.5 describe the consequences of competition in specific markets

SS.E.9-12.6 evaluate benefits, costs, and possible outcomes of government policies to influence market outcomes

SS.E.9-12.7 use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions

SS.E.9-12.8 use economic indicators to analyze the current and future state of the economy

SS.E.9-12.9 evaluate the selection of monetary and fiscal policies in a variety of economic conditions

SS.CG.9-12.3 evaluate the impact of international agreements on contemporary world issues

SS.CG.9-12.4 apply civic virtues and democratic principles when working with others

SS.CG.9-12.5 evaluate how citizens and institutions address social and political problems at the local, state, tribal, national, and/or international levels

Birth of Montana  

Students will learn about the story of the greatest state in the Union, our very own Montana. This all-day class will be a mix of traditional and alternative lessons, consisting of work out of the Historical Society’s Montana History textbook, bits and pieces of Ken Burns’ “The West” and numerous field trips to historical sites around Western Montana, including First Peoples Buffalo Jump State Park, the Old Montana State Prison, the Capitol building, old Governor’s Mansion and MORE! Our trips will include a lot of walking/hiking, so bring good shoes!

Michele:

Did not submit

Marie: 

Did not submit

Sage: 

Patterns

Students will investigate mathematical relationships, sequencing, and patterns while learning to knit and crochet.  We will discuss these topics as they relate to structure and design, and model the desired outcomes with paper, knitted/crocheted items, and fiber art tools.  No previous experience required.  Hone your understanding of rubber geometry, mathematical manipulation, skip counting, mental math, and mathematical groupings through physical manipulation of flexible materials.

Montana State Standards: HS.CORE.NUM.REAL.3, HS.CORE.GEOM.ARG.1, HS.CORE.GEOM.MEAS.4

Math Games

Explore probability through game strategy and competition.

Montana State Standards: HS.CORE.NUM.REAL.3, HS.CORE.DATA.PROB.1, HS.CORE.DATA.PROB.2

Emily T: 

Ceramics: This class will focus on clay hand-building skills in addition to a variety of design techniques and decoration. This class is appropriate for students who already have skills in the ceramics arts as well as those who are true beginners. 

Each student will: 

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices                                                                                             

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision 

VA5. apply appropriate methods or processes to display artwork in a specific place 

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences  

VA8. defend an interpretation of an artwork or collections of artworks 

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks 

Graphing: this class will be offered as either art or math credit.  Students will learn the basics of how to use a ruler; specifically, ¼ inch and 1 inch Utilizing a ¼” grid on the original image, the students will expand the drawing using a 1” grid or larger.  The focus will be on accuracy, both mathematically and artistically.  

each student will: 

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision 

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences 

VA8. defend an interpretation of an artwork or collections of artworks  

VA9. analyze a collection of artwork based on sets of criteria 

HS.MP.1. Make sense of problems and persevere in solving them. High school students start to examine problems by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. By high school, students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. They check their answers to problems using different methods and continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.  

HS.MP.5. Use appropriate tools strategically. High school students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. High school students should be sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. They are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts 

OR Art: students will continue with self-discovery through artmaking.  This block will focus on occupied and unoccupied space as well as color connections and symbolism.   Self-assessment and group critique and discussion are vital components of this class. 

Each student will:  

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices                                                                                             

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision 

VA5. apply appropriate methods or processes to display artwork in a specific place 

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences  

VA8. defend an interpretation of an artwork or collections of artworks 

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks 

Heather: 

Life Maps

Students will create a life map that tracks their journey through life and marks out important events along the way. Where did you start out? Things that will be considered: Where have you been? Where are you now? Where would you like to go? How will you get there? What has/will affect whether you’ll get there? Students will analyze and learn how their own dimensions of health(physical, mental/emotional, intellectual, spiritual, recreational, nutrition, social, environmental) impact their life map. Students will be “mapping out” their life in a creative map including words, pictures, and summaries of how at least 13 life events have and are impacting where they are and where they are going. Materials will be provided for this project but if you have your favorite markers or colored pencils, please bring them.

Ins and Outs of Emotions

Students will learn about analyze emotions with the help of watching Inside Out and Inside Out 2. Students will complete a variety of activities while watching and discussing the movies and relating them to their own lives. For example, students will answer questions related to the emotions in the movie and how they have experienced similar emotions and experiences in their lives. Students will create “personality islands” just as the characters experience in the movie. Students will also answer questions on the movie on why certain characters experienced certain emotions, etc. No materials needed except a pencil.

Make N’ Take

Students will learn about gratitude and the emotions associated with gratitude. Students will “make” notes of gratitude in class and then “take” these notes to various locations: schools, fire station, police station, businesses, and possibly other locations. The notes will include words of gratitude and drawings/pictures. Students will be walking to where they are taking the notes: please dress for different types of weather and bring appropriate walking shoes.

I Wonder

Students will read the book Wonder. Wonder is a novel written by R. J. Palacio, first published on February 14, 2012.  The book centers on August “Auggie” Pullman, a 10-year-old boy with Treacher Collins syndrome, a facial difference that has required numerous surgeries and has led to him being homeschooled. Students will discuss and answer various questions on how they think Auggie’s differences impacted his dimensions of wellness (emotionally, physically, socially, etc). Students will answer questions as they read the book. The class will end by watching the movie which came out in 2017. 

Emily P: 

Did not submit

Sam: 

Guitar and its Players

            This class will encompass a brief, but hopefully lasting, introduction to both the history of the guitar and its players as well as physically learning to play the guitar.

Outcomes/Objectives: To have a historical and cultural perspective on the guitar as an evolved musical instrument.   Appreciate and celebrate major influencers both musically and technically.  Have some firsthand exposure through the practice of playing the guitar to connect with the instrument aesthetically and tangibly.

Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

OR English (Speech Preparation)

This class will specifically prepare the OR class for their exit, PAL review style, speech.

Outcomes/Objectives: Students will gain confidence and basic techniques for giving a thorough speech as they exit from orientation and join the PAL academy.

Standards: Standards: Evaluate a speaker’s or texts point of view, reasoning, and use of evidence and rhetoric, including culturally diverse contexts, identifying any fallacious reasoning or exaggerated or distorted evidence.

Birth of Montana

Students will learn about the story of the greatest state in the Union, our very own Montana.

Outcomes/Objectives: This all-day class will be a mix of traditional and alternative lessons, consisting of work out of the Historical Society’s Montana History textbook, bits and pieces of Ken Burns’ “The West” and numerous field trips to historical sites around Western Montana, including First Peoples Buffalo Jump State Park, the Old Montana State Prison, the Capitol building, old Governor’s Mansion and MORE! Our trips will include a lot of walking/hiking, so bring good shoes!

Standards:

• SS.H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives
• SS.H.9-12.2 analyze change and continuity in historical eras in US and world history
• SS.H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts
• SS.H.9-12.4 analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history
• SS.H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians
• SS.H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument
• SS.H.9-12.7 analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives
• SS.H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced
• SS.H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources

Brooke: 

Did not submit

Sheila:

Latin – Family and Home

The Introduction to Latin course allows students to explore the Latin language at a very basic level. The class will read simple paragraphs about a family in Pompeii and the family’s home. This course will use technology, games, and cooperative learning. Students will focus on building thinking skills, comparing ancient Roman culture to modern culture, and utilizing Latin roots to build English vocabulary.

World Language Content Standards 2.1, 5.1, 7.1, 8.1

Latin and Latin Roots

The Gladiators in Ancient Rome allows students to explore what is historically accurate or inaccurate in movie depictions of gladiators. This course will use films, technology, and cooperative learning. Students will focus on building thinking skills and comparing ancient culture to modern culture.

SS.H.9-12.9, SS.H.9-12.11, SS.H.9-12.12, SS.H.9-12.13

EXTENDED $30 SALE!!!! 

Yearbooks now on sale for $30 through September 30.  Starting October 1, yearbook price increases to $40. 

https://link.entourageyearbooks.com/my/pal2026