04/25/25

We are continuing to slowly march towards the end of the school year and with the conclusion of classes today, we have now complete 10 of the 12 blocks this school year. Our STAT students, you’ll get another email from me if your student is one, should be at school during the normal school time on Monday to complete class work. On a similar note, I had a great conversation with our seniors earlier this week emphasizing the need to finish the year on a strong note to ensure that all credits are earned required for graduation. That same message applies to the larger student body – whatever credits from class are earned today, are less needing to be passed tomorrow.

Also, regarding our seniors and their families, I want to remind you of some key dates coming up. Those seniors who hadn’t delivered their speech in the winter are signed up for senior speech class next block with Sam. The speeches will be delivered on either Thursday May 15^th or Friday May 16^th, depending on whether the student is taking the class on an “A” day or “B” day with speeches starting at 9am and social time at the conclusion of the event. The big show, graduation, is on Friday June 6 with the ceremony starting at 1pm. This year, we have a goal to post a picture of our grads throughout the entryway of the HMS auditorium. I am envisioning a collage of the senior photos welcoming you all and the other guests to graduation. If you are interested in having your student’s photo hung up, please let Dara or I know and we will give you more details.

Speaking of Dara, this last Wednesday was Administrative Professional’s Day. I want to extend a very grateful “thank you” to her for all her work at school to make it a welcoming place for your students, you as family members and our staff as they, too, come to work. The outward work that you all see is valuable, but know she also does much behind the scenes to ensure that our building runs smoothly. If you haven’t recently, please join me in thanking her for all the great things she does around PAL.

Best Wishes,

Matt Carey

mcarey1@helenaschools.org

406-324-1632

Block 11 Course Descriptions

Ryan:

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 

• 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.9-12.3 evaluate the impact of international agreements on contemporary world issues  
• SS.CG.9-12.4 apply civic virtues and democratic principles when working with others  
• SS.CG.9-12.5 evaluate how citizens and institutions address social and political problems at the local, state, tribal, national, and/or international levels  
• SS.CG.9-12.6 evaluate the American governmental system compared to international governmental systems  
• SS.CG.9-12.7 explain the foundations and complexity of sovereignty for federally recognized tribes in Montana  
• SS.CG.9-12.8 evaluate appropriate deliberative processes in multiple settings 

World Cultures Standards 

• 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 

Birth of Montana 

Students will learn about the story of the greatest state in the Union, our very own Montana. This all-day class will be a mix of traditional and alternative lessons, consisting of work out of the Historical Society’s Montana History textbook, bits and pieces of Ken Burns’ “The West” and numerous field trips to historical sites around Western Montana, including First Peoples Buffalo Jump State Park, Charlie Russel museum, the Fort Harrison Military Museum and MORE!

• 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

Michele:

 Resonance: An Interdisciplinary Arts Residency

In collaboration with Cohesion Dance Studio

Step into a world where sound, movement, and visual art come alive through three large-scale metal sculptures originally created for the 2018 debut performance of Resonance. This unique residency—offered in collaboration with Cohesion Dance Studio—begins with a live excerpt of the original performance, designed to spark inspiration and curiosity. Students are then invited to interact with the sculptures—exploring how they feel, move, and sound—as they become both muse and instrument.

Over the course of a 3-week block, students engage in a dynamic, multidisciplinary process that includes poetry, painting, movement, and sound composition. With guidance and space for creative exploration, they create both individual and collaborative works that culminate in an informal performance or showcase, sharing their unique interpretations of the sculptures and their stories.

📝 Montana High School English Language Arts Standards (Grades 9–12)

1. Writing and Creating (W.9–12)

• Standard: Compose a variety of texts for different purposes and audiences.
  • Students write poetry and create performance pieces inspired by their experiences with the sculptures.
• Standard: Use the writing process—planning, drafting, revising, editing, and publishing.
  • Students brainstorm, draft, and revise their creative work leading up to the culminating performance.

2. Speaking, Listening, and Viewing (SL.9–12)

• Standard: Prepare and deliver presentations with clarity and purpose.
  • The informal performance gives students a chance to present their creative work to an audience.
• Standard: Collaborate in discussions, interpret multimedia, and evaluate diverse ideas.
  • Group projects and exploration of sculpture-based movement and sound require collaboration and critical thinking.

3. Language and Vocabulary (L.9–12)

• Standard: Demonstrate understanding of figurative language and sensory details.
  • Poetry writing and performance incorporate rich, expressive language that reflects sensory interaction with the sculptures.

🏃‍♀️ Montana High School Physical Education Standards (Grades 9–12)

1. Movement and Physical Skills (PE.9–12)

• Standard: Demonstrate competency in a variety of motor skills and movement patterns.
  • Students explore movement inspired by sculpture—integrating dance, gesture, and spatial awareness.

2. Personal and Social Behavior (PE.9–12)

• Standard: Demonstrate responsible personal and social behavior that respects self and others.
  • Collaborative creation and performance promote teamwork, communication, and respect for others’ ideas.

3. Physical Activity and Wellness (PE.9–12)

• Standard: Participate regularly in physical activity.
  • Movement-based sessions provide physical engagement that supports overall wellness and kinesthetic learning.

OR Mindfulness Class with Yoga4Classrooms

This introductory course provides students with foundational mindfulness techniques using the Yoga4Classrooms approach. Through simple yoga-based movement, breathing exercises, and relaxation techniques, students will journal and discuss self-awareness, focus, and emotional regulation skills. The class emphasizes creating a calm and supportive learning environment while promoting overall well-being. Students will learn practical strategies to reduce stress, improve concentration, and enhance resilience—tools that can be applied both in and out of the classroom. No prior yoga experience is required, and all activities are designed to be accessible and engaging for all participants.

English Standards

Writing Standards: Text Types and Purposes

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas clearly and accurately.

Standard 3: Write narratives to develop real or imagined experiences or events.

• 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

Standard 4: Produce clear and coherent writing appropriate to task, purpose, and audience.

Standard 5: Develop and strengthen writing by planning, revising, editing, and rewriting.

•  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

Standard 1: Initiate and participate effectively in collaborative discussions on various topics.

Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

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

Language Standards: Vocabulary Acquisition and Use

Standard 6: Acquire and use accurately general academic and domain-specific words and phrases.

• Exposure to mindfulness terminology enriches students’ vocabulary, enabling precise expression of concepts related to self-awareness and emotional regulation.

Health Standards

Comprehend Concepts Related to Health Promotion and Disease Prevention

• Students learn mindfulness techniques to enhance self-awareness and emotional regulation, promoting mental health and reducing stress.

Analyze the Influence of Family, Peers, Culture, Media, Technology, and Other Factors on Health Behaviors

• Through discussions, students explore how various factors influence their stress levels and emotional responses, leading to improved focus and resilience.

Demonstrate the Ability to Access Valid Information, Products, and Services to Enhance Health

• The course equips students with practical strategies and resources for managing stress and improving concentration, applicable both in and out of the classroom.

Demonstrate the Ability to Use Interpersonal Communication Skills to Enhance Health and Avoid or Reduce Health Risks

• Engaging in group activities and discussions fosters a supportive learning environment, enhancing students’ communication skills and emotional well-being.

Demonstrate the Ability to Use Decision-Making Skills to Enhance Health

• Mindfulness practices taught in the course empower students to make informed decisions regarding their mental and emotional health.

Demonstrate the Ability to Use Goal-Setting Skills to Enhance Health

• Students set personal goals related to stress management and concentration, applying mindfulness techniques to achieve these objectives.

Demonstrate the Ability to Practice Health-Enhancing Behaviors and Avoid or Reduce Health Risks

• Regular participation in mindfulness exercises promotes health-enhancing behaviors, such as improved emotional regulation and reduced stress.

Demonstrate the Ability to Advocate for Personal, Family, and Community Health

• Students are encouraged to share mindfulness strategies with peers and family, advocating for a holistic approach to well-being.

Marie:

Careers – Keyboarding through Google Docs – Students will be using Edutyping.com; Nitrotyping; 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

OR Careers – Exploration – English

Students will use information from their assessments class to research careers that match their interests, values, personality and learning styles.  They will complete a review of six possible jobs, prepare a PowerPoint on a career of their choice and write a short essay on their career option.

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

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

Personal Finance – Gig Economy – Crafts

Resource Material: NGPF.org

Students will make various craft items using the Cricut Maker, Permanent Vinyl and other materials to see how people earn money through crafting.

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Economics & Personal Finance – Personal Finance

I. Personal Decision Making

III. Managing Finances and Budgeting

VIII. Protecting Against Risk

Financial Literacy

Financial literacy provides students with the knowledge and skills to manage their financial resources effectively for lifetime financial security.

Achievement Standard:

Analyze income sources and steps to protect personal and financial information.

Objectives

• Understand various sources of income

Personal Finance – Insurance

Resource Material: Take Charge Today (TCT); CW Pub. Financial Lit. (CWP), NGPF.org

Week 1 – Insurance vocabulary and Automobile Insurance

Week 2 – Renters Insurance and Life Insurance

Week 3 – Health Insurance

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Economics & Personal Finance – Personal Finance

I. Personal Decision Making

III. Managing Finances and Budgeting

VIII. Protecting Against Risk

Financial Literacy

Financial literacy provides students with the knowledge and skills to manage their financial resources effectively for lifetime financial security.

Achievement Standard:

Analyze income sources and steps to protect personal and financial information.

Objectives

• Understand various sources of income; • Understand the importance of safeguarding your personal financial information.; • Identify steps to restore personal and financial security

 

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:

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.  You do not need your cap to participate in this class.

Students 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 art

Reduction Art – typical art involves the act of laying down media to create a mark.  In this class we will focus on the opposite approach; removing color to create lines.  From using erasers to take away graphite to bleach on black paper and fabric, students will figure out another way of thinking about occupied and unoccupied space and value.

Students 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 art

Isaiah:

Greek Mythology – The Orientation will be studying the different myths and characters that make up rich history in Greek Mythology. Studying the Olympians, Hercules, Medusa, and other classic stories students will be analyzing importance of storytelling in ancient cultures and thinking critically about what the stories show as important in Greek Culture.

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.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

Emily P:

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;

Science Fair

This block we will be teaming up with the Central Elementary school Montessori 4th/5th grade class to carry out a science fair. The PAL students will

1. Create science fair experiments and presentations
2. Provide feedback and assistance to the Central Elementary school Montessori 4th/5th graders on their projects
3. Be judges/assessors at the Central School Science Fair on May 14th

Science Standards

RST.9-10.6 -10.9

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

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

News and View Science Style

Students will investigate global science issues using the ‘GALE Opposing Viewpoints in Context’ resource found in the HHS Library online resources. Each student will investigate different topic/issue and write a report including a background and both sides of the issue. Once the students are “experts” on their topic they will teach/inform the rest of the class about the issue. Some of the topics include: offshore drilling, fracking, local food movement, recycling, space exploration, mass extinctions, arctic national wildlife drilling, Western US drought, renewable energy, animal experimentation, and factory farming. The class will also look at additional online science articles to 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.  

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:

O.R. English (Life Story)

            Students will write a guided autobiography of their lives thus far and address projections of goals, dreams, and aspirations to come.

Outcomes/Objectives: To write analytically about one’s life and the lessons learned regarding the processing of both negative and positive influences.  Also, evaluate life plans in consideration of personal and career decisions to come. 

Standards: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

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. 

Ultimate Frisbee (and Wiffle Ball)

            As a class we will study and play the games Ultimate Frisbee and Wiffle Ball.

Outcomes/Objectives:  Engage, or further engagement, with the team sport of Ultimate (and Wiffle Ball) as a team-building, physically active, and hopefully fun sport. 

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.

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. 

Brooke:

ORIENTATION COUNSELING!

This course provides students with a foundational understanding of basic counseling principles, emphasizing the development of healthy coping skills, emotional awareness, and peer relationships. Through interactive activities, group discussions, and self-reflective exercises, students will explore effective ways to manage stress, communicate emotions, and build a supportive classroom community.

Identify and regulate emotions (SEL Standard 1: Self-Awareness and Standard 2: Self-Management)

Develop positive relationships and empathy (SEL Standard 3: Social Awareness and Standard 4: Relationship Skills)

Apply responsible decision-making strategies in everyday life (SEL Standard 5)

ANIMAL FARM!

Woot! We’re going to read Animal Farm by George Orwell. It’s a powerful political allegory exploring the dangers of power, propaganda, and inequality.As a class, we will examine how the events and characters in the novel mirror real-world historical and current events. By drawing parallels between the novel’s themes and modern society, students will gain a deeper understanding of political systems, media influence, social justice, and civic responsibility.

Students will explore questions such as:

How does Orwell use animals to represent historical figures and ideologies?

In what ways do power and corruption play out in modern governments or organizations?

What role does propaganda play in shaping public perception today?

Montana Common Core ELA Standards:

RL.9-10.2 / RL.11-12.2 – Determine a theme or central idea of a text and analyze its development

RL.9-10.3 / RL.11-12.3 – Analyze how complex characters develop and interact

SL.9-10.1 / SL.11-12.1 – Initiate and participate in collaborative discussions