This is our school: a place of knowledge, tolerance, respect and understanding. We welcome the people who want to be here, and we invite them to share in our unique learning community.

Matthew Carey

Principal
406-324-1632
mcarey1@helenaschools.org

 

Dara Kittelmann

Administrative Secretary
406-324-1630
dkittelmann@helenaschools.org

Fax: 406-324-1631

Pal Moments

Block 12 Course Descriptions

Ryan:

News and Views- Students will spend time each class looking at their favorite news sources and pulling together brief summaries to share with the class. We will have group discussions and also play the world famous Current Event Sweepstakes on a weekly basis.

SS.G.9-12.1 use geospatial reasoning to create maps to display and explain the spatial patterns of cultural and environmental characteristics

SS.G.9-12.2 use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales

SS.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

SS.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

SS.G.9-12.5 evaluate the impact of human settlement activities on the environmental, political, and cultural characteristics of specific places and regions

SS.G.9-12.6 analyze the role of geography on interactions and conflicts between various cultures in Montana, the United States, and the world

SS.G.9-12.7 evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales

SS.G.9-12.8 evaluate the consequences of human-driven and natural catastrophes on global trade, politics, and human migration

Mann Gulch

Students will read parts of Young Men and Fire, documenting the tragic loss of 13 brave souls on August 5th, 1949 at Mann Gulch at Gates of Mountains. We will also be out of the classroom, daily, hiking Mount Helena and getting into hiking shape for our big hike up Mann Gulch.

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.9-12.6 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

SS.H.9-12.12 analyze multiple historical sources to pursue further inquiry and investigate additional sources SS.H.9-12.13 integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about past and present people, events, and ideas

SS.H.9-12.14 construct arguments which reflect understanding and analysis of multiple historical sources, perspectives, and contexts

PE/Ultimate Frisbee – Weather allowing, students will be headed to the fields at the YMCA for class. We will go over the basics of Ultimate Frisbee, run drills and participate in competitive matches. Students of all backgrounds and skill levels are accommodated and expected to play. Days that are smokey or too cold/hot, there will be contingency plans on place to do something else, but we will always be sure to get MOVING! Teambuilding, personal wellness and fitness are the learning outcomes for this incredibly fun class.

  1. Refine activity-specific movement skills in one or more lifetime activities
  2. Design and implement a strength and conditioning program
  3. Evaluate the importance of stretching and flexibility in lifetime activities
  4. Accept differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media
  5. Advocate for responsible behavior of self and others in a variety of physical activities
  6. Analyze the benefits of a variety of feedback techniques
  7. Examine moral and ethical conduct in specific competitive situations
  8. Assume a leadership role in a physical activity setting (i.e., coach, referee, group leader)

Michele:

Creative Writing:

This class will afford students opportunities to creatively express themselves through writing. Any juniors interested in writing a speech for graduation are encouraged to use this class to do so.

WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range.

Healthy Relationships:

This class collaborates with Eric Parsons from The Friendship Center to learn and discuss healthy relationships, types of abuse, power and control, the cycle of violence, myths, supporting survivors, and how these issues also affect the LBGTQ+ population.

HE 1.2 a. Analyze the interrelationships of physical, mental, emotional, family, and social health on personal health, including those of American Indian cultures and practices.

HE 2.1 b. Explain how the perception of societal norms influence healthy and unhealthy behaviors, including those of American Indian cultures and practices.

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.

SL. 11-12.1.b 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.

Marie:

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.

Objective

• Identify the difference between debit cards, credit cards, and other banking services

OR Careers – PowerPoint

Students will create a PowerPoint presentation that compiles classes taken and materials learned during their first quarter at PAL.  They will present their PowerPoint at the end of the block.

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

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

Written Communication – Achievement Standard:

Prepare clear, complete, concise, correct, and courteous written messages for personal and professional uses.

• Communication competencies such as reading and comprehending written communications and information

• Use correct spelling, grammar, word, and number usage, punctuation and formatting

• Adapt language and style for specific audiences

• Proofread business documents to ensure that they are clear, correct, concise, complete, consistent, and courteous

• Identify factors affecting the readability of text

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Communication

I. Foundations of Communication

III. Written Communication

V. Employment Communication

Information Technology

VI. Input Technologies

VIII. Digital Media

Management

IV. Personal Management Skills

Careers – Keyboarding through Google Docs

Students will be using Edutyping.com; Nitrotyping; and Google Docs – BE Publishing; to learn 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

Careers – Summer Jobs and Money

Students will prepare a pocket resume they can carry with them to help in applying for summer jobs. Students will learn about personal hygiene and dressing for the job.  Students will identify financial goals for their earned money and how to save and manage money so it is available when needed.

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Career Development

III. Career Readiness Expectations

Communication

II. Interpersonal Skills

V. Employment Communication

Career Readiness Expectations – Achievement Standard:

Relate the importance of career readiness skills to career development and application in the workplace.

Objectives–Work Ethic

• Adhere to policies, rules, and regulations of the organization; • Follow oral and written instructions; • Explain the importance of becoming involved in company activities; • Be prompt and establish a good attendance record; • Complete tasks within given time frames; • Respect and adhere to the chain of command when a conflict or problem occurs; • Discuss the necessity of assuming responsibility for quality of work performed; • Explain the value of seeking additional tasks and responsibilities; • Discuss the importance of displaying loyalty to the organization

Objectives–Workplace Relationships

• Demonstrate the importance of cooperation among people to accomplish a task; • Describe work-related activities in the home, community, and school; • Explain the importance of dress code, attendance, and other expectations in the workplace; • Explain the importance of respect for the feelings and beliefs of others; • Demonstrate appropriate social skills for the workplace; • Demonstrate problem-solving skills; • Describe how the workplace environment influences behavior

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Economics & Personal Finance – Personal Finance

I. Personal Decision Making

III. Managing Finances and Budgeting

II. Earning and Reporting

VI. Banking and Financial Institutions

VIII. Protecting Against Risk

Information Technology

III. Digital Citizenship

Achievement Standard:

Develop and evaluate a spending/savings plan.

• Use financial concepts and tools to make personal decisions regarding spending.

• Define financial planning

• Describe the benefits of financial planning

• Understand the components of a spending plan

• Review how financial goals can be met by using a spending plan

• Analyze the spending plan process

• Create a spending plan

Nate:

Game Theory

The class will focus on game strategy in a variety of different common games.   We will use math to analyze different game play techniques to formulate the best strategy for the game play.  The main mathematical content will be percentages, probability, and developing higher order thinking skills.

HS.MP.4. Model with mathematics. HS.MP.3. Construct viable arguments and critique the reasoning of others HS.MP.1. Make sense of problems and persevere in solving them

Construction Math

In this course we will be designing plans and building projects.  Students will have to measure, construct, and paint the projects with precision.  They will be required to have an accurate supply list and calculate the production costs.

HS.MP.6. Attend to precision. HS.MP.5. Use appropriate tools strategically. HS.MP.4. Model with mathematics. HS.MP.1. Make sense of problems and persevere in solving them

Culinary Math

This is a fun but technical course that will teach you all the secrets behind making pasta.  We will experiment with different techniques and test results from varying dough hydration levels.   Goals of the course are to share recipes for the dough and sauces as well as experiment to improve existing recipes.  Buon appetito!

HS.MP.4. Model with mathematics. HS.MP.6. Attend to precision HS.MP.3. Construct viable arguments and critique the reasoning of others HS.MP.1. Make sense of problems and persevere in solving them

Golf

The class will be about how to optimize your golf score and focus on the ideal arc needed and club section.  We will explore the angles used by the different clubs to produce ideal shot results so students can improve their golf skills.

HS.MP.6. Attend to precision. HS.MP.5. Use appropriate tools strategically. HS.MP.4. Model with mathematics. HS.MP.1. Make sense of problems and persevere in solving them

Isaiah:

Helena Handbasket – This class is geared towards educating students about the Civic, Social, and Physical history and details of Helena, MT. We will be showing them not only what there is to do in town, but the infrastructure that keeps town running, and how it has developed over the years from the first peoples who founded the city.

SS.G.9-12.1 – use geospatial reasoning to create maps to display and explain the spatial patterns of cultural and environmental characteristics

SS.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

Norse History/ Mythology – This class will be studying the history, movement, and mythology of the Viking people. The class will talk about how they influenced European development as well as expansion of Europeans over to the Western Hemisphere.

SS.G.9-12.1 – use geospatial reasoning to create maps to display and explain the spatial patterns of cultural and environmental characteristics

SS.H.9-12.1 – analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives

SS.H.9-12.6 – distinguish between long-term causes and triggering events in developing a historical argument

Emily T:

Mortarboard Decoration: calling all Seniors! If you are interested in decorating your mortarboard (cap) for graduation, this is the class for you.  Self-expression, appreciation, and joy are jumping off points for your design.  No worries if you can’t make it this block, I will be offering this class again Block 12.

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 art

 

Brooke:

Healthy Relationships:

This class collaborates with Eric Parsons from The Friendship Center to learn and discuss healthy relationships, types of abuse, power and control, the cycle of violence, myths, supporting survivors, and how these issues also affect the LBGTQ+ population.

HE 1.2 a. Analyze the interrelationships of physical, mental, emotional, family, and social health on personal health, including those of American Indian cultures and practices.

HE 2.1 b. Explain how the perception of societal norms influence healthy and unhealthy behaviors, including those of American Indian cultures and practices.

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.

SL. 11-12.1.b 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.

Emily P:

Entomology:

In this cross-curricular science and art class students will be catching insects all over town and building their own insect collection, displayed in their own bug boxes. They will learn proper insect catching, killing, pinning, and mounting techniques. They will be participating in a number of possible art projects including a 3D model of an insect using a coconut as their medium, insect paintings on ceiling tiles, epoxy insect jewelry, and mounting insects on shadow boxes.

Science standards

HS-LS1-2  develop and use a model to illustrate the organizational structure of interacting systems that provide specific functions within multicellular organisms.

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.

HS-LS3-3 apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-LS4-5 Construct an explanation based on evidence for how natural selection leads to adaptation of populations

Art standards:

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 art

PAL 101 & the TARPIT Deep Dive:

In the class the students will demonstrate a mastery understanding of TARPIT and what it takes to be a successful student at PAL (and life!). Students will be taking a few trips out into the community, they will write a TARPIT essay, they will determine what they need to do and from the PAL staff to be successful at PAL, and communicate those needs to the PAL staff in individual meetings.

Standards

ELA

W.9-10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Health Enhancement

Analyze the interrelationships of physical, mental, emotional, family, and social health on personal health

Compare and contrast ways to advocate for safe and healthy school and community environments to promote personal health;

Discuss how to ask for and offer assistance to enhance the health and safety of self and others;

Examine barriers that can hinder safe and healthy decision making;

Analyze the role of individual responsibility for enhancing health;

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;

Yoga:

The class will be doing various forms of yoga in this class. We will utilize the common space and a yoga studio in downtown Helena.

PE Standards

1. Refine activity-specific movement skills in one or more lifetime activities

14. Evaluate the importance of stretching and flexibility in lifetime activities

23. Apply best practices for participating safely in physical activity, exercise, and dance

24. Analyze the health benefits of a self-selected physical activity

25. Choose an appropriate level of challenge to experience success while participating in a self selected physical activity

HE Standards

7. Propose ways to reduce or prevent injuries and health problems;

23. Determine the accessibility of products and services that enhance health;

27. Use strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others;

35. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status; 35. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status;

Sam:

Senior Speech

This class will prepare PAL Seniors for the “Senior Speech” that culminates their “senior project.”

Outcomes/Objectives: Effectively and thoroughly deliver their “senior speech” while covering all intended criteria.

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.

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.

-Make strategic use of media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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.

Helena Handbasket

This class will start with the premise that, a students’ local community is one of the primary resources for learning. We want to promote knowledge that is rooted in what is local — the unique history, environment, culture, economy, and art of their community. Basically, in this class we learn all about Helena’s physical landscapes, ecology, and human history.

Outcomes/Objectives:

This class takes students out into the Helena community and its natural environment. Our journey begins by dividing the analysis of Helena into three main focal areas: the physical landscape, the cultural landscape, and the ecological landscape. We quickly make evident how these systems are inextricably linked. For example, Helena was born of mining the underlying geology, which, in turn, exerted tremendous influence on human history which shaped the diversity and quality of wildlife habitat.

Using this approach, we can shift from looking at our local landscape as random and unrelated, toward seeing it as an integrated set of processes shaped by the complex interaction between natural and human systems. Furthermore, it is valuable because it makes learning applicable and relevant to students, which leads to higher engagement and interest.  Ideally, such an exploration can empower young people to be stewards of their local community and its environment.

This class focuses on the belief that questions — not answers — stimulate learning. Rather than just teaching facts and information, we encourage students to engage their immediate world with questions like:

  • What is the natural and social history of this place?
  • How does this place fit into the larger world?
  • What sustains this community past, present and future?
  • What plants and animals make their home here?

Standards: Identify the location of places and regions in our local community and understand their physical, political, and cultural characteristics.

-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.

-Explain how Montana (and Helena) has changed over time and how this history impacts the present.

-Understand that there are multiple perspectives and interpretations of historical events.

-Promote socialization and social criticism through civil discourse and critical thinking as a commitment to civic responsibility.

-Nurture an understanding of the contemporary and historical traditions and values of American Indian cultures and other cultural groups of significance to Montana and to society.