class of 2023 course descriptions · web view2019-01-16 · the course covers business...

Class of 2023

Curriculum Guide

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Class of 2023 Curriculum Guide

Table of ContentsPolicies and Procedures pg 2

Grading Policies pg 3-5

Required State Testing pg 5

PE Waivers pg 6

Sample Four Year Plans pg 7-12

Elective Course Descriptions pg 13-36

Policies and Procedures

Schedule Changes

Students can request schedule changes up until June 1st of each year. Changes after this date will be determined by availability in classes.

Repeating a Course for Greater Achievement

Students may request to retake a course for greater achievement. The previously earned credit for the course is removed and the new credit replaces it. The new grade counts on the student’s grade point average. Both grades appear on the transcript.

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Grading PoliciesGrading Scale

% Letter Grade

100-93 A

92-90 A-89-87 B+

86-83 B82-80 B-

79-77 C+76-73 C

72-70 C-69-67 D+

66-63 D62-60 D-

59-0 F

Weighted Grades

Courses that are tied to a university and earn both high school and college credit are referred to as “dual credit courses.” Any dual credit course at WCHS receives a 0.5 GPA weight.

WCHS’s most difficult courses are Advanced Placement or AP courses. Students can earn college credit from AP courses if he/she performs well on the national end of year AP exam. AP courses at WCHS receive a full 1.0 GPA weight.

The chart on the next page indicates the GPA value of each letter grade earned in a non-weighted, half-weighted, and full weighted class.

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No

Weight 0.5 Weight 1.0 Weight

A 4.00 4.50 5.00

A- 3.67 4.17 4.67

B+ 3.33 3.83 4.33

B 3.00 3.50 4.00

B- 2.67 3.17 3.67

C+ 2.33 2.83 3.33

C 2.00 2.50 3.00

C- 1.67 2.17 2.67

D+ 1.33 1.83 2.33

D 1.00 1.50 2.00

D- 0.67 1.17 1.67

F 0.00 0.00 0.00

GPA Calculation

At the end of each semester, a cumulative GPA is calculated by adding all GPA point values earned and dividing by the number of credits attempted.

Examples:

A student earns the following grades in four non-weighted credits: A, B+, B-, C.

Grade GPA PointsA 4B+ 3.33B- 2.67C 2Total Points 12GPA 12/4= 3.0

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A different student earns the same four grades in classes, but the B- is earned in a half weighted class and the C is from a full weight class.

Grade GPA PointsA 4B+ 3.33B-* 3.17C* 3Total Points 13.5GPA 13.5/4= 3.38

Class Rank

WCHS does not individually rank students, but reports rank during senior year as a percentile (top 5%, top 10%, top 25%, etc.) as needed for college and scholarship applications. After eight semesters, students will be recognized for academic achievement in the following manner:

GPA of 4.0 or greater will be recognized as High Distinction GPA of 3.83-3.99 will be recognized as Distinction GPA of 3.67-3.82 will be recognized as High Honors

Academic Awards

After semester 1 of 9th grade at WCHS, students are eligible for an academic letter under the following conditions:

GPA of 3.5 or higher Enrolled in or successfully completed Alg. 1 and Bio. 1

After the midterm of second semester senior year, the two students with highest GPAs in their class will be notified of their standing as valedictorian and salutatorian.

After the midterm of second semester senior year, students with a GPA of 4.0 or above will be invited to the Scholars Banquet.

Required State Testing iLearn Biology- taken upon completion of biology course PSAT in grades 9 and 10 Optional PSAT in grade 11 Optional ASVAB in grade 11

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State approved college entrance exam, specific test and timing yet to be determined by state of Indiana

PE WaiversStudents are required to take two semesters of PE- one semester in grade 9 and one semester in grade 10. If a student completes a PE waiver activity during 9th grade, the student earns a second PE credit and no longer needs to take PE during 10th grade. Students can take PE during summer 2019 to replace PE in his/her 9th grade schedule.

PE waiver activities include the following: Football, Volleyball, Cross Country, Soccer, Tennis, Competitive Cheer Squad, Marching Band, Basketball, Wrestling, Swimming, Rhythm Masters, Expressions, Winter Guard, Track & Field, Softball, Baseball, and Golf.

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Sample Four Year Plans

Core 40 with Academic Honors Sample 4 Year Planning ScheduleMany of these courses can be taken in an honors or pre-AP path

Freshman Sophomore Junior Senior

English 9 English 10 English 11 AS or AP English Lang and

Comp

English 12 electives, dual credit English, or AP English Literature

Algebra 1 Geometry Algebra II Math elective

Biology ICP or Chemistry Advanced Science elective or AP

Science

Elective

Health / PE World History, Geography and

History of the World or AP World History

US History, dual credit USH or AP

USH

Government / Economics

elective PE/PCC Elective Elective

World Language 1 World Language 2 World Language 3 Elective

Fine Arts Elective Elective Elective

Elective Elective Elective Elective

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Core 40 with Academic Honors 4 Year Personal Plan


English English English English

Math Math Math Math

Science Science Science

US History Government/ Economics

Health/ PE PE/ PCC

Instructions: Use this template to plot out potential courses over the next four years. Already completed boxes represent the school’s plan for these required courses. Blank boxes represent flexible class scheduling or elective courses.

Notes: Your student’s plan can be flexible on world history/ geography, world language, and fine arts. Plot out when your student will take the following:

world history/ geography (grade 9 or 10) world language (need three years) fine arts credits (need two semesters) 3rd year science courses can be taken in grades 11 or 12

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Core 40 with Technical Honors Sample 4 Year Planning ScheduleMany of these courses can be taken in an honors or pre-AP path


English 9 English 10 English 11 American Studies

English 12 Electives

Algebra 1 Geometry Algebra 2 Math elective or quantitative

reasoning course

Biology ICP or Chemistry Advanced Science

Elective

Health / PE World History or Geography and

History of the World

US History Government / Economics

Elective PE/PCC Central Nine Career Center

Central Nine Career Center

World Language 1 World Language 2 Central Nine Career Center


Elective Elective Central Nine Career Center


Elective Elective Central Nine Career Center


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Core 40 with Technical Honors Personal PlanMany of these courses can be taken in an honors or pre-AP path



Math Math Math Math or QR



Health/ PE PE/ PCC C9 C9

C9 C9

C9 C9


Notes

World history or geography can be taken in grade 9 or 10 World language is not required for THD, but several colleges require two years of world

language for admission. 3rd year science courses can be taken in grades 11 or 12. C9 courses take up four elective spaces each year.

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Core 40 Sample 4 Year Planning Schedule

Many of these courses can be taken in an honors or pre-AP path


English 9

English 10 English 11 American Studies

English 12 Electives

Algebra 1

Geometry Algebra 2 Math Elective or quantitative reasoning course

Earth and Space Science

Biology ICP or Chemistry Elective

Health / PE

World History or Geography and History of the World

US History Government / Economics

Elective PE/PCC Elective Elective

Elective

Elective Elective Elective



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Core 40 Personal Plan



Math Math Math Math or QR



Health/ PE PE/PCC


Notes

World history or geography can be taken in grade 9 or 10 World language is not required for Core 40, but several colleges require two years of

world language for admission. 3rs year science courses can be taken in grades 11 or 12. C9 courses take up three elective spaces each year

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Grade 9 Elective CoursesCourse Descriptions and Essential Learnings

AgricultureINTRODUCTION TO AGRICULTURE, FOOD, AND NATURAL RESOURCES: Grade 9 and first- time agriculture students; two semesters, two creditsIntroduction to Agriculture, Food and Natural Resources is a two semester course that is a prerequisite to and a foundation for all other Agricultural Science classes. An activity and project based approach is used to enhance the effectiveness of student learning activities.

EL1. Utilizing knowledge about the human population and world resources, discuss the necessity of agriculture to sustain a growing global population.EL2. Recognize agricultural education is a component of a three circle model (Ag Ed, FFA, & SAE) and that participation in all three of these elements is essential for a well-rounded curriculum.EL3. Discuss the purpose of the National FFA Organization and its beginnings; as well as discuss organizational information about the Whiteland FFA Chapter.EL4. Using information about organisms and the characteristics of life, identify natural resources and wildlife in the world around us and its necessity for our survival.EL5. Recognize various species and breeds of livestock and companion animals and the proper care and management that is necessary to adequately raise these animals.EL6. Utilize the chemical properties of food to explain different processing, preparation, and manufacturing techniques used to maintain freshness and product appeal.EL7. Demonstrate proper care and maintenance of annual plants from seedling to grown product.EL8. Utilize knowledge of plant and soil anatomy to provide plants with a healthy growing environment.EL9. Effectively market agricultural products to appeal to a variety of audiences.EL10. Discuss current controversial agricultural issues in a diplomatic, non-offensive manner and participate in debates that discuss the positive and negative points of different Ag issues.

PLANT & SOIL SCIENCE: Grades 9-12; two semesters, two credits. Dual credit with Ivy Tech Community College. Prerequisite: Completion or concurrent enrollment in Introduction to AgriculturePlant and Soil Science is a two semester course that provides students with background in basic botany and landscaping principles, as well as opportunities to participate in a variety of activities including project based work and management of the school greenhouse.

EL1: Utilize the principles of soil evaluation to judge a soil’s effectiveness on plant growth and survival.

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EL2: Recall different fiber and oil crop plants, seeds, and recognize diseases associated with growing these crops in Indiana.EL3: Identify entomological pests and their effects on crop growth.EL4: Perform the process of seed germination and understand its importance in the plant life cycle.EL5: Recognize the essential anatomical parts of the plant and its relationship to overall plant physiology.EL6: Investigate the importance of the root, leaf, and stem system in plant physiology.EL7: Investigate water as an essential nutrient of a plant and its importance in the growth cycle.EL8: Demonstrate proper care of annual plants from seedling to maturity utilizing greenhouse resources.EL9: Design basic landscaping plans for residential and commercial organizations using the principles of landscape design.EL10: Recognize and investigate different career opportunities in the Plant & Soil Science Industry.

ArtEssential Learnings for all visual art coursesEL 1: Creative Visual CommunicationMastery is... The student communicates interesting and original themes that are largely different from those of other students.EL 2: Time Management and Safe Operation of a labMastery is... The student effectively uses time, materials, tools, storage, and equipment to maintain a safe lab.EL 3: Use Problem Solving and Critical InquiryMastery is... The student applies problem solving methods to describe, analyze, and interpret artwork.EL 4: Improving Skill through Research, Practice, Critique and RevisionMastery is... The student will initiate research, practice, critique, and revision and will ask for opinions and assistance. EL 5: Understand the importance of Presentation and CraftsmanshipMastery is... The student demonstrates refined craftsmanship and technical skills in an original work of art.EL 6: Apply the Elements of Art and Principles of Design to personal workMastery is... The student will effectively apply the Elements of Art and Principles of Design in personal work.Elements- Line, Value, Color, Texture, 2D Shape, 3D Form, Space (positive and negative)Principles- Emphasis, Proportion, Movement, Contrast, Balance, Rhythm, Pattern, Variety, UnityEL 7: Explore and effectively use different Media, Processes and Techniques to create artMastery is... The student shows mastery by effective use of the media, processes and techniques

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ART HISTORY (Ancient): Grades 9-12; one semester, one creditStudents taking Art History engage in learning experiences that encompass art history, criticism, aesthetics, and production through study and art projects. This art history course includes Art of Early Civilizations (Prehistoric); Art of Rising Civilizations (Classical); Art of Asia, the Americas, and Africa; and Art in Quest of Salvation (Gothic).

ADVANCED ART HISTORY (Modern): Grades 9-12; one semester, one creditPrerequisite - Art History (Ancient) Students taking Advanced Art History engage in learning experiences that encompass art history, criticism, aesthetics, and production through study and art projects. This art history course includes Art of an Emerging Modern Europe (Renaissance, Mannerism, Baroque, Rococo) and Art of the Modern Era (Neoclassicism, Romanticism, Realism, Impressionism, Post-Impressionism, American, Fauvism, German Expressionism, Cubism, Mexican, Surrealism, Regionalism, Abstract Expressionism, Pop Art, Op Art, Photo-Realism, Sculpture, Architecture, Digital Art, etc.)

INTRODUCTION TO 2D ART: Grade 9-12; one semester, one creditStudents may bypass Intro to 2D with a Portfolio Review by a WCHS Art TeacherStudents enrolled in Introduction to 2D Art will focus on aspects of two-dimensional art. Projects will focus on the elements of design using a variety of drawing and painting media. Students will be introduced to realistic and abstract design as they work through creative projects and activities. A sketchbook will be required.

INTRODUCTION TO 3D ART: Grade 9-12; one semester, one creditStudents may bypass Intro to 3D with a Portfolio Review by a WCHS Art TeacherStudents enrolled in Introduction to 3D Art will focus on aspects of three-dimensional art. Projects will focus on the elements and principles of design using a variety of ceramic clay and sculpting media with paint and glaze finishes. Students will be introduced to realistic and abstract design as they work through creative projects and activities. A digital portfolio will be created. CERAMICS I: Grades 9-12; one semester, one creditPrerequisite - Intro to 3D Students taking Ceramics I create works of art in clay using hand-building construction methods of pinch pots, slab, and coil. Glazing processes and potter’s wheel procedures are introduced at this level. Distinction is made between functional and sculptural ceramics. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit. CERAMICS II: Grades 9-12; one semester, one credit Prerequisite - Ceramics I Ceramics II is designed to provide ceramics students with the opportunity to build on the skill and knowledge gained in Ceramics I while providing choice-based art education. Objectives become more open ended to allow for more freedom in design choices. Free-hand sculpting techniques are introduced and conceptual ceramics is explored in more depth. Potter’s wheel skills are advanced. Assignments are made for students

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with any level of skill sets. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit. DIGITAL DESIGN I: Grades 9-12; one semester, one credit Prerequisite - Intro to 2DStudents in Digital Design I engage in design learning experiences that encompass art criticism, aesthetics, and production. Students make works of art using computers, tablets and Adobe Creative Suite 6 Photoshop and Illustrator, Students will incorporate digitized imagery, drawing, and computer animation. A required digital design portfolio/binder is completed.

DIGITAL DESIGN II: Grades 9-12; one semester, one creditPrerequisite – Digital Design IStudents in Digital Design II engage in learning experiences that build upon Digital Design I and will encompass art history, art criticism, aesthetics, and production. Students create works of art utilizing more advanced techniques with Adobe Creative Suite 6: Photoshop, Illustrator, and Flash. These will include 3-D rendering, graphic design, using digital plotter/cutters, and frame by frame animation. A required digital design portfolio/binder is completed.

DRAWING I: Grades 9-12; one semester, one credit Prerequisite - Intro to 2DStudents enrolled in this course will engage in two-dimensional drawing experiences using a variety of media. Focus will be placed on design, composition, and creativity while increasing skill level. Students will be given assignments that allow them to practice various drawing styles and techniques. A sketchbook will be required.

DRAWING II: Grades 9-12; one semester, one credit Prerequisite - Drawing I Students enrolled in this course will expand their knowledge of two-dimensional drawing experiences using a variety of media. Focus will be placed on design, composition, and creativity while continuing to increase skill level. Students will reflect on artwork and refine their knowledge of drawing media and techniques. Students at this level will begin to produce work for their portfolios and demonstrate a sincere desire to explore a variety of ideas and problems. A sketchbook is required for the course. PAINTING I: Grades 9-12; one semester, one credit Prerequisite - Intro to 2DStudents enrolled in this course will engage in painting experiences that focus on design, composition and creative problem solving. Basic color theory, color properties, and color schemes will be introduced, as well as introductory techniques for mixing and applying paint. Projects will revolve around application of this knowledge through various design activities. Students will use a variety of media, including acrylic and watercolor paint.

PAINTING II: Grades 9-12; one semester, one credit

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Prerequisite - Painting I This course is designed to provide students with continued learning experiences in painting that focus on design, composition and creative problem solving. Students will create paintings with both abstract and realistic subject matter, reflect on artwork, and expand their knowledge of painting media and techniques. Students at this level will begin to produce work for their portfolios and demonstrate a sincere desire to explore a variety of visual arts ideas and problems. PHOTOGRAPHY I: Grades 9-12; one semester, one credit Prerequisite - Intro to 2Dnote -students with multiple OAA offenses (Out of Assigned Area) may be restricted from Photography IStudents in Photography I engage in learning experiences that encompass the history, technology, and aesthetics of photography. Students will learn to use both digital and film camera equipment/ software, and investigate skills related to the Elements of Art, Principles of Design, and image composition. Projects will lead to a portfolio of the students’ best work. Photography students utilize equipment and follow processes that require sincere care, self-discipline, and demonstration of responsibility. Because of this, students will be required to attend a call out meeting and return an application to the teacher prior to registration. Students who do not return their application will be assigned to Digital Design 1. Information listed below will help students when scheduling for this course:

Students must provide their own digital camera or phone with camera at all times throughout the semester, and have cords in order to transfer photos onto their Shared Drive when required.

Although not necessary, it would be beneficial for a student to have their own manual film camera

Students will be held responsible for any damages incurred to cameras or equipment

It is the nature of this course that students must be held accountable for being in an assigned area determined by the teacher at all times.

Students will receive assignments to shoot photos outside of the class day throughout the semester. It is imperative that these are done on time and with the required minimum number of photographs. Failure to do so usually results in a failing grade.

PHOTOGRAPHY II: Grades 9-12; one semester, one creditPrerequisite – Photography I,note -students with multiple OAA offenses (Out of Assigned Area) may be restricted from Photography IIStudents in Photography II engage in learning experiences that build upon Photography I and will encompass art history, art criticism, aesthetics, and production. Photography II students will utilize both digital and film photography as means of creative visual expression. Students will explore historical connections, learn and experience more advanced digital and film techniques, and improve skills related to design,

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composition, and subject matter. Projects will lead to a portfolio of the students’ best work.

Photography II students utilize equipment and follow processes that require sincere care, self-discipline, and demonstration of responsibility. Information listed below will help students when scheduling for this course: Photography students utilize equipment and follow processes that require sincere care, self-discipline, and demonstration of responsibility. Information listed below will help students when scheduling for this course:

Students must provide their own digital camera or phone with camera at all times throughout the semester, and have cords in order to transfer photos onto their Shared Drive when required.

Although not necessary, it would be beneficial for a student to have their own manual film camera

Students will be held responsible for any damages incurred to cameras or equipment

It is the nature of this course that students must be held accountable for being in an assigned area determined by the teacher at all times.

Students will receive assignments to shoot photos outside of the class day throughout the semester. It is imperative that these are done on time and with the required minimum number of photographs. Failure to do so usually results in a failing grade.

PRINTMAKING: Grades 9-12; one semester, one credit.Prerequisite – Drawing 1Students in Printmaking engage in learning experiences that encompass art history, art criticism, aesthetics, and production. Printmaking students will create abstract and realistic prints using a variety of methods including but not limited to embossment, relief cut, silkscreen, engraving, and lithography. Students will make an edition of prints for each method to create a portfolio of the students’ best work. SCULPTURE I: Grades 9-12; one semester, one creditPrerequisite - Intro to 3DStudents in Sculpture I will engage in creating three-dimensional projects. Projects will reflect design, problem- solving skills, and hands-on construction. Students will be introduced to a variety of art materials, such as wire, plaster, variations of clay (not ceramic clay), found objects, etc. They will also be introduced to a variety of techniques, such as modeling, carving, casting, assemblage, etc. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit. SCULPTURE II: Grades 9-12; one semester, one creditPrerequisite - Sculpture I Students in Sculpture II will engage in learning experiences that build upon Sculpture I. Application of three-dimensional design skill will be enhanced by a variety of new

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material such as wood, metal, Styrofoam board, fiber, and/or mixed media. Students will use both new and known materials and techniques to reflect, discuss, peer evaluate, collaborate, and refine work. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit.

BusinessDIGITAL APPLICATIONS: Grades 9- 12; one semester, one creditEL 1: Become Proficient in the use of Microsoft Office Software (Excel spreadsheets, Access database, Word applications)EL 2: Student can create an effective flyer that includes all of the following:

All necessary information in a headline, body, and signature line.Text that is formatted with different font sizes, font types and effects.Pictures are used to visually enhance the flyer (Text Wrap, Sizing, Picture Effects)

EL 3: Student can create an effective research paper that that includes All of the following:

Follows MLA formatting guidelines (Insert Page Number and Heading)Insert citations and footnotes.Concludes with an inserted Works Cited page.

EL 4: Student can create an effective business letter that includes all of the following:Has a letterhead that includes the business name, logo, Return address and Border; Includes the major components of a business letter:date, inside address, salutation, introduction, complimentary closing and signature blockHas a table that is centered, formatted with an Auto Format and fitted to contents.

EL 5: Student can create a Spreadsheet that includes all of the following: Create a chart and Manipulate (Title, Data Labels, Moving to separate Tab)Insert formulas and functions into a spreadsheetFormatting (Titles, Headings, Numbers, Tabs)

EL 6: Student can Create a Database that includes All of the following:Can Create Tables in Design View and Enter Records in Datasheet ViewSearch and Sort Database Information using QueriesCreate Forms and Reports from Tables

INTRODUCTION TO BUSINESS: Grade 9; two semesters, two creditsIntroduction to Business introduces students to the world of business, including the concepts, functions, and skills required for meeting the challenges of operating a business in the twenty-first century on a local, national, and/or international scale. The course covers business management, entrepreneurship, marketing fundamentals, and business ethics and law. The course develops business vocabulary and provides an overview of business and the role that business plays in economic, social, and political environment.

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EL 1: Students will gain understanding and awareness by learning our economic environment which includes making economic decisions.EL 2: Students will study the theory of business operations and structures while adapting to managing as a leader.EL 3: Students will learn the importance of business communication and how to communicate effective as individuals and in teams.EL 4: Students will study the consumers of the economy which include the following: informed consumer, consumer buying decisions and consumer rights and responsibilities.EL 5: Students will learn the importance of risk management and how the fundamentals of insurance are vital to any business organization.

INTRODUCTION TO ACCOUNTING I: Grades 9-12; two semesters, two creditsPrerequisite: Strong performance in algebra 1. Freshmen students should be concurrently enrolled in Algebra 2. Introduction to Accounting introduces the language of business using Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting. This course involves understanding, analyzing, and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision-making.

EL 1: Students will be able to analyze how transactions affect accounts in an accounting equation.EL 2: Students will be able to analyze transactions into debit and credit parts. EL 3: Students will be able to journalize transactions.EL 4: Students will be able to post to a general ledger.EL 5: Students will understand the concepts of cash control systems such as, the accounting concepts and practice related to using a checking account, reconciling a bank statement, journalizing dishonored checks and electronic banking transactions, and establish and replenish a petty cash fund. EL 6: Student will understand the concepts of a worksheet and complete a worksheet for a service business. EL 7: Students will be able to identify account concepts and practices related to preparation of financial statements and prepare and analyze an income statement and balance sheet. EL 8: Students will be able to identify accounting concepts and practices related to adjusting and closing entries, record adjusting and closing entries, and prepare a post-closing trial balance for a service business organized as a proprietorship.EL 9: Students will be able to journalize purchases and cash payments by filling out a purchases journals, cash payments journals, and a petty cash report.EL 10: Students will be able to journalize sales and cash receipts using special journals. (e.g. Sales Journal and Cash Receipts Journals)EL 11: Students will be able to post to general and subsidiary ledgers.EL 12: Students will be able to prepare payroll records. EL 13: Students will be able to analyze, record, and prepare payroll accounting, taxes, and reports.

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EL 14: Students will understand how to distribute dividends and preparing a worksheet for a merchandising businessEL 15: Students will be able to understand, analyze, and prepare financial statements for a corporation. EL 16: Students will be able to record adjusting and closing entries for a corporation.

PRINCIPLES OF MARKETING: Grades 9-12; two semesters, two creditsPrerequisite: Freshmen are able to take marketing if they enroll in digital apps at the same time EL 1: Students will be able to explain what Marketing is and explain its importance in our economy.EL 2: Students will be able to identify a target market using market segmentation categories.EL 3: Students will be able to describe the importance of Branding a product and explain thenecessary steps in the branding processEL 4: Students will utilize Market Research to make marketing decisions.EL 5: Students will classify distribution channels and rationalize which type of distribution intensity fits for certain products.EL 6: Students will be able to explain the factors and process that are involved in pricing a product as well as analyze calculations to help make the Price decision.EL 7: Students will be able to identify Pricing Strategies used in a free market economy.EL 8: Students will be able to identify and create different Types of Promotion as well as rationally choose different promotions to be used in a promotional mix.EL 9: Students will be able to explain how an economy works and identify/classify different types of economic systems.EL 10: Students will be able to create a Marketing Plan with a properly researched SWOT

COMPUTER ILLUSTRATION AND GRAPHICS: Grades 9-12; two semesters, two creditsComputer Illustration and Graphics introduces students to the computer’s use in visual communication. The focus of the course is on basic computer terminology and use, mastering fundamental skills, and developing efficient working styles. These skills are then developed by creating work with imaging, drawing, and the use of interactive and page layout software. The course includes organized learning experiences that incorporate a variety of visual art techniques as they relate to the design and execution of layouts and illustrations for advertising, displays, promotional materials, and instructional manuals. Instruction also covers advertising theory and preparation of copy, lettering, posters, produce-vector illustrations, graphics and logos, and artwork in addition to incorporation of photographic images. Communication skills will be emphasized through the study of effective methods used to design products that impart information and ideas. Advanced instruction might also include experiences in silk screening and air-brush techniques as well as activities in designing product packaging and commercial displays or exhibits.

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EL 1: Students will learn the basics of desktop publishing by creating flyers, brochures, newsletter and custom advertisement in Microsoft Publisher. EL 2: Students will use Adobe Photoshop to integrate visual arts techniques, as well as, elements and principles of design to develop graphic art.EL 3: Students will demonstrate the principles and techniques of publication design and layout in Adobe Indesign. EL 4: Utilize Adobe Illustrator to create a graphic comprised of text and multi-layered illustrations. EL 5: Evaluate the purposes, functions and features of desktop publishing software through custom publications.

INTRODUCTION TO COMPUTER SCIENCE: Grade 9-10; two semesters, two creditsIntroduction to Computer Science allows students to explore the world of Computer Science. Students will gain a broad understanding of the areas composing computer science. Additionally, there will be a focus on the areas of computer programming, gaming/mobile development, and artificial intelligence/robotics.

EL 1: Introduction to coding and logic using ScratchEL 2: HTML Coding, Website DevelopmentEL 3: Robot coding and applicationEL 4: Data collection and ProcessingEL 5: Visual Programming and Programming Logic

COMPUTER SCIENCE I*: Grades 9-12; two semesters, two creditsDual credit is available through Vincennes University for juniors and seniorsComputer Science 1 is a basic programming course that will teach the structures and applications of visual programming. We will utilize Microsoft Visual Studio to create our programs and code them with the C# programming language. Students will be required to take notes, do worksheets, and ultimately create several programs that assess programming knowledge and programming logic.

EL 1: Students will Design Forms through Microsoft Visual StudioStudents will learn simple coding including Data types, Variables and Math in the C# programming languageEL 2: Students will use Decision Structures (if statements) in the C# programming language to design Visual programsEL 3: Students will utilize Iterations using C# to create visual programsEL 4: Students will learn to traverse through and use Arrays using C#EL 5: Students will learn how to do simple Animations in Microsoft Visual StudioEL 6: Students will use various methods relating to Strings to make programs

English

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ENGLISH 9: two semesters, two creditsThrough the integrated study of language, literature, composition, and oral communication, students further their use of language as a tool for learning and thinking and as a source of pleasure. Students will work on reading and comprehension skills through the study of a wide variety of literary genre and expository materials and documents.

English 9 Essential Learnings

1. Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

2. Analyze in detail the development of a theme or central idea over the course of a work of literature/nonfiction, including how they emerge and are shaped and refined by specific details.

3. Analyze how dynamic characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

4. Analyze how authors use literary devices, plot structure, and point of view to create specific effects for their audiences.

5. Determine an author’s perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose.

6. Demonstrate knowledge of Greek and Latin roots, prefixes, and suffixes. 7. Use context to determine or clarify the meaning of words and phrases. Analyze

the meaning of words and phrases as they are used in works of literature and nonfiction texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone including words with multiple meanings.

8. Write a narrative or informative/expository essay that contains:● Introductory paragraph that contains:

An engaging hookWell written thesis statement

● Body paragraphs that contain:A topic sentence/ assertion Evidence (properly integrating logical quotes)Commentary (interpreting how quotes and evidence connect back To the thesis

● Conclusion paragraph that:Follows or refers back to the thesisEnds with a clincher, leaving a lasting impression

9. Write a persuasive essay that contains:● Introductory paragraph that contains:

An engaging hookWell written persuasive thesis statement

● Body paragraphs that contain:A topic sentence/ assertion Evidence Commentary

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10.Outline the elements argumentative essay that contains:● Introductory paragraph that contains:

An engaging hookWell written thesis statement that makes a clear claim

● Two body paragraphs that contain:A topic sentence/ back-up claim Evidence Commentary

● One body paragraph that contains:A topic sentence/ counterclaim EvidenceCommentary A rebuttal that refutes the counterclaim and further supports the original claim


ENGLISH 9 PRE-AP*: two semesters, two credits; guidance recommendation - students enrolled in English 8 honors and earning a B or better might consider this course This course is for students who have come through CPCSC’s Gifted and Talented program and for other highly successful Language Arts students who aim to successfully complete the 11th- and 12th-grade English AP courses.

English 9 Pre-AP Essential Learnings1. Students should be able to determine the meaning of words.2. Students should be able to define and identify an author’s use of literary devices.3. Students should be able to identify details that support a text's central or universal theme.4. Students should be able to compose a well written thesis statement centered argumentative

essay.5. Students should be able compose a well written thesis statement centered expository essay.6. Students will select the proper means by which to properly respond to a given task and a given

audience.7. Students should be able to outline/structure an argument to improve clarity, meaning, & the

progression of ideas.8. Students will be able to recognize and use correctly formed sentences, including parts of

speech, phrases, and clauses.9. Students should be able to critically evaluate fiction. 10.Students should be able to critically evaluate non-fiction.11.Students should be able identify how author’s specific choices influence specific effects upon

an audience.12.Students will be able to identify an author’s purpose.

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JOURNALISM: Grades 9-12; one semester, one creditThis course is a prerequisite for students wishing to be part of the newspaper or yearbook staff. This course includes 1) interviewing sources and writing news stories; 2) the legal and social responsibilities involved in publications; and 3) the ethics of accurate and fair reporting. Students will read models of excellent journalistic techniques and will evaluate and analyze writing through discussions and critiques.

Journalism Essential Learnings1. Define the function of journalism and a free press in a democratic society and

explain how journalism in free societies [such as the United States] differs from journalism in non-free societies.

2. Explain and evaluate the impact of significant events and individuals on the development of journalism in the United States.

3. Describe the impact of key Supreme Court decisions affecting student expression and the student press.

4. Explain and apply the legal boundaries and concepts affecting scholastic journalism.

5. Analyze professional codes of ethics, explain essential ethical principles, and evaluate ethical responsibilities in the media and case studies.

6. Analyze and evaluate articles for newsworthiness, content, credibility, bias, structure, style, and other elements.

7. Perform adequate research, formulate effective interview questions, facilitate successful interviews, and accurately integrate information and quotes into stories.

8. Brainstorm, discuss, and explain newsworthy story ideas that are relevant and interesting to readers.

9. Evaluate, revise, and copy-edit articles for meaning, content, purpose, clarity, sentence structure, style and grammar.

10.Write an accurate and informative news article.11.Write a well-researched and persuasive opinion article.12.Write an engaging and creative feature article.

STUDENT PUBLICATIONS (Yearbook): Grades 10-12; two semesters, two credits; prerequisite - Journalism I and student application/instructor approvalThis course provides the study of and practice in gathering and analyzing information, interviewing, and note taking for the purpose of writing, editing, and publishing for print. Instruction on effective layout, design and typography will be presented as well as marketing techniques and experience. Students use online applications, Microsoft Word, and scanner software. Individual student instruction and expectations will be modified according to years of experience on the staff.

Family And Consumer Sciences (FACS)

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INTERPERSONAL RELATIONSHIPS: Grades 9-12; one semester, one creditThis course assists students in achieving positive and respectful relationships in families, school, community, and the workplace. The course focuses on building self-esteem, resolving conflicts, and developing effective decision making and communication skills through the use of discussion/small group activities.EL 1 How We Grow EL 2 Who You Are EL 3 PersonalityEL 4 Making DecisionsEL 5 Roles We PlayEL 6 Building RelationshipsEL 7 Communication SkillsEL 8 FamilyEL 9 Stress, Conflict and Grief

INTRODUCTION TO FASHION AND TEXTILES: Grades 9-12; one semester, one creditThis course fulfills a Fine Arts requirement for the Core 40 Academic Honors DiplomaA project-based approach integrates instruction and laboratory experiences including application of the elements and principles of design; selection, production, alteration, repair, and maintenance of apparel and textile productsEL 1 Making Clothing ChoicesEL 2 Using a Sewing MachineEL 3 Sewing Tools EL 4 Construction TerminologyEL 5 Sewing TechniquesEL 6 Hand SewingEL 7 Reading Pattern InstructionsEL 8 Choosing Fabrics and other Textile NeedsEL 9 Using Technology

INTRODUCTION TO HOUSING AND INTERIOR DESIGN: Grades 9-12; one semester, one creditThis course fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma.This course provides the foundation for further study and careers in the architecture, construction, housing, interior design, and furnishings industries.EL 1 Making Housing Choices EL 2 Evaluating Floor Plans EL 3 Arranging and Selecting FurnitureEL 4 Applying Elements and Principles of DesignEL 5 Element of ColorEL 6 Kitchens and Baths

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EL 7 Furniture Styles EL 8 House/Architectural Styles

NUTRITION AND WELLNESS: Grades 9-12; one semester, one credit The course emphasizes basic food preparation skills, food sanitation, kitchen safety, and healthy food choices. This laboratory-based course will prepare students for choosing good nutrition for long term health.

EL 1 Demonstrate knowledge of the process of safe food preparation, safe food handling, and kitchen safety.EL 2 Understand the importance of nutrients and their functions as they relate to the function of the human body. EL 3 Plan and prepare foods following proper techniquesEL 4 Define the importance of making nutritious food choices. EL 5 Identify ways to introduce a variety of fruits and vegetables into meals and snacksEL 6 Identify the importance of incorporating dairy foods.EL 7 Identify reasons for including eggs in a healthy eating plan.EL 8 Identify the basic ingredients in baking and their functions.EL 9 Describe different types of desserts and how to prepare them

ADVANCED NUTRITION AND WELLNESS: Grades 9-12; one semester, one credit; Prerequisite - Nutrition & Wellness.Emphasis of this second-year, laboratory-based course is to develop proficiencies in food preparation and meal-planning. Cultural and ethnic cooking are explored along with social, economic, and creative aspects of food presentation.EL 1 Examine the connection between careers and the world of food EL 2 Distinguish safe from unsafe food handling practices when preparing, transporting, and serving foodEL 3 Understand the concepts of how to prepare, cook, and store proteins and legumes EL 4 Understand concepts related to preparing baked goods. EL 5 Discover various international cuisines and their influence on eating patterns

MathALGEBRA I: two semesters, two creditsAlgebra I formalizes and extends the mathematics students learned in the middle grades. The following essential learnings are the focus of the Algebra 1 course:1.) I can add, subtract, multiply and divide polynomials.

AI.RNE.7: Understand polynomials are closed under the operations of addition, subtraction, and multiplication with integers; add, subtract, and multiply polynomials and divide polynomials by monomials.

2.) I can solve a linear equation/inequality in one variable.AI.L.1: Understand that the steps taken when solving linear equations create new equations that have the same solution as the original. Solve fluently linear equations and inequalities in one variable with integers, fractions, and decimals as coefficients. Explain

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and justify each step in solving an equation, starting from the assumption that the original equation has a solution. Justify the choice of a solution method.

3.) I can analyze and translate two variable linear functions using verbal, graphical, numerical and analytical models.

AI.L.5: Represent real-world problems that can be modeled with a linear function using equations, graphs, and tables; translate fluently among these representations, and interpret the slope and intercepts. AI.L.4: Represent linear functions as graphs from equations (with and without technology), equations from graphs, and equations from tables and other given information (e.g., from a given point on a line and the slope of the line).

4.) I can solve a system of equations and apply my understanding to solve real world representations.

AI.SEI.2: Understand that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. Solve pairs of linear equations in two variables using substitution and elimination. AI.SEI.3: Write a system of two linear equations in two variables that represents a real-world problem and solve the problem with and without technology. Interpret the solution and determine whether the solution is reasonable.

5.) I can factor a polynomial.AI.RNE.6: Factor common terms from polynomials and factor polynomials completely. Factor the difference of two squares, perfect square trinomials, and other quadratic expressions.

6.) I can analyze and translate two variable quadratic functions using graphical, numerical and analytical models.

AI.QE.4: Solve quadratic equations in one variable by inspection (e.g., for x^2 = 49), finding square roots, using the quadratic formula, and factoring, as appropriate to the initial form of the equation. AI.QE.7: Describe the relationships among the solutions of a quadratic equation, the zeros of the function, the x-intercepts of the graph, and the factors of the expression.

7.) I can analyze a function and determine if it is linear, exponential, or neither.AI.QE.1: Distinguish between situations that can be modeled with linear functions and with exponential functions. Understand that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. Compare linear functions and exponential functions that model real-world situations using tables, graphs, and equations.

ALGEBRA I HONORS*: two semesters, two creditsRecommended prerequisite: B+ or higher in pre-algebra during 8th gradeThe essential learnings listed in Algebra 1 are covered in this course, but Algebra I Honors provides a more rigorous and in-depth approach for a formal development of the algebraic skills and concepts necessary for students who will take other advanced courses. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problem-solving situations.

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ALGEBRA II: two semesters, two creditsPrerequisite: successful completion of both semesters of Algebra I

1. I understand systems of equations. 2. I understand the concept of a function. 3. I understand quadratic functions. 4. I understand polynomial functions.5. I understand radicals and inverse functions. 6. I understand exponential and logarithmic functions.7. I understand rational functions.8. I understand sequences and series.9. I understand counting techniques and probability.10. I understand radian measure and the unit circle.

ALGEBRA II HONORS*: two semesters, two credits;Prerequisite: C or better in Algebra I Honors and Geometry Honors or A in regular algebra and geometry without retestingAlgebra 2 Honors covers the same ELs as regular algebra 2, but more application of skills are required. Algebra 2 honors is recommended for students planning on Calculus AP in the future.

1. I understand systems of equations. 2. I understand the concept of a function. 3. I understand quadratic functions. 4. I understand polynomial functions.5. I understand radicals and inverse functions. 6. I understand exponential and logarithmic functions.7. I understand rational functions.8. I understand sequences and series.9. I understand counting techniques and probability.10. I understand radian measure and the unit circle. 11. Additional topics as determined by the instructor.

GEOMETRY: two semesters, two credits; prerequisite - Algebra IGeometry provides students with experiences that deepen the understanding of two- and three-dimensional objects and their properties.

The essential learning covered in this course are:

Unit 1: Segments, lines, rays, parallel and perpendicular1. (Q1) I can find the distance and midpoint in a variety of situations. I can state and apply the relationship between distance and congruence.

Unit 2: Angles, angle pairs2. (Q1) I can identify complementary, supplementary and vertical angle pairs and solve problems involving the relationship between their measures.Unit 3: Parallel lines and transversals, angle pairs

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3. (Q1) I can identify alternate interior, alternate exterior, corresponding and consecutive interior angle pairs. I can solve problems involving the relationship between angles created by two parallel lines cut by a transversal.

Unit 4: Introduction to Triangles4. (Q1)I can solve problems involving the sum of the interior angles of a triangle, properties of isosceles triangles, Triangle Inequality Theorem, Exterior Angle Theorem, Hinge Theorem, and angle-side relationships within triangles.

Unit 5: Logic5. (Q2) I can state, use, and examine the validity of the converse, inverse, and contrapositive of conditional (“if – then”) and bi-conditional (“if and only if”) statements.

Unit 6: Congruent Triangles6. (Q2) I can write geometric and algebraic two-column direct proofs including proofs of triangle congruence by SAS, SSS, AAS, and ASA.

Unit 7: Similar Polygons7. (Q2) I can prove triangles are similar by SAS, AA and SSS. I can use the properties of similar figures to find missing sides and angles in similar polygons.

Unit 8 Quadrilaterals8. (Q3) I can identify and apply properties of a parallelogram, rhombus, rectangle, trapezoid, and square. Unit 9 Right Triangles9. (Q3) I can use geometric means with altitudes in right triangles to find missing pieces.10. (Q3) I can state and use the Pythagorean Theorem to solve problems involving right triangles.11. (Q3) I can use sine, cosine and tangent to find missing sides and angles in right triangles.12. (Q3) I can use special right triangle relationships to find the missing sides of 45°, 45°, 90° and 30°, 60°, 90° triangles. Unit 10 Transformations13. (Q3) I can apply transformations to basic geometric figures including reflection, rotation, translation and dilation. Unit 11 Surface Area and Volume14. (Q4) I can find the area of geometric shapes including a square, rectangle, triangle, trapezoid, rhombus, kite, circle, sector and composite figures.15. (Q4) I can find the surface area and volume of prisms, cylinders, pyramids, cones and spheres. Unit 12 Circles16. (Q4) I can solve problems involving circles that include radius, diameter, and circumference. 17. (Q4) I can find measures of central angles, inscribed angles and circumscribed angles and their arcs. 18. (Q4) I can define a chord, secant and tangent of a circle.

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GEOMETRY HONORS*: two semesters, two creditsPrerequisite: C or better in Algebra I Honors or A in regular algebra without retestingThe essential learnings listed in Geometry are covered in this course, but Geometry Honors offers a more rigorous and in-depth approach to provide students with experiences that deepen the understanding of two-and three-dimensional objects and their properties. Deductive and inductive reasoning as well as investigative strategies in drawing conclusions are stressed. Additional topics in the Geometry Honors course include proofs, special segments in triangles, and additional characteristics of circles. Following Algebra I, Algebra II, and Geometry, students who do not choose to take Pre-Calculus, Pre-Calculus Honors, or AP Statistics, may take one semester of Finite Mathematics plus one semester of Probability and Statistics to meet the fourth-year mathematics requirement for the Academic Honors Diploma.

STATISTICS, ADVANCED PLACEMENT: two semesters, two credits;AP Statistics is a two semester elective course designed for two types of students.1. Any honors track mathematics students who has successfully completed Algebra I Honors. An honors track mathematics students will be encouraged to take this course in conjunctions with Algebra II Honors, Geometry Honors, Pre-calculus honors, AP Calculus AB, or AP Calculus BC.

2. Any college bound regular track mathematics student who has completed Algebra I, Geometry, and Algebra II. Students do not have to be top rate mathematicians because the course does not depend heavily on mathematics. Rather, students are asked to explore and explain concepts with the help of hands-on investigation while technology lowers the drudgery of computation. Students do not have to memorize formulas and they use a graphing calculator almost every day. Students will be strongly encouraged to take the Statistics AP Exam at the end of the course. Components of the course include the use of technology, projects, laboratories, cooperative group problem solving, and writing as a part of the concept-oriented instruction and assessment. The topics for AP Statistics are divided into five major themes: exploratory data analysis, planning and conducting a study, probability, anticipating patterns, and statistical inference.

Music

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Instrumental Music

Instrumental groups perform in parades, contests, and concerts and at most home basketball and football games. Considerable expense should be anticipated by all band members for the following: uniform rental, book rental, band camp (mandatory for all band members), band shoes, instrument rental, band jackets, etc. Students receive two credits per year for band. Music performance classes require students to remain in the class both semesters. All of the Instrumental Music courses except AP Music Theory are co-curricular which means students are evaluated both during and outside of the school day. Time outside of the school day will be scheduled for dress rehearsals and performances. A limited number of public performances serve as a culmination of daily rehearsal and musical goals. Students are required to participate in both rehearsal and performance opportunities outside of the school day that support and extend learning in the classroom. In addition, students perform a repertoire of concert band literature. Evaluation of music and music performances is included.

All music courses titles may be used to fulfill the fine arts credits for the Academic Honors Diploma.

MUSIC HISTORY AND APPRECIATION: Grades 9-12; one semester, one creditStudents receive instruction designed to explore music and major musical styles and periods through understanding music in relation to both Western and Non-Western history and culture. Activities include analyzing and describing music; evaluating music and music performances; and understanding relationships between music and the other arts, as well as disciplines outside of the arts. MUSIC THEORY AND COMPOSITION: Grades 9-12: one semester, one creditStudents develop skills in the analysis of music and theoretical concepts. They develop ear training and dictation skills, compose works that illustrate mastered concepts, understand harmonic structures and analysis, understand modes and scales, study a wide variety of musical styles, study traditional and nontraditional music notation and sound sources as tools for musical composition, and receive detailed instruction in other basic elements of music.

ELECTRONIC MUSIC/ MUSIC TECHNOLOGY: Grades 9-12; one semester, one creditMusic Technology provides students an opportunity to learn about the history and application of the equipment and techniques used in computer notation, electronic performance/ composition, and audio recording of music in the twentieth and twenty-first century.

AP MUSIC THEORY: Grades 10-12; two semesters, two credits

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Prerequisite: music theory; to enroll in this course, a student must have been approved by the high school choral or band director and/or be able to pass an entry level evaluation demonstrating ability to both read music and play an instrument at a satisfactory levelThis course is based on the content established by the College Board. Music Theory is intended for secondary school students who have completed music studies comparable to a first-year college course in music theory. The guidelines for the course that are published by The College Board may not match any particular college program, but they do reflect the coverage of content and level of skills typical of most first-year college courses. This course should integrate aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition, and history, and style. The student’s ability to read and write musical notation is fundamental to this course, and it is also assumed that the student has acquired at least basic performance skills in voice or on an instrument.

Dance

DANCE PERFORMANCE: MODERN JAZZ Grades 9- 12; two semesters, two credits; placement by audition or director appointment. This class will focus on dance fundamentals that will serve both the Whiteland Guards (fall and winter) and Whiteland Dance Teams (both competitive and non-competitive).Sequential and systematic learning experiences are provided in modern jazz dance with a concentration on equipment used in performance. Activities utilize a wide variety of materials and experiences consistent with modern jazz instruction including individual and group instruction in performance repertoire and skills. Students develop the ability to express their thoughts, perceptions, feelings, and images through movement. The performance class provides opportunities for students to experience degrees of physical prowess, technique, and flexibility and the study of dance performance as an artistic discipline and as a form of artistic communication. Learning activities and experiences develop the students’ abilities to:• understand the body’s physical potential, technical functions, and capabilities;• understand and assimilate the basic elements of technique within the genre offered;• demonstrate an understanding of the varied styles within the genre;• develop listening, comprehension, and memorization skills;• use simple to complex and compound dance patterns within the genre;• identify and use, both orally and in writing, appropriate terminology related to style and technique; and• understand musical phrasing, rhythmic structures, and meters. Students are able to describe, analyze, interpret, and judge live and recorded performances of professional dancers and companies in the genre. Students become aware of the vocation and a vocational opportunity in dance. Students are provided with opportunities to experience live performances by professionals during and outside of the school day. This course must be taken for a full school year and may be taken for successive semesters/years.

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PE

ADVANCED HEALTH EDUCATION: Grades 9-12; one semester, one credit; prerequisite - Health EducationThis elective health education course includes an in-depth study of: (1) health promotion and disease prevention; (2) accessing and evaluating health information, products, and services; (3) personal management skills; (4) the influence of family, culture, peers, community, media, and technology on health and health behaviors; (5) interpersonal communication skills; (6) decision making and goal setting; and (7) advocacy for personal, family, and community health A maximum of 8 credits may be earned in a total combination of Elective PE classes.

Radio and TelevisionBEGINNING RADIO AND TELEVISION I and II: Grades 9- 12; two semesters, two creditsBeginning Radio/TV I is an introductory course that takes students through a curricular timeline from theory to application: Beginning Radio/TV I Essential Learning Components: ELA Skills 1. Students will demonstrate mastery of ELC skillset: Field Equipment Operation/Safety. 2. Students will demonstrate mastery of ELC skillset: Extracurricular Production. 3. Students will demonstrate mastery of ELC skillset: Social Constructivism. 4. Students will demonstrate mastery of ELC skillset: Professionalism. 5. Students will demonstrate mastery of ELC skillset: Pre-Production. 6. Students will demonstrate mastery of ELC skillset: Production. 7. Students will demonstrate mastery of ELC skillset: Post-Production. Beginning Radio/TV I Essential Learning Components: ELA Content 8. Students will demonstrate mastery of ELC curricular content: Marketing Theory/Demography 9. Students will demonstrate mastery of ELC curricular content: History of Communication. 10. Students will demonstrate mastery of ELC curricular content: Programming Theory. 11. Students will demonstrate mastery of ELC curricular content: Camera Basics & Compositional Theory. 12. Students will demonstrate mastery of ELC curricular content: The Production Model.

Beginning Radio/TV II is application-based course that focuses on specific nuances and facets of video production:

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Beginning Radio/TV Essential Learning Components: ELC Skills 1. Students will demonstrate mastery of ELC skillset: Extracurricular Production. 2. Students will demonstrate mastery of ELC skillset: Social Constructivism. 3. Students will demonstrate mastery of ELC skillset: Professionalism. 4. Students will demonstrate mastery of ELC skillset: Pre-Production. 5. Students will demonstrate mastery of ELC skillset: Production. 6. Students will demonstrate mastery of ELC skillset: Post-Production. 7. Students will demonstrate mastery of ELC skillset: Studio Equipment Operation/Safety. Beginning Radio/TV Essential Learning Components: ELA Content8. Students will demonstrate mastery of ELC curricular content: Visual Narrative: Analysis.9. Students will demonstrate mastery of ELC curricular content: Audio Production.10. Students will demonstrate mastery of ELC curricular content: Interview Technique.11. Students will demonstrate mastery of ELC curricular content: Visual Narrative: Application.12. Students will demonstrate mastery of ELC curricular content: Studio Production.13. Students will demonstrate mastery of ELC curricular content: Electronic Field Production.

ScienceBIOLOGY I (L): Grades 9, 10 ; two semesters, two creditsBiology I is a course based on the following core topics: cellular chemistry, structure and

reproduction; matter cycles and energy transfer; interdependence of organisms; molecular basis of heredity; genetics and evolution. Instruction should will focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by

theory and by evaluating and communicating the results of those investigations according to accepted procedures. BIOLOGY I HONORS* (L): Grade 9; two semesters, two credits; requires guidance recommendationStudents who have completed 8th-grade science with a B or higher might consider this course. This course is recommended for freshmen whose four year plan includes Advanced Placement Science courses. Biology I Honors provides a more rigorous and in-depth approach to laboratory and field investigations that include a study of the structures and functions of living organisms and their interactions with the environment. Students enrolled in Biology I Honors explore the functions and processes of cells, tissues, organs, and systems within various species of living organisms and the roles and interdependencies of organisms within populations, communities, ecosystems, and the biosphere.

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ANATOMY & PHYSIOLOGY (L): Grades 9-12; two semesters, two creditsPrerequisite - Biology IStudents enrolled in this course engage in an in-depth study of the application of science concepts, principles, and unifying themes to the structure and function of the human body. Technological and health-related issues as well as extended laboratory and literature investigations will be included. This course will focus on the major components and functions of the human skeletal, muscular, nervous, endocrine, cardiovascular, integumentary, immune, digestive, respiratory, urinary, and reproductive systems.

ADVANCED SCIENCE, GENETICS (L): Grades 9-12; one semester, one credit; Prerequisite - Biology I.This lecture/lab course explores human genetics. Students will study inheritance patterns, molecular genetics, and population genetics. This course will include an overview of such topics as genetic and acquired birth defects, methods of prenatal diagnosis, genetic engineering, the human genome project, and the social issues connected with today’s genetic technology. Students will complete an end-of-course project and presentation integrating knowledge, skills, and concepts from a specific aspect of genetics. ADVANCED SCIENCE, ZOOLOGY (L): Grades 9-12; one semester, one credit; Prerequisite - Biology IRecommended prerequisite - Advanced Science, Anatomy & PhysiologyThis course will survey the animal kingdom from an evolutionary viewpoint. Students will become familiar with the major phyla of the animal kingdom, as well as the anatomy, physiology, and life cycles of animals. This course will include an end-of-course project and presentation, integrating knowledge, skills, and concepts from a specific area of zoology.

CHEMISTRY I* HONORS (L): Grades 9-12; two semesters, two creditsPrerequisite: Successful completion of biology I and algebra IThis course is eligible for dual credits from Indiana University for students in grades 9-12. Chemistry I Honors is designed for high-ability students who are considering postsecondary studies in the physical or biological sciences, medicine or engineering. While not a prerequisite for AP Chemistry, it would be an appropriate course for students who anticipate possibly enrolling in AP Chemistry. It explores in considerable depth topics introduced in this first year chemistry course: atomic theory and structure, theories of intermolecular and intermolecular bonding, acid-base and oxidation-reductions concepts, and chemical equilibrium. Organic as well as inorganic structures are studied. Laboratory experiments, generally quantitative in nature, are performed regularly.

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Social Studies

WORLD HISTORY AND CIVILIZATION: Grades 9-12; two semesters, two credits

EL 1 Ancient Civilizations (Understand the progression from prehistoric hunter-gatherer communities to civilizations by tracing the development of the following civilizations: Sumerians, Egyptians, Babylonians.)

EL 2 Ancient Greece and Israel (Examine the development of Greek and Hebrew civilizations including differing political, religious, cultural norms, and conflicts well as conflicts such as the Persian and Peloponnesian wars.)

EL 3 Rome and Byzantine Empire (Understand the continuation of the development of Western Civilization as the Romans build upon the foundations established by the Greeks, as well as primary reasons for both the expansion and decline of the Roman Empire.)

EL 4 Islam and Early Medieval Europe (Explore the origins, central beliefs, growth & development of Islam, and continuity and change involved in the transition in Western Europe following the collapse of the Roman Empire.)

EL 5 Late Medieval Europe and the Americas (Understand the major cultures and civilizations of the Americas prior to colonization, as well as the characteristics of Medieval Europe.)

EL 6 Renaissance, Reformation, and Exploration (Explore the dramatic academic, societal, religious, and cultural changes that occur during this era of transformation.)

EL 7 Absolutism and the Enlightenment (Explore the period of Absolutism in Europe and how the Enlightenment changed ideas about the ways societies ought to be constructed.)

EL 8 French Revolution and Napoleon (Analyze the causes and major events of the French Revolution, including the rise, rule, fall, and legacy of Napoleon.)Progression of political structure changes: King Louis XVI Monarchy, constitutional government, anarchy (Committee of Public Safety), Directory, Napoleon (Emperor), Monarchy EL 9 Industrial Revolution (Understand the progression of social and technological changes from agriculture-based societies through the 1st and 2nd Industrial Revolutions.)

EL 10 Imperialism & the 19th Century (Identify the global impact of industrialization, both as it leads to societal changes and uneven distribution of natural resources in global markets.)

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EL 11 World War 1 and the Interwar Years (Identify the primary causes, major events, and consequences of the first World War, as well as the social, political, and economic environment in the 1920s and 1930s.)

EL 12 World War 2 and the Holocaust (Identify the causes, major events, and global consequences of the second World War, to include the Holocaust and other atrocities.)

EL 13 Cold War and Modern Conflict (Analyze the post-WWII global order dominated by conflict between democratic and communist states, as well as major events from the years following the collapse of the Soviet Union.)

GEOGRAPHY AND HISTORY OF THE WORLD: Grades 9-12; two semesters, two creditsEL 1 Basics of Geography (Understand and implement map tools and skills while working with geographic concepts and themes. Apply the five themes of geography to everyday life and real world populations and problems.)

EL 2 Basics of Human Geography (Understand the basics of Human Geography through the comparison and analyzing of geographic terms and concepts throughout history. Identify and compare different types of government, historical Events, and demographics that create have created different cultures.)

EL 3 North America (Evaluate how historical events, immigration, and geography has shaped North America. Identify each of the fifty states and nine Canadian Provinces as well as major rivers, mountains and bodies of water within North America.)

EL 4 Latin America (Analyze the global impact of human activities as well as the impact of cultural diffusion and human interaction with the environment of Latin America. Investigate the impact of urbanization on daily life while trying to solve the problem of overcrowding.)

EL 5 Europe (Identify the many countries physical features of Europe while identifying cultural specifics of the region. Analyze the impact the Treaty of Versailles had on history and the coming historical events within Europe.)

EL 6 Russia (Locate major political and physical features of Russia while also identifying major cultural differences between Russia and the rest of the world. Analyze and compare the Russian revolution historical revolutions around the world. Understand the impact of the events during the Cold War and their relationship between the Soviet Union and United States.)

EL 7 Middle East (Locate major countries and physical features of the Middle East. Compare and contrast the three major religions of the region and conceptualize their importance on Jerusalem. Analyze the major themes and events that have created the current problematic situation in the Middle East Today.)

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EL 8 Africa (Locate major countries and physical features of Africa. Analyze and identify the major problems facing Africa today. Work to try and provide suitable and specific answers to the major problems within Africa. Compare and contrast major events and their historical significance on Africa.)

EL 9 Asia (China, India, N/S Korea, Vietnam) (Locate major countries, cities, and physical features throughout Asia. Examine the conflict between Hindus and Muslims as well as its impact on politics and policies within the region. Understand how historical events have shaped Asia today. Compare and contrast the United States involvement throughout both the Korean and Vietnam Wars. Evaluate your own ability to solve tensions between both North and South Korea.)

ETHNIC STUDIES: Grades 9-12; one semester, one creditEthnic Studies provides opportunities to broaden students’ perspectives concerning lifestyles and cultural patterns of ethnic groups in the United States. This course will either focus on a particular ethnic group or groups, or use a comparative approach to the study of patterns of cultural development, immigration, and assimilation, as well as the contributions of specific ethnic or cultural groups. The course may also include analysis of the political impact of ethnic diversity in the United States.

INDIANA STUDIES: Grades 9-12; one semester, one creditEL 1 Geography and History of Indiana (Ice Age, transportation routes through early settlers, importance of transportation routes in the growth of Indiana, early statehood, abolition and Civil War, industrialization, immigration, Progressive Era, prosperity, depression, WWl, post War Indiana, Civil Rights Movement, and desegregation in Indiana, contemporary Indiana)

EL 2 Civics and Government (Indiana’s Constitution, elections of people from Indiana to offices of President and Vice President, effects of Census on redistricting)

EL#3 Economy (Rise of and decline of industrial Indiana cities, growth of Labor Unions, immigration, economic impact of technology on the state)

EL#4 Individuals, Society and Culture (pioneer culture and relationship to Native Americans in Indiana, culture of different regions in the state, Indiana traditions, foods and customs over time, impact of sports, authors, musicians and artist contributions to Indiana society, impact on Entertainment Industry, what is means to be a Hoosier)

Technology

INTRODUCTION TO ENGINEERING DESIGN: Grades 9-12; two semesters, two credits

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Introduction to Engineering Design is an introductory course which develops student problem solving skills using the design process. Students document their progress of solutions as they move through the design process. Students develop solutions using elements of design and manufacturability concepts. They develop hand sketches using 2D and 3D drawing techniques and Computer Aided Design (CAD). Eligible for dual credit through Ivy Tech Community College.

EL1 Identify and describe the steps in the design process.

EL 2 Discuss the importance of the design process and how the process affects the outcome.

EL 3 Verify sizes and shapes of objects utilizing differing measurement tools.

EL 4 Recognize and identify the role of engineering and engineered products in society.

EL 5 Select the appropriate modeling materials to complete a 3-dimensional prototype or mock-up.

EL 6 Begin, define, and solve challenging visual problems, demonstrating skill and in-depth understanding of media and processes

EL 7 Describe and apply problem solving techniques

EL 8 Evaluate when geometric shapes can be utilized as a part of a design

EL 9 Select appropriate annotation to appropriately document features within drawings. Recognize and explain the various tolerances and their purpose.

EL10 Communicate conceptual ideas through written and verbal formats

EL11 Demonstrate thoughtful revision and refinement of original design solutions based upon reflection, critique, practice, and research

EL12 Create multiple solutions in works that demonstrate competence in producing effective relationships between mathematical components, media, and function.

INTRODUCTION TO CONSTRUCTION: Grades 9-12; two semesters, two creditsEL 1 Work cooperatively. Student will be able to perceive that better

performance by individuals produces better performance by the entire group.

EL 2 Use basic problem solving and decision making skills in your everyday construction duties.

EL 3 Brainstorming/developing activities. To formulate a series of new potential

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ideas in order to create & construct an object.

EL 4 Using proper tools/equipment to complete a task. The student shows a proficient level of competency which includes demonstrating safe use and knowledge of the tools and carpentry processes.

EL 5 Small group work is a way to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. Working in small groups

EL 6 Completing the task and being able to take personal responsibility for success and build self-confidence.

EL 7 Compare/Contrast. Reflect on your own experiences with comparative thinking strategies.

EL 8 Safety in using tools and equipment. Not only know how to use and what the equipment is used for, but operating tools in a way to keep themselves safe along with others around them.

EL 9 Troubleshoot a problem by realizing both human performance and technical problems.

EL10 Student can effectively understand the importance and use of researching and developing a plan before the process begins.

EL11 While working with measurements, students will be able to formulate any product using precise and accurate dimensions to create a product.

EL12 Careers choices: Recognize and identify the role of construction and engineered products in society.

INTRODUCTION TO MANUFACTURING I : Grades 9-12; two semesters, two creditsEL 1 Students will build career skills by being able to recognize and identify the

role of manufacturing products in society.

EL 2 Using proper tools/equipment to complete a task. The student shows a proficient level of competency which includes demonstrating safe use and knowledge of the tools and carpentry processes.

EL 3 Safety in using tools and equipment. Not only know how to use and what the equipment is used for, but operating tools in a way to keep themselves safe along with others around them.

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EL 4 Working cooperatively is a way to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills.

EL 5 Students can illustrate basic problem solving and decision making skills in your everyday manufacturing duties.

EL 6 Students will be able to formulate and manage brainstorming activities. Students will do this to formulate a series of new potential ideas in order to create & manufacture an object.

EL 7 Through the use of computer software, students will organize and verify sizes and shapes of objects utilizing differing measurement tools.

EL 8 Students can illustrate the importance of research and development. It is accomplished in order to create new and innovative products and add features to old products.

EL 9 Students will identify, apply, and select the appropriate modeling materials to complete a 3-dimensional prototype or mock-up.

EL10 While working with measurements students will be able to formulate any product using precise and accurate dimensions to create a product.

Theater

THEATER ARTS I: Grades 9-12; one credit, one semesterStudents enrolled in Theatre Arts may read and analyze theatrical works, create theatre pieces, conceive designs, and develop acting skills. These activities incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. Additionally, students explore career opportunities in the theatre, critique theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community.

Theater Arts I Essential Learnings1. Students will understand the significance of theatre and its history and culture.2. Students will identify, develop and apply criteria to make informed judgments

about theatre.3. Students will reflect on the nature of theatre and art.4. Students will create theatre pieces through collaboration, inquiry and

improvisation.5. Students will develop acting skills.6. Students will develop lifelong commitment to the arts.7. Students will identify and make connections between the theatre and other

disciplines.

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8. Students will develop critical thinking skills necessary to analyze, reflect, and interpret.

World Languages

Why should students take a World Language class?World Language classes help students acquire and develop effective real-world skills and tools such as cultural literacy, global awareness, risk taking, higher-order thinking and sound reasoning, and interactive communication.

Who should take a World Language class?Academic Honors diploma, Core 40 diploma, and Technical Honors diploma candidates; students planning to attend a four-year college; students considering any 21st-century career, especially one in a medical, public safety, law enforcement or scientific field; students interested in travel and /or jobs with international companies; students with a joy of learning another language; and students a joy of learning should take a World Language class.

When should students take a World Language class?All students could begin their World Language study their freshman year; however, it is appropriate to begin their sophomore, junior, or even senior year.

How will students be assessed?

Students in all languages and levels will be assessed based on their performance in the following essential, communicative skills:Interpersonal Speaking: Students can exchange personal information and interact with others in everyday situations. Presentational Speaking: Students can present information about their lives, people, places or things.Presentational Writing: Students can write information about their lives and the lives of others in real world situations using practiced material.Interpretive Reading: Students can understand familiar words and phrases of the things they read. Interpretive Listening: Students can understand familiar words and phrases of the things they hear. Interculturality: Students can interact with people from different cultural backgrounds using authentic language appropriately in a way that demonstrates knowledge and understanding of the cultures. FRENCH I: Two semesters, two creditsPrerequisite: C or better in previous EnglishFrench 1 students will become familiar with why they should study French and develop strategies to do so successfully. They will acquire basic listening, speaking, reading, and writing skills. They will participate in conversations, read simple texts and authentic materials, and will write simple descriptions and narratives. They will also learn about

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cultural aspects of France and francophone countries. They will begin to acquire the vocabulary and etiquette needed to interact appropriately in a variety of social situations.

SPANISH I: Two semesters, two creditsPrerequisite: C or better in previous English courseSpanish 1 students will become familiar with why they should study Spanish and develop strategies to do so successfully. They will acquire basic listening, speaking, reading and writing skills. They will participate in conversations, read simple texts and authentic materials, and will write simple descriptions and narratives. They will also learn about cultural aspects of Spain and Hispanic countries. They will begin to acquire the vocabulary and etiquette needed to interact appropriately in a variety of social situations. SPANISH II: Two semesters, two creditsPrerequisite: completion of Spanish I with C or betterIn Spanish II, students will further develop their listening, speaking, reading, and writing skills. A variety of listening and speaking activities will help them speak about themselves and others with increasing fluency and accuracy. They will compose simple, cohesive writings with teacher guidance. They will investigate basic family and social practices as well as products and symbols of Spanish and Hispanic cultures and describe them in simple terms.

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