2/7/25 

The cold snap this past week unfortunately took a toll on several planned activities we had around the building. Our Tuesday fishing trip was cancelled and the PE class was forced to stay in doors this week. I commend our students and staff for their resiliency through the challenges with the weather, however. Our kids understood why the need to stay inside and were probably grateful for not having to bear sub 0 temperatures this week. Similarly, the teachers did a great job pulling together a full day’s worth of lessons on Tuesday and creating alternative activities in the case of the PE class. Looking ahead, the weather should be towards the single digits and then into the 20s which wouldn’t impact our ability to be outside. 

In non-weather-related school news, our art students have been notably enjoying the class offerings this block with many students showcasing their creations. Both the ceramics students and trading card class have been quick to show me their projects come to life. Also, around the building, World Affairs is gearing up for the competition in Missoula in early March. Students had the opportunity to be on a Zoom call with several folks connected to the World Affairs competition which further piqued their interest. Thanks to both Emily T and Ryan for offering these classes this block to our students. 

To close, I wanted to make you aware that I will be out of the office on leave for the next few weeks. I am confident that our staff will continue to provide your students with excellent educational experiences while I’m away. If you have any questions or need to speak with someone at the school, I’d still recommend you contact the typical PAL staff you always have –your child’s advisor, our counselor Brooke or Dara at the front desk. There will be an administrator at PAL in my absence, Joslyn Davidson, recently retired curriculum director for HPS, should you have any questions or need administrative support. 

Here’s to hoping the weather warms up a bit, 

Matt Carey 

mcarey1@helenaschools.org 

406-324-1632 

 

 

Block 7 Course Descriptions 

 Ryan:  

 Judicial Branch  

In this US History and US Government class, students will examine the history and power of the American Judiciary. Class will analyze Article III of the US Constitution, learn about the progression of and powers of the courts today. Students will also spend time analyzing landmark cases and current events.   

US History 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  

US Government Standards  

• SS.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   

• SS.CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships  

• SS.CG.9-12.6 evaluate the American governmental system compared to international governmental systems  

• SS.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  

 World Affairs  

Since 2005, Academic WorldQuest (AWQ) has provided over 4,000 Montana students with an immersive global experience and the opportunity to engage in a wide range of interactive, international education programs. The Montana AWQ program is widely recognized as one of the nation’s best: being the largest in the country, the only multi-day conference, and completely free to all schools- offering scholarships to schools to help cover the cost of transportation, lodging, and substitute teachers.  Over the coming months, students in this class will be working through the expansive study guide, looking at daily current events and prepping for the conference and competition this coming March in Missoula!  

Social Studies Standards  

• SS.G.6-8.2 identify the location of places and regions in the world and understand their physical, political, and cultural characteristics   

• SS.G.6-8.3 analyze maps and charts from a specific time period to understand an issue or event   

• SS.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  

• SS.G.6-8.5 explain the role and impact of spatial patterns of settlement and movement in shaping societies and cultures, including Indigenous cultures   

• SS.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   

• SS.G.6-8.7 identify the cultural roots of major world regions  

History Standards  

• SS.H.6-8.1 explore complex civilizations, and identify elements of change and continuity across historical eras in Montana, the Americas, and world history   

• SS.H.6-8.2 analyze how the historical events relate to one another and are shaped by historical context, including societies in the Americas   

• SS.H.6-8.3 analyze how, since European contact, historical events and policies have mutually impacted American Indian and European societies  

• SS.H.6-8.6 understand that there are multiple perspectives and interpretations of historical events   

• SS.H.6-8.7 analyze how people’s perspectives shaped the historical narratives they created   

• SS.H.6-8.8 identify limitations and biases in primary and secondary sources, specifically regarding misinformation and stereotypes   

• SS.H.6-8.9 understand that the questions people ask shape the conclusions they reach  

US Government Standards  

• SS.CG.6-8.1 explain a variety of forms of government from the past or present  

• SS.CG.6-8.6 demonstrate that the United States government includes concepts of both a democracy and a republic   

• SS.CG.6-8.7 employ strategies for civic involvement that address a state or local, or national issues  

 Michele: 

  Mindfulness–ENG/HE 

 This class continues to explore mindfulness and honing mind-body and breath strategies for being mindful. Daily journaling and discussion will help students reflect on which strategies work best for them. 

 English Standards: 

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.  

SL.11-12.1 Initiate and participate effectively in a range of collaborative and culturally diverse discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11– 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

 a. 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.  

 b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.  

  c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.  

12. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL.11-12.1)

HE 4.3 a. Use strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others 

HE 5.1 a. Examine barriers that can hinder safe and healthy decision making 

HE 5.4 a. Analyze the potential short-term and long-term impact of health and safety alternatives on self and others 

 The Gifts of Imperfection–ENG 

This class uses Brene Brown’s novel The Gifts of Imperfection to explore twelve guideposts that this social scientist’s research revealed are common to humans who live wholehearted lives. Each student will complete a personal inventory of where they fall on the scale of each of these guideposts. Using this information, each student will dive deeper into guideposts that the inventory reveal are areas of deficiency. 

 W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.  

 SL.11-12.1 Initiate and participate effectively in a range of collaborative and culturally diverse discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11– 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

 a. 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.  

 b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.  

  c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.  

12. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL.11-12.1)

 Marie:  None 

 Nate:  

Pre-Algebra 

The Pre-Algebra course is to serve as a bridge between computational mathematics and Algebra.  This course will build a foundation of algebraic concepts using technology, manipulatives, problem solving, and cooperative learning.  We will focus on building logical thinking skills, estimation, and connections between math and everyday applications.  This course is designed to prepare students for Algebra I. 

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

 Algebra 1A 

In the Algebra 1A 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, quadratic, and exponential 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 

Algebra 1B 

Algebra 1B will represent the second half of algebra that introduces students to variables, algebraic expressions, equations, inequalities, functions, and all their multiple representations. In this class, students will develop the ability to explore and solve real-world application problems, demonstrate the appropriate use of graphing calculators, and communicate mathematical ideas clearly. 

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 and other figures, circles, the Pythagorean Theorem, etc. We will also focus on problems that serve to review our Algebra skills and continue to develop our critical thinking skills through various problem-solving and real-world situation 

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 

Geocaching 

Students in this course will be learning how to use the coordinate system to navigate to a location and find a hidden cache.  We will be out hiking and exploring the Helena area finding geocaches using an online platform and gps.  The course goal will be to connect the latitude-longitude system for locations on earth to the x-y coordinate system taught in classroom mathematics.   

Montana Standards:  HS.MP.4, HS.MP.1, HS.MP.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.  Students will have the option of taking this class as a single or double period. 

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 

 Artist Trading Cards (ATC): Students will create a series of small 2-D artworks in the number of students in the class i.e. 10 pieces for 10 classmates.  A variety of media will be used throughout the class.  We will then trade the art at the end of the block.  Each student will receive an original art piece from each of their classmates.   

Each student will: 

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

VA2. create art or design projects in response to contemporary issues that demonstrate an awareness of ethical implications of making and distributing creative works 

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

 VA4. curate artifacts and artworks for presentation and preservation  

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 

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

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

VA11. compare uses of art in a variety of personal, societal, cultural, and historical contexts.  

 Isaiah: None 

Emily P:  

 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. 

 Human Reproduction course description: 

Students will investigate the human reproductive system. The focus of this class is to understand the human body is a complex system and the coordinated functions of its many structures support life processes and maintain homeostasis. We will specifically cover: 

• Anatomy 

• STDs 

• Contraception 

  Health Enhancement Standards 

3. Compare and contrast various ways to prevent communicable diseases;
4. Analyze human body systems, their function and their interrelationship with one another;
5. Explain the natural body changes of reproductive health;
6. Explain fertilization, conception and how the baby’s sex and inherited traits are determined;
7. Evaluate the effectiveness of safety and health-related decisions;
8. Discuss ways to advocate for a variety of healthy practices and behaviors that will maintain or improve the health of self and others;
9. Analyze the role of individual responsibility for enhancing health;
10. Discuss ways to advocate for a variety of behaviors to avoid or reduce health risks to self and others;

  Science Standards 

LS1.Aplan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis 

 Current Issues in Science-World Affairs Course Description 

This round of current issues in science will focus on the 2025 world affairs topics of  

1.Space & National Security  

2. Critical Minerals in Africa 

Students will investigate global science issues using the World Affairs study guide and additional online science articles. We will have daily discussions about science in society and current science and technology issues that impact our heath, environment, quality of life, and economy. 

 Science Standards: 

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS3-1. 

Construct explanations and design solutions cause and effect evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. HS-ESS3-2.  

Analyze and interpret data stability and change create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, biodiversity, and investigate and explain how some American Indian tribes use scientific knowledge and practices in managing natural resources. HS-ESS3-3 

Using mathematics & computational thinking stability and change evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3-4. 

 Sam:  

Power of Myth 

This class will explore the power of myth on the human experience.  The transformative power of story will be analyzed as a tool for personal transformation.   

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 both ancient and new.   

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.   

 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. 

 Indoor Physical Education  

As a class we will study and play physical games that engage the body and the mind.   

Outcomes/Objectives:  Engage, or further engagement, with specified team sports as a team-building, physically active, and hopefully fun endeavor.   

Standards: Through learning experiences in physical education, the student develops an understanding of how movement is personally beneficial and subsequently chooses to participate in physical activities that are personally meaningful (e.g., activities that offer social interaction, cultural connection, exploration, choice, self-expression, appropriate levels of challenge, and added health benefits). The student develops personal skills including goal setting, identifying strengths, and reflection to enhance their physical literacy journey.  

 Brooke:  None