04/17/26

This time of the school year often feels like a fever pitch. Seniors are close to the end of
their high school careers. Excitement for the Vigilante Parade coming up in a few short
weeks. Our new orientation students starting to gain a little familiarity with PAL and what
needs to happen at school to be successful students. Many classes taking advantage of the
nice weather. While it can be a lot to navigate this last quarter of the school year, it is
exciting to see and feel the energy in the building with the conclusion of the 25-26
academic year on the horizon.

If you are able, I’d love to invite you to check out some tremendous student work in the
Youth Electrum event being held at the Holter Art Museum today and over the next few
weeks. The intent of the event is to highlight student work around the community and we
are fortunate enough to have three PAL students with their work being showcased! Ari
Harlow, Sey Roberts and Brooklyn Brown all have created and submitted work to be
displayed thought out the event and we at PAL are very thankful for their work and the
work of our art teacher, Emily Thiessen, to prepare some gorgeous displays! Well done to
those students, and again, I invite you to stop by the Holter before the show leaves at the
end of May!

Enjoy your 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

 

Block 10 Course Descriptions

Ryan:

Bowling

Students in this PE/Health course will learn the basics of one of the greatest lifetime sports of all-time: BOWLING! In class, we will spend some time researching the history and basics of the sport, while prepping to get to the lanes. Due to the generosity of Sleeping Giant Lanes, we will get to bowl at least three times at a discounted rate, hopefully more. Student driver volunteers will be needed for this course. Additionally, a course fee of $15 is requested, to help defer driver and lane costs.

Health Standards

• Develop a plan to attain a personal health goal that addresses strengths, needs, and risks
• Assess personal health practices and overall health status
• Implement strategies and monitor progress in achieving a personal health goal
• Formulate an effective long-term personal health plan
• Discuss ways to advocate for a variety of healthy practices and behaviors that will maintain or improve the health of self and others
• Analyze the role of individual responsibility for enhancing health
• Advocate for behaviors and practices that will support others in making positive health choices
• Work cooperatively as an advocate for improving personal, family, and community health

PE Standards

• Refine activity-specific movement skills in one or more lifetime activities
• Exhibit competency in two or more specialized skills in health-related fitness activities
• Identify and discuss the historical and cultural roles of games, sports, and dance, including those of traditional and contemporary American Indian cultures
• Analyze the impact of life choices, economics, motivation, and accessibility on maintaining physical activity in college or career settings
• Create a plan, train for and participates in a community event with a focus on physical activity, including those of American Indian cultural traditions
• Analyze the health benefits of a self-selected physical activity

 

News n’ Views

Current events seem to come at us at breathtaking speed. With SO MUCH happening around us, all the time, it is important to take a step back, substantively analyze and question/discuss the headlines. Students will research stories to bring to the group and will be encouraged to use a variety of sources when engaged in research. This is a discussion-based class, so come ready with an opinion!

US History Standards

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

US Government Standards

• CG.9-12.1 analyze and evaluate the ideas and principles contained in the foundational documents of the United States, and explain how they establish a system of government that has powers, responsibilities, and limits
• CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships
• CG.9-12.6 evaluate the American governmental system compared to international governmental systems
• CG.9-12.8 evaluate appropriate deliberative processes in multiple settings SS.CG.9-12.9 evaluate government procedures for making decisions at the local, state, national, tribal, and international levels

Social Studies Standards

• G.6-8.2 identify the location of places and regions in the world and understand their physical, political, and cultural characteristics
• G.6-8.3 analyze maps and charts from a specific time period to understand an issue or event
• G.6-8.4 explain how the environment and geographic features have affected people and how people have affected the environment throughout Montana, the United States, and the world
• G.6-8.5 explain the role and impact of spatial patterns of settlement and movement in shaping societies and cultures, including Indigenous cultures
• G.6-8.6 identify how the historical and contemporary movement of people, goods, and ideas from one area can impact change, conflict, and cooperation in other areas
• G.6-8.7 identify the cultural roots of major world regions

 

Story of All of Us

This class is structured around the hit History Channel’s series titled the same as the class. We will view the first 6 episodes, mixing in class discussions on philosophy, history, ethics and the meaning of being HUMAN.

US History Standards

• H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives
• H.9-12.2 analyze change and continuity in historical eras in US and world history
• 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
• H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians
• H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument
• 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
• H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources

US Government Standards

• CG.9-12.1 analyze and evaluate the ideas and principles contained in the foundational documents of the United States, and explain how they establish a system of government that has powers, responsibilities, and limits
• CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships
• CG.9-12.3 evaluate the impact of international agreements on contemporary world issues
• CG.9-12.4 apply civic virtues and democratic principles when working with others
• CG.9-12.5 evaluate how citizens and institutions address social and political problems at the local, state, tribal, national, and/or international levels
• CG.9-12.6 evaluate the American governmental system compared to international governmental systems
• CG.9-12.7 explain the foundations and complexity of sovereignty for federally recognized tribes in Montana
• CG.9-12.8 evaluate appropriate deliberative processes in multiple settings

World Cultures Standards

• G.9-12.1 use geospatial reasoning to create maps to display and explain the spatial patterns of cultural and environmental characteristics
• G.9-12.2 use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales
• G.9-12.3 use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics
• G.9-12.4 analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them, including American Indians

 

Michele:

Academy Mindfulness and Well-Being with Yoga4Classrooms (ENG/HE)

Building on the foundational skills introduced in Orientation Mindfulness, this course guides students in deepening their understanding and application of mindfulness practices through the Yoga4Classrooms approach. Students will move beyond basic awareness to explore how mindfulness can be integrated into daily routines, academic tasks, and personal decision-making.

Class sessions combine yoga-based movement, focused breathing techniques, meditation, and guided relaxation to strengthen both body and mind. Students will keep reflective journals, engage in thoughtful discussions, and evaluate how mindfulness influences focus, emotional regulation, and resilience. In doing so, they will develop practical strategies to manage stress, enhance concentration, and support personal well-being.

The course also emphasizes the role of mindfulness in creating supportive communities and healthy environments, encouraging students to consider its broader impact on relationships and collective learning spaces. All practices are designed to be accessible and inclusive, with no prior yoga experience required.

English Standards

Writing Standards: Text Types and Purposes

1. Through journaling, students articulate their thoughts and experiences related to mindfulness, crafting narratives that reflect personal growth and understanding.

Writing Standards: Production and Distribution of Writing

2. Regular journaling encourages students to produce coherent reflections, while peer discussions offer opportunities for feedback, fostering improvement in writing clarity and depth.

Speaking and Listening Standards: Comprehension and Collaboration

3. Class discussions on mindfulness practices enable students to engage collaboratively, enhancing their ability to articulate ideas and evaluate differing perspectives.

Health Standards

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns

• Students demonstrate proper alignment, balance, flexibility, and controlled movement through yoga sequences.
• Students safely perform breath-centered movement flows and guided relaxation techniques.
• Students refine postural control and body awareness through repeated practice.

Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance

• Students apply principles of breath regulation, alignment, and neuromuscular control to improve movement quality.
• Students analyze how mindful movement impacts stress response, heart rate, and overall physical performance.
• Students connect mind-body strategies to improved focus and academic engagement.

Standard 3: Demonstrates knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness

• Students develop individualized stress-management and self-regulation plans.
• Students assess how regular mindfulness and movement practices support cardiovascular health, flexibility, and muscular endurance.
• Students design routines that promote sustainable wellness habits.

Standard 4: Exhibits responsible personal and social behavior that respects self and others

• Students practice respectful participation, consent-based movement options, and inclusive language.
• Students demonstrate self-regulation, emotional awareness, and constructive peer interaction.
• Students contribute to a safe and supportive class environment.

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction

• Students reflect on how mindfulness enhances emotional resilience and mental clarity.
• Students evaluate how yoga and mindfulness practices support lifelong wellness.
• Students identify the broader impact of mindful practices on relationships and community health.

Academy  TARPIT Class

 

TARPIT English: Film, Reflection, and School Culture–ENG

This course revisits the core pillars of our school’s TARPIT culture—tolerance, acceptance, respect, pride, individuality, and trust—through the lens of contemporary film and reflective practice. Students will view and analyze selected films, examining how key themes, characters, and conflicts align with and challenge these shared values.

In addition to film analysis, students will engage in meaningful self-reflection, considering their own roles in shaping a positive school environment. Through discussion, writing, and collaborative brainstorming, the class will explore practical, student-driven ways to strengthen TARPIT culture both individually and across the broader school community.

This course emphasizes critical thinking, empathy, and student voice, empowering learners to connect literature and media to real-world impact within their school.

ELA Standards

This course aligns with Montana ELA standards by engaging students in the analysis of visual texts, reflective and argumentative writing, collaborative discussion, and media literacy. Through film study and exploration of TARPIT values, students develop critical thinking, communication skills, and civic awareness, supporting college, career, and community readiness.

Don’t Fence Me In (DFMI) Training Class–HP/HE

Build confidence, endurance, and community as you prepare for the Prickly Pear Land Trust’s Don’t Fence Me In 5K! This walking and running class is designed for all ability levels—from first-time participants to those looking to improve their pace—while enjoying the beauty of Helena’s local trails.

Participants will train directly on the official Don’t Fence Me In 5K route, gaining familiarity with the terrain, elevation, and pacing needed for race day success. Each session will include guided warm-ups, technique tips for walking and running efficiency, and gradual distance progression to help you safely build stamina.

This collaborative program features Education Outreach Coordinator Audra Shropshire, who will share insights about the local landscape and trail stewardship, alongside Rhea Black of Momentum Fitness. Rhea will lead participants through dynamic HIIT circuits incorporating weights and plyometrics to build strength, power, and cardiovascular fitness—key components for improving speed, endurance, and injury resilience.

Whether you plan to walk, run, or participate in the 5K dog walk/run, this class offers a supportive, motivating environment to help you reach your goals, connect with others, and fully enjoy the Don’t Fence Me In experience.

HP Standards

This class meets Montana PE standards for grades 11–12 by developing students’ motor skills,  improving personal fitness, promoting responsible social behavior, and fostering an appreciation for lifelong physical activity.

 

Marie:

Careers – Keyboarding through Google Docs; Students will be using Typing.com; Nitro Type; and Google Docs – BE Publishing; to learning proper keyboarding skills, improve their confidence keyboarding, and keyboarding and editing in Google Docs.Keyboarding or Input Technology; Achievement Standard: Use various input technologies to enter and manipulate information appropriately including but not limited keyboarding and mouse.; Objectives; • Develop touch keyboarding techniques; • Develop touch keyboarding skills at acceptable speed and accuracy levels of 30 wpm with five (5) or fewer errors; • Proofread and edit copy for accuracy, content, correct grammar, spelling, and punctuation; • Use pointing devices such as the mouse; NATIONAL STANDARDS FOR BUSINESS EDUCATION; Communication; I. Foundations of Communication; III. Written Communication; Information Technology; VI. Input Technologies

Personal Finance – Banking – Students will learn about banking and checking accounts.  Terminology associated with banking, managing a checking account, how to deposit money and how to write a check. We will also discuss online banking and mobile apps. NATIONAL STANDARDS FOR BUSINESS EDUCATION; Economics & Personal Finance – Personal Finance; II. Earning and Reporting; VI. Banking and Financial Institutions; VIII. Protecting Against Risk; Information Technology; III. Digital Citizenship; Achievement Standard: Evaluate services provided by financial deposit institutions.; Objectives: • Identify the difference between debit cards, credit cards, and other banking services

OR Careers – Assessments – Students will do a variety of assessments to identify personality traits, how their brain functions, career interests, values, learning styles and life skills.; Self-Assessment – Achievement Standard: Apply knowledge gained through individual assessment to develop a comprehensive set of goals and an individual career plan. • List positive characteristics about yourself • Identify personal likes and dislikes; personal, physical and mental characteristics; and individual talents and interests; • Correlate personal, physical, and mental characteristics with the requirements of various career opportunities; • Complete a variety of standardized interest and career assessments; • Compare personal skills and aptitudes with various career options; • Assess and analyze personal talents and interests to future careers; • Determine attitudes needed for career success; NATIONAL STANDARDS FOR BUSINESS EDUCATION; Career Development; I. Strategic Career Planning; II. Career Exploration & Research; III. Career Readiness Expectations; Communication; II. Interpersonal Skills; V. Employment Communication; Economics & Personal Finance – Personal Finance; I. Personal Decision Making; Management; IV. Personal Management Skills; VI. Human Resource Management

Consumer Economics – Sewing– Students will work with flannel making baby item, pillow, or pajama pants; Montana State Standards CTE.9-12 (c) attend to personal health and financial well-being: (i) evaluate validity of health and financial information, products, and services; (ii) analyze financial practices including budgeting, banking, savings, investments.

 

Sage:

Pre-Algebra (Kan-Jam)

This co-taught course provides students with the opportunity to flex their mental math skills while participating in friendly competition and moving their bodies.  Students will engage in some traditional problem solving warm up activities to continue building mathematical foundations, followed by playing Kan-Jam, which builds logical thinking skills, strategy and planning, and promotes number sense through experience.  This course is designed to prepare students for Algebra I.

MT Math Standards: 8.MP.1, 8.MP.2, 8.MP.4, 8.MP.5, 8.MP.6, 8.MP.7, 8.MP.8

Algebra 1

In this Algebra 1 course students will be introduced to basic algebraic skills and provided the foundation for all subsequent math courses. Topics include, but are not limited to, properties of real numbers, relations, linear functions, graphing equations and inequalities. This course lays the foundation for mathematical literacy that will help students be successful in every subsequent course in mathematics.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3, HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Geometry

This course will cover various Geometry topics and principles, including coordinate and spatial geometry, introductory trigonometry, angles, parallel lines, congruent and similar triangles, polygons, circles, the Pythagorean Theorem, etc. We will also focus on problems that serve to review our Algebra skills and continue to develop critical thinking skills through various problem-solving and real-world situations.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3, HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Math Skills

Math Skills is intended to target those math skills that are the foundation of algebraic and geometric concepts.  Topics include, but are not limited to, fractions and proportions, time and money, interpreting data and graphical analysis.  Students explore through manipulatives, real world applications, and rich tasks that require building thinking skills and connecting mathematical ideas.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Cooking with Chemistry

In this course we will use the kitchen as our laboratory and explore the basics of physical versus chemical change, types of chemical reactions, and how cooking food can be viewed through the discipline of chemistry.  Students will gain hands on experience baking household favorites with the understanding of why you add the dry ingredients to the wet ingredients just before putting a recipe in the oven.  Students will also practice dimensional analysis using measuring tools commonly found in the kitchen as part of their assignments to multiply or divide recipes.

MT Math Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7
MT Science Standards: HS-PS1-2, HS-PS1-5, HS-PS1-6

 

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. Can be taken one or two periods.

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

 

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:

Lifelong Fitness

The lifelong fitness course is designed to provide students with the knowledge and skills necessary to learn and maintain a health enhancing level of physical activity and fitness that can be used throughout their lives. The course will emphasize the benefits of exercise, educating students on topics such as exercise, nutrition, and stress management to help them make healthy choices based on education standards. It will introduce students to the basic concepts of health and wellness, helping students develop an appreciation for physical exercise and its relationship to lifelong social and physical development. Students will develop basic personal fitness plans, setting fitness and wellness goals. The goal of the course will be to learn basic fitness and health activities that can be pursued lifelong. Bring walking shoes and comfortable athletic clothes for this class.

The Outsiders

Students will read The Outsiders and answer questions related to the book. Students will analyze how The Outsiders relates to Health. The big picture is that The Outsiders shows that health isn’t just about your body—it’s about emotions, choices, relationships, and how you deal with stress and conflict. The characters deal with trauma, grief, fear, and stress. Some characters have healthy coping skills and others unhealthy coping skills.

OR PE

Students will be participating in a variety of movement activities outside depending on the weather. Please come prepared with clothing you can move inside and outside with. We do not have a traditional gym but we will exploring movement in a variety of ways. If the weather is decent, we will be spending a majority of the time walking outside or doing other activities outside. Bring walking shoes and layers and a water bottle. Welcome to PAL!

KanJam (co-taught with Sage)

KanJam is an engaging, activity-based game that introduces students to the fast-paced team sport of disc throwing and goal scoring. Students will learn the fundamental skills of throwing, aiming, deflecting, and strategizing while working in pairs to score points. Emphasis is placed on hand-eye coordination, communication, teamwork, and sportsmanship. Throughout the course, students will develop physical fitness, agility, and game awareness while participating in drills, skill-building activities, and structured gameplay. The course encourages active participation, cooperation, and positive competition in a fun and inclusive environment suitable for all skill levels. Bring athletic clothes, shoes, and a water bottle please.

 

Emily P:

Bridges-Course Description

The Bridge Unit is a math and science interdisciplinary class that will be using measurement, algebra, and geometry as well as the applied physics concepts of tension, compression, and torsion to build bridges. This course focuses on application and scientific modeling.

Grade 9-12 Physical Science Standards

HS-PS2-3 apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes forces on an object during collisions

HS-PS4-1 use mathematical representations to support a claim regarding relationships among the frequency, amplitude, wavelength, and speed of waves traveling in various media

High school math standards

HIGH SCHOOL GEOMETRY CONTENT STANDARDS

Congruence (G-CO) Experiment with transformations in the plane. • Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. (G-CO.1)

Make geometric constructions. • Make formal geometric constructions, including those representing Montana American Indians, with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. (G-CO.12)

Modeling with Geometry (G-MG) Apply geometric concepts in modeling situations. • Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder; modeling a Montana American Indian tipi as a cone).★ (G-MG.1) • Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).★ (GMG.2) • Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).★ (G-MG.3)

OR Science

Each student will be preparing a discrepant event to perform for 4th or 5th graders at the end of the block. A discrepant event is something that surprises, startles, puzzles, or astonishes the observer. Often, a discrepant event is one that does not appear to follow basic “rules of nature” and the outcome of a discrepant event is unexpected or contrary to what one would have predicted. The event throws the student “off balance” intellectually which most likely will motivate them to further investigate the science concept. This strategy is often used in science classes because most children feel the need to have questions answered, and there are many discrepant events that occur in the realm of scientific knowledge. This will promote problem-solving skills on the part of the student. The 4th grade children will be guided while finding a solution, using guided questions and prompts from the PAL students, and the 4th grader will discover the reason for the discrepant event. My students, in their role as teachers, will each become an expert on a different discrepant event, as well as learn from their fellow classmates about multiple science concepts.

Science Content Standards:

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS2-4 Use a mathematical representation of Newton’s Law of Gravitation and Coulomb’s Law to explain gravitational and electrostatic forces between objects.

Plants:

This is a botany class which takes place for the last quarter of the school year (blocks 10, 11, & 12). The students participate in planting a large number (hundreds) of vegetables from seed before transferring them to larger containers, and ultimately ending up gardens throughout Helena. This is the 10th year we have done this project. Thanks to a Helena Education Foundation grant, we have a greenhouse for this exciting and productive project. We have multiple community partners to make productive use of our endeavors. Local experts, including a master gardener, come into the classroom to inform and inspire the PAL students. The students will transfer plants to the Helena Food Share Garden plots to provide the Food Share with free fresh produce. We work closely with volunteers at both Helena Food share and the community gardens to get our plants in the ground at the beginning of June. The rest of the plants will go home with students to grow their own gardens throughout the summer. Students who have never grown anything before are able to grow, eat and share vegetables with others. Students learn about nutrition and the value of growing food, promoting important lifelong skills.

Science Content standards

HS-LS2-7 design, evaluate, and refine a solution for reducing the direct and indirect impacts of human activities on the environment and biodiversity and analyze scientific concepts used by American Indians to maintain healthy relationships with environmental resources.

Health Enhancement content standards

39. Discuss ways to advocate for a variety of healthy practices and behaviors that will maintain or improve the health of self and others;
40. Analyze the role of individual responsibility for enhancing health;

 

Sam:

Reading on Your Own (R.O.O.)

          In this class students will establish a book of their choice and read it in class.  They will share a guided “book talk” with the class at the end of the block to evaluate their chosen book and generally critique the reading experience.   

Outcomes/Objectives:

            Engage with a chosen book and hopefully ignite a love of reading as a form of information and entertainment.

Standards: Standards:

            -Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

­­-Compare and contrast findings presented in a text to those from other sources (including their own experiments, and knowledge derived culture), noting when the findings support or contradict previous explanations or accounts.

 

Bowling 

Students in this PE/Health course will learn the basics of one of the greatest lifetime sports of all time.

Outcomes/Objectives: In class, we will spend some time researching the history and basics of the sport, while prepping to get to the lanes. Due to the generosity of Sleeping Giant Lanes, we will get to bowl at least three times at a discounted rate, hopefully more. Student driver volunteers will be needed for this course. Additionally, a course fee of $15 is requested, to help defer driver and lane costs.

Standards:

• Refine activity-specific movement skills in one or more lifetime activities
• Exhibit competency in two or more specialized skills in health-related fitness activities
• Identify and discuss the historical and cultural roles of games, sports, and dance, including those of traditional and contemporary American Indian cultures
• Analyze the impact of life choices, economics, motivation, and accessibility on maintaining physical activity in college or career settings
• Create a plan, train for and participates in a community event with a focus on physical activity, including those of American Indian cultural traditions
• Analyze the health benefits of a self-selected physical activity

 

Values, Story, and Meaning

            This class will explore the power of story on human experience, specifically the formulation of our beliefs.  The transformative power of story will be analyzed as a tool for personal transformation and understanding how ideology is formed.

Outcomes/Objectives: Establish the stages of the “hero’s journey” as seen through the ages and well as in our own lives.   We will highlight the potential for “separation, transformation, and return” as seen in countless stories and how this can and does form our personal ideologies.

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.

– 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.

-Students conduct inquiries that require analysis of documents. Students use multiple sources, including both primary and secondary sources.

-Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

-Compare and contrast findings presented in a text to those from other sources (including their own experiments, and knowledge derived culture), noting when the findings support or contradict previous explanations or accounts.

 

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 influences 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.

 

Vocabulary Expansion (Games and Activities)

The class will be guided through texts, activities, and games, with the intent of expanding student’s existing vocabularies.

Outcomes/Objectives:

Through exploration of chosen texts and participating in word-centric activities and games, students will expand upon their understanding and use of words in their lexicon.

Standards:

            -Learn to approach language as a matter of craft and informed choice among alternatives.

-Focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

 

Brooke:

Rock-Climbing – PAL is partnering with Stonetree Climbing Center to provide students with instruction in indoor and outdoor climbing. This course introduces fundamental climbing skills, emphasizes safe practices, and fosters teamwork and personal growth. Students will engage in a combination of hands-on climbing experiences and formal instruction, focusing on technique, safety, problem-solving, and communication. By participating, students will develop not only physical fitness but also resilience, confidence, and collaboration—skills transferable both inside and outside the classroom.

This course aligns with the Montana Content Standards for Physical Education (2016):

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

 

Sheila:

Mt Vesuvius – Eruption and Excavation

This course allows students to explore why the eruption of Mt Vesuvius is important for understanding the lives of ordinary Roman citizens. Students will explore the eruption of Mt Vesuvius in 79 CE and the excavations of Pompeii and Herculaneum. This course will use documentaries, primary resources, and cooperative learning. Students will focus on building thinking skills and comparing ancient Roman culture to modern culture.

World Language Content Standards 5.1, 6.1, 8.1

SS.H.9-12.1, SS.H.9-12.7, SS.H.9-12.9

Latin and Mythology – Perseus

Students will read scaffolded versions of the Perseus myth. This course will use podcasts, technology, and cooperative learning. Students will focus on building thinking skills and comparing ancient stories to modern stories. Students will connect Latin roots to English words

SS.H.9-12.7, SS.H.9-12.8, SS.H.9-12.9

World Language Content Standards 2.1, 5.1, 7.1, 8.1