Pathway Guide 2022-2023

Health and Natural Sciences Grade Level 9 10 11 12 HEALTH AND NATURAL SCIENCES COURSES #R W D 11 12 70072 Honors Anatomy & Physiology W6 X 10 11 12 70061 Medical Terminology 6 X 70488 PLTW Biomedical Innovation X 12 70490 PLTW Human Body Systems W3 10 11 12 70489 PLTW Medical Interventions 3 X 70491 PLTW Principles of Biomedical Science 11 12 HU5284 Pre-Nursing (CNA) W3 X 9 10 11 12 3 3+ 11 12 CTE CONCENTRATORS FOR THE CLASSES OF 2023 & 2024 Biomedical Technology PLTW Human Body PLTW Medical Graduation Pathway Systems Interventions CTE CONCENTRATORS FOR THE CLASSES OF 2025 & BEYOND Biomedical Sciences and PLTW Principles of PLTW Human Body PLTW Medical Technology Biomedical Sciences Systems Interventions Graduation Pathway HONORS ANATOMY & PHYSIOLOGY (70072) terms, and abbreviations, signs, and symbols. Grades 11-12/2 semesters PLTW PRINCIPLES OF BIOMEDICAL SCIENCES (70491) Anatomy & Physiology is a course in which students investi- Grade 9-12/2 semesters gate concepts related to Health Science, with emphasis on Principles of Biomedical Science is a course that allows stu- interdependence of systems and contributions of each system dents to explore concepts of biology and medicine through to the maintenance of a healthy body. Introduces students to hands-on projects as they take on roles of different medical the cell, which is the basic structural and functional unit of all professionals to solve real-world problems. Students will make organisms, and covers tissues, integument, skeleton, muscu- career connections acting as forensic scientists, doctors, nurs- lar and nervous systems as an integrated unit. Through in- es, geneticists, microbiologists, and many more. Over the struction, including laboratory activities, students apply con- course of the year, students will complete crime scene investi- cepts associated with Human Anatomy & Physiology. Stu- gations, perform a heart dissection, practice clinical care such dents will understand the structure, organization and function as triage, blood drawing, and genetic counseling, solve dis- of the various components of the healthy body in order to ap- ease outbreaks, receive medical emergency training, and de- ply this knowledge in all health related fields. sign innovations in the field of biomedical science. Student MEDICAL TERMINOLOGY (70061) work involves the study of human medicine, research process- Grades 10-12/2 semesters es, and an introduction to bioinformatics. Students investigate Medical Terminology prepares students with language skills the human body systems and various health conditions. The necessary for effective, independent use of health and medi- course is designed to provide an overview of all courses in the cal reference materials. It includes the study of health and Biomedical Sciences program and to lay the scientific founda- medical abbreviations, symbols, and Greek and Latin word tion necessary for student success in the subsequent courses. part meanings, all taught within the context of body systems. Students can earn college credit at IUPUI by passing the This course builds skills in pronouncing, spelling, and defining PLTW ECA with a score of 6 or higher. All college credits are new words encountered in verbal and written information in issued at the end of the student’s senior year, and students the healthcare industry. Students have the opportunity to ac- quire essential skills for accurate and logical communication, can find the application with their PLTW teacher. and interpretation of medical records. Emphasis is on forming a foundation of a medical vocabulary including; appropriate PLTW HUMAN BODY SYSTEMS (70490) and accurate meaning, spelling, and pronunciation of medical Grade 10-12/2 semesters HHS Course Prerequisite: Successful completion of PBS 51

Human Body Systems is a course designed to engage stu- PLTW BIOMEDICAL INNOVATION (70488) dents in the study of basic human physiology and the care Grade 12/2 semesters and maintenance required to support the complex systems of HHS Course Prerequisites: PLTW PBS, HBS, & MI the human body. In this course, you will examine the interac- Biomedical Innovation is a capstone course designed to give tions of human body systems as you explore identity, power, students the opportunity to design innovative solutions for the movement, protection, and homeostasis in the body. You will health challenges of the 21st Century as they work through build models of organs and tissues and complete various dis- progressively challenging open-ended problems, addressing sections. Exploring science in action, you’ll also use data ac- topics such as clinical medicine, physiology, biomedical engi- quisition software to monitor body functions such as muscle neering, and public health. Students have the opportunity to movement, reflex and voluntary action, and respiration, and work on an independent project and may work with a mentor you’ll take on the roles of biomedical professionals to solve or advisor from a healthcare or postsecondary industry. real-world medical cases. Students can earn college credit at Throughout the course, students are expected to present their IUPUI by passing the PLTW ECA with a score of 6 or higher. work to an adult audience that may include representatives All college credits are issued at the end of the student’s senior from the local business and healthcare community. Students year and students can find the application with their PLTW can earn college credit at IUPUI by passing the class with a B teacher. or higher. All college credits are issued at the end of the stu- dent’s senior year and students can find the application with PLTW MEDICAL INTERVENTIONS (70489) their PLTW teacher. Grade 11-12/2 semesters HHS Course Prerequisites: PLTW PBS & HBS PRE-NURSING (C.N.A.) (HU5284) Medical Interventions is a course that studies medical practic- Grades 11-12/2 semesters es including interventions to support humans in treating dis- HHS Course Prerequisite: Minimum of “B” in Medical Ter- ease and maintaining health. Using a project-based learning minology approach, students will investigate various medical interven- The pre-nursing program offered through Hobart University tions that extend and improve quality of life, including gene prepares students to become a CNA – a Certified Nursing As- therapy, pharmacology, surgery, prosthetics, rehabilitation, sistant. CNAs helps patients with healthcare needs under the and supportive care. Students will also study the design and supervision of a Registered Nurse (RN) or a Licensed Practi- development of various interventions. Lessons will cover the cal Nurse (LPN). CNAs are typically responsible for the gen- history of organ transplants and gene therapy with additional eral care of their patients. Duties will vary, depending on the readings from current scientific literature addressing cutting specific needs of the patient. The most common responsibili- edge developments. ties are taking and recording vital signs such as heart rate and Students can earn college credit at IUPUI by passing the blood pressure; assisting patients to and from their bed or PLTW ECA with a score of 6 or higher. All college credits are chair as needed; and helping patients with feeding and per- issued at the end of the student’s senior year and students sonal hygiene. CNAs may also assist doctors or nurses during can find the application with their PLTW teacher. medical procedures. CNAs often work in a wide variety of set- tings such as hospitals, nursing homes, adult care centers, personal homes, and assisted living facilities. Nursing assis- tants in these healthcare centers act as a helpful liaison be- tween the RN or LPN and the patient. 52

Human Services HUMAN SERVICES COURSES #R W D Grade Level 9 10 11 12 70211 Child and Adolescent Development 3 X 9 10 11 12 Coming in 2023-2024 Corrections and Cultural Awareness TBD 10 11 12 X 11 12 70218 Criminal Justice I 3 X X 11 12 6 X X 11 12 70217 Criminal Justice II 3 X X 11 12 6 X X 9 10 70209 Education Professions I 6 X 9 10 3 X X 9 10 70210 Education Professions II 3 X 10 3 70217N Law Enforcement Fundamentals 11 12 10 11 12 70218N Principles of Criminal Justice 70209N Principles of Teaching 70210N Teaching and Learning 70184/70212 Work-Based Learning/Cadet Teaching 70184K Peer Mentor for Mrs. Keefe’s Room CTE CONCENTRATORS FOR THE CLASSES of 2023 & 2024 Education Education Professions Education Professions Graduation Pathway I II Criminal Justice Criminal Justice I Criminal Justice II Graduation Pathway CTE CONCENTRATORS FOR THE CLASSES OF 2025 & BEYOND Education Careers Principles of Child and Adolescent Teaching and Learning Graduation Pathway Teaching Development Criminal Justice Principles of Criminal Law Enforcement Corrections and Graduation Pathway Justice Fundamentals Cultural Awareness 53

CHILD AND ADOLESCENT DEVELOPMENT (70211) ment in education and related careers and prepares students Grades 9-12/2 semesters (9th and 10th graders enrolling for study in higher education. An active learning approach that in this course must also enroll in Principles of Teaching) utilizes higher order thinking, communication, leadership, and Child and Adolescent Development examines the physical, management processes is recommended in order to integrate social, emotional, cognitive, and moral development of the suggested topics into the study of education and related ca- child from birth through adolescence with a focus on the mid- reers. The course of study includes, but is not limited to: the dle years through adolescence. Basic theories of child devel- teaching profession, the learner and the learning process, opment, biological and environmental foundations of develop- planning instruction, learning environment, and instructional ment, and the study of children through observation and inter- and assessment strategies. Exploratory field experiences in viewing techniques are explored. The influence of parents, classroom settings and career portfolios are required compo- peers, the school environment, culture and the media are dis- nents. A standards-based plan guides the students’ field expe- cussed. An observation experience up to 20 hours may be riences. Students are monitored in their field experiences by required for completion of this course. the Education Professionals I teacher. CORRECTIONS AND CULTURAL AWARENESS EDUCATION PROFESSIONS II (70210) Coming in 2023-2024 Grades 11-12/2 semesters Corrections and Cultural Awareness emphasizes the study of HHS Course Prerequisite: Education Professions I American criminal justice problems and systems in historical Education Professions II prepares students for employment in and cultural perspectives, as well as discussing social and education and related careers and provides the foundation for public policy factors affecting crime. Multidisciplinary and mul- study in higher education in these career areas. An active ticultural perspectives are stressed. Additionally, this course learning approach that utilizes higher order thinking, communi- takes a further examination of the American correctional sys- cation, leadership, and management processes is recom- tem; the study of administration of local, state, and federal mended in order to integrate suggested topics into the study correctional agencies. The examination also includes the his- of education and related careers. The course of study in- tory and development of correctional policies and practices, cludes, but is not limited to: the teaching profession, the learn- criminal sentencing, jails, prisons, alternative sentencing, pris- er and the learning process, planning instruction, learning en- oner rights, rehabilitation, and community corrections includ- vironment, and instructional and assessment strategies. Ex- ing probation and parole. Current philosophies of corrections tensive field experiences in one or more classroom settings, and the debates surrounding the roles and effectiveness of resumes, and career portfolios are required components. A criminal sentences, institutional procedures, technological de- standards-based plan guides the students’ field experiences. velopments, and special populations are discussed. Students are monitored in their field experiences by the Edu- cation Professions II teacher. Articulation with post-secondary CRIMINAL JUSTICE I (70218) programs is encouraged. Grades 11-12/2 semesters Introduces specialized classroom and practical experiences LAW ENFORCEMENT FUNDAMENTALS (70217N) related to public safety occupations such as law enforcement, Grades 9-10/2 semesters (9th graders enrolling in this loss prevention services, and homeland security. This course class must also enroll in Principles of Criminal Justice) provides an introduction to the purposes, functions, and histo- Law Enforcement Fundamentals critically examines the histo- ry of the three primary parts of the criminal justice system as ry and nature of the major theoretical perspectives in criminol- well as an introduction to the investigative process. Oral and ogy, and the theories found within those perspectives. Analyz- written communication skills should be reinforced through ac- es the research support for such theories and perspectives, tivities that model public relations and crime prevention efforts and the connections between theory and criminal justice sys- as well as the preparation of police reports. tem practice within all the major components of the criminal justice system. Demonstrates the application of specific theo- CRIMINAL JUSTICE II (70217) ries to explain violent and non-violent criminal behavior on Grades 11-12/2 semesters both the micro and macro levels of analysis. Additionally, this HHS Course Prerequisite: Criminal Justice I course will introduce fundamental law enforcement operations Criminal Justice II introduces students to concepts and prac- and organization. This includes the evolution of law enforce- tices in traffic control as well as forensic investigation at crime ment at federal, state, and local levels. scenes. Students will have opportunities to use mathematical skills in crash reconstruction and analysis activities requiring PRINCIPLES OF CRIMINAL JUSTICE (70218N) measurements and performance of speed/acceleration calcu- Grades 9-10/2 semesters lations. Additional activities simulating criminal investigations Principles of Criminal Justice covers the purposes, functions, will be used to teach scientific knowledge related to anatomy, and history of the three primary parts of the criminal justice biology, and chemistry as well as collection of evidence, de- system: law enforcement, courts, and corrections. This course veloping and questioning suspects, and protecting the integrity further explores the interrelationships and responsibilities of of physical evidence found at the scene and while in transit to these three primary elements of the criminal justice system. a forensic science laboratory. Procedures for the use and con- trol of informants, inquiries keyed to basic leads, and other PRINCIPLES OF TEACHING (70209N) information-gathering activity and chain of custody procedures Grades 9-10/2 semesters will also be reviewed. This course provides a general introduction to the field of teaching. Students will explore educational careers, teaching EDUCATION PROFESSIONS I (70209) preparation, and professional expectations as well as require- Grades 11-12/2 semesters ments for teacher certification. Current trends and issues in Education Professions I provides the foundation for employ- education will be examined. A minimum 20 hour classroom 54

observation experience is required for successful completion in real world business and industry settings. Therefore, at of this course. least two courses in a student’s pathway would be prerequi- site to the student enrolling in the stand-alone WBL courses. TEACHING AND LEARNING (70210N) There are several models of Work Based Learning. A school Grade 10/2 semesters may choose to use a single model or differentiate instruction HHS Course Prerequisite: Principles of Teaching by using multiple models depending on a student’s pathway Teaching and Learning provides students the opportunity to and career objectives. The models are: Apprenticeship, Coop- apply many of the concepts that they have learned throughout erative, Internship, School Based Enterprise, Service Learning the Education Professions pathway. In addition to a focus on Based best practices, this course will provide an introduction to the role that technology plays in the modern classroom. Through Required Prerequisites: 4 credits of introductory and ad- vanced courses related to a student’s pathway. hands-on experience with educational software, utility packag- es, and commonly used microcomputer hardware, students Be a junior or senior. will analyze ways to integrate technology as a tool for instruc- tion, evaluation, and management. Have NO failing grades in the preceding semester. Maintain a good record of attendance and timeliness. This means your attendance does not exceed the allowed amount; you have NO truancies, and few or no tardies. WORK-BASED LEARNING (70184) CADET TEACHING (70212) Have no significant disciplinary problems. Grades 11-12/1-2 semesters Have an idea of where you want to intern and why Application Required PEER MENTOR (70184K) Work Based Learning is an instructional course / component Grades 10-12/1-2 semesters of any CTE course that prepares students for college and ca- Approval from Mrs. Keefe required; interview with admin- reer. This builds students’ skills and knowledge in their chosen istration may be required. career path or furthers their study within the area of interest. A This course is a special and unique experience that you will standards based training plan is developed by the student, always remember. You will make friendships that will last a teacher, and workplace mentor to guide the student’s work lifetime. Peer tutoring is meant to minimize the perceived dif- based learning experiences and assist in evaluating achieve- ferences between typical students and students with moderate ment and performance. In the stand-alone WBL courses, stu- and severe disabilities. Peer tutors will work with students to dents have the opportunity to apply the concepts, skills, and help them achieve goals in the class, build confidence and dispositions learned in previous coursework in their pathways build friendships. 55

English/ and Language Arts ENGLISH/LANGUAGE ARTS COURSES RWD # Grade Level 9 10 11 12 70025 Advanced Speech and Communication 3 X X 9 10 11 12 70018 Creative Writing 9 10 11 12 81001 English 9 R 9 81001H English 9 Honors W 9 70005 English 10 70005H English 10 Honors R 10 70009 English 11 W 10 70010 English 11 Honors 700151 English 12 Honors: English Composition R 11 700152 English 12 Honors: Rhetoric and Argument W6 X 11 70017 English 12 Honors: Creative Writing W3 X 12 70019 English 12 Honors: Literature W3 X 12 700153 English 12 Honors: American Literature I W3 X 12 700154 English 12 Honors: American Literature II W3 X 12 700155 English 12 Honors: World Literature I W3 X 12 700156 English 12 Honors: World Literature II W3 X 12 70021 Student Publications: Yearbook W3 X 12 W3 X 12 70016A Dramatic Literature—The Shakespeare Experience R 12 70016B 70016D Film Literature R 12 70016E Poetry R 70016F English Literature R 12 70016G Classical Literature R 12 70016I Literary Movements R 12 70016J Themes in Literature: The Hero R 12 70016K Technical Communication R 12 English 12: Narrative Biography R 12 12 12 GUIDELINES: oral and multimedia presentations, examples including For Honors English courses, students will be reviewed speeches to inform, to motivate, to entertain, and to persuade based on the following criteria: through the use of impromptu, extemporaneous, memorized, 1. ILEARN/ISTEP, PSAT, and Lexile scores or manuscript delivery. 2. Grade in previous English classes CREATIVE WRITING (70018) 3. Teachers will meet to discuss course selections and will Grades 9-12/1 semester have input into course placement Creative Writing, a course based on the Indiana Academic ADV SPEECH AND COMMUNICATION (70025) Standards for English/Language Arts, is a study and applica- Grades 9-12/1 semester tion of the rhetorical writing strategies for prose and poetry. Incoming 9th grade students are only eligible to take the Using the writing process, students demonstrate a command course if they qualify for college credit. Additionally, they of vocabulary, the nuances of language and vocabulary, Eng- are required to meet with the teacher prior to signing up. lish language conventions, an awareness of the audience, the This course is taught as a college level class and the ri- purposes for writing, and the style of their own writing. gor is not adapted for those who opt out of dual credit. ENGLISH 9 (81001) Advanced Speech and Communication, a course based on Grade 9/2 semesters the Indiana Academic Standards for English/Language Arts English 9, an integrated English course based on the Indiana and emphasizing the High School Speech and Communica- Academic Standards for English/Language Arts in Grade 9, is tion Standards, is the study and application of skills in listen- a study of language, literature, composition, and oral commu- ing, oral interpretation, media communications, research nication, focusing on literature within an appropriate level of methods, and oral debate. Students deliver different types of 56

complexity for this grade band. Students use literary interpre- ENGLISH 11 HONORS (70010) tation, analysis, comparisons, and evaluation to read and re- Grade 11/2 semesters spond to representative works of historical or cultural signifi- Composition is a study and application of the rhetorical writing cance in classic and contemporary literature balanced with strategies of narration, description, exposition, and persua- nonfiction. Students write responses to literature, expository sion. Using the writing process, students demonstrate a com- (informative), narrative, and argumentative/persuasive compo- mand of vocabulary, English language conventions, research sitions, and sustained research assignments. Students deliver and organizational skills, an awareness of audience, the pur- grade appropriate oral presentations with attention to audi- pose for writing, and style. Students read classic and contem- ence and purpose and access, analyze, and evaluate online porary literature or articles and use appropriate works as mod- information. els for writing. Students write a variety of types of composi- tions with a focus on fictional narratives, reflective composi- ENGLISH 9 HONORS (81001H) tions, academic essays, and responses to literature. Ad- Grade 9/2 semesters vanced Composition is a study and application of the rhetori- While this course has the same description as English 9, it cal writing strategies of exposition and persuasion. Students moves at a faster pace and has a higher level of assessment write expository critiques of nonfiction selections, literary criti- than English 9. The materials and the nature of individual as- cism of fiction selections, persuasive components, and re- signments may differ from English 9 to accommodate these search reports. higher expectations. Additional texts will be read and students will receive supplemental work to prepare for English 10 Hon- ENGLISH 12 HONORS: ENGLISH COMPOSITION (700151) ors and English 11 Honors. Grade 12/1 semester Composition is a study and application of the rhetorical writing ENGLISH 10 (70005) strategies of narration, description, exposition, and persua- Grade 10/2 semesters sion. Using the writing process, students demonstrate a com- English 10, an integrated English course based on the Indiana mand of vocabulary, English language conventions, research Academic Standards for English/Language Arts in Grade 10, and organizational skills, an awareness of the audience, the is a study of language, literature, composition, and oral com- purpose for writing, and style. Students read classic and con- munication, focusing on literature with an appropriate level of temporary literature or articles and use appropriate works as complexity for this grade band. Students use literary interpre- models for writing. Students write a variety of types of compo- tation, analysis, comparisons, and evaluation to read and re- sitions with a focus on fictional narratives, reflective composi- spond to representative works of historical or cultural signifi- tions, academic essays, and responses to literature. English cance in classic and contemporary literature balanced with 12 Honors is a study and application of the rhetorical writing nonfiction. Students write responses to literature, expository strategies of exposition and persuasion. Students write expos- (informative) and argumentative/persuasive compositions, and itory critiques of nonfiction selections, literary criticism of fic- sustained research assignments. Students deliver grade- tion selections, persuasive compositions, and research re- appropriate oral presentations with attention to audience and ports. purpose and access, analyze, and evaluate online infor- mation. ENGLISH 12 HONORS: RHETORIC AND ARGUMENT (700152) ENGLISH 10 HONORS (70005H) Grade 12/1 semester Grade 10/2 semesters HHS Course Prerequisite: English 11 Honors or English While this course has the same description as English 10, it 12 Honors: Composition (ENGL 111) moves at a faster pace and has a higher level of assessment English Composition is designed to develop students’ abilities than English 10. The materials and the nature of individual to think, organize, and express their ideas clearly and effec- assignments may differ from English 10 to accommodate tively in writing. This course incorporates reading, research, these higher expectations. Additional texts will be read and and critical thinking. Emphasis is placed on the various forms students will receive supplemental work to prepare for English of expository writing such as process, description, narration, 11 Honors and English 12 Honors. comparison, analysis, persuasion, and argumentation. A re- search paper is required. Numerous in-class writing activities ENGLISH 11 (70009) are required in addition to extended essays written outside of Grade 11/2 semesters class. English 11, an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 11- ENGLISH 12 HONORS: CREATIVE WRITING (70017) 12, is a study of language, literature, composition, and oral Grade 12/1 semester communication focusing on literature with an appropriate level HHS Course Prerequisite: English 11 Honors or English of complexity for this grade band. Students use literary inter- 12 Honors: Composition (ENGL 111) pretation, analysis, comparisons, and evaluation to read and This advanced composition course emphasizes an inquiry- respond to representative works of historical or cultural signifi- driven approach to research-based analytic and argumenta- cance appropriate in classic and contemporary literature bal- tive writing. Students will develop advanced analytical, re- anced with nonfiction. Students write narratives, responses to searching, and writing skills by completing an extensive argu- literature, academic essays (e.g. analytical, persuasive, ex- mentative project. pository, summary), and more sustained research assign- ments incorporating visual information in the form of pictures, graphs, charts and tables. Students write and deliver grade appropriate multimedia presentations and access, analyze, and evaluate online information. 57

ENGLISH 12 HONORS: LITERATURE (70019) DRAMATIC LITERATURE—THE SHAKESPEARE Grade 12/1 semester EXPERIENCE (70016A) HHS Course Prerequisite: English 11 Honors or English Grade 12/1 semester 12 Honors: Composition (ENGL 111) Dramatic Literature, a course based on the Indiana Academic Development of basic strategies for critically reading and inter- Standards for English/Language Arts, is a study of plays and preting poetry, fiction, and drama; introduction to the premises literary art as different from other literary genres. Students and motives of literary analysis and critical methods associat- view live, televised, or filmed productions and stage scenes ed with various literary concerns through class discussion and from plays or scripts. Students examine tragedies, comedies, focused writing assignments. melodramas, musicals or operas created by important play- wrights and screenwriters representing the literary movements ENGLISH 12 HONORS: AMERICAN LITERATURE I in dramatic literature. Students analyze how live performance (700153) alters interpretation from text and how developments in acting HHS Course Prerequisite: English 11 Honors or English and production have altered the way we interpret plays or 12 Honors: Composition (ENGL 111) scripts. Students analyze the relationship between the devel- American Literature to 1865 surveys major American writers opment of dramatic literature as entertainment and as a reflec- from the early Colonial period through the Civil War. Included tion of or influence on the culture. Possible readings and view- will be discussions of the major historical, cultural, intellectual, ings: Much Ado About Nothing, Hamlet, Macbeth, West Side and political events that influenced the authors. Oral tradition, Story puritanism, romanticism authors such as various Native American tribes, Bradstreet, Edwards, Poe, Irving, Haw- FILM LITERATURE (70016B) thorn, Dickinson, Paine, Jefferson, Franklin Grade 12/1 semester Film Literature, a course based on the Indiana Academic ENGLISH 12 HONORS: AMERICAN LITERATURE II Standards for English/Language Arts, is a study of how litera- (700154) ture is adapted for film or media and includes role playing as HHS Course Prerequisite: English 11 Honors or English film directors for selected screen scenes. Students read about 12 Honors: Composition (ENGL 111) the history of film, the reflection or influence of film on the cul- American Literature After 1865 surveys major American writ- ture, and issues of interpretation, production and adaptation. ers from the Civil War to the present. Included will be discus- Students examine the visual interpretation of literary tech- sions of the major historical, cultural, intellectual, and political niques and auditory language in film and the limitations or events that influenced the authors. Naturalism, realism, special capacities of film versus text to present a literary work. modernism authors such as Thoreau, Emerson, Whitman, Students analyze how films portray the human condition and Bierce, Crane, Faulkner, London, Hemingway, Fitzgerald, the roles of men and women and the various ethnic or cultural Chopin, Updike, Walker, O’Connor. minorities in the past and present. Possible film examples: The Kid, Singin’ in the Rain, Bringing Up Baby, Citizen Kane, ENGLISH 12 HONORS: WORLD LITERATURE I (700155) Vertigo, Rear Window, 12 Angry Men, Star Wars, Raiders of HHS Course Prerequisite: English 11 Honors or English the Lost Ark. Directors: Charlie Chaplin, Alfred Hitchcock, Or- 12 Honors: Composition (ENGL 111) son Wells, Francis Ford Coppola, George Lucas, Martin Scor- World Literature I introduces students to influential world liter- sese, and Steven Spielberg. ature from ancient times through the mid-17th century. Includ- ed will be a discussion of the major historical, cultural, intellec- POETRY (70016D) tual, and political events that shaped this literature. Students Grade 12/1 semester will analyze and evaluate classical world literature with respect Poetry, a course based on the Indiana Academic Standards to themselves and also analyze and evaluate world literature for English/Language Arts, is a study of poetic works, the in- in relation to global problem-solving/decision-making. Authors terpretation of poetry, and the variety of structures, devices, and works covered: Gilgamesh, Ovid, Creation tales from and themes that differentiate one type of poetry from another. Ojibwe/Aesop/Jakata/Chinese, Norse and Greek mytholo- Students examine a wide variety of major poetic works from gy, Homer, Beowulf, Tao Te Ching, Dante, Pizan, Chaucer, the English-speaking world and English translations of im- Petrarch, Cervantes. portant works from the non-English-speaking world. Students analyze the impact of aural devices, such as meter, allitera- ENGLISH 12 HONORS: WORLD LITERATURE II (700156) tion, assonance, and rhyme, on the overall interpretation of a HHS Course Prerequisite: English 11 Honors or English poem and how poetry is a form of literary expression that has 12 Honors: Composition (ENGL 111) prevailed through the ages. World Literature II introduces students to influential world liter- ature from the mid-17th century through present times. Includ- ENGLISH LITERATURE (70016E) ed will be a discussion of the major historical, cultural, intellec- Grade 12/1 semester tual, and political events that shaped this literature. Students English Literature, a course based on the Indiana Academic will not only analyze and evaluate classical world literature Standards for English/Language Arts, is a study of representa- with respect to themselves but also analyze and evaluate tive works of the English-speaking authors associated with the world literature in relation to global problem-solving/decision- Commonwealth of Nations, including England, Scotland, Ire- making. Authors and works covered: Descartes, Swift, Goe- land, Wales, Canada, High School Course Titles and Descrip- the, Bacon, Locke, Hobbes, Douglass, Dostoyevsky, Tolstoy, tions 2022-2023 71 Newfoundland, Australia, New Zealand, Ibsen, Crane, Faulkner, Proust, El Saadawi, Achebe, India, South Africa, Kenya, Botswana, and others. Students Marquez, Mahfouz examine a wide variety of literary genres that reflect the Eng- lish-speaking peoples from the Anglo-Saxon Period to the pre- sent. Students analyze how the ideas and concepts presented 58

in the works are both interconnected and distinctly reflective of themes illuminate humanity's struggle to understand the hu- the cultures and the countries in which they were written. man condition. CLASSICAL LITERATURE (70016F) TECHNICAL COMMUNICATION (70016J) Grade 12/1 semester Grade 12/1 semester Classical Literature, a course based on the Indiana Academic Technical Communication, a course based on the Indiana Aca- Standards for English/Language Arts, is a study of Greek and demic Standards for English/Language Arts, is the study and Roman Empire literature by the major authors, such as Aristo- application of the processes and conventions needed for effec- tle, Cicero, Dante, Euripides, Homer, Ovid, Plato, Plutarch, tive technical writing-communication. Using the writing pro- Sappho, Sophocles, St. Augustine, Virgil, and others. Students cess, students demonstrate a command of vocabulary, English examine a variety of literary genres, such as tragedy, comedy, language conventions, research and organizational skills, an epic, lyric, novel, oratory, and others. Students analyze themes awareness of the audience, the purpose for writing, and style. as they relate to the transition from oral to literate cultures, the emergence of cities and empires, the use of mythology, and ENGLISH 12: NARRATIVE BIOGRAPHY (70016K) the rise and fall of democracy. Students analyze how classical Grade 12/1 semester literary patterns, themes, and conventions have influenced English 12, an integrated English course based on the Indiana modern literature. Emphasis is placed on Greek and Roman Academic Standards for English/Language Arts for Grades 11- Mythology. 12, is a study of language, literature, composition, and oral communication focusing on an exploration of point of view or LITERARY MOVEMENTS (70016G) perspective across a wide variety of genres. Students use liter- Grade 12/1 semester ary interpretation, analysis, comparisons, and evaluation to Literary Movements, a course based on the Indiana Academic read and respond to representative works of historical or cul- Standards for English/Language Arts, is a study of representa- tural significance in classic and contemporary literature bal- tive European or American literature produced during the his- anced with nonfiction. Students write narratives, responses to torical time periods of Ancient Greece and Rome, the Middle literature, academic essays (e.g. analytical, persuasive, expos- Ages, the Renaissance, the Enlightenment, and the literary itory, summary), and more sustained research assignments periods of Romanticism, Realism, Modernism, The Harlem incorporating visual information in the form of pictures, graphs, Renaissance, and Contemporary Literature. Students examine charts, and tables. Students write and deliver grade- a variety of literary genres, such as dramas, epic and lyric po- appropriate multimedia presentations and access, analyze, etry, novels, oratory, short stories, biographies, journals, dia- and evaluate online information. ries, essays, and others. Students analyze how the trends and movements shaped the literature of the time and how the STUDENT MEDIA: YEARBOOK (70021) works of the various literary trends and movements continue to Grades 10-12/2 semesters affect contemporary literature and issues. Yearbook is a laboratory class that publishes the school year- book. Students will apply desktop publishing skills, writing, ed- THEMES IN LITERATURE: THE HERO (70016I) iting, design, leadership skills, ethics, photojournalism, team- Grade 12/1 semester work and communication skills while putting together an accu- Themes in Literature, a course based on the Indiana Academic rate actual product. Creativity, writing ability and strong inde- Standards for English/Language Arts, is a study of universal pendent work ethic are a must when taking this course. This themes, such as the journey of the hero, the trials of youth, the course can be taken for more than one school year for elective search for identity, and other themes appropriate to the level credit. Students will need to attend athletic events (using a and interests of students. The course may be limited to a few press pass), club activities or school events outside of the important related themes. Students examine representative school day to properly cover assignments. Students taking the works in various genres by authors of diverse eras and nation- class multiple times can eventually earn the titles of Student alities and the way themes may be treated differently in the Editor or Assistant Editor. Patches and pins may also be works because of the cultural context. Students analyze how earned to place on the letterman’s jacket. Senior English Requirements for Graduation Seniors must take and pass two semesters of English classes. Seniors can combine any two of the following as long as prerequisites are met: Advanced Speech and Communication Dramatic Literature English 12 Honors: English Composition Film Literature English 12 Honors: Rhetoric and Argument Poetry English 12 Honors: Creative Writing English Literature English 12 Honors: Literature Classical Literature Literary Movements English 12 Honors: American Literature I Themes in Literature English 12 Honors: American Literature II Technical Communication English 12: Narrative Biography English 12 Honors: World Literature I English 12 Honors: World Literature II 59

Health and P hysical Education PHYSICAL EDUCATION/HEALTH COURSES R W D # Grade Level 70195 Adult Roles/Health & Wellness R 9 10 11 12 70200 Physical Education I R 9 70198 Strength/Cardio I 9 70199 Strength/Cardio II X 9 10 11 12 70201 Team Sports 70201U Unified Team Sports 10 11 12 70196 Lifeguarding 9 10 11 12 70194 Swimming for Fitness 9 10 11 12 70197 Yoga and Water Aerobics 9 10 11 12 70202 Pool Lifeguard 9 10 11 12 9 10 11 12 10 11 12 ADULT ROLES/HEALTH & WELLNESS (70195) time of healthful physical activity and fitness. Swimming will be Grade 9/2 semesters a required unit. High school health education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors, Elective Physical Education Courses Listed Below and attitudes related to student health and well-being. This Pre-requisite: Grade of “C” or higher in all prior PE courses course includes the major content areas in a planned, sequen- tial, comprehensive health education curriculum as expressed EPE: STRENGTH/CARDIO I (70198) in the Indiana Health Education Proficiency Guide: (1) Growth Grades 9-12/1-2 semesters and Development; (2) Mental and Emotional Health; (3) Com- HHS Course Prerequisite: Grade of “C” or higher in all prior munity and Environmental Health; (4) Nutrition; (5) Family Life PE courses. Education; (6) Consumer Health; (7) Personal Health; (8) Al- An introduction to weight training. Application of the funda- cohol, Tobacco, and Other Drugs Education; (9) Intentional mentals of strength training through the use of machines and and Unintentional Injury; and (10) Health Promotion and Dis- free weights with a focus on proper form and technique. Basic ease Prevention. Students are provided with opportunities to anatomy and physiology associated with weight training and explore the effect of health behaviors on an individual’s quality safe lifting procedures, including progressive conditioning of life. This course assists students in understanding that methods. Training exercises include: stretching, core training, health is a lifetime commitment by analyzing individual risk jogging, sprinting, weightlifting and weight training. Also in- factors and health decisions that promote health and prevent cluded: calisthenics, isometric and isotonic exercises, plyom- disease. Students are also encouraged to assume individual etrics, footwork agility drills, and sport specific exercises. responsibility for becoming competent health consumers. A variety of instructional strategies, including technology, are used to further develop health literacy. EPE: STRENGTH/CARDIO II (70199) Grades 10-12/1-2 semesters HHS Course Prerequisite: Strength/Cardio I and a grade PHYSICAL EDUCATION I (70200) of “C” or higher in all prior PE courses. Grade 9/2 semesters Physical Education I focuses on instructional strategies Fundamentals of an advanced weight training program. Appli- cation of strength training using weight machines and free through a planned, sequential, and comprehensive physical weights. Anatomy and physiology associated with weight education curriculum that provides students with opportunities training and safe lifting procedures, along with the design of to actively participate in at least four of the following: team an individualized strength training program. An advanced per- sports; dual sport activities; individual physical activities; out- sonal fitness program that includes progressive conditioning door pursuits; self-defense and martial arts; aquatics; gymnas- methods. Training exercises include: stretching, core training, tics; and dance, all of which are within the framework of the jogging, sprinting, weightlifting and weight training. Also in- skills, knowledge and confidence needed by the student for a cluded: calisthenics, isometric and isotonic exercises, plyom- lifetime of healthful physical activity and fitness. Ongoing as- etrics, footwork agility drills, and sport specific exercises. sessment includes both written and performance-based skill evaluation. Physical Education II focuses on instructional EPE: TEAM SPORTS (70201) strategies through a planned, sequential, and comprehensive Grades 9-12/1-2 semesters physical education curriculum that provides students with op- HHS Course Prerequisite: Grade of “C” or higher in all prior portunities to actively participate in four of the following areas PE courses that were not included in Physical Education I: team sports; This course emphasizes team sports. Activities may include dual sport activities; individual physical activities; outdoor pur- soccer, flag football, basketball, softball, volleyball, team suits; self-defense and martial arts; aquatics; gymnastics; and handball, tennis, or floor hockey. Additional outdoor activities dance, all of which are within the framework of the skills, like fishing, archery and kayaking may also be included. knowledge and confidence needed by the student for a life- 60

EPE: UNIFIED TEAM SPORTS (70201U) taining the skills/habits necessary for a lifetime of activity Grades 9-12/1-2 semesters through swimming. This program will include emphasis on HHS Course Prerequisite: Grade of “C” or higher in all prior cardio-respiratory endurance, muscle endurance, body com- PE courses position, flexibility, and muscle strength. Students will partici- This course is the same description as Team Sports, but stu- pate in a variety of individual and team activities including but dents in this course will work alongside students in the Unified not limited to: swimming laps, intervals, treading water, diving, Sports program. water polo, water stations, water games, and water aero- bics. Students will develop skills and attitudes to promote life- EPE: LIFEGUARDING (70196) long fitness. Grades 9-12/1 semester HHS Course Prerequisite: Grade of “C” or higher in all prior EPE: YOGA AND WATER AEROBICS (70197) PE courses Grades 9-12/1 semester This course is for those students who are interested in becom- HHS Course Prerequisite: Grade of “C” or higher in all prior ing an American Red Cross certified lifeguard. This course will PE courses be taught by a certified ARC Instructor and follow the ARC Prerequisite: Must pass a prerequisite swim test as a profi- Lifeguarding program. Course content will include swimming, cient swimmer as this is not a “learn to swim” course. treading, health-related fitness activities, CPR/AED skills, first This course is a combination of Water Aerobics (in the pool) aid, swimming skill development, swimming rescues, and inju- and Yoga (dry-land). Classes will alternate activities for week- ry prevention. This class will also include dryland skills and ly workout routines. The emphasis will be on engaging core some class work. Students must participate daily and pass all muscles, increasing strength, endurance, balance, coordina- skills assessments as well as pass both final written exams tion, and flexibility through yoga and water aerobic exercises with a score of at least 80% to become certified. Students will each week. This course promotes Yoga and Water Aerobics also need to pay the certification fee at the end of the course as lifetime fitness activities. to receive their certification. Prerequisites: POOL LIFEGUARD (70202) Grades 10-12/1-2 semesters  Must be at least 15 years old  Must have advanced swimming skills to pass a 300 yard HHS Course Prerequisite: Grade of “C” or higher in all prior swim test without stopping, using front crawl and breast- PE courses stroke Prerequisites:  Must submerge to a minimum depth of 7 feet to retrieve a  Students must provide proof of current Lifeguard certifica- 10-lb. object and return it to the surface tion.  Must tread water for 2 minutes using legs only  Be in good standing including: attendance, grades, behav- ior, etc. EPE: SWIMMING FOR FITNESS (70194)  Must have a recommendation from PE teacher/Swim In- Grades 9-12/1 semester structor. HHS Course Prerequisite: Grade of “C” or higher in all prior  Be 16 years Old (minimum) PE courses · Must tread water for 10 min. Pool Lifeguards will dress daily to supervise the pool during · Must swim 200 yards using front crawl the school day for PE classes. Pool lifeguards will be paid Emphasis is on health-related physical fitness and on main- through the School City of Hobart. 61

JROTC JROTC COURSES #R W D Grade Level 9 10 11 12 70957 JROTC 9 (can replace PE) X 9 70958 JROTC 10 X 70958 JROTC 11 X 10 11 70959 JROTC 12 X 10 11 12 The mission of Army JROTC is to motivate young people to be pate in one service learning project each semester. Grades are better citizens. All JROTC courses are designed to introduce, based on performance, participation and effort. JROTC is a develop, exercise and critique 1) aspects of citizenship and progressive program in which students may continue to enroll patriotism, 2) personal health and fitness, 3) personal growth, in successive semesters of study as long as they successfully and 4) decision-making and leadership skills. All JROTC cours- complete each prerequisite level of study. JROTC Basic Entry es emphasize values and character development, knowledge Level is a prerequisite for JROTC Developmental Level; how- and skills necessary for life beyond high school and personal ever upper-classmen entering JROTC for the first time may be responsibility to prepare for life as a productive adult. There are admitted to JROTC Developmental Level with Senior Army In- four JROTC levels through which a cadet may progress from structor approval. JROTC DEVELOPMENTAL LEVEL is a pre- year to year. All ROTC levels include a classroom course con- requisite for JROTC Intermediate Level and students may earn sisting of academic instruction, physical training, hands-on ex- 1 elective course credit each semester. perience, service learning projects, community service opportu- nities, field trips and interscholastic competitions. Daily, cadets JROTC 11—INTERMEDIATE LEVEL (70958) participate in individual and group settings. Cadets may earn Grade 11-12/2 semesters advanced placement credit for College ROTC programs, enter Prerequisites: JROTC Developmental Level the military at a higher grade and rank and earn an opportunity This is a two-semester third-year progressive course designed for college scholarships by completing two to four years of to analyze and begin to exercise the JROTC Basic and JROTC JROTC during their high school career. Developmental Level concepts and skills. JROTC Intermediate course emphasizes intermediate concepts designed to help the JROTC 9—BASIC ENTRY LEVEL (70957) cadet understand their culturally diverse environment, com- Grade 9/2 semesters municate effectively and plan for their future. Topics include This is a two-semester entry-level freshman course designed to public speaking, anger management, cultural diversity, conflict introduce students to JROTC and lay a solid foundation for fur- mediation, career exploration, college/career preparation and ther development as a person, citizen and leader. The JROTC basic financial management. Cadets are required to wear the BASIC ENTRY LEVEL course emphasizes basic concepts re- Army uniform one day a week, participate in group projects in lating to citizenship and patriotism, leadership theory, self- and out of the classroom and participate in one service learning assessment and reflection, learning methods, study skills and project each semester. Grades are based on performance, par- communication skills. Cadets are required to wear the Army ticipation and effort. JROTC is a progressive program in which uniform one day a week, participate in group projects in and out students may continue to enroll in successive semesters of of the classroom and participate in one service learning project study as long as they successfully complete each prerequisite each semester. Grades are based on performance, participa- level of study. JROTC Developmental Level is a prerequisite for tion and effort. JROTC is a progressive program in which stu- JROTC Intermediate and JROTC Intermediate is a prerequisite dents may continue to enroll in successive semesters of study for JROTC Advanced and students may earn 1 elective course as long as they successfully complete each prerequisite level of credit each semester. study. JROTC Basic Entry Level is a prerequisite for JROTC Developmental Level. JROTC 12—ADVANCED LEVEL (70959) JROTC Basic Entry Level taken in 9th grade can replace a Grade 12/2 semesters student’s Physical Education course. Prerequisites: JROTC Intermediate This is a two-semester fourth-year progressive course de- JROTC 10—DEVELOPMENTAL LEVEL (70958) signed to exercise all previous JROTC level concepts and Grade 10-12/2 semesters skills. The JROTC Advanced course emphasizes opportunities Prerequisites: JROTC Basic Entry Level or instructor permis- to lead, teach, train, speak publicly and mediate conflict. The sion JROTC Advanced course includes modules on career prepara- This is a two-semester second-year progressive or entry-level tion, college or trade school selection and application and more course designed to build on the JROTC Basic Entry Level lead- advanced financial management. JROTC Advanced cadets ership training foundation and inspire growth as a person, citi- also gain practical experience as they function as the battalion zen and leader. The JROTC Developmental Level course em- staff and plan, organize, administer, execute and review all co- phasizes basic concepts relating to US history, military history, curricular JROTC programs, activities and clubs. Cadets are civics and government as well as first aid, health awareness required to wear the Army uniform one day a week, participate and substance abuse issues. The course also builds on previ- in group projects in and out of the classroom and participate in ous concepts in the basic citizenship, leadership, self- one service learning project each semester. Grades are based assessment, learning, study and communication skills. Cadets on performance, participation and effort. JROTC Intermediate are required to wear the Army uniform one day a week, partici- is a prerequisite for JROTC Advanced and students may earn 1 pate in group projects in and out of the classroom and partici- elective course credit each semester. 62

Mathematics Grade Level 9 10 11 12 MATHEMATICS COURSES #R W D 9 9 81045 Algebra I R 70039 Algebra I Honors 11 12 70047 Algebra II R 10 11 70046 Algebra II Honors W 70049 Business Math 12 70053 Calculus Honors W4 X 12 70055 Finite Math 3 X 11 12 70044 Geometry 70040 Geometry Honors R 10 11 12 70052 Pre-Calculus Honors W 9 10 11 70054 Quantitative Reasoning W3 X 11 12 70051 Trigonometry Honors 3 X 12 W3 X 11 12 Math Department Policies quadratic equations over the set of complex numbers and 1. Students may take only one math class per year except solving exponential equations using the properties of loga- with special permission. rithms. Algebra II is made up of seven strands: Data Analysis, 2. Honors courses are by recommendation only. To partici- Statistics, and Probability; Arithmetic and Structure of Expres- pate, students should have a prior “A”/“B” in Honors or a sions; Functions; Systems of Equations and Inequalities; strong “A” in their regular math class. Quadratic Equations and Functions; Exponential and Logarith- mic Equations and Functions; and Polynomial, Rational, and ALGEBRA I (81045) Other Equations and Functions. The eight Process Standards Grades 9/2 semesters for Mathematics apply throughout the course. Together with Algebra I formalizes and extends the mathematics students the content standards, the Process Standards prescribe that learned in the middle grades. Algebra I is made up of six students experience mathematics as a coherent, useful, and strands: Number Systems and Expressions; Functions; Linear logical subject that makes use of their ability to make sense of Equations, Inequalities, and Functions; Systems of Equations problem situations. and Inequalities; Quadratic and Exponential Equations and Functions; and Data Analysis and Statistics. These critical ALGEBRA II HONORS (70046) areas deepen and extend understanding of linear and expo- Grade 10-11/2 semesters nential relationships by contrasting them with each other and Pre-requisite: Completion of Algebra I with an A or Alge- by applying linear models to data that exhibit a linear trend. bra I Honors with at least a B. Students will also engage in methods for analyzing, solving, Algebra II Honors is a course that extends the content of Alge- and using quadratic functions. The eight Process Standards bra I and provides further development of the concept of a for Mathematics apply throughout the course. Together with function. Topics include: (1) relations, functions, equations the content standards, the Process Standards prescribe that and inequalities; (2) conic sections; (3) polynomials; (4) alge- students experience mathematics as a coherent, useful, and braic fractions; (5) logarithmic and exponential functions; (6) logical subject that makes use of their ability to make sense of sequences and series; and (7) counting principles and proba- problem situations. Repeaters in grades 10-12 should sign up bility. for 70042—Algebra I BUSINESS MATH (70049) ALGEBRA I HONORS (70039) Grade 12/2 semesters Grade 9/2 semesters This course is intended for upperclassmen who have re- Pre-requisite: Must have completed Algebra IA in 8th ceived credit in Algebra 1 but are ineligible to enroll in grade and have teacher recommendation. other upper level math classes. Algebra I Honors is an extension of the topics covered in 8th Business Math is a course designed to prepare students for grade algebra. The curriculum for this course is determined by roles as entrepreneurs, producers, and business leaders by the Indiana Mathematics Standards. developing abilities and skills that are part of any business environment. A solid understanding of math including algebra, ALGEBRA II (70047) basic geometry, statistics, and probability provides the neces- Grades 11-12/2 semesters sary foundation for students interested in careers in business Algebra II builds on work with linear, quadratic, and exponen- and skilled trade areas. The content includes mathematical tial functions and allows for students to extend their repertoire operations related to accounting, banking and finance, mar- of functions to include polynomial, rational, and radical func- keting, and management. Instructional strategies should in- tions. Students work closely with the expressions that define clude simulations, guest speakers, tours, Internet research, the functions, and continue to expand and hone their abilities and business experiences. to model situations and to solve equations, including solving 63

CALCULUS HONORS (70053) skills and understandings that are necessary for advanced Grade 12/2 semesters manipulation of angles and measurement. Pre-Calculus: Alge- Pre-requisite: C’s or better in Pre-calculus and Trigonom- bra is made up of five strands: Functions; Quadratic, Polyno- etry. mial, and Rational Equations and Functions; Exponential and Calculus expands a student’s knowledge of topics like func- Logarithmic Functions; Sequences and Series; and Conics. tions, graphs, limits, derivatives, and integrals. Additionally, The course is designed for students who expect math to be a students will review algebra and functions, modeling, trigo- major component of their future college and career experienc- nometry, etc. Calculus is made up of five strands: Limits and es, and as such it is designed to provide students with strong Continuity; Differentiation; Derivatives; Integrals; and Applica- foundations for calculus and other higher-level math courses. tions of Integrals. The eight Process Standards for Mathemat- The eight Process Standards for Mathematics apply through- ics apply throughout the course. Together with the content out the course. Together with the content standards, the Pro- standards, the Process Standards prescribe that students ex- cess Standards prescribe that students experience mathemat- perience mathematics as a coherent, useful, and logical sub- ics as a coherent, useful, and logical subject that makes use ject that makes use of their ability to make sense of problem of their ability to make sense of problem situations. situations. QUANTITATIVE REASONING (70054) FINITE MATH (70055) Grade 12/2 semesters Grades 11-12/2 semesters Pre-requisite: Must have completed Algebra I, Geometry, Pre-requisite: Algebra II with at least a “C” and Algebra II. Finite Mathematics is a collection of mathematical topics, fre- Quantitative Reasoning is a mathematics course focused on quently used in business or public policy contexts. It is a the study of numeracy, ratio and proportional reasoning, mod- course designed for students who will undertake higher-level eling, probabilistic reasoning to assess risk, and statistics. mathematics in college that may not include calculus. Finite Students build knowledge of and confidence with basic mathe- Math is made up of five strands: Sets; Matrices; Networks; matical/analytical concepts and operations required for prob- Optimization; and Probability. The skills listed in these strands lem solving, decision making, and economic productivity in indicate what students should know and be able to do in Finite real-world applications and prepare for an increasingly infor- Math. The eight Process Standards for Mathematics apply mation-based society in which the ability to use and critically throughout the course. Together with the content standards, evaluate information, especially numerical information, is es- the Process Standards prescribe that students experience sential. Technology, such as computers and graphing calcula- mathematics as a coherent, useful, and logical subject that tors, should be used frequently. This higher-level mathematics makes use of their ability to make sense of problem situations. course is designed to align with college-level quantitative rea- soning courses for dual secondary/college credit. The eight GEOMETRY (70044) Process Standards for Mathematics apply throughout the Grades 10-12/2 semesters course. Together with the content standards, the Process Completion of Algebra I is required. Standards prescribe that students experience mathematics as Geometry formalizes and extends students ’geometric experi- a coherent, useful, and logical subject that makes use of their ences from the middle grades. Students explore more com- ability to make sense of problem situations. plex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical TRIGONOMETRY HONORS (70051) arguments. Seven critical areas comprise the Geometry Grades 11-12/1 semester course: Logic and Proofs; Points, Lines, Angles, and Planes; Pre-requisite: Completion of Honors Pre-calculus; strong- Triangles; Quadrilaterals and Other Polygons; Circles; Trans- ly recommended “C” or better in Pre-Calculus. formations; and Three-dimensional Solids. The eight Process Pre-Calculus: Trigonometry provides students with the skills Standards for Mathematics apply throughout the course. To- and understandings that are necessary for advanced manipu- gether with the content standards, the Process Standards pre- lation of angles and measurement. Trigonometry provides the scribe that students experience mathematics as a coherent, foundation for common periodic functions that are encoun- useful, and logical subject that makes use of their ability to tered in many disciplines, including music, engineering, medi- make sense of problem situations. cine, finance, and nearly all other STEM disciplines. Trigo- nometry consists of six strands: Unit Circle; Triangles; Period- GEOMETRY HONORS (70040) ic Functions; Identities; Polar Coordinates and Complex Num- Grade 9-11/2 semesters bers; and Vectors. Students will advance their understanding Pre-requisite: Completion of Algebra I with an A or Alge- of imaginary numbers through an investigation of complex bra I Honors with at least a B is required. numbers and polar coordinates. A strong understanding of Geometry Honors is an advanced version of Geometry complex and imaginary numbers is a necessity for fields such (70044). as engineering and computer programming. The eight Pro- cess Standards for Mathematics apply throughout the course. PRE-CALCULUS HONORS (70052) Together with the content standards, the Process Standards Grades 11-12/1 semester prescribe that students experience mathematics as a coher- Pre-requisite: Completion of Algebra I, Algebra II, and Ge- ent, useful, and logical subject that makes use of their ability ometry, strongly recommended A’s in the regular track or to make sense of problem situations. A’s and B’s in the honors track. Pre-Calculus: Algebra extends the foundations of algebra and functions developed in previous courses to new functions, including exponential and logarithmic functions, and to se- quences and series. The course provides students with the 64

Science SCIENCE COURSES RWD # Grade Level 70071D Adv Sci/CC/BIOL 105/AP Biology W 5 X 9 10 11 12 70068D Adv Sci/CC/CHEM 105/AP Chemistry W 5 X X 11 12 81062 Biology I R X 12 82062 Biology I Honors W 3 X 70073 Biology II Honors W X 9 70067 Chemistry I R 3 X 9 70063 Chemistry I Honors W X 10 11 12 70074 Chemistry II Honors W 70066 Environmental Science 10 11 12 70070 Honors Physics I W X 10 70069 Integrated Chemistry/Physics R X X 11 12 11 12 10 11 12 10 11 12 For a Core 40 diploma, students are required to take and taking AP Chemistry) pass the following: AP Chemistry is a course based on the content established and copyrighted by the College Board. The course is not in- Grade 9—Biology I or Biology I Honors tended to be used as a dual credit course. The content in- Grade 10—Chemistry or ICP or Physics Honors cludes: (1) structure of matter: atomic theory and structure, Grade 11 or 12—One additional Science Course: Environ- chemical bonding, molecular models, nuclear chemistry; (2) mental Science, Honors Physics, Biology II Honors, states of matter: gases, liquids and solids, solutions; and (3) Chemistry II Honors, AP Biology, Honors Anatomy & reactions: reaction types, stoichiometry, equilibrium, kinetics Physiology, AP Chemistry, or one of the Biomedical Pro- and thermodynamics. ject Lead the Way courses. Other classes that can be counted as the third year of science include: Computer ADV SCI/CC/CHEM 105 (70068D) Science I, Computer Science, II, Computer Science III: In- Grade 12/2 semesters formatics, Principles of Computing, Aerospace Engineer- This is the dual credit version of AP Chemistry (70068). Stu- ing, Principles of Engineering dents wishing to earn college credit instead of taking the AP test should take this course. The courses are offered at the AP BIOLOGY (70071) same time, so students will be getting the same instruction for Grades 11-12/2 semesters both courses. Prerequisite: Biology I, Chemistry I (students should have a “B” or higher in these courses) BIOLOGY I (81062) AP Biology is a course based on the content established and Grade 9/2 semesters copyrighted by the College Board. The course is not intended Biology I is a course based on the following core topics: cellu- to be used as a dual credit course. The major themes of the lar structure and function, matter cycles and energy transfer; course include: The process of evolution drives the diversity interdependence; inheritance and variation in traits; evolution. and unity of life, Biological systems utilize free energy and Instruction should focus on developing student understanding molecular building blocks to grow, to reproduce and to main- that scientific knowledge is gained from observation of natural tain dynamic homeostasis, Living systems store, retrieve, phenomena and experimentation, by designing and conduct- transmit and respond to information essential to life process- ing investigations guided by the Science and Engineering es, Biological systems interact, and these systems and their Practices (SEPS) and crosscutting concepts. interactions possess complex properties. BIOLOGY I HONORS (82062) ADV SCI/CC/BIOL 105 (70071D) Grade 9/2 semesters Grades 11-12/2 semesters This is the Honors version of Biology I, which means it is fast- This is the dual credit version of AP Biology (70071). Students er-paced and requires a deeper level of thinking. wishing to earn college credit instead of taking the AP test should take this course. The courses are offered at the same BIOLOGY II Honors (70073) time, so students will be getting the same instruction for both Grades 10-12 2 semesters courses. Pre-requisite: Completion of Biology I with a “B” average. Biology II is an advanced laboratory, field, and literature inves- AP CHEMISTRY (70068) tigations-based course. Students enrolled in Biology II exam- Grades 11-12/2 semesters ine in greater depth the structures, functions, and processes Students who sign up for this course will be reviewed on of living organisms. Students also analyze and describe the the following criteria: Chemistry grade (recommended relationship of Earth’s living organisms to each other and to “A” in Chemistry I or “B” in Chemistry I Honors; It is also the environment in which they live. In this course, students recommended that students complete Algebra II before refine their scientific inquiry skills as they collaboratively and 65

independently apply their knowledge of the unifying themes of ENVIRONMENTAL SCIENCE (70066) biology to biological questions and problems related to per- Grades 11-12/2 semesters sonal and community issues in the life sciences. Environmental Science is an interdisciplinary course that inte- grates biology, earth science, chemistry, and other disciplines. CHEMISTRY I (70067) Students completing Environmental Science, acquire the es- Grades 10-12/2 semesters sential tools for understanding the complexities of national and Pre-requisite: Completion of Algebra I with a “C” average global environmental systems. Students enrolled in this or teacher recommendation course conduct in-depth scientific studies of environmental Chemistry I is a course based on the following core topics: systems, flow of matter and energy, natural disasters, environ- properties and states of matter; atomic structure and the Peri- mental policies, biodiversity, population, pollution, and natural odic Table; bonding and molecular structure; reactions and and anthropogenic resource cycles. Cross-cutting concepts stoichiometry; behavior of gases; thermochemistry; solutions; are an integral part of this course. Students formulate, design, acids and bases. Students enrolled in Chemistry I compare, and carry out laboratory and field investigations as an essen- contrast, and synthesize useful models of the structure and tial course component using the Science and Engineering properties of matter and the mechanisms of its interactions. Practices. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural HONORS PHYSICS I (70070) phenomena and experimentation, the Science and Engineer- Grades 10-12/2 semesters ing Practices (SEPS) and cross-cutting concepts. Pre-requisite: Completion of Algebra I and Geometry; C Average in these courses is strongly recommended. CHEMISTRY I HONORS (70063) Physics I is a course focused on the following core topics: Grade 10/2 semesters constant velocity; constant acceleration; forces; energy; linear Pre-requisite: Completion of Algebra I with an A or Hon- momentum in one dimension; simple harmonic oscillating sys- ors Algebra I with at least a B and teacher recommenda- tems; mechanical waves and sound; simple circuit analysis. tion. Instruction should focus on developing student understanding This is the Honors version of Chemistry I, which means it is that scientific knowledge is gained from observation of natural faster-paced and requires a deeper level of thinking. phenomena and experimentation using the Science and Engi- neering Practices (SEPS) and cross-cutting concepts. CHEMISTRY II Honors (70074) Grades 11-12 2 semesters INTEGRATED CHEMISTRY/PHYSICS (70069) Pre-requisite: Completion of Chemistry I and Geometry Grade 10-12/2 semesters with a “B” average. Integrated Chemistry-Physics is a course focused on the fol- Chemistry II is an extended laboratory, field, and literature lowing core topics: constant velocity; uniform acceleration; investigations-based course. Students enrolled in Chemistry II Newton’s Laws of motion (one dimension); energy; particle examine the chemical reactions of matter in living and nonliv- theory of matter; describing substances; representing chemi- ing materials. Based on the unifying themes of chemistry and cal change; electricity and magnetism; waves; nuclear energy. the application of physical and mathematical models of the Instruction should focus on developing student understanding interactions of matter, students use the methods of scientific that scientific knowledge is gained from observation of natural inquiry to answer chemical questions and solve problems con- phenomena and experimentation using the Science and Engi- cerning personal needs and community issues related to neering Practices (SEPS) and cross-cutting concepts. chemistry. 66

Social Studies Grade Level 9 10 11 12 SOCIAL STUDIES COURSES #R W D 12 70082 Economics RX 9 10 11 12 9 10 11 12 70094 Ethnic Studies 3 X 10 11 12 70081 Indiana Studies R 10 11 12 W6 11 12 70087 Psychology I Honors 11 R 70090 Psychology II W3 X 11 12 70086 Sociology R W3 X 12 70077 United States History 10 700792/70079D United States History Honors X 10 70083 US Government 70083D US Government Honors 70076 World History & Civilization 70076D World History & Civilization Honors ECONOMICS (70082) PSYCHOLOGY I HONORS (70087) Grade 12/1 semester Grades 10-12/1 semester Economics examines the allocation of resources and their Psychology is the scientific study of mental processes and uses for satisfying human needs and wants. The course ana- behavior. The course is divided into eight content areas: His- lyzes economic reasoning and behaviors of consumers, pro- tory and Scientific Method, Biological Basis for Behavior, De- ducers, savers, investors, workers, voters, institutions, govern- velopment, Cognition, Personality and Assessment, Abnormal ments, and societies in making decisions. Students explain Psychology, Socio-Cultural Dimensions of Behavior, and Psy- that because resources are limited, people must make choic- chological Thinking. History and Scientific Method explores es and understand the role that supply, demand, prices, and the history of psychology, the research methods used, and the profits play in a market economy. Key elements of the course ethical considerations that must be utilized. Biological Basis include the study of scarcity and economic reasoning; supply for Behavior focuses on the way the brain and nervous system and demand; market structures; the role of government; na- function, including sensation, perception, motivation and emo- tional economic performance; the role of financial institutions; tion. Development analyzes the changes through one’s life economic stabilization; and trade. including the physical, cognitive, emotional, social and moral development. Cognition focuses on learning, memory, infor- ETHNIC STUDIES (70094) mation processing, and language development. Personality Grades 9-12/1 semester and Assessment explains at the approaches used to explain Ethnic Studies provides opportunities to broaden students one’s personality and the assessment tools used. Abnormal ’perspectives concerning lifestyles and cultural patterns of Psychology explores psychological disorders and the various ethnic groups in the United States. This course will either fo- treatments used for them. Socio-Cultural Dimensions of Be- cus on a particular ethnic group or groups, or use a compara- havior covers topics such as conformity, obedience, percep- tive approach to the study of patterns of cultural development, tions, attitudes and influence of the group on the individual. immigration, and assimilation, as well as the contributions of Psychological Thinking explores how to think like a psycholo- specific ethnic or cultural groups. The course may also include gist and expand critical thinking skills needed in the day-to- analysis of the political impact of ethnic diversity in the United day life of a psychologist. States. PSYCHOLOGY II (70090) INDIANA STUDIES (70081) Grades 10-12/1 semester Grades 9-12/1 semester This course is a continuation of Psychology I. Topics covered Indiana Studies is an integrated course that compares and include: sensation and perception, learning, thinking, lan- contrasts state and national developments in the areas of poli- guage. Social Psychology, emotion, motivation and others. tics, economics, history, and culture. The course uses Indiana Evaluation is based on essays, objective exams, & class par- history as a basis for understanding current policies, practices, ticipation. and state legislative procedures. It also includes the study of state and national constitutions from a historical perspective SOCIOLOGY (70086) and as a current foundation of government. Examination of Grades 10-12/1 semester individual leaders and their roles in a democratic society will Sociology allows students to study human social behavior be included, and students will examine the participation of from a group perspective. The sociological perspective is a citizens in the political process. Selections from Indiana arts method of studying recurring patterns in people’s attitudes and and literature may also be analyzed for insights into historical actions and how these patterns vary across time, cultures, events and cultural expressions. and in social settings and groups. Students describe the de- velopment of sociology as a social science and identify meth- 67

ods of research. Through research methods such as scientific UNITED STATES GOVERNMENT (70083) inquiry students examine society, group behavior, and social Grade 12/1 semester structures. The influence of culture on group behavior is ad- United States Government provides a framework for under- dressed through institutions such as the family, religion, edu- standing the purposes, principles, and practices of constitu- cation, economics, community organizations, government, tional representative democracy in the United States. Respon- and political and social groups. The impact of social groups sible and effective participation of citizens is stressed. Stu- and institutions on group and individual behavior and the dents understand the nature of citizenship, politics, and gov- changing nature of society will be examined. Influences on ernments and understand the rights and responsibilities of group behavior and social problems are included in the citizens and how these are part of local, state, and national course. Students also analyze the role of individuals in the government. Students examine how the United States Consti- community and social problems in today’s world. tution protects rights and provides the structure and functions of various levels of government. Analysis of how the United UNITED STATES HISTORY (70077) States interacts with other nations and the government’s role Grade 11/2 semesters in world affairs is included in this course. Using primary and United States History is a two semester course that builds up- secondary resources, students will articulate, evaluate, and on concepts developed in previous studies of U.S. History and defend positions on political issues. As a result, they will be emphasizes national development from the late nineteenth able to explain the role of individuals and groups in govern- century into the twenty-first century. After reviewing funda- ment, politics, and civic activities and the need for civic and mental themes in the early development of the nation, stu- political engagement of citizens in the United States. dents are expected to identify and review significant events, persons, and movements in the early development of the na- US GOVERNMENT HONORS (70083D) tion. The course then gives major emphasis to the interaction Grade 12/1 semester of key events, people, and political, economic, social, and cul- POLS 101 tural influences in national developments from the late nine- This is the college credit version of US Government. Students teenth century through the present as they relate to life in Indi- who qualify for the college credit and/or want an advanced ana and the United States. Students are expected to trace version of US Government should choose this course. and analyze chronological periods and examine the significant themes and concepts in U.S. History. Students develop histor- WORLD HISTORY & CIVILIZATION (70076) ical thinking and research skills and use primary and second- Grade 10/2 semesters ary sources to explore topical issues and to understand the World History and Civilization emphasizes events and devel- cause for changes in the nation over time. opments in the past that greatly affected large numbers of people across broad areas and that significantly influenced UNITED STATES HISTORY HONORS (700792/70079D) peoples and places in subsequent eras. Key events related to Grade 11/2 semesters people and places as well as transcultural interaction and ex- HIST 101 covers major themes and events in American histo- changes are examined in this course. Students are expected ry from domestic and global standpoints, including exploration to compare and contrast events and developments involving of the New World; the colonial period; causes and results of diverse peoples and civilizations in different regions of the the American Revolution; the development of the federal sys- world. They will examine examples of continuity and change, tem of government; the growth of democracy; early popular universality and particularity, and unity and diversity among American culture; territorial expansion; slavery and its effect; various peoples and cultures from the past to the present. Stu- reform movements, sectionalism; causes and effects of the dents are also expected to practice and process skills of his- Civil War. HIST 102 covers major themes including the post torical thinking and research and apply content knowledge to Civil War period, western expansion, industrial growth of the the practice of thinking and inquiry skills and processes. There nation and its effects, immigration and urban discontent and will be continuous and pervasive interactions of processes attempts at reform,World War I, the Roaring Twenties, social and content, skills and substance, in the teaching and learning and governmental changes of the thirties, World War II and its of history. consequences, the growth of the federal government, social upheaval in the sixties and seventies, and recent trends in WORLD HISTORY HONORS (70076D) conservatism, globalization, and cultural diversity. Grade 10/2 semesters This is the college credit version of US History. Students who Although this course follows the same description as World qualify for the college credit and/or want an advanced version History & Civilization, this course moves at a faster pace and of US History should choose this course. dives deeper into topics and standards. The course is availa- ble for college credit. HIST 111 presents the key individuals, events and schools of thought, which have most greatly im- pacted societal development and world history up to 1650. The target civilizations of study include Oriental, the Middle East, Western Europe, Africa, and the Americas. Discusses the political, economic, social and cultural evolution of human civilization. 68

World Languages 70095 WORLD LANGUAGE COURSES #R W D Grade Level 70096 9 10 11 12 70097 French I W8 9 10 11 12 70098 French II W6 70100 French III 10 11 12 70101 French IV Honors W8 X 11 12 70102 German I W6 X 12 70103 German II 70105 German III W8 9 10 11 12 70106 German IV Honors W6 10 11 12 70107 Spanish I 70108 Spanish II X 11 12 Spanish III X 11 12 Spanish IV Honors 9 10 11 12 10 11 12 X 11 12 X 11 12 Students wishing to enroll in the next level of language development of reading and listening comprehension skills, must complete the previous level of the course with a such as using contextual clues to guess meaning and compre- grade of C– or higher. For example, you must earn a C– in hending longer written or oral directions. Students will address Spanish I to move on to Spanish II. Testing out of world the presentational mode by presenting prepared material on a languages is possible for Levels I and II. See the World variety of topics, as well as reading aloud to practice appropri- Language Department Chair or Guidance Office for more ate pronunciation and intonation. Additionally, students will information. describe the practices, products and perspectives of French- speaking culture; report on basic family and social practices of FRENCH I (70095) the target culture; and describe contributions from the target Grades 9-12/2 semesters culture. This course further emphasizes making connections French I, a course based on Indiana’s Academic Standards across content areas and the application of understanding for World Languages, introduces students to effective strate- French language and culture outside of the classroom. gies for beginning French language learning, and to various aspects of French-speaking culture. This course encourages FRENCH III (70097) interpersonal communication through speaking and writing, Grades 11-12/2 semesters providing opportunities to make and respond to basic requests French III, a course based on Indiana’s Academic Standards and questions, understand and use appropriate greetings and for World Languages, builds upon effective strategies for forms of address, participate in brief guided conversations on French language learning by facilitating the use of the lan- familiar topics, and write short passages with guidance. This guage and cultural understanding for self-directed purposes. course also emphasizes the development of reading and lis- This course encourages interpersonal communication through tening comprehension skills, such as reading isolated words speaking and writing, providing opportunities to initiate, sus- and phrases in a situational context and comprehending brief tain and close conversations; exchange detailed information in written or oral directions. Additionally, students will examine oral and written form; and write cohesive information with the practices, products and perspectives of French-speaking greater detail. This course also emphasizes the continued culture; recognize basic routine practices of the target culture; development of reading and listening comprehension skills, and recognize and use situation-appropriate non-verbal com- such as using cognates, synonyms and antonyms to derive munication. This course further emphasizes making connec- meaning from written and oral information, as well as compre- tions across content areas and the application of understand- hending detailed written or oral directions. Students will ad- ing French language and culture outside of the classroom. dress the presentational mode by presenting student-created material on a variety of topics, as well as reading aloud to FRENCH II (70096) practice appropriate pronunciation and intonation. Additionally, Grades 10-12/2 semesters students will continue to develop understanding of French- French II, a course based on Indiana’s Academic Standards speaking culture through recognition of the interrelations for World Languages, builds upon effective strategies for among the practices, products and perspectives of the target French language learning by encouraging the use of the lan- culture; discussion of significant events in the target culture; guage and cultural understanding for self-directed purposes. and investigation of elements that shape cultural identity in the This course encourages interpersonal communication through target culture. This course further emphasizes making con- speaking and writing, providing opportunities to make and re- nections across content areas as well the application of under- spond to requests and questions in expanded contexts, partic- standing French language and culture outside of the class- ipate independently in brief conversations on familiar topics, room. and write cohesive passages with greater independence and using appropriate formats. This course also emphasizes the 69

FRENCH IV HONORS (70098) ate pronunciation and intonation. Additionally, students will Grades 12/2 semesters describe the practices, products and perspectives of German- French IV, a course based on Indiana’s Academic Standards speaking culture; report on basic family and social practices of for World Languages, provides a context for integration of the the target culture; and describe contributions from the target continued development of language skills and cultural under- culture. This course further emphasizes making connections standing with other content areas and the community beyond across content areas and the application of understanding the classroom. The skill sets that apply to the exchange of German language and culture outside of the classroom. written and oral information are expanded through emphasis on practicing speaking and listening strategies that facilitate GERMAN III (70102) communication, such as the use of circumlocution, guessing Grades 10-12/2 semesters meaning in familiar and unfamiliar contexts, and using ele- German III, a course based on Indiana’s Academic Standards ments of word formation to expand vocabulary and derive for World Languages, builds upon effective strategies for Ger- meaning. Additionally, students will continue to develop under- man language learning by facilitating the use of the language standing of French-speaking culture through explaining factors and cultural understanding for self-directed purposes. This that influence the practices, products, and perspectives of the course encourages interpersonal communication through target culture; reflecting on cultural practices of the target cul- speaking and writing, providing opportunities to initiate, sus- ture; and comparing systems of the target culture and the stu- tain and close conversations; exchange detailed information in dent’s own culture. This course further emphasizes making oral and written form; and write cohesive information with connections across content areas through the design of activi- greater detail. This course also emphasizes the continued ties and materials that integrate the target language and cul- development of reading and listening comprehension skills, ture with concepts and skills from other content areas. The such as using cognates, synonyms and antonyms to derive use and influence of the French language and culture in the meaning from written and oral information, as well as compre- community beyond the classroom is explored through the hending detailed written or oral directions. Students will ad- identification and evaluation of resources intended for native dress the presentational mode by presenting student-created French speakers. material on a variety of topics, as well as reading aloud to practice appropriate pronunciation and intonation. Additionally, GERMAN I (70100) students will continue to develop understanding of German- Grades 9-12/2 semesters speaking culture through recognition of the interrelations German I, a course based on Indiana’s Academic Standards among the practices, products and perspectives of the target for World Languages, introduces students to effective strate- culture; discussion of significant events in the target culture; gies for beginning German language learning, and to various and investigation of elements that shape cultural identity in the aspects of German-speaking culture. This course encourages target culture. This course further emphasizes making con- interpersonal communication through speaking and writing, nections across content areas as well the application of under- providing opportunities to make and respond to basic requests standing German language and culture outside of the class- and questions, understand and use appropriate greetings and room. forms of address, participate in brief guided conversations on familiar topics, and write short passages with guidance. This GERMAN IV HONORS (70103) course also emphasizes the development of reading and lis- Grades 11-12/2 semesters tening comprehension skills, such as reading isolated words German IV, a course based on Indiana’s Academic Standards and phrases in a situational context and comprehending brief for World Languages, provides a context for integration of the written or oral directions. Additionally, students will examine continued development of language skills and cultural under- the practices, products and perspectives of German-speaking standing with other content areas and the community beyond culture; recognize basic routine practices of the target culture; the classroom. The skill sets that apply to the exchange of and recognize and use situation-appropriate non-verbal com- written and oral information are expanded through emphasis munication. This course further emphasizes making connec- on practicing speaking and listening strategies that facilitate tions across content areas and the application of understand- communication, such as the use of circumlocution, guessing ing German language and culture outside of the classroom. meaning in familiar and unfamiliar contexts, and using ele- ments of word formation to expand vocabulary and derive GERMAN II (70101) meaning. Additionally, students will continue to develop under- Grades 9-12/2 semesters standing of German-speaking culture through explaining fac- German II, a course based on Indiana’s Academic Standards tors that influence the practices, products, and perspectives of for World Languages, builds upon effective strategies for Ger- the target culture; reflecting on cultural practices of the target man language learning by encouraging the use of the lan- culture; and comparing systems of the target culture and the guage and cultural understanding for self-directed purposes. student’s own culture. This course further emphasizes making This course encourages interpersonal communication through connections across content areas through the design of activi- speaking and writing, providing opportunities to make and re- ties and materials that integrate the target language and cul- spond to requests and questions in expanded contexts, partic- ture with concepts and skills from other content areas. The ipate independently in brief conversations on familiar topics, use and influence of the German language and culture in the and write cohesive passages with greater independence and community beyond the classroom is explored through the using appropriate formats. This course also emphasizes the identification and evaluation of resources intended for native development of reading and listening comprehension skills, German speakers. such as using contextual clues to guess meaning and compre- hending longer written or oral directions. Students will address SPANISH I (70105) the presentational mode by presenting prepared material on a Grades 9-12/2 semesters variety of topics, as well as reading aloud to practice appropri- Spanish I, a course based on Indiana’s Academic Standards 70

for World Languages, introduces students to effective strate- Spanish language learning by facilitating the use of the lan- gies for beginning Spanish language learning, and to various guage and cultural understanding for self-directed purposes. aspects of Spanish-speaking culture. This course encourages This course encourages interpersonal communication through interpersonal communication through speaking and writing, speaking and writing, providing opportunities to initiate, sus- providing opportunities to make and respond to basic requests tain and close conversations; exchange detailed information in and questions, understand and use appropriate greetings and oral and written form; and write cohesive information with forms of address, participate in brief guided conversations on greater detail. This course also emphasizes the continued familiar topics, and write short passages with guidance. This development of reading and listening comprehension skills, course also emphasizes the development of reading and lis- such as using cognates, synonyms and antonyms to derive tening comprehension skills, such as reading isolated words meaning from written and oral information, as well as compre- and phrases in a situational context and comprehending brief hending detailed written or oral directions. Students will ad- written or oral directions. Additionally, students will examine dress the presentational mode by presenting student-created the practices, products and perspectives of High School material on a variety of topics, as well as reading aloud to Course Titles and Descriptions 2022-2023 221 Spanish- practice appropriate pronunciation and intonation. Additionally, speaking culture; recognize basic routine practices of the tar- students will continue to develop understanding of Spanish- get culture; and recognize and use situation-appropriate non- speaking culture through recognition of the interrelations verbal communication. This course further emphasizes mak- among the practices, products and perspectives of the target ing connections across content areas and the application of culture; discussion of significant events in the target culture; understanding Spanish language and culture outside of the and investigation of elements that shape cultural identity in the classroom. target culture. This course further emphasizes making con- nections across content areas as well the application of under- SPANISH II (70106) standing Spanish language and culture outside of the class- Grades 9-12/2 semesters room. Spanish II, a course based on Indiana’s Academic Standards for World Languages, builds upon effective strategies for SPANISH IV HONORS (70108) Spanish language learning by encouraging the use of the lan- Grades 11-12/2 semesters guage and cultural understanding for self-directed purposes. Spanish IV, a course based on Indiana’s Academic Standards This course encourages interpersonal communication through for World Languages, provides a context for integration of the speaking and writing, providing opportunities to make and re- continued development of language skills and cultural under- spond to requests and questions in expanded contexts, partic- standing with other content areas and the community beyond ipate independently in brief conversations on familiar topics, the classroom. The skill sets that apply to the exchange of and write cohesive passages with greater independence and written and oral information are expanded through emphasis using appropriate formats. This course also emphasizes the on practicing speaking and listening strategies that facilitate development of reading and listening comprehension skills, communication, such as the use of circumlocution, guessing such as using contextual clues to guess meaning and compre- meaning in familiar and unfamiliar contexts, and using ele- hending longer written or oral directions. Students will address ments of word formation to expand vocabulary and derive the presentational mode by presenting prepared material on a meaning. Additionally, students will continue to develop under- variety of topics, as well as reading aloud to practice appropri- standing of Spanish-speaking culture through explaining fac- ate pronunciation and intonation. Additionally, students will tors that influence the practices, products, and perspectives of describe the practices, products and perspectives of Spanish- the target culture; reflecting on cultural practices of the target speaking culture; report on basic family and social practices of culture; and comparing systems of the target culture and the the target culture; and describe contributions from the target student’s own culture. This course further emphasizes making culture. This course further emphasizes making connections connections across content areas through the design of activi- across content areas and the application of understanding ties and materials that integrate the target language and cul- Spanish language and culture outside of the classroom. ture with concepts and skills from other content areas. The use and influence of the Spanish language and culture in the SPANISH III (70107) community beyond the classroom is explored through the Grades 10-12/2 semesters identification and evaluation of resources intended for native Spanish III, a course based on Indiana’s Academic Standards Spanish speakers. for World Languages, builds upon effective strategies for 71

Porter County Career Center Courses Application Required This program is offered at Valparaiso High School and has PCCTE offers half day vocational programs for juniors and morning and afternoon classes for students from all participat- seniors at various Porter County locations in both morning & ing high schools in the district. afternoon sessions. Students earn 3 credits per semester. See your counselor for details. Transportation is provided. Construction Trades I and II Do you like to work with your hands? Do you like to work out- Auto Services Technology I and II doors? Would you like to join a construction crew with your If you enjoy having a talent that few people have and want to classmates and actually build a house or other hands on con- know how cars and light duty trucks work, then sign up for this struction work? Then sign up for Construction Tech this pro- hands-on program. This program will give you the opportunity gram!! You will be given the opportunity to prepare for employ- to work on vehicles and give you a basic understanding of the ment and learn the attitudes and behavior necessary to get a new technologies and principles necessary to perform repairs job in this field. If you’re interested in gaining pre- on your own vehicle or to prepare for a career in the auto in- apprenticeship training in carpentry, electrical, heating, air dustry. Area businesses are eager to hire bright young people conditioning, painting, drywalling, interior finishes, plumbing, for employment and for apprenticeship programs. Many stu- and masonry trades, sign up today. dents have won scholarships for higher education as a result of participating in this program. You should have strong com- munication and computer skills and be task oriented to be Cosmetology successful in this program. Due to 21st Century advertising trends, fashionable looks for both men and women will remain of great importance. Alt- hough styles will change, a cosmetologist’s task will remain Networking Fundamentals the same…to help people look attractive. As a service profes- The Cisco Networking Academy is an “applications” based sional, you will be shampooing, cutting, styling, straightening, class that covers many types of practical networks you may perming, and coloring hair; giving manicures; providing scalp encounter, from simple home or small office networks to more and facial treatments; and furnishing makeup analysis. At the complex enterprise models. You will learn the technical skills end of this program, you will be eligible to take the Indiana and soft skills needed to succeed in entry-level networking State Beauty Board Examination. professions such as a network installer, help desk technician, pre-sales support technician, or network technician. Criminal Justice 1 Interested in pursuing a career in law, law enforcement, pro- bation, parole, corrections, or a security profession? Join the  CCNA Routing & Switching rank and file of the law enforcement careers academy today. • Provides an introduction to advanced technologies such as voice, video, wireless, and security The Criminal Justice System class at Wheeler surveys the legal system and the various careers available. You will dis- Computer Aided Design and Animation I and II If you’re interested in Architecture, Mechanical Design or Ani- cuss and be exposed to the process from a suspect being mation, then this 1 or 2 year program will help prepare you for questioned to the convicted being placed in prison. You will a future career. Whether your interest is designing a concept discuss and analyze the motivation for committing crime. car, creating a video game, or constructing a dream home, CAD designers are needed. Students will make detailed draw- ings, part models and animations to show exact dimensions Each class invites numerous guest speakers and takes field and specifications of a project. While using state of the art trips. To enroll, you should possess personal characteristics software and even 3D printers for these designs, students will such as honesty, good judgment, integrity and a sense of re- earn college credit. Whether your desire is to work immediate- sponsibility. You are eligible to earn college credits for the ly after high school, or work while you’re in college, this pro- successful completion of the class. gram will help you accomplish this goal. Criminal Justice 2 (Investigations) Computer Tech Support Interested in pursuing a career in law, law enforcement, pro- Want to be that go-to person who helps a coworker or client bation, parole, corrections, or a security profession? Join the figure out why his or her computer is acting up? As a Comput- rank and file of the law enforcement careers academy today. er Tech Support student, you will learn to diagnose and repair In the Criminal Investigations class at Wheeler, for grade 12 computer hardware and software problems. You will focus on only, you will study evidence collection, interview techniques maintenance and security issues. You will install operating and proper documentation. You will discuss various types of systems and software. You will learn basic networking and offenses and how they are investigated. cloud computing. The field of technology is growing constant- ly. According to CompTIA, there are almost 1 million open IT positions in the U.S. Despite their differences on the surface, Each class invites numerous guest speakers and takes field virtually every industry today depends on IT. From small, fami- trips. To enroll, you should possess personal characteristics ly-run businesses to big corporations, there are IT careers for such as honesty, good judgment, integrity and a sense of re- students in almost every organization around the globe. sponsibility. You are eligible to earn college credits for the successful completion of the class. 72

Culinary Arts and conduct themselves in a professional manner. Are you interested in a career in the foodservice and hospitali- ty industry? You could be one of the 1.5 million people ex- pected to be hired in the next 10 years. This two-year program Expect an opportunity to earn dual college credits through Ivy offers you the opportunity to gain knowledge and skills Tech Community College and to compile a valuable file of through classroom experiences and paid/unpaid internships in your work as you look forward to a possible college major in the second year. Emphasis is placed on developing workplace education. readiness skills in food preparation, safety and sanitation, Electronics and Computer Technology management, financial planning of food costs, teamwork, cre- Your future is bright if you wish to enter this field as a career. ativity, communication, responsibility, and self-confidence. Employment opportunities are expected to increase faster Classroom experiences are expected to include food prepara- than the average rate for all occupations due to an increased tion, demonstrations, guest speakers, videos, projects, text- demand for computers, communications equipment, military book reading, study guides, and tests. The program is also electronics, and electronic consumer goods. If you choose this valuable for one year of participation. “hands-on” program, you’ll have the opportunity to work on Dental Careers amplifiers, computers, fiber optics, robotics, home and car You’ll have a lot to smile about when you begin a dental in- audio, security alarm systems and much more. ternship as a high school student and earn high school credit Emergency Rescue Technology Academy at the same time. You’ll have the opportunity to gain clinical Sign up for the Emergency Medical Services if you are inter- experience in a dental office or in a dental laboratory and ested in learning about fast-paced emergency rescue career learn skills that will give you a head start to a successful ca- opportunities such as fire fighting and emergency medical ser- reer. If you are interested in learning more about the dental vices. You will learn how to take care of critically ill and injured profession, oral health and nutrition, infection control, dental patients through lecture, lab, and clinical experiences, and terminology, oral anatomy, x-rays, dental instruments, and develop strong communication and leadership skills that will laboratory procedures, then sign up today for this program. last a lifetime. This challenging course is taught in a relaxed college atmosphere and requires extensive hands-on training. Students enrolled in this course are also eligible for dual cred- You will be responding on fire apparatus and ambulances on its through Indiana University. actual emergency calls. Additional topics will include orienta- tion to fire department operations, arson investigation, Diesel Technology wildland firefighter, vehicle extrication, injury prevention and Diesel technology has changed a lot in recent years. Diesel technical rescue. In order to enroll you should possess per- technicians today need formal training in the latest diagnostic sonal characteristics such as honesty, good judgment, respect equipment and must possess good reading and math skills in for human dignity and a strong sense of ethics. This program order to follow detailed service manuals and work with com- is a nationally accredited EMT program! Six credits of dual puter based software. Skilled diesel technicians are in de- credit from Vincennes University is now available. mand today. So, if you are interested in working on diesel fueled trucks and large heavy equipment, then sign up for this program today. This program is ASE/NATEF certified. Seniors that obtain their EMT certification from the program can transition into a paramedic program after graduation and pursue an Associate’s Degree from Ivy Tech in Paramedic Early Childhood Education Careers Program Science. After completing the Paramedic Science degree, a If you are considering a career in education, this program is bridge program is an option for students who want to pursue a an excellent place to start. You will experience direct interac- nursing degree at Ivy Tech. tion with children and be supervised under a licensed teacher. You will learn teaching techniques by preparing and supervis- ing planned activities that will enhance young children’s physi- Entrepreneurship / Sports & Entertainment Marketing cal, emotional, social and intellectual development. If you want to pursue a future in business, ESEM is the class for you. Focus on new marketing skills as you design, market- ing, and promote a variety of projects. Learn about entrepre- By enrolling in the program for two years, you may earn the neurship, marketing, management, business, economics, and required clock hours needed to qualify for the National Child sports and entertainment marketing throughout the year. It’s Development Associate (CDA) credential. You may earn dual fast paced and fun. Operate a student-run store here at the credit with local colleges upon completion of each year. If you Career Center. Complete an in-depth student portfolio, set up really like working with children, check into this. a professional resume, practice interviewing skills, and be pre- pared for your future goals with education and new experienc- Education Professions es here at PCCTE. A huge shortage of teachers in Indiana makes this class the place to be to prepare for a steady, rewarding career. Fire and Rescue Classes meet at Flint Lake Elementary, Valparaiso, or at Wil- Want to help others on some of the worst days of their lives? lowcreek Middle School, Portage. You will have a chance to People in towns large and small count on their volunteer and work with elementary or older students under the supervision paid fire fighters in a variety of ways. This class at the state-of- of licensed teachers. You will learn how to make lesson plans, the-art Multi Agency Academic Cooperative (MAAC) Emer- interact with children, tutor individuals and create displays and gency Services Training Facility, 4203 Montdale Dr., Valparai- projects. You will learn about helping students with special so, will help you prepare with the physical and mental require- needs to be at their best. In any education class, high school ments to be a firefighter. You should, above all, be willing to students serve as a role model, so they are expected to dress help others. You should have sound judgment, strong moral 73

values and respect for humanity. You should have the ability normal structure and function of the human body. Each se- to communicate well through reading, writing and speaking. mester you will earn two elective credits plus one credit in You should be 17 years old by May 15 of the year when you anatomy/physiology—which counts toward any diploma as a are in the course. You will need to provide a state-issued pho- science. You will do job shadowing and dissection labs. You to ID. You might want to pair this course with an EMS or law will become a member of HOSA and exit the program with a enforcement class while still in high school. Indiana State fire workplace ready career portfolio. certifications may include: 1) Mandatory, 2) Firefighter I, 3) Hazardous Materials Awareness, and 4) Hazardous Materials Operations. Can you stay calm during an emergency situation? Can you control your emotions in the event of an accident? Do you en- joy problem solving? Can you see yourself in a helping profes- Fundamentals of Sports Medicine sion? Could you imagine working in a dental office? If the an- Sign up for Fundamentals of Sports Medicine if you’d like a swer to any of these questions seems to fit your goal, then hands-on class that will teach you techniques to help others you might be the perfect student to enroll in the Health Sci- prevent and treat sports injuries. You might find yourself going ence Education Class. Health careers are the fastest growing on to be an athletic trainer, physical therapist or other health occupational area in the economy with a tremendous demand care professional by earning the appropriate college degree for trained employees. (s). Students in the class learn about anatomy, first aid, CPR, vital signs, and the prevention and treatment of sprains, strains and other ailments. They get an opportunity to work Health Science Education II—Health Occupations side-by-side with a certified athletic trainer and get a chance If you’re looking for the opportunity to succeed and have to decide if this is the field for them. Employment of athletic dreams of helping others, then focus on this career. trainers is projected to grow 16 percent from 2019 to 2029, much faster than the average for all occupations. Demand for Employment in this field is projected to increase in demand. athletic trainers is expected to increase as people become This program will equip you with a working knowledge of dif- more aware of the effects of sports-related injuries, and as the ferent occupations within the medical field. middle-aged and older population remains active. Graphic Imaging Technology You’ll learn the skills and procedures necessary to function in In years to come, opportunities for a career in this field will be such health agencies as hospitals, nursing homes, or doctors’ great due to the advancement of technologies and anticipated offices. growth in advertising, public relations, and print communica- You can also use this education as a stepping stone to pursue tions. You’ll be able to see your name in print by signing up for further education in the medical field. And, if you qualify, you’ll this program. Learn how the industry functions and follow an even receive a State Nurse Aide Certificate and/or dual col- idea through the creative stages, layout, and production by lege credits. using the offset printing process. If you sign up for this pro- gram, you will be prepared for an entry-level position in the graphic communications industry. Horticulture Science and Landscape Management An on-site greenhouse will give you hands on experience in the areas of plant production, installation, marketing and man- Health Careers- Health Science Education 1 agement of landscape plants and products. You will also learn Can you stay calm during an emergency situation? Can you how to use Pro Landscape, the latest CAD software program, control your emotions in the event of an accident? Would you to create landscape designs and enjoy extended field trips be able to help a stray dog needing assistance? Could you several times a month to explore all career areas and apply imagine working in a dental office? If the answer to any of newly learned skills in landscape design and plant science. these questions describes you, then you might be the empha- Students can receive Core 40 and Technical Honors Diploma sis on anatomy and physiology as well as medical terminolo- science credit for plant science in this program. Students en- gy. You can earn a science credit along with an elective credit! rolled in this course are also eligible for dual credits through The instructors and professional health care staff work togeth- Ivy Tech Community College. er to teach lessons that complement one another and provide many “hands on” opportunities. You also have an opportunity to earn dual credit at Indiana University Northwest in Gary, Construction Trades: HVAC at Ivy Tech Indiana and at any one of the many Indiana locations of Ivy Our new program in Construction Trades: HVAC program will Tech Community College. This course requires that all stu- give you a chance to learn how to operate, install and repair dents, participating in clinical experiences at hospitals and home and commercial furnaces and air conditioning units. You community clinics, must submit records verifying current im- will learn how to control the temperature and air quality in a munizations in HBV and submit a current TB test. home or other building. The class is based at Ivy Tech Com- munity College in Valparaiso. College Credits Available: HLHS 100 Intro to Health Careers Industrial Mechanics and HLHS 101 Medical Terminology Sign up for the Industrial Mechanics course if you are interest- Health Science Education I ed in a welding or manufacturing career. You will spend about These are two attributes of this class, which can then lead to twenty-five percent of your class time learning the three basic Health Science Education II, Fundamentals of Sports Medi- welding processes, which include stick welding, wire welding cine, Emergency Medical Services or Dental Careers. and Tig welding. You will also learn to operate the plasma arc machines. Industrial mechanics install machinery, use preci- This class will cover medical terminology while studying the sion measuring devices and operate complex tools, in a varie- 74

ty of manufacturing businesses. The industrial mechanic is the performed by employees, including management personnel, in key problem solver in the workplace. Sign up for this class broadcasting and communications occupations. because it will give you a “jumpstart” in your manufacturing career. Emphasis will be placed on career opportunities, production, programming, announcing, equipment operation, news and Precision Machining sports casting, broadcasting regulations and laws, technical, If you have an interest in a manufacturing career, you should oral and written communication, and listening skills. In addi- check out the Modern Machining Technology class. You will tion, students will learn proficient journalistic skills with news learn basic machining techniques, computer controlled ma- writing for print, radio and television. chining (CNC), computer aided design and machining (CADCAM), quality control processes and basic mechanics. At the completion of the program, you will be prepared for a Video and Radio Production and Media Studies students will career in machining or a step ahead at any engineering major learn the five components of television: camera operations, at college and advancement to an apprenticeship. You can audio, lighting, writing, and editing. Students will have the op- earn dual credits in college by participating in this program. portunity to learn editing, directing, producing, camera opera- Part time work study internships are also available. tion, audio and lighting techniques and skills. You will train on professional equipment, creating a variety of video projects, including music videos, commercials, and short films along Veterinary Careers with professional news packages and stories. Students should You will get an overview of animal care and potential careers have a strong interest in fine arts, speech, production, journal- such as veterinary assistant, veterinary technician/nurse, and ism, and electronics. veterinarian. You will learn about small and large animals, plus lab procedures, clinic management, and laws and ethics. Welding Technology A trained welder has many opportunities in Northwest Indiana Video Production & Media Studies Do you want to know how to produce a television show, be a for a rewarding career in industry, construction, small job news reporter or shoot and edit your own films? Would you shops, or self-employment. You’ll learn how to join metal parts like to be on the cutting edge in the communications field? If by using a heating process during the course of this program. these are career paths that are appealing to you, then consid- The experienced welder makes excellent wages, but must be er signing up for this program. Video and Radio Production willing to work under conditions that often require strenuous and Media Studies will provide instruction in various communi- physical activity. Just remember, at the completion of this pro- cation, media, production, and technical functions and tasks gram, you’ll be ready for employment. 75

Index of Courses Page 36 Page 37 Blended Learning & Non-Credit Bearing Courses Page 42 Page 44 Business Services & Informational Technology Page 56 Page 45 Engineering and Industrial Technology Page 60 Page 51 Energy Technology Page 53 Page 62 English and Language Arts Page 63 Page 72 Communication and Fine Arts Page 65 Page 67 Health and Physical Education Page 69 Health and Natural Sciences Human Services JROTC Mathematics Porter County Career Center Science Social Studies World Languages 76