Government and Politics:	The AP Government & Politics: United States course provides an analytical perspective on government and politics in the United States. This course involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. While there is no single approach that an AP Government & Politics: United States course must follow, cetain topics are generally covered in college courses.
US History:	The AP program in United States History is designed to provide students with the analytical skills and enduring understandings necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.
Statistics:	The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: Exploring Data: Describing patterns and departures from patterns Sampling and Experimentation: Planning and conducting a study Anticipating Patterns: Exploring random phenomena using probability and simulation Statistical Inference: Estimating population parameters and testing hypotheses Students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course. This does not necessarily imply that the high school course should be one semester long. Each high school will need to determine the length of time for its AP Statistics course to best serve the needs of its students. Statistics, like some other AP courses, could be effectively studied in a one-semester, a two-trimester, or a one-year course. Most schools, however, offer it as a two-semester course.
Calculus:	Before studying calculus, all students should complete four years of secondary mathematics designed for college-bound students: courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include those that are linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise defined. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions of the numbers 0, pi/6, pi/4, pi/3, pi/2, and their multiples.
World Language:	The advance program in world languages is designed for those students who are in the advance program or for those who are advanced in laguage and plan to take three to five years of their language. Please note that advance program students must take three years of language or two years of two different languages. AP college board is available in all four languages.
English Language:	This course is for students who are above grade level in writing, reading, and reasoning skills and have the ability to grasp new information at a rapid pace. Students must be able to be able to keep up with a high volume of work both in and out of the classroom. Students need to be excellent abstract thinkers to be successful in this course.
European History:	The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of the AP program in European History are to develop (a) an understanding of some of the principal themes in modern European History, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing.
Studio Art:	The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written examination; instead, students submit portfolios for evaluation at the end of the school year. Most AP Studio Art candidates prepare their portfolios through organized AP instruction. If your school does not offer an AP Studio Art program, you may work independently to complete the portfolio. It is vital that you plan far enough in advance so that you can complete the portfolio on time. See the exam calendar for information on when portfolios are due.
Biology:	This is a very challenging course which moves at an intense pace. It is designed for the above average,advance program, science student. This course deals with the relationships of individuals and populations to their communities and to the biosphere. The student is given the opportunity to learn at a rapid pace from the labratory activities, special projects, and research. Students enrolled in this course need to be independent thinkers, organized, and have excellent study skills. This course also requires students to preform at an independent research project.
Physics:	This course provides a systematic introduction to the main principles of physics and emphasizes the development of conceptual understanding and problem-solving ability using algebra and trigonometry, but rarely calculus. In most colleges, this is a one-year terminal course including a laboratory component and is not the usual preparation for more advanced physics and engineering courses. However, the B course provides a foundation in physics for students in the life sciences, premedicine, and some applied sciences, as well as other fields not directly related to science.
Music Theory:	The ultimate goal of an AP Music Theory course is to develop a student's ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. The achievement of these goals may best be approached by initially addressing fundamental aural, analytical, and compositional skills using both listening and written exercises. Building on this foundation, the course should progress to include more creative tasks, such as the harmonization of a melody by selecting appropriate chords, composing a musical bass line to provide two-voice counterpoint, or the realization of figured-bass notation. The student's ability to read and write musical notation is fundamental to such a course. It is also assumed that the student has acquired (or is acquiring) at least basic performance skills in voice or on an instrument.
Chemistry:	AP Chemistry should meet the objectives of a good general chemistry course. Students should attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course should contribute to the development of the students' abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. The college course in general chemistry differs qualitatively from the usual first secondary school course in chemistry with respect to the kind of textbook used, the topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, and the kind of laboratory work done by students. Quantitative differences appear in the number of topics treated, the time spent on the course by students, and the nature and the variety of experiments done in the laboratory. Secondary schools that wish to offer an AP Chemistry course must be prepared to provide a laboratory experience equivalent to that of a typical college course.
Physchology:	The purpose of the AP course in Psychology is to introduce the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice. An introductory college course in psychology is generally one semester in length, with some variation among colleges. An AP course in psychology need not follow any specific college curriculum. Rather, the aim is to provide a learning experience equivalent to that obtained in most college introductory psychology courses.
Human Geography:	The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. The particular topics studied in an AP Human Geography course should be judged in light of the following five college-level goals that build on the National Geography Standards developed in 1994. On successful completion of the course, the student should be able to: Use and think about maps and spatial data Understand and interpret the implications of associations among phenomena in places Recognize and interpret at different scales the relationships among patterns and processes Define regions and evaluate the regionalization process Characterize and analyze changing interconnections among places
Art History:	College art history survey courses vary in approaches to interpreting art, including selection of chronological frameworks, themes, and the emphasis on analytical skills. The AP Development Committee regularly monitors the ways in which art history is taught at the college level and the choices they make in devising the course and the examination are compatible with college level curricular objectives. The main objectives of AP curriculum in Art History are to develop in students: The ability to apply fundamental art and art historical terminology. An appreciation for the process of making and displaying art. An understanding of purpose and function of art. The abilty to analyze works of art in context of historical evidence and interpretation, examining such issues as politics, religion, patronage, gender, and ethnicity. An understanding of cross-cutural and global nature of art. The ability to perform higher order thinking skills and articulate visual and art historical concepts in verbal and written forms.
World History	AP World History is a course that is organized around a limited number of key concepts instead of a perceived list of facts, events, and dates makes teaching each historical period more manageable. The three to four key concepts per period define what is most essential to know about each period based upon the most current historical research in world history. This approach enables students to spend less time on factual recall, more time on learning essential concepts, and helps them develop historical thinking skills necessary to explore the broad trends and global processes involved in their study of AP World History.

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