Lawrence Central High School 2017-2018 Curriculum Guide

The Curriculum Guide is published to assist students and their families in making appropriate course selections. Lawrence Central offers a wide range of courses and opportunities so students can achieve their goals. Included in the guide is information about graduation requirements, grading scales and programs like International Baccalaureate, Advanced Placement and the Advanced College Project along with course descriptions.

Scheduling for the 2017 – 2018 will begin in January and run through March.

Scheduling Process:

January and February: Group presentations during study hall. February and March: Individual meetings with counselors. April: Review course requests within skyward. May: Scheduling conflicts are presented and resolved.

Schedule change deadline: All schedule changes must be submitted electronically prior to May 15.

After May 15, schedules will only be changed for the following reasons:

1. To correct computer errors. 2. To correct level placement when recommended and approved by the classroom teacher, parents and appropriate department leader within the first six weeks of the semester. Please note: Failure to complete summer assignments does not justify a move. 3. To balance class sizes. 4. To drop a second semester class upon teacher recommendation in cases where first semester master is needed for success in the second semester. ●

Graduation Requirements

with Academic Honors (minimum 47 credits) Course and Credit Requirements For the Core 40 with Academic Honors diploma, students must: English/ 8 credits ● Complete all requirements for Core 40. Language Including a balance of literature, ● Earn 2 additional Core 40 math credits. Arts composition ● Earn 6-8 Core 40 world language credits and speech. (6 credits in one language or 4 credits each in two languages). Mathematics 6 credits (in grades 9-12) ● Earn 2 Core 40 fine arts credits. 2 credits: Algebra I ● Earn a grade of a “C” or better in courses that will count toward the 2 credits: Geometry diploma. 2 credits: Algebra II ● Have a grade point average of a “B” or better. Or complete Integrated Math I, II, ● Complete one of the following: and III for 6 credits. Students must A. Earn 4 credits in 2 or more AP courses and take corresponding take a math or quantitative AP exams reasoning course each year in high B. Earn 6 verifiable transcripted college credits in dual credit school courses from the approved dual credit list. C. Earn two of the following: Science 6 credits A. A minimum of 3 verifiable transcripted college credits 2 credits: Biology I from the approved dual credit list, 2 credits: Chemistry I or Physics I B. 2 credits in AP courses and corresponding AP exams, or Int. Chemistry-Physics C. 2 credits in IB standard level courses and corresponding 2 credits: any Core 40 science IB exams. course D. Earn a combined score of 1750 or higher on the Social 6 credits SAT critical reading, mathematics and writing sections and a minimum score of 530 on each Studies 2 credits: U.S. History E. Earn an ACT composite score of 26 or higher and complete 1 credit: U.S. Government written section 1 credit: Economics F. Earn 4 credits in IB courses and take corresponding IB exams. 2 credits: World History/Civilization or with Technical Honors (minimum 47 credits) Geo/History of the World Directed 5 credits Electives World Languages For the Core 40 with Technical Honors diploma, students must: Fine Arts ● Complete all requirements for Core 40. Career and Technical Education ● Earn 6 credits in the college and career preparation courses in a

Physical 2 credits state-approved College & Career Pathway and one of the following: Education 1. State approved, industry recognized certification Health and 1 credit or credential, or Wellness 2. Pathway dual credits from the approved dual credit Electives* 10 credits list resulting in 6 transcripted college credits (College and Career Pathway ● Earn a grade of “C” or better in courses that will count toward the diploma. courses recommended) ● Have a grade point average of a “B” or better. 44 Total State Credits Required ● Complete one of the following, A. Any one of the options (A - F) of the Core 40 with Schools may have additional local graduation requirements that Academic Honors apply to all students B. Earn the following scores or higher on WorkKeys; Reading for Information – Level 6, Applied Mathematics Specifies the number of electives required by the state. High school schedules provide time for many more electives during – Level 6, and Locating Information-Level 5. the high school years. All students are strongly encouraged to C. Earn the following minimum score(s) on Accuplacer: complete a College and Career Pathway (selecting electives in a Writing 80, Reading 90, Math 75. deliberate manner) to take full advantage of career and college D. Earn the following minimum score(s) on Compass; exploration and preparation opportunities. Algebra 66, Writing 70, Reading 80. Grade Point Average

GPA is calculated by dividing the total grade points each semester by the number of credit points. The GPA calculation includes 0.5 additional quality points for honors courses in the core academic areas and 1.0 additional quality points for AP (Advanced Placement), IB (International Baccalaureate) or ACP (Advance College Project)/ Dual College Credit. The grading scale is:

Letter Grade GPA Points Percentage A + 4.333 98 - 100 A 4.000 93 - 97 A - 3.667 90 - 92 B + 3.333 87 - 89 B 3.000 83 - 86 B - 2.667 80 - 82 C + 2.333 77 - 79 C 2.000 73 - 76 C - 1.667 70 - 72 D + 1.333 67 - 69 D 1.000 63 - 66 D - 0.667 60 - 62 F 0.000 59 and below

The school year is divided into two semesters; each semester has 2 nine week grading periods. Class rank is determined by cumulative GPA each semester.

Advanced Placement, International Baccalaureate, and Indiana University Advance College Project

ADVANCED PLACEMENT (AP) Advanced Placement courses provide in-depth study in a number of subjects and preparation for national tests administered by the College Board, which are given in May of each year. These examinations are scored on a scale of one to five with five being the highest score. Many students who perform well on the Advanced Placement exams, upon entering college, receive college credit and/or advanced placement in their college course work. Each college determines its own Advanced Placement policy and will specify the score on each exam necessary for credit or advanced standing. A significant number of colleges and universities grant advanced standing to students who begin their studies with credits earned through the Advanced Placement program. Curriculum will meet the requirements for taking the AP test. All students are expected to take the AP exam. The AP exam must be taken if the class is being completed as one of the requirements of the Core 40 with Academic Honors Diploma.

Advanced Placement Courses

Psychology, AP English Lang. and Comp., AP French Lang. and Culture, AP Physics C, AP Microeconomics, AP English Lit. and Comp., AP German Lang. and Culture, AP Environmental Science, AP Macroeconomics, AP Calculus AB, AP Spanish Lang. and Culture, AP Studio Art: 2-D Design, AP US History, AP Calculus BC, AP Spanish Lit. and Culture, AP Studio Art: 3-D Design, AP World History, AP Statistics, AP Chemistry, AP Studio Art: Drawing, AP Human Geography, AP Computer Science A, AP Biology, AP Music Theory, AP U.S. Government, AP Computer Science Principles, AP Physics 1, AP

INTERNATIONAL BACCALAUREATE (IB) DIPLOMA

The International Baccalaureate (IB) Program is a rigorous pre-university course of studies leading to examinations that meet the needs of highly motivated secondary school students between the ages of 16 and 19 years. The Diploma Program’s grading system is criterion-referenced, which means that each student’s performance is measured against well-defined levels of achievement. These are consistent from one examination session to the next and are applied equally to all schools. The two-year program was born of efforts to establish a common curriculum and university entry credential for students moving from one country to an-other. International educators were motivated by practical considerations but also by an idealistic vision. They believe that students should share an academic experience that would emphasize critical thinking, intercultural understanding and exposure to a variety of points of view. The program offers unique components that enhance the traditional liberal arts curriculum.

Theory of Knowledge (TOK) is an interdisciplinary required course intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument. This course is taken during the second semester of junior year and first semester of senior year.

Creativity, Action, Service (CAS) is a key requirement of the diploma curriculum. It encourages students to share their energy and special talents with others. Students may, for example, participate in theatre or musical productions, sports and community service activities. Students should, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.

Extended Essay is a 4,000 word essay in which the student has the opportunity to investigate a topic of special interest. The essay requirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities.

Curriculum

The International Baccalaureate has a two-year program that contains six academic areas surrounding a core. Subjects are studied concurrently, and students are exposed to the two great traditions of learning: the humanities and the sciences. Diploma candidates are required to select one route from each of the six subject groups. At least three and not more than four are taken at Higher Level (HL), the others at Standard Level (SL). HL courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period.

International Baccalaureate (IB) Routes Group 1: English AI (HL) Group 2: French B (SL), French B (HL), Spanish B (SL), Spanish B (HL), German B (SL), German B (HL), Japanese B (SL) Group 3: History of the Americas (HL), Economics (SL), Psychology (SL), Psychology (HL), Environmental Systems and Societies (SL) Group 4: Physics (SL), Biology (SL), Biology (HL), Chemistry (SL), Environmental Systems and Societies (SL) Group 5: Math Studies (SL), Mathematics (SL) Group 6: Music (SL), Music (HL), Visual Arts (SL), Visual Arts (HL), Theatre Arts (HL)

Advance College Project (ACP) – Indiana University

The Advance College Project (ACP) is for high school students who have adequate preparation and desire for more advanced work. Through the various courses available, the program allows a wide range of students to engage in college level work for college credit. The same general standards that apply for admission to Indiana University apply to students who wish to elect these courses for credit; however, acceptance does not constitute regular admission to Indiana University. Students who elect to take a course for credit will be charged tuition and books must be purchased, which usually is reflected in a larger book rental fee. Students eligible for free or reduced lunch will not be charged tuition fees.

Lawrence Central Weighted Courses

1.0 Weight

Miscellaneous World Language MCIT Theory of Knowledge, IB French IV A+ Certification/ Computer Tech Support English French Language and Culture, AP Networking I English 9 Lyceum German IV Networking II/ Infrastructure Systems English 10 Lyceum German Language and Culture, AP Server and Security English Language and Composition, AP Spanish IV Interactive Media I English Literature and Composition, AP Spanish Language and Culture, AP Interactive Media II Technical Communications, IB Spanish Literature and Culture, AP Computer Science I – Visual Basic, AP Social Studies Science Computer Science II, AP Geography History of the World Lyceum Environmental Science, AP Computer Science II, Video Gaming World History, AP Biology, AP Principles of Engineering Human Geography, AP Anatomy and Physiology, IB Computer Integrated Manufacturing U.S. History, AP Chemistry, AP Digital Electronics 20th Century America, IB Physics I, AP Aerospace Engineering US Government and Constitutional Law Physics C, AP Civil Engineering and Architecture U.S. Government and Politics, AP Fine Arts Biotech Engineering/ Env. Sus. Microeconomics, AP Studio Art: Drawing, AP Medical Interventions Macroeconomics, AP Studio Art: 2-D Design, AP Biomedical Innovations Psychology, AP Studio Art: 3-D Design, AP Psychology Higher Level, IB Visual Arts – Higher Level, AP Mathematics Visual Arts – Standard Level, AP Calculus AB, AP Music History and Appreciation, IB Calculus BC, AP Music Theory, AP Statistics, AP Advanced Theatre Arts Theatre Production

0.5 Weight

English Mathematics World Language English 9 Honors Geometry Honors French III English 9 Honor Bound Algebra II Honors German III English 10 Honors Pre-Calculus Honors Spanish III English 11 Honors World Literature and Composition Social Studies Science MCIT Geography History of the World Honors Biology Honors Principles of Biomedical Sciences World History Honors Chemistry, ACP Human Body Systems U.S. History Honors Geology, ACP

Extracurricular Eligibility Procedures

1. The GPA requirements for extracurricular participation are:

Grade 9 – Pass 5 solid credits

Grade 10 – Pass 5 solid credits and a 1.667 average

Grade 11 – Pass 5 solid credits and a 1.834 average

Grade 12 – Pass 5 solid credits and a 2.0 average

2. In determining participation, the higher of the overall GPA or the current nine-week’s grading period GPA will be used.

3. Any Special Education student who plans to participate should have an IEP that states the appropriate eligibility standard.

4. High school credit awarded for summer school, correspondence classes, and evening classes will count toward the standard.

5. The superintendent or the superintendent’s designee may defer the implementation of the eligibility standard for a period not to exceed one (1) semester to allow for unforeseen circumstances.

6. Any student transferring from another high school shall have the remainder of that semester as a grace period to meet the appropriate grade level eligibility standard. A student enrolling during the third grading period of a semester will have the following semester as a grace period.

7. All coaches, teachers, guidance counselors, and all other appropriate staff will continue to give assistance to all students unable to meet the eligibility standard. Future discussion will be held in order to add an extracurricular position to coordinate these activities.

8. All students who represent the school as a result of tryouts, auditions, or elections are subject to the Extracurricular Eligibility Procedures and the constitution/ standards of the organization/activity. Student participation in activities as part of a co-curricular course will be exempt from these procedures.

9. Review Committee – after review by this committee (appointed by the superintendent), any recommended changes will be made to the superintendent. This will be accomplished prior to January in order to facilitate scheduling and for printing in the student handbooks.

NCAA Academic Standards

The NCAA Eligibility Center verifies the academic and amateur status of all student-athletes who wish to compete in Division I or II athletics. Visit www.eligibilitycenter.org for the complete list of rules and registration.

College-bound student-athletes, who want to practice, compete and receive athletically related financial aid during their first year at a Division I or II school need to meet the following requirements:

● Graduate from high school. ● Complete a minimum of 16 core courses for Division I or II. ● Earn a minimum required grade-point average in core courses. ● Earn a qualifying test score on either the ACT or SAT. ● Request final amateurism certification from the NCAA Eligibility Center.

For Division I student-athletes who will enroll in COLLEGE August 1, 2016 and later, the requirements to compete in the first year will change. In addition to the above standards, students must:

● Earn at least a 2.3 grade-point average in core courses. ● Meet an increased sliding-scale standard (for example, an SAT score of 820 requires a 2.5 high school core course GPA) ● Successfully complete 10 of the 16 total required core courses before the start of their seventh semester in high school. Seven of the 10 courses must be successfully completed in English, math and science.

Students that earn at least a 2.0 GPA but not a 2.3 GPA and meet the current sliding scale standard (ex: an SAT score of 1,010 requires a 2.025 high school core course GPA) will be eligible for practice in the first term and athletically related financial aid the entire year, but not competition. Freshmen who are academically successful in the first term will earn the ability to continue to practice for the remainder of the year.

NCAA DIVISION I SLIDING SCALE – 2016 and beyond CORE GPA SAT (Verb/Math) ACT (Sum) 3.55 410 38 3.40 460 42 3.30 500 44 3.20 540 47 3.10 580 49 3.00 620 52 2.90 660 54 2.80 700 57 2.70 730 60 2.60 780 64 2.50 820 68 2.40 860 71 2.30 900 75 2.20 940 79 2.10 980 82 2.00 1020 86 1.99 - below INELIGIBLE INELIGIBLE

Visual Art DRAWING I & II Art Chair: Wendy Golden Drawing I: Fall 4060F 1 Sem. 1 Cr. *Weighted Course Drawing II: Spring 4060S 1 Sem. 1 Cr. Grades 10-11-12

FIBER ARTS COURSE DESCRIPTION: Students in drawing engage in sequential learning experiences that encompass art history, art criticism, FIBER ARTS aesthetics, and production and lead to the creation of port-folio quality works. In addition, students: (1) use organizational principles 1 Sem. 1 Cr. and functions to solve specific visual problems, (2) apply media, Grades 10-11-12 techniques, and processes with sufficient skill to communicate 4046F or 4046S intended meaning, and (3) use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. Students at this level produce Fiber Arts is a course based on the Indiana Academic Standards for works for their portfolios that demonstrate a sincere desire to explore Visual Art. Students in Fiber Arts engage in sequential learning a variety of ideas and problems. Students create drawings utilizing experiences that encompass art history, art criticism, aesthetics, and processes such as sketching, rendering, contour, gesture, and production and lead to the creation of portfolio quality works. perspective drawing. Additionally, students: (1) reflect upon the Students create fiber art works utilizing processes such as loom and outcome of these experiences, (2) explore historical connections, (3) off-loom construction, dyeing, coiling, and stitchery. They reflect write about the process, (4) make presentations about their progress upon and refine their work; explore cultural and historical at regular intervals, (5) work individually and in groups, (6) find a connections; analyze, interpret, theorize, and make informed direct correlation to other disciplines, and (7) explore career options judgments about artwork and the nature of art; relate art to the related to drawing. Art museums, galleries, studios and community other disciplines and discover opportunities for integration; and resources are utilized. Lab fee for each semester is $25.00. CORE 40 incorporate literacy and presentational skills. Students utilize the and AHD course resources of art museums, galleries, and studios, and identify art- related careers. CORE 40 and AHD course

PAINTING I & II

Painting I: Fall 4064F 1 Sem. 1 Cr. VISUAL ARTS 2D/ Painting II: Spring 4064S 1 Sem. 1 Cr. Grades 10-11-12 TWO DIMENSIONAL ART COURSE DESCRIPTION: Students taking the class in painting engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to the creation of INTRODUCTION TO TWO-DIMENSIONAL ART I & II portfolio quality works. In addition students: (1) use organizational principles and functions to solve specific visual problems, (2) apply Intro 2D Art I: Fall 4000F 1 Sem. 1 Cr. media, techniques, and processes with sufficient skill to Intro 2D Art II: Spring 4000S 1 Sem. 1 Cr. communicate intended meaning, and (3) use a variety of materials Grades 9-10-11-12 such as mixed media, watercolor, oil, and acrylics as well as techniques such as stippling, gouache, wash, and impasto. Students COURSE DESCRIPTION: Students taking Introduction to Two- at this level produce works for their port-folios that demonstrate a Dimensional Art engage in sequential learning experiences that sincere desire to explore a variety of ideas and problems. Within this encompass art history, art criticism, aesthetics, and production and context, students: (1) create abstract and realistic paintings, (2) lead to the creation of portfolio quality works. Additionally, students: reflect upon the outcome of these experiences, (3) explore historical (1) create works of art, (2) reflect upon the outcomes of those connections, (4) write about the process, (5) make presentations experiences, (3) explore historical connections, (4) write about the about their progress at regular intervals, (6) work individually and in process, (5) make presentations about their progress at regular groups, (7) find direct correlations to other disciplines, and (8) intervals, (6) work individually and in groups, (7) find direct explore career options related to painting. Art museums, galleries, correlation to other disciplines, and (8) explore career options in studios and/or community resources are utilized. Lab fee for each visual art. Students also identify ways to utilize and support art semester is $25.00. CORE 40 and AHD course museums, galleries, studios, and community resources. Lab fee for each semester is $25. CORE 40 and AHD course.

ADVANCED TWO-DIMENSIONAL ART I & II design through any two-dimensional medium or process, including, but not limited to, graphic design, digital imaging, photography, Adv. 2D I: Fall 4004F 1 Sem. 1 Cr. collage, fabric design, weaving, illustration, painting, and Adv. 2D II: Spring 4004S 1 Sem. 1 Cr. printmaking. Any work that makes use of (appropriates) other artists’ Grades 11-12 works (including photographs) and/or published images must show substantial and significant development beyond duplication. A COURSE DESCRIPTION: Students in Advanced Two-Dimensional Art comprehensive description of this course can be found on the College build on the sequential learning experiences of Introduction to Two- Board AP Central Course Description at the following site: Dimensional Art that encompass art history, art criticism, aesthetics, http://apcentral.collegeboard.com/apc/public/courses/descriptions and production and lead to the creation of portfolio quality works. /index.html. Lab fee for each semester is $35.00. CORE 40 and AHD Additionally, students: (1) create works of art, (2) reflect upon the course outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6) work individually and in groups, (7) find a direct correlation to other disciplines, and (8) explore career options in visual art. Students also utilize art museums, galleries, studios, and community resources in their studies. Lab fee for each VISUAL ARTS 3D/ semester is $25.00. A Core 40 and AHD course THREE DIMENSIONAL ART

INTRODUCTION TO THREE-DIMENSIONAL ART I & II STUDIO ART (DRAWING PORTFOLIO) ADVANCED PLACEMENT* Intro 3D I: Fall 4002F 1 Sem. 1 Cr. 2 Sem. 2 Cr. Intro 3D II: Spring 4002S 1 Sem. 1 Cr. Grades 11-12 Grades 9-10-11-12 4048F/S COURSE DESCRIPTION: Students taking Introduction to Three- RECOMMENDED PREREQUISITES: Advanced laboratory visual arts Dimensional Art engage in sequential learning experiences that courses. encompass art history, art criticism, aesthetics, and production and COURSE DESCRIPTION: This course is designed to address a very lead to the creation of portfolio quality works. Within this context broad interpretation of drawing issues and media. Light and shade, students: (1) create works of art, (2) reflect upon the outcomes of line quality, rendering form, composition, surface manipulation, and those experiences, (3) explore historical connections, (4) write about illusion of depth are drawing issues that can be addressed through a the process, (5) make presentations about their progress at regular variety of means, which could include painting, printmaking, mixed intervals, (6) work individually and in groups, (7) find a direct media, etc. Abstract, observational, and inventive works may correlation to other disciplines, and (8) explore career options in demonstrate drawing competence. Any work that makes use of visual art. Students also utilize art museums, galleries, studios, and/or (appropriates) other artists’ works (including photographs) and/or community resources in their studies. Lab fee for each semester is published images must show substantial and significant development $35.00 CORE 40 and AHD course. beyond duplication. This is demonstrated through manipulation of the formal qualities, design, and/or concept of the source. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: CERAMICS http://apcentral.collegeboard.com/apc/public/courses/descriptions Cer. I: Fall 4040F 1 Sem. 1 Cr. /index.html Lab fee for each semester is $35.00. CORE 40 and AHD Cer. II: Spring 4040S 1 Sem. 1 Cr. course Grades 10-11-12

RECOMMENDED: Students should take Intro to 2D Art or Intro to 3D STUDIO ART (2D DESIGN PORTFOLIO), ADVANCED PLACEMENT* Art prior to taking Ceramics. COURSE DESCRIPTION: Students in ceramics engage in sequential 2 Sem. 2 Cr. learning experiences that encompass art history, art criticism, Grades 11-12 aesthetics, and production and lead to the creation of port-folio 4050F/S quality works. Students create works of art in clay utilizing the processes of hand building, molds, wheel throwing, slip and glaze RECOMMENDED PREREQUISITES: Advanced laboratory 2-D visual techniques, and the firing processes. Additionally, students: (1) reflect arts courses. upon the outcome of these experiences, (2) explore cultural and COURSE DESCRIPTION: This portfolio is in-tended to address two- historical connections, (3) write about the process, (4) make dimensional (2-D) design issues. Design involves purposeful decision presentations about their progress at regular intervals, (5) work making about how to use the elements and principles of art in an individually and in groups, (6) find direct correlations to other integrative way. The principles of design articulated through the visual disciplines, and (7) explore career options related to ceramics. Art elements help guide artists in making decisions about how to organize museums, galleries, studios, and community re-sources are utilized. the elements on a picture plane in order to communicate content. For Lab fee for each semester is $35.00. CORE 40 and AHD course this portfolio, students are asked to demonstrate proficiency in 2-D ADVANCED THREE-DIMENSIONAL ART I & II VISUAL ARTS MG/

Adv. 3D I: Fall 4006F 1 Sem. 1 Cr. MEDIA & GRAPHIC ARTS Adv. 3D II: Spring 4006S 1 Sem. 1 Cr. Grades 11-12 PHOTOGRAPHY COURSE DESCRIPTION: Students in Advanced Three-Dimensional Art build on the sequential learning experiences of Introduction to Three- Photography I: Fall: 4062F 1 Sem. 1 Cr. Dimensional Art that encompass art history, art criticism, aesthetics, Photography II: Spring: 4062S 1 Sem. 1 Cr. and production and lead to the creation of portfolio quality works. Grades 10-11-12 Within this context, students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical RECOMMENDED PREREQUISITES: Students should take Intro to 2D connections, (4) write about the process, (5) make presentations Art or Intro to 3D Art prior to taking this course. about their progress at regular intervals, (6) work individually and in COURSE DESCRIPTION: Students in media arts engage in sequential groups, (7) find direct correlations to other disciplines, and (8) learning experiences that encompass art history, art criticism, explore career options in visual art. Students also utilize art museums, aesthetics, and production and lead to the creation of portfolio galleries, studios, and community resources in their studies. Lab fee quality works. In addition, students: (1) solve specific visual problems, $35 each semester. CORE 40 and AHD course (2) apply media, techniques, and processes with sufficient skill to works for their portfolios which demonstrate a sincere desire to explore a variety of ideas and problems. Students create photographs STUDIO ART (3D DESIGN PORTFOLIO), ADVANCED PLACEMENT* utilizing Adobe Photoshop software. In addition, students: (1) reflect upon the outcome of these experiences, (2) explore historical 2 Sem. 2 Cr. connections, (3) write about the process, (4) make presentations Grades 11-12 about their progress at regular intervals, (5) work individually and in 4052F/S groups, (6) find direct correlations to other disciplines, and (7) explore career options related to the media arts. Art museums, galleries, RECOMMENDED PREREQUISITES: Advanced laboratory 3-D visual studios, and community resources are utilized. Lab fee each semester arts courses. is $35.00 A Core 40 and AHD course COURSE DESCRIPTION: This portfolio is in-tended to address sculptural issues as related to depth and space. Design involves VISUAL COMMUNICATION purposeful decision making about how to use the elements and principles of art in an integrative way. For this portfolio, students are 1 Sem. 1 Cr. asked to demonstrate proficiency of 3-D design through any three- Grades 10-11-12 dimensional approach, including, but not limited to, figurative or 4086F/S nonfigurative sculpture, architectural models, metal work, ceramics, and three-dimensional fiber arts. Any work that makes use of RECOMMENDED PREREQUISITES: Students should take Intro to 2D (appropriates) other artists’ works (including photographs) and/or Art. published images must show substantial and significant development COURSE DESCRIPTION: Students in visual communication engage in beyond duplication. A comprehensive description can be found on sequential learning experiences that encompass art history, art the College Board AP Central Course Description page: criticism, aesthetics, and production and lead to the creation of http://apcentral.collegeboard.com/apc/public/courses/descriptions portfolio quality works. They create print media utilizing graphic /index.html Lab fee for each semester is $35.00. CORE 40 and AHD design, typography, illustration, and image creation with digital tools course and computer technology. In addition, students: (1) solve specific visual problems, (2) apply media, techniques, and processes with sufficient skill to works for their portfolios which demonstrate a sincere desire to explore a variety of ideas and problems. In addition, students: (1) reflect upon the outcome of these experiences, (2) explore historical connections, (3) write about the process, (4) make presentations about their progress at regular intervals, (5) work individually and in groups, (6) find direct correlations to other disciplines, and (7) explore career options related to the media arts. Art museums, galleries, studios, and community resources are utilized. The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Lab fee each semester is $35.00 A Core 40 and AHD course

VISUAL ARTS STANDARD LEVEL, INTERNATIONAL BACCALAUREATE*

2 Sem. 2 Cr. Grades 10-11-12 4092F/S

COURSE DESCRIPTION: Visual Arts Standard Level, International Baccalaureate provides students with the opportunities to make personal, sociocultural and aesthetic experiences meaningful through the production and understanding of art. The course is based on the curriculum published by the International Baccalaureate Organization. It exemplifies and encourages an inquiring and integrated approach toward visual arts in their various historical and contemporary forms and promotes visual and contextual knowledge of art from various cultures. The course enables students to learn about themselves and others through individual and collaborative engagement with the visual arts. The core elements in common to each course are introduction to art concepts, criticism and analysis, acquisition of studio technical and media skills, and relation of art to sociocultural and historical contexts. This course is for the specialist visual arts student with creative and imaginative abilities, who may pursue the visual arts at university or college level. It consists of two compulsory parts: studio work – the practical exploration and artistic production; and research workbooks – independent critical research and analysis, visual and written, in more than one culture. A Core 40 and AHD course VISUAL ARTS HIGHER LEVEL, INTERNATIONAL BACCALAUREATE*

4 Sem. 4 Cr. Grades 11-12 4090F/S

COURSE DESCRIPTION: Visual Arts Higher Level, International Baccalaureate provides students with the opportunities to make personal, sociocultural and aesthetic experiences meaningful through the production and understanding of art. The course is based on the curriculum published by the International Baccalaureate Organization. It exemplifies and encourages an inquiring and integrated approach toward visual arts in their various historical and contemporary forms and promotes visual and contextual knowledge of art from various cultures. The course enables students to learn about themselves and others through individual and collaborative engagement with the visual arts. The core elements in common to each course are introduction to art concepts, criticism and analysis, acquisition of studio technical and media skills, and relation of art to sociocultural and historical contexts. This course is for the specialist visual arts student with creative and imaginative abilities, who may pursue the visual arts at university or college level. It consists of two compulsory parts: studio work – the practical exploration and artistic production; and research workbooks – independent critical research and analysis, visual and written, in more than one culture. A Core 40 and AHD course

lessons focused on state standard, common core and college skills. English CORE 40 and AHD course English Co-Chairs: Linus Peck and Trinda Foley GRADE 10 OPTIONS * Weighted Course GRADE 9 OPTIONS ENGLISH 10 GT LYCEUM*

ENGLISH 9 H/GT LYCEUM* 2 Sem. 2 Cr. 2 Sem. 2 Cr. Grade 10 Grade 9 1004GF/S 1002GF/S COURSE DESCRIPTION: Gifted and Talented English 10 is a survey COURSE DESCRIPTION: Lyceum integrates the disciplines of literature, course that prepares students for Advanced Placement and IB language, and modern world studies to prepare highly able students courses in grades 11 and 12. Students conduct in-depth research for AP and IB courses in grades 10-12. This course fulfills the first-year and analysis of controversial subjects from which they construct and English requirements for the academic diploma. Course readings, deliver persuasive speeches, original oratories, a biographical research, and composition introduce broader and more complex presentation and policy debate cases. Analysis of novels, plays and social issues, helping students’ gain authentic understanding of poetry prepares students to construct essays that convey how literary genres and terms, grammatical concepts, vocabulary stems, authors reveal their themes through literary devices. Although some and text analysis. This course is reading and writing intensive, objective tests are administered, students are assessed mainly integrating technology as a re-search and critical-thinking tool. through writing and speaking. Vocabulary is developed through Writing assignments range from narrative to analysis, encouraging literary context and through the study of word stems. Summer audience awareness and exploration of perspective. Summer reading reading is required. CORE 40 and AHD course is required. CORE 40 and AHD course ENGLISH 10 HONORS* ENGLISH 9 HONORS* 2 Sem. 2 Cr. 2 Sem. 2 Cr. Grade 9 Grade 10 1002HF/S 1004HF/S

COURSE DESCRIPTION: English 9 H provides students a solid COURSE DESCRIPTION: English 10 H continues the composition, foundation for Advanced Placement and IB English courses. Students research, and speaking techniques developed in the preceding English are expected to demonstrate proficiency of grammatical concepts, courses and provides students a solid foundation for AP and IB fundamentals of composition, and literary criticism. This course is courses. In addition to reading literature that focuses upon the distinguished from the English 9 curriculum by offering a rigorous spoken work (Cyrano), students will research a specific topic curriculum in literature and writing. Students will read and write throughout the semester. In addition, grammar, usage, spelling, and extensively both in class and outside of school. This course refines language mechanics are integrated into the study of writing, as is students' verbal and language skills by developing advanced thinking vocabulary development in preparation for SAT/ACT. Students are skills, focusing on precision and attention to detail, evaluating taught the use of technology to support the writing process. Summer through peer and self-assessment strategies. In addition to adhering reading is required. CORE 40 and AHD course. to the English 9 State Standards, students will read several whole texts in various genres from ancient to contemporary periods. ENGLISH 10 Summer reading is required. COR 40 and AHD course 2 Sem. 2 Cr. ENGLISH 9 Grade 10 1004F/S 2 Sem. 2 Cr. Grade 9 COURSE DESCRIPTION: English 10 continues the integrated study of 1002F/S literature, composition, and oral communication begun in English 9. Instructors assign class work within the core instructional model of COURSE DESCRIPTION: English 9 is an integrated study of literature, readers/writers workshop and include a focus on reading critically, composition, and oral communication. Instructors utilize the readers/ writing in response to literature, literacy and skill development within writers workshop core instructional model to strengthen the the framework of state standards, national Common Core Standards essential skills of reading comprehension, college ready vocabulary, and skills needed for college readiness. Students choose novels from oral communication, and written expression/exposition. Grammar is classroom libraries and read both in and out of class to increase taught and emphasized within the framework of student writing. reading volume, rate, and text complexity. During a routine class, Students choose novels from classroom libraries and read both in and students will be expected to write for authentic audiences, write in a outside of class to increase reading volume, rate, and text complexity. daily journal, conference with the course instructor, work and During a routine class, students are expected to write for authentic communicate with peers, publish & receive feedback on essays and audiences, write in a daily journal, conference with the course engage in instructor led mini-lessons. CORE 40 and AHD course instructor, work and communicate with peers, publish and receive feedback on essays and narratives, and engage in instructor led mini- GRADE 11 OPTIONS ENGLISH 11

2 Sem. 2 Cr.

Grade 11 ENGLISH LANGUAGE AND COMPOSITION– AP/IB* 1006F/S

2 Sem. 2 Cr. COURSE DESCRIPTION: English 11 surveys literary movements Grades 11-12 throughout American literature. Instructors utilize the 1056F/S readers/writers workshop instructional model to develop skills in

critical analysis, reading strategies, reading comprehension, college COURSE DESCRIPTION: Advanced Placement Composition is a ready vocabulary, and oral communications. Compare contrast yearlong course that follows the College Board Entrance Examination writing, workplace communication, and a documented research guidelines for advanced placement English and IB English curriculum. paper are emphasized during the course. Students choose novels Students entering this course are already skilled in basic composition, from classroom libraries and read both in and out of class to increase demonstrate a facility of writing style, and are ready for a more reading volume, rate, and text complexity. During a routine class, analytical approach. The course will emphasize critical reading of students are expected to write for authentic audiences, write in a various genres which will lead to essays and oral presentations daily journal, conference with the course instructor, work and demonstrating the students’ proficiencies. Writing assignments will communicate with peers, publish and receive feedback on essays and be frequent, including in-class essays, multi-draft compositions, and engage in instructor led mini-lessons. CORE 40 and AHD course research papers. This course will also present a chronological survey of American literature. Activities will include class discussions, presentations, tests, quizzes; there will be an expectation of ample GRADE 12 OPTIONS time spent on homework. In addition, students will use technological resources both in researching and producing their papers. Students ENGLISH LITERATURE AND COMPOSITION– AP/IB* can take the AP exam at the end of the second semester. IB students will complete 30% of their IB English A1 grade this year and complete 2 Sem. 2 Cr. an oral assessment each semester. IB students should also note that Grade 12 this year’s literature will be included in the senior year’s final IB 1058F/S assessments. A lengthy summer reading assignment is due at the start of this course and will comprise a significant portion of first COURSE DESCRIPTION: AP Literature and Composition is a course semester’s grade. Fee for this course is $10.00. CORE 40 and AHD which follows the College Board Entrance Examination guidelines for course advanced placement in English and IB English Curriculum. Students will read challenging texts. Writing assignments will be frequent, HONORS ENGLISH 11* including weekly in-class essays and a major research paper utilizing (Taken with Honors U.S. History) literary criticism. Students will also be expected to participate in class discussions and familiarize themselves with current theories of 2 Sem. 2 Cr. literary criticism. Students will use technological resources both in Grade 11 researching and producing their papers. Students will prepare for the 1006HF/S AP exam. The AP exam is administered at the end of the second semester. IB students will prepare papers for external assessment COURSE DESCRIPTION: Closely aligned with American history, and sit for IB examinations at the end of 2nd semester. The Interdisciplinary Studies in the humanities is an intensive look at the approximate cost is $80. Fee for this course is $5.00. Summer reading literature of America as it relates to its history from the time of the is required and is a critical component of the first six weeks. CORE 40 first colonies in the Seventeenth Century until the advent of the third and AHD course millennium. Students examine a wide variety of reading material including novels, poetry, journals, speeches, and songs, emulating ENGLISH 12 H – WORLD LITERATURE AND COMPOSITION* authors’ techniques in the various writing assignments across the course curriculum. American art and music are associated with these 2 Sem. 2 Cr. studies as well. Vocabulary building through vocabulary lists adopted Grade 12 from course readings is an integral element of Interdisciplinary 1052F/S Studies. The second semester research paper and midterm examinations are the more rigorous components of the course. COURSE DESCRIPTION: World Literature and Composition is a survey Students receive one grade. Summer reading is required. CORE 40 of the major authors of Western and Eastern Worlds. This course and AHD course takes a comparative approach to analyzing representative works produced by writers of various nationalities. It may be organized by historical period, theme, or genre. Integrated into the study of World Literature are classroom discussions and oral presentations; students will employ techniques of expository writing to express ideas about their readings. This course will improve a student’s writing through frequent revision. Specifically, the students will write descriptive, narrative, and expository essays for a variety of purposes and audiences. Students will use technology to support writing process. Summer reading is required. CORE 40 and AHD course ENGLISH 12 Students will have frequent opportunities to for different audiences and purposes, using a process that includes: 1) prewriting, 2) drafting, 2 Sem. 2 Cr. 3) peer editing, 4) revising, 5) editing, and 6) producing a final Grade 12 product. Technology will be fully integrated into the course. May not 1008F/S substitute for English 10. CORE 40 and AHD course

COURSE DESCRIPTION: English 12 continues to refine the students’ ETYMOLOGY ability and desire to dis-cover and identify broad themes, trends, and cultural issues in literature. Instructors utilize the readers/writers 1 Sem. 1 Cr. workshop core instructional model to facilitate student production of Grades 10-11-12 college ready persuasive and reflective essays as well as synthesis and Fall: 1060F analysis writing using a variety of textual sources. Class discussions Spring: 1060S and oral presentations will support writing assignments. For the readers workshop aspect of the class, students choose novels from COURSE DESCRIPTION: Etymology is a vocabulary course which classroom libraries and read both in and outside of class to increase provides instruction in the derivation of English words and word reading volume, rate, and text complexity. Teacher facilitated mini families from their Latin, Greek, and Norse origins. Students study the lessons connect student novel choices to curriculum chosen anchor connotative and denotative meanings of words, including roots and texts. CORE 40 and AHD course affixes. The study of word history and semantics is reinforced through written and oral components. CORE 40 and AHD course.

CREATIVE WRITING ELECTIVE COURSES 1 Sem. 1 Cr. Grades 11-12 FILM LITERATURE Fall: 1092F

1 Sem. 1 Cr. COURSE DESCRIPTION: Creative Writing provides students with ample Grade 12 opportunities to combine literary creativity with the discipline written Fall: 1034F discourse. The concept of the manipulation of language to convey Spring: 1034S ideas, feelings, moods and visual images is the basis of the course. Students become familiar with standard literary elements through Film Literature studies the diversified ideas and concepts that interact the reading and study of published prose and poetry and are taught when written literature is adapted to film or when a work of literary to use those elements in their own writing. Additionally, students art is originally conceived for film presentation. The courses includes: learn strategies for evaluating and responding to their own writing (1) the impact of film on the ways in which people perceive the human and the writing of others in a peer-sharing component. This class is condition, (2) the ways in which the roles of men and women and recommended for students who have mastered the formal writing various ethnic minorities are portrayed, (3) visual interpretations of styles and have a strong love and desire to expand their writing skills literary techniques and auditory language of effects, (4) a history of in a more advanced and competitive level. May not substitute for film as a medium of literary interpretation, and (5) the limitations and English 10. CORE 40 and AHD course. special capacities of the two media to present work. In a given comprehensive speech component, students are given opportunities TECHNICAL COMMUNICATIONS to present and discuss their ideas as well as opportunities to role-play as movie directors to stage scenes. Students also have frequent 1 Sem. 1 Cr. writing assignments in which they explore and analyze issues of Fall semester of senior year interpretations, production, and cross-genre adaptation. May not be 1096F substitute for English 10. CORE 40 and AHD course COURSE DESCRIPTION: As a requirement of the IB diploma program, all IB diploma program students will complete an essay of up to 4,000 words in the research area of their choice. Students will consult a COMPOSITION faculty mentor during the process, and upon successful completion of the essay receive a credit for their work. Target student population: 1 Sem. 1 Cr. IB Diploma candidates only. Grade 12 Fall: 1090F Spring: 1090S

COURSE DESCRIPTION: The Art of Writing About Issues in Contemporary Art is a writing course for college-bound students who have a strong desire to improve their writing skills. The content of the course is driven by trends in contemporary art as they relate important social topics. Students will analyze these topics and write a series of essays based on thoughtful reflection and research. STUDENT PUBLICATIONS NUTRITION AND WELLNESS (@ Lawrence North)

JOURNALISM 1 Sem. 1 Cr.

Grades 9-10-11-12 2 Sem. 2 Cr. Fall: 5342F Grades 9-10-11-12 Spring: 5342S 1080F/S

COURSE DESCRIPTION: This course enables students to realize the COURSE DESCRIPTION: Journalism is the study of the art of reporting lifelong benefits of sound nutrition and wellness practices and and the profession of journalists. This course includes the process empowers them to apply these principles in their everyday lives. involved in news gathering, reporting and writing news stories, the Topics include the impact of daily practices on long-term health and legal and social responsibilities involved in newspaper publications, wellness; physical, social, and psychological aspects of healthy and the ethics of accurate and fair reporting. This course includes nutrition; selection and preparation of nutritious meals and snacks; extensive reading of models of excellent journalistic techniques and safety, sanitation, and storage; and nutrition and wellness career evaluates and analyzes journalistic writing through class discussions paths. Laboratory experiences include healthy snacks, quick and critiques. This is an elective course and does not fulfill an English breakfasts, fat content comparisons, grains, and meals for special requirement. diets. CORE 40 directed elective

ADVANCED NUTRITION AND WELLNESS NEWSPAPER STAFF: 1086F/S (@ Lawrence North) YEARBOOK STAFF: 1088 F/S 1 Sem. 1 Cr. 2 Sem. 2 Cr. Grades 10-11-12 Grades 10-11-12 5340F/S

COURSE DESCRIPTION: This course provides the study of and practice PREREQUISITE: Successful completion of Nutrition and Wellness. in gathering and analyzing information, interviewing and note taking COURSE DESCRIPTION: This course builds on the concepts addressed for the purpose of writing, editing, and publishing for print student in Nutrition and Wellness. Topics include nutrition and wellness for publications. This course includes instruction and practice in effective individuals and families across the life span; community and world journalistic writing forms and techniques as well as layouts, design, food concerns, including hunger; management of food related and typography. Students will participate in class discussions and oral resources; and exploration of careers in all aspects of the food presentations that support their writing assignments. They will industry. Laboratory experiences emphasize principles of preparation produce publications for the student body. of foods from the My Pyramid and meal planning. The cultures and cuisines of other countries and regions of the United States are studied. Students participate in service learning projects. CORE 40 directed elective

Family and Consumer Sciences INTRODUCTION TO FASHION AND TEXTILES

Family and Consumer Sciences Chair: Lisa Buggs 1 Sem. 1 Cr.

Grades 9-10-11-12 PREPARING FOR COLLEGE AND CAREERS Fall: 5380F

Spring: 5380S 1 Sem. 1 Cr.

Grades 10 - 12 COURSE DESCRIPTION: Students interested in any area of the textiles Fall: 5394F or fashion industry would benefit from this course which addresses Spring: 5394S knowledge and skills related to design, production, and distribution in

the textiles and fashion arena. Topics include exploration of textiles COURSE DESCRIPTION: Preparing for College and Careers is designed and fashion industries; elements of science and design; textile to empower and encourage all high school students to look at life’s principles and applications; social, psychological, cultural, and big picture. The focus is on the impact of today’s choices on environmental aspects; products for people with special needs; tomorrow’s possibilities. This course addresses the essential critical thinking applied to consumer options for fashion; construction knowledge, skills and behaviors all students need to live successfully and alteration skills; and contemporary issues, including global in today’s world. Topics to be addressed include the exploration of applications. The class may undertake a service-learning project. personal aptitudes, interests, and goals; life planning and career Students need to expect to spend approximately $25.00 for supplies exploration; building employability skills; transferring school skills to for class project. CORE 40 directed elective life and work; decision making and organization; and self- management. The students will research three careers in-depth using various internet resources. CORE 40 directed elective

INTRODUCTION TO HOUSING AND INTERIOR DESIGN children and adolescents; investigating licensing requirements related to careers in education; and enhancing employability skills 1 Sem. 1 Cr. related to knowledge and dispositions of elementary and secondary Grades 10-11-12 teachers. Additional activities such as writing a resume, developing a Fall: 5350F portfolio and preparing for a job interview are used to prepare Spring: 5350S students for careers in education and/or related settings.

COURSE DESCRIPTION: This project-based course addresses the selecting and planning of living environments to meet the needs and wants of individuals and families throughout the family life cycle. Economic, societal, cultural, technological, environmental, and aesthetic factors are considered. Students will study the principles and elements of design, color, architectural and furniture styles, and the history of design. Students will create a portfolio of their work including projects such as an architectural symbols flipbook, a floor plan of their dream home, and a design for a new bedroom including furniture arrangement and accessories. CORE 40 directed elective

CHILD DEVELOPMENT

1 Sem. 1 Cr. Grades 10-11-12 Fall: 5362F Spring: 5362S

COURSE DESCRIPTION: This course is recommended for all students interested in having their own children in the future, and for students who have an interest in human services and education related careers. Child development addresses knowledge, attitudes and behaviors associated with supporting optimal growth and development of infants and children. Topics include responsibilities of family members, human sexuality, factors to consider before having children, adolescent pregnancy, prenatal development, the birth process, meeting physical, social, emotional, intellectual, cultural and developmental needs of infants and children, and careers in childcare. Special activities include creating a public service announcement on teen pregnancy, researching the development of the brain, and developing a plan to aid children in disadvantaged societies through accessing and evaluating research as well as utilizing knowledge gained throughout the course. CORE 40 directed elective

EDUCATION PROFESSIONS: I, II

2 Sem. 2 Cr. Grades 11-12 5408F/S

COURSE DESCRIPTION: Child Development and Parenting is recommended, but not required. Class would take place over the course of one block. Education Professions provides opportunities to explore careers in elementary and/or middle school education and provides a foundation for study in higher education that leads to education and related careers. This course provides a hands-on, project-based approach that utilizes higher order thinking, communication, leadership, and management processes in order to integrate careers in education. The course of study includes, but is not limited to: planning, writing and implementing developmentally appropriate lesson plans; completing classroom observations; applying health, safety, and ethical principles when working with of: (1) points, lines, angles and planes; (2) polygons, with a special Mathematics focus on quadrilaterals, triangles, right triangles; (3) circles; and (4) Mathematics Chairs: Lonnie Chamberlain and Sheri Dowden polyhedral and other solids. CORE 40 and AHD course

Algebra I or Geometry taken in 7th or 8th grade with acceptable passing GEOMETRY HONORS* marks (B or Higher) will earn high school credit for graduation. Students must earn 6 math credits while in high school in addition 2 Sem. 2 Cr. to the middle school credits. Grades 9-10-11-12 2532HF/S ALGEBRA I PREREQUISITE: Successful completion of Algebra I with an A. 2 Sem. 2 Cr. COURSE DESCRIPTION: This honors course is designed for exceptional Grades 9-10-11-12 math students and will include all of the following topics with an 2520F/S increase in pace, depth and rigor. Enrichment topics may be included if time permits. Geometry students examine the properties of two COURSE DESCRIPTION: Algebra I provides a formal development of and three-dimensional objects. Proof and logic, as well as the algebraic skills and concepts necessary for students to succeed in investigative strategies in drawing conclusions, are stressed. advanced courses. In particular, the instructional program in this Properties and relationships of geometric objects include the study course provides for the use of algebraic skills in a wide range of of: (1) points, lines, angles and planes; (2) polygons, with a special problem-solving situations. The concept of function is emphasized focus on quadrilaterals, triangles, right triangles; (3) circles; and (4) throughout the course. Topics include: (1) operations with real polyhedral and other solids. CORE 40 and AHD course numbers; (2) linear equations and inequalities; (3) relations and functions; (4) polynomials; (5) algebraic fractions; and (6) nonlinear ALGEBRA II equations. CORE 40 and AHD course 2 Sem. 2 Cr. Grades 10-11-12 ALGEBRA I + ALGEBRA I ENRICHMENT 2522F/S

2 Sem. 2 Cr. + 2 elective credits PREREQUISITE: Successful completion of Algebra I or Geometry. Grade 9 COURSE DESCRIPTION: Algebra II is a course that extends the content 2520LF/S and 2560F/S of Algebra I and provides further development of the concept of a function. Topics include: (1) relations, functions, equations and COURSE DESCRIPTION: Algebra Enrichment is a mathematics support inequalities; (2) conic sections; (3) polynomials; (4) algebraic course for Algebra I. The course provides students with additional fractions; (5) logarithmic and exponential functions; (6) sequences time to build the foundations necessary for high school math courses, and series; (7) rational and radial expressions; and (8) counting while concurrently having access to rigorous, grade-level appropriate principles and probability. CORE 40 and AHD course courses. The five critical areas of Algebra Enrichment align with the critical areas of Algebra I: Relationships between quantities and ALGEBRA II HONORS* reasoning with equations; linear and exponential relationships; descriptive statistics; expressions and equations; and quadratic 2 Sem. 2 Cr. functions and modeling. However, whereas Algebra I contains Grades 9-10-11-12 exclusively grade-level content, Algebra Enrichment combines 2522HF/S standards from high school courses with foundational standards from the middle grades. This course counts PREREQUISITE: Successful completion of Geometry Honors or as a mathematics course for the Diploma or as an elective for the Geometry in grade 8. Core 40, Core 40 with Academic Honors and Core 40 with Technical COURSE DESCRIPTION: This honors course is designed for exceptional Honors Diplomas. Algebra Enrichment is designed as a support course math students and will include all of the following topics with an for Algebra I. As such, a student taking Algebra Enrichment must also increase in pace, depth and rigor. Enrichment topics may be included be enrolled in Algebra I during the same academic year. CORE 40 and if time permits. Algebra II is a course that extends the content of AHD course Algebra I and provides further development of the concept of a function. Topics include: (1) relations, functions, equations and inequalities; (2) linear graphs & systems; (3) polynomials & GEOMETRY polynomial functions; (4) algebraic fractions; (5) quadratic equations

& functions; (6) logarithmic & exponential functions; (7) sequences 2 Sem. 2 Cr. and series; (8) counting principles, probability, & statistics; and (9) Grades 9-10-11-12 the unit circle & radian measure. NOTE: A TI-83 Plus or TI-84 Plus 2532F/S graphing calculator is required. (NO TI-NSPIRE) CORE 40 and AHD

course PREREQUISITE: Successful completion of Algebra I.

COURSE DESCRIPTION: 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 FINITE MATHEMATICS PRE-CALCULUS/TRIGONOMETRY (Mathematical Studies Standard Level I - IB) 2 Sem. 2 Cr. Grades 11-12 2 Sem. 2 Cr. 2530F/S Grades 11-12 2564F/S PREREQUISITE: Successful completion of Algebra II. COURSE DESCRIPTION: Finite Mathematics is an umbrella of PREREQUISITE: Successful completion of Algebra II. mathematical topics. It is a course designed for students who will COURSE DESCRIPTION: Pre-Calculus/Trigonometry blends the undertake higher-level mathematics in college that may not concepts and skills that must be mastered before enrollment in a include calculus. Topics include: (1) sets; (2) matrices; (3) recursion; college-level calculus course. The course includes the study of (1) (4) graph theory; (5) social choice; (6) linear programming; and (7) relations and functions; (2) exponential and logarithmic functions; (3) probability & statistics. Technology, such as computers and graphing trigonometry in triangles; (4) trigonometric functions; (5) calculators, should be used frequently. CORE 40 and AHD course trigonometric identities and equations; (6) polar coordinates and complex numbers; (7) sequences and series and (8) data analysis. PROBABILITY AND STATISTICS NOTE: A TI-84 Plus graphing calculator is required. (NO TI-NSPIRE) CORE 40 and AHD course 1 Sem. 1 Cr. Grades 11-12 2546F/S PRE-CALCULUS/TRIGONOMETRY HONORS* (Mathematics Standard Level I - IB) PREREQUISITE: Successful completion of Algebra II. COURSE DESCRIPTION: Probability and Statistics includes the 2 Sem. 2 Cr. concepts and skills needed to apply statistical techniques in the Grades 10-11-12 decision making process. Probability and Statistics are made up of 2564HF/S three strands: Data Analysis, Experimental Design, and Probability. Practical examples based on real experimental data are used PREREQUISITE: Successful completion of Algebra II Honors. throughout. Students plan and conduct experiments or surveys and COURSE DESCRIPTION: This honors course is designed for exceptional analyze the resulting data. The use of graphing calculators and math students and will include all of the following topics with an computer programs is encouraged. The eight Process Standards for increase in pace, depth and rigor. Enrichment topics may be included Mathematics apply throughout the course. Together with the content if time permits. Pre-Calculus/Trigonometry blends the concepts and standards, the Process Standards prescribe that students experience skills that must be mastered before enrollment in a college-level mathematics as a coherent, useful, and logical subject that makes use calculus course. The course includes the study of (1) relations and of their ability to make sense of problem situations. CORE 40 and AHD functions; (2) exponential and logarithmic functions; (3) trigonometry course in triangles; (4) trigonometric functions; (5) trigonometric identities and equations; (6) polar coordinates and complex numbers; (7) TRIGONOMETRY sequences and series; (8) matrices & determinants; (9) conic sections; (10) analytic geometry; and (11) data analysis. NOTE: A TI-83 Plus or 1 Sem. 1 Cr. TI-84 Plus graphing calculator is required. (NO TI-NSPIRE) CORE 40 Grades 11-12 and AHD course 2566F/S STATISTICS – AP/IB* PREREQUISITE: Successful completion of Algebra II. (Mathematical Studies Standard Level II - IB) COURSE DESCRIPTION: Trigonometry provides students with the skills and understandings that are necessary for advanced manipulation of 2 Sem. 2 Elective Cr. angles and measurement. Trigonometry provides the foundation for Grades 11-12 common periodic functions that are encountered many disciplines, 2570F/S including music, engineering, medicine, and finance (and nearly all other STEM disciplines). Trigonometry consists of seven strands: PREREQUISITE: Successful completion of Finite Math or Pre-Calculus. Conics, Unit Circle, Geometry, Periodic Functions, Identities, Polar A student that has successfully completed Algebra II Honors may take Coordinates, and Vectors. Students will also advance their AP Statistics along with, but not instead of, Pre-Calculus Honors. understanding of imaginary numbers through an investigation of COURSE DESCRIPTION: Statistics, Advanced Placement is a course complex numbers and polar coordinates. A strong understanding of based on content established by the College Board. The purpose of complex and imaginary numbers is a necessity for fields such as the AP course in statistics is to introduce students to the major engineering and computer programming. The eight Process concepts and tools for collecting, analyzing, and drawing conclusions Standards for Mathematics apply throughout the course. Together from data. Topics include: (1) exploring data: describing patterns and with the content standards, the Process Standards prescribe that departures from patterns (2) sampling and experimentation: students experience mathematics as a coherent, useful, and logical planning and conducting a study, (3) anticipating patterns: exploring subject that makes use of their ability to make sense of problem random phenomena using probability and simulation, and (4) situations. CORE 40 and AHD course statistical inference: estimating population parameters and testing hypotheses. The use of graphing calculators and computer software is required. NOTE: A TI-83 Plus or TI-84 Plus graphing calculator is required. (NO inside and outside the classroom. The 100-hour course challenges TI-NSPIRE) CORE 40 and AHD course students to question the bases of knowledge, to see the consilience between the academic disciplines, to be aware of subjective and CALCULUS AB – AP/IB* ideological biases, and to develop the ability to analyze evidence (Mathematics Standard Level II) that is expressed in rational argument. It is a key element in encouraging appreciation of other cultural perspectives. For IB 2 Sem. 2 Elective Cr. Diploma candidates only. Grades 11-12 2562F/S PEER FACILITATING 1-2

PREREQUISITE: Successful completion of Pre-Calculus or Pre-Calculus 2 Sem. 2 Cr. Honors. Grades 11-12 COURSE DESCRIPTION: Calculus AB, Advanced Placement is a course 0520F/S that provides students with the content established by the College Board. Topics include: (1) functions, graphs, and limits: analysis of An application, teacher recommendations, an essay and an interview graphs, limits of functions, asymptotic and unbounded behavior, with the instructor are recommended for acceptance into the continuity as a property of functions (2) derivatives: concepts of the program. derivative, derivative at a point, derivative as a function, second derivatives, application and computation of derivatives, and (3) COURSE DESCRIPTION: Peer Facilitating is a two semester integrals: interpretations and properties of definite integrals, introduction to counseling class. Students learn basic counseling applications of integrals, fundamental theorem of calculus, theory and techniques for the first three months. Following mastery techniques of ant differentiation, and numerical approximations to of basic skills, students work with elementary, middle and high school definite integrals. The use of graphing technology is required. students in basic facilitating sessions. The last six months of class are NOTE: A TI-83 Plus or TI-84 Plus graphing calculator is required. (NO spent on site work and classroom units on family issues, depression, TI-NSPIRE) CORE 40 and AHD course suicide, love, loss, abusive relationships, substance abuse and stress.

CALCULUS BC – AP* (@ Lawrence North) STUDENT ASSISTANTS

2 Sem. 2 Elective Cr. 1 Sem. 0 Cr. Grade 12 Grades 10-11-12 2572F/S An application is required and fits in place of study hall. COURSE DESCRIPTION: This course provides a continuation of the study of calculus. This course will not re-teach the topics that Calculus PREREQUISITES: Students should have a "C" average and no AB and Calculus BC have in common. It will continue with the C topics disciplinary referrals. Final approval will come from an administrator and go on from there. The list of topics in this course is deceivingly or supervisor of the student. small but in reality will cover a vast amount of curriculum. Topics COURSE DESCRIPTION: Students will work in administrative offices, include: (1) Parametric, polar, and vector functions (2) applications of media center, bookstore, departmental offices and/or labs, or with integration (3) polynomial approximations and series: concept of individual teachers. Students will perform tasks appropriate for the series, series of constants, and Taylor series (4) integration position and will be expected to complete student assistant techniques, L’Hopital’sRule, and improper integration. NOTE: A TI-84 objectives satisfactorily. Students will be removed from this duty if Plus graphing calculator is required. (NO TI-NSPIRE) CORE 40 and AHD expectations are not met. course SENIOR INTERNSHIP PROJECT

2 Sem. 2 or 4 Cr. Grade 12 1 block: 0505F/S Multidisciplinary 2 block: 0506F/S

COURSE DESCRIPTION: This career exploratory program will provide

the highly motivated and conscientious student the opportunity to THEORY OF KNOWLEDGE-IB* work on an unpaid intern basis in a local business or organization. Students must initially identify an area of interest and should pursue 2 Sem. 2 Cr. the application process. Students will be expected to work 10-20 Grade 11 (Spring)/ 12 (Fall) hours on-site per week and students will provide their own Spring: 056011 transportation. An onsite mentor will be provided. Senior Internship Fall: 056012 Program is an opportunity to clarify career direction before choosing

a higher educational site and major. School attendance and COURSE DESCRIPTION: Theory of Knowledge, International disciplinary records will be considered. Baccalaureate is unique to the International Baccalaureate Organization and is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained Performing Arts Performing Arts Chair: Matthew James during and outside of the school day. Each student is expected to purchase a workbook for this course. CORE 40 and AHD course All Performing Arts courses count toward both the CORE 40 and Academic Honors Diploma. MUSICAL THEATRE

All band, choir, guard, advanced drama, and orchestra students will 1 Sem. 1 Cr. be responsible for a fundraising quota to help defray program Grades 9-10-11-12 expenses. 0518F

All performing arts students are expected to help with program COURSE DESCRIPTION: Musical Theatre is a laboratory course based promotions and all performing arts department events. All students on the Indiana Academic Standards for Theatre. Students in this are required to follow the rules and guidelines as described in the Co- course study the history of musical theatre and its place in today’s Curricular and Non-Athletic Extra-Curricular handbook. society. They participate in staging, choreographing, rehearsing, and performing existing musical works. Although students perform Private lessons are strongly encouraged for all instrumental and vocal musical pieces, they are graded on their ability to act out the song, musicians. Private lessons are taught by highly qualified professional not their vocal ability. These activities should incorporate elements of musicians at Lawrence Central. Lessons are once a week and there is theatre history, culture, analysis, response, creative process, and a fee paid to the private teacher by the student for each lesson. integrated studies. Additionally, students explore career Students need only notify their director concerning interest in private opportunities in the theatre, attend and critique theatrical lessons. productions, and recognize the responsibilities and the importance of individual theatre patrons in their community. Attendance or *Weighted Course participation in performing arts/theatre performances is required. Does not fulfill the Fine Arts requirement of the Core 40 with MUSIC THEORY – AP/COMP./ IB* Academic Honors diploma but counts as an Elective for any diploma.

2 Sem. 2 Cr. IB MUSIC APPRECIATION & HISTORY* Grades 11-12 4210F/S 2 Sem. 2 Cr. Grades 11-12 RECOMMENDED PREPARATION: Music Theory and Composition or a 4206F/S passing score on the proficiency examination. COURSE DESCRIPTION: This rigorous course will expand upon the RECOMMENDED PREPARATION: Interest and a desire to learn about skills learned in the first year of Music Theory and Composition. music. Musical composition, sequencing, and other MIDI and digital formats COURSE DESCRIPTION: This course welcomes students with varying are some of the many applications used to further student musical backgrounds and is designed to explore music and major understanding of music. This course is designed to prepare the musical style periods through understanding of music in relation to student for the AP Music Theory Test. The AP music examination is both Western and non-Western history and culture. Activities administered near the end of second semester. The cost of the include, but are not limited to: (1) listening to, analyzing, and examination is $90. The student should be a self-directed learner. describing music; (2) evaluating music and music performances; and Each student is expected to purchase a workbook for the course. (3) understanding the relationships between music and the other CORE 40 and AHD course arts, as well as disciplines outside the arts. These activities will utilize a wide variety of materials and experiences including computers and MUSIC THEORY AND COMPOSITION MIDI keyboards. Each student is expected to purchase a workbook for this course. CORE 40 and AHD course 2 Sem. 2 Cr. Grades 10-11-12 4208F/S

RECOMMENDED PREPARATION: Successful participation in a music ensemble or a passing score on a proficiency exam. COURSE DESCRIPTION: This course welcomes students with varying musical backgrounds and is designed to advance their working knowledge of music theory. Using the most advanced music technology, music theory students develop skills in the analysis of music and theoretical concepts. Students (1) develop ear training and dictation skills, (2) compose works that illustrate mastered concepts,(3) understand harmonic structures and analysis, (4) understand modes and scales, (5) study a wide variety of musical styles,(6) study traditional and non-traditional music notation and sound sources as tools for musical composition, and (7) receive PIANO AND ELECTRONIC KEYBOARD I, II, III, IV detailed instruction in other basic elements of music. Students have the opportunity to experience live performances by professionals 1 Sem. 1 Cr. Grades 9-10-11-12 The Marching Band performs at Friday night football games as well as Beginning Piano I contests on Saturdays. It is expected that all students will participate 4204F Fee: $15.00 in performances and extra rehearsals as a requirement for earning Beginning Piano II credit in the course. A tentative calendar of performances will be 4204S Fee: $15.00 handed out at the beginning of each semester. CORE 40 and AHD Intermediate Piano III course 4212F Fee: $15.00 Intermediate Piano IV 4212S Fee: $15.00 ADVANCED CONCERT BAND (Symphonic)

2 Sem. 2 Cr. PREREQUISITES: No piano experience for Beginning Piano I course. Grades 9-10-11-12 One semester Piano I (or moderate prior experience) for Piano II. One 4170F/S semester Piano I and one semester Piano II (or moderate prior experience) for Piano III level course. These courses are not intended By registering for this class, parents and students understand that for students with advanced piano technique. they are responsible for all fees as described in the Lawrence Central COURSE DESCRIPTION: Students taking this course develop skills in Performing Arts Participation Fees Chart. piano keyboard and musicianship. Instruction is designed so that students are able to play beginning and intermediate piano keyboard RECOMMENDED PREPARATION: Advanced level of performance on a music. band instrument. Audition is necessary. COURSE DESCRIPTION: This ensemble consists of eligible students (i.e. students who participate in marching band and maintain their BAND membership in marching band for as long as they are enrolled in this course.) Exceptions to the eligibility regarding membership in

marching band may be made for conflicting school activities (i.e., fall INTERMEDIATE CONCERT BAND sport), but only as deemed appropriate by the director.

2 Sem. 2 Cr. Advanced Concert Band provides students with a balanced Grades 9-10-11-12 comprehensive study of music through the concert band, which 4168F/S develops skills in the psychomotor, cognitive, and affective domains.

Instruction is designed so that students are enabled to connect, By registering for this class, parents and students understand that examine, imagine, define, try, extend, refine, and integrate music they are responsible for all fees as described in the Lawrence Central study into other subject areas. Ensemble and solo activities are Performing Arts Participation Fees Chart. designed to develop elements of musicianship including, but not

limited to: (1) tone production, (2) technical skills, (3) intonation, (4) RECOMMENDED PREPARATION: Moderate level of performance on a music reading skills, (5) listening skills, (6) analyzing music, and (7) band instrument. Audition is necessary. studying historically significant styles of literature. COURSE DESCRIPTION: This performing ensemble consists of all marching band members who have not been placed in an Advanced Experiences include, but are not limited to, improvising, conducting, Concert Band. Students taking this course are provided with a playing by ear, and sight-reading. Students develop the ability to balanced comprehensive study of music through the concert band, understand and convey the composer’s intent in order to connect the which develops skills in the psychomotor, cognitive, and affective performer with the audience. Students also have opportunities to domains. Instruction is designed so that students are enabled to experience live performances by professionals during and outside the connect, examine, imagine, define, try, extend, refine, and integrate school day. This group performs medium-level high school literature music study into other subject areas. Ensemble and solo activities are of varying styles. They perform in five or six concerts per year, plus designed to develop elements of musicianship including, but not two to three festivals and/or contests. It is expected that all students limited to: (1) tone production, (2) technical skills, (3) intonation, (4) will participate in performances and extra rehearsals as a music reading skills, (5) listening skills, (6) analyzing music, and (7) requirement for earning credit in the course. During the fall season, studying historically significant styles of literature. students enrolled in this course participate in the “Spirit of Central”

Marching Band. This is a competitive activity that meets daily during Experiences include, but are not limited to, improvising, conducting, the first twelve weeks of the semester. Students participating in playing by ear, and sight-reading. Students develop the ability to Marching Band will be required to attend rehearsals as part of the understand and convey the composer's intent in order to connect the summer band program and will also be required to go to band camp. performer with the audience. Students also have opportunities to The Marching Band performs at Friday night football games as well as experience live performances by professionals during and outside the at contests on Saturdays. It is expected that all students will school day. This group performs medium-level high school literature participate in performances and extra rehearsals as a requirement for of varying styles. They perform in five or six concerts per year, plus earning credit in the course. A tentative calendar of performances will two to three festivals and/or contests. During the fall season, be handed out at the beginning of each semester. CORE 40 and AHD students enrolled in this course participate in the “Spirit of Central” course Marching Band. This is a competitive activity that meets daily during ADVANCED CONCERT BAND (Wind Ensemble) the first twelve weeks of the semester. Students participating in

Marching Band will be required to attend rehearsals as part of the 2 Sem. 2 Cr. summer band program and will also be required to go to band camp. Grades 10-11-12 Grades 9-10-11-12 4158F/S 4164F/S

By registering for this class, parents and students understand that By registering for this class, parents and students understand that they are responsible for all fees as described in the Lawrence Central they are responsible for all fees as described in the Lawrence Central Performing Arts Participation Fees Chart. Performing Arts Participation Fees Chart.

RECOMMENDED PREPARATION: Advanced level of performance on a RECOMMENDED PREPARATION: Moderate to Advanced level of band instrument. Audition is necessary. performance on a jazz instrument. Audition is necessary. COURSE DESCRIPTION: This ensemble consists of eligible students (i.e. students who participate in marching band and maintain their COURSE DESCRIPTION: This group is a performance course extension membership in marching band for as long as they are enrolled in this of the concert ensembles. Students enrolled in Jazz Ensemble must course.) Exceptions to the eligibility regarding membership in also be enrolled in one of the other concert ensembles and marching band may be made for conflicting school activities (i.e., fall participate in the “Spirit of Central” Marching Band. Exceptions can sport), but only as deemed appropriate by the director. only be made by the director. Students taking this course develop musicianship and specific performance skills through group and Advanced Concert Band provides students with a balanced individual settings for the study and performance of the varied styles comprehensive study of music through the concert band, which of instrumental jazz. The instruction includes the study of the history, develops skills in the psychomotor, cognitive, and affective domains. formative, and stylistic elements of jazz. Students develop their Instruction is designed so that students are enabled to connect, creative skills through: (1) improvisation, (2) composition, (3) examine, imagine, define, try, extend, refine, and integrate music arranging, (4) performing, (5) listening, and (6) analyzing. Instruction study into other subject areas. Ensemble and solo activities are is designed so that students are enabled to connect, examine, designed to develop elements of musicianship including, but not imagine, define, try, extend, refine, and integrate music study into limited to: (1) tone production, (2) technical skills, (3) intonation, (4) other subject areas. music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature. Students are provided with opportunities to experience live performances by professionals during and outside of the school day. Experiences include, but are not limited to, improvising, conducting, This group performs medium-advanced to advanced jazz literature in playing by ear, and sight-reading. Students develop the ability to varying styles. The Jazz Ensemble performs in numerous festivals and understand and convey the composer’s intent in order to connect the concerts throughout the school year. It is expected that all students performer with the audience. Students also have opportunities to will participate in performances and extra rehearsals as a experience live performances by professionals during and outside the requirement for earning credit in the course. A tentative calendar of school day. This group performs medium-advanced college level performances will be handed out at the beginning of each semester. literature of varying styles. They perform in five or six concerts per Students will be required to participate in five to six performances as year, plus two to three festivals and/or contests. It is expected that part of the basketball pep band. Students will participate in a variety all students will participate in performances and extra rehearsals as a of small groups within the class structure to further enhance their requirement for earning credit in the course. During the fall season, experiences with jazz improvisation, music theory, aural/listening students enrolled in this course participate in the “Spirit of Central” skills and jazz styles. CORE 40 and AHD course Marching Band. This is a competitive activity that meets daily during the first twelve weeks of the semester. Students participating in Marching Band will be required to attend rehearsals as part of the INSTRUMENTAL ENSEMBLE I, II summer band program and will also be required to go to band camp. The Marching Band performs at Friday night football games as well as 2 Sem. 2 Cr. at contests on Saturdays. It is expected that all students will Intermediate Percussion Ensemble I, II 4168P participate in performances and extra rehearsals as a requirement for Advanced Percussion Ensemble I, II 4170P earning credit in the course. A tentative calendar of performances will be handed out at the beginning of each semester. Students may be PREREQUISITES: Intermediate to advanced level of performance on required to participate in five to six performances as part of the percussion instruments. Students must also be enrolled in a regular basketball pep band. CORE 40 and AHD course band class unless this requirement is waived by the chair of the department. Enrollment is by audition and/or recommendation of director. COURSE DESCRIPTION: Students taking this course are provided with a balanced and comprehensive study of percussion techniques through solo, chamber ensemble and large percussion ensemble literature. Course work emphasizes individual technique, musical performance, social skills and teamwork. Responsibility, self-direction and organization are stressed. Leadership opportunities are provided. In addition to the classroom curriculum, all students capable will perform with the concert band program. JAZZ ENSEMBLE DANCE

2 Sem. 2 Cr. DANCE PERFORMANCE - BALLET, MODERN, JAZZ OR ETHNIC-FOLK – (I-VIII) Students participating in Marching Band will be required to attend rehearsals as part of the summer band program and will also be 2 Sem. 2 Cr. required to go to band camp. The Marching Band performs at Friday Grades 9-10-11-12 night football games, as well as at contests on Saturdays. It is 4148F/S expected that all students will participate in performances and extra rehearsals as a requirement for earning credit in the course. A By registering for this class, parents and students understand that tentative calendar of performances will be handed out at the they are responsible for all fees as described in the Lawrence Central beginning of each semester. Performing Arts Participation Fees Chart. After marching band season, students enrolled in this course will RECOMMENDED PREPARATION: Beginning to advanced level of perform as a competitive Winter Guard unit. (Please refer to the dance technique. Performing Arts Department opening paragraph and fee chart for COURSE DESCRIPTION: This is a performance course that is a direct information regarding fees and quota requirements for this class.) extension of the band program. Sequential and systematic learning experiences are provided in the specific genre offered, whether it is Sequential and systematic learning experiences are provided in the Ballet, Modern, Jazz, or Ethnic-Folk. specific genre offered, whether it is Ballet, Modern, Jazz, or Ethnic- Folk. Activities utilize a wide variety of materials and experiences and Activities utilize a wide variety of materials and experiences and are are designed to develop techniques appropriate within the genre, designed to develop techniques appropriate within the genre, including individual and group instruction in performance repertoire including individual and group instruction in performance repertoire and skills. Students develop the ability to express their thoughts, and skills. Students develop the ability to express their thoughts, perceptions, feelings, and images through movement. The perceptions, feelings, and images through movement. The performance class provides opportunities for students to experience performance class provides opportunities for students to experience degrees of physical prowess, technique, flexibility, and the study of degrees of physical prowess, technique, flexibility, and the study of dance performance as an artistic discipline and as a form of artistic dance performance as an artistic discipline and as a form of artistic communication. Learning activities and experiences develop the communication. Learning activities and experiences develop the students’ ability to: students’ ability to: • understand the body’s physical potential, technical functions, and • understand the body’s physical potential, technical functions, and capabilities; capabilities; • understand and assimilate the basic elements of technique within • understand and assimilate the basic elements of technique within the genre offered; the genre offered; • demonstrate an understanding of the varied styles within the • demonstrate an understanding of the varied styles within the genre; genre; • develop listening, comprehension, and memorization skills; • develop listening, comprehension, and memorization skills; • use simple to complex and compound dance patterns within the • use simple to complex dance patterns within the genre; genre; • identify and use, both orally and in writing, appropriate • identify and use, both orally and in writing, appropriate terminology related to style and technique; and terminology related to style and technique; and • understand musical phrasing, rhythmic structures, and meter. • understand musical phrasing, rhythmic structures, and meter.

Students are able to describe, analyze, interpret, and judge live and Students are able to describe, analyze, interpret, and judge live and recorded dance performances of professional dancers and recorded dance performances of professional dancers and companies in the genre. Students become aware of the vocational companies in the genre. Students become aware of the vocational and avocational opportunities in dance. CORE 40 and AHD course and avocational opportunities in dance. CORE 40 and AHD course

DANCE PERFORMANCE - COLOR GUARD THEATRE ARTS

2 Sem. 2 Cr. THEATRE ARTS (L) Grades 9-10-11-12

4146GF/GS 1 Sem. 1 Cr.

Grades 9-10-11-12 By registering for this class, parents and students understand that 4242F/S they are responsible for all fees as described in the Lawrence Central

Performing Arts Participation Fees Chart. COURSE DESCRIPTION: Theatre Arts is based on the Indiana Academic

Standards for Theatre. Students enrolled in Theatre Arts read and RECOMMENDED PREPARATION: Beginning to advanced level of analyze plays, create scripts and theatre pieces, conceive scenic dance technique. Audition is necessary. designs, and develop acting skills through memorized monologues or COURSE DESCRIPTION: This is a performance course that is a direct scenes. These activities incorporate elements of theatre history, extension of the band program. During the fall season, students culture, analysis, response, creative process, and integrated studies. enrolled in this course will be part of the Color Guard in the “Marching Additionally, students explore career opportunities in the theatre, Pride of Lawrence Township” Marching Band. This is a competitive attend and critique theatrical productions, and recognize the activity that meets daily during the first twelve weeks of the semester. responsibilities and the importance of individual theatre patrons in their community. Attendance or participation in performing arts/ perform roles in a production; and direct or serve as assistant director theatre performances is required. This course fulfills requirement for for a production. These activities should incorporate elements of 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma. theatre history, culture, analysis, response, creative process, and Core 40 and AHD course integrated studies. Additionally, students investigate a theatre arts career, then develop a plan for potential employment or further ADVANCED THEATRE ARTS* education through audition, interview, or presentation of a portfolio. Students also attend and critique theatrical productions and 2 Sem. 2 Cr. volunteer to support theatre in their community. Fulfills requirement Grades 10-11-12 for 1 of 2 Fine Arts credits for Core 40 with Academic Honors 4240F/S diploma. Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical The nature of this course allows for two successive semesters Honors diplomas. Core 40 and AHD course (Advanced Theatre Arts I and Advanced Theatre Arts II) of instruction at this level, provided that defined standards are utilized. ORCHESTRA

RECOMMENDED PREREQUISITES: Theatre Arts I and II (L). INTERMEDIATE ORCHESTRA RECOMMENDED PREPARATION: Successful completion of Theatre

Arts. Audition is necessary and teacher approval. 2 Sem. 2 Cr. COURSE DESCRIPTION: Advanced Theatre Arts is based on the Indiana Grades 9-10-11-12 Academic Standards for Theatre. Students enrolled in Advanced 4172F/S Theatre Arts read and analyze plays and apply criteria to make informed judgments. They draw on events and experiences to create By registering for this class, parents and students understand that scripted monologues and scenes, create scenic designs for existing they are responsible for all fees as described in the Lawrence Central plays, and build characters through observation, improvisation and Performing Arts Participation Fees Chart. script analysis. These activities should incorporate elements of theatre history, culture, analysis, response, creative process, and RECOMMENDED PREPARATION: Moderate level of performance on a integrated studies. Additionally, students explore careers in theatre string instrument. Audition is necessary. arts and begin to develop a portfolio of their work. They also attend COURSE DESCRIPTION: Students taking this course are provided with and critique theatre productions and identify ways to support the a balanced comprehensive study of music through the orchestra, theatre in their community. A great deal of emphasis will be in string and/or full orchestra, with skills in the psychomotor, cognitive, memorized scenes and monologues for class and possibly for and affective domains. Instruction is designed so that students are competition. Attendance or participation in performing arts/theatre enabled to connect, examine, imagine, define, try, extend, refine, and productions is required several times per year. Students will perform integrate music study into other subject areas. Ensemble and solo at a showcase one evening each semester. Fulfills requirement for 1 activities are designed to develop elements of musician-ship of 2 Fine Arts credits for Core 40 with Academic Honors diploma. including, but not limited to: (1) tone production, (2) technical skills, Counts as a Directed Elective or Elective for the General, Core 40, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing Core 40 with Academic Honors and Core 40 with Technical Honors music, and (7) studying historically significant styles of literature. diplomas. Core 40 and AHD course

Experiences include, but are not limited to, improvising, conducting,

playing by ear, and sight-reading. Students develop the ability to THEATRE PRODUCTION/ IB/LC PLAYERS (L)* understand and convey the composer's intent in order to connect the

performer with the audience. Students are provided with 2 Sem. 2 Cr. opportunities to experience live performances by professionals Grades 11-12 during and outside of the school day. It is expected that all students 4248F/S will participate in performances and extra rehearsals as a

requirement for earning credit in the course. CORE 40 and AHD The nature of this course allows for two/four successive semesters course (Theatre Production I and Theatre Production II) of instruction at this level, provided that defined standards are utilized. By registering for this course, parents and students understand that they are responsible for all fees as described in the Lawrence Central

Performing Arts Participation Fees Chart.

RECOMMENDED PREPARATION: Successful completion of Theatre

Arts and Advanced Theatre Arts. Audition is necessary and teacher approval.

COURSE DESCRIPTION: Theatre Production is based on the Indiana

Academic Standards for Theatre. Students enrolled in Theatre ADVANCED STRING ORCHESTRA Production take on responsibilities associated with rehearsing and presenting a fully mounted theatre production. They read and analyze 2 Sem. 2 Cr. plays to prepare for production; conceive and realize a design for a Grades 9-10-11-12 production including set, lighting, sound and costumes; rehearse and 4172SF/S understand and convey the composer's intent in order to connect the By registering for this class, parents and students understand that performer with the audience. Students are provided with they are responsible for all fees as described in the Lawrence Central opportunities to experience live performances by professionals Performing Arts Participation Fees Chart. during and outside of the school day. It is expected that all students will participate in performances and extra rehearsals as a RECOMMENDED PREPARATION: Moderate level of performance on a requirement for earning credit in the course. All students enrolled in string instrument. Audition is necessary. this class participate as members of the Symphonic Orchestra. COURSE DESCRIPTION: Students taking this course are provided with Attendance at evening rehearsals (one night each week) is a balanced comprehensive study of music through the orchestra, mandatory. CORE 40 and AHD course string and/or full orchestra, with skills in the psychomotor, cognitive, and affective domains. Instruction is designed so that students are CHOIR enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, Auditions are required for all choirs. but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing INTERMEDIATE CHORUS (Sophisticates) music, and (7) studying historically significant styles of literature. 2 Sem. 2 Cr. Experiences include, but are not limited to, improvising, Grades 9-10-11 conducting, playing by ear, and sight-reading. Students develop the 4186F/S ability to understand and convey the composer's intent in order to connect the performer with the audience. Students are provided with By registering for this class, parents and students understand that opportunities to experience live performances by professionals they are responsible for all fees as described in the Lawrence Central during and outside of the school day. It is expected that all students Performing Arts Participation Fees Chart. will participate in performances and extra rehearsals as a requirement for earning credit in the course. CORE 40 and AHD RECOMMENDED PREPARATION: Moderate level of vocal technique. course Audition is necessary. COURSE DESCRIPTION: Intermediate Chorus provides students opportunities to develop musicianship and specific performance skills ADVANCED SYMPHONY ORCHESTRA through ensemble and solo singing. This ensemble is composed of all female voices. Activities create the development of quality repertoire 2 Sem. 2 Cr. in the diverse styles of choral literature that is appropriate in difficulty Grades 10-11-12 and range for the students. 4174F/S Instruction is designed so that students are enabled to connect, By registering for this class, parents and students understand that examine, imagine, define, try, extend, refine, and integrate music they are responsible for all fees as described in the Lawrence Central study into other subject areas. Chorus classes provide instruction in Performing Arts Participation Fees Chart. creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop RECOMMENDED PREPARATION: Advanced level of performance on a the ability to understand and convey the composer’s intent in order string instrument. Audition is necessary. to connect the performer with the audience. Students also have the COURSE DESCRIPTION: Students taking this course are provided with opportunity to experience live performances by professionals during a balanced study of music through the orchestra, string and/or full and outside of the school day. Students will prepare a wide variety of orchestra, with skills in the psychomotor, cognitive, and affective medium advanced high school literature. It is expected that all domains. Instruction is designed so that students are enabled to students will participate in performances and extra rehearsals as a connect, examine, imagine, define, try, extend, refine, and integrate requirement for earning credit in the course. CORE 40 and AHD music study into other subject areas. Ensemble and solo activities are course designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature.

Orchestral repertoire must be of the highest caliber, and mastery of advanced orchestral technique must be evident. Areas of refinement consist of advanced techniques including, but not limited to: (1) intonation, (2) balance and blend, (3) tone production, (4) tone INTERMEDIATE CHORUS (Gospel Choir) quality, (5) technique, (6) rhythm, (7) sight-reading, and (8) critical listening skills. Evaluation of music and music performances is 2 Sem. 2 Cr. included. Grades 9-10-11-12 4186F/S Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight-reading. Students develop the ability to By registering for this class, parents and students understand that they are responsible for all fees as described in the Lawrence Central they are responsible for all fees as described in the Lawrence Central Performing Arts Participation Fees Chart. Performing Arts Participation Fees Chart.

RECOMMENDED PREPARATION: None. Placement by audition. RECOMMENDED PREPARATION: Advanced level of vocal technique. COURSE DESCRIPTION: The gospel choir ensemble is designed to Audition is necessary. provide students with a comprehensive standard-based vocal music COURSE DESCRIPTION: Students taking Advanced Chorus develop curriculum that allows them to experience and participate in music musicianship and specific performance skills through ensemble and and religious settings derived from the African American religious solo singing. This ensemble is comprised of all female voices. Activities experience. Students are to enhance the skills that are specifically create the development of a quality repertoire in the diverse styles of germane to vocal gospel music production. A variety of repertoire and choral literature appropriate in difficulty and range for the students. styles are chosen at the conductor’s discretion, commensurate with Instruction is designed to enable students to connect, examine, the group’s ability to meet the objectives of the course. In addition, imagine, define, try, extend, refine, and integrate music study into performance opportunities are incorporated to assist students in other subject areas. Students develop the ability to understand and reaching a comprehensive and interactive aesthetic experience. CORE convey the composer’s intent in order to connect the performer with 40 and AHD course the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. Students will prepare a wide variety of advanced high school literature and will compete as a show choir. It is expected that all ADVANCED CHORUS (Symphonic Choir) students will participate in performances and extra rehearsals as a requirement for earning credit in the course. CORE 40 and AHD 2 Sem. 2 Cr. course Grades 9-10-11-12 4190F/S ADVANCED CHORUS (Central Sound) By registering for this class, parents and students understand that they are responsible for all fees as described in the Lawrence Central 2 Sem. 2 Cr. Performing Arts Participation Fees Chart. Grades 10-11-12 4188F/S RECOMMENDED PREPARATION: Advanced level of vocal technique. Audition is necessary. By registering for this class, parents and students understand that COURSE DESCRIPTION: Students taking Advanced Chorus develop they are responsible for all fees as described in the Lawrence Central musicianship and specific performance skills through ensemble and Performing Arts Participation Fees Chart. solo singing. The ensemble is comprised of both male and female voices. Activities create the development of a quality repertoire in the RECOMMENDED PREPARATION: Advanced level of vocal technique. diverse styles of choral literature appropriate in difficulty and range Audition is necessary. for the students. Instruction is designed to enable students to COURSE DESCRIPTION: Students taking Advanced Chorus develop connect, examine, imagine, define, try, extend, refine, and integrate musicianship and specific performance skills through ensemble and music study into other subject areas. Students develop the ability to solo singing. This ensemble is comprised of both male and female understand and convey the composer's intent in order to connect the voices. Activities create the development of a quality repertoire in performer with the audience. Students have the opportunity to the diverse styles of choral literature appropriate in difficulty and experience live performances by professionals during and outside of range for the students. Instruction is designed to enable students to the school day. Students will prepare a wide variety of advanced high connect, examine, imagine, define, try, extend, refine, and integrate school literature and will compete as a show choir. It is expected that music study into other subject areas. Students develop the ability to all students will participate in performances and extra rehearsals as a understand and convey the composer's intent in order to connect requirement for earning credit in the course. CORE 40 and AHD the performer with the audience. Students have the opportunity to course experience live performances by professionals during and outside of the school day. Students will prepare a wide variety of advanced high school literature and will compete as a show choir. It is expected that all students will participate in performances and extra rehearsals as a requirement for earning credit in the course. Attendance at evening rehearsals (one night each week) is mandatory. CORE 40 and AHD course

ADVANCED CHORUS (Sweet Sensation) Physical Education/ Health 2 Sem. 2 Cr. Physical Education Chair: Stephanie Keller Grades 10-11-12 4192F/S All students are required to participate in swimming instruction each semester in Physical Education. By registering for this class, parents and students understand that PHYSICAL EDUCATION Spring: 3560S

1 Sem. 1 Cr. RECOMMENDED PREPARATION: Successful completion of required Grades 9-10-11-12 P.E. classes. All students must be approved by Strength Coach prior to Fall: 3542F being admitted into the Athletic Weight Training program. Current Spring: 3542S Athletes only. This is an elective credit and will not count toward a P.E. credit. COURSE DESCRIPTION: Physical education continues the emphasis on COURSE DESCRIPTION: This course offers students the opportunity to health-related fitness and developing the skills and habits necessary learn proper technique, use of the equipment, and develop a basic for a lifetime of activity. This program includes skill development and understanding of the muscular and skeletal systems in conjunction the application of rules and strategies of complex difficulty in at least with the machines and weights. Use of weight equipment, three of the following different movement forms: (1) health-related conditioning and aerobic activities are offered. fitness activities (cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition), (2) aerobic exercise, (3) NON - ATHLETIC WEIGHT TRAINING AND CONDITIONING team sports, (4) individual and dual sports, (5) gymnastics, (6) outdoor pursuits, (7) aquatics, (8) dance, and (9) recreational games. Ongoing 1 Sem. 1 Cr. assessment includes both written and performance-based skill Grades 9-10-11-12 evaluations. CORE 40 and AHD course Fall: 3560NF Spring: 3560NS

HEALTH AND WELLNESS RECOMMENDED PREPARATION: Successful completion of required P.E. classes. This is an elective credit and will not count toward a P.E. 1 Sem. 1 Cr. credit. Grades 9-10-11-12 COURSE DESCRIPTION: This course offers students the opportunity to Fall: 3506F learn proper technique, use of the equipment, and develop a basic Spring: 3506S understanding of the muscular and skeletal systems in conjunction with the machines and weights. Use of weight equipment, conditioning and aerobic activities are offered. COURSE DESCRIPTION: High school health education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors, and attitudes related to student health and well- being. This course includes the major content areas in a planned, sequential, comprehensive health education curriculum as expressed in the Indiana Health Education Standards Guide. A variety of instructional strategies, including technology, are used to further develop health literacy. CORE 40 and AHD course

PE ELECTIVES

P.E. LEADERSHIP

1 Sem. 1 Cr. Grades 11-12 Fall: 3560F Spring: 3560S

RECOMMENDED PREPARATION: Both semesters of P.E. must be completed. The student must complete an application and must be accepted and selected by the P.E. department. COURSE DESCRIPTION: The leadership student will assist the physical education teacher in such duties as demonstrations, one-on-one instruction, assisting with equipment, and locker room duties. Students’ overall grade will be based upon leadership qualities, verbal communication skills, enthusiasm, initiative, and the ability to work with others.

ATHLETIC WEIGHT TRAINING AND CONDITIONING

1 Sem. 1 Cr. Grades 9-10-11-12 Fall: 3560F

Science 2 Sem. 2 Cr. Science Chair: Anne Marie Milligan Grades 11-12 3012F/S One year each of the courses in two of the following subject areas must be successfully completed for high school graduation: PREREQUISITES: Biology I, Chemistry I, Algebra I, Geometry. COURSE DESCRIPTION: Environmental Science, Advanced Placement 1) Life Science (L), is a course that provides students with the content established by the College Board. Students enrolled in AP Environmental Science 2) Physical Science (P), investigate the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to 3) Earth/Space Science (ES). identify and analyze natural and human-made environmental problems, to evaluate the relative risks associated with these * Weighted Course problems, and to examine alternative solutions for resolving and/or preventing them. This college level course uses college level textbooks and laboratory experiments. Field trips will be an integral AP SCIENCE CLASSES part of the course. Due to the nature of the laboratory work, some work may need to be completed outside of normal school hours. The AP exam is in May of the second semester. CORE 40 and AHD course BIOLOGY, AP, IB, ACP*

2 Sem. 2 Cr. PHYSICS I, AP* Grades 11-12 3020F/S 2 Sem. 2 Cr. Grades 11-12 PREREQUISITE: Biology I. 3084F/S RECOMMENDED PREPARATION: Grades of A’s in all previous Biology courses and have completed Chemistry I with grades of B or higher. RECOMMENDED PREPARATION: Due to the significant amount of COURSE DESCRIPTION: Biology, Advanced Placement is a course that math used in physics, it is strongly recommended that students have provides students with the content established by the College Board. completed a full year of chemistry (with grades of C or better) prior Topics include: (1) molecules and cells; (2) heredity and evolution; to enrolling in this course. (The chemistry curriculum includes a and (3) organisms and populations. This college level course uses significant amount of math skills development – these skills are college level textbooks and laboratory experiments. Due to the assumed to be mastered when students enroll in physics.) Must also nature of the laboratory work, some work may need to be completed be concurrently enrolled in Algebra II with Algebra I grades of B or outside of normal school hours. The AP exam is in May of the second better. semester. This course can be taken for 3 Indiana University credits. COURSE DESCRIPTION: Physics I is a math-based laboratory science CORE 40 and AHD course course in which students synthesize the fundamental concepts and principles related to matter and energy, including mechanics, wave motion, heat, light, electricity, magnetism, atomic and subatomic CHEMISTRY, AP, IB, ACP* physics. Through regular laboratory study using such quantities as velocity, 2 Sem. 2 Cr. acceleration, force, energy, momentum, and charge, students (1) Grades 11-12 examine the nature and scope of physics, including its relationship to 3060F/S other sciences and its ability to describe phenomena using physical laws, (2) describe the history of physics and its role in the birth of PREREQUISITE: Chemistry I and enrolled in Pre-Calculus or higher. technology, (3) explore the uses of its models, theories, and laws in RECOMMENDED PREPARATION: Grades of A’s in Chemistry I and A’s various careers, and (4) investigate physics questions and problems in Algebra II. related to personal needs and societal issues. Problem solving is the COURSE DESCRIPTION: Chemistry, Advanced Placement is a course theme used to tie all topics together and many problem solving that provides students with the content established by the College activities, labs and projects will occur throughout the year. CORE 40 Board. Topics include: (1) structure of matter–atomic theory and and AHD course structure, chemical bonding, molecular models, nuclear chemistry; (2) states of matter – gases, liquids and solids, solutions; and (3) reactions – reaction types, stoichiometry, equilibrium, kinetics and thermodynamics. This college level course uses college level textbooks and laboratory experiments. Due to the nature of the laboratory work, some work may need to be completed outside of normal school hours. The AP exam is in May of the second semester.

This course can be taken for 5 Indiana University credits, C105 plus

C125 (lecture and lab). CORE 40 and AHD course

PHYSICS C, AP*

ENVIRONMENTAL SCIENCE, AP* 2 Sem. 2 Cr. PREREQUISITE: Biology I (recommended grades of C or better both Grades 11-12 semesters). 3088F/S COURSE DESCRIPTION: This second year biology course will include one semester of zoology and one semester of botany. Students PREREQUISITE: Physics I and concurrent enrollment in Calculus. enrolling in this class should enjoy studying plants and animals. COURSE DESCRIPTION: Physics C, Advanced Placement is a course Zoology is the study of vertebrate organisms, their habitats, life that provides students with the content established by the College histories, defensive adaptations, anatomical structures, and Board. Topics and their relative emphasis include: (1) Newtonian economic values. This course will focus on comparative zoology Mechanics (50%); and (2) Electricity and Magnetism (50%). This (looking at similarities and differences between animals) . Botany is college level course uses college level textbooks and laboratory the study of plants. Botany covers a wide range of scientific disciplines experiments. Field trips will be an integral part of the course. Due to that study the growth, reproduction, metabolism, development, the nature of the laboratory work, some work may need to be diseases, and evolution of plants. Many plant and animal dissections completed outside of normal school hours. The AP exam is in May of will be included in this course. This course is NOT intended for Honors the second semester. CORE 40 and AHD course students or IB students. CORE 40 and AHD course

LIFE SCIENCES BIOLOGY II – ANATOMY & PHYSIOLOGY- IB*

2 Sem. 2 Cr. BIOLOGY I Grades 11-12 3036F/S 2 Sem. 2 Cr. Grades 9-10-11-12 PREREQUISITES: Completion of Biology I and Chemistry I. 3024F/S COURSE DESCRIPTION: Anatomy and Physiology is a two semester course that provides students an opportunity for in-depth study into COURSE DESCRIPTION: Biology I is a course based on regular the structure and function of systems and subsystems of the human laboratory and field investigations. Through these investigations, and body. Course content has a medical orientation to better prepare in class, students explore the nature of living things. Topics include students for careers in health care. Students will gain insight into the the nature of science, cellular chemistry, cellular structure, matter anatomical specialties of cytology, histology, and morphology as they and energy trans-formations, matter cycles and energy examine cells, tissues, organs, and structures of the human body. An transformation, interdependence of organisms and structures of emphasis in this course is on the biological basis of physiological organisms, the molecular basis of heredity, gene expression, heredity processes in health and disease. CORE 40 and AHD course and reproduction, and evidence for evolution. Students enrolled in this course are also expected to attain (1) an understanding of the INTERDISCIPLINARY SCIENCES history and development of biological knowledge, (2) explore the uses of biology in various careers, and (3) investigate biological questions and problems related to personal needs and societal issues. ENVIRONMENTAL SCIENCE The Biology ECA will be administered in the spring of each year. CORE 40 and AHD course 2 Sem. 2 Cr. Grades 11-12 BIOLOGY I HONORS* 3010F/S

2 Sem. 2 Cr. PREREQUISITES: Completion of Biology (both semesters) and Grade 9 ONLY completion of Earth Space Science (both semesters). 3024HF/S COURSE DESCRIPTION: This course is designed for juniors or seniors. This basic environmental science class includes ecology and many of COURSE DESCRIPTION: Biology I Honors is a more challenging course the interrelated disciplines. Sampling biology, earth science, than Biology I and this course is based on regular laboratory and field meteorology, and some world geography will also be included. The investigations which include a study of the structures and functions class will study topics such as biomes of the world and the United of living organisms and their interactions with the environment. The States and the ecosystems they contain. In addition, pollution, core material includes the same information as that in Biology I. population consequences, land use concerns and bio-diversity will However, students will rely on advanced reading and writing skills, also be studied. Environmental Science includes experiences in the collaborative working skills, technology-based skills, and problem- field, and the outdoors is often used as the classroom. Finally, this solving skills as they are used in the inquiry method to discover major class will focus on today’s concerns of global warming and ways to concepts. Use of the technology is heavily emphasized. The Biology reduce waste and “living green”. ECA will be administered in the spring. CORE 40 and AHD course

BIOLOGY II - ZOOLOGY & BOTANY PHYSICAL SCIENCES 2 Sem. 2 Cr. Grades 10-11-12 CHEMISTRY I 3026ZF/S, 3026BF/S 2 Sem. 2 Cr. Grades 10-11-12 3064F/S EARTH AND SPACE SCIENCE RECOMMENDED PREPARATION: Must be concurrently enrolled in

Algebra II (or higher). EARTH AND SPACE SCIENCE I COURSE DESCRIPTION: Chemistry I is a course based on the following core topics: properties and states of matter; atomic structure; 2 Sem. 2 Cr. bonding; chemical reactions; solution chemistry; behavior of gases, Grades 10-11-12 and organic chemistry. Students enrolled in Chemistry I compare, 3044F/S contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. COURSE DESCRIPTION: Earth and Space Science I is a course focusing Instruction should focus on developing student understanding that on the study of the earth’s lithosphere, atmosphere, hydrosphere, scientific knowledge is gained from observation of natural and its celestial environment. Students enrolled in Earth and Space phenomena and experimentation by designing and conducting Science I analyze and describe Earth’s interconnected systems that investigations guided by theory and by evaluating and communicating may be changing or may be in equilibrium. Students examine energy the results of those investigations according to accepted procedures. at work in forming and modifying earth materials, landforms, and CORE 40 and AHD course continents through geological time. Through regular laboratory and

field investigations, students understand the history and CHEMISTRY I – ACP* development of the earth and space sciences, explore the uses of

knowledge of the earth and its environment in various careers, and 2 Sem. 2 Cr. investigate earth and space science problems concerning personal Grades 10-11-12 needs and com-munity issues related to science. CORE 40 and AHD 3064CF/S course

RECOMMENDED PREPARATION: Must be concurrently enrolled in

Algebra II (or higher) and excel in STEM courses. COURSE DESCRIPTION: Chemistry I is a math-based laboratory science course based on regular laboratory investigations of matter, chemical reactions, and the role of energy in those reactions. Students enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. Mathematics used as a tool is fundamental in the understanding of chemistry problem-solving. Use of the internet, either at home or at school, is heavily emphasized. This course can be taken for 5 Indiana University credits at a non-majors level, C101 and C121 (lecture and lab). CORE 40 and AHD course

INTEGRATED CHEMISTRY-PHYSICS

2 Sem. 2 Cr. Grades 11-12 3108F/S

PREREQUISITE: Algebra I. RECOMMENDED PREPARATION: Concurrent in Algebra II and grade of C or better in Algebra I, grade of C or better in Biology and Earth Science. COURSE DESCRIPTION: Integrated Physics-Chemistry is a math-based laboratory science course in which students explore fundamental physics and chemistry principles. However, since most of our everyday experiences involve the application of physics principles, most of the focus of this course will involve the study of physics.

Students enrolled in this course examine, through the process of scientific inquiry, the structure and properties of matter, forces, motion, nuclear reactions and the interactions between energy and matter. Working in a laboratory environment, students investigate the basics of physics and chemistry in solving real-world problems that may have personal or social consequences beyond the classroom. Students who have successfully completed Chemistry I or Physics I may not enroll in this class. CORE 40 and AHD course

Social Studies 2 Sem. 2 Cr. (FA – MACRO/ SP- MICRO) Social Studies Chair: Don Weir Grades 11-12 1554F/S *Weighted Course COURSE DESCRIPTION: Advanced Placement courses are open to all COLLEGE LEVEL COURSES students. The students will study the structure of individual business. They will engage in cost analysis for individual market structures. WORLD HISTORY – AP* Students will examine profit maximization, loss minimization points and laws of supply and demand. International trade will be studied. 2 Sem. 2 Cr. CORE 40 and AHD course Grades 9-10 1564F/S PSYCHOLOGY – AP*

COURSE DESCRIPTION: Advanced Placement courses are open to all 2 Sem. 2 Cr. students. The purpose of the World History, AP course is to develop Grades 11-12 greater understanding of the evolution of global processes and 1558F/S contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual COURSE DESCRIPTION: Advanced Placement courses are open to all knowledge and appropriate analytical skills. The course highlights the students. Advanced Placement Psychology is designed to introduce nature of changes in international frameworks and their causes and students to the systematic and scientific study of the behavior and consequences, as well as comparisons among major societies. The mental processes of human beings and other animals. Students are course emphasizes relevant factual knowledge deployed in exposed to the psychological facts, principles, and phenomena conjunction with leading interpretive issues and types of historical associated with each of the major subfields within psychology. They evidence. Focused primarily on the past thousand years of the global also learn about the methods psychologists use in their science and experience, the course builds on an understanding of cultural, practice. CORE 40 and AHD course institutional, and technological precedents that, along with geography, set the human stage prior to 1000 C.E. Periodization, * Students enrolled in an AP course are encouraged to take the explicitly discussed, forms the organizing principle for dealing with Advanced Placement examination. The Advanced Placement change and continuity from that point to the present. Specific themes examination is administered near the end of the spring semester and provide further organization to the course, along with the consistent requires a registration fee. attention to contacts among societies that form the core of world history as a field of study. CORE 40 and AHD course. PSYCHOLOGY HIGHER LEVEL, INTERNATIONAL BACCALAUREATE*

U.S. HISTORY – AP* 2 Sem. 2 Cr. Grades 11-12 2 Sem. 2 Cr. 1604F/S Grade 11 1562F/S COURSE DESCRIPTION: Students in Psychology Higher Level, International Baccalaureate study the biological, cognitive, learning, COURSE DESCRIPTION: Advanced Placement courses are open to all and humanistic perspectives of psychology and must study two of the students. Advanced Placement United States History is designed to following: comparative psychology, cultural psychology, provide students with factual knowledge and analytic skills to deal dysfunctional behavior, health psychology, lifespan psychology, critically with issues in United States history. CORE 40 and AHD course psycho-dynamic psychology, or social psychology. All aspects of research in the field, including ethics, qualitative and quantitative U.S. GOVERNMENT AND POLITICS – AP* research, and experimental study are included. Students are also required to design and implement three experimental studies. This 1 Sem. 1 Cr. (Spring only) course is based on the curriculum published by the International Grade 12 Baccalaureate Organization. CORE 40 and AHD course 1560F/S

COURSE DESCRIPTION: Advanced Placement courses are open to all students. An Advanced Placement course in American Government is designed to give students a critical perspective on government and politics in the United States. This course involves both the study of general concepts used to interpret American politics and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that make up the American political reality. CORE 40 and AHD course

ECONOMICS – AP/IB* NINTH GRADE

One full year of Geography & History of the World or World History is ELEVENTH GRADE required.

One full year of United States History is required. A student may fulfill GEOGRAPHY & HISTORY OF THE WORLD this requirement by taking U.S. History 1-2, Advanced Placement U.S.

History 1-2, or Interdisciplinary Studies. 2 Sem. 2 Cr.

Grade 9 UNITED STATES HISTORY 1570F/S

2 Sem. 2 Cr. COURSE DESCRIPTION: Geography & History of the World examines Grade 11 various cultures in the world which are very different from and, at the 1542F/S same time, very similar to our own. Topics of study will include the physical environment, social class structure; family life, education, COURSE DESCRIPTION: United States History 1-2 is a chronological economic development, the arts, geographic location, and historical survey of American history from the era of the Civil War to the perspective of the various cultures. CORE 40 and AHD course present. The course uses a general text that blends the major

political, economic, diplomatic, intellectual, social, and cultural GEOGRAPHY & HISTORY OF THE WORLD–HONORS* developments into a continuous narrative. Supplemental readings

augment the text. CORE 40 and AHD course 2 Sem. 2 Cr.

Grade 9 HONORS U.S. HISTORY* 1570HF/S (Must take with Honors English 11)

RECOMMENDED PREPARATION: Eighth grade students previously 2 Sem. 2 Cr. identified through the Talent Pool screening process or those with Grade 11 qualifying standardized test scores will be recommended for this 1542HF/S course. High performance in this course will enhance their chance for success in Advanced Placement options as upperclassmen. COURSE DESCRIPTION: Interdisciplinary Studies integrates the study COURSE DESCRIPTION: Geography & History of the World – Honors of history, literature and the arts of America. The course attempts to provides an opportunity to study the interactions of humans and their provide students a more comprehensive and thus more accurate environment, incorporating the study of the five geographic themes. picture of America’s past and from this guides students toward a Topics of study will include the physical environment, social class conscious inquiry and more thorough understanding of their country, structure, family life, education, economic development, the arts, present and future. CORE 40 and AHD course geographic location, and historical perspectives of various cultures. In addition, the course offers opportunities for an in-depth look at different cultures as they exist in the world today, including a TWELFTH GRADE comparative analysis of the various types of governments, economics, and social systems. International relationships are All seniors are required to complete one semester of government and examined partly from the point of view of national interests, including one semester of economics for Core 40, AHD, and THD. the successes and failures of diplomacy. CORE 40 and AHD course UNITED STATES GOVERNMENT GEOGRAPHY & HISTORY OF THE WORLD –LYCEUM* 1 Sem. 1 Cr. 2 Sem. 2 Cr. Grade 12 Grade 9 Fall: 1540F 1570GF/S Spring: 1540S

RECOMMENDED PREPARATION: Eighth grade students previously COURSE DESCRIPTION: United States Government is a survey course identified through the Talent Pool screening process or those with of national, state, and local governments. Relationships between qualifying standardized test scores will be recommended for this governments and branches, and the struggle for power between and course. High performance in this course will enhance their chance within governments will be stressed. The course will begin with the for success in Advanced Placement options as upperclassmen. Bill of Rights and its effect on us and end with an analysis of Civil Rights. CORE 40 and AHD course COURSE DESCRIPTION: Geography & History of the World–Pre-AP/IB provides an opportunity to study the interactions of humans and their environment, incorporating the study of the five geographic themes. Topics of study will include the physical environment, social class structure, family life, education, economic development, the arts, geographic location, and historical perspectives of various cultures. This course will introduce students to the learning strategies, note- UNITED STATES GOVERNMENT/ CONSTITUTIONAL LAW* taking methods, and assessment techniques of AP and IB courses. CORE 40 and AHD course. 1 Sem. 1 Cr. Grade 12 person's wages mean?). Field experiences, field trips and newspaper 1540GF analysis of local legal issues are essential components of the course. CORE 40 and AHD course. COURSE DESCRIPTION: U.S. Government/ Law is a survey of U.S. government through a study of the Constitution, the Bill of Rights, and the adaptation of these documents through later amendments and WORLD HISTORY HONORS* Supreme Court decisions. A variety of learning opportunities will be 2 Sem. 2 Cr. available; in addition, students will participate in the “We the Grade 10 People” academic competition. CORE 40 and AHD course 1548HF/S

COURSE DESCRIPTION: World History is a thematic and concept ECONOMICS centered survey of the development of human society in various geographic regions. Students will study the ascendency and decline 1 Sem. 1 Cr. of civilizations within designated time periods and gain knowledge, Grade 12 appreciation, and understanding of the diverse, yet universal, traits Fall: 1514F exemplified in the epic of mankind. CORE 40 and AHD course Spring: 1514S ETHNIC STUDIES COURSE DESCRIPTION: This course provides a survey of economic principles and issues to give students a sound grasp of both the 1 Sem. 1 Cr. theoretical and practical approaches to economics. Study from a Grades 10-11-12 textbook and business simulations provide knowledge that is useful Fall: 1500F in itself but also an aid in better understanding the impact of Spring: 1500S economic decisions by individuals, businesses, and government officials. CORE 40 and AHD course COURSE DESCRIPTION: Ethnic Studies provides opportunities to broaden students’ perspectives concerning lifestyles and cultural TOPICS IN HISTORY – 20TH CENTURY AMERICA/IB* patterns of ethnic groups in the United States. This course will either focus on a particular ethnic group or groups, or use a comparative 2 Sem. 2 Cr. approach to the study of patterns of cultural development, Grades 11-12 immigration, and assimilation, as well as the contributions of specific 1538F/S ethnic or cultural groups. The course may also include analysis of the political impact of ethnic diversity in the United States. CORE40 and This course is offered at Lawrence North only. This is a weighted AHD course course for IB students. PSYCHOLOGY COURSE DESCRIPTION: Topics in History pro-vides students with studies of specific historical eras, events, or concepts. The 1 Sem. 1 Cr. development of historical research skills using primary and secondary Grades 11-12 sources is emphasized. The course focuses on one or more topics or Fall: 1532F themes related to United States or World History. CORE 40 and AHD Spring: 1532S course COURSE DESCRIPTION: This course provides students the opportunity ELECTIVES to explore psychology as the scientific study of mental processes and behavior. Areas of study include the Scientific Method, Development,

Cognition, Personality, Assessment and Mental Health, and the Socio- LAW EDUCATION – AN INTRODUCTION TO LAW IN SOCIETY Cultural and Biological bases of behavior. This course will benefit

students with a general interest in the aspects of human behavior, 1 Sem. 1 Cr. and at the same time provide background knowledge for a college Grades 9-10-11-12 introduction psychology course. CORE 40 and AHD course 1526F/S

RECOMMENDED PREPARATION: Completion of Law Education first semester for second semester.

COURSE DESCRIPTION: Law Education: An Introduction to Law in

Society provides practical knowledge of the law useful in everyday life. The course stresses real (not theoretical) problems concerning the law, how to avoid them, and, if necessary, how to deal with them.

First semester covers the foundation of law at the national, state and local levels and criminal law (What happens when a person is SOCIOLOGY arrested? What are his rights? What is it really like in jail?). Second semester covers problems of civil law (What should you look for 1 Sem. 1 Cr. before signing a lease for an apartment? How can a person sue Grades 11-12 someone for damages in court? What does "garnishment" of a Fall: 1534F receive a listing of all the course choices available to them. This will Spring: 1534S be explained at the Annual Case Conference.

COURSE DESCRIPTION: Sociology introduces the student to man and FUNCTIONAL ACADEMICS his activities in social groups. It is concerned with the unique behavior of different groups, and with the problems which arise when people FUNCTIONAL ACADEMICS are designed for students who will be live together in groups. The course will focus on the impact of social earning a Certificate of Completion from high school and will go on groups on man’s behavior. CORE 40 and AHD course to enter the workforce after graduation. Courses are specifically developed to teach academic skills, independence and pre- employment skills. ISTAR will be the assessment tool. The courses below offer a foundation for the students and are prerequisites for the TRANSITION courses that follow. Electives may be added to complete the student’s schedule.

FUNCTIONAL READING 1262F/S

The objective of Reading is to improve student’s sight vocabulary, reading comprehension and understanding of words in context. Students may read silently or aloud, work individually, in small groups or in a large group. Understanding may be demonstrated with both verbal and written responses. Instruction is differentiated to meet individual needs and to demonstrate mastery. Reading materials are relevant and utilize technology and hard copy. The STAR reading assessment is used to determine the appropriate reading level of each student.

FUNCTIONAL MATH 1214F/S

The STAR math assessment is used to determine the student’s math levels and needs. Curriculum is implemented to improve each student’s math abilities while utilizing individualized methodology. Multiple delivery methods are used to tap into the student’s specific learning style. Math is taught with hands-on manipulatives to add real world applications.

FUNCTIONAL ENGLISH 1208F/S

Basic English is all about communication, verbal and written. This course is an introduction to literature with high interest novels read as a foundation. The mechanics of written language are practiced with written coursework. Current technology is examined and employed to teach social skills necessary in the workforce. Collaborative learning is utilized to improve verbal communication between peers.

HEALTHY LIFESTYLES 1228F/S

A lifetime of wellness is the key to this course which involves nutrition, physical fitness and emotional well-being. An individual physical fitness plan is developed by each student with instruction from the classroom teacher and the school’s physical education staff. This course offers real life application for today’s teenagers using a variety of curriculum that is of high interest.

Special Education Special Education Chair: Dawn Wiseman FUNCTIONAL SCIENCE 1234F/S

All students who are enrolled in our Special Education Program will Students will learn a basic understanding of science in this course and how science is relevant and meaningful in their lives. The areas studied include the environment, physical and life sciences. Personal This course provides students with an opportunity to acquire realistic safety is, additionally, a priority. Coursework is presented through employment experiences in non-paid work sites in the community. technology, projects and collaboration with the general education Through observations and hands-on performance, students are able science department. to explore careers of interest. Students will learn a variety of careers, practice appropriate social skills and begin to define their own career goals. ADULT ROLES 1224F/S

This life-centered career education course will teach students skills to WORK STUDY 1246F/S problem solve, work together, and understand powerful emotions, personal and social development and how to handle peer pressure. Work study students will experience a variety of employment The skills taught are all transferable to the workplace and help opportunities in actual business environments. Students will develop students build toward independence. skills needed to function in the competitive workforce. Training and supervision is provided until the student successfully demonstrates independence and productivity. DAILY LIVING SKILLS 1296F/S

Learning skills that lead to independence are the focus of this course. Students are exposed to a wide variety of relevant curriculum all with a focus on maturing into young adults. The topics cover personal care, decision making, understanding relationships and how to “get along” in today’s confusing teenage world.

TRANSITION TO GRADUATION COURSES

TRANSITION TO GRADUATION COURSES are designed for students who will earn a Certificate of Completion from high school and will enter the workforce upon graduation. Courses are specifically designed to teach independent living skills and employment skills. ISTAR will be the assessment tool. The courses below offer a thorough preparation for young adults soon to leave high school and become independent productive citizens in their communities.

FAMILY LIVING 1220F/S

Throughout this course students will be given tools to help them function in society as independent and productive family members and citizens. The units of study may include managing personal finances, caring for personal needs, selecting and managing a household, raising children, meeting relationship responsibilities, navigating the community and exhibiting responsible citizenship.

CAREER TRANSITION 1244F/S

This course provides students with essential skills needed to enter the workforce. The curriculum includes career related goals in daily management, such as working relationships, effective communication and work readiness.

JOB RELATED 1232F/S

The purpose of this course is to provide students with the opportunity to study and explore job seeking skills. A review of vocabulary and concepts related to work experiences in the community is imbedded. World Languages Units of study include filling out job applications, interview skills, completing necessary employment paperwork and learning skills World Language Chair: Jill Hilgemeier needed to be a successful employee. Six credits in one language, or four credits in one language and four credits in a second language are needed for an Academic Honors JOB SHADOW 1254F/S Diploma. Many colleges require, or strongly recommend, three and Additionally, students learn: often four years of a single foreign language for admission. Most • about nonverbal communication, such as gestures and body colleges and universities view four years of a single language as proof language; and of good perseverance and preparation for study at post-secondary • greeting and leave taking behaviors in a variety of social situations. level. This is evidenced by the amount of advanced credit most • Daily homework completion and content memorization is required. colleges and universities award for proficiency earned in high school. CORE 40 and AHD course The Lawrence Central World Language Department urges qualified students to plan to remain in one language through their senior year FRENCH II to take advantage of our offerings in Advanced Placement and other high level courses which position students for high placement at the 2 Sem. 2 Cr. post-secondary level. Grades 9-10-11-12 2022F/S Students and parents should keep in mind that all courses in the World Language Department have been approved to fulfill RECOMMENDED PREPARATION: Successful completion of French I requirements for the Academic Honors Diploma. As such, all courses with a grade of C or better. are intended to be college preparatory and will require mastery and COURSE DESCRIPTION: French II enables students to participate in retention of skills from level to level, year to year. All languages lead classroom and extracurricular activities related to French, as well as to Advanced Placement and each course in the sequence are to participate in conversations dealing with daily activities and calibrated to enable students to reach this important academic personal interests. Students are able to: milestone, and, more importantly, to gain the proficiency necessary • ask questions regarding routine activities; to capitalize on advanced credit opportunities available at most post- • participate in conversations on a variety of topics; secondary schools. • relate a simple narrative about a personal experience or event; • interact in a variety of situations to meet personal needs, such as Students successfully completing the middle school World Language asking permission, asking for or responding to an offer of help, and program continue on to the Level II course of that same language. In expressing preferences pertaining to everyday life; the case where the student does not feel qualified to continue at the • understand main ideas and facts from simple texts over familiar second level of the language, he/she will be allowed to start a topics; and different language at Level I. • write briefly in response to given situations. Additionally, students become: *Weighted Course • familiar with major geographical features of the French-speaking world. • Daily homework completion and content memorization is required FRENCH CORE 40 and AHD course

FRENCH I FRENCH III*

2 Sem. 2 Cr. 2 Sem. 2 Cr. Grades 9-10-11-12 Grades 10-11-12 2020F/S 2024F/S

RECOMMENDED PREPARATION: Good study habits and memorization skills. Students should be willing to study outside of RECOMMENDED PREPARATION: Successful completion of French I class. and II with a grade of C or higher. COURSE DESCRIPTION: French I provides instruction enabling COURSE DESCRIPTION: French III, a course based on Indiana’s students to discuss the many reasons for learning languages and to Academic Standards for World Languages, is a weighted class of 0.5 develop an understanding of the people who speak them. Students that builds upon effective strategies for French language learning by are able to apply effective strategies for language learning and show facilitating the use of the language and cultural understanding for a willingness to experience various aspects of the cultures. Within this self-directed purposes. As the year progresses, French will become context, French I provides students with opportunities to: the primary language in the classroom for both students and teacher. • respond to and give oral directions and commands to make routine This course emphasizes: requests in the classroom and in public places; ● speaking and writing with more detail; • understand and use appropriate forms of address in courtesy ● providing opportunities to initiate and sustain and close expressions and be able to tell about daily routines and events; conversations; • ask and answer simple questions and participate in brief guided ● exchanging detailed information in oral and written form; conversations related to their needs, possessions and interests; ● writing cohesive information with greater detail; • read isolated words and phrases in a situational context, such as ● developing the reading and listening comprehension skills, menus, signs, and schedules; ● comprehending detailed written or oral directions; • comprehend brief written directions and information; ● developing an understanding of French-speaking culture • read short narrative texts on simple topics; and through recognition of the interrelations among the practices, • write familiar words and phrases in appropriate contexts and products and perspectives of the target culture; respond in writing to various stimuli. ● discussing of significant events in the target culture; ● investigating the elements that shape cultural identity in the target culture. Daily homework completion and content memorization is RECOMMENDED PREREQUISITES: Good study habits. required. COURSE DESCRIPTION: German I, a course based on Indiana’s Core 40 and AHD course Academic Standards for World Languages, introduces students to effective strategies for beginning German language learning, and to FRENCH IV* various aspects of German-speaking culture. This course encourages interpersonal communication through speaking and writing, 2 Sem. 2 Cr. providing opportunities to make and respond to basic requests and Grades 11-12 questions, understand and use appropriate greetings and forms of 2026F/S address, participate in brief guided conversations on familiar topics, and write short passages with guidance. This course also emphasizes RECOMMENDED PREPARATION: Successful completion of French I, II the development of reading and listening comprehension skills, such and II with a grade of C or higher. as reading isolated words and phrases in a situational context and COURSE DESCRIPTION: French IV, a course based on Indiana’s comprehending brief written or oral directions. Additionally, students Academic Standards for World Languages, is a weighted class of 1.0 will examine the practices, products and perspectives of German- that provides a context for integration of the continued development speaking culture. This course further emphasizes making connections of language skills and cultural understanding with other content areas across content areas and the application of understanding German and the community beyond the classroom. The skill sets that apply to language and culture outside of the classroom. In addition to the exchange of written and oral information are expanded through classroom activities, students will have the opportunity to participate emphasis on practicing speaking and listening strategies that facilitate in the State German Congress and German Club. CORE 40 and AHD communication. course This course enables students to: ● respond to factual and interpretive questions; GERMAN II ● paraphrase or restate what has been said; 2 Sem. 2 Cr. ● read for comprehension from a variety of longer authentic Grades 9-10-11-12 material; 2042F/S ● write well-organized compositions on a given topic; ● begin using French creatively. RECOMMENDED PREREQUISITES: German I with a grade of C or CORE 40, ADH AND IB course better. COURSE DESCRIPTION: German II, a course based on Indiana’s Academic Standards for World Languages, builds upon effective FRENCH LANGUAGE, ADVANCED PLACEMENT* strategies for German language learning by encouraging the use of the language and cultural understanding for self-directed purposes. 2 Sem. 2 Cr. In addition to classroom activities, students will have the opportunity Grades 11-12 to take the National German Examination and also to participate in 2032F/S extracurricular activities related to the language, such as the State German Congress and German Club. This course: RECOMMENDED PREPARATION: Successful completion of French I, II, • encourages interpersonal communication through speaking and III and IV with a grade of C or higher. writing, providing opportunities to make and respond to requests COURSE DESCRIPTION: French Language, Advanced Placement is a and questions in expanded contexts, participate independently in course based on the con-tent established by the College Board. brief conversations on familiar topics, and write cohesive passages French Language covers the equivalent of a third-year college course with greater independence and use appropriate formats. in French composition and conversation. French Language, Advanced • Emphasizes the development of reading and listening Placement, emphasizing the use of French for active communication, comprehension skills, such as using con-textual clues to guess has as its objective the development of the following competencies: meaning and comprehending longer written or oral directions. • the ability to comprehend spoken French in various contexts; In addition students: • a French vocabulary sufficiently ample for reading newspaper and • will present prepared material on a variety of topics, as well as read magazine articles, literary texts, and other non-technical writings aloud to practice appropriate pronunciation and intonation. without dependence on a dictionary; and • will describe the practices, products and perspectives of German- • the ability to express oneself coherently, resourcefully, and with speaking culture; report on basic family and social practices of the reasonable accuracy and fluency in both written and spoken French. target culture; and describe contributions from the target culture. CORE 40, AHD and IB course • will make connections across content areas. In addition, the application of understanding German language and culture outside of the classroom will be included. CORE 40 and AHD course GERMAN III* GERMAN 2 Sem. 2 Cr. GERMAN I Grades 9-10-11-12 2044F/S 2 Sem. 2 Cr. Grades 9-10-11-12 RECOMMENDED PREPARATION: German I and German II with a 2040F/S grade of C or better.

COURSE DESCRIPTION: German III, a course based on Indiana’s 2 Sem. 2 Cr. Academic Standards for World Languages, builds upon effective Grades 11-12 strategies for German language learning by facilitating the use of 2052F/S the language and cultural understanding for self-directed purposes. In addition to classroom activities, students have the opportunity to RECOMMENDED PREPARATION: Successful completion of German I, take the National German Examination and also to participate in II, III, and IV with a grade of C or better. extracurricular activities related to the language, such as the State COURSE DESCRIPTION: German Language, Advanced Placement is a German Congress and German Club. course based on the content established by the College Board. German Language, Advanced Placement, emphasizing use of the This course: language for active communication, has as its objective the • encourages interpersonal communication through speaking and development of the following competencies: writing, providing opportunities to initiate, sustain and close conversations; exchange detailed information in oral and written • having a strong command of vocabulary and structure; form; and write cohesive information with greater detail. • understanding spoken German in various conversational situations; • emphasizes the continued development of reading and listening • reading newspaper and magazine articles, contemporary fiction, comprehension skills, such as using cognates, synonyms and and non-technical writings without the use of a dictionary; and antonyms to derive meaning from written and oral information, as • fluently and accurately expressing ideas orally and in writing. well as comprehending detailed written or oral directions. Course content might best reflect interests shared by the students Third year students: and the teacher, e.g., the arts, current events, literature, culture, • will present student-created material on a variety of topics, as well sports, etc. Students will have the opportunity to use their German as read aloud to practice appropriate pronunciation and intonation. skills at the State German Congress and during German Club activities. • will continue to develop understanding of German-speaking culture The focus of this AP course is developing language skills that are through recognition of the interrelations among the practices, useful in themselves and that can be applied to various activities and products and perspectives of the target culture; discuss significant disciplines rather than being limited to any specific body of subject events in the target culture; and investigate elements that shape matter. Extensive practice in the organization and writing of cultural identity in the target culture. compositions will also be emphasized. • will make connections across content areas. In addition, students IB, CORE 40 and AHD course will apply their understanding of German language and culture outside of the classroom. CORE and AHD course SPANISH

GERMAN IV* SPANISH I

2 Sem. 2 Cr. 2 Sem. 2 Cr. Grades 11-12 Grades 9-10-11-12 2046F/S 2120F/S

RECOMMENDED PREPARATION: Successful completion of German I, RECOMMENDED PREPARATION: Good study habits and II, and III with a grade of C or better. memorization skills. COURSE DESCRIPTION: The Level IV German course provides COURSE DESCRIPTIONS: Spanish I, a course based on Indiana’s opportunities for students to speak, listen, read and write German in Academic Standards for World Languages, introduces students to the classroom and to take part in extracurricular activities such as effective strategies for beginning Spanish language learning, and to German Club and the State German Congress. various aspects of Spanish-speaking culture. This course encourages

inter-personal communication through: Students will do the following in German: • speaking and writing; • respond to factual and interpretive questions and interact in a • providing opportunities to make and respond to basic requests and manner that displays knowledge of German language and culture; questions; • give presentations on cultural topics, for example, traditions, • understanding and using appropriate greetings and forms of historical events, and major historical or artistic figures from the address; culture; • participating in brief guided conversations on familiar topics; • paraphrase or restate what someone else has said; • writing short passages with guidance;

• read for comprehension from a variety of longer authentic • developing reading and listening comprehension skills, such as materials and make judgments about what is read; reading isolated words and phrases in a situational context; • write well-organized compositions on a given topics; and • comprehending brief written or oral directions; • use the language creatively in writing simple poetry and short • making connections across content areas; and prose. • an introduction to Hispanic culture. IB, CORE 40 and AHD course • DAILY HOMEWORK COMPLETION AND CONTENT MEMORIZATION

IS REQUIRED. GERMAN, ADVANCED PLACEMENT* CORE 40 and AHD course

SPANISH II SPANISH IV* - SPANISH ACP

2 Sem. 2 Cr. 2 Sem. 2 Cr. Grades 9, 10, 11, 12 Grades 9-10-11-12 2122F/S 2126F/S

RECOMMENDED PREPARATION: C or better in Spanish I. RECOMMENDED PREPARATION: C or better in Spanish III. COURSE DESCRIPTION: Spanish II, a course based on Indiana’s COURSE DESCRIPTION: Spanish IV courses enable students to Academic Standards for World Languages, continues to introduce participate in classroom and non-classroom activities related to the students to effective strategies for Spanish language learning. This language studied. Students will be able to participate in course further encourages interpersonal communication through: conversations with native and non-native speakers. This course • asking questions regarding routine activities; enables students to: • participating in conversations on a variety of topics; • respond to factual and interpretive questions, interact in complex • relating a simple narrative about a personal experience or event; social situations, and ex-press opinions and make judgments; • interacting in a variety of situations to meet personal needs, such as • paraphrase or restate what someone else has said or written; asking permission, asking for or responding to an offer of help, and • read for comprehension from a variety of shorter authentic expressing preferences pertaining to everyday life; materials such as newspaper and magazine articles, poetry and • understanding main ideas and facts from simple texts over familiar essays, as well as make judgments about what is read; topics; • read a longer dramatic work; • reading aloud with appropriate intonation and pronunciation; • view and comment on Spanish and Latin American paintings; • writing briefly in response to given situations, for example, • adjust speech and writing based on context and register; postcards, emails, personal notes, phone messages and directions, • begin to use the language creatively by writing expository prose; text messages, as well as writing letters using culturally appropriate and format and style. • use only Spanish for all classroom interactions. Daily homework completion and content memorization is required. This course may be taken for Indiana University credits. CORE 40 CORE 40 and AHD course and AHD course

SPANISH III* SPANISH LANGUAGE, ADVANCED PLACEMENT*

2 Sem. 2 Cr. 2 Sem. 2 Credits Grades 9-10-11-12 Grades 11-12 2124F/S 2132F/S

RECOMMENDED PREPARATION: Successful completion of Spanish II RECOMMENDED PREPARATION: C or better in Spanish IV. with a C or better. COURSE DESCRIPTION: Spanish Language at this level can be taken COURSE DESCRIPTION: Spanish III, a 0.5 weighted course based on for Advanced Placement credit, International Baccalaureate credit or Indiana’s Academic Standards for World Languages, builds upon as the second year of the ACP curriculum. The Advanced Placement effective strategies for Spanish language learning by facilitating the course is based on the content established by the College Board. use of the language and cultural understanding for self-directed Spanish Language, Advanced Placement, is the equivalent of a third purposes. Over the course of the year, Spanish will become the year college course in composition and conversation. It encompasses primary language of instruction. Students are self-motivated and listening, speaking, reading comprehension, grammar and work more independently to: composition. Authentic fiction and nonfiction texts are read, spoken • initiate, sustain, and close conversations; and written about daily. The six AP themes will be incorporated into • exchange detailed information in oral and written form; the course. • write cohesive information with greater detail; As an International Baccalaureate course, it is based on the Standard • use cognates, synonyms and antonyms to derive meaning from Level and Higher Level curricula as determined by the international written and oral information; syllabus. The assignments for the program are outlined in the • comprehend detailed written or oral directions; Language B guide. • present student-created material on a variety of topics; As an ACP course, it is identical to Spanish S250 as designed and • read aloud to practice appropriate pronunciation and intonation; overseen by Indiana University. Three credit hours are granted, when • develop understanding of Spanish-speaking culture through enrolled, if a C or better is earned in the class. Students take the same recognition of the interrelations among the practices, products and exams as IU students. perspectives of the target culture; Drawing from all three of the above strands of curriculum, a rich • discuss significant events in the target culture; language and cultural experience is the expectation. • investigate elements that shape cultural identity in the target Students are expected to speak only Spanish during class. culture; The following are the general objectives for Advanced Spanish: • make connections across content areas; and ● The ability to comprehend formal and informal spoken • apply the understanding of Spanish language and culture outside Spanish of the classroom. ● The acquisition of a rich and ample vocabulary and a grasp Daily homework completion and content memorization is required. of the structures to allow the easy, accurate reading of CORE 40 and AHD course authentic fiction and nonfiction ● The ability to compose expository prose ● The ability to express ideas orally with accuracy and speaker. fluency; and COURSE DESCRIPTION: Spanish for Heritage Speakers II builds upon ● An understanding of the many-facets of the cultures of the Spanish for Heritage Speakers I, and is a course designed for heritage Spanish –speaking world. speakers of Spanish who have demonstrated some degree of oral CORE 40 and AHD course proficiency in Spanish. The purpose of this course is to enable heritage Spanish speakers to increase proficiency and biliteracy in Spanish by providing opportunities to improve reading and listening SPANISH LITERATURE, ADVANCED PLACEMENT* comprehension, as well as writing and grammar skills in Spanish. Special attention will be given to spelling, accents, grammar and 2 Sem. 2 Cr. vocabulary of standard Spanish, as well as to the importance of Grades 11-12 biculturalism and bilingualism in the United States today. Placement 2134F/S of students and development of the course curriculum is dependent upon the population of students enrolled in this course. CORE 40 RECOMMENDED PREREQUISITES: Spanish I, II, II. and AHD course COURSE DESCRIPTION: Spanish Literature, Advanced Placement is a course based on content established by the College Board. Spanish Literature, Advanced Placement is designed to be comparable to that of a third-year college course in Peninsular and Latin American literature. This course is based on a comprehensive and inclusive reading list, exposing students to a wide variety of genres and types of discourse. Reading list selections trace the history of Spanish prose from Don Juan Manuel to modern times, including required reading from medieval and golden age literature, nineteenth century literature, and twentieth century literature. Through this course, students will develop skills that allow for in-depth poetry, thematic, and text analyses. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions /index.html CORE 40 and AHD course

SPANISH FOR HERITAGE SPEAKERS II

2 Sem. 2 Cr. Grades 9-10 2192F/S

COURSE DESCRIPTION: Spanish for Heritage Speakers I is a course designed for heritage speakers of Spanish who have demonstrated some degree of oral proficiency in Spanish. The purpose of the course is to enable heritage Spanish speakers to increase proficiency and biliteracy in Spanish by providing opportunities to improve reading and listening comprehension, as well as writing and grammar skills in Spanish. Special attention will be given to spelling, accents, grammar, and vocabulary of standard Spanish, as well as to the importance of biculturalism and bilingualism in the United States today. Placement of students and development of the course curriculum is dependent upon the population of students enrolled in this course. CORE 40 and AHD course

SPANISH FOR HERITAGE SPEAKERS III

2 Sem. 2 Cr. Grades 10-11-12 2194F/S

RECOMMENDED PREREQUISITES: Spanish for Heritage Speakers I, or placement as determined at the individual school and/or department. Student must be Spanish native and/or heritage Spanish