Over 285 diverse courses (including Honors, Advanced Placement, and College Accredited Courses)
• Morristown High School’s Senior Options and Independent Study programs offer students the opportunity to enroll in college classes or obtain real-world experience in areas they wish to pursue as a career interest.
- Language Arts
- Social Studies
- Special Education
- Tech Ed
- Visual Arts
- World Language
To provide educational opportunities for the entire student population, the department will offer courses which will develop business, legal, and technological skills and knowledge commensurate with needs identified in the present and the future job market. The department will also prepare students for post-secondary studies in the area of business. In addition, the courses will develop an awareness of career opportunities in the business world, develop responsible consumer and economic behavior, and provide students with a technological foundation. A 4 year pathway has been designed for those students wishing to major in college. Students enrolled in Business Education courses will have a basis for further study and preparation for entering a technology-oriented market.
The mission of the ELL\Bilingual Department is to help our students develop critical thinking skills as well as become fluent speakers, listeners, readers, and writers of the English language in order to succeed in and contribute to the academic, professional, and social settings of their choosing.
Bilingual classes are conducted in a continuum of language according to the students’ level of English development. Technology is integrated into all levels of instruction, and students are encouraged to use 21st Century resources to express critical understandings. ELL courses are anchored by proficiency-based objectives. Through carefully constructed performance-based assessments, students are able to demonstrate movement towards program benchmarks.
The Humanities Academy @ Morristown High School
The MHS Humanities Academy currently houses approximately 70 students across 4 grade levels. The Academy students take part in an experience over 4 years that teaches them the intricacies of the Design Thinking Process and culminates in a Senior Project that is shared with the Morristown community and beyond. Students begin by learning about the fundamentals of Design Thinking, and move on to practicing the process and conducting in-depth self-directed research projects. The skills and habits of mind learned in the Academy are aligned with any possible problem students could face in their academic or professional lives. Students will need to complete the prerequisite classes in order to advance through the program.
A core value of the program is an emphasis on. and practice of, Mindfulness. Mindfulness is key to attending to the different aspects of the Design Thinking process, and we start this by providing guided Mindful Meditation practice to begin each session.
Year 1: Introduction to Process Thinking
Year 2: Application and Experimentation
Year 3: Action Research
Year 4: Workshop
The Humanities Academy
Want to learn more?
Please contact MHS Humanities Academy Teachers:
Mr. John Madden: firstname.lastname@example.org
Mr. Matt Daly: email@example.com
Dr. Cynthia Laudadio: firstname.lastname@example.org
Or the Program Director:
Mr. Michael Lockman: email@example.com
English Language Arts
As teachers of language, the English Department at Morristown High School strives to enable students to become skilled communicators, critical readers and writers, thoughtful viewers, and close listeners. Teachers encourage students to express themselves through a variety of communication modes, requiring them to work with increasingly complex structures and materials that can help them to develop their powers of synthesis and organization. The capacity to engage in creative and reflective thought is embedded within each learner as well as the belief that students of the 21st Century should be producers and critical consumers of information.
Teachers aspire to make the study of literature and language accessible to all students. By providing students with frames of reference – cultural, social, historical – teachers help students to develop an understanding of and appreciation for the various contexts that locate a text. As a function of diverse classrooms that value global, multicultural perspectives–a wide range of texts are available for close study and independent reading. Rudine Sims Bishop’s (1997) metaphor of literature serving as both mirror and window informs the selection of texts. Students also gain an understanding of the importance of literature and language to their everyday lives and find personal connections to the texts that enhance their understanding of themselves and the world.
Mathematics at Morristown High School teaches students essential problem solving and logical reasoning skills required for success in the 21st century. It provides students with a necessary foundation in algebra and geometry that enables them to study computer science, precalculus, calculus, and statistics. Upon graduation, students are ready for the study of higher mathematics, science, computer science, or economics.
The MHS Mathematics Department is committed to embracing the latest instructional practices and technology. Students learn to use Texas Instruments graphing calculators that improve students’ understanding of mathematical concepts. The Department also utilizes powerful software including Geometer’s Sketchpad, GeoGebra, Fathom, and Mathematica to help students explore mathematics to even greater depths.
The Mathematics Department is committed to helping all students succeed. We believe that success is most likely achieved when students, teachers, and parents all work together.
The Morristown Mathematics Department recognizes that there are multiple ways to learn mathematics. Fluency in mathematics is important without the aid of a calculator, but today’s graphing calculators have become essential teaching tools. The TI-Nspire allows students to manipulate graphs and view changes in the underlying function, save files from class work, or communicate with data logging equipment. The Inspire also allows students to find the slope of a curve and definite integrals. The Morris School District strongly recommends that parents choose the Inspire when choosing a new graphing calculator for their student. TI-Inspire calculators will be used at Frelinghuysen Middle School this year, in addition to the Algebra I classes at Morristown High School. While Morristown High School retains TI-83 and 84+ graphing calculators, the intention of the mathematics department is to move to Inspire technology over the next few years. If you choose to purchase TI-Inspire calculators, please help us to purchase more TI-Technology by bringing in your rewards symbol from the TI-package. Please visit the following links to learn more about the Inspire.
It is the mission of the MHS Music Department to offer the highest quality performing and non-performing classes to our students. We strive to instill in our students a sense of responsibility, leadership, musicianship, self-discipline and professionalism through daily rehearsals and performances. The Music Department seeks to promote success by fostering a professional attitude toward concert etiquette for our students, a deep understanding for the theory and varied cultural contributions to music, as well as an appreciation for all genres of music. It is through music classes, co-curricular offerings, lessons, and performances that the music staff is able to offer a well-rounded music education to the student body at MHS and to instill a life-long love for and involvement in music.
Morristown High School takes an integrated approach to science education in relationship to full implementation of the Next Generation Science Standards. Science core and elective courses are constructed on a "three-dimensional" instructional approach that incorporates discipline core ideas, cross-cutting concepts, and engineering practices for each unit of study. Core science classes are offered in Earth & Space Science, Physics, Chemistry, Biology, and Environmental Science.
Morristown High School science programs strive to prepare students to engage in the scientific process of inquiry, to explore the relationships within the various disciplines of Earth, Life, and Physical Science. Students are taught to apply the understanding of core ideas in science to explain and interact with the world around them. The science program believes that critical thinking and problem-based laboratory investigations, along with the use of integrated technology as a teaching and learning tool, are essential to achieving student mastery and readiness. The science department is committed to the belief that all students need to be provided learning opportunities that allow for meaningful exploration, development, and application of critical thinking skills in order to identify and expand the scientist in all.
Science - Technology - Engineering - Mathematics
Science Course Offerings
Core Sciences: Earth & Space, Physics, Chemistry, Biology, Environmental Science
AP Sciences: AP Physics I, AP Physics C, AP Environmental Science, AP Chemistry, AP Biology, AP Computer Science Principles, AP Computer Science A
STEM Electives: Robotics, CAD, 3D CAD, Architectural Design, Wood Design, *Principles of Engineering, *Aerospace Engineering, Nanoscale Science, **Anatomy & Physiology, **Dynamics of Healthcare, **Medical Terminology, Research Science, Sustainability & Alternate Energy, Marine Biology, Forensics, Neuroscience, Astronomy, Design Studio, *Computer Science Essentials, *Cybersecurity
* - Project Lead The Way Course: https://www.pltw.org/
** - Rutgers University College of Health Sciences Program: https://shp.rutgers.edu/
Next Generation Science Standards
In July 2014 New Jersey made a commitment to adopt the Next Generation Science Standards and remain at the forefront of innovative education joining a cohort of states across the nation who have pledge to champion science education.
The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.
A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepares them for college, careers, and citizenship.
Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time.
For more information on the New Jersey State Learning Standards for science visit: https://www.state.nj.us/education/cccs/2016/science/
For more information on the Next Generation Science Standards visit: http://www.nextgenscience.org/
The primary objective of the social studies program is to prepare students to become thoughtful individuals whose academic background and skills will enable them to function successfully in an increasingly complex, global-multicultural and changing world. The program is intended to develop an informed, discriminating citizenship essential to effective participation in the democratic processes of governance.
Through a constructivist approach, students are challenged to be critical and creative thinkers, reflective learners, information gatherers, and problem solvers. It is understood that students can only learn history by “doing” history. Students must be empowered to develop lines of inquiry and consider critical questions. The department also values public exhibition. Interpretations are shared and become part of a public discourse that views the development of scholarship as a collective process.
The mission of the Special Education Department at Morristown High School is to provide educational services to students with special needs in a way that addresses specific learning goals in the least restrictive environment.
Our process involves the individually planned and systematically monitored programs that may require instructional modifications and accommodations, adapting equipment and materials, maximizing accessible settings, and utilizing other interventions according to the Individualized Education Plan.
This process is designed to empower students in the area of self-advocacy,while preparing them for future college and career opportunities.
Aids and services which support successful integration
may include the following programs:
- In class support classes provide support instruction from a special education teacher. This additional support from a special education teacher takes place in the general education classes. The specific type of service for each student is determined through the Individualized Education Plan.
- Out of class replacement classes provide support and/or replacement instruction from a special education teacher. Students are usually in general education classes for portions of the day, depending upon their needs. The specific type of service for each student is determined through the IEP.
- Self contained classes include the Learning and Language classes as well as the Multiple Disability classes that serve the needs of students with Autism and other significant disabilities, who cannot make appropriate progress in a general education class.
Concentration Through Routes
The Technology Education Department offers a learning program for students using educational pathways. Pathways allow students the opportunity to develop a focus over their high school tenure in an area of personal interest. Technology Education at MHS focuses on "Design Thinking", a methodology/process for investigating ill-defined problems, acquiring information, analyzing knowledge, prototyping ideas and positing solutions. Tech-Ed teachers mentor students through the design process, using their expertise to model effective habits and dispositions. With each experience, learners are provided the chance to apply problem-solving skills and continually reflect upon the design continuum.
Engineering and Design
The Engineering and Design pathway embraces the DIY movement. The DIY or Maker Movement refers to a new category of builders who are using open-source methods and the latest technology to bring manufacturing out of its traditional factory context, and into the realm of the personal desktop computer. Ubiquitous access and the ability to connect has made it possible for anyone to be a builder and to manufacture with the push of a button. Courses offered in The Engineering and Design route will introduce students to digital desktop tools such as (AutoCAD, various parametric modeling softwares’). Used in conjunction with 3-D Printers, CNC machines , Laser Cutters and 3D Scanners, these digital tools will afford learners opportunities to create and prototype designs for new products. The use of common design file standards that allow anyone, if they desire, to send their designs to commercial manufacturing services to be produced in any number, just as easily as they can fabricate them on their desktop. Throughout the Engineering and Design sequence students will share designs and collaborate with others in online communities.
Communication and Media Studies
The Communication / Media Studies pathway at Morristown High School brings together the study and creation of media products. Classes will allow students to integrate studies in media history, theory, research and management with production work in film, audio, video, and digital media. Students will leverage the tools of the Digital Age to present compelling arguments, address complex questions and build enduring learning networks. The Communication/Media Studies pathway is anchored by an evolving vision for what it means to be literate in the 21st Century. Courses are structured to develop Information, Media and Visual Literacy skills so that learners act as both critically consumers of media and producers of relevant public artifacts. The clusters of courses constituting the Communication / Media Studies pathway will mirror the work of professionals in the fields of media and communications. Students will become proficient in Final Cut Pro, Aperture and Adobe’s Creative Suite.
The Technology Education department is anchored by a shared ethos. A bias towards action is present in each course offering. Students are viewed by the department as designers and as such, value the ability of learners to construct a process for finding solutions to complex problems or a design challenge.
Technology Education teachers see the need to mentor students through the problem-solving process. It is rare for creative solutions to randomly appear. Instead innovative answers result from an iterative process. Technology Education teachers recognize their role in mentoring students through the creative process / problem-solving process. To assist students tackle design inspired challenges a common process is disseminated throughout the department. Regardless of content concentration, students are encouraged to employ the design thinking methodology when faced with a challenge. According to Tim Brown, CEO of the globally recognized consulting firm IDEO, design thinking is, “a human-centered approach to innovation that draws from the designer’s toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success.” The process provides designers with a structure to identify a problem and work towards implementing a solution. For the Technology Education Department design thinking is defined as the following:
Discovery- understand the challenge
Define/Interpret- collect and archive thoughts about the challenge.
Ideate- Ideate is the mode during the design process in which students focus on idea generation.
Experimentation/Prototype- experimentation brings ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people.
Test- Testing is the chance to reﬁne solutions and make them better.
Present- present final products for public viewing and commentary
In each class students are encouraged to rely on the design thinking methodology to help provide guidance and structure for the creative problem-solving process. Furthermore, students are reminded to note their various travels through the creative process and reflect upon their growth as designers. This way students value the process as much as the end product. Without paying attention to, reflecting on and refining process, students will always be hard pressed to present viable solutions or sustaining products.
Through hands-on activities in the art program, students acquire an understanding of basic design, develop freedom to experiment creatively, master skills in various techniques, and form meaningful communication of original ideas. Classes offer students the opportunity to develop creative problem-solving skills. Through evaluating, critiquing, and articulating ideas, students grow in appreciation and understanding of other artists' work. As a department, we hope to facilitate aesthetic appreciation and artistic development in students who choose art as an enrichment as well as in students who choose art as a career.
Six target languages are offered at the high school. The goal of the World Languages Department is to provide all students with the listening, speaking, reading, and writing skills that will allow them to communicate in languages other than English, to appreciate and understand other cultures, and to be contributing members of the world community. Classes are conducted primarily in the target language; our ultimate goal is to have minimal English spoken in the classroom. At all levels of study students examine the history, geography, current events, government, art, literature and music that is characteristic of the target cultures. Technology is integrated into all levels of instruction, and students are encouraged to use 21st Century resources to express critical understandings. World Language courses are anchored by proficiency-based objectives. Through carefully constructed performance-based assessments, students are able to demonstrate movement towards program benchmarks.