2017-2018 High School Course Catalog Creating Students That Are College and Career Ready

2017-2018 HIGH SCHOOL COURSE CATALOG CREATING STUDENTS THAT ARE COLLEGE AND CAREER READY

Equal Opportunity Statement

East Allen County School has a policy of providing equal opportunity. All courses are open to all students regardless of race, color, gender, handicapping condition, national origin, or limited English proficiency due to national origin. In addition, all educational services, student activities, programs, instruction and facilities will not be denied to anyone in East Allen County Schools as a result of an individual’s race, color, gender, handicapping condition, national origin, or limited English proficiency due to national origin. Furthermore, East Allen County Schools has a policy to provide equal employment opportunity to all applicants and employees in a harassment-free work environment without regard to age, race, color, national origin, limited English proficiency due to national origin, gender, or disability. For further information, clarification, or complaint, parents may contact.

Questions about the Individuals with Disabilities Education Act (IDEA): Connie Brown, Special Services Director, East Allen County Schools Park Hill Learning Center, 1000 Prospect Avenue, New Haven, IN 46774 [email protected] (260)446-0100 ext. 3109

Questions about non-discrimination and accommodation under Title IX of the Education Amendments of 1972: Tina Grady, Human Resources Director, East Allen County Schools Administration Building, 1240 State Road 930 East, New Haven, IN 46774 [email protected] (260) 446-0100 ext. 1009

Questions about the Family Educational Rights and Privacy Act (FERPA): Marilyn Hissong, Assistant Superintendent of Elementary Education, East Allen County Schools Park Hill Learning Center, 1000 Prospect Avenue, New Haven, IN 46774 [email protected] (260)446-0100 ext.3124 Deborah Watson, Assistant Superintendent of Secondary Education, East Allen County Schools Park Hill Learning Center, 1000 Prospect Avenue, New Haven, IN 46774 [email protected] (260)446-0100 ext. 3151

Questions about equal employment opportunities (Title VII of the Civil Rights Act): Tina Grady, Human Resources Director, East Allen County Schools Administration Building 1240 State Road 930 East, New Haven, IN 46774 [email protected] (260) 446-0100 ext. 1009 Questions about sexual harassment (Title VII of the Civil Rights Act and Title IX of the Education Amendments of 1972): Tina Grady, Human Resources Director, East Allen County Schools Administration Building, 1240 State Road 930 East, New Haven, IN 46774 [email protected] (260)446-0100 ext. 1009

Questions about student harassment or bullying: Marilyn Hissong, Assistant Superintendent of Elementary Education, East Allen County Schools Administration Building, 1240 State Road 930 East, New Haven, IN 46774 [email protected] (260)446-0100 ext.3124 Deborah Watson, Assistant Superintendent of Secondary Education, East Allen County Schools Administration Building, 1240 State Road 930 East, New Haven, IN 46774 [email protected] (260)446-0100 ext. 3151

Questions about public records under the Freedom of Information Act: Tamyra Kelly, Public Relations Liaison, East Allen County Schools Administration Building, 1240 State Road 930 East, New Haven, IN 46774 [email protected] (260)446-0100 ext. 1050

Issues that remain unresolved after contacting the people above should be referred to: Dr. Kenneth Folks, Superintendent of Schools, East Allen County Schools Administration Building, 1240 State Road 930 East, New Haven, IN 46774 [email protected] (260)446-0100 Ext 1001 1

Table of Contents

Distance Learning ...... 2 Athletics& Graduation Exam ...... 3 Diploma Options ...... 4 High School Offerings……………………………………………………………………………………………………………….6 Administration and Counseling Staff Members / Dual Credit Reimbursement………………………………………….7 East Allen University...... ………………………………………………………………………………………………………..8 Indiana-Purdue Fort Wayne Dual Credit ...... 13 Ivy Tech…………………………………………………………………………………………………………………………...15 Trine……………………………………………………………………………………………………………………………….17 FWCS Career Academy at Anthis……………………………………………………………………………………………….18

Career Development ...... 19

Agricultural Education ...... 22

Business and Information Technology ...... 27

Engineering and Technology Education ...... 29

Family and Consumer Sciences ...... 34

Fine Arts-Music ...... 37

Fine Arts-Theatre ...... 40

Fine Arts-Visual Arts ...... 41

Health and Physical Education...... 43

Language Arts ...... 45

Mathematics ...... 49

Multidisciplinary ...... 51

Science ...... 52

Social Studies ...... 55

Trade and Industrial Education………………………………………………………………………………………………….58

World Languages…………………………………………………………………………………………………………………60 2

Distance Learning

East Allen County Schools is committed to offering the most rigorous curriculum and course offerings to our high school students while still remaining within our financial constraints. To that end, we offer to each of our high school students the opportunity to enroll in any East Allen County Schools high school course through Distance Learning. Students who want to participate in a Distance Learning course (an approved course not taught at their home school) will obtain approval from the building principal and enroll in the course through the guidance department. The method of instruction for these courses is video conferencing. Course offerings are subject to sufficient enrollment. Some Fine Arts and Family and Consumer Courses are not able to be taught through distance learning.

“Our mission is to inspire in all students a passion for learning while developing knowledge, skills, and character necessary to become responsible contributors to the local and global society.” 3

Athletics and Graduation Exam

Important information for you to know concerning participation in athletics, the graduation exam, and diploma options is outlined.

IHSAA ATHLETIC PARTICIPATION IN HIGH SCHOOL To be eligible scholastically, students must have received passing grades at the end of their last grading period in school in at least seventy percent (70%) of the maximum number of full credit subjects (or the equivalent) that a student can take and must be currently enrolled in at least seventy percent (70%) of the maximum number of full credit subjects (or the equivalent) that a student can take. Semester grades take precedence.

NCAA ELIGIBILITY REQUIREMENTS: Division I & II Institutions To play NCAA sports as college freshmen, students must meet NCAA requirements. They include: Graduation from high school and have successfully completed 16 core courses as listed below and have a core-course grade point average (based on a 4.0 scale) and a combined score on the SAT or a sum score on the ACT based on the new core GPA/test score index. See your Guidance Counselor for more information.  16 Core Courses: - 4 years of English - 3 years of math (Algebra I or higher) - 2 years of social science - 2 years of natural or physical science (including at least one laboratory science, if offered) - 1 year of additional English, math, or natural/physical science - 4 years of additional courses (from any area above or foreign language, non- doctrinal religion/philosophy) - Compass classes do not count toward NCAA In addition to the academic requirements listed above, freshman eligibility for Division I and Division II intercollegiate athletics is determined by the NCAA Initial-Eligibility Clearinghouse. All entering freshmen wishing to participate must register with the Clearinghouse. 4 Class of 2016 & Beyond

Indiana General High School Diploma The completion of Core 40 is an Indiana graduation requirement. Indiana’s Core 40 curriculum provides the academic foundation that all students need to succeed in college and the workforce. To graduate with less than Core 40, the following formal opt-out process must be completed: . The student, the student’s parent/guardian, and the student’s counselor (or another staff member who assists students in course selection) must meet to discuss the student’s progress. . The student’s Graduation Plan (including four year course plan) is reviewed. . The student’s parent/guardian determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum. . If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined.

Course and Credit Requirements (Class of 2016 & Beyond) English/Language Arts 8 credits Credits must include literature, composition and speech Mathematics 4 credits 2 credits: Algebra I or Integrated Mathematics I 2 credits: Any math course General diploma students are required to earn 2 credits in a Math or a Quantitative Reasoning (QR) course during their junior or senior year. QR courses do not count as math credits. Science 4 credits 2 credits: Biology I 2 credits: Any science course At least one credit must be from a Physical Science or Earth and Space Science course Social Studies 4 credits 2 credits: U.S. History 1 credit: U.S. Government 1 credit: Any social studies course Physical Education 2 credits Health and Wellness 1 credit College and Career Pathway 6 credits: one of which is Preparing for College and Careers which is an Courses EACS graduation requirement. Selecting electives in a deliberate manner to take full advantage of college and career exploration and preparation opportunities Flex Credit 5 credits Flex Credits must come from one of the following:  Additional elective courses in a College and Career Pathway  Courses involving workplace learning such as Cooperative Education or Internship courses  High school/college dual credit courses  Additional courses in Language Arts, Social Studies, Mathematics, Science, World Languages or Fine Arts Electives 6 credits Specifies the minimum number of electives required by the state. High school schedules provide time for many more elective credits during the high school years. 40 Total Credits Required 5 with Academic Honors (minimum 47 credits)

For the Core 40 with Academic Honors diploma, students must:  Complete all requirements for Core 40. Effective beginning with students  Earn 2 additional Core 40 math credits. who enter high school in 2012-13  Earn 6-8 Core 40 world language credits school year (class of 2016). (6 credits in one language or 4 credits each in two languages).  Earn 2 Core 40 fine arts credits.  Earn a grade of a “C” or better in courses that will count toward the diploma. Course and Credit Requirements  Have a grade point average of a “B” or better. English/ 8 credits  Complete one of the following: Language Including a balance of literature, composition A. Earn 4 credits in 2 or more AP courses and take corresponding AP exams Arts and speech. B. Earn 6 verifiable transcripted college credits in dual credit courses from priority course list Mathematics 6 credits (in grades 9-12) C. Earn two of the following: 2 credits: Algebra I 1. A minimum of 3 verifiable transcripted college credits from the 2 credits: Geometry priority course list, 2 credits: Algebra II Or complete Integrated Math I, II, and III for 6 credits. 2. 2 credits in AP courses and corresponding AP exams, Students must take a math or quantitative reasoning course each year in high school 3. 2 credits in IB standard level courses and corresponding IB exams. Science 6 credits D. Earn a combined score of 1750 or higher on the SAT critical reading, 2 credits: Biology I mathematics and writing sections and a minimum score of 530 on each 2 credits: Chemistry I or Physics I or E. Earn an ACT composite score of 26 or higher and complete written section Integrated Chemistry-Physics F. Earn 4 credits in IB courses and take corresponding IB exams. 2 credits: any Core 40 science course Social 6 credits Studies 2 credits: U.S. History with Technical Honors (minimum 47 credits) 1 credit: U.S. Government 1 credit: Economics For the Core 40 with Technical Honors diploma, students must: 2 credits: World History/Civilization or  Complete all requirements for Core 40. Geography/History of the World  Earn 6 credits in the college and career preparation courses in a state-approved Directed 5 credits College & Career Pathway and one of the following: Electives World Languages 1. Pathway designated industry-based certification or credential, or Fine Arts 2. Pathway dual credits from the lists of priority courses resulting in 6 Career and Technical Education transcripted college credits Physical 2 credits  Earn a grade of “C” or better in courses that will count toward the diploma. Education  Have a grade point average of a “B” or better. 1 credit Health and  Complete one of the following, Wellness A. Any one of the options (A - F) of the Core 40 with Academic Honors Electives* 6 credits: one of which is Preparing for College and B. Earn the following scores or higher on WorkKeys; Reading for Information – Careers which is an EACS graduation requirement. Level 6, Applied Mathematics – Level 6, and Locating Information-Level 5. (College and Career Pathway courses recommended) C. Earn the following minimum score(s) on Accuplacer: Writing 80, Reading 40 Total State Credits Required 90, Math 75. D. Earn the following minimum score(s) on Compass; Algebra 66 , Schools may have additional local graduation requirements that apply to all students Writing 70, Reading 80.

* Specifies the number of electives required by the state. High school schedules provide time for many more electives during the high school years. All students are strongly encouraged to complete a College 6

Indiana College and Career Pathway Clusters

Each EACS high school offers the following Cluster and Career Pathway…

CAREER PATHWAYS East Allen University Career Pathways  Health  Business  Liberal Arts

Heritage High School Career Pathways  Agriculture, Natural Resources, Manufacturing and Processing  Business and Administration  Education and Communication  Health Services

Leo High School Career Pathways  Engineering and Technology  Business Information and Technology  Health and Related Sciences  Education, Fine Arts, and Social Services

New Haven High School Career Pathways  Arts, Education, and Human Services  Health and Related Sciences  Business  Engineering and Technology

Woodlan High School Career Pathways  Arts, Education, Communications  Business  Engineering, Technology, Agriculture  Health and Social Services

For more information visit the Indiana College & Career Pathways website: www.doe.in.gov/achievement/career-education/indiana-college-career-pathways

ADVANCED PLACEMENT COURSES AND COLLEGE COURSES Students are encouraged to complete as many high level courses as possible. Along with advanced placement courses, 11th and 12th graders may enroll in dual credit college courses.

COURSE CHANGE POLICY Students may only change courses during the designated time period prior to the start of the school year. Changes after the start of school will be considered because of administrative error and/or 12th graders needing a course change to achieve graduation requirements. Also, if 11th or 12th grade students have a conflict because of college courses in their schedule, students may adjust their schedules to enable their enrollment in college courses. However, if the student wants to drop and add another course while taking a college course and there is no time conflict, the student request is denied. If a student, because of illness or accident, is unable to continue a class, a change may be approved. A doctor’s note will be required. (Example: broken bone in P.E.) 7

Administration and Counseling Staff Members

East Allen University

Principal – Doug Hicks, Ext.7501 Assistant Principal –Charles Washington, Ext.7304 Director of School Counseling – Tina Antrim, Ext.7506

Heritage Jr./Sr. High School

Principal – Matt Widenhoefer, Ext. 7001 Assistant Principal – Diane Dikeolakos, Ext. 7002 Director of School Counseling – Jennifer Hunter, Ext. 7011 School Counselor – Laura Robinson, Ext. 7010

Leo Jr./Sr. High School

Principal – Dr. Neal Brown, Ext. 7101 Assistant Principal – Jody Smith, Ext. 7102 Assistant Principal – Patty Meadows, Ext. 7103 Director of School Counseling – Christi Smeltzley, Ext. 7109 School Counselor – Cary Cogdell, Ext. 7110 School Counselor – Gary Rogers, 7179

New Haven High School

Principal – Anna Murphy, Ext. 7201 Assistant Principal – Keith Edmonds, Ext. 7202 Assistant Principal – David Stinson, Ext. 7213 Director of School Counseling – Maureen O’Donoghue, Ext. 7209 School Counselor – Jana Gepfert, Ext. 7208 School Counselor – Jenni Wallace, Ext. 7214

Woodlan Jr./Sr. High School

Principal – Ron Kammeyer, Ext. 7401 Assistant Principal – Denny Kern, Ext. 7402 Assistant Principal/Athletic Director – Shawn Smiley, Ext. 7404 Director of School Counseling – Andy Davis, Ext. 7409 School Counselor – Shannon Nunley, Ext. 7478 8

East Allen University

Early Colleges are small schools where students can earn a CORE 40 high school diploma with the potential to earn an Associate Degree or two years of college credit towards a Bachelor’s Degree in five years or less. This is accomplished by offering students a challenging high school curriculum along with college courses through the partnering college or university.

Significant Components of Early College:

-Small, personalized school environment -Promote strong student-teacher relationships -Frequent communication with students & parents -Additional study & resource time for students -Use of technology & Project Based Learning -Student internships -VU Tutoring—Math, English

East Allen University is committed to building relationships with students and engaging them in a relevant, rigorous and supportive early college high school environment that will prepare students to be lifelong learners and engaged citizens. 9

EastAllenUniversity

EARLY COLLEGE CORE PRINCIPLES

1. Early college schools are committed to serving students underrepresent- ed in higher education. 2. Early college schools are created and sustained by a local education agency, a higher education institution, and the community, all of whom are jointly accountable for student success. 3. Early college schools and their higher education partners and community jointly develop an integrated academic program so all students earn one to two years of transferable college credit leading to college completion. 4. Early college schools engage all students in a comprehensive support system that develops academic and social skills as well as the behaviors and conditions necessary for college completion. 5. Early college schools and their higher education and community partners work with intermediaries to create conditions and advocate for supportive policies that advance the early college movement.

Goals : Students will receive a minimum of an Indiana CORE 40 diploma, Students may receive an associates degree with a professional/vocational certification. Students may graduate with 62 college credits leading to a four year degree. 10 11 12

Dual Credit on college campus - East Allen County Schools has an agreement with local colleges/universities which allows students to take classes as high school juniors and seniors on college campus and earn college credit. Students should contact their school counselor if they are interested in taking courses.

Eligibility - The following criteria are established in order for the district to accept such credit toward graduation: • Grade 11 or 12 status • Completion of a credit analysis with a guidance counselor prior to the beginning of the college/university course • Student provides transportation to the college/university • Student responsibility for any financial obligations associated with the dual credit course

Information Dissemination - Before February 1 of each year, each high school will provide each student in grades 10 and 11 with full and complete information concerning the dual credit program. Each high school shall encourage eligible students to participate in the program.

High School Secondary Credits-A student will receive (1) credit towards graduation for a semester course taken at a college or university. The student's records will reflect that the credits were earned at the eligible institution.

Core Transfer Library- To enable a student to transfer college credits, Indiana has developed the Core Transfer Library (CTL} -a list of courses that will transfer among all Indiana public college and university campuses, assuming adequate grades. All Core Transfer Library courses will meet the general education or free elective requirements of undergraduate degree programs, and a significant majority of CTL courses will also count as one-on-one equivalents to courses taught at your new campus. To view a listing of courses, visit the following website: www.transferin.net/CTL.aspx 13

Earn college credit while in high school through IPFW! Make a smart move. Get college credit while taking courses in your high school or at IPFW. Actually get credit for both college and high school. If you’re a senior, junior, or qualified sophomore, you can save time and money and gain confidence when you jump start your college career.

Why take dual credit courses? Fees Earn college credit during high school—without Please note fees for the academic year 2017-2018 leaving your school have not been set and is subject to change. The fees • Finish your college degree in four years (or less)— for the academic year 2016-2017 per credit hour are: save by paying about 60–90% less than on-campus • tuition Priority Courses @Your High School - $25.00 Satisfy the Indiana high school Academic Honors Non-priority Courses @Your High School - $105.10 diploma requirements Courses @IPFW - $273.75 • Take advantage of campus amenities with a Internet Courses - $366.70 student ID • Financial assistance What is the selection criteria? If you qualify for the national free or reduced Maintain a B average (3.0 on a 4.0 scale; 8.0 on a textbook/lunch program, IPFW will provide a 12.0 scale) scholarship to pay your tuition for classes held at your • Rank in the top half of your high school class high school. You are still responsible for purchasing Pass End-of-Course exams in English and algebra any additional textbooks or materials. • Work toward meeting the CORE 40 or Academic • Honors graduation requirements Benefits • Receive parent/guardian approval As if earning college credit during high school wasn’t enough—as a Collegiate Connection student, IPFW Transfer options offers you free academic help ranging from tutoring Most IPFW courses are transferrable to other public and writing assistance to career counseling and institutions in Indiana; many private or out-of-state research assistance. colleges also accept transfer credit. You can request an official IPFW transcript be submitted to the college In addition to free academic help, you’ll receive these of your choice. Check with your prospective college and other great free incentives. advisor regarding specific degree requirements and • Free popular software transfer questions. • Access to more than 120 student organizations, including intramural sports How to apply • Admission to all IPFW Athletics home games Apply online at ipfw.edu/collegiate-connection. You • Access to our Athletics Center, with will also need to send an official high school fitness/conditioning equipment, an indoor track, transcript. There is no application fee. basketball/volleyball/wallyball courts • Discounts at various businesses with your official Course information university ID As a Collegiate Connection student, you may take any • Admission to all IPFW music, theatre, and fine arts IPFW course that is appropriate for a first-year events college student. An IPFW academic advisor will assist • Access to hundreds of campus events, from you with your course selection and registration. A comedians and cookouts to distinguished lecturers Collegiate Connection booklet is available in the • Discounts for movie tickets guidance office or online at ipfw.edu/collegiate- connection. A listing of courses available @Your High School can be found on the next page. 14

Learn more Talk to your guidance counselor, visit ipfw.edu/collegiate-connection, email [email protected], or call 260-481-5478.

IPFW Collegiate Connection courses offered @Your School Offerings are subject to change. Please contact your high school guidance office for the most up-to-date listing. Available at: IPFW Crs. No. IPFW Course Title Cr. Hrs. CC Cost at IPFW Cost Leo BUS F260 Personal Finance 3 $315.30 $821.25 Leo ECON E200 Fundamentals of Economics 3 $75.00* $821.25 Leo FINA H101 Art Appreciation 3 $315.30 $821.25 Leo FINA N108 Introduction to Drawing for Non-Majors 3 $315.30 $821.25 Leo, New Haven MA 14000 Practical Quantitative Reasoning 3 $315.30 $821.25 Heritage, Leo, New Haven, Woodlan MA 15300 College Algebra 3 $75.00* $821.25 Heritage, Leo, New Haven, Woodlan MA 15400 Algebra & Trigonometry II 3 $75.00* $821.25 East Allen University, Heritage, Leo, New Haven, Woodlan MA 16500 Analytic Geometry & Calculus I 4 $100.00* $1,095.00 Leo, New Haven PHYS 22000 General Physics 4 $100.00* $1,095.00 Leo SPAN S203 Second Year Spanish I 3 $75.00* $821.25 Leo, New Haven STAT 12500 Communicating with Statistics 3 $315.30 $821.25 *Indiana Commission for Higher Education Priority Course rate IPFW is an Equal Opportunity/Equal Access University.

DUAL CREDIT WITH IVYTECH COMMUNITY COLLEGE - FORT WAYNE

Ivy- Tech Community College has partnered with East Allen County Schools (EACS) to offer students an opportunity to obtain Dual Credit which means eligible students are able to earn college credit while still in high school. EACS students have this opportunity for coursework taken and earned at various EACS High Schools and FWCS Career Academy at Anthis.

Traditional Dual Credit is defined as simultaneously earning high school and Ivy Tech Community College credit for coursework taught by high school/career center faculty at the high school. Dual Credit coursework may be comprised of a single course or sequence of courses. While the student is in dual credit status, both the Career Center/High School credit and Ivy Tech credit are earned during the semester in which mastery of the subject matter is achieved.

ENROLLMENT Dual Credit students are to be enrolled at Ivy Tech as high school courses-only students. Students are eligible to earn Dual Credit for coursework completed while in grades, 9-12. Enrollment for Dual Credit is not automatic upon enrollment in a high school course covered by a Dual Credit Agreement. EACS students must choose to enroll for the Dual Credit option, and must complete and submit an Ivy Tech High School-Based Dual Credit Application. Prior to registration, each Dual Credit student is responsible for meeting individual course prerequisite requirements/demonstrating college-ready in Reading, Writing, and Math. Students must earn a passing grade in the courses (or sequence of course, culminating in mastery), including all applicable prerequisite requirements, assessments, end of course outcomes, and special conditions to receive credit at Ivy Tech Community College. The academic grading system reflects the quality of performance and level of competency achieved by students who complete a dual credit course. Formal grades are assigned at the end of each enrollment period. Dual Credit instructors determine grades based on objective evaluation of students' performance. College credit will be awarded upon notification from Ivy Tech Community College that the student has earned the required grade. TUITION EACS's students taking a dual credit course taught by an approved and credentialed EACS High School and FWCS Career Academy at Anthis instructor are NOT charged tuition. TR ANSFER OPTIONS Ivy Tech Community College credits may transfer; we advise you to check with the Admissions Office of the academic institution in question to determine which credits transfer. Visit www.TransferlN.net for more details. CONTACT INFORMATION For additional information and questions, please contact EACS HS's Guidance Officeand/ or Ivy Tech Community College Dual Credit office at (260) 480-4294 or 1-888-IVY LINE. Visit www.ivytech.edu/dualcredit

Dual Credit Al!reementswith lvvTech Communitv Collel!e-Northeast 2016-17 Hil!hSchool/ Career Center I lvv Tech Class Name and Collel!eCredits I HS Class Name and IDOE No. EACS - Heritage Jr./Sr. HS HIST 101, Survey of American History I, 3cr US History, 1542 EACS - Heritage Jr./Sr. HS HIST 102, Survey of American History II, 3cr US History, 1542 EACS - Heritage Jr./Sr. HS LAND 103, Landscape Management I, 3cr Landscape Mgmt, 5136 EACS - Leo Jr./Sr. HS ADMF 116, Automation & Robotics Mfg I, 3cr Computer Integrated Mfg (CIM) PLTW, 4810 EACS -Leo Jr./Sr. HS DESN 101, (PLTW) Intro to Design Technology, 3cr Intro to Engineering Design (IED) PLTW, 4802 or 4812 EACS - Leo Jr./Sr. HS DESN 104, (PLTW) Mechanical Graphics, 3cr Principles of Engineering (POE) PLTW, 4814 EACS -Leo Jr./Sr. HS DESN 105, Architectural Design I, 3cr Civil Engineering & Architecture (CEA) PLTW, 4820 EACS -Leo Jr./Sr. HS EECT 112, (PLTW) Digital Fundamentals, 3cr Digital Electronics (DE) PLTW, 4826 EACS -Leo Jr./Sr. HS BIOT 107, Human Body Systems & Biomedical Interventions, 3cr Biomedical Innovations, 5219 EACS - New Haven HS ENGL 111, English Composition, 3cr English Composition, 1008 or 1056 EACS - New Haven HS ENGL 206, Intro to Literature, 3cr English Composition, 1008 or 1056 EACS -New Haven HS SPAN 101, Spanish I, 4cr, Spanish Ill, 2126 or 2132 EACS - New Haven HS SPAN 102, Spanish II, 4cr, Spanish Ill, 2126 or 2132 EACS - New Haven HS SPAN 201, Spanish Ill, 3cr Spanish IV, 2126 or 2132 EACS - New Haven HS SPAN 202, Spanish IV, 3cr Spanish IV, 2126 or 2132 EACS -Woodlan Jr./Sr. HS CHEM 101, Introductory Chemistry I, 3cr 'AP Chemistry, 3060 16

DualCredit A2reements with lvvTech CommunitvColle2e-Northeast 2016-17 lllrh SchooVCWHr Center I kA,TechClass Name and Collen Credits I HS aass Name andl>OE No. FWCS Career Academy at Anthis AUBR 101, Body Repair I, 3cr Automotive Collision Repair Technology I, 5514 FWCS Career Academy at Anthis AUTI 111, Electrical & Electronics I, 3cr Electrical & ElectronicsSystems, 5546 FWCS Career Academyat Anthis AUTI 121, BrakeSys tems,3cr Automotive Services Technology I, 5510 FWCS Career Academy at Anthis AUTI 122, Steering& Suspension Systems,3cr Automotive Services TechnologyI, 5510 FWCS Career Academy at Anthis AUTI 131, Engine Performance SystemsI, 3cr Automotive Services Technology 11, 5546 FWCS Career Academy at Anthis AUTI 141, Engine Fundamentals& Repair, 3cr Automotive Services TechnologyII, 5546 FWCS Career Academy at Anthis HS PS 106, Fire Suppression, 3cr Fire and Rescue I, 5820 FWCS Career Academy at Anthis HS PS 121, Hazmat Awareness & Operations, 3cr Fire and Rescue I, 5820 FWCS Career Academy at Anthis AUBR 103, AutomotivePa int Fundamentals, 3cr Automotive Collision Repair Technology II, 5544 FWCS Career Academyat Anthis AUTI 111, El ectrical& Electronics I, 3cr Electrical & Electronics Systems,5546 FWCS Career Academy at Anthis AUTI 121, BrakeSys tems,3cr Automotive Services Technology I, 5510 FWCS Career Academy at Anthis AUTI 122, Steering& Suspension Systems,3cr Automotive Services Technology I, 5510 FWCS Career Academy at Anthis AUTI 131, Engine Performance SystemsI, 3cr Automotive Services Technology 11, 5546 FWCS Career Academy at Anthis AUTI 141, Engine Fundamentals& Repair, 3cr Automotive Services TechnologyII, 5546 FWCS Career Academy at Anthis SCOT 113, Interior Trim, 3cr Construction Technology II (2nd Yr), 5578 FWCS Career Academy at Anthis CONT 101, Intro to Construction Tech, 3cr Construction Technology I (1st Yr}, 5580 FWCS Career Academy at Anthis CONT 101, Intro to Construction Tech, 3cr Construction Technology I (1st Yr}, 5580 FWCS Career Academy at Anthis CONT 127, Electrical Basics, 3 er, Construction Trades:El ectrical I, 4830 FWCS Career Academy at Anthis CRIM 101, Intro to Criminal Justice Systems,3cr Crimin al Justice I, 5822 FWCS Career Academy at Anthis ECED 100, Intro to Early Childhood Education, 3cr Early Childhood Education I, 5412 FWCS Career Academy at Anthis ECED 100, Intro to Early Childhood Education, 3cr Early ChildhoodEducation I, 5412 FWCS Career Academy at Anthis ECED 101, Health,Safety& Nutrition,3cr Early ChildhoodEducation I, 5412 FWCS Career Academy at Anthis ECED101, Health,Saf ety & Nutrition, 3cr Early ChildhoodEducation I, 5412 FWCS Career Academy at Anthis ECED 103, Curriculum in Early ChildhoodCla ssroom, 3cr Early ChildhoodEducation I, 5412 FWCS Career Academy at Anthis ECED103, Curriculum in Early ChildhoodCla ssroom, 3cr Early ChildhoodEducation I, 5412 FWCS Career Academy at Anthis ECED105 , CDA Process, 3cr Early ChildhoodEducation II, 5406 FWCSCareer Academy at Anthis HI.HS 100,Intro to HealthCareers, 3cr Health ScienceEducation I, 5282 FWCS Career Academyat Anthis HI.HS 100, Intro to Healtll Careers,3cr Health ScienceEducation I, 5282 FWCS Career Academyat Anthis HI.HS 100, Intro toHealth Careers,3cr Health ScienceEducation I, 5282 FWCSCareer Academy at Anthis HI.HS 100, Intro to Health Careers,3cr Health ScienceEducation I, 5282 FWCS Career Academyat Anthis HI.HS 101, Medical Terminology, 3cr Health Occupations, 5274 FWCS Career Academy at Anthis HI.HS 101, Medical Terminology, 3cr Health Occupations, 5274 FWCS Career Academy at Anthis HI.HS 101, Medical Terminology, 3cr Medical Terminology, 5274 FWCS CareerAcademy at Anthis HI.HS 101, Medical Terminology, 3cr Medical Terminology, 5274 FWCS CareerAcademy at Anthis HI.HS 107, C.N.A.Pr ep,Ser CertifiedNursing Assistant, 5284 FWCS Career Academy at Anthis HI.HS107, C.N.A. Prep, Ser Health Science Education II, 5284 FWCS CareerAcademy at Anthis HOSP 101, Sanitation & 1st Aid,2cr Advanced Culinary Arts, 53 46 FWCS Career Academyat Anthis HOSP 104, Nutrition, 3cr Advanced Culin ary Arts, 53 46 FWCS Career Academyat Anthis HOSP 105, Introduction to Baking. 3cr Intro to Baking/Culinary Arts, 5440 FWCS Career Academy at Anthis HOSP 114, Introduction to Hospitality, 3cr Advanced Culin ary Arts, 53 46 FWCS Career Academyat Anthis HS PS 165, Fire FighterI, 3cr Fire and Rescue I, 5820 FWCS Career Academy at Anthis HS PS 167, Fire FighterII, 3cr Fire and RescueI, 5820 FWCS Career Academy at Anthis PARM 102, Emergency Med ical Technician, 7.Scr Emergency Med ical Services, 5210 FWCS Career Academy at Anthis WELD 207, Gas Metal Arc Welding. 3cr Welding Technology II, 577 8 • Dual Credit Courses Require Applicable PSAT/SAT /ACT Scores or College Assessment. < Subject to Change or Revision per Dual Credit Agreement and MOU>

Trine University Dual Enrollment Program

Welcome to our Dual Enrollment Program for high school students. This is an amazing opportunity to begin earning college credit while still in high school.

There are two options for taking classes through the Dual Enrollment Program.

Academic Experience - is a program in the high schools, taught by fully qualified adjunct/hybrid instructors who are also high school teachers. These courses are offered at your high school campus during the regular school day.

Campus Experience - is when high school students take university courses on our campus or online.

Earning College Credit

As long as you earn a grade of "C" or better, you'll receive full college credit on a Trine University transcript. Credit can be applied toward a Trine degree or may be transferred to another university. Beginning in May of 2017 Trine University will be on the CTL (Core Transfer Library).

Student Requirements

The Dual Enrollment Program is open to students who have completed their sophomore year of high school (public, private or home schools), have a GPA of 3.0 or better, and are in the top half of their class. Some exceptions can be made with teacher and guidance counselor approval.

Tuition and Fees

Tuition is significantly reduced for Dual Enrollment students. Courses taught online and on high school campuses are $20 per credit hour. Courses taught on the campuses of Trine University are $75 per credit hour. All application fees and student fees are waived for Dual Enrollment students.

Annual Grant

Trine University will offer a $1,000 per year grant to students who enroll as a full-time student at Trine University and have taken classes through Trine’s Dual Enrollment Program. That means students and families could save up to $4,000 when earning a four-year degree.

Phone 260.665.4100 1 University Avenue, Angola, IN 46703-1764 www.trine.edu 18

FWCS Career Academy at Anthis 1200 South Barr Street Ft. Wayne, IN 46802 260-467-1010

Transportation Students must provide their own transportation to and from the FWCS Career Academy. East Allen County Schools (EACS) does NOT provide transportation to the FWCS Career Academy. A student should have his/her travel arrangements finalized prior to signing up for a FWCS Career Academy program.

Programs available – The following are the programs available for EACS students to enroll in at the FWCS Career Academy. EACS provides 50 slots for students that live in the EACS attendance area. Please note that some of the programs are one year, some are two year and some require students to put in additional hours in the summer. Please talk to your School Counselor if you are interested in enrolling in one of the following programs.

Auto Mechanic Technology Health Science Education 1. Electrical/Electronic 1. Introduction to Health Careers 2. Engine Performance 2. Introduction to Medical Assisting 3. Engine Principles 3. Dental Careers I 4. Brakes/Steering and Suspension 4. Certified Nurse Assistant 5. Collision Technology I 6. Collision Technology II Information Technology Academy 1. Microsoft IT Academy Aviation Maintenance Tech. (at Smith Field) 2. Computer Repair/Comptia A+ 1. 1st year – AM 3. Graphic Design I 2. 2nd year – PM 4. Graphic Design II 5. Interactive Media Careers in Early Education 6. TV Production/Radio 1. Early Childhood Education I 7. Network Fundamentals: Microsoft/NET+ 2. Early Childhood Education II: Internship Public Service (at Public Safety Academy) Cosmetology [7602 Patriot Crossing, Ft. Wayne, IN] 1. 1st year - PM 1. Criminal Justice/ Law Enforcement 2. 2nd year – AM 2. Fire Rescue I 3. Introduction to Emergency Services Culinary Art (seniors only) 1. Culinary Arts & Hospitality 2. Advanced Culinary Welding Technology 1. Welding I Construction Technology 2. Welding II 1. Home Building 2. Electrical 3. Finish Carpentry/Masonry 19 CAREER DEVELOPMENT OPPORTUNITIES

EACS MANDATORY KEYSTONE CAREER INTERNSHIPS: NON-PAID AND PAID DEVELOPMENT COURSE: After successfully completing the mandatory career class, EACS students will have opportunities to pursue three PREPARING FOR COLLEGE AND CAREERS different types of internships: In-School Internships, Non-Paid Out- Required for Graduation of-School Internships and Interdisciplinary Cooperative Education Maximum Credits: 1 credit for mandatory Careers Course (I.C.E. – Paid Out-of-School Internships). The In- School Internship opportunity for students allows students to develop necessary Course title for the MANDATORY Careers Class. This course is employability skills while working with a school staff mentor in order designed to address the knowledge, skills, and behaviors all to become responsible citizens. Intern tasks will be correlated with students need in order to live, plan, and work successfully in SCANS Foundation Skills and Competencies. Student internship today’s society. The course includes, but is not limited to activities may include special projects, a sample of tasks from exploring career clusters; developing four year plans; different jobs, or tasks from a single occupation. Students will researching/collecting labor market data; beginning the complete one class period every day for each internship credit, employment process through job searching, applications, attend In-School Internship seminars and complete seminar resumes, interviews, employee evaluations, and job-survival assignments as well as Weekly Work Reports to document duties skills. Extensive practice in reading, writing, listening, and and tasks accomplished during their internship experience. speaking skills is emphasized. Thinking skills such as decision making, problem solving, and reasoning are utilized through report Juniors and seniors in high school may apply for a non-paid out- writing, technical writing, and interpreting data. Instructional of-school internship. Business and community members serve as strategies include usage of the internet to conduct career mentors for these students. This internship provides hands-on research, job shadowing/mentoring/internships, field trips, experience in the workplace in chosen career areas. Students projects, computer technology applications, and cooperative will observe workplace function and investigate the requirements ventures between school and community. of a specific career field. Required job skills will be correlated with soft skills and academic skills in a project-based format. Students will be released from school for their internship period(s) Professional Career Internship to intern with their mentor in a non-paid position an average of five hours per week for one credit or ten hours per week for two (If taught by a licensed vocational business educator) credits.

Prerequisites: Successful completion of mandatory careers course; Seniors and/or juniors (school decision) may apply and interview prior course work in student’s career area. for the opportunity to participate in the I.C.E./Paid Internship program. Credits: 1 or 2 over 1 semester and may be repeated for one additional semester An elective for Core 40, Academic Honors, and Technical Honors diplomas

Professional Career Internship is designed to provide opportunities for students to participate in workplace learning that is reflective of a student’s career interest. Students will participate in a workplace experience, in regularly scheduled meetings with the supervising teacher, and in workshops or seminars that assist students in making the connection between academic learning and workplace experiences. Internships may be tailored to the unique needs and interests of the learner. 20

OUT-OF-SCHOOL INTERNSHIPS (OSI): PAID PEER TUTORING INTERDISCIPLINARY COOPERATIVE EDUCATION (ICE) Prerequisites: Successful completion of mandatory keystone (If taught by a licensed vocational business educator) careers course GRADE 12 AND SELECT GRADE 11 (SCHOOL DECISION) PROGRAM Maximum Credits: 2 FULL–YEAR PROGRAM An elective for Core 40, Academic Honors, and Technical Honors Prerequisites: Successful completion of mandatory keystone diplomas careers course; prior course work in student’s career area Credits: 3 per semester Course title for any unpaid internship involving tutoring. An elective for Core 40, Academic Honors, and Technical Honors diplomas Peer Tutoring provides high school students with an organized exploratory experience to assist students in kindergarten through This course may be included as a component of all Career grade 12 through a helping relationship with their studies and Academies. personal growth and development. The course provides opportunities for the students to develop a basic understanding of Definition of the Program individual differences and to explore career options in related Interdisciplinary Cooperative Education (I.C.E.) is a year-long fields. Peer Tutoring experiences are preplanned by the teacher program offered to all senior students (and select juniors – trainer and any cooperating teacher under whom the tutoring is to School Decision) who have demonstrated a genuine career be provided. It must be conducted under the supervision of a exploration interest. This career exploration-study program licensed teacher. The course provides a balance of class work provides a unique opportunity for students to experience a variety relating to the development and use of: (1) listening skills, (2) of work-based activities and responsibilities in their career choice. communication skills, (3) facilitation skills, (4) decision-making The I.C.E. program provides a linking of academic learning with skills, and (5) teaching strategies. This may be used for an ISI. work-related experiences, as well as provides a smooth transition from the high school environment to every type of post-secondary **Additional Peer Tutoring internship credits beyond the 2 credits education or to the world of work. The career interest training above are NOT applicable toward fulfilling Core 40 or Academic positions can be tailored to the unique needs and interests of the Honors diplomas. These additional credits will only figure into student-learner and the training station supervisors. grade point average and eligibility requirements. Components of the Program 1. Related Instruction (Class) 2. On-the-Job Training - Students are released from each PREPARING FOR COLLEGE AND CAREERS INTERNSHIP - school each morning or afternoon to work at their career- HEHS related training station and are compensated by their Prerequisites: Successful completion of mandatory keystone training station for the work they perform. Professional careers course. training stations are approved and supervised by the I.C.E. Maximum Credits: 1 coordinator. A minimum of 15 hours per week of on-the-job An elective for Core 40, Academic Honors, and Technical Honors training is required. .Students will earn a total of 3 credits diplomas per semester for successful participation in the I.C.E. program. A non-paid In-School Internship if taught by a vocational Family and Consumer Science educator. Seminars are required in Enrolling in the Program addition to the internship. This program is offered only to full-time 12th grade (and select 11th grade – School Decision) students (with a sincere interest in the career for which the training is to be received. The student must provide his/her own transportation to and from their home school and career training station. Students will complete an application (available from the student’s guidance counselor or I.C.E. coordinator) as well as an interview for this program. Selection of the students for this program is determined by the home school principal, the guidance counselor, and the I.C.E. coordinator.

. 21

Work-Based Internship, Capstone Experience - Leo FWCS Career Academy at Anthis (WK INTERN) In this program, juniors attend their home school for half of the school day (If taught by a licensed vocational business and the Anthis Career Center for the other half of the day. At the Career Center, educator) students take career exploratory classes in one of the following programs: Grade Level: 12 ONLY  Culinary Arts Prerequisites: Successful completion of mandatory keystone careers course AND completed a minimum of three semesters or  Health Science six credits of an in-school CTE program  Careers in Early Childhood Education Maximum Credits: 3 credits for 1 semester  Cosmetology An elective for Core 40, Academic Honors, and Technical Honors  Automotive Technology & Collision diplomas  Construction Trades Textbook Fee: None  Manufacturing Workbook Fee: None Consumables: $23.00  Information Technology Academy  Public Safety Work-Based Internship, Capstone Experience is a course  Aviation designed to allow work-based learning for students who  ICE (Interdisciplinary Co-Op Education) demonstrate achievement in a specific career area. While other cooperative education and internship courses exist, it is expected that this course will be reserved for those students who have excelled in a related sequence of CTE courses and who have completed at least three semesters or six credits of an in-school The selection of EACS students for enrollment should be based CTE program. Each student participating in an internship must upon the following criteria: have a standards-based education/training agreement developed  Student demonstrates interest in the career field as jointly by the teacher, the job-site mentor and the student, that shown by his/her enrollment in and completion of clearly states what will be accomplished during the work-based prerequisites, where appropriate experience. This agreement document shall also describe how  Student’s attendance record the organization will expose the student to a broad set of  Student’s dependability as demonstrated by (1) prior experiences which are representative of potential career academic performance, including grade point average; opportunities in order to create excitement and interest that field. (2) prior school citizenship including discipline record Students are monitored in their laboratory-field experiences by a  Informal input from the curricular area teacher CTE (vocational) licensed ICE Coordinator or licensed internship  Student’s inability to get the desired coursework in coordinator. It is expected that the internship will involve a EACS minimum of 15 hours per week for one semester. At the Three credits are awarded each Anthis semester for successful conclusion of the internship, each student shall submit a portfolio completion of the program. Students who participate in this that documents the student’s work and that includes reflections program may continue their career experience during their senior upon what has been learned. year through the I.C.E. program at their home school. Fort Wayne Community Schools will require a criminal background check for some courses.

Students must provide their own transportation. 22 Agriculture Education

ADVANCED LIFE SCIENCE, ANIMALS - ADVANCED LIFE SCIENCE, PLANT AND SOIL – HEHS/WOHS H E H S / W O H S Suggested Grade Level: 11-12 Suggested Grade Level: 11-12 Prerequisites: Biology and Chemistry 2 credits Prerequisite: Biology and Chemistry 2 credits Fulfills a life science requirement for Core 40 and AHD diplomas Fulfills a life science requirement for Core 40 and AHD diplomas

This course is a standards-based, interdisciplinary science course This course is a standards-based, interdisciplinary science course that integrates biology, chemistry, and microbiology in an that integrates the study of advanced biology, chemistry, and earth agricultural context. Students enrolled in this course formulate, science in an agricultural context. Students enrolled in this course design, and carry out animal-based laboratory and field formulate, design, and implement agriculturally-based laboratory investigations as an essential course component. Students and field investigations as an essential course component. These investigate key concepts that enable them to understand animal extended laboratory and literature investigations focus on the growth, development and physiology as it pertains to agricultural chemical reactions of matter in living and nonliving materials science. This course stresses the unifying themes of both biology while stressing the unifying themes of chemistry and the and chemistry as students work with concepts associated with development of physical and mathematical models of matter and animal taxonomy, life at the cellular level, organ systems, its interactions. Using the principles of scientific inquiry, students genetics, evolution, ecology, and historical and current issues in examine the internal structures, functions, genetics and processes animal agriculture. Students completing this course will be able to of living plant organisms and their interaction with the apply the principals of scientific inquiry to solve problems related environmental. Students completing this course will be able to to biology and chemistry in highly advanced agricultural apply the principles of scientific inquiry to solve problems related applications of animal development. to both biology and chemistry in the context of highly advanced agricultural applications of plants and soils. ADVANCED LIFE SCIENCE, FOODS – HEHS/ WOHS AGRIBUSINESS MANAGEMENT Suggested Grade Level: 10-12 – HEHS/ WOHS Prerequisite: Biology and Chemistry 2 credits Suggested Grade Level: 10-12 Fulfills a life science requirement for Core 40 and AHD diplomas Prerequisites: None Meets AHD and Core 40 elective 1-2 credits Advanced Life Science, Foods, is a standards-based, interdisciplinary science course that integrates biology, chemistry, Agribusiness Management is a course that presents the concepts and microbiology in an agricultural context. Students enrolled in necessary for managing an agriculture-related business from a this course formulate, design, and carry out food based laboratory local and global perspective. Concepts covered in the course and field investigations as an essential course component. include: exploring careers in agribusiness, global visioning, Students understand how biology, chemistry, and physics applying E-commerce, risk management, understanding business principles apply to the composition of foods, food nutrition and management and structures, entrepreneurship, the planning, development, food processing, and storage. Students completing organizing, financing, and operation of an agribusiness, economic this course will be able to apply the principles of scientific inquiry principles, credit, computerized record keeping, budgeting, to solve problems related to biology, physics and chemistry the fundamentals of cash flow, federal, state, property and sales tax, context of highly advanced agricultural applications of food. insurance, cooperatives, purchasing, the utilization of information technology in agribusiness, marketing agricultural products, developing a marketing plan, advertising and selling products and services, understanding consumers and buying trends, agricultural law applications and employability skills. 23

AGRICULTURAL MECHANIZATION (AG MECH) Meets AHD and Core 40 elective 1 credit ELECTRICITY/PLUMBING - HEHS Suggested Grade Level: 11-12 Ag Structures is a course designed to provide students with Prerequisites: None experiences in wood, concrete, electricity and plumbing practices Meets AHD and Core 40 elective 1 credit as related to Ag buildings and structures.

Today’s society is increasingly dependent on the use of electricity AGRICULTURAL MECHANIZATION (AG MECH) and water as a necessity of life. This course allows a study of WELDING I – HEHS/WOHS electrical system planning, wiring materials used in electrical (Taught by a licensed Vocational Teacher) installations, and actual wiring exercises from installing service Suggested Grade Level: 10-12 entrances to adding outlets to existing circuits. The plumbing Prerequisites: None portion includes identifying fittings and other plumbing materials Meets AHD and Core 40 elective 1 credit as well as planning water systems and understanding how different types of pumps function and how to troubleshoot Ag Welding is a course designed to teach students the basic plumbing problems. fundamentals of arc and gas welding techniques including electrode selection, welding safety, and welding processes. AGRICULTURAL MECHANIZATION (AG MECH) Students will master the skills required in arc and gas welding and MACHINERY MAINTENANCE – HEHS/WOHS complete welding projects. (Taught by a licensed Vocational Teacher) Suggested Grade Level: 10-12 AGRICULTURAL MECHANIZATION (AG MECH) Prerequisites: None WELDING II – HEHS/WOHS Meets AHD and Core 40 elective 1 credit (Taught by a licensed Vocational Teacher) Suggested Grade Level: 10-12 Ag Machinery Maintenance is a course designed for students Prerequisites: Ag Welding I seeking experiences in the set-up of new age machinery, Meets AHD and Core 40 elective 1 credit adjustment, preventative maintenance and equipment renovation and repair including spray painting, and fiberglass and plastic Ag Welding II is an advanced course for students who have repair. completed Ag Welding I. The primary focus of the course is the major aspects of the welding industry. Students will utilize MIG, AGRICULTURAL MECHANIZATION (AG MECH) TIG, and arc welding techniques and focus upon the cutting and POWER – HEHS/WOHS preparation of materials as necessary for successful welds. Suggested Grade Level: 10-12 Prerequisites: None AGRICULTURAL MECHANIZATION (AG MECH) Meets AHD and Core 40 elective 1 credit WOODS – HEHS/WOHS (Taught by a licensed Vocational Teacher) Ag Power is a course designed to provide students with Suggested Grade Level: 10-12 experiences in the rebuilding of ag power equipment and engines. Prerequisites: None Students will study engine basics and fundamentals of operation Meets AHD and Core 40 elective 1 credit culminating in a major Ag power project. Ag Woods is a course designed for students to construct large AGRICULTURAL MECHANIZATION (AG MECH) wood projects containing more than sixteen board feet of lumber STRUCTURES – HEHS/WOHS or one-half sheet of plywood. Students are given the opportunity to construct needed home projects while developing basic Suggested Grade Level: 10-12 woodworking skills. Prerequisites: None 24

HORTICULTURAL SCIENCE – ANIMAL SCIENCE – HEHS/WOHS HEHS/WOHS Suggested Grade Level: 10-12 (Taught by a licensed Vocational Teacher) Prerequisites: None Suggested Grade Level: 10-12 Meets AHD and Core 40 elective 2 credits Prerequisites: None Meets AHD and Core 40 elective 2 credits Horticultural Science is a course designed to give students a background in the field of horticulture. It addresses the biology Animal Science is a course that provides students with an and technology involved in the production, processing, and overview of the field of animal science. All areas that the students marketing of horticultural plants and products. Topics covered study can be applied to large and small animals. Topics to be include: reproduction and propagation of plants, plant growth, addressed include: anatomy and physiology, genetics, growth media, management practices for field and greenhouse reproduction, nutrition, aquaculture, careers in animal science, production, marketing concepts, production of herbaceous, woody common diseases and parasites, social and political issues and nursery stock, fruit, nut and vegetable production, and pest related to the industry, and management practices for the care management. and maintenance of animals. INTRODUCTION TO AGRICULTURE, FOOD AND FOOD SCIENCE – NATURAL RESOURCES - HEHS/WOHS HEHS/WOHS Suggested Grade Level: 9 (Taught by a licensed Vocational Teacher) Prerequisites: None Suggested Grade Level: 10-12 Meets AHD and Core 40 elective 2 credits Prerequisites: None Meets AHD and Core 40 elective 2 credits Introduction to Agriculture, Food and Natural Resources is a two semester course that is highly recommended as a prerequisite to Food science is a course that provides students with an and a foundation for all other agriculture classes. The nature of overview of food science and its importance. Introduction to this course is to provide students with an introduction to the principles of food processing, food chemistry, nutrition, food fundamentals of agriculture science and business. Topics to be packaging, food commodities, food regulations, and careers in covered include: animal science, plant and soil science, food the food science industry help students understand the role science, horticultural science, agricultural business management, which food science plays in the securing of a safe, nutritious, landscape management, natural resources, agriculture power, and adequate food supply. structure and technology, leadership development, supervised agriculture experience and career opportunities in the area of agriculture, food and natural resources. 25

products, tree growth and development, forest management, LANDSCAPE MANAGEMENT I – measuring trees, timber stand improvement and urban forestry, soil Dual Credit – HEHS/WOHS features, erosion and management practices, conservation practices, (Taught by a licensed Vocational Teacher) water cycles, uses, quality standards, reducing water pollution, Suggested Grade Level: 10-12 conducting water quality tests, watersheds, and its importance to Prerequisites: None natural resource management, hazardous waste management, native Meets AHD and Core 40 elective 1-4 credits wildlife, waterfowl, wetlands, and fish management, topography map use, management of recreational areas, game bird and animal Landscape Management is a course that provides the student with an management, outdoor safety, and weather. “Hands-on” learning overview of the many career opportunities in the diverse field of activities encourage students to investigate areas of environmental concern including: identification and management of ecosystems, landscape management. Students are introduced to the procedures natural succession identification, natural communities, recycling and used in the planning and design of a landscape using current management of waste in the environment, soil conservation technology practices, the principles and procedures involved with management practices, land uses, and air quality. landscape construction, the determination of maintenance schedules, communications, management and employability skills necessary in PLANT AND SOIL SCIENCE – landscaping operations, and the care and use of equipment utilized by landscapers. Upon completion of the program plus learning and HEHS/WOHS demonstrating other skills, students have the opportunity to receive Suggested Grade Level: 10-12 an industry approved State Certificate of Mastery in Landscape Prerequisites: None Management. Meets AHD and Core 40 elective 2 credits

Plant and Soil Science is a yearlong course that provides LANDSCAPE MANAGEMENT I I – students with opportunities to participate in a variety of activities HEHS/WOHS including laboratory work. Topics covered include: the taxonomy (Taught by a licensed Vocational Teacher) of plants, the various plant components and their functions, plant Suggested Grade Level: 10-12 growth, plant reproduction and propagation, photosynthesis and Prerequisites: None respiration, environmental factors affecting plant growth, Meets AHD and Core 40 elective 1-4 credits integrated pest management plants and their management, biotechnology, the basic components and types of soil, calculation This is a two semester course that extends the content and skills of of fertilizer application rates and procedures for application, soil Landscape Management and provides the student with in-depth tillage and conservation, irrigation and drainage, land exploration of the many career opportunities in the diverse field of measurement, grain and forage quality, cropping systems, landscape management. Students continue to build knowledge and precision agriculture, principles and benefits of global positioning skill in the procedures used in landscape planning and design using systems and new technologies, harvesting, and career current industry standards and practices. Extended laboratory opportunities in the field of plant and soil science. experiences include application of the principles and procedures involved in the Midwest and Great Lakes areas with landscape construction; turf management; scheduling and oversight of SUPERVISED AGRICULTURAL EXPERIENCE landscape maintenance; weed control; non-pathogenic and disease LEADERSHIP – HEHS/WOHS prevention; diagnosis, and treatment; communications; management Suggested Grade Level: 9-12 skills necessary in landscaping operations; and the use and Prerequisites: None maintenance of equipment utilized by landscapers. Students should Meets AHD and Core 40 elective 1-8 credits also participate in leadership development, supervised agricultural experience and career exploration activities in the area of landscape Supervised Agricultural Experience (SAE) is designed to provide management. students the opportunities to gain experience in the agricultural field(s) in which they are interested. Students should experience and NATURAL RESOURCES - HEHS apply what is learned in the classroom to real-life situations. Students Suggested Grade Level: 11-12 work closely with their agricultural science and business teacher(s), Prerequisites: None parents, and/or employers to get the most out of their SAE program. Meets AHD and Core 40 elective 1-2 credits This course is offered on an independent/internship basis each summer for students in 9-12. This course is a program that provides students with a background in natural resource management. Students are introduced to career opportunities in natural resource management and related industries, understanding forest ecology importance, recognizing trees and their 26

SUPERVISED AGRICULTURAL EXPERIENCE VETERINARY CAREERS II - COMMUNICATIONS - WOHS HEHS Suggested Grade Level: 12 Suggested Grade Level: 12 Prerequisites: None Prerequisites: Health Science Education I or Veterinary Careers I Meets AHD 40 elective and Core 1-2 credits Meets AHD and CORE 40 elective

Website development, PowerPoint presentations and desktop This course is designed as an extended laboratory experience at publishing will be available to those students in grades 10-12 the student’s choice of clinical site; usually clinics, animal interested in not only developing speaking skills, but also utilizing hospitals, or research laboratories, designed to provide students electronic technology in the form of computer-generated the opportunity to assume the role of a veterinary assistant and communications as well as video and audio media. Opportunity practice technical skills previously learned in the classroom, will be provided to exercise those skills in the arena of including information on the health care delivery systems, health competitions at county, district, state, and national levels. care teams and legal and ethical considerations. It prepares students with the knowledge, skills, and attitudes essential for providing basic care in extended care facilities, hospitals and home health agencies under the direction of licensed veterinarians. In addition students will learn skills for monitoring and caring for VETERINARY CAREERS I animals before and after surgery, maintain and sterilize surgical - HEHS instruments, clean and disinfect kennels and operating rooms, Suggested Grade Level: 11 provide emergency first aid to animals, give medication, do Prerequisites: Animal Science; Advanced Life Science Animals routine lab tests, feed and bathe animals, and collect fluid or Meets AHD and CORE 40 elective 3-6 credits tissue samples. This course also provides students with the knowledge, attitudes, and skills needed to make the transition from This is a lab intensive course that introduces students to animal school to work in health science careers, including self analysis to care and veterinary medicine while using field experience to attain aid in career selection, job seeking and job maintenance skills, necessary skills. Students will learn and demonstrate standard personal management skills, and completion of the application protocols used in veterinary careers. This course also provides process for admission into a post secondary program. students with the knowledge, attitudes, and skills needed to make Participation in FFA and HOSA encourages development of the transition from school to work in health science careers, leadership, communication, community service and career related including self analysis to aid in career selection, job seeking and skills. job maintenance skills, personal management skills, and completion of the application process for admission into a post secondary program. Participation in FFA and HOSA encourages development of leadership, communication, community service and career related skills. 27 Business and Information Technology

INTRO TO ACCOUNTING INTRO TO ENTREPRENEURSHIP - – NHHS/LEHS/HEHS HEHS/LEHS/NHHS/WOHS Suggested Grade Level: 11-12 (Taught by a licensed Vocational Business teacher) Prerequisites: Introduction to Business Meets AHD and Core 40 elective 1-2 credits Suggested Grade Level: 10-12 Prerequisites: Introduction to Business, Digital Citizenship Meets AHD and Core 40 elective 2 credits Entrepreneurship and New Ventures introduces entrepreneurship, and develop skills and tools critical for starting and succeeding in Accounting is a business course that introduces the language of a new venture. The entrepreneurial process of opportunity business using Generally Accepted Accounting Principles (GAAP) recognition, innovation, value proposition, competitive advantage, and procedures for proprietorships and partnerships using double- venture concept, feasibility analysis, and “go to” market strategies entry accounting. Emphasis is placed on accounting principles as will be explored through mini case studies of successful and they relate to both manual and automated financial systems. This unsuccessful entrepreneurial start-ups. Additionally, topics of course involves understanding, analyzing, and recording business government and legal restrictions, intellectual property, transactions and preparing, analyzing, and interpreting financial franchising location, basic business accounting, raising startup reports as a basis for decision making. funding, sales and revenue forecasting and business plan development will be presented through extensive use of the word BUSINESS LAW & ETHICS – processing, spreadsheet and presentation software. NHHS/HEHS Suggested Grade Level: 11-12 DIGITAL APPLICATION AND RESPONSIBILITIES - Prerequisites: None HEHS Meets AHD and Core 40 elective 2 credit Suggested Grade Level: 9-12 Prerequisites: None Business Law and Ethics provides an overview of the legal system Meets AHD and Core 40 elective 2 credits in the business setting. Topics covered include: basics of the judicial system, contract, personal, employment and property law. Information Communications and Technology introduces students Application of legal principles and ethical decision-making to the physical components and operation of computers. techniques are presented through problem-solving methods and Technology is used to build students decision-making and situation analysis. problem-solving skills. Students should be given the opportunity to seek an industry-recognized digital literacy certification. 28

INTRODUCTION TO BUSINESS Personal Financial Responsibility addresses the identification and Suggested Grade Level: 9-10 management of personal financial resources to meet the financial needs and wants of individuals and families, considering a broad Prerequisites: None range of economic, social, cultural, technological, environmental, Meets AHD and Core 40 elective 2 credits and maintenance factors. This course helps students build skills in financial responsibility and decision-making; analyze personal Introduction to Business introduces students to the world of standards, needs, wants, and goals; identify sources of income, business, including the concepts, functions, and skills required for saving and investing; understanding banking, budgeting, record- meeting the challenges of operating a business in the twenty-first century on a local, national, and/or international scale. The course keeping and managing risk, insurance and credit card debt. A further develops business vocabulary and provides an overview of project based approach and applications through authentic business and the role that business plays in the economic, social, settings such as work based observations and service learning and political environment. experiences are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged. PRINCIPLES OF BUSINESS MANAGEMENT Dual Credit: IPFW SPORTS AND ENTERTAINMENT MARKETING Suggested Grade Level: 11 (Taught by a licensed Vocational Business teacher) Prerequisites: None Suggested Grade Level: 11-12 Meets AHD and Core 40 elective 1 credit Prerequisites: None Meets AHD and Core 40 elective 1 credit This course focuses on the roles and responsibilities of managers as well as opportunities and challenges of ethically managing a Sports and Entertainment Marketing is a specialized marketing business in the free enterprise system. Students will attain an course that develops student understanding of the sport/event understanding of management, team building, leadership, industries, their economic impact, and products; distribution problem solving steps and processes that contribute to the systems and strategies; pricing considerations; product/service achievement of organizational goals. The management of human management, and promotion. Students acquire an understanding and financial resources is emphasized. and appreciation for planning. Throughout the course, students are presented problem-solving situations for which they must apply PRINCIPLES OF MARKETING academic and critical-thinking skills. Participation in cooperative Suggested Grade Level: 10-12 education is an optional instructional method, giving students the Prerequisites: Digital Citizenship opportunity to apply newly acquired marketing skills in the Meets AHD, THD, and Core 40 elective 1-2 credit workplace.

Principles of Marketing provide a basic introduction to the scope and importance of marketing in the global economy. Emphasis is placed on oral and written communications, mathematical WEB DESIGN applications, problem solving, and critical thinking skills as they Suggested Grade Level: 10-12 Prerequisites: Digital Citizenship, Introduction to Business relate to advertising/promotion/selling, distribution, financing, Meets AHD, THD and Core 40 elective 1 credit marketing-information management, pricing, and product/service management.

PERSONAL FINANCIAL RESPONSIBILITY Web Design is a business course that provides instruction in the principles of web design using HTML/XHTML and current/emerging Suggested Grade Level: 9-12 software integration, and publishing. Instructional strategies should Prerequisites: None include peer teaching, collaborative instruction, project-based learning Meets AHD and Core 40 elective 1 credit activities, and school and community project.

BUSINESS MATH – HEHS/NHHS/WOHS Engineering and Technology Education

COMMUNICATION SYSTEMS – CIVIL ENGINEERING AND ARCHITECTURE - WOHS/LEHS/NHHS WOHS/LEHS/NHHS Suggested Grade Level: 9-12 Suggested Grade Level: 10-12 Prerequisites: Technology (ML), Technology Systems Prerequisites: None Meets AHD, THD and Core 40 elective 1 credits Meets AHD and Core 40 elective 2 credits Communication Systems is a course that specializes in how people use modern communication systems to exchange This course introduces students to the fundamental design and information and ideas. These systems allow people to grow development aspects of architectural and civil engineering intellectually, express feelings, and better understand diverse activities. Application and design principles will be used in cultures. This course explores the application of the tools, conjunction with mathematical and scientific knowledge. materials, and techniques used to design, produce, use, and Computer software programs will provide students with asses systems of communication. Instructional strategies opportunities to design, simulate, and evaluate the construction introduce students to the world of communication technology of buildings and communities. During the planning and design through a variety of means including: presentations, discussions, phases, instructional emphasis should be placed on related and laboratory activities. Students will produce graphic and Transportation, Distribution and Logistics, water resource, and electronic media as they apply communication technologies. Most Environmental issues. Activities should include the preparation activities are designed for small group work since communication of cost estimates as well as a review of regulatory procudures takes place between two parties or machines. that would affect the project design. 30

COMPUTER INTEGRATED MANUFACTURING - Construction Systems is a course that specializes in how people LEHS use modern construction systems and the management of resources to efficiently produce a structure on a site. Students will Grade Level: 10-12 explore the application of tools, materials, and energy in Prerequisites: Principles of Engineering designing, producing, using, and assessing the construction of Meets AHD and Core 40 elective 2 credits structures. Classroom activities introduce students to the Computer Integrated Manufacturing is a course that applies principles techniques used in applying construction technology to the of rapid prototyping, robotics, and automation. This course builds upon production of residential, commercial, and industrial buildings in the computer solid modeling skills developed in Introduction of addition to civil structures. Students learn how architectural ideas Engineering Design. Students will use computer controlled rapid are converted into projects and how projects are managed during prototyping and CNC equipment to solve problems by constructing a construction project in this course. actual models of their three-dimensional designs. Students will also be introduced to the fundamentals of robotics and how this equipment DIGITAL ELECTRONICS-PLTW - LEHS is used in an automated manufacturing environment. Students will Suggested Grade Level: 9-12 evaluate their design solutions using various techniques of analysis Prerequisites: Algebra 2 credits and make appropriate modifications before producing their prototypes. Only those schools having a signed agreement with the national Digital Electronics Technology is a course of study in applied Project Lead the Way organization can use this course title. Schools involved in Project Lead the Way should use this course title in lieu of digital logic that encompasses the design and application of the Technology Education course “Computers in Design and electronic circuits and devices found in video games, watches, Production Systems.” calculators, digital cameras, and thousands of other devices. Instruction includes the application of engineering and scientific COMPUTERS IN DESIGN AND PRODUCTION principles as well as the use of Boolean algebra to solve design problems. Using computer software that reflects current industry – WOHS/ NHHS standards, activities should provide opportunities for students to Suggested Grade Level: 9-12 design, construct, test, and analyze simple and complex digital Prerequisites: None circuitry. Core 40 elective 2 credits

Computers in Design and Production Systems is a course that ENGINEERING DESIGN AND DEVELOPMENT - specializes in using modern technological processes, computers, NHHS design, and production systems in the production of products and Suggested Grade Levels: 11-12 structures through the use of automated production systems. Recommended Prerequisites: Introduction to Engineering Design Emphasis is placed on using modern technologies and on (Project Lead the Way), Digital Electronics (Project Lead the Way) developing career related skills. The content and activities should and Principles of Engineering (PLTW) 2 credits be developed locally in accordance with available advanced technologies in the school. Course content should address major Engineering Design and Development is an engineering research technological content related to topics such as: design course in which students work in teams to research, design, test, documentation using CAD systems; assignments involving the and construct a solution to an open-ended engineering problem. interface of CAD, CAM, and CIM technologies; computer The product development life cycle and a design process are simulation of products and systems; animation and related used to guide the team to reach a solution to the problem. The multimedia applications; control technologies; and automation in team presents and defends their solution to a panel of outside the modern workplace. reviewers at the conclusion of the course. The EDD course allows students to apply all the skills and knowledge learned in pervious CONSTRUCTION SYSTEMS – pre-engineering courses. LEHS/NHHS/WOHS Suggested Grade Level: 9-12 Prerequisites: Technology (ML) Meets AHD, THD and Core 40 elective 2 credits 31

INTRODUCTION TO COMMUNICATIONS - INTRODUCTION TO CONSTRUCTION WOHS PLTW – LEHS/NHHS/WOHS Suggested Grade Level: 9-12 Suggested Grade Level: 10 Prerequisites: None Prerequisites: None Meets AHD and Core 40 elective 2 credits Meets AHD and Core 40 elective 2 credits

Introduction to Communications is a course that specializes in Introduction to Construction is a course that will offer hands-on identifying and using modern communication to exchange activities and real world experiences related to the skills essential messages and information. This course explores the application in residential, commercial and civil building construction. During of the tools, materials, and techniques used to design, produce, the course students will be introduced to the history and traditions and asses systems of communication. Students will produce of construction trades. The student will also learn and apply graphic and electronic media as they apply communication knowledge of the care and safe use of hand and power tools as technologies. This course will also explore the various technical related to each trade. In addition, students are introduced to processes used to link ideas and people through the use of blueprint reading, applied math, basic tools and equipment, and electronic and graphic media. Major goals of this course include safety. Students will demonstrate building construction an overview of communication technology; the way it has evolved, techniques, including concrete and masonry, framing, electrical, how messages are designed and produced, and how people may plumbing, dry walling, HVAC, and painting as developed locally in profit from creating information services and products. Students accordance with available space and technologies, Students learn will explore mass media communication processes including radio how architectural ideas are converted into projects and how and television broadcasting, publishing and printing activities, projects are managed during construction project in this course. telecommunication networks, recording services, computer and Students study construction technology topics such as preparing data processing networks, and other related systems. Using the a site, doing earthwork, setting footings and foundations, building base knowledge student will use the design process to the superstructure, enclosing the structure, installing systems, solve design projects in each communication area. finishing the structure, and completing the site. Students also investigate topics related to the purchasing and maintenance of structures, special purpose facilities, green construction and construction careers. . INTRODUCTION TO DESIGN PROCESSES - WOHS Suggested Grade Level: 9-12 Prerequisites: None Meets AHD and Core 40 elective 1 credit

Design Processes is a course that specializes in modern design and engineering processes with a focus on creative problem solving in developing, engineering, testing, and communicating designs for products, structures, and systems. Classroom activities help students to understand the steps used to move an idea from a designer’s mind into an engineered artifact, process, or system. Students will participate in design activities using critical thinking skills that require them to: identify problems; generate alternative solutions; select and refine the most plausible solution; develop specifications for the solution; model and test the solution; and present the final solution for approval. 32

INTRODUCTION TO ENGINEERING DESIGN PRINCIPLES OF ENGINEERING PLTW – LEHS/NHHS PLTW – LEHS/NHHS Suggested Grade Level: 9-12 Suggested Grade Level: 9-12 Prerequisites; None Prerequisites: Introduction to Engineering Design Meets Core 40 elective 2 credits Meets Core 40 elective 2 credits

Introduction to Engineering Design is an introductory course which Principles of Engineering is a course that focuses on the process develops student problem solving skills using the design process. of applying engineering, technological, scientific and Students document their progress of solutions as they move mathematical principles in the design, production, and operation through the design process. Students develop solutions using of products, structures, and systems. This is a hands-on course elements of design and manufacturability concepts. They designed to provide students interested in engineering careers to develop hand sketches using 2D and 3D drawing techniques. explore experiences related to specialized fields such as civil, Computer Aided Design (CAD). mechanical, and materials engineering. Students will engage in research, development, planning, design, production, and project INTRODUCTION TO MANUFACTURING management to stimulate a career in engineering. The topics of ethics and the impacts of engineering decisions are also PLTW – WOHS addressed. Classroom activities are organized to allow students Suggested Grade Level: 9-12 to work in teams and use modern technological processes, Prerequisites: Introduction to Advanced Manufacturing and computers, CAD software, and production systems in developing Logistics and presenting solutions to engineering problems. Meets AHD and Core 40 elective 2 credits

Introduction to Manufacturing is a course that specializes in how TECHNOLOGY ENTERPRISE - people use modern manufacturing systems with an introduction to WOHS manufacturing technology and its relationship to society, Suggested Grade Level: 10-12 individuals, and the environment. An understanding of Prerequisites: None manufacturing provides a background toward developing Meets AHD and Core 40 elective 1 credit engineering and technological literacy. This understanding is developed through the study of the two major technologies, Technology Enterprises is an application course that allows students material processing and management technology, used by all to apply technological, engineering, and managerial principles in manufacturing enterprises. Students will apply the skills and organizing, financing, and operating a company to produce a product, knowledge of using modern manufacturing processes to obtain structure, or service. Students learn through this course how resources and change them into industrial materials, industrial enterprises are developed and operated in an efficient manner. The products and consumer products. Students will investigate the key focus of this course is to allow students to structure and operate a properties of engineered materials such as: metallic; polymers; real-life enterprise within the classroom environment. Students learn about the kinds of productive enterprises; principles of management; ceramics; and composites. After gaining a working knowledge of how to develop products and services; how to organize an enterprise; these materials, students will study six major types of material how to operate an enterprise; the delivery of products or services; the processes: casting and molding; forming; separating; marketing of products or services and the closing of an enterprise. conditioning; finishing; and assembling.

INTRODUCTION TO TRANSPORTATION PLTW – NHHS Suggested Grade Level: 9-12 Prerequisites: None Meets AHD and Core 40 elective 2 credits

Introduction to Transportation is an introductory course designed to help students become familiar with fundamental principles in modes of land, sea, air, and space transportation, including basic mechanical skills and processes involved in transportation of people, cargo, and goods. Students will gain and apply knowledge and skills in the safe application, design, production, and assessment of products, services, and systems as it relates to the transportation industries. Content of this course includes the study of how transportation impacts individuals, society, and the environment. This course allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of interesting and relevant transportation related activities, problems, and settings. 33

TECHNOLOGY AND SOCIETY - TRANPORTATION SYSTEMS - WOHS NHHS Suggested Grade Level: 9-12 Suggested Grade Level: 9-12 Prerequisites: None Prerequisites: Technology (ML) Meets AHD and Core 40 elective 1 credit Meets Core 40 elective 1 credit

Technology and Society is a course that specializes in the study of Transportation Systems is a course that specializes in the study technology as a pervasive, complex force that is interwoven in the of the transportation systems used to support commerce and the cultural, social, political, ethical and intellectual existence of all people. The development of technology has brought about new logistics for the efficient movement of goods and people. In this dangers related to material and social wealth. This is leading to a course, students will explore the systems, techniques and growing awareness of the direct and indirect consequences of our vehicles used to move people and cargo on land, water, air and technological world, and the need to develop alternative means of space. Activities allow students to understand a variety of accomplishing societal goals. As technologies become more powerful transportation systems and investigate the energy, power and and integrated across societies, the ability to foresee the social, mechanical systems used to move people and products from one economic, and environmental consequences of their development has location to another. become increasingly critical. The goal of this course is to increase student awareness of the uncertainties and future direction associated with technological development. Emphasis is given to the nature of technology, the impact of devices and systems on the quality of life, assessment of the benefits and risks of technology, and technological ethics for responsible decision-making.

TECHNOLOGY SYSTEMS – NHHS/WOHS Suggested Grade Level: 11-12 Prerequisites: None Meets AHD and Core 40 elective 1 credit

Technology Systems is a course that focuses on the technologies used in the career pathways related to Architecture & Construction, Arts, A/V Technology & Communications, Manufacturing, Science, Technology, Engineering & Mathematics and the Transportation, Distribution, & Logistics career clusters. Instructional strategies include creative problem solving activities that address real-world problems and opportunities. Computer experiences are used to incorporate graphics, simulations, networking, and control systems. Students are also introduced to, and engaged in, investigating career opportunities within a career cluster of their choice. Systems thinking skills are used by students to study, diagram, and test a solution to a scenario related to their career interests. 34 Family Consumer Science

ADULT ROLES AND RESPONSIBILITIES – course provides a foundation for continuing and post-secondary LEHS education in all career areas related to children, child development, and nurturing of children. (If taught by vocationally licensed teacher.) Suggested Grade Level: 10-12 Prerequisites: None ADVANCED NUTRITION & WELLNESS 1 & 2 Meets Core 40 elective 1-2 credits PLTW - LEHS Suggested Grade Level: 10-12 ADULT ROLES AND RESPONSIBILITIES is recommended for all Prerequisites: Grades of C or better in Nutrition & Wellness II students as life foundations and academic enrichment, and a Meets Core 40 elective 1-2 credits career sequence course for students with interest in family and community services, personal and family finance, and similar ADVANCED NUTRITION AND WELLNESS is a course which areas. This course builds knowledge, skills, attitudes, and provides an extensive study of nutrition. This course is behaviors that students will need as they complete high school recommended for all students wanting to improve their nutrition and prepare to take the next steps toward adulthood in today’s and learn how nutrition affects the body across the lifespan. society. The course includes the study of interpersonal standards, Advance Nutrition and Wellness is an especially appropriate lifespan roles and responsibilities, individual and family resource course for students interested in careers in the medical field, management, financial responsibility and resources. A project- athletic training and dietetics. This course builds on the foundation based approach that utilizes higher order thinking, communication, established in Nutrition and Wellness, which is a required leadership, management processes, and fundamentals to college prerequisite. This is a project-based course; utilizing higher-order and career success is recommended in order to integrate these thinking, communication, leadership and management processes. topics into the study of adult roles and responsibilities. Direct, Topics include extensive study of major nutrients, nutritional concrete mathematics and language arts proficiencies will be standards across the lifespan, influences on nutrition/food choices, applied. Service learning and other authentic applications are technological and scientific influences, and career exploration in strongly recommended. This course provides the foundation for this field. Laboratory experiences will be utilized to develop food continuing and post-secondary education in all career areas related handling and preparation skills; attention will be given to nutrition, to individual and family life. food safety and sanitation. This course is the second in a sequence of courses that provide a foundation for continuing ADVANCED CHILD DEVELOPMENT 1 & 2 - LEHS and post-secondary education in all career areas related to (If taught by vocationally licensed teacher.) Suggested Grade nutrition, food, and wellness. Level: 10-12 Prerequisites: Grade of C or better in Child Development and CHILD DEVELOPMENT 1 & 2 - LEHS Parenting, or permission of instructor. Must successfully (If taught by vocationally licensed teacher.) complete a criminal background check. Suggested Grade Level: 10-12 Meets Core 40 elective 1-2 credits Prerequisites: None Meets Core 40 elective 1-2 credits ADVANCED CHILD DEVELOPMENT is for those students interested in life foundations, academic enrichment, and/or CHILD DEVELOPMENT is an introductory course that is especially careers related to knowledge of children, child development, and relevant for students interested in careers that draw on knowledge nurturing of children. This course addresses issues of child of children, child development, and nurturing of children. This development from age 4 through age 8 (grade 3). It builds on the course addresses issues of child development from Child Development course, which is a prerequisite. Advanced conception/prenatal through age 3. It includes the study of Child Development includes the study of professional and ethical prenatal development and birth; growth and development of issues in child development; child growth and development; child children; child care giving and nurturing; and support systems for development theories, research, and best practices; child health parents and caregivers. A project-based approach that utilizes and wellness; teaching and guiding children; special conditions higher order of thinking, communication, leadership, management affecting children; and career exploration in child development processes, and fundamentals to college and career success is and nurturing. A project-based approach utilizes higher order recommended in order to integrate these topics into the study of thinking, communication, leadership, management, and child development. Direct, concrete mathematics and language fundamentals to college and career success is recommended in arts proficiencies will be applied. Authentic applications such as order to integrate these topics into the study of child development. introductory/field experiences with young children and/or service Direct, concrete mathematics and language arts proficiencies will learning that build knowledge of children, child development, and be applied. Service learning, introductory/field experiences with nurturing of children are strongly recommended. This course children in preschool and early elementary school settings, and provides the foundation for continuing and post-secondary education other authentic applications are strongly recommended. This in all career areas related to children, child development, and nurturing of children.

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HUMAN DEVELOPMENT AND WELLNESS- INTERPERSONAL RELATIONSHIPS - LEHS LEHS (If taught by vocationally licensed teacher.) Suggested Grade (If taught by vocationally licensed teacher.) Suggested Grade Level: 10-12 Level: 9-12 Prerequisites: None Prerequisites: None Meets Core 40 elective 1-2 credits Meets Core 40 elective 1-2 credits Textbook Fee 5330 - $6.74 / $3.37 HUMAN DEVELOPMENT AND WELLNESS is valuable for all Workbook Fee: None students as a life foundation and academic enrichment; it is Consumable Fee: 5330 - $2.30 / $1.15 especially relevant for students interested in careers impacted by individuals’ physical, social, emotional, and moral development INTERPERSONAL RELATIONSHIPS is an introductory course and wellness across the lifespan. Major topics include principles that is especially relevant for students interested in careers that of human development and wellness; impacts of family on human involve interacting with people. It is also valuable for all students development and wellness; factors that affect human as a life foundation and academic enrichment. This course development and wellness; practices that promote human addresses knowledge and skills needed for positive and development and wellness; managing resources and services productive relationships in career, community, and family settings. related to human development and wellness; and career Major course topics include communication skills; leadership, exploration in human development and wellness. Life events and teamwork, and collaboration; conflict prevention, resolution, and contemporary issues addressed in this course include (but are not management; building and maintaining relationships; and limited to) change; stress; abuse; personal safety; and individual needs and characteristics and their impacts on relationships among lifestyle choices, health and wellness conditions, and diseases. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate the study of these topics. Authentic applications through service learning are encouraged. This course provides the foundation for continuing and post-secondary education in all career areas. 36

INTRODUCATION TO FASHION AND TEXTILES- NUTRITION AND WELLNESS 1 & 2 PLTW L E H S - LEHS (If taught by vocationally licensed teacher.) Suggested Grade Level: 9-12 Suggested Grade Level: 9-12 Prerequisites: None Prerequisites: None Meets Core 40 elective 2 credits Meets Core 40 elective 1-2 credits NUTRITION AND WELLNESS is an introductory course valuable for INTRODUCTION TO FASHION AND TEXTILES is an all students as a life foundation and academic enrichment; it is introductory course for those students interested in academic especially relevant for students interested in careers related to enrichment or a career in the fashion, textile, and apparel nutrition, food, and wellness. This is a nutrition class that introduces industry. This course addresses knowledge and skills related to students to only the basics of food preparation so they can become design, production, acquisition, and distribution in the fashion, self-sufficient in accessing healthy and nutritious foods. Major textile, and apparel arena. The course includes the study of course topics include nutrition principles and applications; personal, academic, and career success; careers in the fashion, influences on nutrition and wellness; food preparation, safety, and textile, and apparel industry; factors influencing the merchandising sanitation; and science, technology, and careers in nutrition and selection of fashion, textile, and apparel goods and their wellness. A project-based approach that utilizes higher order properties, design, and production; and consumer skills. A project- thinking, communication, leadership, management processes, and based approach integrates instruction and laboratory experiences fundamentals to college and career success is recommended in including application of the elements and principles of design; order to integrate these topics into the study of nutrition, food, and selection, production, alteration, repair, and maintenance of wellness. Food preparation experiences are a required component. apparel and textile products; product research, development, and Direct, concrete mathematics and language arts proficiencies will be testing; and application of technical tools and equipment utilized applied. This course is the first in a sequence of courses that in the industry. Visual arts concepts will be addressed. Direct, provided a foundation for continuing and post-secondary education concrete mathematics proficiencies will be applied. Service in all career areas related to nutrition, food, and wellness. learning and other authentic applications are strongly recommended. This course provides the foundation for continuing and pot-secondary education in fashion, textile, and apparel- related careers. 37 Fine Arts - Music

ADVANCED CHORUS APPLIED MUSIC; GUITAR - Suggested Grade Level: 11-12 LEHS/WOHS Prerequisites: Beginning Chorus & Intermediate Chorus Suggested Grade Level: 10-12 Meets AHD and Core 40 elective 2 credits Prerequisites: None Meets AHD and Core 40 elective 1 credit Advanced Chorus is based on the Indiana Academic Standards for High School Choral Music. Students taking Advanced Chorus develop musicianship and specific performance skills through ensemble and Applied Music is based on the Indiana Academic Standards for solo singing. This class includes the study of quality repertoire in the High School Choral or Instrumental Music. Applied Music offers diverse styles of choral literature appropriate in difficulty and range for high school students the opportunity to receive small group or the students. Chorus classes provide opportunities for performing, private instruction designed to develop and refine performance creating, and responding to music. Students develop the ability to skills. A variety of music methods and repertoire is utilized to understand and convey the composer's intent in performance of refine students’ abilities in performing, creating, and responding to music. Time outside of the school day may be scheduled for music. rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance BEGINNING CHORUS opportunities outside of the school day that support and extend Suggested Grade Level: 9-12 learning in the classroom. Prerequisites: None Meets AHD and Core 40 elective 2 credits

ADVANCED CONCERT BAND Beginning Chorus is based on the Indiana Academic Standards Suggested Grade Level: 11-12 for High School Choral Music. Students taking Beginning Chorus Prerequisites: Intermediate Concert Band develop musicianship and specific performance skills through Meets AHD and Core 40 elective 2 credits ensemble and solo singing. This class includes the study of quality repertoire in the diverse styles of choral literature appropriate in Advanced Concert Band is based on the Indiana Academic difficulty and range for the students. Chorus classes provide Standards for High School Instrumental Music. This course opportunities for performing, creating, and responding to music. provides students with a balanced comprehensive study of music Students develop the ability to understand and convey the through the concert band, which develops skills in the composer's intent in performance of music. Time outside of the psychomotor, cognitive, and affective domains. Ensemble and solo school day may be scheduled for rehearsals and performances. activities are designed to develop elements of musicianship A limited number of public performances may serve as a including tone production, technical skills, intonation, music culmination of daily rehearsal and musical goals. Students are reading skills, listening skills, analyzing music, studying required to participate in performance opportunities outside of the historically significant styles of literature, and integration of other school day that support and extend learning in the classroom. applicable disciplines. Experiences include improvising, conducting, playing by ear, and sight-reading. Students develop the ability to understand and BEGINNING CONCERT BAND convey the composer's intent in performance of music. Time Suggested Grade Level: 9-12 outside of the school day may be scheduled for rehearsals and Prerequisites: None performances. A limited number of public performances may serve Meets AHD and Core 40 elective 2 credits as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of Beginning Concert Band is based on the Indiana Academic the school day that support and extend learning in the classroom. Standards for High School Instrumental Music. Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements of musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines. Experiences include improvising, conducting, playing by ear, and sight-reading. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom. 38

DANCE PERFORMANCE - WOHS INTERMEDIATE CONCERT BAND Suggested Grade Level: 9-12 Suggested Grade Level: 10-12 Prerequisites: None Prerequisites: Beginning Concert Band Meets AHD and Core 40 elective 1 credit Meets AHD and Core 40 elective 2 credits

Dance Performance is based on Indiana Academic Standards for Intermediate Concert Band is based on the Indiana Academic Dance. Sequential and systematic learning experiences are Standards for High School Instrumental Music. This course provided in the specific genre offered, whether it is Ballet, includes a balanced comprehensive study of music that develops Modern, Jazz, or Ethnic-Folk. Activities utilize a wide variety of skills in the psychomotor, cognitive, and affective domains. materials and experiences and are designed to develop Ensemble and solo activities are designed to develop elements of techniques appropriate within the genre, including individual and musicianship including tone production, technical skills, intonation, group instruction in performance repertoire and skills. Students music reading skills, listening skills, analyzing music, studying develop the ability to express their thoughts, perceptions, feelings, historically significant styles of literature, and integration of other and images through movement. The performance class provides applicable disciplines. Students study a varied repertoire of opportunities for students to experience degrees of physical developmentally appropriate concert band literature and develop prowess, technique, flexibility, and the study of dance the ability to understand and convey the composer's intent in performance as an artistic discipline and as a form of artistic performance of music. Time outside of the school day may be communication. Students describe, analyze, interpret, and judge scheduled for rehearsals and performances. A limited number live and recorded dance performances of professional dancers of public performances may serve as a culmination of daily and companies in the genre. rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support INTERMEDIATE CHORUS and extend learning in the classroom. Suggested Grade Level: 10-12 Prerequisites: Beginning Chorus JAZZ ENSEMBLE Meets AHD and Core 40 elective 2 credits Suggested Grade Level: 9-12 Prerequisites: None Intermediate Chorus is based on the Indiana Academic Standards for Meets AHD and Core 40 elective 2 credits High School Choral Music. Students taking Intermediate Chorus develop musicianship and specific performance skills through Jazz Ensemble is based on the Indiana Academic Standards for ensemble and solo singing. This class includes the study of quality High School Instrumental Music. Students taking this course repertoire in the diverse styles of choral literature appropriate in develop musicianship and specific performance skills through difficulty and range for the students. Chorus classes provide group and individual settings for the study and performance of opportunities for performing, creating, and responding to music. varied styles of instrumental jazz. Instruction includes the study of Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be the history, formative, and stylistic elements of jazz. Students scheduled for rehearsals and performances. A limited number of develop their creative skills through improvisation, composition, public performances may serve as a culmination of daily rehearsal arranging, performing, listening, and analyzing. A limited amount and of time outside of the school day may be scheduled for rehearsals musical goals. Students are required to participate in performance and performances. In addition, a limited number of public opportunities outside of the school day that support and extend performances may serve as a culmination of daily rehearsal and learning in the classroom. musical goals. Students must participate in performance opportunities outside of the school day that support and extend the learning in the classroom. Student participants must also be receiving instruction in another band or orchestra class offering at the discretion of the director. 39

MUSIC HISTORY AND APPRECIATION – VOCAL JAZZ – HEHS/NHHS LEHS/NHHS/WOHS Suggested Grade Level: 9-12 Suggested Grade Level: 9-12 Prerequisites: None Prerequisites: None Meets AHD and Core 40 elective 2 credits Meets AHD and Core 40 elective 2 credits

Music History and Appreciation is based on the Indiana Academic Vocal Jazz is based on the Indiana Academic Standards for High Standards for Music and standards for this specific course. School Choral Music. Students in this course develop Students receive instruction designed to explore music and major musicianship and specific performance skills through group and musical styles and periods through understanding music in individual settings for the study and performance of varied styles relation to both Western and Non-Western history and culture. of vocal jazz. Instruction includes the study of the history and Activities include analyzing and describing music; evaluating formative and stylistic elements of jazz. Students develop their music and music performances; and understanding relationships creative skills through improvisation, composition, arranging, between music and other arts, as well as disciplines outside of the performing, listening, and analyzing. Time outside of the school arts. day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to MUSIC THEORY AND COMPOSITION – participate in performance opportunities outside of the school day HEHS/NHHS/WOHS that support and extend learning in the classroom. Suggested Grade Level: 10-12 Prerequisites: None Meets AHD and Core 40 elective 2 credits

Music Theory and Composition is based on the Indiana Academic Standards for Music and standards for this specific course. Students 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.

PIANO & ELECTRONIC KEYBOARDING – LEHS/NHHS/WOHS Suggested Grade Level: 9-12 Prerequisites: None Meets AHD and Core 40 elective 2 credits

Piano and Electronic Keyboard is based on the Indiana Academic Standards for High School Music Technology and Instrumental Music. Students taking this course are offered keyboard classes in order to develop music proficiency and musicianship. Students perform with proper posture, hand position, fingering, rhythm, and articulation; compose and improvise melodic and harmonic material; create and perform simple accompaniments; listen to, analyze, sight-read, and study a variety of keyboard literature; study the elements of music as exemplified in a variety of styles; and make interpretive decisions. 40

Fine Arts - Theatre

ADVANCED ACTING – LEHS/NHHS/WOHS A Core 40 and AHD course The nature of this course allows for two successive semesters (Advanced Acting I and Advanced Acting II) of instruction at this level, provided that defined standards are utilized. Suggested Grade Level: 10-12 Prerequisite: Theatre Arts 1 credit

Advanced Acting is based on the Indiana Academic Standards for Theatre. Students enrolled in Advanced Acting research, create, and perform characters through script analysis, observation, collaboration and rehearsal. These activities should incorporate elements of theatre history, culture, analysis, response, creative process and integrated studies. Additionally, students explore career opportunities in the theatre by attending plays, meeting actors and discussing their work, and becoming theatre patrons in their community.

TECHNICAL THEATRE – LEHS/NHHS/WOHS Suggested Grade Level: 9-12 Prerequisites: None Meets AHD and Core 40 elective 1 credit

Technical Theatre is based on the Indiana Academic Standards for Theatre. Students enrolled in Technical Theatre actively engage in the process of designing, building, managing, and implementing the technical aspects of a production. These activities should incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. Additionally, students explore career opportunities in the theatre, attend and critique theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community. THEATRE ARTS - NHHS Suggested Grade Level: 9-12 Prerequisites: None Meets AHD and Core 40 elective 1 credit

Theatre Arts is based on the Indiana Academic Standards for Theatre. Students enrolled in Theatre Arts read and analyze plays, create scripts and theatre pieces, conceive scenic 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, attend and critique theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community.

MUSICAL THEATRE – WOHS 41 Fine Arts - Visual Arts

ADVANCED 2-D ART I & II Art History is a course based on the Indiana Academic Standards Suggested Grade Level: 10-12 for Visual Art. Students taking Art History engage in sequential Prerequisites: Intro to 2-D Art; Intro to 3-D Art learning experiences that encompass art history, art criticism, Meets AHD and Core 40 elective 1-2 credits aesthetics, and production. Students study works of art and artifacts from world cultures, engage in historically relevant studio Advanced Two-Dimensional Art I and II are courses based on the activities; utilize research skills to discover social, political, Indiana Academic Standards for Visual Art. Students in this economic, technological, environmental, and historical trends and course build on the sequential learning experiences of connections; analyze, interpret, theorize, and make informed Introduction to Two-Dimensional Art that encompass art history, judgments about artwork and the nature of art; relate art to other art criticism, aesthetics, and production and lead to the creation of disciplines and discover opportunities for integration; and portfolio quality works. Students explore historical and cultural incorporate literacy and presentational skills. Students utilize the background and connections; analyze, interpret, theorize, and resources of art museums, galleries, and studios, and identify art- related careers. make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover FINE ARTS CONNECTIONS – opportunities for integration; and incorporate literacy and LEHS/ NHHS/ WOHS presentational skills. They identify ways to utilize and support art Suggested Grade Level: 11-12 museums, galleries, studios, and community resources. Prerequisites: Successful completion of three years of art & instructor approval. ADVANCED 3-D ART I & ll Meets AHD and Core 40 elective 1-4 credits Suggested Grade Level: 10-12 Prerequisites: Intro to 2-D Art; Intro to 3-D Art; Adv. 2-D I Fine Arts Connections is a course based on the Indiana Academic Meets AHD and Core 40 elective 1-2 credits Standards for Visual Art, Music, Theatre, and Dance. In this course, students make connections among experiences in the Advanced Three-Dimensional Art I and II are courses based on four arts disciplines and integrate them in studies of all academic the Indiana Academic Standards for Visual Art. Students in this disciplines. They create works encompassing multiple disciplines, course build on the sequential learning experiences of literacies, and sign systems, reflect upon and refine their work; Introduction to Three-Dimensional Art that encompass art history, explore cultural and historical connections; analyze, interpret, art criticism, aesthetics, and production and lead to the creation theorize, and make informed judgments about works and the nature of portfolio quality works. Students explore historical and cultural of the arts. They incorporate presentational skills andutilize the background and connections; analyze, interpret, theorize, and resources of the arts community, identifying related careers. make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, INTRO TO 2-D ART and revise their work; relate art to other disciplines and discover Suggested Grade Level: 9-12 opportunities for integration; and incorporate literacy and Prerequisites: None presentational skills. They identify ways to utilize and support art Meets AHD and Core 40 elective 1 credit museums, galleries, studios, and community resources. Introduction to Two-Dimensional Art is a course based on the ART HISTORY Indiana Academic Standards for Visual Art. Students taking this DC - LE HS course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and Suggested Grade Level: 11 integrated studies and lead to the creation of portfolio quality Prerequisites: None Meets AHD and Core 40 elective works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two- dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources. 42

INTRO TO 3D ART PHOTOGRAPHY 2 Suggested Grade Level: 9-12 Suggested Grade Level: 11-12 Prerequisites: Intro to 2-D Art Prerequisites: Photography 1 Meets AHD and Core 40 elective 1 credit Meets AHD and Core 40 elective 1 credit

Introduction to Three-Dimensional Art is a course based on the Photography is a course based on the Indiana Academic Standards Indiana Academic Standards for Visual Art. Students taking this for Visual Art. Students in photography engage in sequential learning course engage in sequential learning experiences that experiences that encompass art history, art criticism, aesthetics, and encompass art history, art criticism, aesthetics, production, and production and lead to the creation of portfolio quality works, creating integrated studies and lead to the creation of portfolio quality photographs, films, and videos utilizing a variety of digital tools and works. Students explore historical and cultural background and dark room processes. They reflect upon and refine their work; explore connections; analyze, interpret, theorize, and make informed cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate judgments about artwork and the nature of art; create three- art to other disciplines and discover opportunities for integration; and dimensional works of art, reflect upon the outcomes, and revise incorporate literacy and presentational skills. Students utilize the their work; relate art to other disciplines and discover resources of art museums, galleries, and studios, and identify art- opportunities for integration; and incorporate literacy and related careers. presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.

PHOTOGRAPHY 1 PHOTOGRAPHY 3 – Suggested Grade Level: 10-12 LEHS/WOHS Prerequisites: Student must provide a 35 mm camera, Suggested Grade Level: 11-12 photographic paper, film, and miscellaneous course materials. Prerequisites: Photography- 1& 2 (Heritage uses digital camera) Student must provide camera, film and photographic paper. Meets AHD and Core 40 elective 1 credit Course is offered based on number of students and teacher availability. 1 credit Photography is a course based on the Indiana Academic Standards for Visual Art. Students in photography engage in sequential learning Photography is a course based on the Indiana Academic experiences that encompass art history, art criticism, aesthetics, and Standards for Visual Art. Students in photography engage in production and lead to the creation of portfolio quality works, creating sequential learning experiences that encompass art history, art photographs, films, and videos utilizing a variety of digital tools and criticism, aesthetics, and production and lead to the creation of dark room processes. They reflect upon and refine their work; explore portfolio quality works, creating photographs, films, and videos cultural and historical connections; analyze, interpret, theorize, and utilizing a variety of digital tools and dark room processes. They make informed judgments about artwork and the nature of art; relate reflect upon and refine their work; explore cultural and historical art to other disciplines and discover opportunities for integration; and connections; analyze, interpret, theorize, and make informed incorporate literacy and presentational skills. Students utilize the judgments about artwork and the nature of art; relate art to other resources of art museums, galleries, and studios, and identify art- related careers. disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art- related careers

CERAMICS – WOHS/HEHS DRAWING 43 Health and Physical Education

ADVANCED HEALTH EDUCATION ELECTIVE PE, ADVANCED I & II Suggested Grade Level: 10-12 Suggested Grade Level: 10-12 Prerequisites: Health Education Prerequisites: Physical Education I & II Meets AHD and Core 40 elective 1 credit Meets AHD and Core 40 elective 1-2 credits

Advanced Health & Wellness, an elective course that is aligned to Elective Physical Education, a course based on selected standards the Indiana’s Academic Standards for Health & Wellness, provides from the Indiana’s Academic Standards for Physical Education, advanced knowledge and skills to help students adopt and identifies what a student should know and be able to do as a maintain healthy behaviors. Through a variety of instructional result of a quality physical education program. The goal of a strategies, students practice the development of functional physically educated student is to maintain appropriate levels of advanced health information (essential concepts); determine cardio-respiratory endurance, muscular strength and endurance, personal values that support health behaviors; develop group flexibility, and body composition necessary for a healthy and norms that value a healthy lifestyle; develop the essential skills productive life. Elective Physical Education promotes lifetime sport necessary to adopt, practice, and maintain health-enhancing and recreational activities and provides an opportunity for an in- behaviors. Advanced Health & Wellness provides students with depth study in one or more specific areas. A minimum of two of the an in-depth study of promoting personal health and wellness, following activities should be included: team sports; dual sports physical activity, healthy eating, promoting safety and preventing activities; individual physical activities; outdoor pursuits; self- unintentional injury and violence, promoting mental and emotional defense and marital arts; aquatics; gymnastics; and dance. It health, a tobacco-free lifestyle and an alcohol- and other drug-free includes the study of physical development concepts and lifestyle and promoting human development and family health. principles of sport and exercise as well as opportunities to The scientific components of health and wellness, health issues develop or refine skills and attitudes that promote lifelong fitness. and concerns, health risk appraisals, individual wellness plans, health promotion and health careers are expanded and explored Students have the opportunity to design and develop an within the context of the course. This course provides students appropriate personal fitness program that enables them to with the advanced knowledge and skills of health and wellness achieve a desired level of fitness. Ongoing assessment includes core concepts, analyzing influences, accessing information, both written and performance-based skill evaluation. Individual interpersonal communication, decision-making and goal-setting assessments may be modified for individuals with disabilities, in skills, health-enhancing behaviors, and health and wellness addition to those with IEPs and 504 plans (e.g., chronic illnesses, advocacy skills. temporary injuries, obesity, etc.)

WEIGHT TRAINING ELECTIVE PE, AEROBICS – Elective PE LEHS/NHHS/WOHS Suggested Grade Level: 10-12 Prerequisites: Physical Education I & II Meets AHD and Core 40 elective 1-2 credits

Physical fitness and conditioning through aerobic movement will be stressed. Fitness progress will be monitored and regularly measured. Special emphasis will be placed on carry over exercises.

HEALTH & WELLNESS EDUCATION PHYSICAL EDUCATION II Suggested Grade Level: 9 Suggested Grade Level: 9-12 Prerequisites: Required for graduation Prerequisites: Required for graduation Meets AHD and Core 40 requirement 1 credit Meets AHD and Core 40 requirement 1 credit

Health & Wellness, a course based on Indiana’s Academic Physical Education II focuses on instructional strategies through a Standards for Health & Wellness, provides the basis to help planned, sequential, and comprehensive physical education students adopt and maintain healthy behaviors. Health education curriculum which provide students with opportunities to actively should contribute directly to a student’s ability to successfully participate in four of the following that were not in PHYS ED I: practice behaviors that protect and promote health and avoid or team sports; dual sport activities; individual physical activities; reduce health risks. Through a variety of instructional strategies, outdoor pursuits; self-defense and martial arts; aquatics; students practice the development of functional health information gymnastics; and dance, all which are within the framework of (essential concepts); determine personal values that support lifetime physical activities and fitness. Ongoing assessment health behaviors; develop group norms that value a healthy includes both written and performance-based skill evaluation. lifestyle; develop the essential skills necessary to adopt, practice, Individual assessments may be modified for individuals with and maintain health-enhancing behaviors. This course includes disabilities, in addition to those with IEPs and 504 plans (e.g., the application of priority areas in a planned, sequential, chronic illnesses, temporary injuries, obesity, etc.). comprehensive health education curriculum. Priority areas include: promoting personal health and wellness, physical activity, healthy eating, promoting safety and preventing unintentional injury and violence, promoting mental and emotional health, a CURRENT HEALTH ISSUES tobacco-free lifestyle and an alcohol- and other drug-free lifestyle and promoting human development and family health. This Recommended Grade Level: 11, 12 Prerequisites: Health & Wellness and Advanced Health & Wellness • course provides students with the knowledge and skills of health Meets AHD and Core 40 elective and wellness core concepts, analyzing influences, accessing information, interpersonal communication, decision-making and Current Health Issues, an elective course that can be aligned to Indiana’s goal-setting skills, health-enhancing behaviors, and health and wellness advocacy skills. Academic Standards for Health & Wellness, focuses on specific health issues and/or emerging trends in health and wellness, but not limited to: personal health and wellness; non-communicable and communicable PHYSICAL EDUCATION I diseases; nutrition; mental and emotional health; tobacco-prevention; Suggested Grade Level: 9-12 alcohol and other drug-prevention; human development and family health; Prerequisites: Required for graduation health care and/or medical treatments; and national and/or international Meets AHD and Core 40 requirement 1 credit health issues. This course provides students with the knowledge and skills of health and wellness core concepts, analyzing influences, accessing Physical Education I focuses on instructional strategies through a information, interpersonal communication, decision-making and goal-setting planned, sequential, and comprehensive physical education skills, health-enhancing behaviors, and health and wellness advocacy skills. curriculum which provide students with opportunities to actively participate in at least four of the following: team sports; dual sport activities; individual physical activities; outdoor pursuits; self- defense and martial arts; aquatics; gymnastics; and dance, all which are within the framework of lifetime physical activities and fitness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modified for individuals with disabilities, in addition to those with IEPs and 504 plans (e.g., chronic illnesses, temporary injuries, obesity, etc.). 45 Language Arts

ADVANCED COMPOSITION – CREATIVE WRITING HEHS/LEHS Suggested Grade Level: 9 Suggested Grade Level: 12 Prerequisites: None Prerequisites: Composition Meets AHD and Core 40 requirement 1 credit Meets AHD and Core 40 elective 1 credit Composition, a course based on Indiana's Academic Standards Advanced Composition, a course based on Indiana's Academic for English/Language Arts and emphasizing the High School Standards for English/Language Arts and emphasizing the High Composition Standards, is a study and application of the School Composition Standards, is a study and application of the rhetorical (effective) writing strategies for prose and poetry. Using rhetorical (effective) writing strategies of exposition and the writing process, students demonstrate a command of persuasion. Students write expository critiques of nonfiction vocabulary, the nuances of language and vocabulary, English selections, literary criticism of fiction selections, persuasive language conventions, an awareness of the audience, the compositions, and research reports. ADVANCED purposes for writing, and the style of their own writing. CREATIVE COMPOSITION PROJECT: Students write job applications, WRITING PROJECT: Students complete a project, such as a resumes, and other informational documents that may include the short story, a narrative or epic poem, a persuasive speech or development of flyers, posters, brochures, program agendas, or letter, a book review, a script or short play, or other creative reports incorporating visual information in the form of pictures, compositions, which demonstrates knowledge, application, and graphs, or tables. writing progress in the Creative Writing course content.

AP ENGLISH LANGUAGE AND COMPOSITION – ADVANCED COMPOSTITION II - HEHS LEHS/NHHS/WOHS Suggested Grade Level: 12 Suggested grade level 12 Prerequisites: Honors English 9 and 10, AP Lit and Comp Prerequestite: Adv Comp I Meets AHD and Core 40 requirement 2 credits Meets AHD and Core 40 elective

English Language and Composition, Advanced Placement, is an advanced placement course based on content established by the Advanced Composition II, a course based on the Indiana Academic College Board. An AP course in English Language and Standards for English/Language Arts, is a study and application of the Composition engages students in becoming skilled readers of rhetorical writing strategies of exposition and persuasion. Students write prose written in a variety of rhetorical contexts, and in becoming expository critiques of nonfiction selections, literary criticism of fiction skilled writers who compose for a variety of purposes. Both their selections, persuasive compositions, and research reports. writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing.

AP ENGLISH LITERATURE AND COMPOSITION – L E H S / N H H S / W O H S Suggested Grade Level: 11 Prerequisites: Honors English 9 and 10 Meets AHD and Core 40 requirement 2 credits

English Literature and Composition, Advanced Placement, is an advanced placement course based on content established by the College Board. An AP English course in Literature and Composition engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. 46

DEBATE – ENGLISH 10 LEHS / Suggested Grade Level: 10 WOHS Prerequisites: English 9 Meets AHD and Core 40 requirement 2 credits Suggested Grade Level: 11-12 Prerequisites: None English 10, an integrated English course based on Indiana’s Meets AHD and Core 40 elective 1 credit Academic Standards for English/Language Arts in Grade 10, is a study of language, literature, composition, and oral communication Debate, a course based on Indiana's Academic Standards for with a focus on exploring universal themes across a wide variety English/Language Arts and emphasizing the High School Speech of genres. Students use literary interpretation, analysis, and Communication Standards, is the study and application of the comparisons, and evaluation to read and respond to basic principles of debate involving support for the basic types of representative works of historical or cultural significance arguments (induction, deduction, causation) and debate appropriate for Grade 10 in classic and contemporary literature strategies (affirmative or negative argument construction and balanced with nonfiction. Students write short stories, responses extension, case development, refutation or rebuttal of argument to literature, expository and persuasive compositions, research claims and evidence, and persuasive speaking). DEBATE reports, business letters, and technical documents. Students PROJECT: Students complete a project, such as a mock debate deliver grade-appropriate oral presentations and access, analyze, or trial, participation in a forum, competition, or tournament, or an and evaluate online information. argument supporting or opposing different sides of a major issue, which demonstrates knowledge, application, and presentation progress in the Debate course content.

ENGLISH 10 HONORS Suggested Grade Level: 10 ENGLISH 9 Prerequisites: English 9 Honors and/or teacher recommendation Suggested Grade Level: 9 Meets AHD and Core 40 requirement 2 credits Prerequisites: None Meets AHD and Core 40 requirement 2 credits In addition to the English 10 description noted above, this English Honors course will include an English Honors Project as an English 9, an integrated English course based on Indiana’s integral part of the students’ experience in the course. This project Academic Standards for English/Language Arts in Grade 9, is a is designed to integrate knowledge, skills and concepts from the study of language, literature, composition, and oral communication English Standards in a culminating project. Individual projects are with a focus on exploring a wide-variety of genres and their preferred, but group projects may be appropriate if each student elements. Students use literary interpretation, analysis, in the group has specific and unique responsibilities. The English comparisons, and evaluation to read and respond to representative Honors Project will consist of a written research project, a major works of historical or cultural significance appropriate for Grade product and an oral presentation. Although the product can be a 9 in classic and contemporary literature balanced with nonfiction. joint effort, each presentation will be done separately. Students write short stories, responses to literature, expository and persuasive compositions, research reports, business letters, and technical documents. Students deliver grade-appropriate oral presentations and access, analyze, and evaluate online information.

ENGLISH 9 HONORS Suggested Grade Level: 9 Prerequisites: Teacher recommendation Meets AHD and Core 40 requirement 2 credits

In addition to the English 9 description noted above, this English Honors course will include an English Honors Project as an integral part of the students’ experience in the course. This project is designed to integrate knowledge, skills and concepts from the English Standards in a culminating project. Individual projects are preferred, but group projects may be appropriate if each student in the group has specific and unique responsibilities. The English Honors Project will consist of a written research project, a major product and an oral presentation. Although the product can be a joint effort, each presentation will be done separately. 47

ENGLISH 11 Etymology, a language studies course based on Indiana's Academic Standards for English/Language Arts, is the study and Suggested Grade Level: 11 application of the derivation of English words and word families Prerequisites: English 9 and 10 from their roots in ancient and modern languages (Latin, Greek, Meets AHD and Core 40 requirement 2 credits Germanic, Romance Languages). Students analyze meanings of English words by examining roots, prefixes, suffixes. Students English 11, an integrated English course based on Indiana’s analyze the connotative and denotative meaning of words in a Academic Standards for English/Language Arts in Grade 11, is a variety of contexts and the reasons for language change. study of language, literature, composition, and oral communication Students write about word history and semantics in texts that with a focus on exploring characterization across universal require etymological sensitivity, such as Renaissance poetry or themes and a wide variety of genres. Students use literary works in translation. ETYMOLOGY PROJECT: Students interpretation, analysis, comparisons, and evaluation to read and complete a project, such as doing a case study on specific words respond to representative works of historical or cultural significance appropriate for Grade 11 in classic and contemporary or creating an historical timeline of the development of specific literature balanced with nonfiction. Students write fictional words, which demonstrates knowledge, application, and progress in Etymology course content. narratives, short stories, responses to literature, reflective compositions, historical investigation reports, resumes, and technical documents incorporating visual information in the form MASS MEDIA - of pictures, graphs, and tables. Students write and deliver grade- NHHS appropriate multimedia presentations and access, analyze, and Suggested Grade Level: 11-12 evaluate online information. Prerequisites: None 1 credit

ENGLISH 12 Mass Media, a course based on the High School Journalism Standards and the Mass Media and Media Literacy Standards, is Suggested Grade Level: 12 the study of the importance of mass media as pervasive in Prerequisites: English 9, 10 and 11 entertainment, and persuasive messages on everyday life. Meets AHD and Core 40 requirement 2 credits Students use course content to become knowledgeable consumers of mass media in preparation for their roles as English 12, an integrated English course based on Indiana’s informed citizens in a democratic society modern life at the local, Academic Standards for English/Language Arts for Grade 12, is a national, and global levels. It includes a study of the impact of study of language, literature, composition, and oral communication constant and immediate news,. MASS MEDIA PROJECT for the focusing on an exploration of point of view or perspective across second credit: Students complete a project, such as a media a wide variety of genres. Students use literary interpretation, convergence special report using multiple formats that compare analysis, comparisons, and evaluation to read and respond to different aspects of a topic of interest or concern. The project representative works of historical or cultural significance for demonstrates knowledge, application, and progress in Mass Grade 12 in classic and contemporary literature balanced with Media course content. nonfiction. Students write fictional narratives, short stories, responses to literature, reflective compositions, historical investigation reports, resumes and technical documents NOVELS – incorporating visual information in the form of pictures, graphs, NHHS/WOHS and tables. Students write and deliver grade-appropriate Suggested Grade Level: 11-12 multimedia presentations and access, analyze, and evaluate Prerequisites: None online information Meets AHD and Core 40 elective 1 credit

ETYMOLOGY - Novels, a course based on Indiana's Academic Standards for NHHS English/Language Arts and emphasizing the High School Literature Standards, is a study of the distinct features of the Suggested Grade Level: 11-12 novel, such as narrative and fictional elements of setting, conflict, Prerequisites: None climax, and resolution, and may be organized by historical Meets AHD and Core 40 elective 1 credit periods, themes, or authors. Students examine novels of a given period, such as Victorian, the Modern Period, or Contemporary Literature, and what distinguishes novels from short stories, epics, romances, biographies, science fiction, and others. Students analyze novels by various important authors in the past and present or sets of novels in a given time period or across time periods or covering a particular theme. 48

SPEECH – LEHS/NHHS/ WOHS Suggested Grade Level: 10-12 Prerequisites: None Meets AHD and Core 40 elective 1 credit

Speech, a course based on Indiana's Academic Standards for English/Language Arts and emphasizing the High School Speech and Communication Standards, is the study and application of the basic principles and techniques of effective oral communication. Students deliver focused and coherent speeches that convey clear messages, using gestures, tone, and vocabulary appropriate to the audience and purpose. Students deliver different types of oral and multi-media presentations, including viewpoint, instructional, demonstration, informative, persuasive, and impromptu. Students use the same Standard English conventions for oral speech that they use in their writing.

STUDENT PUBLICATIONS – LEHS/HEHS/WOHS Suggested Grade Level: 9-12 1-7 credits

Student Publications, a course based on the High School Journalism Standards and the Student Publications Standards, is the continuation of the study of journalism. Students demonstrate their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading. Students work on high school publications or media staffs so that they may prepare themselves for career paths in journalism, communications, writing, or related fields.

FILM LITERATURE – NHHS/WOHS

DRAMATIC LITERATURE – NHHS/WOHS

49 Mathematics

ALGEBRA I CALCULUS AB, ADVANCED PLACEMENT Suggested Grade Level: 9 Suggested Grade Level: 11- 12 Prerequisites: Pre-Calculus Prerequisites: None

Meets AHD and Core 40 requirement 2 credits Meets AHD and Core 40 requirement 2 credits Calculus AB, Advanced Placement is a course that provides students Algebra I provides a formal development of the algebraic skills and with the content established by the College Board. Topics include: concepts necessary for students to succeed in advanced courses. In (1) functions, graphs, and limits: analysis of graphs, limits of particular, the instructional program in this course provides for the functions, asymptotic and unbounded behavior, continuity as a use of algebraic skills in a wide range of problem-solving situations. property of functions (2) derivatives: concepts of the derivative, The concept of function is emphasized throughout the course. Topics derivative at a point, derivative as a function, second derivatives, include: (1) operations with real numbers, (2) linear equations and application and computation of derivatives, and (3) integrals: inequalities, (3) relations and functions, (4) polynomials, (5) algebraic interpretations and properties of definite integrals, applications of fractions, and (6) nonlinear equations. integrals, fundamental theorem of calculus, techniques of antidifferentiation, and numerical approximations to definite integrals. ALGEBRA LAB The use of graphing technology is required. Suggested Grade Level: 9 Prerequisites: Must be taken concurrently with Algebra I CALCULUS BC, ADVANCED PLACEMENT - LEHS Meets AHD and Core 40 requirement 2 credits Suggested Grade Level: 11-12 Prerequisites: Pre-Calculus Algebra Enrichment is a mathematics support course for Algebra I. Meets AHD and Core 40 requirement 2 credits The course provides students with additional time to build the foundations necessary for high school math courses, while Calculus BC, Advanced Placement is a course that provides students with the content established by the College Board. Topics include: (1) concurrently having access to rigorous, grade-level appropriate functions, graphs, and limits: analysis of graphs, limits of functions, courses. The five critical areas of Algebra Enrichment align with the asymptotic and unbounded behavior, continuity as a property of critical areas of Algebra I: Relationship between Quantities and functions, and parametric, polar, and vector functions (2) derivatives: Reasoning with Equations; Linear and Exponential Relationships; concept of the derivative, derivative at a point, derivative as a function, Descriptive Statistics; Expressions and Equations; and Quadratic second derivatives, applications of derivatives and computation of Functions and Modeling. However, whereas Algebra I contains derivatives, (3) integrals: interpretations and properties of definite exclusively grade-level content, Algebra Enrichment combines integrals, applications of integrals, fundamental theorem of calculus, standards from high school courses with foundational standards from techniques and applications of antidifferentiation, and numerical the middle grades. approximations to definite integrals, and (4) polynomial approximations and series: concept of series, series of constants, and Taylor series. The ALGEBRA II use of graphing technology is required. Suggested Grade Level: 9-10 Prerequisites: Algebra I Meets AHD and Core 40 requirement 2 credits

Algebra II is a course that extends the content of Algebra I and provides further development of the concept of a function. Topics include: (1) relations, functions, equations and inequalities; (2) conic sections; (3) polynomials; (4) algebraic fractions; (5) logarithmic and exponential functions; (6) sequences and series; and (7) counting principles and probability. 50

FINITE MATHEMATICS – PROBABILITY & STATISTICS LEHS/NHHS/WOHS LEHS/NHHS/WOHS Suggested Grade Level: 11-12 Suggested Grade Level: 11-12 Prerequisites: Algebra II Prerequisites: Algebra II Meets AHD and Core 40 requirement 2 credits Meets AHD and Core 40 requirement 1 credit course based on Indiana’s Academic Standards for Discrete Mathematics. (A one-credit Discrete Mathematics course includes Probability and Statistics includes the concepts and skills needed to counting techniques, matrices, and recursion. The other topics will apply statistical techniques in the decision-making process. Topics be included as time allows.) (NH – 1 credit) include: (1) descriptive statistics, (2) probability, and (3) statistical inference. Practical examples based on real experimental data are Discrete Mathematics is an umbrella of mathematical topics. It is a used throughout. Students plan and conduct experiments or surveys course designed for students who will undertake higher-level and analyze resulting data. The use of graphing calculators and mathematics in college that may not include calculus. Topics include: computer programs is encouraged. (1) counting techniques, (2) matrices, (3) recursion, (4) graph theory, (5) social choice, (6) linear programming, and (7) game theory. Technology, such as computers and graphing calculators, should be used frequently. . MATH 10 – TO BE ADDED GEOMETRY Suggested Grade Level: 9-10 Prerequisites: Algebra I Meets AHD and Core 40 requirement 2 credits CCR – TO BE ADDED

Geometry students examine the properties of two- and three- dimensional objects. Proof and logic, as well as investigative strategies in drawing conclusions, are stressed. Properties and relationships of geometric objects include the study of: (1) points, lines, angles and planes; (2) polygons, with a special focus on quadrilaterals, triangles, right triangles; (3) circles; and (4) polyhedra and other solids. Use of graphing calculators and computer drawing programs is encouraged.

PRE-CALCULUS/TRIGONOMETRY Dual Credit: IPFW Dual Credit: Vincennes Suggested Grade Level: 11-12 Prerequisites: Algebra II Meets AHD and Core 40 requirement 2 credits

Pre-Calculus/Trigonometry blends the concepts and skills that must be mastered before enrollment in a college-level calculus course. The course includes the study of (1) relations and functions, (2) exponential and logarithmic functions, (3) trigonometry in triangles, (4) trigonometric functions, (5) trigonometric identities and equations, (6) polar coordinates and complex numbers, (7) sequences and series and (8) data analysis. 51 Multidisciplinary

BASIC SKILLS DEVELOPMENT-JAG – HEHS/NHHS Jobs for American Graduates 2 credits Suggested Grade Level: 11-12

This elective course provides students in grades 11-12 the opportunity to acquire Workforce Readiness and College Preparation skills required for successful employment or academics achievement. JAG 1-2-3 is geared towards first year students, usually grade 11, who need to develop core competencies in six basics areas of study: career development, job attainment, job survival, basic competency, leadership and self-development and personal skills. JAG 4-5-6 is geared towards second year students or seniors who have been approved by the instructor, on an exception basis, with approval of their guidance counselor. This course focuses on developing three advanced areas of competencies: life survival skills, work place competencies, and economic empowerment skills.

SAT PREP – LEHS/NHHS Suggested Grade Level: 10-11 Prerequisites: Algebra II 1 credit Meets AHD and Core 40 elective

College-Entrance Preparation utilizes individual student score reports from the PSAT and/or the PLAN to prepare students for the SAT, ACT, the Accuplacer and Compass assessments. Based on these score reports, students will receive targeted instruction to strengthen their foundations in critical reading, writing, mathematics, and science (all sections of college admission and placement exams). As appropriate, the course will also encompass test taking strategies to prepare students for success on a high-stakes assessment. Teachers are encouraged to use a curriculum with longitudinal successful results. Course may also include college selection and application units, to best prepare students for overall college-readiness.

HUMANITIES: AFRICAN AMERICAN LITERATURE - NHHS Suggested Grade Level: 10-12 Prerequisites: None (1 language arts elective credit) Meets AHD and Core 40 elective 1 credit

African American Studies helps students to understand and appreciate the history, literature, and cultural influences of African- Americans in the United States. This course will combine the study of African American history from its roots in Africa to the present with the fiction, essays, poems, lyrics, drama, and orations by African Americans that are a reflection of their change in status in American society. Connections to art and music of each historical time will also be made for deeper understanding of emotions and reactions of African Americans throughout their history. 52 Science PLTW courses offered at all schools; courses are taught at Leo or New Haven

ADVANCED SCIENCE, SPECIAL TOPICS biology in various careers, and (3) investigate biological questions Suggested Grade Level: 11-12 and problems related to personal needs and societal issues. Prerequisites: Two credits in Core 40 and AHD science coursework BIOLOGY II, ANATOMY & PHYSIOLOGY Meets AHD and Core 40 requirement 1-2 credits Suggested Grade Level: 11 CS3250, 51,52 Anatomy and Physiology Prerequisites: Biology I CS3240, 41,42 Astronomy Meets AHD and Core 40 requirement 2 credits CS3260,61,62 Chemistry Anatomy & Physiology is a course in which students investigate CS3230, 31,32 Geology concepts related to the Health Sciences. Through instruction, including laboratory activities, students apply concepts associated Advanced Science, Special Topics is any science course which is with Human Anatomy & Physiology. Studies include the process grounded in extended laboratory, field, and literature of homeostasis and the essentials of human function at the level investigations into one or more specialized science disciplines, of genes, cells, tissues, and organ systems. Students will such as anatomy/physiology, astronomy, biochemistry, botany, understand the structure, organization, and function of the various ecology, electromagnetism, genetics, geology, nuclear physics, components of the healthy human body in order to apply this organic chemistry, etc. Students enrolled in this course engage in knowledge in all health-related fields. an in-depth study of the application of science concepts, principles, and unifying themes that are unique to that particular science discipline and that address specific technological, BIOLOGY, ADVANCED PLACEMENT – environmental or health-related issues. Under the direction of a LEHS/NHHS science advisor, students enrolled in this course will complete an Suggested Grade Level: 12 end-of-course project and presentation, such as a scientific Prerequisites: None research paper or science fair project, integrating knowledge, skills, Meets AHD and Core 40 requirement 2 credits and concepts from the student’s course of study. Individual projects are preferred, but group projects may be appropriate if each Biology, Advanced Placement is a course based on the content student in the group has specific and unique responsibilities. established by the College Board. Topics include: (1) molecules and cells: chemistry of life, cells, cellular energetics; (2) heredity BIOLOGY I and evolution: heredity, molecular genetics, evolutionary biology; Suggested Grade Level: 9 and (3) organisms and populations: diversity of organisms, Prerequisites: None structure and function of plants and animals, ecology. The major Meets AHD and Core 40 requirement 2 credits themes of the course include: science as a process, evolution, energy transfer, continuity and change, relationship of structure to Biology I is a course based on laboratory investigations that include function, regulation, interdependence in nature and science, a study of the structures and functions of living organisms and their technology, and society. interactions with the environment. At a minimum, students enrolled in Biology I explore the structure and function of cells, BIOLOGY II, GENERAL cellular processes, and the interdependencies of organisms within Suggested Grade Level: 11 populations, communities, ecosystems, and the biosphere. Prerequisites: Biology I Students work with concepts, principles, and theories of the living Meets AHD and Core 40 requirement 2 credits environment. In addition, students enrolled in this course are expected to: (1) gain an understanding of the history and Biology II is an advanced laboratory, field, and literature development of biological knowledge, (2) explore the uses of investigations-based course. Students enrolled in Biology II examine in greater depth the structures, functions, and processes of living organisms. Students also analyze and describe the relationship of Earth’s living organisms to each other and to the environment in which they live. In this course, students refine their scientific inquiry skills as they collaboratively and independently apply their knowledge of the unifying themes of biology to biological questions and problems related to personal and community issues in the life sciences. 53

PLTW courses offered at all schools; courses are taught at Leo or New Haven.

BIOMEDICAL INNOVATION-PLTW – ENVIRONMENTAL SCIENCE LEHS/NHHS Suggested Grade Level: 11-12 Suggested Grade Level: 12 or permission of the instructor Prerequisites: Two credits in CORE 40 or AHD science Prerequisites: Principals of the Biomedical Sciences, Human coursework 2 credits Body Systems, and Medical Intervention 2 credits Environmental Science is an interdisciplinary course that Science Research is a capstone course designed to give student integrates biology, earth science, chemistry, and other disciplines. teams the opportunity to work with one or more mentors from the Students enrolled in this course conduct in-depth scientific studies scientific and/or medical community. Teams will identify a of ecosystems, population dynamics, resource management, and research topic, conduct research, write a scientific paper, and environmental consequences of natural and anthropogenic defend team conclusions and recommendations to a panel of processes. Students formulate, design, and carry out laboratory outside reviewers. Students taking this course may consider and field investigations as an essential course component. working with peers enrolled in a PLTW: Pre-Engineering Students completing Environmental Science, acquire the capstone course to jointly engineer a product that could impact essential tools for understanding the complexities of national and healthcare. global environmental systems.

CHEMISTRY I HUMAN BODY SYSTEMS-PLTW – Suggested Grade Level: 10 LEHS/NHHS Prerequisites: Algebra I Suggested Grade Level: 10 2 credits Meets AHD and Core 40 requirement 2 credits Prerequisites: Principles of Biomedical Sciences and Biology 1

Chemistry I is a course based on laboratory investigations of Human Body Systems is a course designed to engage students in matter, chemical reactions, and the role of energy in those the study of basic human physiology and the care and maintenance reactions. Students enrolled in Chemistry I compare, contrast, required to support the complex systems. Using a focus on and synthesize useful models of the structure and properties of human health, students will employ a variety of monitors to matter and the mechanisms of its interactions. In addition, examine body systems (respiratory, circulatory, and nervous) at students enrolled in this course are expected to: (1) gain an rest and under stress, and observe the interactions between the understanding of the history of chemistry, (2) explore the uses of various body systems. Students will use appropriate software to chemistry in various careers, (3) investigate chemical questions design and build systems to monitor body functions. Schools must and problems related to personal needs and societal issues, and agree to be part of the Project Lead the Way network and follow (4) learn and practice laboratory safety. all training and data collection requirements.

CHEMISTRY,ADVANCED PLACEMENT MEDICAL INTERVENTIONS-PLTW – Suggested Grade Level: 11 LEHS/NHHS Prerequisites: Algebra I and Chemistry I Suggested Grade Level: 11 or permission of instructor Meets AHD and Core 40 requirement 2 credits Prerequisites: Principles of the Biomedical Sciences and Human Body Systems 2 credits Chemistry, Advanced Placement is a course based on the content established by the College Board. The content includes: (1) Medical Intervention is a course that studies medical practices structure of matter: atomic theory and structure, chemical bonding, including interventions to support humans in treating disease and molecular models, nuclear chemistry; (2) states of matter: gases, maintaining health. Using a project-based learning approach, liquids and solids, solutions; and (3) reactions: reaction types, students will investigate various medical interventions that extend stoichiometry, equilibrium, kinetics and thermodynamics. and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. Students will also study the design and development of various interventions including vascular stents, cochlear implants, and prosthetic limbs. Lessons will cover the history of organ transplants and gene therapy with additional reading from current scientific literature addressing cutting edge developments. Using 3- D imaging software, students will design and build a model of a therapeutic protein. Schools must agree to be part of the Project Lead the Way network and follow all training and data collection requirements. 54

PLTW courses offered at all schools; courses are taught at Leo or New Haven.

PHYSICS I PRINCIPLES OF BIOMEDICAL SCIENCES–PLTW Dual Credit: IPFW – LEHS/NHHS Dual Credit: Vincennes Suggested Grade Level: 9 Suggested Grade Level: 11 Prerequisites: None, but concurrent enrollment in Biology I is Prerequisites: Algebra II and Geometry required 2 credits Meets AHD and Core 40 requirement 2 credits Principles of the Biomedical Sciences provides an introduction to Physics I is a laboratory-based course in which students synthesize this field through “hands-on” projects and problems. Student work the fundamental concepts and principles related to matter and involves the study of human medicine, research processes and energy, including mechanics, wave motion, heat, light, electricity, an introduction to bioinformatics. Students investigate the human magnetism, atomic and subatomic physics. Through regular body systems and various health conditions including heart laboratory study using such quantities as velocity, acceleration, force, energy, momentum, and charge, students (1) examine the nature and disease, diabetes, hypercholesterolemia, and infectious diseases. scope of physics, including its relationship to other sciences and its A theme through the course is to determine the factors that led to ability to describe phenomena using physical laws, (2) describe the the death of a fictional person. After determining the factors history of physics and its role in the birth of technology, (3) explore responsible for the death, the students investigate lifestyle the uses of its models, theories, and laws in various careers, and (4) choices and medical treatments that might have prolonged the investigate physics questions and problems related to personal needs person’s life. and societal issues. Key biological concepts included in the curriculum are: homeostasis, metabolism, inheritance of traits, feedback systems, PHYSICS, ADVANCED PLACEMENT - and defense against disease. Engineering principles such as the design process, feedback loops, fluid dynamics, and the NHHS relationship of structure to function will be included where Suggested Grade Level: 12 appropriate. The course is designed to provide an overview of all Prerequisites: Physics I 2 credits courses in the Biomedical Sciences program and to lay the scientific foundation necessary for student success in the Physics, Advanced Placement is a course based on the content subsequent courses. Schools must agree to be part of the Project established by the College Board. There are two AP Physics C Lead the Way network and follow all training and data collection courses, Physics C: Mechanics, and Physics C: Electricity and requirements. Magnetism. AP Physics C: Mechanics provides instruction in linear momentum; circular motion and rotation; and oscillations and gravitation. AP Physics C: Electricity and Magnetism provides instruction in each of the following five content areas: electrostatics; conductors, capacitors, and dielectrics; electric circuits; magnetic fields; and electromagnetism. 55 Social Studies

CURRENT PROBLEMS, ISSUES, AND EVENTS LAW EDUCATION – LEHS/NHHS/HEHS Suggested Grade Level: 11-12 Suggested Grade Level: 9-12 Prerequisites: None Prerequisites: None Elective 1 credit Meets AHD and Core 40 elective 1 credit Law Education provides an understanding of the American legal Current Problems, Issues, and Events provide opportunities to system and its basis in the United States Constitution. The course is apply techniques of investigation and inquiry to the study of designed to promote an understanding. Ways of dealing with significant problems or issues. Students develop competence in interpersonal conflict in order to secure constructive change are 1) recognizing cause and effect relationships, 2) recognizing included, along with the development of critical thinking and problem fallacies in reasoning and propaganda devices, 3) synthesizing solving skills. Case studies, field trips, simulations, and mock trials knowledge into useful patterns, 4) stating and testing hypotheses, will be used in this course whenever feasible. and 5) generalizing based on evidence. Problems or issues selected should have contemporary historical significance and should be studied from the viewpoint of the social science MACROECONOMICS, AP - disciplines. Community service programs, such as internships or LEHS other service experiences within the community might be included. Suggested Grade Level: 12 Prerequisites: None ECONOMICS Meets AHD and Core 40 requirement 1 credit Suggested Grade Level: 11-12 Macroeconomics, Advanced Placement is a course based on the Prerequisites: None content established by the College Board. The course places Meets AHD and Core 40 requirement 1 credit particular emphasis on the study of national income and price-level determinations, and also develops students’ familiarity with economic Economics examines the allocation of resources and their uses for performance measures, the financial sector, stabilization policies, satisfying human needs and wants. The course analyzes economic economic growth, and international economics. Topics include: (1) reasoning used by consumers, producers, savers, investors, workers, Basic economic concepts, (2) measurement of economic voters, and government in making decisions. Key elements of the performance, (3) national income and price determination, (4) course include study of scarcity and economic reasoning, supply and economic growth, and (5) international finance, exchange rates, and demand, market structures, role of government, national income balance of payments. A comprehensive description of this course can determination, the role of financial institutions, economic stabilization, be found on the College Board AP Central Course Description web and trade. Students will explain that because resources are limited, page. people must make choices and understand the role that supply, demand, prices, and profits play in a market economy. The functions of government in a market economy and market structures will be PSYCHOLOGY – examined. Students will understand economic performance, money, LEHS/NHHS stabilization policies, and trade of the United States. The behavior of Dual Credit: TRINE people, societies and institutions and economic thinking is integral to Suggested Grade Level: 10-12 this course. Prerequisites: None Meets AHD and Core 40 elective 1 credit ECON DC – LEHS/HEHS Psychology is the scientific study of mental processes and behavior. The course is divided into six content areas and uses the scientific methods to explore research methods and ethical consideration. Developmental psychology takes a life span approach to physical, cognitive, language, emotional, social, and moral development. Cognitive aspects of the course focus on learning, memory, information processing, and language. Personality, Assessment, and Mental Health topics include psychological disorders, treatment, personality, and assessment. Socio-cultural dimensions of behavior deal with topics such as conformity, obedience, perceptions, attitudes, and influence of the group on the individual. The Biological Basis focuses on the way the brain and nervous system function, including sensation, perception, motivation, and emotion. 56

PSYCHOLOGY, AP UNITED STATES GOVERNMENT -HEHS Suggested Grade Level: 12 Suggested Grade Level: 11-12 Prerequisites: None Prerequisites: Teacher Recommendation Meets AHD and Core 40 requirement 1 credit Meets AHD and Core 40 elective 1 credit United States Government provides a framework for understanding Psychology, Advanced Placement is a course based on content the purposes, principles, and practices of constitutional representative established by the College Board. This course is designed to democracy in the United States. Responsible and effective introduce students to the systematic and scientific study of the participation of citizens is stressed. Students will understand the behavior and mental processes. Topics include: (1) history and nature of citizenship, politics, and governments and understand the approaches, (2) research methods, (3) biological bases of behavior, rights and responsibilities of citizens and how these are part of local, (4) sensation and perception, (5) states of consciousness, (6) state, and national government. Students will examine how the United learning, (7) cognition, (8) motivation and emotion, (9) developmental States Constitution protects rights and provides the structure and psychology, (10) personality, (11) testing and individual differences, functions of various levels of government. How the United States (12) abnormal psychology, (13) treatment of psychological disorders, interacts with other nations and the government’s role in world affairs and (14) social psychology A comprehensive description of this will be examined. Using primary and secondary resources, students course can be found on the College Board AP Central Course will articulate, evaluate, and defend positions on political issues. As a Description web page. result, they will be able to explain the role of individuals and groups in government, politic, and civic activities and the need for civic and political engagement of citizens in the United States. SOCIOLOGY Dual Credit: IPFW UNITED STATES GOVERNMENT & POLITICS, AP Suggested Grade Level: 10-12 – HEHS/LEHS/NHHS Prerequisites: None Suggested Grade Level: 12 Meets AHD and Core 40 elective 1 credit Prerequisites: Teacher recommendation Sociology allows students to study human social behavior from a Meets AHD and Core 40 requirement 1 credit group perspective. The sociological perspective is a method of studying recurring patterns in people’s attitudes and actions and how United States Government and Politics, Advanced Placement is a these patterns vary across time, cultures, and in social settings and course based on content established by the College Board. Topics groups. Students will describe the development of sociology as a include: (1) constitutional underpinnings of United States government, social science and identify methods of research. Through research (2) political beliefs and behaviors, (3) political parties, interest groups, methods such as scientific inquiry students will examine society, group and mass media, (4) institutions of national government, (5) public behavior, and social structures. The influence of culture on group policy, and (6) civil rights and civil liberties. behavior is addressed through institutions such as the family, religion, education, economics, community organizations, government, and political and social groups. The impact of social groups and U.S. HISTORY institutions on group and individual behavior and the changing nature Suggested Grade Level: of society will be examined. Influences on group behavior and social 11 problems are included in the course. Students will also analyze the role of individuals in the community and social problems in today’s Prerequisites: None world. Meets AHD and Core 40 requirement 2 credits

United States History builds upon concepts developed in previous studies of U.S. History. Students are expected to identify and review significant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present. Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U,S. History. They will develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the nation over time. 57

UNITED STATES HISTORY, AP – WORLD HISTORY, AP – HEHS/LEHS HEHS/LEHS/NHHS Suggested Grade Level: 11-12 Prerequisites: None Suggested Grade Level: 11 Meets AHD and Core 40 requirement 1-2 credits Prerequisites: Teacher recommendation Meets AHD and Core 40 requirement 2 credits World History, Advanced Placement is a course that provides Textbook Fee: 1600 - $22.00 / 1601, 02 - $11.00 students with the content established by the College Board. The Workbook Fee: $17.00 course will have a chronological frame from the periods 8000 Consumable Fee: 1600 - $4.60 / 1601, 02 - $2.30 B.C.E. to the present. AP World History focuses on five overarching themes (1) interaction between humans and the United States History, Advanced Placement is a course based on environment, (2) development and interaction of cultures, (3) state- the content established by the College Board. The course has a building, expansion, and conflict, (4) creation, expansion, and chronological frame from 1492 to the present and focuses on interaction of economic systems, and (5) development and multiple causation and change in United States history over time. transformation of social structures. A variety of historical themes are examined in order to place the history of the United States into larger analytical contexts. Students are expected to analyze and interpret primary sources and develop awareness of multiple interpretations of historical issues in secondary sources. Historical events and issues in U.S. history are to be examined from multiple perspectives.

WORLD HISTORY & CIVILIZATION Suggested Grade Level: 9-10 Prerequisites: None Meets AHD and Core 40 requirement 2 credits

World History emphasizes events and developments in the past that greatly affected large numbers of people across broad areas and that significantly influenced peoples and places in subsequent eras. Key events related to people and places as well as transcultural interaction and exchanges are examined in this course. Students are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. They will examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Students are also expected to practice skills and process of historical thinking and research and apply content knowledge to the practice of thinking and inquiry skills and processes. There will be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history. 58 Trade and Industrial Education Courses offered at all schools; taught only at Woodlan.

ADVANCED MANUFACTURING MSSC 3 Processes and Production MSSC 1 Safety Ivy Tech Dual Credit Course Ivy Tech Dual Credit Course Suggested Grade Level: 9-12 Suggested Grade Level: 9-12 Prerequisites: MSSC 2 1 credit Prerequisites: None 1 credit Advanced Manufacturing is a highly specialized course based on Advanced Manufacturing is a highly specialized course based on the techniques and interrelationships found in high performance the techniques and interrelationships found in high performance manufacturing and production. Instruction should focus on the manufacturing and production. Instruction should focus on the critical actions, knowledge, systems, and processes necessary to critical actions, knowledge, systems, and processes necessary to participate in an advanced manufacturing enterprise. Activities participate in an advanced manufacturing enterprise. Activities should include a focus on advanced manufacturing processes should include a focus on advanced manufacturing processes and production; quality and continuous improvement practices; and production; quality and continuous improvement practices; maintenance awareness; and safety. Students should additionally maintenance awareness; and safety. Students should additionally develop high performance skills through demonstrations, lectures, develop high performance skills through demonstrations, lectures, self-paced studies, labs, computer simulations, technical self-paced studies, labs, computer simulations, technical presentations, critical thinking, problem solving, and individual / presentations, critical thinking, problem solving, and individual / group activities in order to demonstrate the core set of skills group activities in order to demonstrate the core set of skills and knowledge necessary to prepare for sustained careers in and knowledge necessary to prepare for sustained careers in the high performance manufacturing environment. the high performance manufacturing environment. ADVANCED MANUFACTURING ADVANCED MANUFACTURING MSSC 4 Maintenance and Awareness MSSC 2 Quality Practice and Measurement Ivy Tech Dual Credit Course Ivy Tech Dual Credit Course Suggested Grade Level: 9-12 Suggested Grade Level: 9-12 Prerequisites: MSSC 3 1 credit Prerequisites: MSSC 1 1 credit Advanced Manufacturing is a highly specialized course based on Advanced Manufacturing is a highly specialized course based on the techniques and interrelationships found in high performance the techniques and interrelationships found in high performance manufacturing and production. Instruction should focus on the manufacturing and production. Instruction should focus on the critical actions, knowledge, systems, and processes necessary to critical actions, knowledge, systems, and processes necessary to participate in an advanced manufacturing enterprise. Activities participate in an advanced manufacturing enterprise. Activities should include a focus on advanced manufacturing processes should include a focus on advanced manufacturing processes and production; quality and continuous improvement practices; and production; quality and continuous improvement practices; maintenance awareness; and safety. Students should additionally maintenance awareness; and safety. Students should additionally develop high performance skills through demonstrations, lectures, develop high performance skills through demonstrations, lectures, self-paced studies, labs, computer simulations, technical self-paced studies, labs, computer simulations, technical presentations, critical thinking, problem solving, and individual / presentations, critical thinking, problem solving, and individual / group activities in order to demonstrate the core set of skills group activities in order to demonstrate the core set of skills and knowledge necessary to prepare for sustained careers in and knowledge necessary to prepare for sustained careers in the high performance manufacturing environment. the high performance manufacturing environment.

ADVANCED MANUFACTURING 59

Courses offered at all schools; taught only at Woodlan.

CIVIL ENGINEERING AND ARCHITECTURE Suggested Grade Level: 10-12 Prerequisites: None Meets AHD and Core 40 elective 2 credits

This course introduces students to the fundamental design and development aspects of architectural and civil engineering activities. Application and design principles will be used in conjunction with mathematical and scientific knowledge. Computer software programs will provide students with opportunities to design, simulate, and evaluate the construction of buildings and communities. During the planning and design phases, instructional emphasis should be placed on related Transportation, Distribution and Logistics, water resource, and environmental issues. Activities should include the preparation of cost estimates as well as a review of regulatory procedures that would affect the project design.

. 60 World Languages

FRENCH I – FRENCH II – LEHS/NHHS/ LEHS/NHHS/ WOHS WOHS Dual Credit: Vincennes – FL2301,02 Dual Credit: Vincennes – FL2311,12 Suggested Grade Level: 9-12 Suggested Grade Level: 10-12 Prerequisites: None Prerequisites: World Language I (in language studied) Meets AHD requirement and Core 40 elective 2 credits Meets AHD requirement and Core 40 elective 2 credits SPANISH II SPANISH I Suggested Grade Level: 10-12 Suggested Grade Level: 9-12 Prerequisites: World Language I (in language studied) Prerequisites: None Meets AHD requirement and Core 40 elective 2 credits Meets AHD requirement and Core 40 elective 2 credits Level II, a course based on Indiana’s Academic Standards for World Languages, builds upon effective strategies for world Level I, a course based on Indiana’s Academic Standards for language learning by encouraging the use of the language and World Languages, introduces students to effective strategies for cultural understanding for self-directed purposes. This course beginning world language learning, and to various aspects of encourages interpersonal communication through speaking and French and Spanish speaking cultures. This course encourages writing, providing opportunities to make and respond to requests interpersonal communication through speaking and writing, and questions in expanded contexts, participate independently in providing opportunities to make and respond to basic requests brief conversations on familiar topics, and write cohesive and questions, understand and use appropriate greetings and passages with greater independence and using appropriate forms of address, participate in brief guided conversations on formats. This course also emphasizes the development of reading familiar topics, and write short passages with guidance. This and listening comprehension skills, such as using contextual clues course also emphasizes the development of reading and listening to guess meaning and comprehending longer written or oral comprehension skills, such as reading isolated words and directions. Students will address the presentational mode by phrases in a situational context and comprehending brief written presenting prepared material on a variety of topics, as well as or oral directions. Additionally, students will examine the practices, reading aloud to practice appropriate pronunciation and products and perspectives of culture; recognize basic routine intonation. Additionally, students will describe the practices, practices of the target culture; and recognize and use situation- products and perspectives of culture; report on basic family and appropriate non-verbal communication. This course further social practices of the target culture; and describe contributions emphasizes making connections across content areas and the from the target culture. This course further emphasizes making application of understanding language and culture outside of the connections across content areas and the application of classroom. understanding language and culture outside of the classroom. 61

FRENCH III FRENCH IV Suggested Grade Level: 11-12 Suggested Grade Level: 12 Prerequisites: World Language I and II (in language studied) Prerequisites: World Language I, II, and III (in language studied) Meets AHD requirement and Core 40 elective 2 credits Meets AHD requirement and Core 40 elective 2 credits

SPANISH III SPANISH IV Suggested Grade Level: 11-12 Suggested Grade Level: 12 Prerequisites: World Language I and II (in language studied) Prerequisites: World Language I, II, and III (in language studied) Meets AHD requirement and Core 40 elective 2 credits Meets AHD requirement and Core 40 elective 2 credits

Level III, a course based on Indiana’s Academic Standards for Level IV, a course based on Indiana’s Academic Standards for World World Languages, builds upon effective strategies for world Languages, provides a context for integration of the continued language learning by facilitating the use of the language and development of language skills and cultural understanding with other cultural understanding for self-directed purposes. This course content areas and the community beyond the classroom. The skill encourages interpersonal communication through speaking and sets that apply to the exchange of written and oral information are writing, providing opportunities to initiate, sustain and close expanded through emphasis on practicing speaking and listening conversations; exchange detailed information in oral and written strategies that facilitate communication, such as the use of form; and write cohesive information with greater detail. This circumlocution, guessing meaning in familiar and unfamiliar contexts, course also emphasizes the continued development of reading and using elements of word formation to expand vocabulary and and listening comprehension skills, such as using cognates, derive meaning. Additionally, students will continue to develop synonyms and antonyms to derive meaning from written and oral understanding of culture through explaining factors that influence the information, as well as comprehending detailed written or oral practices, products, and perspectives of the target culture; reflecting directions. Students will address the presentational mode by on cultural practices of the target culture; and comparing systems of the target culture and the student’s own culture. This course further presenting student-created material on a variety of topics, as well emphasizes making connections across content areas through the as reading aloud to practice appropriate pronunciation and design of activities and materials that integrate the target language intonation. Additionally, students will continue to develop and culture with concepts and skills from other content areas. The understanding of culture through recognition of the interrelations use and influence of the language and culture in the community among the practices, products and perspectives of the target beyond the classroom is explored through the identification and culture; discussion of significant events in the target culture; and evaluation of resources intended for native speakers. investigation of elements that shape cultural identity in the target culture. This course further emphasizes making connections across content areas as well the application of understanding language and culture outside of the classroom.

SPANISH III DC – NHHS SIGN LANGUAGE

SPANISH IV DC LEHS IPFW

FRENCH III DC – NHHS

FRENCH IV DC - NHHS