York Community High School Course Offerings

York Community High School

Course Offerings

2016-2017

Margaret Harrell Harrell Margaret

Chris Blum Blum Chris Shannon Ebner Ebner Shannon Karen Stuefen Stuefen Karen

Emily Bastedo Bastedo Emily Jim Collins Collins Jim

John McDonough McDonough John

BOARD SCHOOL

Dave Moyer, Superintendent Superintendent Moyer, Dave

205 DISTRICT

Rob Wagner, Athletic Director Director Athletic Wagner, Rob

Student Activities Activities Student

Drew McGuire, Assistant Principal for Finance and and Finance for Principal Assistant McGuire, Drew

Karla Goldman, Assistant Principal for Student Services Services Student for Principal Assistant Goldman, Karla

Chris Covino, Assistant Principal for Instruction Instruction for Principal Assistant Covino, Chris

Diana Smith, Principal Principal Smith, Diana

YORK ADMINISTRATION YORK

Phone: 630-617-2400 630-617-2400 Phone:

Elmhurst, Illinois 60126 Illinois Elmhurst,

355 W. St. Charles Road Road Charles St. W. 355

York Community High School School High Community York

Course Offerings Offerings Course 2016-2017 2016-2017 TABLE OF CONTENTS

GRADUATION REQUIREMENTS...... 1-2 COLLEGE PLANNING...... 3-6 ACADEMIC POLICIES AND INFORMATION ...... 7-11 DUAL CREDIT CLASSES ...... 12 ART DEPARTMENT ...... 13-19 ENGLISH DEPARTMENT ...... 20-30 LEARNING COMMONS ...... 31 STUDY SEMINAR ...... 32 MATHEMATICS DEPARTMENT ...... 33-41 PERFORMING ARTS DEPARTMENT ...... 42-48 PE, HEALTH AND DRIVER EDUCATION DEPARTMENT ...... 49-53 RESEARCH AND SOCIAL SCIENCES DEPARTMENT ...... 54-63 SCIENCE DEPARTMENT ...... 64-71 SPECIAL EDUCATION DEPARTMENT ...... 72-76 STUDENT SERVICES ...... 77 TECHNOLOGY AND APPLIED ARTS ...... 78-79 BUSINESS DEPARTMENT ...... 80-85 FAMILY AND CONSUMER SCIENCES DEPARTMENT ...... 86-91 INDUSTRIAL TECHNOLOGY DEPARTMENT ...... 92-97 WORLD LANGUAGES DEPARTMENT ...... 98-111 ATHLETICS ...... 112-116 CLUBS AND ORGANIZATIONS ...... 117-123 York High School Vision and Mission

York High School strives to be an exemplary educational community where students, staff and parents:

 accept the challenge to grow beyond self-imposed limitations.  expect excellence of self and others.  contribute to the environment of caring, respect, trust, and safety.  acquire intellectual passion.  learn to appreciate beauty, seek truth and pursue justice.  value each individual within the community of learners.  develop a sense of social responsibility.  support a physical environment which promotes learning.  commit to the spirit and joy of a full high school experience.

Our goal for every York student is to be safe, engaged, challenged and supported.

 Safety is always our first priority for students. The work we do around security, discipline, and building maintenance are all focused on providing a safe, secure, clean environment for students and staff. We know that you entrust your most valuable people to us each day: their safety is our first priority.  We strive to engage each student. This starts in an academic classroom, but extends to the arts, electives, physical education, athletics and activities, and building relationships with each other and staff.  With a solid foundation, students must be challenged in order to grow and excel. Our curricular and extracurricular programs are designed to provide challenging and appropriate opportunities for each and every York student.  Students will be supported at York by teachers, counselors, deans, social workers, psychologists, nurses, police liaisons, support staff, and administrators. Early identification and focused interventions are critical to student success.

York Students:

The York Course Offering Book, containing over 200 courses in required and elective areas, is prepared by the York High School faculty and administration in order to provide you with a tool for planning your coursework at York. As you begin to examine the courses which are available, please take the time to think first about your future plans, your goals for next year and beyond. What do you want to be doing five and ten years from now? What are your interests and passions? Take the time to develop a four-year plan or to review the plan you made in a previous year. Consult teachers, counselors and parents for advice about which courses will best meet your needs. We are here to help you!

Good luck as you plan for your future.

Diana Smith Principal Graduation Requirements

Upon successful completion of required courses and a sufficient number of elective courses, a student becomes a candidate for graduation from York. The minimum number of credits a student must achieve is noted below. In most cases, a full credit is awarded for satisfactory completion of

each semester course.

Classes of Class of 2018, 2019 and Requirements 2017 2020 English 8 credits 8 credits Must complete four years of English. Mathematics 6 credits 6 credits Must complete three years, including completion of courses in algebra and geometry. Two of the six credits may come from the following courses in the Business Department: Accounting or Computer Programming 1. Science (Revised for the classes of 2018, 2019 and 2020) 4 credits 6 credits Must complete one year of a life science and one year of a physical science. Social Studies 6 credits 6 credits Must complete World Studies, American Government, US History and at least one Social Studies Elective. Fine Arts 1 credit 1 credit Fulfilled by Art, Music, Dance or World Language. Practical Arts 1 credit 1 credit Fulfilled by Business, Industrial Technology or Family and Consumer Sciences. Computer Literacy (Revised for the classes of 2018, 2019 and 2020) 1 credit N/A Fulfilled by Computer Concepts or passing the Computer Literacy Proficiency Examination. No credit is awarded for passing this test. Consumer Education 1 credit 1 credit Fulfilled by one of the following courses: Social Studies Department: Economics, AP Microeconomics or AP Macroeconomics Family and Consumer Science Department: Introduction to Family and Consumer Sci-

ences, Career Internship Business Department: Business Math, Introduction to Business, Personal Finance 101 H

Health 1 credit 1 credit

Physical Education/Driver Education 3.5 credits 3.5 credits Physical Education, including Dance, receives one-half credit per semester. Driver Education is taught during the sophomore year and takes the place of PE for one semester.

For Class of 2017 For Classes of 2018, 2019 and 2020 Total Required ...... 32.5 Total Required ...... 33.5 Electives ...... 12.0 Electives ...... 12.0 Total ...... 44.5 Total ...... 45.5

Name Year

GRADUATION REQUIREMENTS CHECKLIST Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 English 9 ______English 10 ______English 11 ______English Senior Elective ______Mathematics ______(1 yr. Algebra, 1 yr. Geometry) Science ______World Studies ______Classes of 2018, 2019 and 2020 U. S. History ______ELECTIVE CREDITS—12 Social Studies Elective ______

American Government ______

Computer Concepts ______Class of 2017 Consumer Education ______Health ______Physical Education 9 ______Physical Education 10 ______

Driver Education (Classroom) ______Physical Education 11 ______CREDITS—44.5 required Physical Education 12 ______for Class of 2017

Fine Arts (Art, Music or CREDITS—45.5 required World Language) ______for Classes of 2018, 2019 and 2020 Practical Arts (Business, Freshman ______Family and Consumer Sophomore ______Sciences or Industrial Tech) ______Junior ______Senior ______

2 Sample Four Year Programs

The following program listings are for sample purposes only. Many other program possibilities can be constructed to fulfill the graduation requirements.

A Sample College Preparatory Program of Study

Freshman Sophomore

English 9 English 9 English 10 English 10 Algebra AB Algebra AB Geometry Geometry World Language World Language World Language 2 World Language 2 Health P.E. 9 Chemistry Chemistry Biology Biology American Government Elective World Studies World Studies Driver Education P.E.10 Elective Elective Elective Elective

Junior Senior

English 11 English 11 English Elective English Elective Adv. Algebra/Trig Adv. Algebra/Trig College Algebra College Algebra U.S. History U.S. History Science Elective Science Elective Lab Science Elective Lab Science Elective Social Studies Elective Elective P.E. P.E. P.E. P.E. Consumer Ed Req Elective Elective Elective Elective Elective Elective Elective

A Sample Selective College Preparatory Program of Study

Freshman Sophomore

English 9H English 9H English 10H English 10H Frosh Geometry H Frosh Geometry H Adv. Alg/Trig H Adv. Alg/Trig H World Language 1 or 2(H) World Language 1 or 2(H) World Language 2H World Language 2H Biology Honors Biology Honors Chemistry Honors Chemistry Honors World Studies World Studies AP Government Elective Elective Elective Elective Elective Health P.E. 9 Driver Education P.E. 10

Junior Senior

AP English Lang & Comp AP English Lang & Comp AP English Literature AP English Literature PreCalculus H PreCalculus H AP Calculus AB AP Calculus AB World Language 3H World Language 3H AP Bio/AP Chem/AP Phys C AP Bio/AP Chem/AP Phys C Physics Honors/AP Phys Physics Honors/AP Phys World Language 4H or AP World Language 4H or AP P.E. P.E. AP U.S. History AP U.S. History Elective Hnrs Social Studies Elective P.E. P.E. Elective Elective Econ, AP Micro, Elective or AP Macro to fulfill Consumer Ed requirement

3 College Planning Information

COLLEGE ADMISSION FACTORS

The following represents the six most commonly considered factors used by college admissions officers when reviewing applications:

 High school grades. Grades are the most important factor because they are used to compute grade point average.  Test results. This includes tests administered by the College Board (SAT Reasoning and SAT Subject Tests) and the American College Testing Program (ACT). Each college determines the required tests.  Subjects studied in high school and level of difficulty, commonly referred to as rigor of schedule.  Significant participation and/or leadership in school, community and volunteer activities as well as employment.  Counselor and teacher recommendations.  Personal factors. This includes such qualities as motivation, enthusiasm for learning, social adjustment, emotional maturity, sense of integrity and responsibility, special aptitudes and skills, experience and accurate self-assessment of aptitudes and abilities.

MINIMUM REQUIREMENTS FOR ADMISSION TO ILLINOIS PUBLIC UNIVERSITIES

According to the State of Illinois Board of Higher Education, freshman applicants are required to have successfully completed at least 15 units of high school coursework from the following 5 categories:

 4 years of English (emphasizing written and oral communications and literature)  3 years of social studies (emphasizing history and government)  3 years of mathematics, generally algebra, geometry, and advanced algebra (the combination of introduction to algebra and sophomore algebra is equivalent to one year of algebra for college entrance)  3 years of science (laboratory sciences)  2 years of foreign language, or in some cases, 2 years of fine arts (music, art) or practical arts (technical and applied)

NOTE: Please consult individual colleges and universities for a complete list of admission requirements.

ight - Nov/Dec - ight e College Night - e College e College Night - e College with college counselor - college counselor with standardized testing re- testing standardized ing results - Nov/Dec ing results Sessions - July/August Sessions - zed testing results - Nov/Dec - Nov/Dec results testing zed sting requirements and funding. Parent Timeline nd Freshman Parent Night - January January nd Freshman Parent Night - Receive standardi Receive standardized test Receive standardized

Attend Sophomore Parent N Attend Sophomore Parent coun- college/career with meetings individual Attend selor- 1st semester

Attend Junior Parent Night - October Parent Night Attend Junior Attend individual meetings 2nd semester Receive standardizes testing results - April/May - April/May results testing standardizes Receive Receive information about - November/December sults Attend Freshman/Sophomor February September - Saturday Parent Attend Senior Attend Freshman/Sophomor February - April/May results testing standardized Receive * Subject to district and state te and state district * Subject to - July/August Summer Attend Senior learn about the college about the learn test - April/May* r (optional) r (optional) test - October* reps at York - ongoing at York - reps or - 2nd semester 2nd semester or - ized test - October* ized Student Timeline fairs fairs ndardized test —April/May* college college eet with counselor - 1st semester 1st semester counselor - eet with Take PSAT -Octobe PSAT Take Meet with college college Meet with Meet with counselor - 2nd semester 2nd semester counselor - Meet with Attend Take a career survey and review results - FOG review survey and Take a career Take a standardized

Explore Career Cruising and Naviance - Freshman Naviance - Cruising and Explore Career Orientation and Guidance (FOG) Take a standardized test - October (optional) Take PSAT—October to meetings Attend group - August application process Take an interest survey interest - April/May Take an semester counselor -2nd Meet with Take a standardizedtest - April/May* Develop a four year plan - FOG year plan a four Develop Atte Analyze sampletranscripts/GPA - FOG Take a standardized Naviance Group meeting - Winter meeting - Naviance Group - Winter counselor college/career Meet with s. Sessions Summer Attend Senior tions. tions. - October meeting college planning Attend post high school options. options. school post high counsel Meet with testing results impact post high impact post testing results selection on graduation requirements requirements on graduation selection transition to post high school life. life. high school to post transition M Objective es impact career options. options. career impact es York High School - College and Career Exploration High School - College and Career York als based on career interests (college, trade trade interests (college, career based on als By the end of the year students will: will: year students By the of the end

Know how to access and use a variety of college and career resources. resources. and career college of a variety use and Know how to access personality styles. interests, learning Increase knowledge of and interests. career potential of list a Identify Take a standard personal valu Understand how school goal post high achieve my to is needed Complete what Develop post high school go etc.) school, military, Understand what I need to do to pursue to to do Understand what I need lection options. options. lection course se to relate interests career Understand how sta a Take Understand the impact of course course impact of Understand the and post high school plans. and post high Understand how GPA & standardized GPA & standardized Understand how school options.

Class

colleges fairs Visit college Attend - Fall reer counselor college/ca Meet with ongoing York– at reps college Meet with Attend FAFSA workshops - January Apr/May - “Letting Go” Night Family Attend Senior SOPHOMORES JUNIORS SENIORS school plan. Have a post high as I expect to Understand what potential post high school op a list of Identify

FRESHMEN College Testing

AP Exams PSAT/NMSQT

Advanced Placement (AP) Tests are given in The Preliminary Scholastic Aptitude Test/ May. Registration takes place in February. The National Merit Scholarship Qualifying Test tests are usually taken by sophomores, juniors (PSAT/NMSQT) is administered each year in and seniors who are enrolled in Advanced Place- October to interested juniors. It is a multiple ment courses. York High School offers a variety choice test of skills in reading, mathematics and of AP courses in the following departments: Art, writing. Juniors who score exceptionally well on English, Math, Performing Arts, Science, Social the PSAT may qualify for recognition or scholar- Studies, and World Language. ships from the National Merit Scholarship Corpo- ration of the College Board. Advanced Placement Test dates:

May 1-5, 2017 and May 8-12, 2017 PSAT/NMSQT test date: October 19, 2016+ or October 22, 2016 Website: www.collegeboard.com/student/testing/ap/ about.html Website: http://www.collegeboard.com/student/ testing/psat/about.html ACT Exam SAT Exam The ACT is a multiple choice test that measures a student’s ability to deal with basic information and The SAT Reasoning Test is a three-hour, multi- reasoning in the areas of English usage, mathemat- ple choice test that measures verbal and mathe- ics, reading, and science. ACT has a 30-minute matical abilities. It also includes a required writ- writing portion as an optional component. Stu- ing portion. SAT Subject Tests are one hour tests, dents are advised to check with their college(s) of primarily multiple choice, in specific subject ar- choice to determine if the writing portion is re- eas. The SAT is not offered at York. Check the quired or strongly advised. College Board website for testing locations.

SAT Test Date Registration Deadline ACT Test Date Registration Deadline March 5, 2016 February 23, 2016 February 6, 2016 January 8, 2016 May 7, 2016 April 6, 2016 + April 9, 2016 March 4, 2016 June 4, 2016 May 25, 2016 June 11, 2016 May 6, 2016 October 1, 2016 * ^ + September 10, 2016 ^ November 5, 2016* ^ + October 22, 2016 ^ December 3, 2016* ^ + December 10, 2016 ^ January 28, 2017* ^ February 11, 2017 ^ March 11, 2017* ^ + April 8, 2017 ^ May 6, 2017* ^ June 10, 2017 ^ June 3, 2017* ^

Website: www.actstudent.org Website: www.collegeboard.com

ACT code for York High School: 141-805 SAT code for York High School: 141-805

ACT test center code: 174030 + Test is administered at York High School

* Tentative date

^ Registration deadlines not yet available

6 Academic Policies and Information

REGISTRATION plus lunch. Lunch is required for all students with the ex- ception of work program students who leave after fifth or Admission Procedures sixth period. Work study students with more than six peri- High school students moving into District 205 should con- ods must be scheduled for a lunch period. Except for sen- tact York High School. In order to enroll, proof of custody, iors with off-campus privileges, all students are expected to proof of residency in District 205 and a birth certificate are be at school for 8 periods. required. Students transferring from another Illinois public high school must present a completed ISBE Student in Course Selection Good Standing Transfer Form from the previous high Each year York High School creates a master schedule for school. All students will need transcripts from previously the following school year that reflects students’ course re- attended high schools to verify classes taken and credits quests made during course selection. Faculty members are earned. A ninth grade transfer student will need transcripts employed, textbooks are purchased and rooms are assigned from the last year in middle school. on the basis of these requests. Careful consideration of course selection by the student, parent and counselor prior Financial Assistance to course selection is critical to this process. York is a comprehensive high school committed to providing opportunities for all students. To ensure that students In April, parents will be asked to verify requested can participate in all that York has to offer, there are a num- courses through Power School. After a one week verifi- ber of options available to families experiencing financial cation period, no student-initiated schedule changes will hardship. These options include: be made unless the change is due to schedule conflicts or one of the reasons listed below: District Financial Assistance for Student Fees and Books – Families that meet guidelines established by 1. Failure in first or second semester or summer the District can receive assistance with fees and book courses costs. To receive assistance, the Request for Financial 2. Special Education placement Assistance form must be completed and returned to the 3. College prerequisites for seniors District Office with the required supporting documen- 4. Unusual circumstances, as approved by the tation within 90 days of the start of school. These administration forms can be found on the District 205 registration website at http://www.elmhurst205.org/forms or in the Adding a Course York Principal’s Office. Students may only add classes during the first week of each semester. Free and Reduced Lunch – Families that meet the federal guidelines are entitled to free or reduced lunch. Level Changes To receive assistance, the Free and Reduced Lunch On occasion, students may need to change the level of the form must be completed and returned to the District class in which they are enrolled. Before any level change Office within 90 days of the start of school. The form is considered, students must demonstrate that they have is available on the District 205 registration website or made an effort to succeed in the class by completing all in the York Principals’ Office. homework and seeking additional help from the teacher or resource area staff member. If all efforts to improve have

failed and the student still wishes to change, he/she must do YSET – a dedicated group of community members the following: have formed the York Student Enrichment Team

(YSET) to assist families with financial needs. The 1. Obtain a Request for Level Change Form from the YSET application is available on the YSET website. department chair or teacher Families applying for YSET are encouraged to first 2. Have the teacher, department chair and parents apply for District financial assistance. complete the Request for Level Change Form

3. Return the form to the counselor COURSE LOAD Students must remain in class until the schedule change is Students must be enrolled in a minimum of five full credit made by the counselor. In some cases, other changes in the academic classes, lunch and either Health, Physical Educa- student’s schedule will have to be made to accommodate tion or Driver’s Education. All students are required to be the level change. If classes are full, or other schedule con- enrolled in a minimum of 300 minutes per day - six periods flicts occur, a level change may not be possible.

7 Dropping a Course Grade Point Values: Students may withdraw from a course without pen- A = 4 points, B = 3 points, C = 2 points, alty during the first six weeks of the semester. Stu- D = 1 point, and F = 0 dents who drop a class after the first six weeks of the semester will receive a grade of WF and will have the Activity/Intervention/Service Course Credits failing grade included in their grade point average. The The following activity course receives one credit per procedure for dropping a class is: semester: Advanced Jounalism.

1. Obtain a Request for Schedule Change form The following intervention courses receive one-half from the department chair or teacher credit per semester: Academic Essentials, Work Hab- 2. Have the teacher, department chair and par- its, and Study Seminar. ents complete the Request for Schedule The following service courses receive one-half credit Change form per semester and all need approval: Principal’s Office 3. Return the form to the counselor Aides, Teacher Aides, College and Career Center Aides, Bookstore Aides, Athletic Office Aides and Early Graduation Student Service Aides. Students must declare their intent to graduate early at the end of their seventh semester during the course The following activity course receives one-fourth selection process. Students must complete the Form credit per semester: Student Council. for Early Graduation, and must secure approval from their counselor, parents and Assistant Principal for Pass/Fail Option Curriculum and Instruction. Required courses may not be taken for a Pass/Fail grade. Students may choose to take one elective course Academic Credits per semester on a Pass/Fail basis. This option is pro- All academic courses receive one credit per semester, vided to encourage students to take a course for interest including health and music. PE courses earn one-half or need without the pressure of a letter grade. The credit per semester. Pass/Fail Form must be completed with a parent’s signature and returned to your counselor by the Grade Point Averages and Honor Roll sixth week of the semester. All course requirements For the cumulative grade point average, all courses are remain the same and a student is graded throughout the assigned point values except PE, supportive study course. However, only a Pass or Fail grade is recorded halls, and some activity classes. on the transcript with full credit given for courses successfully completed. Successfully completed Pass/Fail For a single semester, GPA is figured by adding the courses will not be averaged in a student’s GPA. A point total (non-weighted) and then dividing by the failing grade in a Pass/Fail course will affect GPA and number of classes. Then the fraction .20 for each hon- class rank like a failure in any course. Once a student ors class with a grade of A, B, or C is added to the elects to take a course on a Pass/Fail basis, the student GPA. For example, a student with two honors courses must remain on Pass/Fail for the semester. and four regular classes who earned a grade of B in every course would have a GPA of 3.40 (or 6 x 3 = 18 Independent Study divided by 6 = 3.0 + (2x.20) for the two honors A program of independent study through the use of a courses results in a GPA of 3.40). learning contract is available as a one time opportunity. Students who wish to pursue special topics of interest When calculating GPA for multiple semesters, the hon- or expand a specific area of an existing course may do ors weight of .20 is multiplied by the total number of so by entering into a learning contract with a member honors credits and then divided by the number of se- of the faculty. A student may earn up to one credit on mesters the student has been in school. The resulting any single contract. Contract forms are available with fraction is then added to the cumulative GPA. This your counselor. weighted GPA is used for honor roll and is shown on the transcript. Honor roll is determined at the end of Students and teachers must work out the specifics of each semester. the credit to be earned, the method of evaluation, and the length and substance of the study. The project There are two honor rolls at York: should provide students and teachers the opportunity to Honor Roll: GPA of 3.0 – 3.499 pursue a wide range of subjects and learning strategies. High Honor Roll – GPA of 3.5 and above

8 Auditing a Course Outside Credit Students interested in auditing a course at York for no Elmhurst College and District 205 provide an opportu- credit should see a counselor for approval. nity for student to combine high school and college courses during the senior year. York students may Advanced Placement (AP) Credit choose to take from four to twelve semester hours of A number of advanced courses at York help to prepare credit at Elmhurst College while they continue with a students to take the Advanced Placement Examinations high school program of their choice at York. This pro- given by the College Board each May. In these courses, gram is contingent upon the student qualifying for ad- college level materials are studied and students are pro- mission to the college and providing for his/her own vided the opportunity to demonstrate college-level college tuition payment. Similar options may be ar- achievement. Such courses are offered in Art, English, ranged with the College of DuPage or other nearby insti- French, Spanish, Calculus, Statistics, Computer Science, tutions. In some cases, full tuition scholarships are Music, Biology, Chemistry, Physics, United States His- available. tory, Government, European History, Economics and Psychology. If the student scores a three or better on the With administrative approval prior to taking the course, examination, the student may receive college credit for two college credits from recognized institutions of this high school course and enter college with credits on higher learning may be transferred back to York if those his/her college transcript. In addition the student may credits are needed to fulfill a graduation requirement. be exempt from comparable freshman courses and/or be Some colleges and universities do not give college accepted in advanced courses. Students should consult credit for courses where high school credit is given. colleges to verify if Advanced Placement credit is accepted. Many colleges also offer proficiency tests on Correspondence or Online Course Credit campus for college credit and/or placement in advanced Student who wish to make up or take additional courses college level courses. Students should plan their course may transfer up to two credits of a York approved corre- work early in their high school years to be prepared for spondence or online course toward a York diploma. the advanced high school courses. Before enrolling in a course outside of York, the student must consult a York counselor and receive official ad- Dual Credit Classes ministrative approval of the course and school. The full Dual credit courses are those courses within the high responsibility for enrolling, doing the course work and school curriculum that allow students to earn both York verifying completion rests with the student and student’s High School credit and College of DuPage credit for the family (Board Policy 9655). same course. York offers five dual credit courses through the College of DuPage. Tenth, eleventh and twelfth Technology Center of DuPage (TCD) Credit grade students successfully completing Business Man- Technology Center of DuPage (TCD), a career and tech- agement Honors #0751; Invite to Teach #0864; Tech- nical education campus, prepares young people for a nical Drafting with CAD #0570 (Full Year); Architec- wide range of careers which require varying levels of tural Drafting with CAD #0574; and/or Principles of education—from high school and post-secondary certifi- Physics Technology #0515; Spanish Heritage 1 Hon- cates to two and four-year colleges. Career programs, ors #0457; and/or Spanish Heritage 2 Honors #0459 such as the ones available at TCD, help students develop will receive York High School and College of DuPage skills and qualities through hands-on curricula. credit. At the completion of the course, students must contact COD to request a transcript. Students should talk to their counselor if they are interested in attending TCD for the upcoming school year. Advanced College Project (ACP) Credit York has a very limited number of openings for students York has entered into an agreement with Indiana Univer- to attend TCD, so admission into this program is ex- sity (IU) that provides dual credit courses taught at York. tremely selective. Students may enroll at TCD junior Students enrolled in the following courses, who earn at year, senior year or both. The class is typically offered least a C, receive credit for IU in addition to York. This five days a week in an afternoon session at the campus credit is transferable to most four year colleges and uni- in Addison. Transportation is provided by York High versities. Students should contact colleges to make sure School. they accept IU transfer credit. ACP course descriptions can be found under the individual department pages: Composition 101 H, Literature 101 H, Speech 101 H, Personal Finance H; French 3 Honors ACP #0421; French 4 Honors ACP #0422; Spanish 3 Honors ACP #0481; Spanish 4 Honors ACP #0482.

York Academic Integrity Code

Philosophy The York Vision Statement communicates our intent that students and staff: ★ Expect excellence of self and others; ★ Value each individual within a community of learners; ★ Contribute to the environment of caring, respect, trust, and safety; and ★ Acquire intellectual passion.

As a school community, we commit to Academic Integrity. The transcript grades earned at York should be evidence of a student’s mastery of curriculum. Academic Integrity reflects a respect for individual achievement that lies at the heart of academic culture (Northwestern University, Academic Integrity Guide). This includes taking ownership for one’s work, properly crediting the ideas of others, producing original work on independent assessments and assignments, contributing appropriately in collaborative activities, and honoring the propriety of school exams and other academic work. Students and Staff recognize that cheating, plagiarism, fabrication, and theft of intellectual property violate the principles of Academic Integrity.

The York Academic Integrity Code communicates prohibited behaviors and associated penalties. Consequences for violating the York Academic Integrity Code are based on the supposition that a student’s grade should be a reflection of what they know and can do rather than a response to negative behaviors. For this reason, there are both Academic and Behavioral consequences framing this policy.

Examples of violations of Academic Integrity may be but are not limited to: ● Copying answers or work from another student’s test. ● Helping/Allowing another student to copy your answers during a test. ● Sharing information with another student about the content of an upcoming test. ● Using information provided by another student about the content of an upcoming test. ● Turning in another person’s assignment as your own. ● Stealing or replicating copies of tests or answer keys. ● Presenting materials from another source as your own ideas, thinking, or writing. ● Thwarting or sabotaging the work of others. ● Changing grades in a gradebook or altering an electronic grading program. ● Using an electronic device to seek/reproduce/transmit assessment information that could be used to cheat or gain unfair academic advantage.

Level One--Minor Infraction (cumulative across courses) ● Assignments that fall under Academic Responsibility Grade Academic Responsibility Grades will be recorded as no less that 5% and no more than 15% in all teacher gradebooks.

Academic consequences Behavioral consequences

First Offense First Offense ● Student will be required to do the work under the ● Teacher will email the dean. direction of the teacher. Student will earn credit for the ● Teacher will notify the parent. assignment.

Second Offense and subsequent offences Second Offense and subsequent offences ● Student will be required to do the work under the ● Teacher will email the dean. direction of the teacher. If applicable, student will earn ● Teacher will notify the parent. only half credit for the assignment. ● Consequences may be issued at the Dean’s discretion.

Level Two--Major Infraction (cumulative across courses) ● Assessments that fall outside the Academic Responsibility Grade

Academic consequences Behavioral consequences

First Offense First Offense ● The student will be required to complete the assignment ● Teacher will notify the Dean, Counselor and Department (or an alternative assignment) under the supervision of Chair. a staff member (i.e. with the teacher, in Study Tables, or ● Teacher and Dean will contact parent. the Testing Center). ● Dean will notify the Athletic and Activity Directors (if ● After appropriately completing the assignment, the applicable) of the incident and the Code of Conduct will be student will receive the grade they have earned. applied. ● The student’s Academic Responsibility grade for that ● Student is required to attend three (3) Lunch Detentions. class may NOT exceed a ‘C’ for the semester. ● Senior students will lose Off-Campus privileges for one ● If the student fails to make-up the assignment within quarter. two weeks, the student will earn an F for the ● NHS sponsors will be notified and students may be ineligible assignment. for admittance or renewal. ● Additional consequences may be issued at the discretion of the Dean.

Second Offense and subsequent offenses Second Offense and subsequent offenses ● The student will be required to complete the assignment ● Teacher will notify the Dean, Counselor and Department (or an alternative assignment) under the supervision of Chair. a staff member (i.e. with the teacher, in Study Tables, or ● Teacher and Dean will contact parent. the Testing Center). ● Dean will notify the Athletic and Activity Directors (if ● After appropriately completing the assignment and applicable) of the incident and the Code of Conduct will be successfully completing the York Academic Integrity applied. Intervention*, the student will be issued the grade they ● Student is required to attend a York Academic Integrity have earned Intervention* in order to earn academic credit for the ● The student’s Academic Responsibility grade for that assignment. class will be an ‘F’ for the semester. ● Student is required to attend two (2) After School Detentions. ● If the student fails to make-up the assignment within ● Senior students will lose Off-Campus privileges. two weeks, the student will earn an ‘F’ for the ● NHS sponsors will be notified and students will be ineligible assignment. for admittance or renewal. ● Additional consequences may be issued at the discretion of the Dean.

❖ Serious or large scale incidents of academic dishonesty or cheating will result in an out-of-school suspension for first and/or subsequent offenses. ❖ ❖ If the academic dishonesty involves another infraction, such as theft, additional disciplinary consequences may be assigned in accordance with the student handbook.

*York Academic Integrity Intervention - This intervention will be developed and run by the York Instructional Advisory Council, reinforcing the concepts explicitly taught to all York students about Cheating and Plagiarism. This will be an after school intervention. While each intervention program is tailored to the student’s offense, all students will be required to complete a project demonstrating their reflection.

Dual Credit Courses The Dual Credit and Advanced College Project programs allow students to experience college level course rigor while still in high school. Dual credit courses provide high school students in grades 9 through 12 with the opportunity to enroll in selected courses for which they will receive both college and high school credit. High school students who take college level coursework during their time at York are better prepared for the expectations and workload of collegiate level courses when they get to college.

Classes are taught at the high school during the regular school day by high school teachers who are also approved as adjunct faculty at College of DuPage or Indiana University. Students pursing dual credit should remember that these courses become part of your permanent collegiate level academic record. The grade earned for a dual credit class will appear on your college transcript and these courses can be transferred to many colleges and universities. To be as- sured that a dual credit course will transfer to a particular college or university, please go to the web site of the specific college or university, or to www.itransfer.org.

Though all of these courses may not meet each students’ college and career preparation needs, a student who successfully completes all of the available dual credit courses, could graduate high school already having earned 30 hours of transferable college credit through the College of DuPage and Indiana University. Dual credit courses are offered with a small to no tuition cost to the student depending on the institution. This can help students reduce the overall cost for pursuing post-secondary degrees. COLLEGE OF DUPAGE INDIANA UNIVERSITY DUAL CREDIT COURSES DUAL CREDIT COURSES

York offers six dual credit courses through the College of The following courses are being offered in conjunction DuPage. Eleventh and twelfth grade, and qualified ninth with Indiana University through the Advanced College and tenth grade students will receive York High School Project (ACP). ACP courses are honors weighted and College of DuPage credit. At the completion of the courses at the high school with an accelerated pace. course, students must contact COD to request a transcript. Students must apply for acceptance into ACP courses General information: through Indiana University. Applications will be avail-  Students in College of DuPage dual credit courses are able through your York High School counselor dually enrolled at York and COD and have full access when registering for classes and are due to IU no to College of DuPage resources. later than April 1st. At the time of application, York coun-  Dual credit is open to all Junior and Senior students. selors will work through the process with interested students.  Sophomore and Freshman students may be able to earn dual credit if they obtain the appropriate written rec- General information: ommendation and approval from the course instructor.  Students must have a 2.7 GPA or higher in order to  At the time of this publication there is currently no fee be eligible for ACP courses. associated with obtaining the college credits offered  The 2016-17 tuition cost is $50.00 per credit hour through the dual credit program. Students can earn ($150 per semester), payable directly to IU in the these college credits for free while still in high school. 2016-2017 enrollment term. This cost is subject to change from year to year based on IU tuition fees. Dual credit course descriptions can be found under the Tuition is waived for students on free or reduced individual department pages: Business Management lunch. Honors #0751; Invite to Teach #0864; Food and Res-  A student may enroll in an ACP course even if he/she taurant Management #0850; Technical Drafting with is not taking the course for dual credit. In this case CAD #0570 (Full Year); Architectural Drafting with there is no tuition cost associated with the course. CAD #0574; Principles of Physics Technology #0515;  ACP students are subject to IU’s policies regarding Spanish Heritage 1 Honors #0457; and/or Spanish attendance, late work and academic misconduct. Heritage 2 Honors #0459. ACP course descriptions can be found under the individual department pages: Composition 101 H #0046; Lit- erature 101 H #0049; Speech 101 H #0047; Finite Math H ACP #0383; Personal Finance H #0740; French 3 Honors ACP #0421; French 4 Honors ACP #0422; Spanish 3 Honors ACP #0481; Spanish 4 Hon- ors ACP #0482.

12 Art Course Overview

Tier One Tier Two Tier Three

Drawing 1: Basic skills Drawing 2: Drawing & Techniques Human Figure AP: Studio Drawing and Painting Portfolio

AP Studio Drawing and Watercolor Painting Painting Portfolio Track

Four drawing and painting classes are Oil Painting Advanced Painting recommended BEFORE taking AP Studio Art

Acrylic Painting

AP: Studio 3D Design Ceramics: Sculpture Portfolio Advanced Ceramics AP Studio 3D Design Ceramics: Hand Built Portfolio Track

Four ceramics and jewelry classes or three ceramics and jewelry with an additional art class are recommended Jewelry Advanced Jewelry BEFORE taking AP 3D Art

Digital Art and Design AP: Studio 2D Design Portfolio

Advanced Animation Animation Techniques AP Studio 2D Design Portfolio Track

Four drawing/painting, photo or Photo 2: Black and digital classes are recommended White BEFORE taking AP 2D Art Photo 1 Photo 3: Advanced Traditional Photo 2: Digital

When students are interested in pursuing Advanced Placement Art as a junior or senior, they should plan their pathway through the art courses. All Tier 1– art courses can be taken in any order followed by other Tier 1 courses or the corresponding Tier 2 – advanced courses and additional courses. Four courses and the submission of a portfolio are required for potential acceptance into AP courses (Tier 3). Portfolios must be submitted to the Art Department for review one week prior to registration.

13 Art

The York High School Art Department is dedicated to developing the artistic talents of our students through a comprehensive program. The department focuses its efforts in a variety of media. We offer courses of education in drawing and painting, digital and traditional photography, ceramics and sculpture, jewelry and metalsmithing, animation, digital design and art history. Our classes are sequenced from beginning to advanced levels including college bound Advanced Place- ment programs. Incoming students can expect a nurturing, yet challenging, curriculum that emphasizes not only technical skills, but the creative and theoretical aspects of the arts.

One course in Art fulfills the fine arts requirement for graduation. Clubs and Organizations

MURAL CLUB Painting murals develops a sense of community and will beautify the school environment. Mural Club students will learn how to paint on a large scale, work with peers to develop concepts and complete projects from start to finish. Mural Club meets every week in Room A143. When we are working on a larger project, we will meet more often during the week.

PHOTOGRAPHY CLUB The Photography Club is open to all students interested in photography. This club will give members an opportunity to learn about traditional black and white photography, digital photography, studio lighting, the darkroom, Photoshop and alternative photographic processes through projects and studio time. Other opportunities such as field trips and visiting artists will be made available when possible. Bi-monthly meetings will be held after school in Room A128.

Course Descriptions

#0610 Drawing I the human form on a sheet of paper. Materials will in- Grades 9-12 / 1 Semester - 1.0 credit clude pencil, charcoal, ink, pastels and stains.

This course stresses the basics of the drawing process. Rationale: This course is essential for the serious art stu- Students will learn to draw from observation as well as dent who wants to continue with drawing as a hobby or as learn various methods of drawing from two-dimensional a career in the fine arts or commercial art. Students inter- sources. Hand-eye coordination exercises are used in or- ested in fashion illustration will find this class extremely der to promote sensitive observations and line quality. useful. This course is beneficial for students needing a Students will use pencil, charcoal, ink, and pastel among portfolio for college admissions. other materials. #0616 Watercolor Painting Rationale: Students will want to take the beginning draw- Grades 9-12 / 1 Semester - 1.0 credit ing class as an introduction to all other drawing and painting activities that the York Art Department offers. This is Students will explore the freedom and spontaneity of wa- an excellent beginning for students who would like to go tercolors while gaining control of brush techniques, glaz- into the fine arts, commercial art, fashion and interior de- ing and color mixing. Subject matter will include land- sign or architecture. scape themes (cloud, water, and foliage effects, architecture and land masses), animals and portraiture. The course #0612 Drawing II supply fee covers some basic materials; however, students Grades 10-12 / 1 Semester - 1.0 credit may want to augment their supplies later in the semester. Prerequisite: Drawing I with a grade of B or better Rationale: This course serves two kinds of students. The Students will continue their investigation of drawing, us- first is the student who will enjoy painting as a recreational ing techniques and materials with more challenging con- or part-time activity. It also serves the student planning a cepts and compositional problems. Through a variety of career in any field of art in that the student will learn a projects that will be completed, students will primarily sensitivity to color usage as well as to painting technique. draw from the human figure as fellow students take turns Commercial artists as well as painters can benefit from posing. Students will learn to deal with gesture, propor- this course. tion, volume and foreshortening as they learn to capture

14 #0618 Oil Painting plored. Students will be placed within the beginning Grades 9-12 / 1 Semester - 1.0 credit painting courses and act as a mentor and example of artistic and skill development Students will be acquainted with the rich possibilities of oil paint. Control of blending techniques and subtle Rationale: In all areas of Art, practice and experience color mixing will be stressed. Subject matter will cen- improves the technical skill of the artist. This course ter on “photographically real” themes such as tradi- revisits the techniques and concepts of the beginning tional landscape portraiture and still life. Students will painting courses allowing students to continue to de- also explore a painterly brushstroke approach. The velop both their technical and artistic abilities at a level course supply fee covers some basic materials; how- of increased complexity ever, students may want to augment their supplies later in the semester. #0672 Photo 1 Grades 9-12 / 1 Semester - 1.0 credits Rationale: The course is excellent for the student plan- Prerequisite: Students must have access to a manual ning a career as a painter or as a commercial artist in 35mm SLR film camera illustration. It is also an excellent class for the student who is looking for a personal means of self-expression. A beginning course in photography designed to improve students' skills and knowledge of photography as an art #0620 Acrylic Painting form. Students will learn to control exposure, depth of Grades 9-12 / 1 Semester - 1.0 credit field, motion, and composition while using their own 35mm FILM SLR camera. Students will gain knowl- Students will use synthetic paints and learn to control edge that will help them with several types of photogra- their quick drying properties. Painting techniques will phy, from black and white photography to digital pho- include the traditional brush techniques, blending, tography. Students will learn the basics of different painterly brushstroke approach and color usage. Sub- cameras and darkroom techniques. Students will need ject matter will focus on stylized contemporary im- to provide their own 35mm SLR film camera with a agery. The course supply fee covers some basic mate- manual override option. Students should expect to rials; however, students may want to augment their spend a minimum of $50 on supplies during the semes- supplies later in the semester. ter. This course meets the requirements for Photo 2: Black and White and Photo 2: Digital Rationale: For most students, the painting techniques will be of value for the purpose of becoming profes- Rationale: Photographic processes are a part of our sional or “weekend” painters. The color usage compo- way of life in the 21st century. Photography is an im- nent of the class is helpful for those students who want portant tool of communication in the fine arts and in the to be illustrators, graphic designers, fashion designers world of advertisements. Students who are interested in or commercial artists. The knowledge learned in this using this means of expression as a fine art of as a com- class can be transferred to auto-body painting. mercial photographer are encouraged to take this beginning photography class. This class would also be help- #0615 Advanced Painting ful to future industrial graphics students, fashion pho- Grades 9-12 / 1 Semester-1.0 credit tographers, architectural photographers, and even those Prerequisite: Watercolor Painting (0616), Oil Paint- students just wanting to learn how to use a camera and ing (0618) or Acrylic Painting (0620) with a grade of compose more interesting photographs. Art students B or better interested in drawing, painting, and the 3-D art forms would find this course valuable in preparing themselves Advanced painting is designed to meet the educational for art college. needs of students who have successfully completed a semester of Watercolor painting, Oil painting or Acrylic #0674 Photo 2 - Black and White painting. Students will continue in the previously ex- Grades 9-12/ 1 Semester - 1.0 credit plored medium requiring a certain level of mastery de- Prerequisite: Photo I with a grade of B or better and fined by achieving a B+ or better in the previous paint- access to a manual 35mm SLR film camera ing class. Subject matter will revisit standard topics and techniques at a more advanced level. The attention will This course is designed to further the technical and be on developing final products that focus on complex- aesthetic development in photography. Students will ity of composition, detail, technique and the use of ele- continue to gain working knowledge of exposure, ments and principle of art in their design work. Draw- depth of field, motion, and composition as well as how ing on their previous experience in painting, students to operate a camera. Students will begin to explore will develop a mastery of skills previously ex-

15 artistic expression as well as their individual style ing Holga, Polaroid transfers, hand-coloring and color through a variety of assignments. Students will need to processes. Emphasis will be placed on the development of provide their own 35mm SLR film camera with a man- a consistent body of photographic work while demon- ual override option. Students should expect to spend a strating refined technical skills. Students will need to pro- minimum of $50 on supplies during the semester. This vide their own 35mm camera equipped with a manual course meets the requirements for Photo 3. override option. Students should expect to spend $50 on supplies during the course of the semester. Rationale: Students will begin to expand and further their knowledge of how to use a camera to communicate #0660 Digital Art and Design visually and develop their own style as a photographer. Grades 9-12 / 1 Semester - 1.0 credit This class would also be helpful to future industrial graphics students, fashion photographers, architectural Students will learn the fundamentals of design within the photographers, and even those students just wanting to realm of digital art as it pertains to the many components become more confident in using a camera to compose of artistic expression. Using Adobe Photoshop as well as more interesting photographs. Art students interested in other Adobe Illustrator, students will learn how to pro- drawing, painting, and the 3-D art forms would find this duce artwork with technology while continuing to learn course valuable in preparing themselves for art college. composition and color theory. In Digital Art and Design, students will focus on techniques and skill of design #0676 Photo 2 - Digital with computer-based applications that are relevant in Grades 9-12 / 1 Semester - 1.0 credit fine art and in many areas of the design industry such as Prerequisite: Photo 1 with a grade of B or better and CD package design, photo retouching and computer access to digital point and shoot or digital SLR camera based illustration.

Explore the digital darkroom using both traditional photo- Rationale: Digital Art and Design intends to introduce graphic knowledge and digital input. Students will ac- students to using the computer as an artistic tool. It of- quire tools for expressive communication using Adobe fers a curriculum for those students interested in digital Photoshop for scanning, manipulation, printing and web art and media or those looking to purse graphic design, portfolios. The use of Photoshop will be geared towards illustration or animation areas in the future. improving photographic images through adjusting exposure, color, levels, etc. Students will learn the basics of #0642 Animation Techniques how to manipulate images using Photoshop while paying Grades 9-12 / 1 Semester - 1.0 credit attention to overall design. Students will explore both the technical and aesthetic side of photography and how the In this course, students will take their knowledge of tra- "digital revolution" is changing the medium of photogra- ditional animation and focus on developing animated phy. Students must supply their own digital camera for film shorts. Techniques include story development this course (either digital point and shoot or digital SLR (including character development), storyboard illustra- cameras will work). tion, sculpting and scene development. Animation This course meets the requirements for Photo 3. Techniques has a production team-based environment; deadlines, collaboration and cooperative development Rationale: Photography has changed over the years, and are essential to success. digital photography is becoming more and more common. Students will learn how black and white and digital Rationale: Animation Techniques intends to create an photography are similar as well as how digital photogra- environment typical to small animation studios where phy has changed how photography is used. This course production teams work to the best of their ability to pro- will help not only the beginning photographer feel more duce short animated features using stop motion anima- comfortable and confident with photography, but will also tion. Students who are interested in teaching the time help those students interested in pursuing a career in pho- arts in the future will benefit from this traditional, yet tography or art related fields. still viable, art experience.

#0659 Photo 3 - Advanced Traditional Photo #0665 Advanced Animation Techniques Grades 9-12 / 1 Semester - 1.0 credit Grades 9-12 / 1 Semester - 1.0 credit Prerequisites: Photo 2 with a grade of B or better and a Prerequisite: Animation Techniques (0642) with a grade manual 35 mm SLR film camera of B or better

This course is designed to further technical and aesthetic In Advanced Animation Techniques, the student will development in black and white, along with color photog- focus on all aspects of computer and traditional anima- raphy. Students will explore alternative processes, includ- tion and filmmaking. Lighting, color, storyboarding,

16 character design, camera theory and acting for anima- Rational: In all areas of Art, practice and experience tion as they apply to filmmaking will be covered. From improves the technical skill of the artist. This course the first day, each student production team will begin revisits the techniques and concepts of Jewelry 1 at a the preliminary development of their two final group level of increased complexity with more focus placed portfolio projects- one traditional animated story, and on the individual students design concepts. one digital animated story. Drawing on their knowledge of traditional and digital animation from Animation #0632 Hand Built Ceramics Techniques, students are guided through a concept de- Grades 9-12 / 1 Semester - 1.0 credit velopment process involving story development, visual research, storyboard, character design, set design and Students will study the characteristics and possibilities prop design. of clay construction. Emphasis will be on coil and slab construction with an introduction into the use of ce- Rationale: Advanced Animation Techniques intends to ramic glazes. There will be an introductory unit on the create small film production companies within a studio potter’s wheel. Students will explore both the func- where film making teams work to the best of their abil- tional and expressive uses of clay. ity to produce short animated films. Students interested in pursuing the time arts will gain extensive knowledge Rationale: Students who enjoy working with their in the actual software used in feature length films. hands should enjoy this approach to art making. Ce- ramics can yield rich benefits as a beneficial past-time #0625 Jewelry or as an introduction to careers in ceramics, sculpture Grades 9-12 / 1 Semester - 1.0 credit or forms of three-dimensional illustration. Students who enjoy working with clay are also encouraged to This course will deal with hand construction techniques take clay sculpture. A student who has taken both ce- in metal done with lost wax casting. Students will be ramic classes may ask the instructor for permission to able to make pins, rings, belt buckles, earrings and take an additional semester of ceramics. other metal artifacts. Objects will be made out of cop- per, brass, nickel, and sterling silver. Students will #0629 Advanced Ceramics have to purchase their own sterling silver. Creative Grades 9-12 / 1 Semester—1.0 credit design and personal imagery are encouraged in the de- Prerequisite: Clay Sculpture (0636) or Hand Built Ce- velopment of objects. ramics (0632) with a “B” average or better

Rationale: The excitement of the class is in creating Advanced Ceramics will offer the opportunity for Clay objects which can be immediately worn. Students will Sculpture (0636) students to further their skills along- enjoy the class as a prelude to future careers as jewel- side Hand built Ceramics (0632) students in a rigorous ers or in the fashion industry. curriculum that focuses on higher level thematic and symbolic approaches to their work. Advanced Ceram- #0626 Advanced Jewelry ics will meet the needs of both Clay Sculpture (0636) Grades 9-12 / 1 Semester—1.0 credit Hand built Ceramics (0632) and Ceramic Techniques Prerequisite: Jewelry (0625) with a grade of B or better students by providing a class where they can choose direction and develop advanced skills with specific Students will continue their investigation of Jewelry, projects. Each assignment would be developed and using the techniques and materials with more challeng- class projects are designed to increase higher level ing concepts and compositional problems. Subject mat- creative and conceptual thinking skills. ter will revisit standard topics and techniques at a more advanced level. The attention will be on developing #0636 Clay Sculpture final products that focus on complexity of composition, Grades 9-12 / 1 Semester - 1.0 credit detail, technique, the use of elements and principle of art in their design work and the approach of combining Students will learn to make realistic sculptures in clay. mixed mediums. Drawing on their previous experience Subject matter will include portraiture and large scale in Jewelry, students will develop a mastery of skills busts, animals and landscapes. Students will learn the previously explored. Students will maintain a proper use of an armature, how to hollow out a sculp- sketchbook to develop their ideas from concept to com- ture and how to prepare a piece for a kiln firing. In the pleted final work. process, students will learn fundamental values in art such as form, line, movement and texture.

17 Students will learn to make realistic sculptures in clay. Student candidates will submit a portfolio of recent art Subject matter will include proportion, large scale work and be interviewed by a committee of Art fac- busts, animals. Students will learn the proper use of an ulty. Students will complete their application to the AP armature, how to hollow out a sculpture and how to program by completing a summer art work assignment prepare a piece for a kiln firing. In the process, stu- exploring the students strengths in their chosen me- dents will learn fundamental values in art such as dium. The art work will be due two weeks prior to the form, line, movement and texture. start of school. This course is designed for the student who plans to The diversity of student projects will provide opportu- pursue art after high school. Students will prepare port- nities for students to reflect on each others solutions to folios of their work that reflects their personal goals for assignments and to develop a descriptive art vocabu- the AP 2-D Design test given in May. In addition, the lary, thereby learning the characteristics of functional class will help prepare the student for college and job and nonfunctional clay forms. opportunities, scholarships and competitions. Rationale: This course will enable students who like to work with their hands a chance to make art in three Rationale: The Advanced Placement class is intended dimensions. Besides appealing to budding sculptors, to serve the serious art student and is meant to prepare clay sculpture also allows students who have been students for the competitive art world after high school. concentrating on drawing and painting classes a chance to use their skills in a totally different medium. #0607 AP Studio Art: 3-D Design Students who enjoy this class might also want to take Grade 11-12 / Full Year High Weighted Course- 2.0 ceramic classes. credits. Prerequisites: A minimum of 4 semesters of 3-D Art, #0605 AP Studio Art: Drawing including Drawing I, by the end of junior year and art Grade 11-12 / Full Year High Weighted Course- 2.0 faculty approval credits. Prerequisites: A minimum of 4 semesters of 2-D Art Student candidates will submit a portfolio of recent art including Drawing I by the end of junior year and art work and be interviewed by a committee of art fac- faculty approval ulty. Students will complete their application to the AP Program by completing a summer art work assignment Student candidates will submit a portfolio of recent art exploring the students strengths in their chosen me- work and be interviewed by a committee of art fac- dium. The art work will be due two weeks prior to the ulty. Students will complete their application to the start of school. AP program by completing a summer art work assignment exploring the student’s strengths in their chosen This course is designed for the student who plans to medium. The art work will be due two weeks prior to pursue art after high school. Students will prepare port- the start of school. folios of their work that reflects their personal goals for

the AP 3-D Design test given in May. In addition, the This course is designed for the student who plans to class will help prepare the student for college and job pursue art after high school. Students will prepare portfolios of their work that reflect their personal goals for opportunities, scholarships and competitions. the AP Drawing Test given in May. In addition, the class will help prepare the student for college and job Rationale: The Advanced Placement class is intended opportunities, scholarships and competitions. to serve the serious art student. It is meant to prepare students for the competitive art world after high school.

Rationale: The Advanced Placement class is intended #0602 Art History to serve the serious art student. It is meant to prepare Grades 10-12 / 1 Semester - 1.0 credit students for the competitive art world after high school. Interpretation is the discovery and construing of a rela- #0606 AP Studio Art: 2-D Design tionship between the patron, the artist, the object and Grade 11-12 / Full Year High Weighted Course- 2.0 contemporaneous historical circumstances surrounding credits the production of the work. This course will allow the Prerequisites: A minimum of 4 semesters of 2-D Art, student to explore larger conceptual issues: imagination, including Drawing I, by the end of junior year and art art market, censorship and so forth. While interpretation faculty approval

18 involves you as the viewer, as the 'reader' so to speak, The curriculum will continue focus on the standards it does not include merely your personal idiosyncratic and practices of the College Board. While Art History reaction to a work of art. In this course, we instead I will focus on developing a baseline of knowledge, look at the fluidity of history, and we use works of art AP Art History will prepare students for the rigor of as a vehicle to understand the past. Students will de- the AP Art History exam. velop a variety of analytical skills as a method to understand a cultural context in which objects are con- INSTRUCTIONAL LEVEL COURSES ceived and created. Lectures, discussions and in-class exercises aim to help students hone their skills in ob- #0650 Art Survey servation and interpretation, activities that constitute Grades 9-12 / Semester - 1.0 credit the discipline of art history. Prerequisite: IEP recommendation or counselor placement The York Art Department is seeking to prepare students for the AP Art History exam. The curriculum This class will provide selected students with art ac- will focus on the standards and practices of the Col- tivities that introduce them to a wide variety of art lege Board. activities to promote growth in artistic endeavors. The goal of this course is to instill love of different forms #0604 AP Art History of fine art and nurture the lifelong enjoyment of this Grades 11-12 / 1 Semester High Weighted Course - hobby. 1.0 credit

This course will continue development of analytical skills as they pertain to the conception and creation of art throughout time. Lectures, discussions and in-class exercises aim to prepare students skills in observation and interpretation as well as the sequencing of history evaluated in the AP Art History exam.

19 English Course Overview

Core English Courses

Grade 9 Grade 10 Grade 11 Grade 12

English 9 English 10 English 11 Senior English Choices

English 9 Honors English 10 Honors AP English 11 AP English 12

English 9 & Academic Literacy Skills Literacy Skills ACP Dual-Credit English Literacy Literacy Skills Non-Core Electives

Broadcast Electives Publishing Electives Speech Electives Theater Electives

Broadcast Communications Journalism Speech Intro to Theater

YTV: Morning Oral Interpretation / Announcements Advanced Journalism Theater Productions Forensics

Advanced YTV: Feature Productions Creative Writing

Digital Composition

Sports Broadcasting ELL and Bilingual Courses Offerings

ELL Beginning ELL Intermediate ELL Advanced Bilingual Language Arts English English English I

ELL Advanced ELL Skills ELL Skills ELL Resource English II

ELL Resource ELL Resource ELL Resource

*Placement in ELL courses is based on individual student assessment.

Instructional Course Offerings

English 1 English 2 English 3 English 4

English Skills

*Placement in instructional courses is based on individual student assessment.

20 English

Anton Chekhov is credited with saying, “Don’t tell me the moon is shining; show me the glint of light on broken glass.” Although more than a century old, this sentiment echoes the inquiry-based philosophy that is the foundation of all English coursework at York Community High School. This philosophy promotes engagement in individual and group inquiry and challenges students with engaging questions, encouraging students to communicate their evolving understanding of the inquiry through increasingly sophisticated written and oral arguments.

These inquiry questions provide the lens through which students develop literacy skills such as argumentation or analysis of an author’s bias or intent. The ultimate goal for student learning is the development of clearly established skills of reading, writing, speaking, and listening, skills that will become crucial as they pursue post- secondary education and careers.

The pages that follow are the English department’s guide to course selection at York. It is our intention to offer college preparatory courses that challenge and inspire. Ultimately, a student’s four years as a Duke offer the opportunity to discover “the moon” through inquiry and inspire enlightenment through “broken glass.” Clubs and Organizations

BOOK CLUB Book Club is a club for students that like to read or socialize with peers and discuss a book or join in other social activities.

MIRRORS The main objective of Mirrors is to produce York’s literary magazine, Mirrors, made up of student-generated poetry, prose, art and photography. The magazine comes out once a year and is produced by this club that meets once a week after school. Club members help in all phases of the magazines’ production, from advertising and encouraging students to submit their writing or artwork, to the final phase of constructing the layout of the magazine itself. Mirrors members also organize several performance nights: both Java Live and Open Mic nights are held at York in the Commons, providing musicians, poets and other entertainers a chance to showcase their talent in a friendly, coffeehouse-style setting.

SKETCH COMEDY CLUB If you like Saturday Night Live and Who’s Line is it Anyway, you will love York’s Sketch Comedy Club. This club writes original sketch comedy and improvisational skits. We then perform them at various venues such as the Chicago Sketch Comedy Festival in January, York Fine Arts Week, and the Chicago Improv Festival in May.

SLAM POETRY The York Slam Team welcomes all current and future poets interested in learning how to powerfully express themselves through verse, rhythm & rhyme. We will not only study some of the most exciting and engaging poems of past slam competitions, but we will practice telling our own poignant stories, showcasing our talents in a variety of shows. We will be writing and workshopping poetry, working towards competing in the Spring in a competition called “Louder Than A Bomb.” The largest youth poetry festival of its kind, the show ultimately showcases over 500 poets in front of large audiences. So if you are ready to write and perform poetry, or simply enjoy listening to wonderful poetry, check us out.

SPEECH TEAM Speech Team is an IHSA competitive activity in which students perform in events involving public speaking, acting, reading and interpretation. Students can choose to compete in any of 14 events, including Original Ora- tory, Impromptu Speaking and Humorous Duet Acting. Speech Team offers the opportunity to learn life skills in public speaking, communication and eloquence, which will benefit students in all walks of life. Meetings are once a week during our competitive season (November-February) and individual coaching is received. Students compete in tournaments held on Saturdays throughout the season.

YORK-HI Be a part of the making of York’s newspaper. Students who are not enrolled in the course can still participate in writing for the newspaper through the York-Hi Club. To enroll in the York-Hi course, see the English De- partment’s course description for details. 21 COURSE DESCRIPTIONS

BROADCAST ELECTIVES live-event coverage with live play by play commentary of several sporting events at York. Students will be ex- #0065 Broadcast Communications pected to film at least 3 events outside of regular school Grades 10-12 / 1 Semester - 1.0 credit hours during the course of the semester. Prerequisite: Students are expected to purchase their own Standard Size SD Card, at least 4gb in size and at #0093 Advanced YTV: Feature Productions least Class 6 or better. Grades 10-12 / Full Year Course - 2.0 credits Broadcast Communications is a one-semester course Prerequisite: Broadcast Communications and that introduces students to television, radio and video YTV: Morning Announcements production theory and practice. Students learn the principles of creating effective visual and audio content, Students are expected to purchase their own Standard Size storyboarding, editing and planning productions. This SD Card, at least 4gb in size and at least Class 6 or better. course also offers students the opportunity to work with a variety of equipment and technologies and to explore Feature Productions is a culminating class in the YTV special effects using Adobe’s Editing Suite. Students Program, offered to students who have already taken enrolled in the course learn effective communication Broadcast Communications and YTV, both of which are techniques through on-camera performance, as well as prerequisites for Feature Productions. In Feature Produc- directing and presentation of ideas to the class while tions, students will have an opportunity to develop skills beyond YTV, focusing on creating short films, episodes, widening their computer literacy skills . news packages, and ultimately a working portfolio that highlights the advanced scripting, filming, and editing #0073 YTV: Morning Announcements skills that are honed in this class. Grades 10-12 / Full Year Course - 2.0 credits Prerequisite: Broadcast Communications. #0037 Digital Composition Students are expected to purchase their own Standard Grades 11-12 / 1 Semester - 1.0 credit Size SD Card, at least 4gb in size and at least Class 6 or This course fulfills an Elective credit. better. In an ever changing world, it becomes more and more Students enrolled in this year-long elective produce a six important for digital connoisseurs to become savvy con- -minute newscast, which is broadcast to York students sumers and producers of digital media; therefore, Digital and staff on a daily basis. YTV broadcasts feature Composition introduces students to 21st Century learning/ school announcements as well as special features and communication tools--what they are and how to use them programming. Since the work produced for the class is effectively. In this class, students will create podcasts, highly visible and deadline-driven, attendance is a must. videos, webpages, and infographics for a global audience, Students gain experience in all aspects of production, and learn to do so in a safe and ethical way. Students will both behind-the-camera and in front of it. With a grow- work on a series of projects, which will require explana- ing demand for media production in the professional and tions, descriptions, analyses, and evaluations in digital academic world, this class enables students to begin to media. Public Speaking presentations are a regular part of build a resume for those interested in exploring opportu- the course. Exemplary student projects will be archived on nities in broadcast media while expanding their skills in the ThisisYork.org website. Topics in this one-semester the Adobe Creative Suite and Mac-based video produc- course include “Becoming a Digitally Literate Person,” tion applications. “Creating a Positive Digital Footprint,” “Beyond Google: Power Web Searching,” and “The Digital Classroom.” #0084 Sports Broadcasting & Journalism Grades 10-12 / Full Year Course - 2.0 credits PUBLICATIONS ELECTIVES Prerequisite: Broadcast Communications. Students are expected to purchase their own Standard #0077 Journalism Size SD Card, at least 4gb in size and at least Class 6 or Grades 9-12 / 1 Semester - 1.0 credit better. This course fulfills the Fine Arts requirement for graduation. Sports Broadcasting & Journalism is a hands-on course aimed at how to write, edit and cover live sports and to Students who enroll in Journalism will be reading, com- produce sports stories. Interview, sports cinematogra- municating, critically thinking, analyzing and writing in phy, and video editing skills will be honed in this class. this course. The course will cover the entire process of Working in a real-life setting of sports broadcasting, journalism: brief history, legal and ethical components students will learn how to work as a team to produce and the organization of publication. Students will engage

22 in inquiry-based units designed to develop interest in veloping the craft of writing by applying the tech- print, photo and online journalism. Newsgathering, niques and devices of effective imaginative writing writing, editing, interviewing, deadlines, layout, design for an audience beyond the writer herself or him- and current publication trends are emphasized. self. To develop their craft, students engage in a number of pre-writing activities designed to spur #0083 Advanced Journalism composition, analyze published writers’ work, work- Grades 10-12 / Full Year Course - 2.0 credits shop their pieces in small and large group settings, Prerequisite: Students taking the course for Senior and engage in revision processes. Following the English Credit must have earned an ‘A’ or ‘B’ in all workshop model, writers in the class frequently share prior English courses or have a teacher recommenda- their writing with their peers for feedback and to tion. In addition, they must have completed one year learn skills of objectively critiquing the writing of of Advanced Journalism which fills a Practical Art others; additionally, each genre exploration culmi- Elective, prior to their senior year OR one semester of nates in a celebration of the students’ writing through Journalism, which fills an elective credit. print, media, or performance. Creative Writing pro- NCAA approved course vides experience and audience for those who love to write, those who are interested in learning the craft of

writing, those who wish to share the enjoyment of Students enrolled in the Advanced Journalism course writing with others, or those who wish to learn more gain practical, hands-on experience in all aspects of about writing in order to better appreciate what writ- Common Core English Language Arts standards, in- ers do. cluding argumentative and analytical writing, rhetorical and stylistic analysis, public speaking and debate SPEECH ELECTIVES to name a few. Students learn effective communication techniques, specifically the importance of rhetori- #0048 Speech cal context and how use to language effectively in Grades 9-12 / 1 Semester - 1.0 credit various rhetorical situations. In addition to building NCAA approved course and refining skills in analysis and rhetoric, students also gain hands-on experience in media literacy. Not This course stresses the concepts and skills necessary for only do they analyze and evaluate various types of effective oral communication: listening critically, media and journalistic writing, but they also produce researching and organizing, as well as developing proper it, including news and sports reporting, feature and speaking techniques. Both students who are college- editorial writing, online publishing. As part of the bound and those going directly into the working Advanced Journalism class, students are part of the world will gain knowledge and practice in speaking newspaper or yearbook staff, where students apply the and listening skills. Students will be prepared to work literacy, critical thinking, problem-solving, time man- effectively in groups and to participate in job agement and organization skills that professional pub- interviews. lications require. This course requires teamwork, responsibility, accountability and a rigorous devotion #0052 Oral Interpretation/Forensics Grades 9 -12 / 1 Semester - 1.0 credit to deadlines. Applications for Advanced Journalism This course fulfills the Fine Arts requirement for are available in room A311 or A315 during the sec- graduation. ond semester for the upcoming school year.

This class focuses on the essential aspects of commu- #0062 Creative Writing nication—both verbal and non-verbal—and it specifi- Grades 10-12 / 1 Semester - 1.0 credit cally guides students who are interested or involved Prerequisite: English 9 with our speech team. To prepare them to audition or **If taken as a sophomore or junior, Creative Writing to compete during the speech season, students are does NOT fulfill a senior English requirement. exposed to the IHSA requirements for each forensics NCAA approved course event: prose and verse reading, humorous and dramatic interpretation of drama, extemporaneous speak- Creative Writing is a one-semester course designed ing, oratory, oratorical declamation, radio speaking, to provide students the opportunity to explore a vari- special occasion speaking and impromptu speaking. ety of writing styles including creative non-fiction, In addition, they work on choosing, cutting, and re- poetry, short fiction and script writing. Students hearsing their pieces, furthering their communication write often, constructing a writer's portfolio and de- skills for the season and beyond.

23 THEATER ELECTIVES spring placement testing NCAA approved course #0091 Intro to Theatre Grades 9-12 / 1 Semester - 1.0 credit English 9 Honors is a Pre-AP course that is designed to begin preparing students for the AP Language and Students are introduced to theatre history, dramatic Composition Exam as juniors and the AP Literature literature and the theatrical process by participating in and Composition Exam as seniors. it. Through the study of works of several different time periods and genres, ranging from oral traditions and This course requires students to demonstrate a sophisti- Greek drama to contemporary theatre, students inter- cated ability to read and analyze texts and examine not pret themes while developing an understanding of vari- only how they inform a response to inquiry questions, ous theatrical styles. Students engage in various theat- but also how the author has utilized characterization, rical productions and manage all aspects of theatre. setting, and point of view, as well as specific literary choices to craft his or her bias or meaning. Expecta- #0092 Theatre Performance tions of E9H students include analysis of more than one Grades 10-12 / 1 Semester - 1.0 credit text concurrently; students will be responsible for read- This course fulfills the Fine Arts requirement for ing both an in-class and out-of-class text simultane- graduation. ously. E9H also distinguishes itself from English 9 in that English 9 Honors requires daily participation in This class focuses on the importance of focus, imagina- whole and small group class discussions and quicker tion, character analysis, objectives, tactics and obsta- acquisition of skill targets or objectives—especially in cles in portraying a character in a scene. Students are the area of writing. also introduced to three technical approaches to acting on stage and read, cut, analyze, and perform various #0027 Academic Literacy theatrical pieces. Grade 9-10 / Full Year Course - 2.0 credits Prerequisite: Students are recommended for Academic ENGLISH 9 OVERVIEW Literacy through the ninth grade English placement process or teacher recommendation. Prior to enrolling in English coursework at York, incoming freshmen take the EXPLORE and MAP tests and Academic Literacy is a course designed to accelerate a complete a District 205 writing placement exam. A student’s growth as a reader with specific attention to student’s scores are utilized in conjunction with his or his or her comprehension, fluency, multi-syllabic word her 8th grade English and work completion grades to reading, and vocabulary. Students receive direct in- determine ninth grade English placement. struction in key reading strategies including previewing, predicting, and identifying an author’s purpose, #0013 English 9 inferences, questioning, connecting and summarizing. Grade 9 / Full Year Course - 2.0 credits In addition to these strategies, students also learn both NCAA approved course content vocabulary and vocabulary strategies, as well as receive fluency instruction. The Academic Literacy In this college prep course, English 9 students refine teachers work in conjunction with the English and So- their reading, writing, listening, and speaking skills cial Studies instructors in order to pre-teach or re-teach while examining inquiry questions regarding tolerance, skills that are being addressed in the content area friendship and social responsibility. Students also work classes. to construct a more sophisticated understanding of characterization and character development, the levels LITERACY SKILLS and dimensions of setting, and authorial and narrative point of view. Students experience and analyze a vari- The Literacy Skills class is offered as a supplemental ety of texts, ranging from novels and plays to poetry English support for students who are interested in en- and non-fiction in an effort to develop a greater under- rolling in a general education English class (grade 10- standing of the text and the world. 12) but would benefit from an additional support to aid their success in that class. Available as a one semester #0010 English 9 Honors or multiple semester class, Literacy Skills is designed Grade 9 / Full Year High Weighted Course - 2.0 credits to assist students in the successful development of life- Prerequisite: Determined by placement rubric and long literacy skills.

24 #0012 Literacy Skills sophistication expected not only in the student’s writing Grades 10-12 / 1 Semester - 1.0 credit but also in his or her ability to navigate the texts and de- Prerequisite: Teacher or Counselor recommendation rive complex interpretations. 10 Honors encourages stu- This course does not fulfill English credit. dents to grow as self-directed learners in working to achieve high levels of success in demonstrating the skills Literacy Skills is a course designed to accelerate a stu- necessary to be successful in AP Language and Composi- dent’s growth as a reader and writer with specific attention. There is a general expectation that students who tion to his or her comprehension, fluency, vocabulary, enroll in 10 Honors are preparing to enroll in AP Lan- organization, usage and mechanics. Students receive di- guage and Composition as juniors. rect instruction in key reading and writing strategies, sup- ENGLISH 11 OVERVIEW plementing the instruction they receive in their core Eng- lish class. Juniors enroll in either English 11 or AP Language and Composition. English 11 merges inquiry, close analysis ENGLISH 10 OVERVIEW of text, and literature with opportunities for students to select texts of their choice that relate to the course inquiry Students enroll in either English 10 or 10 Honors. into fears and dreams. The overarching focus of the Sophomore year focuses on development of complexity, course will be an examination of rhetoric in a variety of significance and sophistication in a student’s reading, genres with a particular emphasis on non-fiction reading writing, speaking and listening skills. In addition to the and writing. rudiments of argument, students compare and contrast within and between tests while also maintaining a height- #0053 English 11 ened focus on literary analysis. Grade 11 / Full Year Course - 2.0 credits

NCAA approved course #0033 English 10

Grade 10 / Full Year Course - 2.0 credits In English 11 students utilize literature of various genres NCAA approved course and periods to inquire into a number of conceptual points of inquiry based on societal fears and personal dreams. In English 10 invites sophomores to respond to engaging, addition to supplemental reading and core curricular texts student-centered questions: “To what extent does one’s such as One Flew Over the Cuckoo’s Nest, The Great environment affect one’s behavior?” “What does it Gatsby, and The Catcher in the Rye, students choose their mean to be responsible?” “What are the qualities of a own texts at various points in each semester to further good leader?” and “What does it mean to be just?” Dis- tailor the course to personal interests in connection to the cussion, reading, and writing are based upon the stu- inquiry. English 11 provides students the opportunity to dents’ analysis of questions such as these through a vari- utilize and hone their knowledge of argumentation ety of texts like Night, Fahrenheit 451, and Lord of the through a variety of writing tasks: research, formal letter Flies, Taming of the Shrew, To Kill a Mockingbird and a writing, comparative analyses of fiction and non-fiction, variety of supplemental texts. etc. Students are assessed through a number of means including both formal and informal essay exams, authen- #0030 English 10 Honors tic student-led discussions and individual and group oral Grade 10 / Full Year High Weighted Course - 2.0 credits presentations. Prerequisite: Teacher recommendation NCAA approved course #0050 AP Language and Composition Grade 11 / Full Year High Weighted Course - 2.0 credits Students in 10 Honors refine their reading, writing, listen- Prerequisite: Teacher recommendation ing, and speaking skills while examining the role of cul- NCAA approved course ture in the life of both the individual and society. More- over, as a Pre-AP course, 10 Honors introduces students AP Language and Composition exposes students to the to close analysis of authorial choices by examining the type of scholarly environment and rigor that is compara- purpose behind particular literary techniques including, ble to an introductory college course, while combining but not limited to, the use of satire. Students will consistently engage in discussion as a means of generating ideas the study and analysis of both fiction and nonfiction with and work to understand and validate opposing interpreta- an emphasis on composition, argumentation and critical tions of the text and guiding inquiry. Generally speaking, thinking. Additionally, this course explores the use of 10 Honors is set apart from English 10 in the increased rhetorical techniques and how they inform the purpose of pacing, amount of independent practice and the level of the writer to create meaning for his or her intended audi-

25 ence. Collaborative inquiry guides not only exploration phistication that corresponds to a literature-devoted into the inquiry questions but the study of the AP exam class at a college or university. Through critical reading itself, which students are strongly encouraged to sit for of mature world literature, students are prepared to in the spring. achieve potential college credit through the AP Exami- nation in English Literature and Composition. #9957 Assessment Seminar Grade 11 / 1 Semester – 1.0 credit #0060 College Literacy: Strategies in Reading and Prerequisite: Counselor recommendation based upon Writing PLAN composite score Grade 12 / Full Year Course - 2.0 credits This course does not fulfill a core subject credit. NCAA approved course This one semester course will assist students in their preparation for the ACT test. It is designed for juniors College Literacy focuses on the improvement of reading who are interested in an intensive, systematic prepara- and writing strategies necessary to be successful at the tion for the ACT. Students will receive content-specific college level. Students will be encouraged to develop instruction that is taught using ACT-styled their own reading and writing processes based on these prompts. Students will learn about the ACT's format, strategies, which are emphasized throughout the course. structure and timing, and then practice strategies to Contemporary fiction and nonfiction will be explored, maximize their scores. Students considering Assessment evaluated and assessed. Seniors will both react to Seminar should know that they will be required to en- literature and compose their own pieces; they will be gage in regular, extensive practice. They will also learn asked to evaluate their writing through the use of models about the college application process. and self-reflection as well as peer and teacher feedback.

SENIOR COURSEWORK #0076 Composition, Literature and Film Grades 12 / Full Year Course - 2.0 credits Seniors choose a minimum of one full-year or two semester courses from an array of college preparatory Composition, Literature, and Film is designed to pre- coursework, or they may elect to enroll in AP Literature pare students for college level study of thematic issues and Composition. College prep courses share similar as reflected in literature and film. In this course, stu- standards, so students enroll in a particular course or dents have the opportunity to extend their skills in read- courses based upon personal interest in the topic or ing and writing while developing knowledge of cine- genre. Students are encouraged to enroll in additional matic studies and other media. Moreover, they also English electives as their schedules permit. explore the relationships between literature, composition, and film and the ways in which they communicate, #0075 AP English Literature and Composition reflect, influence, or challenge cultural values in a soci- Grade 12 / Full Year High Weighted Course - 2.0 ety. credits Prerequisite: Students must have earned credit for Film does NOT replace literature in CLF, but to supple- English 11 or AP Language and Composition. ment course readings, students examine thematically- NCAA approved course related clips from early films like Metropolis, classic cinema such as Sunset Boulevard and Citizen Kane, and Emphasis in the senior year of the honors program fo- a contemporary film/novel pairing, such as Jonze’s cuses on such world writers as Ionesco, Camus, Dick- Where the Wild Things Are (in conjunction with Egg- ens, Faulkner, Shakespeare, Melville, Kafka, Hurston ers’ The Wild Things). To aid in interpretation of fic- and O’Brien. Designed to be commensurate with a col- tion and film, the course will also include analysis lege course, this class will require students to write mul- of techniques writers and filmmakers use to convey tiple compositions in which they hone their craft as their ideas, as well as written, nonfiction excerpts of writers. In fact, student evaluation will be based pri- major film theory and criticism. marily on 12 significant writing assessments each semester. Nightly reading assignments will average 25-40 #0085 World Literature pages. In addition, students will be graded on verbal Grade 12 / Full Year Course - 2.0 credits skills as demonstrated in class discussions and major NCAA approved course presentations. In that this a college level course, students will be expected to read, to write, to analyze, and This senior elective course will explore the transforma- to discuss various forms of literature at a level of so- tion of character and self, offering insight into both the philosophic and spiritual mind that drives our unique

26 perceptions. In particular, we will attempt to understand #0062 Creative Writing the nature of our existence through the union of the body, Grade 12 / 1 Semester - 1.0 credit mind and spirit as we focus on world writers like Salman NCAA approved course Rushdie, Virginia Woolf, Henrik Ibsen, Annie Dillard, Kingsley Amis, Herman Hesse and Michael Pollan. For Creative Writing is a one-semester course designed to the most part, we will be reading fiction; however, we provide students the opportunity to explore a variety of sprinkle in nonfiction and poetry in order to widen our writing styles including creative non-fiction, poetry, scope of language and study. Furthermore, we will write short fiction and script writing. Students write often, in a variety of styles, preparing students for the various constructing a writer’s portfolio and developing the types of writers they will have to become as they explore craft of writing by applying the techniques and devices their futures after high school. Students will be asked to of effective, imaginative writing for an audience beyond write personal narratives, short fiction through magical the writer herself or himself. To develop their craft, realism, literary analysis, philosophical statements and manifestos. In addition to reading and writing, students students engage in a number of pre-writing activities will also be assessed on verbal skills as demonstrated designed to spur and engage in revision processes. Fol- through class discussions and major presentations. While lowing the workshop model, writers in the class fre- a major goal of the course will be to help students be- quently share their writing with their peers for feedback come better readers and writers, a more important goal is and to learn skills of objectively critiquing the writing to enrich students’ understandings of life by studying the of others; additionally, each genre exploration culmi- genius of literary perspective and character. nates in a celebration of the students’ writing where each student shares a piece, or portion of a piece of their #0078 Humanities writing through print, media, or performance. Creative Grade 12 / Full Year Course - 2.0 credits Writing provides experience and audience for those who NCAA approved course love to write, those who are interested in learning the craft of writing, those who wish to share the enjoyment Humanities introduces students to the cultures of various of writing with others, or those who wish to learn more civilizations throughout history, including the ancient about writing in order to better appreciate what writers world, the Medieval period, the Renaissance, the Ba- do. roque Age, Romanticism, Industrialism and the 20th century. Examination of these periods will take students into #0063 Popular Literature the study of history, philosophy, literature, drama, art, Grade 12 / 1 Semester – 1.0 credit music, architecture and related fields. Areas of develop- NCAA approved course ment include multi-media organizational and research skills, critical and analytical writing skills and develop- Popular Literature is a one semester course that explores ment of an effective writing style. This course uses a both the concept of popularity as well as literature that is college-level text. A study of humanities is a study of the typically deemed "popular." Students are prompted to values, dreams, attitudes, and creativity of humankind, a develop their literacy skills through reading, writing, speaking and listening to texts that define popularity and study that is important to understanding what has oc- explore the reasons behind its rise and fall. Specifically, curred and what is currently occurring in the world that students develop their ability to write with clarity, pur- seniors will soon face. pose and according to accepted standards; read with comprehension while demonstrating the ability to criti- #0057 Chicago Literature cally analyze what they read; engage others in public Grade 12 / 1 Semester – 1.0 credit discussion about issues generated by the reading; and NCAA approved course closely attend to the thoughts and ideas generated by others. In addition to reading, writing, listening and Through this semester-long course, students will analyze speaking about several core texts, students in this class a variety of historical, literary and cultural artifacts native also engage in independent readings of popular texts to Chicago. Each text will enable students to construct they find personally appealing. Readings will include an understanding of what is significant about our great contemporary authors and span several genres such as city and what its denizens truly value. Students will be science fiction, mystery, horror and nonfiction. As well asked to analyze important events, engaging readings and as reading traditional literature for this course, students a variety of artifacts ranging from architecture, which is have the opportunity to analyze texts not commonly per- arguably Chicago's greatest contribution to the global ceived as "Literature" including popular phenomena community, as well as art, literature and other textual such as music, newspapers, visual art, magazines, mov- sources. Students will demonstrate their learning at the ies and other non-traditional "texts." end of the semester through a culminating project.

27 #0055 Shakespeare: Murder, Mayhem, and Majesty critical reading and writing skills required for college- Grade 12 / 1 Semester – 1.0 credit level work, with an emphasis on written assignments NCAA approved course that call for summary, critique, analysis, and arguments based on sources. The purpose of this course is to pre- York seniors typically will have read two works by pare students for the rigor of writing throughout col- Shakespeare, currently English 9’s Romeo and Juliet lege. The focus is on scholarly investigation of sources, and English 10’s Taming of the Shrew. Students have critical thinking and reading, learning how to recognize had little if any exposure to one of the bard’s great and utilize specific writing strategies, skills, and flu- many comedies, histories or romances. Likewise, sen- ency. Each unit will include preliminary work and as- iors probably have not yet encountered any of Shake- signments leading to a major essay to conclude. Points speare’s 154 sonnets or one of the “mature” tragedies will be accumulated from homework, in-class assign- like Hamlet or Othello. This course provides students ments, participation, and final written assignments. the opportunity to inquire—through script, film and Since much work and discussion will be carried on in performance—into the literature of the reputed greatest class, impeccable attendance and assignment submis- writer in the English language. This class builds on the sion is imperative. literacy skills established in required core English classes as well as encouraging students to extend their #0049 Literature 101 H cultural analysis’ skills to the Elizabethan worldview of Grade 12 / One Semester High Weighted Course Shakespeare and to contrast it with their own develop- 1.0 HS credit / 3.0 University credits ing understanding of human experience. Prerequisite: Students must have earned credit for English 11 or AP Language and Composition, and they ADVANCED COLLEGE PROJECT ENGLISH must have a 2.7 cumulative GPA or higher. COURSES NCAA approved course

The following 3 courses are being offered in conjunc- Literature 101 is a designed to help students learn how tion with Indiana University that would allow senior to read, think, and write critically and cogently about students to earn both high school and college English literature. Students will study four genres—poetry, short credits concurrently. These Advanced College Project story, the novel, and drama—to understand how the (ACP) courses are honors weighted courses, and be- various elements of a work of imaginative literature co- cause they are college courses in which students earn here to impart meaning. A large portion of the course college credit through IU, there are additional steps will focus on how to write; students will learn how to needed to enroll: translate close reading skills into strong critical essays, writing three peer-reviewed major papers, as well as  Students must apply for acceptance into these short assignments (microthemes) and quizzes. The class courses through IU. York counselors assist with this will be heavily discussion-based, and vigorous and in- process. sightful explorations of the poetry and fiction.  Students must have a 2.7 GPA or higher in order to be eligible for ACP courses. #0047 Speech 101 H  The 2015-16 tuition cost is $50.00 per credit hour Grade 12 / One Semester High Weighted Course ($150 per semester), payable directly to IU in the fall 1.0 HS credit / 3.0 University credits of 2015. This cost is subject to change from year to Prerequisite: Students must have earned credit for year based on IU tuition fees. Tuition is waived for English 11 or AP Language and Composition, and they students on free or reduced lunch. must have a 2.7 cumulative GPA or higher.  Students do not need to be enrolled as an IU student NCAA approved course to be in ACP classes.  ACP students are subject to IU’s policies regarding Speech 101 is a contemporary course in the art of rheto- attendance, late work and academic misconduct. ric. What is rhetoric? Rhetoric is communication directed toward social action. In this course, we will fo- #0046 Composition 101 H cus on the persuasive dimensions of public speaking. Grade 12 / One Semester High Weighted Course This approach will be grounded in rhetorical theory as 1.0 HS credit / 3.0 University credits well as contemporary examples of great speaking in a Prerequisite: Students must have earned credit for variety of contexts. Students will learn how to prepare English 11 or AP Language and Composition, and they convincing arguments enlivened with confident deliv- must have a 2.7 cumulative GPA or higher. ery and based on a thorough understanding of their au- NCAA approved course dience. Throughout the course, they will focus on the importance of personal character—ethos—to their Composition 101 offers instruction and practice in the credibility as a speaker.

28 BILINGUAL & ENGLISH LANGUAGE #9807 ELL (Advanced II) LEARNER COURSES Grades 9-12 / Full Year Course – 2.0 credits Prerequisite: Enrollment in the ELL Program; success- #9801 ELL (Beginning) ful completion of Advanced ELL II and/or a composite Grades 9-12 / Full Year Course – 2.0 credits ACCESS score of 4.0 or higher Prerequisite: Enrollment in the ELL Program This course emphasizes the fined-tuning of academic This course emphasizes basic English skills for stu- English skills for students who will move into main- dents who do not speak English, or who are limited in stream English courses within the next school year. their knowledge of the language. Skills in the four Skills in the four domains of language (speaking, domains of language (speaking, listening, reading and listening, reading, and writing) will be taught, focus- writing) will be taught, focusing on functional and ing on enhanced vocabulary and grammar usage, and academic vocabulary, grammar and oral skills. Stu- further practice with reading and discussion of au- dents are introduced to American culture and encour- thentic grade level literature, and essay writing. This aged to discuss their own cultural traditions. This course is designed to help English language learners course is designed to help English language learners fine-tune the development of their English language begin their transition to the English-speaking world skills and further integrate into the American high and help them adjust to the American high school sys- school system. tem. #9811 ELL Skills for Content Classes #9803 ELL (Intermediate) Grades 9-12 / Full Year Course – 2.0 credits Grades 9-12 / Full Year Course – 2.0 credits Prerequisite: Enrollment in the ELL Program; taken Prerequisite: Enrollment in the ELL Program; suc- concurrently with Beginning ELL; may be taken in cessful completion of Beginning ELL and/or a com- conjunction with Intermediate ELL posite ACCESS score of 2.3 or higher This course emphasizes content-area academic vo- This course emphasizes development of academic cabulary and study skills for students who are limited English skills for students who are limited in their in their knowledge of English. Course material will knowledge of the language but have attained basic be drawn from the academic content-area courses skills. Skills in the four domains of language required for graduation. Study skills necessary for (speaking, listening, reading and writing) will be success in the American high school system will be taught, focusing on academic vocabulary, grammar, emphasized. Students will receive English credit to- oral presentations, fiction and non-fiction reading and ward graduation. paragraph writing. This course is designed to help English language learners continue the development #0007 Bilingual Language Arts 9 of their English language skills while integrating into Full Year Course – 2.0 credits the American high school system. Prerequisite: Students are enrolled in the part-time or full-time TBE program. #9805 ELL (Advanced I) Grades 9-12 / Full Year Course – 2.0 credits In this course, Bilingual Language Arts 9 students Prerequisite: Enrollment in the ELL Program; suc- refine their reading, writing, listening, and speaking cessful completion of Intermediate ELL and/or a skills while examining inquiry questions regarding composite ACCESS score of 3.5 or higher tolerance, friendship, and social responsibility. Stu- dents also work to construct a more sophisticated This course emphasizes continued development of understanding of characterization and character de- academic English skills for students who are not yet velopment, the levels and dimensions of setting, and totally proficient in English. Skills in the four do- authorial and narrative point of view. Students ex- mains of language (speaking, listening, reading and perience and analyze a variety of texts, ranging from writing) will be taught, focusing on academic vo- novels and plays to poetry and non-fiction in an effort cabulary, grammar, reading and discussing authentic to develop a greater understanding of the text and the grade-level literature, and essay writing. This course world. Instruction and course materials will be pro- is designed to help English language learners further vided in Spanish. the development of their English language skills and integration into the American high school system.

29 INSTRUCTIONAL LEVEL COURSES #3126 English 4 Grade 12 /1 Semester or Full Year Course - 1.0 or 2.0 These special education classes address academic credits content and skill areas at an appropriate level of Prerequisites: IEP recommendation and Junior English complexity for students with an IEP. #3123 NCAA approved course #3119 English 1 Grade 9 / Full Year Course - 4.0 credits This course will emphasize, among other topics, con- Prerequisite: IEP recommendation tinued strategies in reading and writing with real NCAA approved course world applications. Job related forms, communication within the workplace, and using the newspaper This two-period course stresses acquisition and im- as a part of daily living will also be covered. Se- provement of reading comprehension, writing skills, lected readings will be incorporated during the se- vocabulary development and spelling. Students in mester. this course will receive additional instruction in the primary elements of effective reading (fluency vocabulary, comprehension and phonics) in order to improve their skills. General introductory literature will be presented.

#3020 English Skills Grades 9-12 / Full Year Course - 2.0 credits; repeatable Prerequisite: IEP recommendation

This course will focus on functional English and will emphasize literature, grammar, vocabulary development and writing skills.

#3122 English 2 Grade 10 / Full Year Course - 2.0 credits Prerequisites: IEP recommendation and Freshman English #3119 NCAA approved course

This course continues to address the Language Art skill areas identified in Freshman English #3021. Functional English skills and world literature are presented.

#3123 English 3 Grade 11 / Full Year Course - 2.0 credits Prerequisites: IEP recommendation and Sophomore English #3122 NCAA approved course

This course continues to address the Language Art skill areas identified in Sophomore English #3022. These skills will be applied to daily functional usage such as job applications, job related forms and using the newspaper as part of daily living. American literature, past and present, will be presented.

30 York Learning Commons

The Learning Commons contains multiple resources to enhance student learning outside of the classroom. Located on the second floor of the administration building, it houses most of York's academic resources and services including the Li- brary, the English Writing Center, the Science Resource Center, the Social Studies Resource Center, the Testing Center, Study Seminar, Study Tables, York Tutoring Program, and more. It offers a variety of rooms and work areas for students to study individually, work in groups, meet with tutors, conference with teachers, and conduct research. The Learning Com- mons is open every morning an hour before school and remains open after school late into the evening. Teachers from various departments are available before, during and after school to assist students with their studies. A librarian and other Learning Commons staff work with students and teachers to support individual and whole-class learning activities.

NORTH LEARNING COMMONS STUDY TABLES Students who need a more structured environment than a The North Learning Commons contains the largest array typical study hall may be assigned to Study Tables in the of resources in terms of space, faculty support and aca- Learning Commons based on teacher and/or counselor demic resources. Students may work individually or in recommendations. A teacher is available to work with small study groups. students as needed and to support them in organizing and prioritizing their academic work. ACADEMIC RESOURCE CENTERS English (writing center), science, and social studies re- TECHNOLOGY source centers are staffed with content-area teachers There are desktop computers available for individual and throughout the day. These resource areas contain non- large-group use in the Learning Commons. There are over fiction books and periodicals related to their respective 30 charging stations for student ChromeBooks in the discipline as well as textbooks and other department re- Learning Commons. Students have access to several pe- sources. ripherals including scanners, printers, headphones and microphones. Collaborative technology workspaces are AP and ACT RESOURCES available in the Lincoln Lab where students can work on AP and ACT review materials are available for students to projects and share information from their individual elec- use. These include review books, flash cards, and access tronic devices. A “Procrastination Station” is available for to online resources. short login sessions to print out assignments, check grades, or check school e-mail. LIBRARY The library supports the curriculum and learning at York YORK TUTORING PROGRAM in a multitude of ways. It promotes reading as a founda- Trained student tutors with strong academic skills and/or tional skill for the development of new understandings, expertise in specific content areas are available throughout personal growth and enjoyment. Working with teachers the school day to work with peers. Students who need and departments, the library staff aim to support literacy assistance in specific classes may come to the Learning by fostering growth in vocabulary, reading comprehen- Commons to meet with peer tutors. Student walk up’s or sion, fluency and background knowledge. The library also scheduled appointments are available. plays a vital role in developing research skills in students and offers both traditional and online research tools. SOUTH LEARNING COMMONS Learning how to use all the resources available in the library will prepare students for a successful transition to The South Learning Commons is dedicated to silent study the undergraduate academic environment. and houses the Testing Center and silent study.

The following resources are available to students in the TESTING CENTER library: fiction books, non-fiction books, audio books, e- The Testing Center is open before and after school as well readers, graphic novels, periodicals, magazines, newspa- as each period of the day for students to make up tests and pers, online research databases, and links to Google Apps, quizzes that were missed due to excused absences. It also Noodle Tools, online catalogs and reading-related sites. has the space and technology available to provide testing accommodations for in-house tests and standardized tests. STUDY SEMINAR Students may schedule ahead of time to guarantee a seat Study Seminar is a course that is the combination of a for a particular period, or for before or after school. supportive study period and a learning lab. It is designed for students who need additional support when facing aca- SILENT STUDY demic or personal challenges. The Study Seminar class- The Testing Center is open for silent study for all students, room and resources are located within the Learning Com- before, during and after school. mons. For more information, turn to page 30. 31 Study Seminar

#9952 Study Seminar – Grade 9 #9953 Study Seminar – Grade 10 #9954 Study Seminar – Grade 11

Grades 9, 10 and 11 / Full Year Course or 1 Semester - .5 credit per semester Prerequisites: York Student Services recommendation and approval by Study Seminar staff

Study Seminar is designed to be both a supportive study period and a learning lab. The purpose of Study Seminar is to provide students with opportunities and strategies that will enhance their educational experience and positively empower them as they transition into young adulthood. While much of the time in Study Seminar will be available for use as a study period to address academic issues in their most challenging courses, students also will use class time to learn strategies that will help them succeed in school and in life.

Rationale: At times students need additional support when facing academic or personal challenges. This course and the staff members associated with it help students meet these challenges as they navigate high school.

32 Mathematics Course Overview

Typical Course Sequences

Algebra A Algebra B Geometry C Algebra 2

Algebra AB* Geometry* Adv Algebra/Trig* College Algebra

** Precalculus Frosh Geometry Alg 2/Modeling Finite Math H ACP

Frosh Geometry H Adv Algebra/Trig H Precalculus H AP Calculus AB AP Calc C / AP Stats

Enr Adv Alg Trig H Enr Precalc H / AP Stats AP Calculus BC Advanced Topics H

* Bilingual courses are available for Algebra AB, Geometry and Advanced Algebra Trig.

** Math Department approval needed. Involves taking Geometry in summer school after 9th grade or concurrently with Alg 2/Modeling in 10th grade.

Enriched Course Sequence for the Classes of 2017 and 2018

Enr Geometry H Enr Adv Alg H/Trig Enr Precalc / AP Stats AP Calculus BC

Courses for English Language Learners

ELL Math ELL Algebra A ELL Algebra B

ELL Algebra AB

Sequences Involving Instructional Courses

Functional Math Functional Math Functional Math Functional Math

Math Apps Math Apps Math Apps Math Apps

Algebra Apps Geometry Apps Business Math PreAlgebra Block Algebra A Algebra B Geometry C

Additional Courses

AP Statistics Algebra 3 Business Math

Mathematics

To learn mathematics is to learn to think. The study of mathematics encourages students to:  view mathematics as a significant human achievement.  analyze and generalize.  model the world around them.  make judgments based on evidence and reasoning.  use discussion to hone and refine their thinking.

What is different about different levels of York mathematics classes?

Pace - More advanced courses move through topics more quickly and thus cover more. Less advanced courses offer more opportunity for explanation and practice.

Level of abstraction - More advanced courses move quickly to work with generalization and symbolism. Less advanced courses deal more often with problems derived from real-world settings and are slower to express concepts in purely symbolic form.

Mastery of prior content - Some courses are designed to spend time reviewing topics covered in previous years.

Study habits - More advanced courses require students to balance multiple assignments and manage longer, more sophisticated independent projects. Less advanced courses give more attention to building foundation study skills and offer more teacher support for long-term projects.

In most cases, students who do not pass the first semester of a mathematics course do not continue on to the second semester.

** Many courses require a graphing calculator from

the TI-84 family made by Texas Instruments. Enriched courses and AP Calculus BC use the

TI N-Spire CAS, which have computer algebra

capability. Other types are not allowed since their features are not compatible with certain assign-

ments and do not match demonstrations given in

class. TI-84 graphing calculators are available for rental through the York Bookstore. TI-84 Plus TI-84 Plus CE TI-Nspire CAS Clubs and Organizations

MATH TEAM The Math Team is composed of students with interest in and enthusiasm for mathematics. Students participate in contests on a local, state and national level, such as the North Suburban Math League, the Illinois Math League and the American Mathematics Competition. Practices and some individual contests are held twice a week before or after school. Eight major team contests occur after in the evenings or on weekends.

STEM CLUB STEM club is for students interested in exploring topics in the areas of science, technology, engineering, and/or mathematics. These fields offer some of the fastest-growing and highest-paid careers in America, and this club provides students with an opportunity to explore STEM topics and careers through individual and group research projects, as well as by connecting with current professionals in these fields.

34 gons. Additional topics include similar figures, right Course Descriptions triangles, right triangle trigonometry, circles, area and volume. The Geometer’s Sketchpad software is used #0338 Algebra A to apply course topics and introduce students to geo- Full Year Course - 2.0 credits metric transformations. A graphing calculator from Prerequisite: Determined by placement rubric the TI-83/84 family is required.** This course is approved by NCAA for one-half year of math. Completion of Algebra A & B will be deemed as Rationale: This is a regular-level course for students one year of math under NCAA guidelines. who have mastered the core concepts and skills of

Algebra in middle school. After sophomore year, there This is the first course in a two-year sequence that are multiple paths available, concluding senior year covers algebra. Algebra A uses the tools of variables, with College Algebra, Precalculus or Precalculus H. symbols, and graphs to explore patterns and relationships. Course topics include integers, variables #0331 Frosh Geometry H and equivalent expressions, the solution of first degree Full Year High Weighted Course - 2.0 credits linear equations and inequalities, ratios and proportion- Prerequisite: Determined by placement rubric and ality, equations of lines, and data analysis. A graphing Spring placement test calculator from the TI-83/84 family is required.** NCAA approved course

Rationale: The pace of Algebra A and Algebra B pro- This honors course introduces students to Euclidean vides an opportunity for students to build the algebra geometry through an emphasis on careful reasoning, foundation necessary for success in advanced algebra, deductive proof, and problem solving. Topics include in college, and in their careers. congruent triangles, parallel lines, polygons, similar

figures, right triangles, right triangle trigonometry, #0337 Algebra AB circles, three-dimensional figures, area and volume. Full Year Course - 2.0 credits The proficiency which students bring from their mid- Prerequisite: Determined by placement rubric dle school Algebra course is maintained and extended NCAA approved course as algebraic topics are applied in geometric contexts.

A graphing calculator from the TI-83/84 family is Algebra AB uses the tools of variables, symbols, and required.** graphs to explore patterns and relationships. Course topics include equivalent expressions, solving first and Rationale: This is a rigorous course for students who second degree equations, equations of lines, operations bring a strong algebraic foundation from middle with polynomials, factoring, properties of exponents school. This course begins a sequence of courses that and exponential growth, and systems of equations. A culminates with Advanced Placement Calculus AB. graphing calculator from the TI-83/84 family is required.** #0351 Enriched Advanced Algebra with Trig H

Full Year High Weighted Course - 2.0 credits Rationale: This course begins the most typical path of Prerequisite: Determined by placement rubric and mathematics courses required for college admission spring placement testing and future careers. NCAA approved course

#0341 Frosh Geometry This course begins the sequence of York’s Enriched Full Year course - 2.0 credits courses as students study a variety of types of functions: Prerequisite: Determined by placement rubric and linear, quadratic, parametric, exponential, logarithmic, Spring placement test. rational, and trigonometric. Students do more sophisti- NCAA approved course cated work with proof, exponents, complex numbers,

factoring, vectors, systems of equations in three dimen- Frosh Geometry is designed for students who are skill- sions, and probability and also study conic sections and ful with the basics of first-year Algebra as they will matrices. BASIC programming, writing assignments, need to apply these topics in geometric contexts. and projects are used to enrich understanding. A Texas Work with geometry begins with properties of angles Instruments TI-Nspire CAS calculator is required. and segments, which form the basis of deductive proofs. Those proofs and the tools of algebra are used to explore congruent triangles, parallel lines and poly- Rationale: This is the first course in a rigorous se-

35 quence of courses for the most able math students. These numerically and graphically. Students are introduced to students will be prepared to take Calculus BC as juniors new algebraic topics, including exponential growth, and a college level math course beyond that as seniors. rational expressions, and periodic functions. Through- out the course an emphasis is placed on modeling real #0354 Algebra B world phenomena and on the tools of data analysis. A Full Year Course - 2.0 credits graphing calculator from the TI-83/84 family is re- Prerequisite: Algebra A quired.** This course is approved by NCAA for one-half year of math. Completion of Algebra A & B will be deemed as Rationale: This course is the second in a sequence that one year of math under NCAA guidelines. begins with Frosh Geometry and culminates with Pre- calculus Honors. This sequence offers a strong prepara- This is the second course in a two-year sequence that tion in mathematics required for college entrance. It covers algebra using the tools of variables, symbols, and allows students to begin their university work with graphs to explore patterns and relationships. Course calculus. topics include solving second degree equations, operations with polynomials, factoring, properties of expo- #0359 Advanced Algebra with Trig H—grade 9 nents and exponential growth, and systems of equations. #0358 Advanced Algebra with Trig H—grades 10 & 11 A graphing calculator from the TI-83/84 family is re- Full Year High Weighted Course - 2.0 credits 9th grade prerequisite: Determined by placement rubric quired.** and spring placement testing 10th grade prerequisite: Frosh Geometry H with a grade Rationale: The pace of Algebra A and Algebra B proof at least C vide an opportunity for students to build the algebra 11th grade prerequisite: Algebra 2 with Modeling with foundation necessary for success in advanced algebra, in Department recommendation college, and in their careers. NCAA approved course

#0330 Geometry Functions are the main topic of this course and are Full Year Course - 2.0 credits examined in terms of their algebraic properties, their Prerequisite: Algebra with a grade of at least C graphs and their uses in modeling real-world situations. NCAA approved course The types of functions studied include linear, quadratic, exponential, logarithmic, rational and trigonometric. By studying geometry students learn to see Additional topics include more sophisticated work with relationships and patterns in the world around them and factoring, rational exponents, trigonometric identities, to use proof to establish the validity of their and probability. BASIC programming is used as a tool observations. Course topics include points, lines, angles, to examine algebraic concepts. A graphing calculator parallel lines, congruence, polygons, triangles, circles, from the TI-83/84 family is required.** three-dimensional solids, areas and volume, similarity, and right triangle trigonometry. Transformations, Rationale: This course lays the foundation for precalcu- coordinate geometry, and the Geometer’s Sketchpad are lus for students working at an honors level of sophistica- tools that will be used in investigating figures. Emphasis tion and rigor. It is part of four-year sequences which is placed on applications of geometry and developing the offer a strong preparation in mathematics required for ideas of justification and proof. A graphing calculator college. from the TI-83/84 family is required.** #0347 Geometry C Rationale: This course allows the students to continue Full Year Course - 2.0 credits on the most typical path of mathematics courses required Prerequisite: Algebra A and Algebra B, or Algebra AB for college admission and careers. with Department permission NCAA approved course #0317 Algebra 2 with Modeling Full Year Course - 2.0 credits By studying geometry students learn to see relationships 9th grade prerequisite: Determined by placement rubric and patterns in the world around them and to improve and spring placement testing their reasoning skills. Congruence, similarity and paral- 10th grade prerequisite: Frosh Geometry lelism are applied to triangles, circles and polygons using NCAA approved course both inductive and deductive reasoning. An emphasis is placed on vocabulary, marking and using diagrams, and This course extends the topics that students encountered applying the properties of geometric figures. The alge- in 8th grade Algebra by addressing them algebraically,

36 braic skills of writing and solving equations which stu- lus or other university mathematics courses intended for dents learned in previous courses are now applied in majors in non-STEM fields. Juniors and sophomores various geometric contexts. A graphing calculator from will follow this course with Functions & Finite Math, an the TI-83/84 family is required.** honors-level course which prepares for a STEM-based calculus course. Rationale: This is a one-year course in the sequence following Algebra B. The course, which includes proofs, #0356 Precalculus H satisfies the geometry requirement for college entrance Full Year High Weighted Course - 2.0 credits and prepares students to take Algebra 2 the following Prerequisite: Advanced Algebra with Trig H with Depart- year. ment approval NCAA approved course #0361 Advanced Algebra with Trig Full Year Course - 2.0 credits First semester examines linear, quadratic, polynomial, and Prerequisite: Geometry with a grade of at least C or trigonometric functions and their graphs, domain and Algebra 2 with Modeling range, theory of equations, imaginary and complex num- NCAA approved course bers, exponential and logarithmic phenomena, and analytic geometry. Second semester is devoted to trigonomet- This course extends the study of algebra begun in ric identities, polar coordinates, complex numbers, vec- Algebra AB. Familiar topics such as equations, tors and determinants, sequences and series, matrices, exponents, graphs, systems of equations and probability and statistics. Throughout the course there is polynomials are studied in more depth. New concepts an emphasis on applications and the use of technology. A include variation, sequences, matrices, transformations graphing calculator from the TI-83/84 family is re- of functions and graphs, exponential and logarithmic quired.** functions, trigonometry, and quadratic functions. The trigonometry of right triangles is extended to general Rationale: This course continues the honors sequence of triangles and the unit circle. Throughout this course courses that prepares students for STEM majors in col- there is a strong emphasis on applications of lege and includes AP Calculus AB. mathematics. A graphing calculator from the TI-83/84 family is required.** #0397 Enriched Precalculus with AP Statistics Full Year High Weighted Course - 2.0 credits Rationale: This course allows students to continue on Prerequisite: Enriched Advanced Algebra with Trig, the most typical path of mathematics courses and take with a grade of at least C College Algebra the following year. The course also NCAA approved course satisfies the requirement of three years of mathematics required by many colleges. This course extends work with the theory of functions begun in Enriched Advanced Algebra and Trigonometry. #0379 Precalculus It introduces polar coordinates, conic sections, natural Full Year Course - 2.0 credits logarithm and exponential functions, sequences and se- Prerequisite: Advanced Algebra with Trig, with a grade ries, and limits. Technology is used frequently for mod- of at least C eling and for discovering key ideas from multiple per- NCAA approved course spectives. In addition to prerequisite knowledge for Cal- culus BC, students study statistics with the goal of taking The first semester examines rate of change, parametric the AP Statistics exam. The statistics units involve four equations, concavity, functions, asymptotes and limits, con- broad conceptual themes: using graphical and numerical tinuous exponential growth, natural logarithms, logarithmic techniques to study patterns of data, planning a method scales, regression models for exponential and power functions, and transformations and symmetry. The second se- of data collection, applying the rules of probability, and mester is devoted to trigonometric identities, polar coordi- making statistical inferences to justify conclusions about nates, vectors, and sequences and series. Throughout the large populations. Throughout the course a strong em- course there is an emphasis on applications and the use of phasis is placed on critical thinking and communication. technology, particularly computer programming using the A Texas Instruments TI-Nspire CAS calculator is re- BASIC language. A graphing calculator from the TI-83/84 quired. family is required. Rationale: This course gives students a college level Rationale: This regular-level course is designed for two experience in statistics while finishing the Enriched se- groups of students. Seniors will be preparing for calcu- quence that prepares for AP Calculus BC.

37 #0352 Algebra 2 from the TI-83/84 family is required.** Full Year Course - 2.0 credits Rationale: This course is the capstone course for our Prerequisite: Geometry C, or Geometry with permission of most typical path of mathematics courses. It allows Department students to begin their university work in mathematics NCAA approved course with precalculus or calculus and prepares them for fields that use mathematics. This course builds upon ideas that students have previously studied in Algebra B. Topics include equations #0383 Finite Math H –ACP and inequalities, expressions, functions, graphs, systems Full Year High Weighted Course - 2.0 credits of equations, powers, roots, operations with Prerequisite: Precalculus polynominals and factoring, equations of lines, logarithms and quadratics. A graphing calculator from This course incorporates finite math through Indiana the TI-83/84 family is required.** University’s Advance College Project. Students learn about sets and logic, counting techniques, probability Rationale: This course is the capstone course for those and expected value, standard deviation and modeling students who begin with Algebra A. It satisfies the random events, and linear programming. The remaining advanced algebra course requirement that many colleges portion of the class addresses a variety of topics, includ- have. ing conics, applications of trigonometry, and analytic geometry. Matrices and transformations are applied in #0353 Algebra 3 business and social sciences applications, modeling with Full Year Course - 2.0 credit Markov chains, and image processing. Throughout the Prerequisite: Math Department approval course, technology particularly computer programming NCAA approved course in the BASIC language, is used to generalize and apply course topics to model real-world situations. A graphing This course is aimed at seniors who want to continue to calculator from the TI-83/84 family is re- strengthen their understanding of mathematical concepts quired.** (Note: This is a tentative offering pending that they will need for success in careers, college math final approval by the University of Indiana and the courses and decision-making in everyday life. The NCAA.) course will focus on personal and business finance, with students applying algebraic concepts to real-world top- Rationale: This honors-level course allows students ics. Algebraic concepts include ratios and percents, from Precalculus to prepare for a STEM field through a linear, quadratic, and exponential functions and work rigorous calculus course, either through AP Calculus at with data and statistics. A graphing calculator from the York or at a university. It also offers a college-level TI-83/84 family is required.** experience through the Advance College Project.

Rationale: This course serves as a capstone course for #0390 AP Calculus AB those students who begin in the Algebra AB sequence, Full Year High Weighted Course - 2.0 credits but take Algebra 2 as juniors. It is also appropriate for Prerequisite: Precalculus H students who take Advanced Algebra with Trig, but are NCAA approved course not ready for the pace and abstraction of College Alge- bra. This is a full-year course equivalent to one semester of college calculus. Topics of study include limits and #0385 College Algebra continuity, rates of change, derivatives, relationships Full Year Course - 2.0 credits between functions and their derivatives, definite and Prerequisite: Advanced Algebra with Trig, with a grade indefinite integrals, the Fundamental Theorem of Calcu- of at least C lus, volumes of solids, and differential equations. Each NCAA approved course topic is examined both abstractly and with numerous practical applications. All topics are approached rigor- This course examines functions, statistics, and ously through graphical, numerical, and algebraic repre- trigonometry by using the tools of transformations, sentations. A student may receive undergraduate col- graphing and data analysis. The following types of lege credit for one semester of calculus through high functions will be studied and used to model data: performance on the Advanced Placement Calculus AB linear, quadratic, power, exponential, logarithmic, exam. A graphing calculator from the TI-83/84 family trigonometric, circular, polynomial and rational. Addi- is required.** tional topics are probability and sequences and series. Students will make extensive use of Mathematica for Rationale: This is a college-level course that allows graphing and technical writing. A graphing calculator students to receive one semester of college credit through the Advanced Placement exam.

38 #0391 AP Calculus BC #0735 Business Math Full Year High Weighted Course - 2.0 credits Grade 12 / Full Year Course - 2.0 credits Prerequisite: Enriched Precalculus, or Precalculus H Prerequisite: Math Department approval with Department approval Note: Not an NCAA approved course NCAA approved course. This course provides students with mathematical and This is a full-year course equivalent to two semesters of consumer skills needed in the real world. Students will college calculus. It covers the topics listed above for AP compute payments and balances associated with credit Calculus AB. Additional topics include advanced meth- cards, bank accounts, automobile loans, mortgages, fed- ods of integration, advanced estimation methods for eral and state income tax, Social Security tax, real estate differential equations, converging and diverging series of tax and many other practical applications. A scientific numerical constants, Taylor series for function approxi- calculator is required. mations, and two-dimensional motion with vectors and parametric equations. Each topic is examined both ab- Rationale: This course provides practical skills for the stractly and with numeric practical applications. All world beyond high school. It is the capstone course for topics are approached rigorously through graphical, nu- many students who take instructional level courses. merical, and algebraic representations. A student may receive undergraduate college credit for two semesters of #9957 Assessment Seminar calculus through high performance on the Advanced Grade 11 / 1 Semester – 1.0 credit Placement Calculus BC exam. Due to the extensive list Prerequisite: Counselor recommendation based upon of additional topics, AP Calculus BC moves at a much PLAN composite score faster pace than AP Calculus AB. A Texas Instruments This course does not fulfill a core subject credit TI-Nspire CAS calculator is required.** This one semester course will assist students in their Rationale: This course is a college-level course that preparation for the ACT test. It is designed for juniors allows students to receive two semesters of college credit who are interested in an intensive, systematic preparation through the Advanced Placement exam. for the ACT. Students will receive content-specific instruction that is taught using ACT-styled prompts. Stu- #0396 AP Statistics dents will learn about the ACT's format, structure and Full Year High Weighted Course - 2.0 credits timing, and then practice strategies to maximize their Prerequisite: Advanced Algebra Trig H or grade of A in scores. Students considering Assessment Seminar should Advanced Algebra Trig know that they will be required to engage in regular, ex- NCAA approved course tensive practice. They will also learn about the college application process. This is a full-year course equivalent to one semester of college statistics. Students learn about four broad con- INSTRUCTIONAL LEVEL COURSES ceptual themes: using graphical and numerical tech- #5404 Functional Math and Functional Reading niques to study patterns of data, planning a method of Grades 9-12/Full Year Course-4.0 credits; repeatable data collection, applying the rules of probability, and Prerequisite: IEP recommendation (2 Period Block) making statistical inferences to justify conclusions about large populations. Students are expected to think criti- The focus of this course is to build onto the basic foun- cally about real-world data and explain their work in dations of reading and math. The approach is to use written form. A strong emphasis is placed on precise functional/real life subjects for vocabulary and reading. writing and communication. A student may receive un- Students will work on identification and meaning of dergraduate college credit for one semester of statistics vocabulary, reading fluency, reading comprehension through high performance on the Advanced Placement and building their general knowledge base. Math fo- Statistics exam. A graphing calculator from the TI- cuses an emphasis on time, money and basic computa- 83/84 family is required.** tion. This course includes a weekly community component. This allows students to transfer skills introduced in Rationale: This college-level course is appropriate for the classroom into the community. students who are taking another math class concurrently, or who have completed precalculus and will not #3310 Math Applications need to take calculus in college. It allows students to Grades 9-12 / Full year course - 2.0 credits, repeatable receive one semester of college credit through the Prerequisite: IEP recommendation Advanced Placement exam. This course is designed to help students build concepts

39 and skills with operations involving whole numbers, frac- Theorem are used in problem solving and real-world ap- tions and decimals. These are applied in a variety of applications. A discussion of proofs is also included. A plication and measurement situations. A scientific calcu- scientific calculator is required. lator is required. Rationale: This course follows Algebra Applications for Rationale: This Special Education course is designed to students who continue on in Special Education course- address gaps and misconceptions in students’ knowledge work. It satisfies the graduation requirement for geometry. of basic operations. It may be repeated for credit.

#3324 PreAlgebra Block ELL AND BILINGUAL COURSES Grades 9-10 / Full year two-period course - 4.0 credits Prerequisite: IEP recommendation #0314 ELL Math In this course students learn about signed numbers, ratios, Full Year Course - 2.0 credits proportions and percent. They work with variables and Prerequisite: Placement by recommendation expressions, which are the foundation of algebra., and display information with graphs. Work with decimals ELL Math is a mathematics course designed for nonna- and fractions maintains computational skills. A scientific tive speakers of English who have limited background in calculator is required. formal educational settings. Topics include operations with whole numbers, fractions, decimals, and signed Rationale: This Special Education course, which satisfies numbers. the algebra graduation requirement, focuses on beginning skills needed to for success in algebra. Students can pro- Rationale: The curriculum provides necessary mathe- gress to Algebra Applications or Algebra A the following matics background for these students and also builds year. their English competence in the kind of language they specifically need to succeed in mathematics classes. #3320 Algebra Applications Grades 10-11 / Full year course - 2.0 credits #0315 Bilingual Math Prerequisite: IEP recommendation Full Year Course - 2.0 credits Prerequisite: Placement by recommendation In this course students apply basic operations to real-life situations, generalizing to obtain an understanding of Bilingual Math is a mathematics course designed for variables, expressions, and equations. Students build native Spanish speakers who have limited background in proportional reasoning skills as they review equivalent formal educational settings. Topics include operations fractions and percents. They use diagrams, tables, equa- with whole numbers, fractions, decimals, and signed tions, and graphs to represent mathematical situations and numbers. solve problems, which often relate to real life applications. Though the focus of the course is on understanding Rationale: The curriculum provides necessary mathe- prealgebra concepts and building foundational ideas of matics background for these students. The language of algebra, students will also develop the skills of simplify- instruction is Spanish, making the curriculum more ac- ing expressions and solving simple linear equations. A cessible to students who are still acquiring general and scientific calculator is required. academic English skills. Rationale: This Special Education course, which satisfies the algebra graduation requirement, can be a first or sec- #0311 ELL Algebra A ond high school course. It focuses on beginning algebra Full Year Course - 2.0 credits. skills and concepts. This course can be repeated or fol- Prerequisite: Placement by recommendation lowed by Geometry Applications. This course is approved by NCAA for on-half year of math. Completion of ELL Algebra A & B will be deemed as one year of math under NCAA guidelines. #3330 Geometry Applications Grades 11-12 / Full year course - 2.0 credits This is the first course in a two-year sequence that covers Prerequisite: IEP recommendation algebra. It is intended for students with limited English proficiency. Algebra A uses the tools of variables, sym- The basics of geometry vocabulary and symbolism are bols and graphs to explore patterns and relationships. introduced along with visualization of two-dimensional Course topics include integers, variables and equivalent and three-dimensional figures. Measurement topics in- expressions, the solution of first degree linear equations clude length, angle measure, perimeter, area and vol- and inequalities, ratios and proportionality, equations of ume. Students learn the properties of lines, angles, trian- lines, and data analysis. There is an emphasis on en- gles, polygons and circles. These and the Pythagorean hancing students’ ability to communicate mathemati-

40 ly. A graphing calculator from the TI-83/84 family is degree equations, equations of lines, operations with poly- required.** nomials, factoring, properties of exponents and exponential growth, and systems of equations. A graphing calculator Rationale: The pace of Algebra A and Algebra B pro- from the TI-83/84 family is required.** Instruction and vide an opportunity for students to build the algebra course materials will be provided in Spanish. foundation necessary for success in advanced algebra, college, and careers. ELL Algebra A helps students de- Rationale: This course begins the most typical path of velop the academic language proficiency necessary for mathematics courses required for college admission and further coursework. future careers. Having the course taught in Spanish allows students to move forward with learning mathematics while #0316 ELL Algebra B their English skills develop. Full Year Course - 2.0 credits. Prerequisite: Placement by recommendation #033B Bilingual Geometry (Spanish) Full Year Course - 2.0 credits This course is approved by NCAA for on-half year of NCAA approved course math. Completion of ELL Algebra A & B will be Prerequisite: Algebra deemed as one year of math under NCAA guidelines. NCAA approved course

This is the second course in a two-year sequence that By studying geometry students learn to see relationships covers algebra. It is intended for students with limited and patterns in the world around them and to use proof to English proficiency. Algebra B topics include solving establish the validity of their observations. Course topics second degree equations, operations with polynomials, include points, lines, angles, parallel lines, congruence, pol- factoring, properties of exponents and exponential ygons, triangles, circles, three-dimensional solids, areas and growth, and systems of equations. A graphing calculator volume, similarity, and right triangle trigonometry. Trans- from the TI-83/84 family is required.** formations, coordinate geometry, and the Geometer’s Sketchpad are tools that will be used in investigating fig- Rationale: The pace of Algebra A and Algebra B pro- ures. Emphasis is placed on applications of geometry and vide an opportunity for students to build the algebra developing the ideas of justification and proof. A graphing foundation necessary for success in advanced algebra, calculator from the TI-83/84 family is required.** college, and careers. ELL Algebra A helps students develop the academic language proficiency necessary for Rationale: This course continues the most typical path of further coursework. mathematics courses required for college admission and future careers. Having the course taught in Spanish allows #0313 ELL Algebra AB students to move forward with learning mathematics while Full Year Course - 2.0 credits their English skills develop. Prerequisite: Placement by recommendation NCAA approved course #035B Bilingual Advanced Algebra/Trig (Spanish) Full Year Course - 2.0 credits Algebra AB uses the tools of variables, symbols and Prerequisite: Geometry graphs to explore patterns and relationships. Course NCAA approved course topics include equivalent expressions, solving first and second degree equations, operations with polynomials, This course extends the study of algebra begun in Bilingual factoring, properties of exponents and exponential Algebra. Familiar topics such as equations, exponents, growth, and systems of equations. There is an emphasis graphs, systems of equations and polynomials are studied in on enhancing students’ ability to communicate mathe- more depth. New concepts include variation, sequences, matically. A graphing calculator from the TI-83/84 fam- matrices, transformations of functions and graphs, exponen- ily is required.** tial and logarithmic functions, trigonometry, and quadratic Rationale: Algebra AB begins the most typical path of functions. The trigonometry of right triangles is extended to mathematics courses required for careers and college ad- general triangles and the unit circle. Throughout this course mission. ELL Algebra AB helps students develop the aca- there is a strong emphasis on applications of mathematics. demic language proficiency necessary for further course- A graphing calculator from the TI-83/84 family is re- work. quired.**

#031B Bilingual Algebra (Spanish) Rationale: This course allows students to continue on Full Year Course - 2.0 credits the most typical path of mathematics courses required NCAA approved course for college admission and future careers. Having the Bilingual Algebra uses the tools of variables, symbols, and course taught in Spanish allows students to move for- graphs to explore patterns and relationships. Course topics ward with learning mathematics while their English include equivalent expressions, solving first and second skills develop.

41 Performing Arts Course Overview

Performing Ensembles

Cadet Level Concert Level Symphonic Level Extracurricular

Membership in these performance Membership in these performance Membership in these performance Performance groups that meet groups consists primarily of groups consists of sophomores, groups consists of sophomores, outside of the school day freshmen juniors and seniors juniors and seniors

Cadet Band +Concert Band +Symphonic Band +Jazz Ensemble +Jazz Combo Jazz Lab Band Pep Band

Cadet Orchestra +Concert Orchestra +Symphony Orchestra +Musical Pit Orchestra

Cadet Choir +Choraliers +Concert Choir +Madrigals (men and women) (all women) (men and women) +A Cappella Choir +Jazz Choir

Note: Members of the Symphonic Band and Concert Band combine to form the York “Dukes” Marching Band.

Music Classes

Music Production 1 Music Production 2 Music Production 3 (one semester) (one semester) (one semester)

Beginning Guitar Guitar 2 +AP Music Theory (11-12)

Beginning Piano Evolution of Rock and +Conducting I Roll (2nd semester only) (one semester)

Dance Classes

+Intermediate Dance (10-12) +Advanced Dance (10-12) Beginning Dance (9-12) (one semester) (one semester) (one semester) (repeatable) (repeatable)

Urban Dance (10-12) (one semester) (repeatable)

+Requires audition or permission from instructor

All classes are year long classes unless otherwise noted.

42 Performing Arts

Performing Arts are presented as a serious academic enterprise within the total school curriculum. Three areas of emphasis within the department are offered: Performing Ensembles, Music Classes and Dance.

One course in Performing Arts fulfills a fine arts graduation requirement. (Dance can be taken to fulfill fine arts or physical education requirements—must be declared in advance.)

Clubs and Organizations

AMATEUR MUSICIANS AND RECORDING CLUB The Amateur Musicians Club offers a relaxed, supportive environment for students who want to play music, learn cover songs, and work on writing original material. One of AMC’s goals is to provide opportunities for young musicians to get experience performing live. The Amateur Musicians perform regularly in the York Commons and at off- campus venues like Fitz’s Spare Keys several times throughout the school year. AMC welcomes any and all students to play music with us. We meet every Thursday after school in A155 from 3:10-4:30 throughout the school year

DRAMA CLUB Students have an extensive opportunity to participate in theater. All students, from actors, to tech students, to those who simply have interest in theatre, are welcome to join the Drama Club. Students in the drama club work behind the scenes to support all York productions in set building, lighting, costumes and makeup. We take trips to see professional productions and have the opportunity to work with professional actors from Chicago and New York. Stu- dents are invited to audition or work on all stage productions, as well as Performance in the Round, Group Interpre- tation and the Summer Theatre Conservatory 1 and 2. Students may accrue Thespian points and become part of the International Thespian Association as well.

THESPIAN SOCIETY The Thespian Society is a branch of the Drama Club reserved for theater students who have proven a commitment to York Drama. As students participate in theatrical productions on stage and backstage, and as they attend outside productions, they earn points toward membership in the International Thespian Society. At the end of the year, students who have logged 100 hours in York Drama are eligible for induction into the society. Thespian Society members are responsible for organizing drama events, managing backstage crews for the mainstage productions and running drama meetings.

FINE ARTS Fine Arts Week is a week in March dedicated to providing York students with the opportunity to hear student, collegiate, and professional groups from the Chicagoland area. The mission of Fine Arts Week is to expose students to the many different forms of artistic expression. The week includes a student Talent Show, performances by nearby colleges (Elmhurst College, COD), and performances from several of the performing arts groups at York (Jazz Band, Speech Team, Group Interpretation). The events of the week are largely planned, organized, and directed by York students. Fine Arts Week allows students the chance to gain real-life experience with skills related to careers in the arts.

RECORD CLUB Record Club provides a place for students who love music to listen to albums, share songs with each other and discuss what music everyone should be listening to. Record Club is a great way to find out about new music you might like and meet people who have similar interests. All students are welcome to join at any time during the year. Record Club meets every Friday morning in A155 at 7am.

YORK MUSIC OUTREACH PROGRAM Members of the York Music Outreach Program research and organize service projects in the form of musical performances at local nursing homes, hospitals, shelters and hospice organizations. Students promote the idea that musical skills are learned at York to go beyond self-betterment, that they are tools to be used throughout a lifetime to enhance community and share beauty.

43 York Dance Company York Dance Company is an audition based dance company featuring a variety of dance styles. Members have the opportunity to learn student, faculty, and/or guest artist choreography to perform in formal and/or informal staged concerts. York Dance Company is open to all grade levels, and auditions are held once a year. You are making a year commitment to the company. Potential field trips to dance festivals and/or dance concerts in the Chicagoland area may be arranged, calendar permitting. YDC offers selected high school students a unique opportunity to have a company experience in a professional-like setting. Under close guidance of one faculty artistic director, students have the opportunity to be involved in various aspects of producing a concert. Each member is expected to be a productive, reliable, considerate, and supportive individual who daily demonstrates responsibility to the whole.

Jazz Ensemble This is an extracurricular organization in which students study and perform a wide variety of jazz and rock styles. Selection is by audition only. Emphasis is on musical qualities of performance including: style, blend, jazz interpretation, intonation and rhythm. Improvisation techniques are introduced and opportunities for creative soloing are stressed. Members of the Jazz Ensemble will perform in three formal concerts throughout the school year. They will also perform outside the school at jazz festivals and other venues.

Jazz Lab Band Jazz Lab Band is an extracurricular jazz ensemble that is open to all students on all instruments and does not require an audition. The ensemble is meant to provide a springboard for those students that have little or no jazz playing experience. The ensemble has two formal performances during the year and rehearses twice weekly, on Wednesday and Friday mornings from 6:45 to 7:30. Course Descriptions

#8190 The Evolution of Rock & Roll learning the fundamentals of good musicianship through Grades 9—12/ One Semester Course—1.0 credits applied vocal music will find this class an excellent way to improve his or her abilities as a vocal music This course will cover the evolution of Rock n’ Roll performer. Music studied includes classical, music from its earliest ancestors and influences to the contemporary, folk, barbershop, Broadway and mixed many genres of rock that exist today. The course will choral music when combined with the Women's Choir. begin by examining Rock n’ Roll’s Blues and Country The Men's Choir appears at all annual choral concerts at roots dating back to songwriters like Robert Johnson and York. This class meets daily. Hank Williams. The students will learn how the early sounds and song structures of Blues and Country music Rationale: This course is designed as a preparatory directly influenced the emergence of Rock n’ Roll in course for upper level performance ensembles. America in the 1950’s. What emerged from Rock n’ Roll’s early beginnings were hugely successful bands #8210 Women’s Cadet Choir like The Beatles, The Rolling Stones, and Bob Dy- Females, Grade 9-12 / Full Year Course - 2.0 credits lan. These artists demonstrated that Rock n’ Roll music was a form of artistic expression that had no limits in its Women's Choir is open to female students who enjoy power to influence not only the individual, but all of singing. Females expressing an interest in learning the popular culture. The class will study the major musical fundamentals of good musicianship through applied influences of the decades that followed. This course will vocal music will find this class an excellent way to allow students to understand that all forms of rock n’ roll improve her abilities as a vocal music performer. Music music that came afterwards are directly influenced and studied includes classical, contemporary, folk, inspired by the early founders of rock from the 1950’s Broadway and mixed choral music when combined with and 1960’s. the Men's Choir. The Women's Chorus appears at all annual choral concerts at York. This class meets daily. #8209 Men’s Cadet Choir Males, Grades 9- 12 / Full Year Course - 2.0 credits Rationale: This course is designed as a preparatory course for upper level performance ensembles. Men’s Choir is open to male students who enjoy singing. Men's Choir provides beginning level exposure to choral music at York. Anyone expressing an interest in

44 #8211 Choraliers outstanding performance and demonstration of Grades 10-12 / Full Year Course - 2.0 credits responsibility in band. Students give up half their lunch Prerequisites: Audition and vocal experience hour two to three times per week to rehearse with the orchestra. Choraliers is open to all students who enjoy singing. Anyone expressing an interest in learning the Rationale: This course provides soloistic orchestral fundamentals of good musicianship through applied experience for the serious woodwind, brass and vocal music will find this class an excellent way to percussion player and allows the orchestra to perform improve his or her abilities as a vocal music performer. full orchestra music. Music studied includes: Broadway, classical, contemporary, folk and jazz. The Choraliers appear at #8206 Concert Orchestra all annual choral concerts at York. Grades 9-12 / Full Year Course - 2.0 credits Prerequisite: Completion of Cadet Orchestra Rationale: This course is intended as an intermediate requirements or audition placement from middle school performance ensemble from which a student may This course is for string orchestra training and audition for Concert Choir. performance. The class meets daily, studying more advanced aspects of string playing and more advanced #8212 Concert Choir literature than Cadet Orchestra. Each student performs Grades 10-12 Men & 11-12 Women / Full Year Course a solo during the year, as well as four major string and/ - 2.0 credits or full orchestra performances. Soloists may be Prerequisites: By audition and one to two years of per- featured with the orchestra and outside performances formance class at the high school level may be scheduled.

Membership in this York choral organization is by audi- Rationale: This course is designed as a training and full tion only. Advanced concepts of vocal/choral art are performance orchestra to prepare students for studied and applied through traditional and contempo- membership in the York Symphony Orchestra. rary choral literature. The Concert Choir appears at all annual concerts at York and participates in community #8207 Symphony Orchestra performances. Grades 10-12 / Full Year Course - 2.0 credits Prerequisites: Completion of Cadet and/or Concert Rationale: This course gives students the opportunity Orchestra requirements and performance level to learn and experience some of the great choral literature of our culture. This course is for advanced string players interested in performing the world's great orchestral literature. The #8205 Cadet Orchestra course meets five days a week and has a weekly Grades 9-12 / Full Year Course - 2.0 credits sectional rehearsal after school. Full Symphony Prerequisite: Middle School Orchestra Orchestra consists of the Symphony String section and This course is for training and performance. The class the top woodwind, brass and percussion players from meets daily, studying technical aspects of string the Symphonic Band. Students will perform four major playing, music theory, ear training and basic concerts, a solo recital, a chamber ensemble recital, as musicianship. Each student performs a solo during the well as numerous outside performances. Solo auditions year, as well as participating in orchestral are held each year. performances. Rationale: The Symphony Orchestra, selected by audition, represents the most advanced instrumentalists Rationale: This course is designed as a preparatory in the school. The literature performed and the course for Concert and Symphony Orchestra. ensemble discipline will prepare a student for college music study or a lifetime of musical enjoyment. #8216 Orchestra Winds Grades 10-12 / Full Year Course - .5 credit #8200 Cadet Band Prerequisite: Symphonic Band membership Grades 9-10 / Full Year Course - 2.0 credits Prerequisites: Middle School Band Woodwind, brass and percussion players are invited to participate in Symphony Orchestra based on Cadet Band is the entry level offering into the York

45 High School band program. All entering freshman band are expected to participate in sectional rehearsals, cham- students are assigned to this band, unless audition war- ber ensembles as well as daily large group instruction rants alternative placement. This course is designed for and a solo and small ensemble festival. Students in this students with previous playing experience through mid- band combine with members of the Concert Band to dle school level on brass, woodwind and percussion form the Marching “Dukes” and perform at all home instruments. Students will focus on developing their football games and two community parades. The Sym- instrumental performance skills, pitch/rhythmic accu- phonic Band participates in at least four formal concerts racy and tone quality/production to facilitate higher throughout the school year, and the members of this levels of musical expression in a large performing musi- band combine with the other bands to form the York cal ensemble. Members of the Cadet Band will partici- Pep Band. Select members will combine with the Sym- pate in a solo performance festival in January and will phony Orchestra to perform in several York Orchestra perform in no less than four formal concerts throughout Concerts. the year. Members of this ensemble are encouraged to participate in the York Pep Band. Rationale: The Symphonic Band offers our students the opportunity to perform very sophisticated and challeng- Rationale: The Cadet Band is designed to prepare band ing high school and college level musical literature. The students with appropriate skills and experiences neces- selection process for this ensemble is determined by sary to advance to one of the two auditioned bands at audition. York. #8214 Beginning (Class) Piano #8201 Concert Band Grades 9-12 / Full Year Course - 2.0 credits Grades 9-12 / Full Year Course - 2.0 credits Prerequisite: Completion of Cadet Band This course is designed for students with little or no keyboard background to begin serious study on the The Concert Band is an advanced instrumental ensemble piano. Students develop technical skills on the piano, that demands a high level of commitment to musical acquire an understanding of standard musical notation performance. Students will be expected to utilize their and study basic theory concepts. Piano class contains knowledge of large ensemble performance practice, ba- both group and individualized instruction. Students are sic music theory and the technical aspects of their par- required to complete practice assignments outside of ticular instrument, gained in Cadet Band or an equivalent class on a keyboard at school or home. musical experience, to perform sophisticated high school music literature. Students in this ensemble are required Rationale: Students completing class piano will have to participate in a solo performance festival in January developed musical skills that will enable them to sight- and perform in no less than four formal concerts read simple melodies, play several different throughout the year. Students from this ensemble are accompanimental patterns, improvise over a basic chord also required to participate in the York Marching progression and better understand and appreciate music “Dukes” Band and are encouraged to participate in the in general. York Pep Band. Selected students will also perform with the Concert Orchestra on several York High School Or- #8218 Beginning (Class) Acoustic Guitar chestra Concerts. Grades 9 - 12 / Full Year Course - 2.0 credits

Rationale: The Concert Band is one of two auditioned This course is designed for the student with no guitar back- performing bands at York. Sophomore, junior, and sen- ground. Students will begin with basic musical concepts ior musicians with successful experiences in Cadet then learn to tune the guitar, read musical notation, tabla- Band or equivalent large ensemble musical performance ture, chord diagrams, and experience melodic and basic groups are invited to participate. chord performance. Advanced study will include further development of technical skills through the performance of #8203 Symphonic Band scales, advanced chords and melodies, and the study of Grades 10-12 / Full Year Course - 2.0 credits basic harmony and theory concepts leading to original Prerequisites: Completion of Cadet Band and audition compositions and the accompaniment of advanced melodies. Students will demonstrate successful performance of The Symphonic Band is the most advanced band en- folk and rock songs at the varying levels of difficulty. Stu- semble at York High School. Participation in this audi- dents must provide their own acoustic guitar. (Electric tioned group requires extremely high levels of commit- guitar is not recommended) ment and performance skills. Students in this ensemble

46 Rationale: Beginning acoustic guitar class is offered to #8182 Music Production 2 the student with no guitar background. Students com- Grades 9-12 / 1 Semester - 1.0 credit pleting beginning acoustic guitar class will acquire musi- Prerequisite: Music Production 1 cal skills to enable sight-reading of simple melodies and chord progressions, arrange original accompaniments in Music Production 2 will allow students to build upon the a variety of styles, improvise over basic chord progres- skills learned in Music Production 1. In this class, stu- sions and better understand and appreciate music. dents will become proficient with Logic Pro X, song composition, and music theory fundamentals. Students #8223 Guitar 2 will learn the basics of how to use York’s recording stu- Grades 9-12 / Full Year Course - 2.0 credits dio, develop production skills to further the complexity Prerequisite: Beginning Guitar or department approval of composition projects, and collaborate with fellow musicians produce recordings with layers of audio and This course is designed for the student who has a solid midi files. This class will continue to explore how popu- foundation of basic guitar skills and is interested in con- lar styles of music are created and how students can pro- tinuing and furthering the study of the guitar. As in Be- duce similar types of songs, beats and sounds. By the ginning Guitar, students will continue to focus on learn- end of this class, students will be comfortable using ing popular songs, technique, music theory, improvisa- Logic Pro X, be able to compose various styles of music, tion, and creating their own arrangements of various and continue to develop a portfolio of original musical songs. Students will be introduced to a variety of finger- creations started in Music Production 1. picking methods, alternate tunings, and develop a broader approach to building chords across the fretboard. Rationale: This course is intended to be an avenue for Students will also learn more about music composition, students to continue their study of music outside of the performance, and developing strategies for effective traditional performance based classes that are offered practice. (band, orchestra and choir).

Rationale: This class offers students the opportunity to #8184 Music Production 3 further develop their skills on guitar. Students will gain Grades 9-12 / 1 Semester – 1.0 credit experience reading chords and traditional notation, im- Prerequisite: Music Production 2 provising, creating original compositions and playing in different styles. Music Production 3 will allow students will continue to develop their skills as a composer, songwriter, and music #8229 Music Production 1 producer. In this class, students will develop a thorough Grades 9-12 / 1 Semester —1.0 credit understanding and proficiency with Logic Pro X, the DAW (Digital Audio Workstation) and the York Re- In Music Production 1, students will be introduced to cording Studio. Students will apply the recording tech- Apple’s Garage Band software, but will work mainly niques and composition skills to create more advanced with the recording and editing program Logic Pro X to and complex musical projects. By the end of the semes- learn the basics of songwriting and music composition. ter, students independently write, record, produce, and Whether you like rap, rock, jazz, classical or metal, this release an EP (Extended Player) consisting of at least class will help you understand how your favorite styles three original songs that revolve around a central musi- of music are created and how you can go about creating cal theme or concept. Students will use an online plat- them yourself. By the end of this class, you will be com- form (like Bandcamp.com) to support a digital release of fortable using GarageBand and Logic Pro X to record their EP. The students will also cover topics regarding original song arrangements, have basic piano skills, be how to create CDs of your work for distribution and how able to speak intelligently about your favorite styles of to copyright original work music, and most importantly, have a collection of your Rational: This course is intended to be a workshop for own musical creations that you can be proud of. students to continue their study and creation of original music outside of the traditional performance based Rationale: Music Production is designed for students classes that are offered (band, orchestra and choir). that are interested in exploring music at York High School, regardless of previous musical experience in #8222 AP Music Theory band, orchestra, or choir. This course provides all stu- Grades 11-12 / Full Year High Weighted Course - 2.0 dents the opportunity to learn about music without hav- credits ing any background or training Prerequisites: Formal experience on a musical instrument or voice and the ability to read music

47 This course is designed for those who have shown tion for dance. Discussion surrounding cultural and mu- special proficiency and talent in the field of music. It sical influences will be address throughout lessons. is intended to give the student a clear insight into the *Performance opportunities available fundamentals of music, common rule practices of music theory, a systematic approach to harmonic #0941 Intermediate Dance analysis and practice improving ear training, sight Grades 10-12 / 1 Semester – .5 Physical Education singing and listening skills. To complete the course, credit Prerequisite: Beginning Dance or audition students are required to compose an original vocal or #0938 Intermediate Dance instrumental composition suitable for public perform- Grades 10-12 / 1 Semester—1.0 Fine Arts credit ance. This course will prepare a student to take the AP Prerequisite: Beginning Dance or audition

Music Theory Exam. Intermediate Dance is designed for the student who is Rationale: College-bound music education or interested in furthering their dance knowledge and tech- performance majors will acquire an invaluable nique. Students will continue to learn more complex background for their future education. Students will dance sequences and focus on technical practices in have a better understanding of the structure of music various dance styles and forms including Modern, Ballet after taking this course. and Jazz. Higher expectations and continued understanding of correct execution of material are stressed. In #0940 Beginning Dance addition to processing and applying learned material Grades 10-12 / 1 Semester – .5 Physical Education credit covered in Beginning Dance, students will be asked to #0937 Beginning Dance focus on proper alignment and posture, build physical Grades 9-12 / 1 Semester—1.0 Fine Arts credit endurance and flexibility and continue to develop their own movement clarity and artistic artistry. In Beginning Dance students will be introduced to a variety of dance forms including modern dance, ballet, Rational: Intermediate dance is a repeatable course for jazz techniques, dance vocabulary, improvisation, cho- students that have completed Beginning Dance or have reographic concepts and dance history. Students will been accepted by audition to the intermediate level. learn various technical components of these dance forms Students will further their study of a variety of dance and gain awareness of the body while building physical, styles through daily instruction and participation. aesthetic and performance skills, as well as developing an appreciation for dance. Beginning Dance is not a #0942 Advanced Dance repeatable course. Grades 10-12 /1 Semester - .5 Physical Education credit Prerequisite: Audition Rationale: Beginning Dance is offered to students #0939 Advanced Dance wishing to gain a basic fundamental knowledge of a Grades 10-12 / 1 Semester—1.0 Fine Arts credit variety of dance forms through daily instruction and Prerequisite: Audition participation. Advanced Dance integrates all information and concepts #192U/#292U Urban Dance learned through Beginning and Intermediate Dance. Grades 11, 12—1 Semester— .5 Physical Education credit Through an audition process, students demonstrating a Prerequisite: PE 9 and PE 10 high level of skill in Modern, Ballet and Jazz will be Repeatable class admitted into the class where they will focus on the more #0936 Urban Dance detailed aspects of these techniques at an accelerated Grades 11, 12—1 Semester—1.0 Fine Arts credit pace. Repeatable class Course expectations will also include building complex Urban Dance builds on cultural and urban dance styles coordination skills, proper alignment, efficient and pre- addressed in Beginning Dance. Urban dance covers a cise movement pick-up, musicality and engaging in self- variety of urban dance forms including African styles, directed learning. Students in Advanced Dance present Latin American styles, Jazz, Hip Hop, b-boying/b- one to two public performances. girling, and dances influenced by American social dance throughout the decades. Students will also be exposed to Rationale: Advanced Dance is a repeatable class offered dance vocabulary, improvisation, choreographic con- to students that are ready to study the highest levels of cepts and dance history. Students will learn various tech- dance and have been accepted to the class by audition. nical components of these dance forms and gain aware- Students will further their study of a variety of dance ness of the body, while building physical, aesthetic, and styles through daily instruction and participation. performance skills, as well as developing an apprecia-

48 Physical Education, Health, and Driver Education Course Overview

York’s PE/Health/Driver’s Education Department believes that daily physical education can be one of the most meaningful parts of a student’s day. Our physical education program is designed to help students make healthy choices and provide them lifelong skills such as teamwork and cooperation. Our staff works to graduate students from York with a strong knowledge about how to maintain a healthy lifestyle and with a desire to be physically active.

There is a growing body of evidence that physical activity is associated with improved academic performance. Research shows:  Physically active and fit students demonstrate better grades and higher academic achievement.  Physical activity and daily physical education improve academic achievement by enhancing concentration and by helping students be more attentive.  Aerobic activity not only increases blood flow to the brain but also improves learning, memory and reasoning skills.

Grade 9 Grade 10 Grades 11 and 12

Freshman Sophomore Physical 4 Semesters Selected from Physical Education Grade 11/12 Electives: Education (1 semester) & Competitive Physical Education (1 semester) Dance Fitness Sophomore Driver Education Introduction to Athletic Training & (1 semester) Lifeguarding/Lifesaving

If private Driver PE Leaders PE Lifeguard Freshman Education is taken: Personal Fitness Health Strength Training Education Sophomore Physical Advanced Strength Training (1 semester) Education Yoga Fitness & Advanced Yoga and Self Defense 11/12 Elective Physical Dance—See Performing Arts Section Education

Beginning Dance, Intermediate Dance, Urban Dance, and Advanced Dance can be taken to fulfill a JR/SR physical education elective requirement. For course descriptions please refer to the Performing Arts Course Offerings Section

49 General Information:

 A medical note issued by a doctor (MD, DO, PA, DPM, DDS, FNP) on proper letterhead is required to be excused from PE classes. If a student has physical limitations, he/she will be scheduled into a modified physical education class or will have his/her regular physical education class modified. If the medical note waives activity for more than two weeks, a student will be placed in a study hall for the duration of the medical release. A student with a medical release from physical education will not be eligible to participate in any physical activity for York including athletics and other physical interscholastic activities until receiving a doctor’s clearance.  Freshmen, sophomores, juniors and seniors are required to be enrolled in physical education each semester, excluding one semester of Health freshman year, and one semester of Driver Education sophomore year.  Zero Hour physical education is a semester long course.  Students enrolled in the following course may NOT waive out of PE during their athletic season: Intro to Athletic Training, Advanced Yoga and Self Defense, Lifesaving/WSI Certification and Lap Swim, PE Lifeguard, PE Leaders, Beginning Dance, Intermediate Dance, Urban Dance, and Advanced Dance.  Students must have a proper York PE uniform which includes a York PE shirt, shorts, and heart rate strap sold in the Bookstore along with athletic shoes. If students desire to wear “sweats” for outdoor activities, these items must be either green, white, black or gray. All apparel must be marked with the student’s first initial and last name using permanent marker.

Swimming:

All freshman and sophomore physical education classes have a quarter long aquatics unit. If there is a medical reason a student cannot participate, a medical doctor’s note must be on file in the Health Of- fice prior to the start of the semester. A new note is required at the beginning of each year. A freshman or sophomore student with an aquatics medical note will be placed in an alternative physical education class with a block of activities which do not contain aquatics for the duration of the quarter.

Course Descriptions

#0962/Freshman Physical Education Students in this class will have the opportunity to ob- Grade 9 / 1 Semester—.5 credit tain an American Red Cross CPR/First Aid Certifica- tion. Students in this course will establish a foundation in a variety of physical education activities and learn the #0957/#0954/Sophomore Physical Education components of fitness, both health and skill related. Grade10 / 1 Semester—.5 credit Units of study include fitness testing, aquatics, Prerequisite: Sophomore Standing badminton, and volleyball. Students in this course will further their foundational #0963/Freshman Health skills in a variety of physical education activities and Grade 9 / 1 Semester—1 credit will continue to learn and apply the health and skill related components of fitness. Units of study may in- This course is designed to promote awareness of physi- clude fitness testing, aquatics, pickleball, floor hockey, cal, mental/emotional and social developmental needs and basketball. for optimal health. Units of study may include Mental Health and Wellness, Nutrition and Fitness, Substances, Human Growth and Development, and CPR/First Aid.

50 #0956/Driver Education improve personal fitness levels in flexibility, muscu- Grade 10 / 1 Semester—.5 credit lar fitness and cardiovascular endurance. Workouts Prerequisite: Successful completion of 8 courses over pre- will include activities such as Zumba, Pilates, Cardio vious 2 semesters Kickboxing, Piloxing, Cardio Funk, Step Aerobics, Balletone, Cardio Hip–Hop, High-Low, Spinning, Driver Education is a two-phase program that fulfills Bosu Training and more. Throughout the semester the state requirement for obtaining a driver’s license students will learn and practice a variety of choreo- prior to a student’s 18th birthday. graphed activities. Students will also be provided the opportunity to create and execute their own choreog- Phase one is the successful completion of the mini- raphy, either as a solo or in a small group, depending mum 30 hour state requirement for classroom instruc- on their preference. No group fitness experience re- tion. The classroom phase emphasizes good driving quired. practices and safety precautions. #192A/#292A Introduction to Athletic Training Phase two of Driver Education consists of the Grades 11, 12 / 1 Semester — .5 credit supervised road practice in which the student is be- Prerequisite: PE 9, PE 10 and Health hind the wheel of a dual controlled car. Successful Non-repeatable class completion of this phase will meet the minimum six Athletes May Not Waive Out hour drive and six hour observation state requirement. This course provides a classroom-based alternative to Additional important information: a traditional physical education class. Students will There is a $245.00 charge for the behind the wheel have an opportunity to learn medical terminology, phase of the course in addition to a $20 Secretary of basic anatomy, physiology, kinesiology and preven- State permit fee. tion/treatment techniques relative to athletic injuries. Students contemplating medical or paramedical careers gain background in medical concepts. The Grade 11/12 PE Electives course is comprised of both classroom and practical activities offering hands on knowledge and skills for #192P/#292P Competitive Physical Education today’s recreational athlete. Grades 11, 12 / 1 semester—.5 credit Prerequisite: PE 9 and PE 10 #193Z/#293Z Lifesaving/WSI Certification and Lap Repeatable class Swim

Grades 11, 12 / 1 Semester—.5 credit Competitive Physical Education is a course designed Prerequisite: PE 9, PE10 and Pre-Swim Test for both males and females that focuses on team Athletes May Not Waive Out sports, individual sports and lifetime fitness. Students will be engaged in high energy athletic activities and The Lifesaving/WSI Certification and Lap Swim class competitions. Students are expected to compete on a will prepare students for emergency situations in an daily basis in seasonal team and individual sports aquatics setting along with allowing students to teach which may include flag football, soccer, basketball, fundamental aquatic skills. Students will have the floor hockey, softball, ultimate frisbee and badmin- choice to obtain Lifeguarding and/or WSI American ton. Students should be familiar with the rules of the Red Cross Certification along with their CPR, AED, games and should have mastered fundamental skills and First Aid Certification. WSI certification trains and strategies of the above sports. Students will also students to teach water safety, including the Basic Wa- be engaged in fitness activities and testing assess- ter Rescue and Personal Water Safety courses, six lev- ments to improve their health and skill-related com- els of Learn-to-Swim, three levels of Preschool Aquat- ponents of fitness. ics and two levels of Parent and Child Aquat-

ics. Lifeguard certification trains students to become a #192D/#292D Dance Fitness lifeguard while developing their rescue and surveil- Grades 11, 12 / 1 Semester — .5 credit lance skills. Students have the choice to obtain both Prerequisite: PE 9 and PE 10 certifications (Lifeguard and WSI) or to obtain just one Repeatable class of the certifications based on their interests or

needs. One Certification will be paid for by the school Dance Fitness gives students the opportunity to par- during a student’s 4 years; additional certifications will ticipate in group fitness exercise workouts that will cost $35.00.

51 Lap swim will be available for students who choose #195W/#295W Strength Training to do daily aerobic swim workouts to increase their Grades 11, 12 / 1 Semester—.5 credit swim abilities and stroke development to obtain their Prerequisite: PE 9 and PE 10 PE credit. Students must be able to swim 100 yards Repeatable class to enroll in this segment of the class. This option is also available to students who are unable to complete Strength Training is a semester commitment. Stu- the prerequisites for Lifeguarding and WSI or who do dents who sign up for this class learn about physio- not wish to obtain both WSI/Lifeguard certifications. logical adaptations to strength training. Students are able to apply sound resistance training principles to a Students who wish to renew their previous American personalized workout plan that aligns with their Red Cross Lifeguard and/or WSI certification may health and skill related fitness goals. Personal assess- also enroll in this course. ments, fitness testing goal setting, and program design will allow students to monitor their progress. Prerequisite: All students must be able to pass the The instructor for all students, along with the individ- lifeguarding swim test or swim 100 yards continu- ual program design, will plan specific exercise plans. ously. Students will keep a daily-log for workouts, goals, and assessments. *Zero Hour Sections Fall #1930Z #196W/#296W Advanced Strength Training Spring #2930Z Grades 11, 12 / 1 Semester—.5 Credit

Prerequisite: PE 9 and PE 10

Repeatable class #1957/#2957 PE Lifeguard

Grades 10, 11, 12 / 1 semester—.5 credit This class focuses on strengthening major muscle Repeatable class groups along with developing speed, and agility. Ad- Athletes May Not Waive Out vanced strength training will provide students the op-

portunity to focus on the three lifting phases: (1) pre- This class is designed for students who already hold season strength training, (2) in-season maintenance American Red Cross Lifeguarding certification. Stu- and injury prevention, and (3) postseason recovery/ dents in this class will be lifeguards in the Aquatic strength training. This course will allows students to Center during freshman and sophomore physical edu- have a personalized workout that fits their individual- cation units. ized athletic/fitness goal and needs. Advanced

strength training is designed for the junior and/or sen- #1943/#2943 Personal Fitness ior who plans to participate in one or more sports or Grades 11,12 / 1 Semester—.5 credit for individuals who are recommended by their previ- Prerequisite: PE 9 and PE 10 ous PE Instructor. Repeatable class

This semester-long course is for both male and female #192Y/#292Y Yoga Fitness students who desire a self-directed personal fitness Grades 11, 12 /1 Semester— .5 credit program that focuses on the five components of fit- Repeatable class ness. A strong emphasis is placed on cardiovascular endurance, flexibility, and muscular fitness. Students in this class will train with a variety of equipment Yoga Fitness is made up of a series of postures and sequences. These postures will not only strengthen and which may include spin bikes, cardio equipment, fitness center weights, resistance bands, bosu balls aero- stretch muscles but will also improve balance and fo- bic balls, and yoga mats. One day a week will be a cus. The improvement of these qualities will not only benefit students on the mat but in other aspects of their game day. lives. Students will find that over time yoga practice *Zero Hour Section Available Fall #194Z will not only develop a stronger body, deeper breath- ing, and decrease risk of injuries in sports, but it will Spring #294Z also increase concentration, assist in focusing on tests and homework and relieve stress.

52 #193Y/#293Y Advanced Yoga and Self Defense Grades 11, 12 / 1 Semester—.05 Credit Prerequisite: Yoga Fitness (1 semester) Repeatable class Athletes may not waiver out

Advanced Yoga and Self Defense is designed around the five components of fitness and focuses on overall personal wellness for life. The first nine weeks of the course will provide students with the opportunity to learn, appreciate, and apply advanced Yoga techniques. Class will focus on a more advanced approach to yoga postures, yoga theory and vinyasas. Following a higher level of intensity in yoga practice, the second nine weeks of the course, students will learn self defense, awareness, and safety tactic skills and lifetime wellness planning. Advance Yoga and Self Defense is designed for students who have taken and completed one semester of Yoga Fitness and are ready to take their practice to the next level.

#195A/#295A Physical Education Grades 9– 12 / 1 Semester or Full Course Year—.05 or 1 credit; repeatable Prerequisite: IEP Recommendation

Students taking PE will be involved in a variety of fitness-based activities. Students will be assigned to varying sections of PE according to their needs. Students also have the opportunity to work with peers to increase team building skills and communication.

#195L/#295L PE Leaders Grades 11, 12 / 1 Semester—.05 Credit Prerequisite: Students must complete the application process: Course application and interview with course teacher (s) and/or PE department chair Athletes may not waiver out

Students who are involved in PE leaders class are engaged socially, physically and cognitively with adaptive physical education students. PE leaders are assigned a peer buddy/buddies and will operate on a rotating schedule to work with all of the adaptive physical education students throughout the semester. This course is designed to help assist students in overcoming physical encounters either through rehabilitation or exposure to multiple appropriate activities. In addition, this course promotes and develops overall physical fitness and fine/gross motor skills through flexibility, strength development, aerobic activity and learning relaxation techniques.

53 Research and Social Sciences Course Overview

Grade 9 Grade 10 Grade 11 Grade 12

World Studies American Government United States History Elective - see below

Bilingual World Studies AP US Gov. & Politics AP United States History

ELL World Studies ELL Am. Government ELL US History CORE COURSES RSS ELECTIVE COURSES Behavioral History and Sciences Electives Political Science Electives

Economics—1 semester, grades 10-12 AP European History—full year, grades 10-12

AP Microeconomics—1 semester, grades 11 & 12 International Relations Honors—1 semester, grades 11 & 12

AP Macroeconomics—1 semester, grades 11 & 12 Military History—1 semester, grades 11 & 12

Sociology—1 semester, grades 10-12 Women’s Studies—1 semester, grades 10-12

Psychology—1 semester, grades 11 & 12 World Religions—1 semester, grades 11 & 12

AP Psychology—full year, grades 11 & 12 Law and Criminal Philosophy—1 semester, grades 11 & 12 Justice Electives

Research Electives Criminology—1 semester, grades 10-12

Law in American Society—1 semester, grades 11 & 12 Foundational Research and Digital Literacy 1 semester, grades 10-12 Constitutional Law Honors—1 semester, grades 11 & 12 AP Seminar (1st course of AP Capstone) Full year, grades 10-12

RSS INSTRUCTIONAL COURSES Grade 9 & 10 Grade 10 Grade 11 Grade 12

World Studies American Government United States History Understanding Human Behavior

54 Research and Social Sciences The art of asking meaningful and provocative questions forms the core of the social sciences as they examine the complexity of individual and collective human behavior, experience and interaction with the environment. The substance of the discipline’s charge ranges from the analysis and application of economic theory to the candid, and often visceral, examination of human rights issues. Consequently, social studies courses at York are designed to elicit intellectual as well as empathetic curiosity; they engage students in their own development towards becoming informed, proactive and judicious citizens in their community, country and world. Scholarship becomes the vehicle by which the answers are deemed only as consequential and profound as the questions that lead to them, questions rooted in the failures and triumphs of the human narrative. This approach embodies the mission of the Social Studies Department at York and promotes the best qualities of the social science tradition: responsible skepticism, inquisitiveness, comprehensive research, defensible argument and the promise of a better human existence. Clubs and Organizations

AMNESTY INTERNATIONAL Amnesty International defends human rights and protects lives around the world. You will be joining more than 1.8 million people around the world to free prisoners of conscience, abolish the death penalty, stop violence against women and ensure that every person enjoys full human rights. Among our many activities, we write letters, hold educational forums and sponsor benefit concerts.

ECONOMICS CLUB The Economics Club is open to any student who is interested in economics and related topics or fields. Students compete on teams in the Illinois Stock Market Game as well as prepare and compete at the Federal Reserve Challenge at the Chi- cago Federal Reserve Bank. The club brings in speakers that work or have worked in the field of economics through investments, research or business. The club also discusses current events, watches movies and documentaries dealing with economic issues, and looks for service and field trip opportunities to further our understanding of the global economy.

EMPOWER Empower is an organization which promotes awareness of women’s issues. Open to both boys and girls, the group’s goals are to educate its members and the school community on the issue of women’s rights, celebrate women’s accomplishments and provide support for women’s causes.

FUTURE DIPLOMATS OF AMERICA (FDA) Future Diplomats of America (FDA) is open to all students who are interested in learning about international relations and diplomacy. FDA members meet once a week to discuss current events, complete projects and plan educational activities. Additionally, members of FDA seek opportunities to learn from the many international venues in the Chicagoland area, from universities to the Chicago Council on Global Affairs

LAW TEAM Law Team competes in interscholastic mock trial competitions. Students serve as attorneys and witnesses arguing before judges and trial lawyers. It is an intense, competitive, academic environment testing students’ knowledge of the law, trial procedure, speaking ability and critical thinking skills. An essential aspect of Law Team is camaraderie and teamwork. Success in a mock trial is truly a reflection of the collective sum of individual parts. The speaking, analytical presentation and team building skills students develop through participation in Law Team are invaluable. Past competitions have attracted top York students who have gone on to compete in mock trial at the college level. Special awards are given to the top performers. Many past participants have pursued careers of law, medicine, international business and other leadership oriented careers. The skills developed are utilized in many aspects of everyday life, and the experience is one students remember for the rest of their lives.

MILITARY HISTORY CLUB The Military History Club provides students with the opportunity to pursue their interests in military history outside the classroom. The club aims to explore the many facets of current armed conflicts as well as those of the past. Such facets include the cultural, political and technological consequences of war. Meeting activities vary and include guest speakers, film screenings and service activities that benefit veterans.

55 PSYCHOLOGY CLUB Psychology Club is for any student interested in psychology or expanding their knowledge on the subject.

YOUNG POLITICIANS Young Politicians is a club devoted to student involvement in politics and provides a safe, fun, non—partisan place to talk about current events, politics and campaigns. Through guest speakers, field trips and discussions, students learn about politics in a hands– on way. Students in 10th—12th grade may also participate in the Youth and Government Student Assembly organized through the IL YMCA. The Student Assembly is a mock government event where students write bills, lobby, debate and run for office at inter—school sessions. The culminating event is a weekend spent at the Springfield Statehouse where participants interact in a supportive environment with students from all over the state to get their bills passed and signed by the youth governor.

Course Descriptions

CORE COURSES as well as receive fluency instruction. The Academic Liter- acy teachers work in conjunction with the English and Social #0120 World Studies Studies instructors in order to pre-teach or re-teach skills that Grade 9 / Full Year Course – 2.0 credits are being addressed in the content area classes. NCAA approved course #0171 American Government World Studies is a foundational social studies course that intro- Grade 10 / 1 Semester – 1.0 credit duces students to their world through the blend of a historical NCAA approved course st approach and a look at 21 century global issues that impact the international community. The course is framed primarily American Government is the second course in the social studies around the history of western civilization, yet addresses the his- core course sequence. It provides a blend of political science, torical and cultural relevance of other regions of the world. In government and civic curricular goals. In practical ways, stu- addition, the course offers students the opportunity to examine dents learn about the constitutional structure and behavioral modern-day global challenges that are thematically linked to the trends in the American political system. Areas of study include historical content they have learned. Development of reading, political ideology, the electoral process, policymaking, constitu- writing, speaking, listening, and critical thinking skills, in the tional interpretation and the analysis of current events. A spe- context of the social studies, will be emphasized. cial focus is placed on fostering an individual sense of civic duty and pride. In addition, this course emphasizes the frequent use Rationale: World Studies is a required course for graduation of higher order thinking skills in its examination of the Ameri- and provides a foundation for subsequent required social studies can system of government and strives to cultivate in students a courses in terms of content and skill development. It is the nuanced, analytical mindset. Development of reading, writing, course in the social studies sequence that provides the most ro- speaking, listening and research skills, in the context of the so- bust global perspective and begins developing in students a cial studies, will be emphasized. Successful completion of this sense of global citizenship. course fulfills the state mandated U.S. and Illinois Constitution tests. #0027 Academic Literacy Grade 9-10 / Full Year Course - 2.0 credits Rationale: American Government is a required course for Prerequisite: Students are recommended for Academic Lit- graduation that provides a bridge between World Studies and eracy through the ninth grade English placement process or United States History. In conjunction with these other two teacher recommendation. courses, it provides a solid foundation for York students to be engaged, informed and judicious citizens. Academic Literacy is a course designed to accelerate a student’s growth as a reader with specific attention to his or her #0168 AP United States Government and Politics comprehension, fluency, multi-syllabic word reading, and Grades 10-12 / 1 Semester High Weighted Course – 1.0 credit vocabulary. Students receive direct instruction in key read- Prerequisite: A/B average in all previous high school work or ing strategies including previewing, predicting, and identify- social studies teacher recommendation ing an author’s purpose, inferences, questioning, connecting NCAA approved course and summarizing. In addition to these strategies, students This course is designed to provide students with an extensive also learn both content vocabulary and vocabulary strategies, understanding of the foundations and concepts that encompass

56 the American political system. AP United States Govern- #0186 AP United States History ment and Politics is designed to be the high school equiva- Grades 11-12 / Full Year High Weighted Course – 2.0 cred- lent of a college-level general government course, thus pre- its paring students for success on the AP Exam. Major topics Prerequisite: A/B average in all previous high school work studied in the course are the constitutional underpinnings of or social studies teacher recommendation government, political beliefs and behaviors, political parties NCAA approved course and interest groups, institutions and policy processes of national government, and civil rights and civil liberties. Politi- This course is designed to provide students with an extensive cal theory and philosophy, as well as the structure of govern- understanding of the foundations and concepts of U.S. His- ment, will be examined through contemporary issues on a tory. In addition, it is designed and sequenced as the high national level. This course fulfills the American Government school equivalent of a college-level general history course, graduation requirement as well as the state mandated U.S. thus preparing students for the Advanced Placement and Illinois Constitution tests. Exam. Major themes studied in AP US History include but are not limited to American Diversity, American Identity, Rationale: College–bound students interested in majoring in Culture, Politics and Citizenship, Reform, Religion, and political science, law, law enforcement or philosophy would Globalization. Course work includes research, evaluative benefit from taking this course. Performance on the AP and analytical skill development, which will also be utilized Exam will provide many students with the opportunity to to assess student learning. This course fulfills the U.S. His- receive college credit and/or appropriate college course tory graduation requirement. placement. Rationale: College-bound students interested in majoring in history, humanities, political science or philosophy would #0151 United States History benefit from taking this course. Performance on the AP Grade 11 / Full Year Course – 2.0 credits Exam will provide students with the opportunity to earn col- NCAA approved course lege credit and/or appropriate college course placement.

United States History is the culminating course in the social studies core course sequence. It offers students a thought- ELECTIVE COURSES provoking survey of the nation’s history, with opportunities in each unit to study in more depth the events, issues or other The following courses fulfill the Social Studies elective re- historical phenomena of special significance in the American quirement for graduation. Courses are organized into four narrative. Students will make connections between events of strands: Behavioral Sciences, History and Political Science, the past and their ongoing impact on the near-present, thus Law and Criminal Justice, and Research. Students may take developing a context for their emerging sense of civic re- multiple courses within a strand or sample courses from sponsibility. This course emphasizes the frequent use of each strand. higher order thinking skills in its approach to studying history and strives to foster in students a nuanced, analytical Behavioral Sciences mindset. Reading, writing, speaking, listening and research skills, in the context of the social studies and in preparation #0181 Economics for college, will be developed. Grades 10-12 / 1 Semester Course – 1.0 credit Fulfills Consumer Education requirement for graduation. Rationale: United States History is a required course for NCAA approved course graduation that provides students with the means to better understand the multiple factors that have shaped the society Economics is a discipline of the social sciences that exam- in which they live. In conjunction with the two other core ines the allocation of resources and their alternative uses in courses, it provides a solid foundation for York students to satisfying the needs and wants of individuals. Key concepts be engaged, informed and judicious citizens. include: scarcity, opportunity cost, cost/benefit analysis, circular flow, supply and demand, elasticity, socioeconomic issues, monetary policy, trade and investment options. The semester will be divided into micro and macroeconomics, separated by an investment unit. Emphasis will placed on real world economic issues that influence our daily lives.

57 Completion of this course fulfills the Consumer Education thousands of miles away. In turn, we are affected by the poli- requirement OR the Social Studies elective requirement for cies of other countries. This interdependence forces us to graduation, but NOT both. become well-informed decision makers. This one semester, college level course explores basic economic concepts, meas- Rationale: Economic activity pervades every aspect of life. urement of economic performance, national income and price Therefore, knowledge of economic concepts and systems determination, the financial sector, inflation unemployment should be a part of every citizen’s education in today’s world. and stabilization policies, economic growth and productivity, This course offers a high degree of academic literacy for the and international trade and finance. Special focus will be student interested in a business career in marketing, manage- placed on preparation for the AP Exam in May. Completion ment, investment banking or starting a business. of this course fulfills the Consumer Education requirement OR the Social Studies elective requirement for graduation, #0179 AP Microeconomics but NOT both. Grades 11-12 / 1 Semester High Weighted Course – 1.0 credit Rationale: College-bound students interested in majoring in Prerequisite: A/B average in all previous high school work or economics, finance, business, political science, international social studies teacher recommendation relations or similar fields would benefit from taking this Fulfills Consumer Education requirement for graduation. course. Performance on the AP Exam will provide many NCAA approved course students with the opportunity to receive college credit and/or appropriate college course placement. AP Microeconomics is designed for students to understand how resources are used to satisfy people’s wants. This one #0146 Sociology semester, college level course explores the individual compo- Grades 10-12 / 1 Semester Course – 1.0 credit nents that make up our economy: the consumer, the business NCAA approved course firm and the government. Students will gain an understanding of economic concepts such as opportunity cost, supply Do eyes and facial expression reveal a person’s true and demand, marginality, markets and externalities. In-depth thoughts? Why do social groups often dislike each other? research and discussion of economic topics and current Does television lead people to violence and reduce their at- events will help students make sense of their world. Special tention span? What causes prejudice? These and other ques- focus will be placed on preparation for the AP Exam in May. tions are answered in Sociology. This class will focus on Students must realize the importance of independent study. how people behave in groups. Films, simulations and role Success in this course and on the exam relies heavily on indi- play activities help students develop social skills and knowl- vidual commitment from the student. Completion of this edge that is essential for dealing with others. This course ful- course fulfills the Consumer Education requirement OR the fills the Social Studies elective requirement for graduation. Social Studies elective requirement for graduation, but NOT both. Rationale: Sociology is recommended for students contemplating a career in business, social work, law enforcement, Rationale: College-bound students interested in majoring in social and/or market research or any other occupation involv- economics, finance, business, political science, or similar ing interpersonal contact. Skills acquired in this course and fields would benefit from taking this course. Performance on knowledge of group dynamics provides a firm foundation for the AP Exam will provide many students with the opportu- future study and real life applications. nity to receive college credit and/or appropriate college course placement. #0141 Psychology Grades 11-12 / 1 Semester Course – 1.0 credit #0185 AP Macroeconomics NCAA approved course Grades 11-12 / 1 Semester High Weighted Course – 1.0 credit The basic subject matter of psychology is behavior, a matter Prerequisite: A/B average in all previous high school work or of vital concern to all of us. The news media frequently cite social studies teacher recommendation examples of psychological phenomena such as personality, Fulfills Consumer Education requirement for graduation. emotional problems, drug use and abuse, racism, violence NCAA approved course and sexuality. In this course we will examine such topics as AP Macroeconomics is designed for students to understand learning, memory, perception, motivation, development, the principles of economics that apply to an economic system stress, intelligence and personality testing, abnormal behavior as a whole. The countries of the world have become increas- and therapy with an emphasis on applying these to individual ingly interdependent. Economic policy decisions made in the behavior. This course fulfills the Social Studies elective re- United States have implications for countries and its citizens quirement for graduation.

58 Rationale: This course has a two-fold purpose. The first pur- History and Political Science pose is to give the student a better understanding of self and others so that he/she may have more satisfying relationships #0164 AP European History and function more efficiently. The second purpose is to fa- Grades 10-12 / Full Year High Weighted Course – 2.0 credit miliarize the student with the subject of psychology for help Prerequisite: A/B average in all previous high school work or in considering further educational plans. social studies teacher recommendation NCAA approved course #0162 AP Psychology Grades 11-12 / Full Year High Weighted Course – 2.0 credits This course is designed to provide students with relevant fac- Prerequisite: A/B average in all previous high school work or tual knowledge and an extensive understanding of European social studies teacher recommendation history from 1450 to the present. AP European History is NCAA approved course designed to be the high school equivalent of a college-level general history course, thus preparing students for success on This course provides a detailed and demanding overview of the AP Exam. Major topics studied in the course are develop- the field of psychology and requires a high degree of commit- ments in social, economic and political thought, the rise and ment and the use of effective independent learning skills from functioning of the modern state in its various forms and the its students. AP Psychology is designed to be the high school role of urbanization in transforming cultural values and social equivalent of a college-level general psychology course, thus relationships. Students will develop research, evaluative and preparing students for success on the AP Exam. A sound in- analytical skills that will be used to illustrate comprehension troduction to psychological practice and theory is afforded in and understanding. This course also provides students with each of the major subfields of the discipline, including person- frequent practice in writing analytical and interpretive essays ality, consciousness, biological psychology, lifespan develop- such as document based questions and thematic essays. This ment, learning, sensation and perception, emotion and motiva- course fulfills the Social Studies elective requirement for tion, cognition, experimental methods, memory, mental disor- graduation. ders, treatment methods and social psychology. Success in this course can be measured not only by academic perform- Rationale: College–bound students will benefit from taking ance, but also by the extent to which students make meaning- this course. Students will develop reading, writing and ana- ful applications of the subject matter for the betterment of lytical skills to prepare them for future AP/Honors their lives. This course fulfills the Social Studies elective re- courses. Performance on the AP Exam will provide many quirement for graduation. students with the opportunity to receive college credit and/or appropriate college course placement. Rationale: College-bound students planning on majoring in any of the social sciences or health-related fields would bene- #0190 International Relations Honors fit from this course. Performance on the AP Exam will pro- Grades 11-12 / 1 Semester High Weighted Course – 1.0 credit vide many students with the opportunity to receive college Prerequisite: A/B average in all previous high school work or credit and/or appropriate college course placement. Social Studies teacher recommendation NCAA approved course #0182 Philosophy Grades 11-12 / 1 Semester Course – 1.0 credit This course is designed to provide students with an under- NCAA approved course standing of the foundations and theories underlying international relations in the 21st century. Beginning with an exami- Interested in a deeper look into the way we live our lives? nation of theories driving international relations in the 20th This course is designed to expose students to the study of phi- century, students will analyze modern issues and determine losophy from the classics to the present. The objective of the the ways in which traditional diplomacy applies or has been course is to examine closely, discuss and write about the rendered obsolete in this global world. Coursework will also world and the moral and ethical challenges we face. Assign- consider novel options in 21st century diplomacy. Interna- ments will involve extensive research into the great questions tional Relations is designed to provide students with opportu- that have faced mankind. Higher order thinking skills de- nities to examine modern issues via writing, presentations and signed to elicit mature discussions about the meaning of life simulations so that they can hone their own diplomatic acu- will be the standard. This course fulfills the Social Studies men. Major topics include diplomacy, geography, globaliza- elective requirement for graduation. tion, conflict resolution, global security, the rise of non-state Rationale: College-bound students planning on majoring in actors and sustainable development. Students will develop any of the social sciences would benefit from the kind of research, evaluative and analytical skills which they will use thinking they will be exposed to in this class. to illustrate analysis and synthesis of the curricula. This course fulfills the Social Studies elective requirement for graduation.

59 Rationale: College-bound students interested in majoring in Religion has historically been, and continues to be, a force international relations, political science, international busi- that shapes cultures and individual identities throughout the ness, economics or regional studies would benefit from tak- world. It is impossible to understand history without taking ing this course. into account the impact that various religions have had on social dynamics and the emergence of regional ideolo- #0191 Military History gies: Judaism and Christianity in Europe and the Americas; Grades 11-12 / 1 Semester Course – 1.0 credit Islam in the Arab World; Hinduism, Buddhism, Shintoism, NCAA approved course and Confucianism in the Far East. Likewise, it is difficult to understand current global and domestic trends, conflicts, and Military History is a one semester course that focuses on the social movements without a substantive grasp of the basic strategy, tactics, technology, leadership and logistics of war- tenets and practices of world religions. As our students fare. The course offers a comprehensive history of war, graduate into an increasingly globalized world and culturally from Ancient Greece and Rome to the current War on Ter- diverse American populace, providing them with an oppor- ror, blending broad overviews of conflicts with eye witness tunity to become culturally literate in regards to religious accounts from those fighting on the front lines. This course belief systems and their impact on society is warranted. fulfills the Social Studies elective requirement for graduation. Law and Criminal Justice

Rationale: This elective will provide interested students the #0145 Criminology opportunity to further examine topics related to war dis- Grades 10-12 / 1 Semester Course – 1.0 credit cussed in World Studies and U.S. History. It will also pro- NCAA approved course vide a more robust historical context for understanding This course examines current thinking about the causes of armed conflict. To quote the historian Victor Davis Hanson, crime and delinquency, as well as methods of punishments “...democratic citizenship requires knowledge of war— and and correction. The student will study topics such as aggres- now, in the age of weapons of mass annihilation, more than sion, influence of the media, role of the family, urban condi- ever.” tions, types of crime, gun control, gangs and prisons. This course fulfills the Social Studies elective requirement for #0188 Women’s Studies graduation. Grades 10-12 / 1 Semester Course – 1.0 credit NCAA approved course Rationale: Students interested in topics related to crime and punishment and/or those interested in a career in law en- This course explores the history of women’s experiences in forcement, social work or the legal profession would find American society. The course is taught thematically with this a good introduction to one of the most important issues topics including, but not limited to, politics, labor, reproduc- in American society. tive rights, military, education, sports and media/image. Women’s Studies offers a serious examination of America #0173 Law in American Society from the woman’s perspective. Additional goals include the Grades 11-12 / 1 Semester Course – 1.0 credit enhancement of the woman’s sense of self, the elimination NCAA approved course of sexism, appreciation for women-centered values, a deepening awareness of the effects of gender on both sexes and It is essential to have an awareness of the laws that protect an increased respect among women and between women and us as well as those that restrict us. Students will develop a men. This course fulfills the Social Studies elective require- basic understanding of our legal system, its terminology and ment for graduation. its procedures. An emphasis will be placed on analyzing real world issues and court cases that relate to our rights as Rationale: This elective will provide interested students the citizens. Students will examine landmark Supreme Court opportunity to further examine women’s studies topics dis- decisions as well as criminal cases. The class will rely heav- cussed in U.S. History. It will provide an academic context ily on class discussion and insight. Specific topics include for understanding modern issues concerning gender equality. civil law, court procedure, rules of evidence, search and sei- zure and rights when arrested. This course fulfills the Social #0196 World Religions Studies elective requirement for graduation. Grades 11-12 / 1 Semester Course—1.0 credit This course fulfills an Elective credit. Rationale: This class will expose students to skills and con- NCAA approved course tent that will prove useful for those considering careers in law, criminal justice and other public occupations.

60 #0189 Constitutional Law Honors dents the tools to obtain and evaluate information Grades 11-12 / 1 Semester High Weighted Course – 1.0 using a multidisciplinary lens (science and social credit studies) in order to communicate evidence-based ar- Prerequisite: A/B average in all previous high school guments. College-bound students and students look- work or Social Studies teacher recommendation ing to improve reading, writing and research skills NCAA approved course would benefit from this course. This course fulfills the Social Studies elective AND a Science elective credit This course will study the fundamental basis of the for graduation. American legal system: the United States Constitution. Students will study the tenets of American constitu- #0195 Research and Digital Literacy tional law as well as the historical and current debates Grades 9-12 / 1 Semester Course – 1.0 credit about the scope and meaning of the Constitution in Pending NCAA approval relation to the Supreme Court's role in the governing of the United States. Supreme Court decisions will be Curiosity has driven humankind’s search for meaning analyzed with consideration for the historical context, and knowledge for thousands of years. Channeling past interpretation, and the Court’s overall consistency that curiosity into systematic methods of asking ques- in following precedent. Students will be able to look at tions, making observations, and analyzing information current Supreme Court cases from an analytical stand- has produced a diverse and abundant body of knowl- point and formulate reasoned hypotheses on how the edge. This course immerses students in the rich tradi- court will rule while considering its ideological tion of scholarly research, providing them with unique makeup. This course fulfills the Social Studies elective and empowering opportunities to learn the process by requirement for graduation. pursuing topics and questions of their own choice. Students will engage directly in developing research Rationale: College-bound students interested in major- questions, source and data analysis and presentation ing in a law-related field would benefit from taking of findings in a variety of media. The class will teach this course. Higher order thinking and undergraduate the fundamentals of working in the digital environ- literacy skills will be developed in a rigorous, high in- ment and the importance of developing a positive terest environment. digital footprint, as well as the importance of digital citizenship. The classroom experience will be collabo- Research rative, dynamic and highly student-centered. A capstone project will capture the breadth of the research #0197 AP Seminar process and will showcase students’ efforts, learning, Grades 10-12 / Full Year Course – 2.0 credits and passion. 1.0 credit SS elective / 1.0 credit for Science Elective Pending NCAA approval Rationale: Proficiency in research methodology and digital citizenship are critical components of college AP Seminar is the first course in the AP Capstone Di- and career readiness, bringing together into one proc- ploma sequence. This course engages students in cross- ess a variety of academic skills that are often ad- curricular conversations between Social Studies, the dressed in isolation. College-bound students and stu- Humanities, and Science. You will explore the com- dents looking to improve reading, writing and re- plexities of academic and real-world topics and issues search skills would benefit from this course. This by analyzing divergent perspectives. Using an inquiry course fulfills the Social Studies elective OR Practical framework, students practice reading and analyzing Art requirement for graduation. articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, INSTRUCTIONAL LEVEL COURSES broadcasts, and personal accounts; and experiencing artistic works and performances. During the course you These special education classes address academic will complete a team project, an individual paper and content and skill areas at an appropriate level of presentation, and take a written end-of-the-course complexity for students with an IEP. exam. Your AP Seminar Exam score will be based on all three assessments. This course fulfills the Social #3105 World Studies Studies elective requirement for graduation. AND a Grades 9-10 / Full Year Course -2.0 credits science elective credit. Prerequisite: IEP recommendation

Rationale: This course is the first in a recommended This course will reinforce textbook reading, maps and two-series AP Capstone program (AP Seminar fol- graph interpretation skills. The course content will lowed by AP Research). AP Seminar will give stu- focus upon physical and cultural geography, along

61 with topics of history regarding various regions around challenges that are thematically linked to the historical the world. One major project per semester is required. content they have learned. Development of critical think- This course fulfills the World Studies graduation require- ing skills and of the four language domains (reading, writ- ment. ing, speaking and listening) in the context of the social studies will be emphasized. This course fulfills the World #3166 American Government Studies graduation requirement for ELL students. Grade 10 / 1 Semester - 1.0 credit Prerequisite: IEP recommendation Rationale: ELL students will be receiving instruction of con- This course is designed for students to develop an under- tent that is comparable to mainstream students; however, the standing of the American government legal systems. Stu language of instruction will be sheltered so that it is more dents will study both the Illinois state and the federal sys- accessible to students who are still acquiring general and tems of government. This course fulfills the American academic English skills. Government graduation requirement. #0125 Bilingual World Studies #3159 United States History Grade 9 / Full Year Course – 2.0 credits Grade 11 / Full Year Course - 2.0 credits Prerequisite: Students must be enrolled in the ELL pro- Prerequisite: IEP recommendation gram

This course presents an overview of the major themes, Bilingual World Studies is a foundational social studies events and concepts in American history. Primary and course that introduces students to their world through the secondary reading sources in addition to multimedia re- blend of a historical approach and a look at 21st century sources will be incorporated into the class. This course global issues that impact the international community. The fulfills the U.S. History graduation requirement. course is framed primarily around the history of western civilization, yet addresses the historical and cultural rele- #3148 Understanding Human Behavior vance of other regions of the world. In addition, the course Grade 12 / 1 Semester - 1.0 credit offers students the opportunity to examine modern-day Prerequisite: IEP recommendation global challenges that are thematically linked to the historical content they have learned. Instruction will be in Span- This course will provide students an opportunity to under- ish. Development of critical thinking skills and of the four stand themselves and others by investigating such topics as language domains (reading, writing, speaking and listen- learning, motivation, perception, personality and personal- ing), in the context of the social studies, will be empha- ity testing, emotion, stress and frustration, and psychologi- sized. This course fulfills the World Studies graduation cal disorders. This course fulfills the Social Studies elec- requirement for ELL students. tive requirement for graduation. Rationale: ELL students will be receiving instruction of content that is comparable to mainstream students; how- BILINGUAL & ENGLISH LANGUAGE ever, the language of instruction will be Spanish so that it LEARNER COURSES is more accessible to students who are still acquiring general and academic English skills.

#0123 ELL World Studies #0124 ELL American Government Grade 9 / Full Year Course – 2.0 credits Grade 10 / 1 Semester – 1.0 credit Prerequisite: Students must be enrolled in the ELL program Prerequisite: Students must be enrolled in the ELL pro- NCAA approved course gram NCAA approved course ELL World Studies is a foundational social studies course that introduces students to their world through the blend of American Government is the second course in the social a historical approach and a look at 21st century global is- studies core course sequence. It provides a blend of po- sues that impact the international community. The course litical science, government and civic curricular goals. In is framed primarily around the history of western civiliza- practical ways, students learn about the constitutional tion, yet addresses the historical and cultural relevance of structure and behavioral trends in the American political other regions of the world. In addition, the course offers system. Areas of study include political ideology, the students the opportunity to examine modern day global electoral process, policymaking, constitutional interpreta-

62 tion and the analysis of current events. A special #0126 ELL United States History focus is placed on fostering an individual sense of Grade 11 / Full Year Course – 2.0 credits civic duty and pride. In addition, this course empha- Prerequisite: Students must be enrolled in the ELL sizes the frequent use of higher order thinking skills program in its examination of the American system of gov- NCAA approved course ernment and strives to cultivate in students a nuanced, analytical mindset. Development of re- ELL United States History is the culminating course search skills and of the four language domains in the social studies core course sequence. It offers (reading, writing, speaking, and listening), in the students a thought-provoking survey of the nation’s context of the social studies, will be emphasized. history, with opportunities in each unit to study in This course fulfills the American Government more depth the events, issues or other historical phe- graduation requirement for ELL students as well as nomena of special significance in the American nar- the state mandated U.S. and Illinois Constitution rative. Students will make connections between tests. events of the past and their ongoing impact on the near-present, thus developing a context for their Rationale: ELL students will be receiving instruc- emerging sense of civic responsibility. This course tion of content that is comparable to mainstream emphasizes the frequent use of higher order thinking students; however, the language of instruction will skills in its approach to studying history and strives be sheltered so that it is more accessible to students to foster in students a nuanced, analytical mindset. who are still acquiring general and academic Eng- Development of research skills and of the four lan- lish skills. guage domains (reading, writing, speaking and listening), in the context of the social studies and in #0127 Bilingual American Government preparation for college, will be emphasized. This Grade 10 / 1 Semester – 1.0 credit course fulfills the United States History graduation Prerequisite: Students must be enrolled in the ELL requirement for ELL students. program NCAA approved course Rationale: ELL students will be receiving instruction of content that is comparable to mainstream Bilingual American Government is the second students; however, the language of instruction will course in the social studies core course sequence. It be sheltered so that it is more accessible to students provides a blend of political science, government who are still acquiring general and academic Eng- and civic curricular goals. In practical ways, stu- lish skills. dents learn about the constitutional structure and behavioral trends in the American political system. Areas of study include political ideology, the electoral process, policymaking, constitutional interpretation and the analysis of current events. A special focus is placed on fostering an individual sense of civic duty and pride. In addition, this course emphasizes the frequent use of higher order thinking skills in its examination of the American system of government and strives to cultivate in students a nuanced, analytical mindset. Instruction will be in Spanish. Development of reading, writing, speaking, listening and research skills, in the context of the social studies, will be emphasized. Successful completion of this course fulfills the state mandated U.S. and Illinois Constitution tests.

Rationale: ELL students will be receiving instruction of content that is comparable to mainstream students; however, the language of instruction will be Spanish so that it is more accessible to students who are still acquiring general and academic Eng- lish skills.

63 Science Course Overview

Typical Course Sequences

Principles of Physics or Key Ideas in Biology Key Ideas in Chemistry Science Elective Science Elective

Biology* Chemistry Physics Science Elective

Physics Honors or Physics Honors or Biology Honors Chemistry Honors an AP Science Course an AP Science Course

Science Electives

AP Biology Anatomy & Physiology/ Sports Medicine Medical Careers AP Chemistry Chemistry of Foods Genetics, Biotechnology AP Environmental & Bioethics Science Environmental Science

Microbiology AP Physics 1&2 Animal Behavior

AP Seminar AP Physics C Forensic Science (1 semester)

Instructional Level Courses

Applications in Biology Applications in Chemistry Science Survey

* Course also offered as bilingual (Spanish)

64 Science

The mission of the York Science Department is to inspire minds to inquire, think critically, make informed decisions, and impact the world through service and discovery.

Prior to graduation, students take at least one course in the life sciences and one course in the physical sciences. All physics and chemistry courses count as physical sciences. All other courses count as life sciences. Starting with the class of 2018, York High School requires all students to take three years of science for graduation. Please note: colleges may recom- mend three or four years, depending on the student’s chosen field of study. The Science Department offers a variety of science electives that allow students to explore their areas of interest. Clubs and Organizations

SCIENCE OLYMPIAD In Science Olympiad, students from all levels work on teams to investigate a variety of topics. They meet weekly in order to explore topics, build devices, try experiments, and prepare for competitions. Each year there is a wide variety of events, covering such topics as helicopters, forensics, forestry, robotics and epidemiology.

ECO CLUB ECO is the club that works hard for the environment and plays hard in the environment! The club’s primary mission is service to the environment and promoting environmental stewardship throughout the school and community. Outdoor experiences include canoeing, camping, biking, backpacking, kayaking, high ropes course, creek clean-ups, prairie restoration, recycling and rock climbing. ECO is open to all and it is never too late to join!

STEM CLUB: STEM club is for students interested in exploring topics in the areas of science, technology, engineering, and/or mathematics. These fields offer some of the fastest-growing and highest-paid careers in America, and this club provides students with an opportunity to explore STEM topics and careers through individual and group research projects, as well as by connecting with current professionals in these fields.

Course Descriptions

#0220 Biology Honors Grade 10 Prerequisite: Placement by the Science Dept. Grades 9 / Full Year High-Weighted Life Science Course - NCAA approved course 2.0 credits Science Prerequisite: Determined by placement rubric Biology is the study of living things. In this lab-based Math Prerequisite: Concurrent enrollment in a geometry course students examine the concepts of cells, heredity, or an advanced algebra course evolution, the interdependence of organisms, organization NCAA approved course within and among living things and the behavior of organisms. Students develop an understanding of what can be In this comprehensive lab-oriented course students study observed in the natural world and through scientific experi- living things from a cellular/biochemical perspective. It mentation. Animal dissection may be integrated into the emphasizes investigative and critical thinking skills, as laboratory component. well as extensive independent work and reading. Students must be self-motivated, academically responsible, and able Rationale: This course is part of the general sequence that to devote considerable time to the daily preparation of this prepares students for college. fast-paced class. Animal dissection may be integrated into the laboratory component. #0234 Key Ideas in Biology Grades 9-10 / Full Year Life Science Course - 2.0 credits Rationale: This is the first life science course in the col- Grade 9 Prerequisite: Determined by placement rubric lege preparation of the student who has demonstrated high Grade 10 Prerequisite: Placement by the Science Dept. aptitude and skills in science, math, reading, and writing. NCAA approved course

#0230 Biology In this course, students investigate living organisms, cellu- Grades 9-10 / Full Year Life Science Course - 2.0 credits lar activities, biological evolution, genetics and ecology. A Grade 9 Prerequisite: Determined by placement rubric large portion of class time is devoted to hands-on work and

65 student activities. Animal dissections may be integrated #0253 Key Ideas in Chemistry into the laboratory component. Grades 10-11 / Full Year Physical Science Course - 2.0 credits Rationale: This is the life science course in the science Science Prerequisite: Key Ideas in Biology sequence that takes a more structured approach. Math Prerequisite: Algebra A NCAA approved course #0250 Chemistry Honors Grade 10 / Full Year High-Weighted Physical Science In this course, students examine the structure of matter, Course - 2.0 credits the changes it undergoes, and the energy changes that Science Prerequisite: Biology Honors with a grade of at accompany the changes in matter. Connections are made least B or Biology with a grade of an A and recommen- between what can be observed in the world around us, dation from the teacher. and how that relates to the world of atoms and mole- Math Prerequisite: Freshmen level geometry with grade cules, which we can't see. Careful attention is given to of at least B, or an advanced algebra course helping students understand the symbols that represent NCAA approved course these things in formulas, calculations, and structural drawings. Chemistry is the study of substances that make up our world, changes in these substances and the energy Rationale: This course in the physical sciences is the needed to bring about these changes. This course gives a second course in the science sequence that takes a more broad overview in which students analyze reactions in structured approach. natural and man-made energy systems, the properties of materials in relation to their structures and the atomic #0270 Physics Honors and nuclear structure of matter. The theoretical and ex- Grades 11-12 / Full Year High-Weighted Physical Sci- perimental nature of science is emphasized through re- ence Course - 2.0 credits search in printed material and in the laboratory. Science Prerequisite: Honors Chemistry, with a grade of at least B or Chemistry with a grade of an A and rec- Rationale: This course in the physical sciences is part of ommendation from the teacher. the college preparation of the student who has demon- Math Prerequisite: Concurrent enrollment in honors- strated high aptitude and skills in science, math, reading, level Advanced Algebra Trig and writing. NCAA approved course

#0251 Chemistry In this laboratory-based course, students learn the basic Grades 10-11 / Full Year Physical Science Course - 2.0 motions of the universe and the equations that describe credits them. Topics include Newtonian physics, thermal phys- Science Prerequisite: Biology with grade of at least C ics and fluid dynamics, waves and optics, electricity and Math Prerequisite: Algebra AB with grade of at least C, magnetism, and atomic and nuclear physics. Students or Algebra A with grade of at least B, or Freshman Ge- learn to assess experimental errors and uncertainties as ometry they interpret the results of experiments. NCAA approved course Rationale: This course is part of the college preparation In this course, students examine the structure of matter, of the student who has demonstrated high aptitude and the changes it undergoes, and the energy changes that skills in science, math, reading and writing. accompany the changes in matter. Connections are made between what can be observed at the macroscopic level in #0274 Physics the real world, what happens with particles at the atomic Grades 11-12 / Full Year Physical Science Course - 2.0 and molecular level, and the symbols that represent these credits things in formulas, calculations, and structural drawings. Science Prerequisite: Chemistry Students will learn traditional chemical concepts through Math Prerequisite: Geometry, with strong grades in a variety of real-world contexts. both algebra and geometry NCAA approved course Rationale: This course in the physical sciences is the second step of the general sequence that prepares for In this laboratory-based course, students learn about college. motion, momentum, energy, gravity, rotational dynamics, waves, sound, light, electricity, magnetism, and nuclear physics.

66 Rationale: This physics course is part of the general sequence #0238 Environmental Science that prepares students for college. Grades 11-12 / Full Year Life Science Course - 2.0 credits Prerequisite: Chemistry or Key Ideas in Chemistry #0515 Principles of Physics Technology NCAA approved course Grades 11-12 / Full Year Lab Course—2.0 HS credits (Student may elect to receive either a science or practical This course explores the dynamics of the natural world and arts credit) the role of plants in maintaining an ecological balance. Stu- Dual Credit with College of DuPage dents will have the opportunity to learn more about environ- (Electronics 1110 - 2 Semester Hours) mental problems, both natural and human-made and alterna- Science Prerequisite: None tive solutions for resolving and/or preventing them. This NCAA approved course course touches on the fields of geology, ecology, evolution, structure and function of plants, as well as plants’ and organ- This course centers on the teaching of traditional physics isms’ roles in the environment. Scientific inquiry is empha- concepts in the context of their relationship to the four en- sized as students learn through laboratory, projects, and indi- ergy systems – mechanical, fluid, electrical and thermal. For vidual and group assignments. example, did you ever wonder why one kind of car tire has more grip than another? This course allows the student to Rationale: This course provides an additional life sciences apply physics concepts principles to workplace situations course with a specific emphasis on plants and the environ- with hands-on labs. This course also teaches the mathemati- ment. cal and scientific principles behind the technology we use everyday. #0240 Animal Behavior Grades 11-12/Full Year Life Science Course - 2.0 credits In this course, we explore and examine career clusters asso- Prerequisite: Chemistry or Key Ideas in Chemistry ciated with the curriculum. This course assists students in deciding their career path in college or the workplace. The This course concentrates on how animals behave, why ani- need for this kind of training course has been supported by mals behave the way they do, and how scientists design ex- industry and national vocational education. periments to study their behavior. Students will learn about the biology behind behavior, animal communication, feeding Rationale: This course is useful to the student who is inter- behavior, mating, predator-prey relationships, aggression, ested in the application of technology and physics, but does territorial behavior, social behavior and parental care. For not choose to enroll in the more traditional physics course. the lab portion of this course, live animal labs, video and out -of-classroom activities will be utilized to supplement lec- # 0267 Forensic Science ture and textbook notes. Grades: 9-12/ 1 Semester—1.0 Credit Prerequisite: None Rationale: This course provides an additional life science NCAA approved course course that focuses on animals and their behavior

Forensic science is the application of science principles and #0886 Chemistry of Food methodologies to criminal or civil law. In this course stu- Grades 11-12 / Full Year Physical Science Course - 2.0 dents will learn basic evidence collection techniques and credits (Students may elect to receive either a Science or practice them in the laboratory and field. Students will ap- Family and Consumer Science credit) ply introductory concepts from biology, chemistry, and Prerequisite: Chemistry or Key Ideas in Chemistry physics to the identification and analysis of evidence. Stu- NCAA approved course dents will study biological concepts in the context of finger- prints, hair, blood, and DNA. They will study chemistry and In this course, students investigate the chemical components physics concepts in the context of fibers, powders, plastics, and physical properties of foods. Students gain an under- metals, and blood spatter. standing of food science, as well as an awareness of health, nutrition and culinary science principles. Scientific proc- Rationale: This course fulfills a semester of the graduation esses are utilized as students explore the physical and requirement for science. It will serve as either an introduc- chemical properties of food and science cooking application to high school science concepts or an opportunity for tions. This course involves laboratory experiences in both students to apply previously learned knowledge. Science and Family and Consumer Sciences and is led by Please note: this course does not fulfill the biology or teachers from both departments. chemistry graduation requirement. Rationale: This course provides an additional physical sciences course in which students apply their understanding of chemistry to the science of food.

67 #0290 Fundamentals of Sports Medicine #4284 Anatomy and Physiology Grade 11-12 /Full Year Life Science Course - 2.0 credits Grade 12 / 1 Semester Life Science Course (2 class Prerequisite: Chemistry periods) - 2.0 credits Prerequisite: Chemistry (Students are selected by This course relates science to athletics, covering key application and interview) concepts in anatomy, physiology, kinesiology and physi- NCAA approved course cal therapy. It incorporates class work, laboratory inves- tigations and practical hands-on application in the pre- This course has three major components. Human anat- vention, treatment and rehabilitation of sports injuries. omy identifies individual parts of the body and relates Animal dissections may be included in the laboratory them to the whole. Physiology provides an understand- component. Throughout the course, students engage in ing of the functions of the parts of the body. Pathology field experiences. relates a specific disorder to the abnormal functioning of the whole organism. Interwoven into each unit is discus- Rationale: This rigorous course provides an additional sion about the medical field. Dissection laboratory ac- life sciences course with a focus on athletic applications. tivities are included in this course. The class meets two Although an interest in athletics is helpful, participation periods per day to allow a full year’s work to be covered in intramurals or athletic teams is not a prerequisite. in a single semester. Immunization verification including a flu shot and TB testing are required. #0222 Microbiology Grades 11-12 / Full Year Life Science Course - 2.0 credits Rationale: This course is a prerequisite for Medical Ca- Prerequisite: Chemistry or Honors Chemistry reers and is open only to students planning to take both NCAA approved course courses. Early graduates will not be considered for admission to the program. This course examines life at the microscopic level and its connections to the environment, medicine, agriculture, #4285 Medical Careers and industry. Topics will include exploration of the Grade 12 / 1 Semester Life Science Course (2 class peri- world of bacteria, viruses, and other microbes; the use of ods) - 2.0 credits microbes in biotechnology, industry, and agriculture; and Prerequisite: Anatomy and Physiology, with a grade of viral and bacterial diseases of humans and the develop- at least C ment of preventative and treatment measures. This course is valuable preparation for students interested in This class meets for two periods each day. Four days college study in biological, medical, food, and environ- per week, class is held at Elmhurst Memorial Hospital mental fields. or another off-site location, such as DeVries Animal Hospital, Elmhurst Dental Care, etc. Students shadow Rationale: This rigorous course provides an additional professionals in several different areas. They work with life sciences opportunity for students who wish to con- medical personnel in activities such as caring for pa- tinue their study of biology. tients, taking vital signs and keeping records. They also observe other procedures. Class meets one day per #0226 Genetics, Biotechnology and Bioethics week at York, allowing students to share experiences, Grades 11-12 /Full Year Life Science Course - 2.0 credits work on case studies and research current health care Prerequisite: A chemistry course with a grade of at topics. Immunization verification including a flu least B shot and TB testing are required. School transporta- NCAA approved course tion will not be provided.

Topics include molecular genetics, biotechnology, Men- Rationale: This course gives students experience with delian genetics, and bioethics. Students perform labs careers in the medical field which can help them in such as extracting DNA, manipulating genes in an or- choosing a future profession. ganism to produce a result such as bacteria that glows, and mating fruit flies to study inheritance. Another as- #0281 AP Biology pect of the course is the exploration of bioethical issues Grades 11-12/ Full Year High-Weighted Life Science such as cloning, stem cell research, DNA Profiling, ge- Course - 2.0 credits netically modified crops, genetics of behavior, and pat- Prerequisite: Honors Chemistry, with grades of enting genes. at least B Rationale: This challenging and rigorous course pro- NCAA approved course vides an additional life sciences course with a specific emphasis on the study of genetics. This course is designed to be the equivalent of a typical

68 college introductory biology course. The course uses Rationale: This college-level course will qualify the a college-level textbook and laboratory program. The student to take the Advanced Placement Environ- curriculum framework is centered on four big ideas: mental Science exam, which may provide college evolution, energy, information, and interactions. Dis- credit. section laboratory activities are included. In order to have extended laboratory time, class meets outside of #0278 AP Physics 1&2 the school day an average of three days per week. Grades 11-12/ Full Year High-Weighted Physical Sci- ence Course - 2.0 credits Rationale: This college-level course will qualify the Science prerequisite: Honors Chemistry, with grades student to take the Advanced Placement Biology of at least B exam, which may provide college credit in biology. Math prerequisite: Honors-level Advanced Algebra Trig #0282 AP Chemistry NCAA approved course Grades 11-12/ Full Year High-Weighted Physical Science Course - 2.0 credits AP Physics 1&2 are equivalent to a two-semester col- Science prerequisite: Honors Chemistry, with grades lege physics course, such as those required for a liberal of at least B arts degree. The major goals of the course are for the Math prerequisite: Honors-level Advanced Algebra student to understand the basic principles of physics Trig and apply those principles to the solution of problems. NCAA approved course The broad range of topics that are covered include mechanics, thermodynamics and heat, electricity and This course is designed to be the equivalent of the magnetism, waves and optics and modern physics. general chemistry course usually taken during the Class meets an additional half period on two days each first college year. It is a rigorous math-based course week. with a strong laboratory component, and is recommended for strong science students who plan a col- Rationale: This college-level course will qualify the lege major in science, engineering or medicine. Top- student to take the new Advanced Placement Physics ics of study include structure of matter, states of mat- 1 and Physics 2 exams, which may provide college ter, chemical reactions, descriptive chemistry and credit. chemical calculations. Class meets an additional half period on two days each week. #0279 AP Physics C Grade 12/ Full Year High-Weighted Physical Science Rationale: This college-level course will qualify the Course - 2.0 credits student to take the Advanced Placement Chemistry Science prerequisite: Honors Physics or AP Physics exam, which may provide college credit in chemistry. 1&2 Math prerequisite: Concurrent enrollment in AP Cal- #0239 AP Environmental Science culus AB or AP Calculus BC Grades 11-12 / Full Year High-Weighted Biological NCAA approved course Science Course - 2.0 credits Science Prerequisite: Biology, Chemistry AP Physics C is equivalent to the first year college Math Prerequisite: Concurrent enrollment in course taken by chemistry, physics and engineering Advanced Algebra with Trig majors, and uses introductory differential and integral NCAA approved course calculus throughout. The mechanics portion of the course covers topics in kinematics, Newton’s laws of This course is designed to be the equivalent of an motion, systems of particles and linear momentum, environmental science course taken during the first circular motion and rotation, and oscillations and college year. Students identify and analyze environ- gravitation. Work, energy, and power are also in- mental problems, both natural and human-made, the cluded. The electricity and magnetism portion covers risks associated with these problems, and alternative electrostatics; electric circuits, magnetic fields, as well solutions for resolving and/or preventing them. This as conductors, capacitors, and dielectrics. course is interdisciplinary and touches on the fields of ecology, chemistry, biology, and geology, along with Rationale: This college-level course will qualify the history, sociology, and economics. In order to have student to take the Advanced Placement Physics C extended laboratory time, class meets outside of the exam, which may provide college credit for students school day an average of two days per week. who plan to major in engineering or the physical sciences.

69 #0194 AP Seminar INSTRUCTIONAL LEVEL COURSES Grades 10-12/ Full Year—2.0 credits 1.0 credit Social Studies elective/ 1.0 for Science Elec- #3234 Applications in Biology tive credit Grades 9-12 / Full Year Life Science Course - Science prerequisite: None 2.0 credits Math prerequisite: None Prerequisite: IEP recommendation NCAA approved course This course will provide students with a variety of AP Seminar is the first course in the AP Capstone topics related to the study of living things. Students Diploma sequence. This course engages students in will learn about cells, genetics, plants, animals, the cross-curricular conversations between Social Stud- human body, and ecology. Through laboratory experi- ies, the Humanities, and Science. You will explore ments, students will learn concepts of biology while the complexities of academic and real-world topics collecting and displaying data. Animal dissection may and issues by analyzing divergent perspectives. Us- be integrated into the laboratory component of this ing an inquiry framework, students practice reading course. and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to Rationale: This can be a first or second high school and viewing speeches, broadcasts, and personal ac- science course to satisfy the graduation requirement. counts; and experiencing artistic works and performances. During the course, you will complete a team #3251 Applications in Chemistry project, an individual paper and presentation, and Grades 9-12 / Full Year Course - 2.0 credits take a written end-of-the-course exam. Your AP Prerequisite: IEP recommendation Seminar Exam score will be based on all three assessments. Connections are made between what can be observed in the world around us, and how that relates to the Rationale: This course is the first in a recommended world of atoms and molecules which we can't two-series AP Capstone program (AP Seminar fol- see. Students examine the structure of matter, how it lowed by AP Research). AP Seminar will give stu- changes, and how these changes affect energy. dents the tools to obtain and evaluate information Hands-on experiments and demonstrations are used using a multidisciplinary lens (science and social frequently while the use of symbols and formulas is studies) in order to communicate evidence-based deemphasized. arguments. College-bound students and students looking to improve reading, writing and research Rationale: This can be a first or second high school skills would benefit from this course. This course science course and satisfies the graduation require- fulfills the Social Studies elective AND a Science ment for a physical science course. elective credit for graduation. #3205 Science Survey #9957 Assessment Seminar Grades 11-12 / Full Year Science Course - 2.0 credits Grade 11 / 1 Semester – 1.0 credit Prerequisite: Completion of a biology and chemistry This course does not fulfill a core subject credit. course; IEP recommendation This one semester course will assist students in their preparation for the ACT test. It is designed for jun- In this course, students study units from various elec- iors who are interested in an intensive, systematic tive courses such as physics, animal behavior, sports preparation for the ACT. Students will receive con- medicine, culinary science, environmental science, tent-specific instruction that is taught using ACT- and microbiology. Students will continue to learn styled prompts. Students will learn about the ACT's biology and chemistry topics in real-life contexts. The format, structure and timing, and then practice strate- course includes an emphasis on reading for informa- gies to maximize their scores. Students considering tion and hands on activities. Assessment Seminar should know that they will be required to engage in regular, extensive practice. They Rationale: This course follows Applications in Biol- will also learn about the college application process. ogy and Applications in Chemistry for students who continue on in Special Education coursework. It satisfies the third year of science needed for graduation.

70 ELL/Bilingual Courses 0305 Bilingual Biology Full Year Physical Science Course - 2.0 credits #023L ELL Key Ideas in Biology Prerequisite: Placement by recommendation Full Year Life Science Course - 2.0 credits NCAA approved course Prerequisite: Placement by recommendation NCAA approved course Biology is the study of living things. In this lab-based In this course, students investigate living organisms, course students examine the concepts of cells, heredity, cellular activities, biological evolution, genetics and evolution, the interdependence of organisms, organiza- ecology. A large portion of class time is devoted to tion within and among living things and the behavior of hands-on work and student activities. Animal dissec- organisms. Students develop an understanding of what tions may be integrated into the laboratory compo- can be observed in the natural world and through scien- nent. tific experimentation. Animal dissection may be integrated into the laboratory component. Rationale: This Rationale: This can be a first or second high school course is part of the general sequence that prepares stu- science course and satisfies the graduation require- dents for college. Instruction and course materials will ment for a life science course. ELL Key Ideas in be provided in Spanish. Biology helps students develop the academic language proficiency necessary for further coursework. Rationale: This course is designed for freshmen whose home language is Spanish. The Next Genera- 025L ELL Key Ideas in Chemistry tion Science Standards (NGSS) will be used to guide Full Year Physical Science Course - 2.0 credits the development of the course and objectives. Prerequisite: Placement by recommendation NCAA approved course

In this course, students examine the structure of matter, the changes it undergoes, and the energy changes that accompany the changes in matter. Connections are made between what can be observed in the world around us, and how that relates to the world of atoms and molecules, which we can't see. Careful attention is given to helping students understand the symbols that represent these things in formulas, calculations, and structural drawings. Rationale: This can be a first or second high school science course and satisfies the graduation requirement for a physical science course. ELL Key Ideas in Chemistry helps students develop the academic language proficiency necessary for further coursework

71 Special Education

The mission of the Special Education Department at York High School is to provide eligible students an opportunity to further develop their academic skills and knowledge base, to guide students to become responsible learners, and to foster acceptable behaviors that affect current and future life activities. Students who are actively engaged in their educational process increase their ability to have a positive and productive life beyond high school.

Each eligible student will have a case manager and an Individual Education Plan (I.E.P.) that will identify recommended goals, programming, and supports. A continuum of services is available to meet the appropriate educational needs of students in the least restricted environment. Examples of the different levels of services that are available for students are listed below:

Resource Services - The student is enrolled in general education classes with a guided study. The case manager will monitor the student’s performance by collaborating with the teaching staff. There are three levels of guided study offered, each with a unique focus and curriculum.

Co-taught Classrooms - The student is enrolled in a selected general education class in which a General Education Teacher and a Special Education Teacher share the teaching and classroom responsibilities. A description of co-taught classes can be found under each subject area.

Instructional Classrooms - The student is enrolled in a special education class that will address academic, vocational or other skill building areas at an appropriate level (content and complexity). A variety of instructional programs are available to meet the students’ educational needs and IEP goals. A description of instructional classes can be found under each subject area.

Guided Study/Interventions Students with IEPs are enrolled in this resource class to address goals in academic, executive functioning, or social- emotional deficit areas and to meet IEP minutes.

Reaching Everyone As Learners This classroom setting is an alternative environment for students whose behavioral and emotional needs may not be (R.E.A.L. Program) met within the general education classroom. The R.E.A.L. Program focuses on improving social and decision-making skills.

Transition Center The Transition Center is an off-site, non-credit program for students ages 18-21. Placement is determined by the IEP team. Programming can be defined through the following domains: vocational, domestic, community, and recreation/ leisure.

Course selections for classes in the Special Education department vary from year to year. Students’ needs determine the type and number of courses offered. This information can be further discussed at their I.E.P. meeting. Students may only register for the Special Education supports specifically referenced in their Individual Education Plan. For regular education coursework and classes, please reference the specific department within the course catalog.

72 Guided Study/Intervention Classes R.E.A.L. Program Classes

#39GS Study Methods #4019 English 9/10 (Executive Functioning Intervention Focus) Grades 9-10 / Full Year Course —2 credits; repeat- Grades 9-12 /Semester—0.5 credits; repeatable able Prerequisite: IEP recommendation Prerequisite: IEP recommendation

This class is designed to support students who have English 9/10 focuses on the development of close IEP goals in the area of executive functioning. This reading, vocabulary, listening/speaking and writing class has a research-based curriculum and although skills. Texts will provide a broad range of topics that there could be opportunities to address homework provide students with the opportunity to read and concerns, the primary purpose of guided study is analyze information. Students will be assessed using meeting IEP goals and minutes. Students must enroll multiple measures of classroom assessment including both semesters. essay exams and presentations.

#39YA Academic Essentials #4020 English 11/12 (Academic Intervention Focus) Grades 11-12/ Full Year Course —2 credits; repeat- Grades 9-12 /Full Year Course—1 credit; repeatable able Prerequisite: IEP recommendation Prerequisite: IEP recommendation In English 11/12, students will refine their reading, This class is designed to support students who have writing, listening, and speaking skills. Additionally, IEP goals related to literacy and/or math. Students vocabulary and grammar skills will be enhanced engage with targeted, research-based interventions, through supplemental activities. Students in this which will be closely monitored to close achieve- course can expect a greater complexity of reading and ment gaps and meet IEP goals. IEP goals related to writing assignments. Students will be assessed organization and study skills will be addressed as through multiple formal and informal measures in- well. There are very limited opportunities to address cluding essay exams and individual oral presenta- homework concerns, as the primary purpose of this tions. course is to meet IEP goals and minutes. #4338 Algebra A #4032 SEL Support Grades 9-12/ Full Year Course —2 credits (Social-Emotional Intervention Focus) Prerequisite: IEP recommendation Grades 9-12 /Semester—.5 credit; repeatable Prerequisite: IEP recommendation This is the first course in a two-year sequence that covers algebra. Algebra A uses the tools of variables, This class is designed to support students who have symbols and graphs to explore patterns and relation- IEP goals in social emotional areas. This class has a ships. Course topics include integers, variable and research-based curriculum and although there could equivalent expressions, the solution of first degree be opportunities to address homework concerns, the linear equations and inequalities, ratios and propor- primary purpose of SEL Support is meeting IEP tionality, equations of lines and data analysis. A TI- goals and minutes. 83/84 Plus graphing calculator is required.

Credit Recovery Rationale: The pace of Algebra A and Algebra B provides an opportunity for students to build the algebra Credit Recovery foundation necessary for success in advanced algebra, Grades 9-12 / Full Year Special Education Elective in college and in their careers. Course - 0 credits Prerequisite: IEP or counselor recommendation #4339 Algebra B

The purpose of the course is to allow students a Grades 9-12/ Full Year Course —2 credits scheduled time to recover one or multiple missing Prerequisite: IEP recommendation; Algebra A credits through Compass Learning. Since students will earn credit for the Compass Learning course( s) This is the second course in a two-year sequence that they complete, no credit is given to the actual Credit covers algebra. Algebra B uses the tools of variables, Recovery Course. symbols and graphs to explore patterns and relationships. Course topics include soling second degree equations, operations with polynomials, factoring,

73 properties of exponents and exponential growth, and ment and human culture. Students will study the val- systems of equations. A TI-83/84 Plus graphing cal- ues and attitudes of other people/societies and will culator is required. learn how they affect our lives. Students will explore global problems and possible solutions that will affect Rationale: The pace of Algebra A and Algebra B provide the future of life on our planet. Geography and his- an opportunity for students to build the algebra founda- tory will be referenced throughout the year that com- tion necessary for success in advanced algebra, in college pliments the presented lessons. This course will meet and in their careers. the World Studies requirement for graduation.

#4337 Algebra AB #4177 American Government Grades 9-12/ Full Year Course —2 credits Grades 9-12 / Full Year Course—2 credits Prerequisite: IEP recommendation Prerequisite: IEP recommendation

This course covers algebra and is equivalent to taking American Government is the second course in the so- Algebra A and Algebra B in one year. Students use cial studies core course sequence. It provides a blend the tools of variables, symbols and graphs to explore of political science, government and civic curricular patterns and relationships. First semester course top- goals. In practical ways, students learn about the conics include integers, variable and equivalent expres- stitutional structure and behavioral trends in the sions, the solution of first degree linear equations and American political system. Areas of study include inequalities, ratios and proportionality, equations of political ideology, the electoral process, policymaking, lines and data analysis. Second semester course topics constitutional interpretation and the analysis of current include soling second degree equations, operations events. A special focus is placed on fostering an indi- with polynomials, factoring, properties of exponents vidual sense of civic duty and pride. In addition, this and exponential growth and systems of equations. A course emphasizes the frequent use of higher order TI-83/84 Plus graphing calculator is required. thinking skills in its examination of the American system of government and strives to cultivate in students #4335 Geometry a nuanced, analytical mindset. Development of read- Grades 9-12 / Full Year Course—2 credits ing, writing, speaking, listening and research skills, in Prerequisite: IEP recommendation; Algebra the context of the social studies, will be emphasized. Successful completion of this course fulfills the state This course is designed to provide students with the mandated U.S. and Illinois Constitution tests. fundamental principles of geometry. Topics of instruction will include triangles, parallel lines, polygons, Rationale: American Government is a required course circles, area, volume and graphs. A TI-83/84 Plus for graduation that provides a bridge between World graphing calculator is required. Studies and United States History. In conjunction with these other two courses, it provides a solid foundation #4105 U.S. History for York students to be engaged, informed and judi- Grades 9-12 / Full Year Course— 2 credits cious citizens. Prerequisite: IEP recommendation #4947 Physical Education This course is a study of America’s past with an em- Grades 9-12 / Full Year Course —1 credit or Semester phasis on the 20th century. The students will study Course—0.5 credit; repeatable industrialization, reform movements, The Great De- Prerequisite: IEP recommendation pression, wars with other nations and present issues. A variety of methods will be utilized to improve stu- This course is designed to provide selected students dent investment, involvement and the relevance of with fitness-based activities that introduce them to a historical events to their lives. wide variety of physical education activities including participation in team, individual and leisure-time #4120 Social Studies sports. Because being involved in daily physical edu- Grades 9-12 / Full Year Course— 2 credits cation provides students with a greater knowledge and Prerequisite: IEP recommendation attitude about their bodies, the goal of this course is for students to further achieve attitudes regarding This course will provide students the opportunity to healthful living and acquire skills in physical fitness, explore the relationship between the physical environ- coordination and leisure.

74 #4710 Introduction to Business Concepts zation of skills across people, materials and environ- Grades 11 -12 / 1 Semester—1 credit ments. Prerequisite: IEP recommendation #5403 Academic Skills and Organization This course is designed to provide students an intro- Grades 9-12/Full Year Course-2.0 credits; repeatable duction to business and economic concepts. Finance, Prerequisite: IEP recommendation management and business concepts from both the owner’s and consumer’s perspective will be pro- This course helps students become organized for vided. A simulated stock market activity will occur their day. It allows them to plan and regulate their during the semester to relate many of the concepts emotions and energy levels. It is designed to meet the that will be covered during the semester. This course individual needs of students and promote independ- will satisfy the practical arts requirement for gradua- ence. Students may work on, but not limited to, vo- tion. cabulary development, reading skills, computer skills, sensory regulation, planning and therapies. #4234 Key Ideas in Biology Students will develop independence, time on task Grades 9-12 / Full Year Course—2.0 credits and self-advocacy skills. Prerequisite: IEP recommendation #5404 Functional Math and Functional Reading This course will provide students with a variety of Grades 9-12/Full Year Course-4.0 credits; repeatable topics related to the study of living things. Students Prerequisite: IEP recommendation will be exposed to the study of cells, genetics, plants, (2 Period Block) the human body and ecology. Animal dissection may be integrated into the laboratory component of this The focus of this course is to build onto the basic course. foundations of reading and math. The approach is to use functional/real life subjects for vocabulary and #5401 Functional Skills 1 reading. Students will work on identification and Grades 9-12/Full Year Course -6.0 credits repeatable meaning of vocabulary, reading fluency, reading Prerequisite: IEP recommendation comprehension and building their general knowledge (Three Period Block) base. Math focuses an emphasis on time, money and basic computation. This course includes a weekly The students served in Functional Skills 1 will bene- community component. This allows students to fit from instruction across the five domains transfer skills introduced in the classroom into the (functional academics, community, domestic, recrea- community. tion and leisure, and vocational). The delivery of instruction will meet the learning needs of students #195A /#295A Physical Education with moderate and severe disabilities, including in- Grades 9-12 / 1 Semester or Full Year Course—0.5 creased time participating in naturally occurring envi- or 1credit; repeatable ronments, increased practice of functional skills Prerequisite: IEP recommendation across environments, and opportunities for generalization of skills across people, materials and environ- Students taking PE will be involved in a variety of ments. fitness-based activities. Students will be assigned to varying sections of PE according to their needs. Stu- #5402 Functional Skills 2 dents also have the opportunity to work with peers to Grades 9-12 / Full Year Course—4.0 credits; repeatable increase team building skills and communication. Prerequisite: IEP recommendation (Two Period Block) #5799 Career Explorations Grades 9-12/Full Year Course—2 credits; repeatable The students served in Functional Skills 2 will bene- Prerequisite: IEP recommendation fit from instruction across the five domains (functional academics, community, domestic, recrea- This course is designed to teach students prevoca- tion and leisure, and vocational). The delivery of tional skills necessary for independent functioning in instruction will meet the learning needs of students the world of work and in the community. Topics will with moderate and severe disabilities, including in- include following a prescribed work plan, maintain- creased time participating in naturally occurring ening on-task work behaviors, following directions, vironments, increased practice of functional skills interacting appropriately with co-workers and super- across environments, and opportunities for generali- visors and learning job related skills.

75 #0650 Art Survey Grades 9-12 / Semester—1 credit Prerequisite: IEP recommendation or counselor placement

This class will provide selected students with art activities that introduce them to a wide variety of skills to promote growth in artistic endeavors. The goal of this course is to instill love of different forms of fine art and nurture the lifelong enjoyment of this hobby.

#0878 Applications of Foods Grades 9-12 / 1 Semester—1 credit Prerequisite: IEP recommendation or counselor placement

Students in Applications of Foods will benefit from instruction that focuses on functional skills within a kitchen setting. The delivery of instruction will meet the needs of students with moderate and severe disabilities. This course will develop basic life skills as students prepare meals and meet kitchen cleanliness standards. It will build upon skills that students have learned in the Functional Skills classroom setting. Students will cook and prepare meals while focusing on attaining specific cooking skills such as cutting, grating, stirring, cracking eggs, opening cans, spreading, microwaving, using a toaster, washing dishes, sanitizing kitchen surfaces and understanding nutritional concepts.

Rationale: This course will help students with moderate to severe disabilities learn essential life skills necessary for meal preparation in a traditional kitchen setting. Students will have the opportunity to interact with grade level peers who are student leaders for the course.

Instructional Course Offerings

Instructional course offerings for Special Education can be found under their academic departments.

76 Student Services

York Student Services (YSS) consists of Counselors, Deans, Social Workers, Psychologists, Police Liai- son Officers, School Nurses and School Records Personnel. The goal of this team is to create a safe and supportive school climate while providing comprehensive services designed to enable student academic, emotional, social and physical development. YSS helps students maximize their potential in high school while assisting them with post high school planning. The Student Services Team works to ensure that students develop the knowledge, motivation, and metacognition necessary to be successful, contributing members of society.

Course Descriptions

#8304 Freshman Orientation and Guidance Grade 9 / 1 Semester—0.5 credit (Pass/Fail; Required for all freshmen)

Freshman Orientation and Guidance is a comprehensive transition program for all freshmen at York and meets for one half of their lunch period twice a week. This program provides a supportive environment for freshman students as they begin their high school experience. During the semester, freshmen are introduced to the Student Ser- vices Team and participate in activities which help them develop positive relationships with their counselor, upperclassmen mentors, staff and other freshman students. The program covers a number of topics to help freshmen acclimate to high school. These topics include getting involved at York, developing good study skills, understanding GPA, creating a four year plan and discussing relevant social issues.

#8306 Freshman Mentor Program Grade 10-12 / 1 Semester—0.5 credit (Pass/Fail) Prerequisite: Selection based on application and interview process

The Freshman Mentor Program offers upperclassmen the opportunity to be part of a comprehensive transition program for freshmen at York. Mentors participate in a training prior to the start of school that focuses on leadership and communication techniques. Through the Freshman Orientation and Guidance Program, mentors help freshmen acclimate to high school by leading group activities and discussions while supporting positive group interactions. Mentors participate in the program during half of their lunch period twice a week and have weekly checkins with the program moderators.

77 Technology and Applied Arts

Mission: The Division of Technology and Applied Arts will challenge students of all ability levels to develop problem solving, critical thinking, and decision making skills through real world applications. Learning experiences complement and enhance understanding of core academic concepts and help students develop technical, personal, and professional skills needed for future success. Students have the opportunity to pursue career pathways within the departments of Business and Technology, Family and Consumer Science and Industrial Technology. Internship opportunities are provided through offsite business partnerships and in-house through District 205 Technology services. A variety of courses are offered in which students can earn college credit through partnerships with College of DuPage and Indiana University. To learn more about TAA visit: bit.ly/YorkTAA

NCAA Approved Science elective courses College Credit Courses

 Chemistry of Food  Principles of Physics Technology  Business Management Honors  Invitation to Teach  Food and Restaurant Management Clubs and Organizations  Principles of Physics Technology  DECA  Architectural Drafting/CAD Honors  Family Career and Community Leaders of America (FCCLA)  Technical Drafting/CAD (year)  Skills USA  Personal Finance  National Technical Honors Society

Programs of Study

Business Family and Consumer Science Industrial Technology

Computer Information Culinary Arts, Hospitality Management, Architecture, Engineering Systems Nutrition and Dietetics and Manufacturing

Communication and AV Computer Science and Programming Fashion and Apparel Services Technology

Science Technology

Finance and Accounting Engineering and Math Human and Family Services, Early Childhood Education

Management Construction

Interior Design

Marketing Transportation & Logistics

78 Course Descriptions

INTERNSHIP OPPORTUNITIES neurship. Participation in extracurricular competitions is recommended. #0854 Career Internship I Grades 10-12 (minimum age 16) / Full year Course - 4.0 #0773 Technology Services Internship credits Grade 9-12 / Full Year - 2.0 credits Fulfills Consumer Education Graduation Requirement May be repeated

Students will gain experience in a career field of their The Student Tech choice and “learn while they earn”. This class includes Services Helpdesk one class period of in-school instruction where students prepares students will explore concepts and develop transferable skills to succeed in many career fields. Students will complete for real world jobs self assessments and discuss personal skills that aide in in the field of in- professional success. This course also includes an explo- formation technol- ration of a variety of careers, resume development, job ogy. Students will hunting and interviewing, workplace health and safety, provide first-line education requirements, developing teamwork and leader- technical support ship capabilities, networking, balancing work and personal life, budgeting, banking and managing credit, eco- resolving general nomics and taxes, insurance and future financial planning. device problems. Students will be trained to support students Throughout the class students will develop a professional and teachers to ensure that all calls and problems are dealt portfolio which will includes all career and education with quickly and effectively. Troubleshooting hardware, accomplishments. basic network concepts, supporting new technologies and repairing devices will be taught in a hands-on class atmos- Through the approved off-site internship experience, stu- phere. Students will gain an understanding of how a help dents practice and apply skills in order to develop specific career competencies. Students receive course credit desk functions and the role of customer service in today’s for the work done at their internship site. Students will world of technology. When not engaged in a tech help role, submit paystubs documenting an average of 15 hours students will be working on a self-directed pathway of their worked per week. Prior to the start of the year, internship choice. These pathways will be used to help prepare students students must meet with their instructor to ensure that an for career readiness and certifications, for example Web De- approved internship setting has been secured. Students sign, Programming, CompTIA A+, MOS (Microsoft Office and employers will sign an internship agreement and stu- Specialist) and Google Apps Certification. This course may dents must maintain employment and adhere to specific internship rules throughout the year in order to maintain be repeated. Note: Students do not receive monetary com- course enrollment. The internship coordinator, student, pensation for this internship. and internship site employer work closely together to ensure a beneficial work-based experience. Projects and additional job shadowing experiences will help students explore the full range of positions associated with their career of choice. This course emphasizes first hand job training and development of workplace skills deemed critical by employers.

#0855 Career Internship II Grades 11-12 - Full Year Course - 4.0 credits Prerequisite: Career Internship I

Students who have successfully completed Career Intern- ship I can continue to expand their knowledge of their chosen career field through class and on site job experiences. Students will prepare career portfolios and, Note: Applications to all internship programs can be ob- through a variety of projects, explore additional career tained from the Technology and Applied Arts Website: competencies such as career investigation, interpersonal bit.ly/YorkTAA communication, interviewing, leadership and entrepre-

79 Business and Technology Career Clusters and Course Overview

Computer Science and

Finance and Accounting Programming Management

AP Computer Science Computer Principles Programming

Accounting Personal (semester) Introduction Business Business Finance to Business Law Management (Honors, AP Computer (Honors, Dual Credit) Science A Dual Credit)

Accounting II Career Internship (Honors) Advanced 80 Topics in Career exploration for Computer Science all TAA areas! Earn credit for out of school work experiences!

Computer Information Systems

Marketing Computer Microsoft Office Technology Concepts and Web Design Specialist Services Internship Skills Certification (May be repeated)

Advertising Entrepreneurship Sports and Entertainment Marketing Business and Technology

The goal of the Business Department is to provide students with a comprehensive learning experience that actively engages and challenges each student to be continuing learners about the economy, technology, business and the responsibility of the individual as a consumer, a worker and a citizen. The course offerings provide an opportunity for students to acquire a foundation for higher education and careers in business fields.

Courses are offered in the career clusters of Finance, Management, Marketing, Computer Science and Programming, and Information Systems. Courses within a cluster provide students with a broad introduction to a variety of career opportunities and further education in many fields within the business sector.

One semester of any business course fulfills the practical arts requirement, unless the course is being used to fulfill a consumer education, or computer literacy requirement.

Some Business courses also provide dual credit with College of DuPage at no cost to the student, or with Indiana Univer- sity with a small associated cost. See page 12 for details.

Career Exploration Opportunities During High School Students have many opportunities during high school to explore various careers within their Business classes and beyond through shadowing and career internship programs.

Opportunities After High School Students graduating with a solid Business background are well prepared to continue their business studies in junior colleges, four-year colleges and universities, and may eventually choose to pursue an MBA.

Career Opportunities

Finance: Management: Information Systems: Marketing: Accountant, Financial Plan- Entrepreneur, CEO, General Network Administrator, Net- Advertising or Marketing ner, Tax Preparer, Financial Manager, Human Re- work Technician, PC Support, Executive, Art/Graphics Investment Advisor, Finan- sources, Training and De- Telecommunications, Net- Director, Creative Direc- cial Analyst, Treasurer, Con- velopment, Business Ana- work Security Administrator, tor, Public Relations, troller, Auditor, Economist, lyst, Cost Analyst, Project Technical Support Engineer, Product Planner, Strategic Credit Analyst, Loan Officer, Manager, Sales, Executive Software developer, Com- Planner, Regional Sales Debt Counselor, Insurance Assistant, Business Man- puter Programmer, Game and Manager, Merchandising Sales, Underwriter, Actuary ager App developer Manager

Clubs and Organizations

DECA DECA is a student-centered organization whose program of leadership and personal development is designed specifically for students enrolled in marketing education classes. DECA students compete in regional, state and national competition in marketing role plays, product knowledge tests and economics tests. The goal of the York DECA club is to help students develop skills and competence for marketing careers, build self-esteem, experience leadership activities and practice community service. The York DECA chapter is affiliated with Illinois DECA which has over 2000 members representing over 60 high schools across the state.

National Technical Honor Society NTHS is the acknowledged leader in the recognition of outstanding student achievement in career and technical education. Students can join this honor society by achieving high academic achievement in CTE classes, exhibiting personal excellence, completion of the required number of CTE credits and participating in career & technical education organizations. Membership in this society will help students find success in today’s highly competitive workplace.

81 Course Descriptions

FINANCE fulfills the consumer education requirement for graduation.

Students must apply for acceptance into this dual credit #0765 Accounting course through Indiana University. Applications will be Grades 10-12 / Full Year Course - 2.0 credits available through your York High School counselor Fulfills one-year math requirement when registering for classes and are due to IU no later than April 1st. At the time of application, York counselors will This course emphasizes accounting concepts as they relate work through the process with interested students. to individuals, single proprietorship and corporations. The course stresses accounting terminology, concepts, and General Information: procedures in recording, summarizing and analyzing  Students must have a 2.7 GPA or higher in order to be accounting activities. The course introduces computer eligible for this course. automated accounting and spreadsheets. Students planning  The 2016-2017 tuition cost is $50.00 per credit hour payable directly to IU in the fall of 2016 or spring of to major in accounting, business or finance in college will 2017 depending on your enrollment term. This cost is get an introduction to key accounting concepts in this subject to change from year to year based on IU tuition course. Students pursuing employment positions in fees. Tuition is waived for students on free or reduced accounting, business or entrepreneurial professions will lunch. learn the fundamentals of how businesses maintain  ACP students are subject to IU’s policies regarding financial records. attendance, late work and academic misconduct.

#0777 Accounting II Honors Grade 11-12 / Full Year High Weighted Course - 2.0 credits COMPUTER INFORMATION SYSTEMS Honors Credit Prerequisite: Accounting #0773 Technology Services Internship

Grade 9-12 / Full Year - 2.0 credits Through the interpreting and analyzing of financial data, May be repeated students will gain an understanding of various activities necessary for efficient business management and decision The Student Tech Services Helpdesk prepares students for making. Departmental, partnership and corporate real world jobs in the field of information technology. Stu- accounting will be studied in depth. Emphasis will be dents will provide first-line technical support resolving gen- placed on exposure to computer accounting applications. eral device problems. Students will be trained to support stu- Job-cost accounting for manufacturing concerns will be dents and teachers to ensure that all calls and problems are studied. Skills in automated accounting and spreadsheets dealt with quickly and effectively. Troubleshooting hardware, will be developed further in this course. Students will prepare to enter the job market as specialized accounting basic network concepts, supporting new technologies and clerks and/or junior accountants. College-bound account- repairing devices will be taught in a hands-on class atmos- ing, business administration and finance majors will acquire phere. Students will gain an understanding of how a help a strong background for their future accounting education. desk functions and the role of customer service in today’s world of technology. When not engaged in a tech help role, #0740 Personal Finance H students will be working on a self-directed pathway of their Grades 11-12 / 1 Semester High Weighted- 1.0 HS credit choice. These pathways will be used to help prepare students Dual Credit with Indiana University for career readiness and certifications, for example Web De- (Business F260—3 Credit Hours) sign, Programming, CompTIA A+, MOS (Microsoft Office Fulfills the Consumer Education graduation requirement Specialist) and Google Apps Certification. This course may This course is an introduction to the concepts of personal be repeated. Note: Students do not receive monetary compen- finance. You will explore a complete framework for under- sation for this internship. standing the process of accumulating and protecting personal wealth, emphasizing the analysis of risk/return relationships Note: Applications to all as well as learning to understand investment alternatives and internship programs can be how strategies develop as life situations mature. Students obtained from the Technol- enrolled in this course can earn 3 semester hours of college ogy and Applied Arts Web- credit from Indiana University through the Advance College site: Project (ACP) at a low cost while still in high school. This is bit.ly/YorkTAA an Honors level course with an accelerated pace. This course

82 # 0760 Computer Concepts and Skills while creating interactive stories and games in a 3D environ- Grades 9-12 / 1 Semester - 1.0 credit ment. The course will focus on teaching vocabulary, techniques, and reasoning skills that can be applied to a variety of Students will learn concepts and skills that will enable different object oriented programming languages. Students them with basic skills in computer operation. Students will will use Alice 3 to study input/output, looping, decision be exposed to different hardware and software as they pre- structures, arrays, as well as graphics and concepts of pro- pare various print and non-print media. Critical thinking gram design. and problem solving skills are taught through the use of problem based, hands-on scenarios that challenge students #0757 AP Computer Science Principles to apply their hardware and software knowledge to solve Grades 9-12 / Full Year High Weighted Course - 2.0 credits computer related tasks. Students will learn skills to help Prerequisite: Successful completion of geometry or ap- them manage files and email, and work with a variety of proval from the department business software applications including multimedia tools, and resources for creating print tools and data management In AP Computer Science Principles students will learn how software. to use computer science to design and create digital artifacts. The seven big ideas covered in this course are creativ- #0759 Microsoft Office Specialist Certification ity, abstraction, data, algorithms, programming, networks, Grades 9-12 / 1 Semester – 1.0 Credit and innovation. Students will earn college credit by successfully completing two performance tasks and an end of Through this course, students will develop and enhance course AP exam assessment. Students will learn one or their computer literacy skills to gain Microsoft Office Spe- more basic programming languages as they study input/ cialist certifications. Microsoft Office software is used by output, loops, control structures, arrays, manipulation of the majority of businesses to capture, create and share strings and implementation of classes. Most of the pro- information about and within the organization. Programs grams students create are graphical in nature, which gives a such as PowerPoint, Word, Excel and Access help organi- sense of real-world computer applications. zations manage information and manipulate data in order to achieve their business goals. Students can earn multiple Microsoft Office Specialist certifications for the different office programs listed above. MOS certifications validate a student/employees technology skill set to future employers and can aide a student in securing employment.

#0713 Web Design Grades 9-12 / 1 Semester – 1.0 Credit

Through this course, students will develop skills in multimedia and web based design programs. Students enrolled in this course will learn the skills to be successful in creating and maintaining websites with the focus on real world #0774 AP Computer Science A business applications. Students will utilize software in- Grades 10-12 Full Year High Weighted Course - 2.0 cluding Dreamweaver and Photoshop. This course pre- credits pares students to be successful in today’s global business Prerequisite: Advanced Algebra/Trig H, Geometry, Com- environment by helping them learn software used to build puter Programming H, or AP Computer Science Principles brand communications in graphic and web based environ- NCAA approved course ments. Students will learn how to plan, write, and debug software COMPUTER SCIENCE AND PROGRAMMING using the Java programming language. This course will focus on structures, techniques, and algorithm designs that are com- #0755 Computer Programming I mon among modern object oriented languages. Throughout Grades 9-12 / 1 Semester - 1.0 credit the course, students will review and practice for the end of Prerequisite: Algebra AB or Algebra B with grade of at course AP Exam that confers college credit. Topics include least C input/output, loops, control structures, arrays, strings and NCAA approved course implementation of classes. Students learn how to design ob- Fulfils 1 semester math elective or practical arts graduation jects and are introduced to inheritance and polymorphism in requirement order to reuse objects. Students analyze sorting and searching algorithms for efficiency and use recursive algorithms to Students will learn basic concepts of computer programming solve problems.

83 #0756 Advanced Topics in Computer Science #0738 Business Management Honors Grades 10 - 12 / Full Year High-Weighted Course– 2.0 Grades 11-12 / 1 Semester High Weighted - 1.0 HS credits credit Prerequisite: AP Computer Science A and Department Dual Credit with College of DuPage permission (Business 1100 - 3 Semester Hours) NCAA approved course This is course is designed to articulate the business This course is a continuation of the study of computer operations and the functions of a manager: leading, science that students had in AP Computer Science motivating and controlling a team of workers. Students A. Students will write complex programs in a semi- will study current and emerging management independent environment. The focus will be on more techniques being used by current business leaders. advanced data structures and planning and implement- Students planning to major in business of finance will ing software designs that meet real world objectives. benefit from studying topics including: accounting and finance, marketing, operations management, human resources management and management information systems. This course is a dual credit course. In addition MANAGEMENT to the high school credit, students enrolled in this course will also receive three semester hours of transferable college credit from the College of DuPage at no #0710 Introduction to Business cost to them. Grades 9-12 / 1 Semester – 1.0 Credit Fulfills the Consumer Education graduation requirement

In this course students will learn and apply business and economic concepts that will enable them to become part of the global economy. This course examines the role of businesses in our daily lives from the perspectives of the business owner and the consumer. Topics studied in the course include the various types of businesses, business finances, business management, entrepreneurship, consumer responsibilities and business globalization. As a result of completing this course students will apply skills necessary as a successful consumer, worker, and citizen. Students will have a better understanding of the problems faced by and the opportunities available to business owners and managers. Students may also develop an idea of the type of industry they may want to explore as a potential career.

#0753 International Business #0730 Business Law Grades 10-12 / 1 Semester - 1.0 credit Grades 10-12 / 1 Semester – 1 Credit This course will provide students with the basics of This course is designed to serve the student who is in- international business transactions and conditions. Units terested in the laws of business in everyday situations. in the course include: Cultural Influences on Business, This course will address statutes and regulations affect- Governmental and Political Influences on Business, ing businesses, families and individuals in their related Organizing for International Business, Managing in a roles. Topics include contracts, bailments, debtors, Global Environment, Information and Production creditors, torts and current legal cases involving Ameri- Systems for Global Business and Marketing in a Global can companies. A case-problem approach is taken to Economy. Students will also incorporate the use of enhance the meaning of new terms and concepts pre- internet resources into their learning of other countries’ sented. This is an ideal course for any student inter- business practices. This course will give students insight ested in pre-law, engineering or business in college. into international markets and how other countries conduct business.

84 MARKETING

#0764 Advertising Grades 10-12 / 1 Semester—1.0 credit

This course is an introduction to business advertising in the private enterprise economy from the viewpoint of the business owner. Questions such as what, why, to whom, where, when and how to advertise are explored through a variety of projects and problem based learning activities. Students will learn about the process of advertising in today’s marketplace including the internet and social media advertising strategies. Other class activities include the creation of print media and mass media advertisements such as radio and television commercials. #0758 Sports & Entertainment Marketing Students planning to major in business, marketing, ad- Grades 10-12 / 1 Semester—1.0 credit vertising, commercial graphic design, or pursuing careers in retail or business management will benefit from In this course students will learn the seven basic mark- learning about and practicing advertising strategies to ing functions through the in-depth study of sports and attract potential customers. Through project based learn- entertainment industries. Concepts addressed include ing opportunities students will begin to develop artifacts sponsorships, endorsements, promotions, advertising, for a professional marketing student portfolio. public relations, sport and movie marketing, and career opportunities in marketing and entertainment related fields. Students will complete a variety of individual and group projects including projects such as marking an entertainer, creating a plan for a new professional sports franchise, and marketing a theme park. Students will have the opportunity to expand their knowledge of the financial impact tied to marketing sports, entertainment, music, and films through projects, guest speakers, and field trips. Through project based learning opportunities students will begin to develop artifacts for a professional marketing student portfolio.

INSTRUCTIONAL LEVEL COURSES

#3859 Home/Consumer Management #0780 Entrepreneurship Grades 11-12/1 Semester—1.0 credits Grades 9-12 / 1 Semester – 1 Credit Prerequisite: IEP recommendation

In this course students will work in teams to develop a This course is designed to prepare students for inde- new business plan proposal. Students will create an pendent living, to foster collaborative group skills and to analysis of the business situation and produce a descrip- increase the understanding of consumer education is- tion of the way the business will operate. Students will sues. This course fulfills the consumer education re- apply entrepreneurial skills to a single sales/service activ- quirement for graduation. ity that could be run as a real business venture. The business activity may focus on areas of interest to the busi- #3701 Computer Concepts and Skills ness plan team. Students who take Entrepreneurship will Grade 9/ Full year course—2.0 credits develop career decision-making skills, practice problem Prerequisite: IEP recommendation solving, integrate the study of personal finance topics as appropriate and become more aware of the role of entre- This course is designed to teach students keyboarding preneurs and free enterprise in today's society. Through skills and gain sufficient knowledge of computer func- project based learning opportunities students will begin tions in order to productively utilize word processing to develop artifacts for a professional entrepreneurship applications for personal and/or entry level job skills. student portfolio.

85 Family & Consumer Science Career Clusters and Course Overview

Fashion and Apparel Human Services, Family Services, Services Education & Early Childhood

Fashion Fashion Construction Merchandising Children’s Child Development Individual Literature with Preschool Lab Relationships and Parenting

Advanced Fashion Construction (may be repeated) Consumer Education Invitation to Teach

Introduction Career to Family and Internship Interior Design Consumer Career exploration Sciences for all TAA areas! Earn credit for out of Interior Design school work experiences!

Advanced Interior Design

Culinary Arts and Hospitality Management Nutrition and Dietetics

Chemistry of Food Nutrition Chef’s Corner Can take 1 (or more) beginning level (Science Credit) culinary courses

Baking and International Foods Gourmet Foods Move to 1 (or more) intermediate level Pastry Arts culinary courses

Food and Restaurant Management I Move to capstone level Restaurant Management courses which runs the student operated La Brigade Restaurant Food and Restaurant Management II (may be repeated)

86 Family and Consumer Sciences The Family and Consumer Science Department at York High School offers students the opportunity to develop practical skills for living and explore individual interests as well as career possibilities. Family and Consumer Science courses allow students to apply content knowledge in lab and project based experiences. Courses foster academic achievement as students apply reading, writing, mathematics, science reasoning, problem solving and communication skills while exploring Family and Consumer Science course concepts. Whether it’s exploring a possible career, personal passion or developing a life skill, students learn to solve real world problems in a hands-on environment.

Courses are offered in the career clusters of Fashion and Apparel Services, Interior Design, Culinary Arts, Hospitality and Nutrition, Human and Family Services and Education. Courses are sequenced within a career strand to prepare students for career opportunities and further education in a variety of career fields.

One course in Family and Consumer Sciences will fulfill the Practical Arts graduation requirement, unless the course is being used to fulfill a consumer education, or science requirement.

Some Family and Consumer Sciences Courses also provide dual credit with College of DuPage at no cost to the student. See page 12 for details.

Career Exploration Opportunities During High School Family and Consumer Science students have many opportunities during high school to explore various careers within their Family and consumer Science classes and beyond through shadowing and career internship programs. It is common for students to work part time in hospitality, child care, and related retail fields.

Opportunities After High School Students graduating with a strong foundation in Family and Consumer Science coursework are well prepared to attend post-secondary programs related to FCS career preparation. Students pursue advanced degrees from colleges and universities, community colleges, or technical schools after graduating from York.

Career Opportunities Classes in Family and Consumer Science prepare students for a variety of careers including:

Culinary, Hospitality and Nutrition: Human Services and Education: Fashion and Interior Design: Food and Beverage Managers, Hotel and Teachers, Social Workers, Child Alterations, Fashion Designer, Event Management, Culinary and Pastry psychologists, Child Care Workers, Personal Stylist, Personal Shop- Arts Chefs, Food Stylists, Personal Counselors, Family Therapists, per, Retail Buyer, Merchandising Chefs, Food Scientists, Research and Management and Entrepreneurship and Displays, Interior Decorator, food product development, Nutritional in child care settings. Interior Designer, Architect, Man- Counselors, Dietitians, Sports Nutrition- agement and Entrepreneurship in ists, Entrepreneurship in Hospitality set- retail fields. tings. Clubs and Organizations

Family, Career & Community Leaders of America (FCCLA) FCCLA is the national leadership organization for students enrolled in Family and Consumer Sciences classes. Any student presently or previously enrolled in an FCS course may participate. Members participate in meetings, competitions, leadership conferences, sectional, state and national meetings. York offers chapter activities in culinary arts, child development and fashion and interior design. Student leaders plan community service projects and meeting activities for the club. Members develop leadership skills and learn about the many career opportunities available in Family and Con- sumer Science fields. Scholarships are available for active FCCLA members.

National Technical Honor Society NTHS is the acknowledged leader in the recognition of outstanding student achievement in career and technical education. Students can join this honor society by achieving high academic achievement in CTE classes, exhibiting personal excellence, completion of the required number of CTE credits and participating in career & technical education organizations. Membership in this society will help students find success in today’s highly competitive workplace.

87 Course Descriptions

CONSUMER EDUCATION Prerequisite: Students must complete the application process: letter of recommendation, interview, and have a #0816 Introduction to Family & Consumer Sciences strong academic and attendance record. Grades 9-12 / 1 Semester - 1.0 credit. Fulfills Consumer Education Graduation Requirement Students will develop the behaviors and competencies needed to become a successful educator. Students meet During the semester you will explore personal financial with their high school teacher for class once a week. Dur- management topics and areas of study within Family and ing this time, they will learn about the role of education Consumer Sciences through activities and hands-on pro- in America, pedagogy and best practices for instruction. jects. You will receive credit for Consumer Education The rest of the week is spent working in an elementary or through this course. Students will explore potential ca- middle school within the district. As teacher interns, stu- reers, practice personal budgeting, learn about insurance, dents work with individual students, small groups or help banking, credit and other financial management concepts. facilitate class activities. Students will practice lesson Family and Consumer Science units of study may include planning and conduct a lesson, learn about differentiated learning how to become a smart shopper, planning and instruction and prepare a professional educator portfolio preparing a meal, studying the ages and stages of devel- which includes career and education accomplishments. opment of small children and planning the design and Note: Students must have access to transportation. The furnishing of a room. Units studied each semester are school district does not provide transportation to off site dependent on room availability within the department. student teaching schools.

FAMILY & HUMAN SERVICES AND EARLY Note: Students must complete the online application avail- CHILDHOOD EDUCATION able at: http://bit.ly/ITTApp

#0831 Child Development/Preschool Lab Grades 9-12 / Full Year Course* - 2.0 credits *Students must earn a B or higher first semester in order to continue into the preschool lab second semester.

Students will learn about the development of young children from prenatal development through the preschool years. Students will study the physical, emotional, intellectual and social development of young children. Stu- dents will also learn about age appropriate lesson planning, teaching lessons and how to conduct observations. During second semester students will teach children in the Little Dukes Preschool. The preschool serves children ages 3-5 from the community. High school students conduct lessons, stories, games, music and art projects, with the children and prepare a case study portfolio on one preschooler. The skills learned in this class can be transferred to any career related to young children. Students #0832 Children’s Literature who plan to pursue careers involving children such as Grades 9-12 / 1 Semester - 1.0 credit education, child psychology, recreation, counseling, child care, or those who just enjoy working with and learning Revisit memorable books from your childhood as we about them, should take this course. After completing read, evaluate and discuss books for children. Learn how Child Development students may enroll in a second se- parents can lay the foundation for literacy with effective, mester of the pre-school lab, or move into the Invitation developmentally appropriate reading strategies. Students to Teach program to further their experience working will learn techniques for presenting stories in a variety of with young children. ways and then have fun planning, creating and presenting their own special story hours to young children. In addi- #0864 Invitation to Teach tion, units on nursery rhymes, children’s genres, and Cal- Grades 11-12 / Full year - 3.0 HS credits decott and Newbery award winning books will be ex- Note: Two Periods plored, as well as favorite children’s authors and illustra- Dual Credit with College of DuPage (6 hours total) tors from your childhood. This course is recommended (Semester 1 = Education 1100—3 Semester Hours, for anyone who has a future interest in teaching or careers Semester 2 = Education 1101 — 3 Semester Hours) related to children.

88 #0840 Individual Relationships and Parenting #0822 Fashion Merchandising Grades 10-12 / 1 Semester - 1.0 credit Grades 10-12 / 1 Semester - 1.0 credit This course is designed to help students prepare for adult living situations. The semester begins by exploring This project based course focuses on the fashion indus- healthy relationships with discussions on dating, infatua- try and the merchandising of fashion related products. tion vs. love, expectations for marriage and successful Topics include an overview of the fashion industry, the communication. The course then focuses on starting a evolution, trends and movement of fashion, merchandis- family and understanding the roles and challenges of being, promotion, and career development. Students will coming a parent. Students will experience the responsibil- study current fashion trends and popular designers, ex- ity of caring for a RealCare© computerized baby for the plore a variety of fashion related careers in the retail weekend. Sensors within the RealCare© baby analyze industry and practice merchandising fashion products. and record how well you met the needs of your infant. Students interested in the fashion industry should also Students will also explore their personal feelings about consider taking Fashion Construction. their own family relationships and gain a better understanding of themselves. This course provides students CULINARY ARTS, HOSPITALITY MANAGE- with the tools and information they need to handle the MENT AND NUTRITION AND DIETETICS challenges of current and future relationships. Students majoring in counseling, social work, education, psychia- #0824 Chef’s Corner try, family therapy, child care and other careers dealing Grades 9-12 / 1 Semester - 1.0 credit with family dynamics will benefit from this class. In this lab based class students will study and apply ba- FASHION AND APPAREL SERVICES sic cooking principles and techniques. You will prepare and taste a wide variety of recipes such as lasagna, ome- #0814 Fashion Construction lets, fajitas, apple crisp, tacos, chicken, French silk pie, Grades 9-12 / 1 Semester - 1.0 credit shrimp scampi, homemade macaroni and cheese, pizza, etc., as well as food products on the market. While This beginning course will feature basic sewing and gar- learning to prepare these foods you will increase your ment construction techniques such as layout and cutting of culinary skills and appreciation of great tasting food. patterns and fabric, sewing of seams and darts, applying This course is a prerequisite for the advanced foods interfacing and hemming techniques. Technical abilities courses. Basic skills learned in this class will be built will be enhanced through the use of sewing machines and upon in Gourmet Foods, Baking and Pastry Arts, Inter- sergers. Students are required to complete a minimum of national Foods and Food and Restaurant Management. two construction projects during the semester. It is necessary for students to provide their own patterns, fabric and #0826 Gourmet Foods notions for classroom projects. Students will gain technical Grades 10-12 / 1 Semester - 1.0 credit and problem-solving skills through the reading of patterns Prerequisite: Chef’s Corner, Nutrition, Chemistry of and construction of garments. This course is recommended Food, or Department Chairperson’s approval for anyone pursuing a career in fashion merchandising, design and retailing. Gourmet Foods is for the student who enjoys cooking and wants to explore advanced culinary techniques. #0815 Advanced Fashion Construction Students will hone their knife skills through multiple Grades 10-12 / 1 Semester - 1.0 credit (may be repeated) knife skills practice labs, become an expert at moist and Prerequisite: Fashion Construction I dry heat cooking methods for a variety of foods, and May be repeated explore specialty techniques and ingredients used to make salads, sandwiches, appetizers and more. Students Students will have the opportunity to practice advanced will also practice the principles of sauce cookery and sewing techniques as they create a variety of garments stock making, learn to make fresh pasta, customize reci- from skirts to pants, jackets or formal gowns. Students pes and make them their own, practice garnishing tech- may practice adapting patterns to personalize their de- niques, learn how to plate elegant and sophisticated signs. Participation in FCCLA fashion construction or foods, and plan, prepare and cook a gourmet meal. Stu- fashion design competitions is recommended. dents will practice these advanced and specialty techniques in many hands-on lab experiences. This course builds upon skills introduced in Chef’s Corner and makes a great stepping stone for students planning to take Food and Restaurant Management or continuing in the Culinary Arts.

89 #0807 Baking and Pastry Arts toms, influences and food habits of people throughout Grades 9-12 / 1 Semester - 1.0 credit the world. Students will gain an appreciation for the Prerequisite: Chef’s Corner, Nutrition, Chemistry of diverse cuisines and cultures of the world. Food, or Department Chairperson’s Approval #0850 Food and Restaurant Management I In Baking and Pastry Arts, students will build upon the Grades 10-12 (1 OR 2 periods each day) beginning baking skills learned in Chef’s Corner and 2.0—4.0 credits in one year learn to make a variety of yeast breads and quick Dual Credit with College of DuPage breads with a focus on the scientific principles that (CULIN 1120 — Sanitation—1 Credit Hour) yield the best baked products. Students will also prac- Note: Students must pass their sanitation exam with a tice the preparation of different types of cookies, cakes, 75% or higher to receive their manager certification) pastries, and key culinary techniques such as meringue production and egg tempering. Students will learn the Prerequisite: Chef’s Corner, Nutrition, Chemistry of scientific principles behind candy making as they pre- Food, or Department Chairperson Approval pare a variety of homemade candies and learn techniques for preparing a variety of specialty desserts in- Students interested in hospitality related careers will cluding crème brulee, pate a choux, homemade ice learn about operating and running a commercial restau- cream, custards and puddings. Students will practice rant. In this class students rotate through the various plating eye catching desserts and designing and deco- functions needed to operate the La Brigade student rating their own custom cakes for a special occasion. restaurant including learning front of the house and Science and math skills are reinforced through practi- back of the house job assignments. Students will be cal foods lab experiences. This class is recommended responsible for quantity food preparation for a variety for students planning to pursue a degree in the culinary of public and private events. They will apply culinary or pastry arts as well as culinary enthusiasts. knowledge such as knife skills, cooking methods, and baking and pastry skills as they cook, plate and serve #0887 Chemistry of Food gourmet meals in this fast paced, real world work envi- Grades 11-12 / Full Year Course - 2.0 credits (Fulfills ronment. Students apply Illinois Department of Public Science Elective OR Practical Arts requirement) Health sanitation practices as they learn to use com- NCAA Approved Course mercial restaurant equipment. Students will obtain a Prerequisite: Chemistry or Key Ideas in Chemistry Food Handler or Foodservice Sanitation Manager Cer- tification. All individuals working in IL in a commer- In this course, students investigate the chemical compo- cial restaurant who handle food must have one of these nents and physical properties of foods. This course certifications. Students will also have the opportunity involves laboratory experiences in both Science and to plan for and manage one or more events in the res- Family and Consumer Sciences and is led by teachers taurant. Note: It is recommended that students take from both departments. Students gain an understanding Gourmet Foods and Baking and Pastry prior to, or con- of food science as well as an awareness of health, nutri- currently with Food and Restaurant Management in tion and culinary science principles. Scientific proc- order to gain a full understanding of the wide range of esses are utilized as students explore the physical and culinary skills necessary for restaurant production. chemical properties of food and science cooking applications. This course is appropriate for students who have successfully completed chemistry and are interested in a hands-on application of scientific principles to the study of cooking and nutrition.

#0827 International Foods Grades 9-12 / 1 Semester - 1.0 credit Prerequisite: Chef’s Corner, Nutrition, Chemistry of Food, or Department Chairperson’s approval

This course is a culinary tour of many nations. Stu- dents will learn to prepare foods from different regions of America and from various countries such as Eng- land, China, Mexico, India, Italy, Germany, Greece, Scandinavia and Ireland. Through a country exploration project students will also explore the diverse cus-

90 #0851 Food and Restaurant Management II #087L Applications of Foods Student Leader Grades 11-12 (1 OR 2 periods each day) Grades 9-12 / 1 Semester—1.0 credit 2.0—4.0 credits in one year May be repeated Prerequisite: Food and Restaurant Management I May be repeated Students will act as leaders to students with moderate to severe disabilities as they explore a variety off basic food Students who have completed Food and Restaurant Man- preparation skills in the foods lab kitchen. Students assist agement I may return as advanced students for additional in lab preparation, classroom activities, and engaging work experience in the La Brigade student restaurant. other students in conversations about class related topics. Students will assist the instructor in helping beginning This course will help students gain an understanding of level restaurant management students become oriented to how to work with individuals who have diverse needs. La Brigade practices and learn how to operate commercial Students considering careers in education, special educa- equipment. Students will act as leaders in the course help- tion, and social work will benefit from this unique leader- ing beginning level students strengthen mise en place and ship experience. cooking skills. Students will have the opportunity to plan and manage multiple La Brigade functions and begin to INTERIOR DESIGN develop a professional culinary career portfolio. Addi- tional experiences working and managing La Brigade will #0846 Interior Design help students strengthen culinary and leadership skills. Grades 10-12 / 1 Semester - 1.0 credit

#0808 Nutrition for a Healthy Lifestyle Students will gain an understanding of the elements and Grades 9-12 / 1 Semester - 1.0 credit principles of design. Students will learn to make appropriate selections of colors, fabrics, furnishings, lighting In this course students will learn basic principles of food and furniture. Students will develop skills in architectural preparation as it relates to nutrition and wellness. Stu- drafting and space planning through the use of hand or dents will analyze dietary requirements, learn to under- computerized drafting techniques. Students with apply stand portion sizes and learn how food choices affect math calculations to scale rooms and create scaled floor overall health and wellness. Students will also explore the plans for a variety of spaces. Class projects include deco- nutritional needs of individuals including people with rating sample rooms and designing floor plans. Students dietary restrictions and athletes. Students will practice a will also explore potential careers in the architecture and variety of cooking techniques in the foods lab which fo- design fields. cus on healthy meal preparation, nutrient dense foods, and the incorporation of current trends and research in food and nutrition. By the end of the course, students will have developed and implemented personal wellness plans for maintaining health and fitness including planning meals and menus and fitness routines to promote health.

#0878 Applications of Foods Grades 9-12 / 1 Semester—1.0 credit Prerequisite: IEP recommendation or counselor placement May be repeated

Students in Applications of Foods will benefit from instruction that focuses on functional skills within a kitchen setting. The delivery of instruction will meet the needs of #0853 Advanced Interior Design students with moderate and severe disabilities. This Grades 10-12 / 1 Semester - 1.0 credit course will develop basic life skills as students prepare Prerequisite: Interior Design meals and meet kitchen cleanliness standards. It will May be repeated build upon skills that students have learned in the Func- tional Skills classroom setting. Students will cook and Students who want to continue to expand their design prepare meals while focusing on attaining specific cook- skills or who are considering a career in the design field ing skills such as cutting, grating, stirring, cracking eggs, will benefit from this course. Students will be able to opening cans, spreading, microwaving, using a toaster, design and decorate rooms of their choice. Students will washing dishes, sanitizing kitchen surfaces and under- increase their skill level in design. Students will prepare standing nutritional concepts. Students will have the op- designs and a presentation board for a client’s home. portunity to interact with grade level peers who are stu- Participation in the FCCLA Interior Design competition dent leaders for the course. is recommended.

Industrial Technology Career Cluster and Course Overview

Communications Transportation Construction Architecture Engineering & Manufacturing

Technical Graphic Screen Printing Small Engine General Introduction to Technical Drafting /CAD Communications 1 Technology & Outdoor Automotive Home Mainte- Introduction to Drafting / Equipment Maintenance nance and Repair Construction CAD Full year (Dual Credit) Semester

Graphic Wood Technology 1 Career Internship Intro to Auto Communications 2 Architectural (Repeatable) Career exploration Ownership for all TAA areas! (Consumer Drafting with Engineering Earn credit for out Ed. Credit) CAD Honors Drafting with of school work (Dual Credit) experiences! CAD Wood Technology 2 (May be Repeated) Advanced Graphic

Production Printing Automotive Architectural Engineering Automotive Collision & Drafting & CAD Drafting & Cad (May be Repeated) Diagnostics Repair Applications Applications (May be (May be Wood Technology (May be (May be Repeated) Repeated) Production Repeated) Repeated) (May be Repeated)

Science, Technology, Engineering, and Math

Principles of Physics Technology (Science or Practical Arts Credit, Dual Credit with College of DuPage) Industrial Technology

Industrial Technology courses provide an important link between theory and application in career fields related to Science, Technology, Engineering and Math. The curriculum allows students the opportunity to experience real-life problem- solving situations and to realize interdisciplinary connections and career applications. Industrial Technology courses address workplace demands, emphasize career paths and help equip students with the skills and competencies necessary to meet employer expectations. It is our goal to prepare all students with the foundation for a lifetime of learning.

Industrial Technology courses provide training in Automotive Technology, Drafting/CAD, Graphic Arts and Woodworking. It is our goal to help students develop marketable skills for the world of work and to prepare students for post-secondary training and education. Students with a background in Industrial Technology also have the skills necessary for practical, real-life maintenance and repair activities needed by anyone who owns a home or automobile. These skills also enhance a students ability to be a self-sufficient consumer.

One course in Industrial Technology fulfills the practical arts graduation requirement, unless the course is being used to fulfill a consumer education, or science requirement.

Some Industrial Technology courses also provide dual credit with College of DuPage at no cost to the student. See page 12 for details.

Career Exploration Opportunities During High School Industrial Technology students have many opportunities during high school to explore various careers within their Indus- trial Technology classes and beyond through shadowing and career internship programs. Many students work part time with engineers, architects, mechanics, printers, etc. to gain valuable on-the-job experience while learning skills and technology in the classroom.

Opportunities After High School Students graduating with a strong Industrial Technology background can often find employment or an apprenticeship program based on the skills learned in their classes. They are also well prepared for trade schools, junior colleges, technical schools, and four-year colleges and universities.

Career Opportunities

Transportation: Architecture & Engineering: Construction Management: Communications: Energy and Transportation Residential & Commercial Contractor, Carpenter, Manu- Marketing, Publishing, Publi- Managers, Automotive De- Architecture, Civil Engineer- facturing, Building Inspector, cation Design & Sales, sign, Automotive Service, ing, Construction Engineering, Retail Sales, Construction Graphic Design, Printing Pro- Sales, Marketing, Manufactur- Mechanical Engineering, In- Marketing and Sales duction, Retail Sales ing, Engineering dustrial Engineering

Clubs and Organizations:

Auto Club The Auto Club is an organization for York High School students. Enrollment in an automotive course is a prerequisite for joining the club. Students may pursue their interests in automotive manufacturing and explore other fields found in the energy and transportation field. Students develop skills that are applied in the process of building an actual club-sponsored street rod.

SkillsUSA SkillsUSA is the national organization for trade, industrial and technical occupations. Members who join SkillsUSA take part in civic, educational, professional and social activities that develop their social and leadership abilities. SkillsUSA programs emphasize respect for the dignity of work, as well as, high standards in trade ethics, workmanship, scholarship and safety. Students also compete in state and national competitions.

National Technical Honor Society NTHS is the acknowledged leader in the recognition of outstanding student achievement in career and technical education. Students can join this honor society by achieving high academic achievement in CTE classes, exhibiting personal excellence, completion of the required number of CTE credits and participating in career & technical education organizations. Membership in this society will help students find success in today’s highly competitive workplace.

93 Course Descriptions position. Employment and career opportunities will be discussed.

SCIENCE, TECHNOLOGY, ENGINEERING AND MATH #0584 Advanced Graphic Production Grades 10-12 /1 Semester—1.0 credit #0515 Principles of Physics Technology May be repeated Grades 11-12 / Full Year Lab Course—2.0 HS credits Prerequisite: Graphic Arts 2 (Fulfills Science Elective OR Practical Arts requirement) NCAA Approved Course Students operate a in-house print shop which produces Dual Credit with College of DuPage printed materials and t-shirts for individuals as well as (Electronics 1110 - 2 Semester Hours) District 205 schools and groups. STEM applications are reinforced as students perform design and production This course focuses on the teaching of traditional physics work to prepare and produce professional printed materi- concepts in the context of their relationship to industry als for clients. An emphasis on employability skills and and the four energy systems: mechanical, fluid, electrical accuracy and quality of printed products in the area of and thermal. This course allows the student to apply graphic arts is reinforced in this class. physics concepts and principles to workplace situations with hands–on labs. This course also teaches the mathe- #0582 Screen Printing Technology matical and scientific principles behind the technology Grades 9-12 / 1 Semester—1.0 credit we use everyday. This course will be beneficial for the student who is interested in the STEM applications of This course will provide a comprehensive study of screen technology and physics but does not choose to enroll in a printing operations and specialty graphics at several levels traditional physics course. including: Direct stencil application, single and multi-

color screen printing on fabric, vinyl decal design and COMMUNICATIONS cutting, heat transfer on fabric and porcelain. Students #0581 Graphic Arts 1 will learn methods and use lab equipment found in this Grades 9-12 /1 Semester—1.0 credit sector of the graphic industry. STEM applications will be explored as students create images using both basic and Graphic Arts 1 will be devoted to an in-depth study of advanced computer programs. Students will also learn screen print technology, photo editing, animation and screen printing procedures and care of equipment used in graphic design. Projects include photo re-touching, de- manufacturing printed materials. signing and developing animated graphic ads, and creating advertising brochures. Students will also investigate TRANSPORTATION post secondary education options and career opportunities in graphic arts. STEM concepts are enforced through #0538 Auto Consumer Ownership the use of computer programs such as Adobe Photoshop, Grades 9-12/ 1 Semester —1 credit Adobe Illustrator, and Adobe InDesign. Consumer Ed. Credit

Prerequisite: none #0583 Graphic Arts 2 Fulfills the Consumer Education Graduation Requirement Grades 9-12 /1 Semester —1.0 credit May be repeated This course provides a hands-on approach to the main Prerequisite: Graphic Arts 1 or the consent of the areas of consumer education required by the state for instructor graduation through the study of automobile ownership. This class relates consumer topics in the appropriate con- An in-depth study of Adobe Photoshop, Illustrator, and text as it relates to owning and maintaining a large pur- InDesign will be explored at this level. STEM exploration chase such as an automobile. This class will also instruct is emphasized as students work with several computer pro- students in the requirements for enhancing the overall grams, offset and digital printing, bindery operations, single satisfaction of being an automobile consumer. Lessons and multi-color screen printing on fabric to accomplish the will include when and how to perform routine mainte- following printing activities: photo manipulation, packag- nance on your car; how to identify car problems; and fundamental emergency tips, such as changing a flat tire. ing designs, posters, and illustrations. Upon completion of The student who successfully completes this class will this course students will be ready for an entry-level graphic receive consumer education credit for graduation. arts

94 #0526 Auto Tech Fundamentals 1 #0536 Automotive and Collision Repair (General Maintenance) Grades 10-12 / Full Year Course—2.0 credits Grades 9-12 / 1 Semester—1.0 credit May be repeated To receive ICAR Technician Collision Certification, This is an entry-level course of study designed to teach students must repeat Automotive Collision Repair for a the student basic mechanical operations of an automo- second year. bile, how to perform routine maintenance and repair Prerequisite: At least one semester of Auto Tech pre- and learn the theory of operation of a multi-cylinder ferred and open to Juniors and Seniors with a 2.5 GPA. engine. STEM concepts are explored as students learn hands-on skills and proper use of tools and equipment. Students will also learn how to identify, inspect and This upper-level course teaches the student basic entry- repair basic automobile components and how to per- level skills in the field of auto collision repair. Students form routine automobile maintenance and repair. This will be exposed to many phases of this field by the use class is recommended for enrollment into Auto Diag- of ICAR collision programs and ASE predetermined lab nostics. Students also explore the different career op- tasks. Upon completion of this program, students will tions in this career cluster. have applied and demonstrated STEM knowledge and skills in MIG welding, auto body preparation and repair. #0527 Auto Tech Fundamentals 2 The student will also learn the proper procedures for (Small Engine Repair) applying corrosion protection, and base coat and clear Grades 9-12 /1 Semester—1.0 credit coat paint finishes. Various types of plastic repair will be learned and practiced along with computer cost esti- This is an entry-level course of study designed to ac- mation of collision repair In addition, students will quaint the student with the small four- and two-cycle learn content appropriate automotive math and science. gasoline engines used to power a variety of equipment. Ranging in size from 4 to 25 horsepower, most of these engines power outdoor power equipment but are also Note: Auto and Collision Repair and Refinishing are used on construction and recreational vehicles, and a open to students grades in 10-12 and may be repeated host of other equipment requiring portable rotary power. for credit as a secondary level collision repair student. The student will learn hands-on skills of diagnosing ICAR Gold or Platinum certification points can be related engine failures. Students will also develop the earned and may be transferred for college credit to ar- knowledge and skills to repair a small gasoline engine ticulated schools in accordance with ICAR Standards. and will build a functional go-kart. Students will follow standards set by SkillsUSA and the National Outdoor Power Equipment Association as they apply STEM concepts in the automotive classroom.

#0533 Auto Diagnostics Grades 10-12 / Full Year Course—2.0 credits Prerequisite: Auto Tech Fundamentals 1 or 2 or approval from instructor May be repeated

An upper-level course designed to teach the entry-level diagnostic and repair skills for employment or to further a career in the automotive technology field. This course emphasizes in detail the upper-level studies of brake systems, suspension and steering, electrical systems, emissions and engine performance (OBD 1&2) in accordance with ASE/NATEF Tasks and Standards. Stu- dents will apply STEM concepts as they utilize computerized scan tools, electronic meter usage, brake lathes and alignment equipment are some of the specialized equipment in this course.

95 ARCHITECTURE, CONSTRUCTION #0564 Wood Production AND MANUFACTURING Grades 10-12 / Full Year Course—2.0 credits Prerequisite: Wood Technology 2 #0565 Wood Technology 1 May be repeated Grades 9-12 / 1 Semester—1.0 credit This course is designed for the student interested in This beginning woodworking course is designed for learning woodworking production techniques used in students interested in developing woodworking skills for industry. Students will further apply STEM concepts a profession or a hobby. It is the course on which further through a mass-produced project that will be the primary work in cabinetmaking and carpentry is based. Proper focus of this course. There will also be a focus on proper procedures in construction are realized by designing and care, maintenance and repair of woodworking equip- building projects including the proper use of different ment. The lumber and furniture industries are joinery, gluing, sanding and finishing techniques. Stu- investigated, and a study is made of present and future dents will read and apply instructions and execute meas- possibilities of these fields from an occupational and urements for proper construction, a foundational skill in economic viewpoint. The Construction Career Cluster is any STEM field. Instruction in care, use, and operation of studied as well as present and future possibilities of these hand tools and power machines is also a vital part of this career fields. Apprenticeship programs are discussed. course. The Construction Career Cluster is investigated Students that complete all three levels of woodworking and a study is made of present and future possibilities in often have the opportunity to enter an apprenticeship these career fields. program of their choice.

#0566 Introduction to Construction Grades 9-12 / 1 Semester—1.0 credit

This semester-long course will give students the opportunity to develop essential skills that will help them to pursue any of the many different career paths in the construction field. In this course, students will construct a small building, allowing them to apply course concepts in a real-world situation. This course will be presented from a theoretical as well as a hands-on approach. This course will cover topics relating to equipment, techniques and procedures as they pertain to the construction field. Students will have the opportunity to apply constructions techniques in a hands-on manner and this course supports learning for students with a variety of learning styles. #0557 Wood Technology 2 Topics covered in this course can be applied to other ar- Grades 9-12 / 1 Semester—1.0 credit eas of construction in addition to residential construction. Prerequisite: Wood Technology 1 May be repeated #0567 Home Maintenance and Repair Grades 9-12 / 1 Semester—1.0 credit This course is designed for the student who is interested in learning more advanced woodworking skills. Frame This course provides students with an opportunity to ex- constructed furniture, the use of plywood, and techniques plore the many different areas in construction that relate in jointing, fastening and laying out materials are studied. to home maintenance and repair. Students will develop STEM concepts are further explored as students learn advanced problem-solving skills as they relate to home about the use and application of wood finishes appropriate repair and essential life skills that will help make them to the product. This course is designed for those who self-reliant in maintaining or updating a residential struc- wish to know construction techniques used in high quality ture. Students will also learn and practice many different furniture. The Construction Career Cluster is home repair procedures and techniques including: plumb- investigated, and a study is made of present and future ing, electrical, drywall work, tiling, etc.This course will possibilities of these career fields. This course is a must be presented from a theoretical as well as a hands-on for anyone considering a career in furniture design, approach. This course will cover topics relating to equipment, techniques and procedures as they pertain to home construction management, cabinetmaking or building maintenance and repair. Students will have the opportu- trades. nity to apply constructions techniques in a hands-on man-

ner and this course supports learning for students with a variety of learning styles.

96 ARCHITECTURE AND CONSTRUCTION, #0596 Engineering Drafting & CAD: STEM ENGINEERING AND MANUFACTURING Applications Grades 11-12 / 1 Semester — 1.0 credit #0570 Technical Drafting/Computer Aided Drafting May be repeated & Design Prerequisite: Engineering Drafting/CAD Grades 9-12 / Full Year Course—2.0 HS credits Dual Credit with College of DuPage With instructor consultation students will develop a (Manufacturing 1101—3 Semester Hours) STEM applications study engineering project, reverse Dual credit is open to all Junior and Senior students. design project and/or advanced robotics programming Freshman and sophomore students need to be recom- problem. The student project selected will have the ap- mended by the classroom teacher in order to receive propriate STEM content and level of complexity to chal- dual credit. lenge the student. This class demonstrates that the stu- or dent has pursued his/her interest in Engineering Drafting/ #0571 1 Semester option—1.0 credit (no dual credit) CAD and demonstrates a higher level of proficiency and excellence to post secondary institutions and private in- This is a beginning course in Computer-Aided Drafting dustry. designed for the student interested in many technical fields. This STEM course not only prepares the student #0561 Architectural Drafting/CAD Honors for advanced engineering and architecture courses, but Grades 10-12 / Full Year Course—2.0 HS credits also reinforces elements of design, geometry, math, Prerequisite: Minimum of 1 semester of Technical physics, computer concepts and visual arts. Units Drafting/CAD covered in the course include sketching, geometric Dual Credit with College of DuPage construction, orthographic projection, dimension (Architecture 1211 — 3 Semester Hours) standards, pictorial drawings and basic 3D modeling, Dual credit is open to all Junior and Senior Students. and career exploration. Students will do their work Sophomore students need to be recommended by the using AutoCAD on Windows-based PCs. This course is classroom teacher in order to receive dual credit. a must for anyone considering a career in engineering, architecture, interior design, or any career that requires This is the most specialized of all the drafting courses blueprint reading such as carpentry, plumbing, offered at York. The comprehensive STEM course fo- electronics or machining. cuses on architectural drafting skills combined with the knowledge of house design, layout construction #0573 Engineering Drafting/CAD methods, materials and use of building codes enable the Grades 10-12 / Full Year Course—2.0 credits student to design and draw a complete set of original Prerequisite: Technical Drafting/CAD plans for a house of his or her own design. Upon completion of the course, the student will have drawn This course is designed for the high school student who the foundation, floor plans, elevations, wall section, stair wants to pursue a career in a field of engineering or design, door/window schedules, and either a two-point other related areas. Included in this course are the study perspective or 3D model of their house design. Students of STEM principles in robotics as well as the advanced will do their work on a computer using windows based practice of geometric construction, orthographic Autodesk 2D and 3D modeling software. Students may projection, pictorial drawings and manufacturing also choose to construct a scale model or other approved processes. Students will continue their study with Auto- model of their choice. CAD and Autodesk inventor on Windows-based PCs. They will learn advanced #0597 Architectural Drafting/CAD: STEM AutoCAD practices Applications including 3D-modeling Grades 11-12 /1 Semester— 1 credit and animation and will May be repeated also participate in the Prerequisite: Architectural Drafting/CAD design and problem solving in the construction and With instructor consultation students will develop a testing of model balsa STEM applications architectural project. The project wood bridges. CNC Mill will have the appropriate STEM content and level of and Lathe operations are complexity to challenge the student. This class demon- taught along with the de- strates that the student has pursued his/her interest in sign and manufacture of Architectural Drafting/CAD and demonstrates a higher projects designed by the level of proficiency and excellence to post secondary student. institutions and private industry.

97 World Language Course Overview

Chinese

Chinese 2 Chinese 3 Chinese 4 Chinese 1

Chinese 2H Chinese 3H Chinese 4H

French

French 2 French 3 French 4 French 5 French 1

French 2H ACP French 3H ACP French 4H AP French

Italian

Italian 2 Italian 3 Italian 4 Italian 1

Italian 2H Italian 3H AP Italian

Spanish

Spanish 2 Spanish 3 Spanish 4 Spanish 5

Spanish 1 Spanish 2H ACP Spanish 3H ACP Spanish 4H AP Spanish

Spanish Heritage Spanish Heritage 1 2 ACP Spanish 4H AP Spanish

Spanish Heritage Spanish Heritage 1H 2H

98 World Language

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.

‒Nelson Mandela

Believing that language and communication are at the heart of the human experience, the York World Language department provides the tools that students need to maximize their communicative and cultural capacity. By responding to the learning needs of all students, we ensure that students can reach their highest level of linguistic potential.

All world language courses at York focus on developing proficiency within the three modes of communication. The three modes are described by The American Council on the Teaching of Foreign Languages as follows:

Presentational Mode- The Presentational Mode refers to the creation of oral and written messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Interpretive Mode- The Interpretive Mode focuses on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Students are assessed both in on their reading and listening skills. Students interact with texts of various types. A text can be any kind of spoken, written or visual material, as well as films and music.

Interpersonal Mode- The Interpersonal Mode is characterized by the active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meanings and intentions are being com- municated. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

While one semester of language study will fulfill the York Fine Arts graduation requirement, college-bound students should be aware that colleges and universities often have much higher world language entrance requirements. Most colleges require at least two years of second language study for admission. Competitive colleges and universities may require completion of four years of high school study for admission. When planning a course of study, every student should check on the specific entrance requirements of the college that he/ she is planning to attend.

99 CLUBS and ORGANIZATIONS

CHINESE CLUB The Chinese Club welcomes students who are interested in learning more about Chinese culture and language to join us. Activities may include Chinese movie, Chinese chess, crafts such as paper-cutting, calligraphy, ping-pong tournament, Kung-Fu Fan Dance and many more. All students are welcome to join even if they are not currently enrolled in Chinese classes.

FRENCH CLUB French Club members have the opportunity to participate in French cultural activities to gain a better understanding of French and francophone countries. Through a variety of activities such as food-tasting, cinema, and French holiday parties, students are exposed to different aspects of French culture. French club students also participate in multi-lingual mixers.

ITALIAN CLUB The Italian Club welcomes students who are interested in learning more about the Italian culture and language. Activities include food preparation, games-such as Bocce, holiday crafts, movies, and learning the “Tarantella.” All students are welcome to join, even if not enrolled in an Italian class.

SPANISH CLUB The Spanish Club is for students who are interested in learning more about the language and culture of Spanish- speaking countries. Activities such as culture nights, craft presentations, food, movies and music provide an additional understanding of the Hispanic way of life. All students are welcome to join, even if they are not enrolled in a Spanish class.

LATINA DREAMERS Latina Dreamers is open to all Latinas at York. It provides Latinas an opportunity to get to know each other and work towards developing goals for the future. Time is committed to college planning, exploring options for higher education, promote Latin culture and be unified as family.

HISPANOS UNIDOS This club is for Latino males at York High School and aims to build a strong, positive community of Latinos that support each other in all aspects of the high school experience.

INDO-PAK CLUB Indo-Pak Club is for any student interested in learning and participating in Indian and Pakistani traditions and culture. Events include Bollywood Movie Nights, presentations, discussions, a Holi celebration, and other cultural events.

INTERNATIONAL CLUB The International Club is for York students who are interested in learning about the different cultures of the world. Activities may include: international movies, cultural presentations, international music, cultural games, World Language Olympics & Thanksgiving and participation in the International Festival in the Spring. This club is open to all students whether or not they are currently taking a world language class.

MULTI-LINGUAL MIXERS Throughout the year, club sponsors work to provide students with an opportunity to get together with other department clubs. This allows all students to celebrate not just their own language or culture, but other cultures as well. In the past, these mixers have included language Olympics and a Thanksgiving potluck.

100

Course Descriptions

#0401 Chinese 1 #0405 Chinese 3 Honors Grades 9-12 / Full Year Course – 2.0 credits Grades 11-12 / Full Year High Weighted Course - 2.0 NCAA approved course credits Prerequisites: Successful completion of Chinese 2 Chinese 1 is an introduction to the Chinese language Honors and teacher recommendation and culture. The four language skills of listening, NCAA approved course speaking, reading and writing are developed. Students will participate actively and cooperatively in classroom Students who have successfully completed Chinese 2 activities, engage in guided conversation and write Honors can expand their knowledge and usage in Chi- using basic vocabulary and structures. Cultural infor- nese 3 Honors. Chinese 3 Honors introduces sophisti- mation about daily life and social customs is integrated cated topics and emphasizes using of authentic materi- into the curriculum. Good study skills and attention to als. Culture learning and development of insight into detail are essential to success. the nature of the language and culture are integrated into the curriculum. Students are expected to reach #0402 Chinese 2 higher levels of proficiency in the target language in Grades 10–12/ Full Year Course – 2.0 credits terms of speaking, listening, reading and writing. Stu- Prerequisite: Successful completion of Chinese 1 dent will begin to gain understanding of basic aspects NCAA approved course of Chinese culture and make connection between Chi- nese and other subjects such as geography, social stud- This course is a continuation of Chinese 1 with an em- ies, and the fine arts. phasis on the Chinese language grammatical system as well as the functional use of the language. Students #0406 Chinese 4 continue to develop their reading and writing skills and Grade 12 / Full Year Course - 2.0 credits their knowledge of Chinese culture. Prerequisite: Successful completion of Chinese 3 NCAA approved course #0403 Chinese 2 Honors Grades 10-12 / Full Year High Weighted Course - 2.0 Students who have successfully completed Chinese 3 credits can expand their knowledge and usage in Chinese 4. Prerequisites: Successful completion of Chinese 1 and Students will develop their knowledge of Chinese lan- teacher recommendation guage and culture to an advanced level of study. Fur- NCAA approved course ther emphasis is placed on speaking and listening to Chinese along with exposure to more advanced read- This course is a continuation of Chinese I with an em- ing and writing opportunities. phasis on oral expression and comprehension. Students continue to develop their reading and writing skills and #0412 Chinese 4 Honors their knowledge of Chinese culture. Higher standards Grade 12 / Full Year High Weighted Course - 2.0 cred- in terms of motivation, diligence and academic per- its formance are expected from the students in this class. Prerequisites: Successful completion of Chinese 3 Honors teacher recommendation #0404 Chinese 3 NCAA approved course Grades 11-12 / Full Year Course - 2.0 credits Prerequisite: Successful completion of Chinese 2 and Students who have successfully completed Chinese 3 teacher recommendation. Honors will expand their knowledge and usage in Chi- NCAA approved course nese 4 Honors. Chinese 4 Honors introduces students to the highest level of Chinese study available at York. Students who have successfully completed Chinese 2 Students will continue their study of Chinese and ex- can expand their knowledge and usage in Chinese 3. pand their knowledge in Chinese language and culture. There is continued emphasis on the practical uses of Successful completion of this course will enable stu- Chinese in more complex structural forms. Student will dents to continue their study of Chinese to more ad- begin to gain understanding of basic aspects of Chinese vanced levels in post-secondary institutions. culture and make connection between Chinese and other subjects such as geography, social studies, and the fine arts.

101 #0410 French 1 can expand their knowledge and language usage in Grades 9-12 / Full Year Course - 2.0 credits French 3. There is continued emphasis on the practical Exempt: Students completing the middle school French uses of French in speaking, reading, writing and oral program are not eligible to take this course. comprehension using a variety of verb tenses and more NCAA approved course complex structural forms. Students will begin to read and interpret simple literary texts and documentary This course is designed for students that are taking material about French culture. French for the first time. In this course students are introduced to conversational use of the French lan- #0421 French 3 Honors—ACP guage through the three modes of communica- Grades 10-12 / Full Year High Weighted Course - 2.0 tion. Pronunciation, vocabulary, listening comprehen- York credits, 3.0 Indiana University credits sion skills and basic grammatical structure are devel- Prerequisite: Successful completion of French 2H oped through the interpretation of authentic texts and NCAA approved course interpersonal communication. The students are also introduced to the culture and civilization of French- Advanced College Project (ACP) courses allow students speaking countries. to earn high school credit and college credit through Indi- ana University concurrently. Because students receive #0418 French 2 transcripted credit for French 200 through IU, there are Grades 9-12 / Full Year Course - 2.0 credits additional steps needed to enroll: Prerequisite: Successful completion of French 1 or Middle School sequence. Placement is made using the  Students must apply for acceptance into these placement rubric. courses through IU. York counselors assist with this NCAA approved course process.  Students must have a 2.7 GPA or higher in order to This course is a continuation of French 1. Emphasis is be eligible for ACP courses. placed on the practical use of French in speaking,  The 2016-17 tuition cost is $50.00 per credit hour reading and writing. Attention is given to developing ($150 per semester), payable directly to IU in the fall of structural understanding through grammatical study 2015. This cost is subject to change from year to year and drills and to building vocabulary through readings based on IU tuition fees. Tuition is waived for students and question/answer activities. Students continue to on free or reduced lunch. study the geography and culture of francophone  Students do not need to be enrolled as an IU student countries. to be in ACP classes.  ACP students are subject to IU’s policies regarding #0416 French 2 Honors attendance, late work and academic dishonesty. Grades 9-12 / Full Year High Weighted Course - 2.0 credits Students in the French 3 Honors course focus on activi- Prerequisites: Successful completion of French 1 or ties in the three modes of communication: interpretive, Middle School sequence. Placement is made using the interpersonal and presentational, as described by the placement rubric. American Council on the Teaching of Foreign Language NCAA approved course (ACTFL). As the year progresses, students are exposed to an ever increasing amount of authentic texts, videos This course is a continuation of French 1 but at an and dialogues in an attempt to increase their proficiency accelerated pace with emphasis on oral expression and in the language. The French 3 Honors classes employ comprehension. In addition to structural and various literary texts throughout the year, ending the vocabulary development, students will listen and inter- year with the reading and discussion of Le Petit Prince in pret authentic texts. Students will develop expository the second semester. Students in the French 3 Honors themes and write creative stories. Students continue to course are expected to speak French while in class, study the geography and culture of francophone unless permission has been granted by the teacher to do countries. Use of French in class is expected. otherwise.

#0424 French 3 #0429 French 4 Grades 10-12 / Full Year Course - 2.0 credit #0409 French 5 Prereqsuisite: French 2 Grades 11-12 / Full Year Course - 2.0 credits NCAA approved course Prerequisite: French 4: Successful completion of French 3 Students who have successfully completed French 2

102 French 5: Successful completion of French 4 #0407 AP French Language NCAA approved course Grade 12 / Full Year High Weighted Course - 2.0 credits This course is a combined class with a four semester Prerequisite: Successful completion of French 4H sequence that can be entered in the 1st or 3rd semester. NCAA approved course Concepts are reviewed at each level to provide stu- AP French Language and Culture is a college-level dents with opportunities for growth and mastery of course intended for students in their final year of core curriculum. Continuous refinement of all three study of French at York High School. The three modes of communication through the use of authentic modes of communication (Interpersonal, Interpretive texts takes place. Students will have the opportunity to and Presentational) are foundational to the AP explore cultural and historical topics through the use French Language and Culture course. Course work of two short novels which are incorporated throughout provides students with opportunities to demonstrate the year. their proficiency in each of the three modes in the

intermediate to pre-advanced range as described in #0422 French 4 Honors—ACP Grades 11-12 / Full Year High Weighted Course - the ACTFL Performance Guidelines for K-12 Learn- 2.0 York credits, 3.0 Indiana University credits ers. Students who enroll in this course should al- Prerequisite: Successful completion of ACP French ready have a good command of the grammar and 3H considerable competence in listening, reading, NCAA approved course speaking and writing. Exclusive use of French by teacher and students for active communication is de Advanced College Project (ACP) courses allow stu- rigueur in the classroom. Resources from multiple dents to earn high school credit and college credit textbooks will be used, as well as a wealth of au- though Indiana University concurrently. Because stu- thentic materials that are in accordance with those dents receive transcripted credit for French 250 suggested on the College Board website. Students through IU, there are additional steps needed to enroll: are expected to take the AP French Language and Culture exam at the end of this course.  Students must apply for acceptance into these courses through IU. York counselors assist with this #0490 Italian 1 process. Grades 9-12 / Full Year Course - 2.0 credits  Students must have a 2.7 GPA or higher in order NCAA approved course to be eligible for ACP courses.  The 2016-17 tuition cost is $50.00 per credit hour This course introduces students to the fundamental ($150 per semester), payable directly to IU in the fall concepts of the Italian language and culture. Com- of 2015. This cost is subject to change from year to munication in Italian is developed through the four year based on IU tuition fees. Tuition is waived for language skills of speaking (interpersonal and pre- students on free or reduced lunch. sentational modes), listening and reading  Students do not need to be enrolled as an IU stu- (interpretive mode) and writing (interpersonal and dent to be in ACP classes. presentational modes). Oral proficiency activities,  ACP students are subject to IU’s policies regard- dialogues, and readings develop those skills and pre- ing attendance, late work and academic dishonesty. sent the unique aspects of Italian culture. Students will engage actively and cooperatively in classroom In this course, students will continue to improve their activities which include guided speaking, listening, proficiency in French through focus on the three reading and writing activities within cultural and modes of communication: interpersonal, presenta- thematic units. Technology enhances and intensifies tional and interpretive skills. Current events are dis- the students’ listening and speaking ability in the cussed using French websites and other authentic target language. sources. The French 4 Honors class employs literary extracts as well as the play “Suivez la Piste” and sto- #0491 Italian 2 ries of “Le Petit Nicolas” to advance class discussion Grades 10-12 / Full Year Course - 2.0 credits and to strengthen proficiency in the language. Stu- Prerequisite: Italian 1 dents also have opportunities to explore cultural and NCAA approved course historical topics through a short study of the history of France. This course is a continuation of Italian 1. In the second year, students will continue to be engaged ac-

103 tively and cooperatively in classroom activi- #0495 Italian 3 Honors ties. Students continue to develop the four skills in Grades 11-12 / Full Year High Weighted Course -2.0 the three modes of communication (presentational, credits interpersonal, and interpretive) and expand their Prerequisite: Successful completion of Italian 2H knowledge of Italian culture. In addition to the text, NCAA approved course songs, films, compositions, and dialogues are among This course is a continuation of Italian 2 Honors, but the many ways in which new vocabulary, culture and aims to a higher level of proficiency and self- structures are learned. Technology enhances expression in Italian in all four skills of language and intensifies the students listening and speaking learning which continues to be demonstrated and as- ability in the target language. sessed in all three modes of communication (presentational, interpersonal, and interpretive). Ac-

tivities include speaking and written projects, small #0494 Italian 2 Honors Grades 10-12 / Full Year High Weighted Course - group work, written compositions, readings, and an in- 2.0 credits depth study of several cultural topics. These include a Prerequisite: Italian 1, with a grade of “A” or in- survey of real-life situations like finding housing, get- structor recommendation ting around Italy, transportation, and travel while ac- NCAA approved course quiring a solid background of Italian geography, art and music. Authentic readings, multimedia material

and realia as well as technology enhance the course This course is a continuation of Italian 1 but with an and the students’ experience. accelerated pace and an emphasis on oral expression and comprehension. Students continue to develop #0493 Italian 4 the four skills in the three modes of communication Grades 12 / Full Year Course -2.0 credits (presentational, interpersonal, and interpretive) and Prerequisite: Successful completion of Italian 3 expand their knowledge of Italian culture. In addi- NCAA approved course tion to structural and vocabulary development, students will read and interpret readings, realia and In this course, students continue to refine their abilities other audio-visual material selected by the instruc- to converse and express themselves in Italian in writ- tor. Students will engage in conversations, write ten and oral form as well as reading authentic materi- short compositions and participate in cultural activi- als while increasing their active vocabulary and under- ties. Technology enhances and intensifies the stu- standing of Italian. Students aim to communicate their dents listening and speaking ability in the target lan- thoughts, feelings and ideas in Italian in interpersonal, guage. intrapersonal and presentational communicative settings. A wide variety of authentic audiovisual material, #0492 Italian 3 realia, and technology continue to be present, helping Grades 11-12 / Full Year Course -2.0 credits students to communicate in Italian and increase their Prerequisite: Successful completion of Italian 2 cultural knowledge of Italy and Italians. NCAA approved course #0461 AP Italian Language and Culture Students in Italian 3 develop a higher degree of pro- Grades 12/Full Year High Weighted Course– 2.0 cred- ficiency in understanding, speaking, reading and its writing in the target language and continue to dem- Prerequisite: Successful completion of Italian 2H onstrate it in the three modes of communica- and 3H (grade of A or B) and/or teacher recommen- tion (presentational, interpersonal, and interpretive). dation. The basic text systematically reviews previously This is an intensive course in the advanced study of taught concepts and presents new structures, vocabu- the Italian language and culture. The format of the lary and culture. In addition to the text, realia and course closely follows that of the Syllabus for AP authentic audiovisual material are consistently used Language and Culture, published annually by the to enhance and broaden the students ability to com- College Board. At the conclusion of the course, stu- municate in Italian. Technology enhances dents have the opportunity to take the AP and intensifies the students’ listening and speaking Exam. Students will engage in meaningful ex- ability in Italian. changes equivalent to a first year of college level courses, utilizing all the skills necessary for effective

104 of communication in Italian, i.e., listening, speaking, #0485 Spanish 3 reading, writing and cultural awareness. Practice of Grades 10-12 / Full Year Course - 2.0 credits all the skills will be addressed regularly and in align- Prerequisite: Successful completion of Spanish 2 ment with the three modes of communication. NCAA approved course This course is a continuation of Spanish 2 There is an #0470 Spanish 1 emphasis on oral and written communication in order Grades 9-12 / Full Year Course - 2.0 credits to enhance student ability in the Spanish lan- Exempt: Students that complete the middle school guage. Students are exposed to a variety of authentic Spanish program are not eligible to take this course. materials which include texts, articles, videos, and NCAA approved course short stories. The course includes several themes and units related to storytelling, sharing opinions, immi- This course is designed for students that are taking gration, and current cultural events. Spanish for the first time, or have not successfully completed the middle school Spanish language se- #0481 Spanish 3 Honors—ACP quence. Students will learn through the use of a vari- Grades 10-12 / Full year full year high weighted ety of authentic materials. Students will have the op- course - 2.0 York credits, 3.0 Indiana University cred- portunity to learn introductory vocabulary themes and its language structures. Hispanic culture is included as Prerequisite: Successful completion of Spanish 2H well by way of discussion, readings, and audio-visual NCAA approved course materials. Advanced College Project (ACP) courses allow stu- #0480 Spanish 2 dents to earn high school credit and college credit Grades 9-12 / Full Year Course - 2.0 credits though Indiana University concurrently. Because stu- Prerequisite: Completion of Spanish 1 or the 3 year dents receive transcripted credit for Spanish 200 Middle School sequence with a passing grade. A through IU, there are additional steps needed to enroll: placement test, rubric and teacher recommendations are used to place students.  Students must apply for acceptance into these NCAA approved course courses through IU. York counselors assist with this process. Students will focus on basic reading, writing, listen-  Students must have a 2.7 GPA or higher in order ing and speaking skills through the use of authentic to be eligible for ACP courses. materials. Students will be exposed to cultural units  The 2016-17 tuition cost is $50.00 per credit hour and geography through a movie unit and a short ($150 per semester), payable directly to IU in the fall novel. Students will also practice vocabulary and of 2015. This cost is subject to change from year to grammar structures to improve their foundational year based on IU tuition fees. Tuition is waived for skills. students on free or reduced lunch.

 Students do not need to be enrolled as an IU stu- #0477 Spanish 2 Honors dent to be in ACP classes. Grades 9-12 / Full Year High Weighted Course—2.0  ACP students are subject to IU’s policies regard- credits ing attendance, late work and academic dishonesty. Prerequisites: Successful completion of Spanish 1 or

Middle School sequence. Placement is made using This course is a continuation of Spanish 2 Honors. the placement rubric. NCAA approved course Students will be exposed to authentic resources, in addition to their textbook. Students continue focusing This course is a continuation of Spanish 1, at an ac- on all four language skills: listening, speaking, reading celerated pace, with an emphasis on the three modes and writing. Students are fully immersed in the lan- of communication. Through the use of a variety of guage through the use of a Spanish video series, short authentic sources, students increase their vocabulary stories, novels, and thematic vocabulary and grammar and strengthen their knowledge of basic language units. Students will continue to gain an appreciation structures. Course goals and objectives support their and understanding of various Hispanic cultures. ability to communicate in the language using a variety of multi-media materials such as: a reader, short #0488 Spanish 4 stories, video series, and articles. Students are con- Grades 11-12 / Full Year Course - 2.0 credits tinuing to explore the culture of various Hispanic Prerequisite: Successful completion of Spanish 3 or countries. Spanish is the primary language of commu- Spanish Heritage 2 nication in the classroom. NCAA approved course

105 This course is a continuation of Spanish 3 with further #0472 Spanish 5 emphasis on the three modes of communication. The Grade 12 / Full Year Course - 2.0 credits materials used in this course include but are not lim- Prerequisite: Successful completion of Spanish 4 ited to the textbook Imagina, a variety of authentic NCAA approved course print, audio, and video, as well as technology. Course objec- This is an advanced course conducted entirely in tives and goals are guided by several real-world Spanish, designed to develop fluency of communica- themes such as communication, family, city-life, relation with increased linguistic accuracy. The goals of tionships, the environment and art. this course are mastery of oral and written expression as well as refining reading and listening skills in #0482 Spanish 4 Honors - ACP Spanish while deepening insight into Spanish – speak- Grades 11-12 / Full Year High Weighted ing culture. The activities include the combination of Course - 2.0 York credits, 3.0 Indiana University rich and thought-provoking content with the latest credits multimedia and Web technologies. Students will Prerequisite: Successful completion of ACP Spanish view short films and documentaries, and will read 3H or Spanish Heritage 2H cultural readings and authentic literature. Students NCAA approved course will continue their study of vocabulary and advanced grammar topics as well. Activities and assessments Advanced College Project (ACP) courses allow stu- will practice and test the students' proficiency and dents to earn high school credit and college credit content acquisition. though Indiana University concurrently. Because students receive transcripted credit for Spanish 250 #0469 AP Spanish Language through IU, there are additional steps needed to enroll: Grade 12/Full Year High Weighted Course - 2.0 credits  Students must apply for acceptance into these Prerequisite: Successful completion of Spanish 4H courses through IU. York counselors assist with this NCAA approved course process.  Students must have a 2.7 GPA or higher in order This course is designed to further enhance and refine to be eligible for ACP courses. students’ proficiency in Spanish Language and cul-  The 2016-17 tuition cost is $50.00 per credit hour ture. Course objectives and goals incorporate the ($150 per semester), payable directly to IU in the fall requirements of the AP Spanish Language and Cul- of 2015. This cost is subject to change from year to ture Exam by focusing on six overarching themes that year based on IU tuition fees. Tuition is waived for are at the heart of real-world communication. Stu- students on free or reduced lunch. dents experience authentic language and culture  Students do not need to be enrolled as an IU stu- through engaging texts and multimedia materials from dent to be in ACP classes. all over the Spanish-speaking world. Students are  ACP students are subject to IU’s policies regard- exposed to advanced language and concepts and work ing attendance, late work and academic dishonesty. to refine all four skills of the language in preparation for the AP exam in May. Spanish is the primary lan- This course is a continuation of ACP Spanish 3H. This guage used in the course. course is designed to further enhance student’s proficiency in the three modes of communication. This #0457 Spanish Heritage 1 Honors course also strives to prepare students for the Spanish Grades 9-12 / Full Year High Weighted Course - 2.0 AP course that will be take the following year. The credits materials that are used in the course include but are not Dual Credit - College of DuPage (pending approval) limited to the textbook Revista, a variety of authentic SPANI-2206 4 credit hours print and audio texts, and technology. Course objec- Prerequisite: High fluency in Spanish. Placement is tives and goals are guided by several real-world made using the placement rubric. themes where students are exposed to advanced lan- NCAA approved course guage structures and concepts that will aid in refining their skills in the three modes of communication. This full year course is designed for students who con- Spanish is the primary language used by the students sider themselves native speakers and are fluent in spo- and the instructor. ken Spanish and would like to improve their reading, writing and grammatical skills. Students will refine

106 these skills through the study of Hispanic literature, his- responsibility. Students also work to construct a more tory and geography. In addition, students will study His- sophisticated understanding of characterization and panic culture and its place within the context of the character development, the levels and dimensions of United States, as well as maximize students’ inherent setting, and authorial and narrative point of view. Stu- bilingualism as a resource through active comparison of dents experience and analyze a variety of texts, ranging Spanish and English. Because it is an honors course, from novels and plays to poetry and non-fiction in an Spanish Heritage 1 Honors will demand a high standard effort to develop a greater understanding of the text and of academic performance, motivation, and work ethic. the world. Instruction and course materials will be provided in Spanish. #0459 Spanish Heritage 2 Honors Grades 10-12 / Full Year High Weighted Course - 2.0 #9811 ELL Skills for Content Classes credits Grades 9-12 / Full Year Course – 2.0 credits Dual Credit - College of DuPage (pending approval) (repeatable) SPANI-2208 4 credit hours Prerequisite: Enrollment in the ELL Program; taken Prerequisite: Successful completion of Spanish Heri- concurrently with Beginning ELL; may be taken in tage 1 Honors conjunction with Intermediate ELL NCAA approved course This course emphasizes content-area academic vo- This course is a continuation of Spanish Heritage 1 cabulary and study skills for students who are limited with a greater focus on reading and writing. Students in their knowledge of English. Course material will will read short stories and prose of Spanish speaking be drawn from the academic content-area courses re- writers from across the Spanish speaking world. Great quired for graduation. Study skills necessary for suc- emphasis is placed on multiple writing styles. Because cess in the American high school system will be em- it is an honors course, Spanish Heritage 1 Honors will phasized. Students will receive English credit toward demand a high standard of academic performance, graduation. motivation, and work ethic. #9801 ELL (Beginning) BILINGUAL AND ENGLISH LANGUAGE Grades 9-12 / Full Year Course – 2.0 credits (repeatable) LEARNERS COURSES Prerequisite: Enrollment in the ELL Program

English Language Learners (ELLs) are students who This course emphasizes basic English skills for stu- need support acquiring English while learning aca- dents who do not speak English, or who are limited in demic content. their knowledge of the language. Skills in the four domains of language (speaking, listening, reading and #9809 ELL Resource writing) will be taught, focusing on functional and aca- Grades 9-12 – Full Year Course or 1 Semester - .5 demic vocabulary, grammar and oral skills. Students credit per semester (repeatable) are introduced to American culture and encouraged to Prerequisite: Enrollment in the ELL Program discuss their own cultural traditions. This course is designed to help English language learners begin their The primary focus of this course is to provide students transition to the English-speaking world and help them enrolled in the ELL Program with language and aca- adjust to the American high school system. demic support in completing content-area assignments and assessments. There is an emphasis on study skills, #9803 ELL (Intermediate) self-monitoring, self-advocacy, time management, and Grades 9-12 / Full Year Course – 2.0 credits goal-setting. (repeatable) Prerequisite: Enrollment in the ELL Program; suc- ELL/BILINGUAL ENGLISH cessful completion of Beginning ELL and/or a com- #0007 Bilingual Language Arts 9 posite ACCESS score of 2.3 or higher Full Year Course – 2.0 credits Prerequisite: Enrollment in the ELL Program. This course emphasizes development of academic English skills for students who are limited in their Course Description: In this course, Bilingual Lan- knowledge of the language but have attained basic guage Arts 9 students refine their reading, writing, lis- skills. Skills in the four domains of language tening, and speaking skills while examining inquiry (speaking, listening, reading and writing) will be questions regarding tolerance, friendship, and social taught, focusing on academic vocabulary, grammar,

107 oral presentations, fiction and non-fiction reading and world. In addition, the course offers students the op- paragraph writing. This course is designed to help Eng- portunity to examine modern day global challenges that lish language learners continue the development of are thematically linked to the historical content they their English language skills while integrating into the have learned. Development of critical thinking skills American high school system. and of the four language domains (reading, writing, speaking and listening), in the context of the social #9805 ELL (Advanced I) studies, will be emphasized. This course fulfills the Grades 9-12 / Full Year Course – 2.0 credits World Studies graduation requirement for ELL stu- (repeatable) dents. Prerequisite: Enrollment in the ELL Program; successful completion of Intermediate ELL Rationale: ELL students will be receiving instruction of content that is comparable to mainstream students; how- This course emphasizes continued development of ever, the language of instruction will be sheltered so that academic English skills for students who are not yet it is more accessible to students who are still acquiring totally proficient in English. Skills in the four domains general and academic English skills. of language (speaking, listening, reading and writing) will be taught, focusing on academic vocabulary, #0125 Bilingual World Studies grammar, reading and discussing authentic grade-level Grade 9 / Full Year Course – 2.0 credits literature, and essay writing. This course is designed to Prerequisite: Students must be enrolled in the ELL help English language learners further the development program of their English language skills and integration into the American high school system. Bilingual World Studies is a foundational social studies course that introduces students to their world through #9807 ELL (Advanced II) (repeatable) the blend of a historical approach and a look at 21st Grades 9-12 / Full Year Course – 2.0 credits century global issues that impact the international com- Prerequisite: Enrollment in the ELL Program; success- munity. The course is framed primarily around the ful completion of Advanced ELL history of western civilization, yet addresses the historical and cultural relevance of other regions of the This course emphasizes the fined-tuning of academic world. In addition, the course offers students the op- English skills for students who will move into main- portunity to examine modern-day global challenges stream English courses within the next school year. that are thematically linked to the historical content Skills in the four domains of language (speaking, lis- they have learned. Instruction will be in Spanish. De- tening, reading, and writing) will be taught, focusing velopment of critical thinking skills and of the four on enhanced vocabulary and grammar usage, and fur- language domains (reading, writing, speaking and lis- ther practice with reading and discussion of authentic tening), in the context of the social studies, will be em- grade level literature, and essay writing. This course is phasized. This course fulfills the World Studies designed to help English language learners fine-tune graduation requirement for ELL students. the development of their English language skills and further integrate into the American high school system. Rationale: ELL students will be receiving instruction of content that is comparable to mainstream students; ELL/BILINGUAL SOCIAL STUDIES however, the language of instruction will be Spanish so that it is more accessible to students who are still acquiring general and academic English skills. #0123 ELL World Studies Grade 9 / Full Year Course – 2.0 credits #0124 ELL American Government Prerequisite: Students must be enrolled in the ELL pro- Grade 10 / 1 Semester – 1.0 credit gram Prerequisite: Students must be enrolled in the ELL pro- NCAA approved course gram NCAA approved course ELL World Studies is a foundational social studies course that introduces students to their world through American Government is the second course in the the blend of a historical approach and a look at 21st social studies core course sequence. It provides a century global issues that impact the international com- blend of political science, government and civic cur- munity. The course is framed primarily around the ricular goals. In practical ways, students learn about history of western civilization, yet addresses the his- the constitutional structure and behavioral trends in torical and cultural relevance of other regions of the the American political system. Areas of study in-

108 clude political ideology, the electoral process, poli- #0126 ELL United States History cymaking, constitutional interpretation and the Grade 11 / Full Year Course – 2.0 credits analysis of current events. A special focus is placed Prerequisite: Students must be enrolled in the ELL pro- on fostering an individual sense of civic duty and gram pride. In addition, this course emphasizes the fre- NCAA approved course quent use of higher order thinking skills in its examination of the American system of government ELL United States History is the culminating course in and strives to cultivate in students a nuanced, ana- the social studies core course sequence. It offers stu- lytical mindset. Development of research skills and dents a thought-provoking survey of the nation’s history, of the four language domains (reading, writing, with opportunities in each unit to study in more depth speaking, and listening), in the context of the social the events, issues or other historical phenomena of spe- studies, will be emphasized. This course fulfills the cial significance in the American narrative. Students American Government graduation requirement for will make connections between events of the past and ELL students as well as the state mandated U.S. and their ongoing impact on the near-present, thus develop- Illinois Constitution tests. ing a context for their emerging sense of civic responsibility. This course emphasizes the frequent use of Rationale: ELL students will be receiving instruc- higher order thinking skills in its approach to studying tion of content that is comparable to mainstream history and strives to foster in students a nuanced, ana- students; however, the language of instruction will lytical mindset. Development of research skills and of be sheltered so that it is more accessible to students the four language domains (reading, writing, speaking who are still acquiring general and academic Eng- and listening), in the context of the social studies and in lish skills. preparation for college, will be emphasized. This course fulfills the United States History graduation re- #0127 Bilingual American Government quirement for ELL students. Grade 10 / 1 Semester – 1.0 credit Prerequisite: Students must be enrolled in the ELL Rationale: ELL students will be receiving instruction of program content that is comparable to mainstream students; how- NCAA approved course ever, the language of instruction will be sheltered so that it is more accessible to students who are still acquiring Bilingual American Government is the second general and academic English skills. course in the social studies core course sequence. It provides a blend of political science, government ELL/BILINGUAL MATH and civic curricular goals. In practical ways, students learn about the constitutional structure and #0315 Bilingual Math behavioral trends in the American political system. Full Year Course - 2.0 credits Areas of study include political ideology, the elec- Prerequisite: Placement by recommendation toral process, policymaking, constitutional interpretation and the analysis of current events. A special Bilingual Math is a mathematics course designed for focus is placed on fostering an individual sense of native Spanish speakers who have limited background civic duty and pride. In addition, this course empha- in formal educational settings. Topics include opera- sizes the frequent use of higher order thinking skills tions with whole numbers, fractions, decimals, and in its examination of the American system of gov- signed numbers. ernment and strives to cultivate in students a nuanced, analytical mindset. Instruction will be in Rationale: The curriculum provides necessary mathe- Spanish. Development of reading, writing, speak- matics background for these students. The language of ing, listening and research skills, in the context of instruction will be Spanish so that it is more accessible the social studies, will be emphasized. Successful to students who are still acquiring general and academic completion of this course fulfills the state mandated English skills. U.S. and Illinois Constitution tests. #0314 ELL Math Rationale: ELL students will be receiving instruction Full Year Course - 2.0 credits (repeatable) of content that is comparable to mainstream students; Prerequisite: Placement by recommendation however, the language of instruction will be Spanish so that it is more accessible to students who are still ELL Math is a mathematics course designed for nonna- acquiring general and academic English skills. tive speakers of English who have limited background in formal educational settings.

109 Rationale: The curriculum provides necessary mathe- graphs to explore patterns and relationships. Course matics background for these students and also builds topics include equivalent expressions, solving first their English competence in the kind of language they and second degree equations, operations with polyno- specifically need to succeed in mathematics classes. mials, factoring, properties of exponents and exponential growth, and systems of equations. There is an #0311 ELL Algebra A emphasis on enhancing students’ ability to communi- Full Year Course - 2.0 credits. cate mathematically. A TI-83/84 graphing calculator Prerequisite: Placement by recommendation is required.**

This is the first course in a two-year sequence that Rationale: Algebra AB begins the most typical path covers algebra. It is intended for students with limited of mathematics courses required for careers and col- English proficiency. Algebra A uses the tools of vari- lege admission. ELL Algebra AB helps students de- ables, symbols and graphs to explore patterns and velop the academic language proficiency necessary relationships. Course topics include integers, vari- for further coursework. ables and equivalent expressions, the solution of first degree linear equations and inequalities, ratios and #031B Bilingual Algebra (Spanish) proportionality, equations of lines, and data analysis. Full Year Course - 2.0 credits There is an emphasis on enhancing students’ ability to NCAA approved course communicate mathematically. A TI-83/84 graphing calculator is required.** Bilingual Algebra uses the tools of variables, symbols, and graphs to explore patterns and relationships. Rationale: The pace of Algebra A and Algebra B Course topics include equivalent expressions, solving provide an opportunity for students to build the alge- first and second degree equations, equations of lines, bra foundation necessary for success in advanced al- operations with polynomials, factoring, properties of gebra, college, and careers. ELL Algebra A helps exponents and exponential growth, and systems of students develop the academic language proficiency equations. A graphing calculator from the TI-83/84 necessary for further coursework. family is required.** Instruction and course materials will be provided in Spanish. #0316 ELL Algebra B Full Year Course - 2.0 credits. Rationale: This course begins the most typical path of Prerequisite: Placement by recommendation mathematics courses required for college admission This course is approved by NCAA for on-half year of and future careers. Having the course taught in Span- ish allows students to move forward with learning math. Completion of ELL Algebra A & B will be mathematics while their English skills develop. deemed as one year of math under NCAA guidelines.

#033B Bilingual Geometry (Spanish) This is the second course in a two-year sequence that Full Year Course - 2.0 credits covers algebra. It is intended for students with lim- NCAA approved course ited English proficiency. Algebra B topics include Prerequisite: Algebra solving second degree equations, operations with NCAA approved course polynomials, factoring, properties of exponents and exponential growth, and systems of equations. A By studying geometry students learn to see relation- graphing calculator from the TI-83/84 family is re- ships and patterns in the world around them and to use quired.** proof to establish the validity of their observations. Course topics include points, lines, angles, parallel Rationale: The pace of Algebra A and Algebra B lines, congruence, polygons, triangles, circles, three- provide an opportunity for students to build the alge- dimensional solids, areas and volume, similarity, and bra foundation necessary for success in advanced right triangle trigonometry. Transformations, coordi- algebra, college, and careers. ELL Algebra A helps nate geometry, and the Geometer’s Sketchpad are students develop the academic language proficiency tools that will be used in investigating figures. Empha- necessary for further coursework. sis is placed on applications of geometry and developing the ideas of justification and proof. A graphing #0313 ELL Algebra AB calculator from the TI-83/84 family is required.** Full Year Course - 2.0 credits Prerequisite: Placement by recommendation Rationale: This course continues the most typical path Algebra AB uses the tools of variables, symbols and of mathematics courses required for college admission

110 and future careers. Having the course taught in Span- Rationale: This course is designed for freshmen whose ish allows students to move forward with learning home language is Spanish. The Next Generation Sci- mathematics while their English skills develop. ence Standards (NGSS) will be used to guide the development of the course and objectives. #035B Bilingual Advanced Algebra/Trig (Spanish) Full Year Course - 2.0 credits #023L ELL Key Ideas in Biology Prerequisite: Geometry Full Year Life Science Course - 2.0 credits NCAA approved course Prerequisite: Placement by recommendation NCAA approved course This course extends the study of algebra begun in Bi- Students investigate living organisms, cellular activi- lingual Algebra. Familiar topics such as equations, ties, biological evolution, genetics and ecology. A exponents, graphs, systems of equations and polyno- large portion of class time is devoted to hands-on mials are studied in more depth. New concepts include work and student activities. Animal dissections may variation, sequences, matrices, transformations of be integrated into the laboratory component. functions and graphs, exponential and logarithmic functions, trigonometry, and quadratic functions. The Rationale: This can be a first or second high school trigonometry of right triangles is extended to general science course and satisfies the graduation require- triangles and the unit circle. Throughout this course ment for a life science course. ELL Key Ideas in there is a strong emphasis on applications of mathe- Biology helps students develop the academic lan- matics. A graphing calculator from the TI-83/84 fam- guage proficiency necessary for further coursework. ily is required.** #025L ELL Key Ideas in Chemistry Rationale: This course allows students to continue on Full Year Physical Science Course - 2.0 credits the most typical path of mathematics courses required Prerequisite: Placement by recommendation for college admission and future careers. Having the NCAA approved course course taught in Spanish allows students to move forward with learning mathematics while their English Connections are made between what can be observed skills develop. in the world around us, and how that relates to the world of atoms and molecules, which we can't see. Students examine the structure of matter and the ELL/BILINGUAL SCIENCE changes it undergoes. Careful attention is given to helping students understand the symbols that repre- #0232 Bilingual Biology sent these things in formulas, calculations, and structural drawings. Full Year Physical Science Course - 2.0 credits Prerequisite: Placement by recommendation Rationale: This can be a first or second high school NCAA approved course science course and satisfies the graduation requirement for a physical science course. ELL Key Ideas Biology is the study of living things. In this lab-based in Chemistry helps students develop the academic course students examine the concepts of cells, hered- language proficiency necessary for further course- ity, evolution, the interdependence of organisms, or- work. ganization within and among living things and the behavior of organisms. Students develop an understanding of what can be observed in the natural world and through scientific experimentation. Animal dissection may be integrated into the laboratory component. Rationale: This course is part of the general sequence that prepares students for college. Instruction and course materials will be provided in Spanish.

111 York Extracurricular Programs

Extracurricular programs are an integral part of the educational experience and play an important role in the growth and development of young men and women. York High School offers a variety of extracurricular opportunities which enhance the social, emotional, physical, and intellectual experience of all students.

Philosophy Statement

Extracurricular programs at York will: -Demand excellence from students and staff -Instill self discipline, respect, responsibility, and a positive work ethic -Promote healthy living, good sportsmanship, teamwork, and leadership -Foster school spirit, parent and community involvement, and an appreciation of service to others -Develop, within the IHSA extracurricular programs, the attitude and foundational skills necessary to be competitive at the lower levels and highly successful at the varsity level

Involvement in athletics and activities encourages and builds the student’s self-confidence and esteem, develops leadership, group interaction skills and fosters a sense of accomplishment.

York High School is a member of the West Suburban Conference which consists of 14 schools in the western suburbs. There are two divisions in the conference. York is in the Silver Division. Other schools in this division include: Downers Grove North, Glenbard West, Hinsdale Central, Lyons Township, Oak Park-River Forest and Proviso West.

York Athletic Program

Students at York can compete in 29 different sports on multiple levels for each sport. Through the years, York teams have achieved more than their share of conference and tournament championships. Individuals have also set numerous records and have won All-State and All-Conference honors.

GIRLS’ SPORTS BOYS’ SPORTS

FALL FALL Cross Country Cheerleading Football Cross Country Golf Golf Soccer Poms Swimming Tennis WINTER Basketball Volleyball

Special Olympics Basketball WINTER Swimming Basketball Wrestling Special Olympics Basketball SPRING Bowling Gymnastics Baseball

Gymnastics

Lacrosse SPRING Badminton Tennis Track & Field Lacrosse Soccer Volleyball Softball Water Polo Track & Field

112 Fall Sports

BOYS’ CROSS COUNTRY POMS Boys cross country begins on August 12, and runs The poms squad is a combination dance and pom through the State meet on November 7. Cross country team that performs at pep rallies and during halftime is a no-cut sport that carries about 200 athletes of all at varsity football and basketball games. The squad experience levels. Boy cross country has varsity, jun- promotes school spirit and competes in the IHSA ior varsity, sophomore and freshman levels. state competitions.

GIRLS’ CROSS COUNTRY BOYS’ SOCCER Girls cross country begins on August 12, and runs Boys soccer begins approximately the second week through the State meet on November 7. We offer of August, and concludes with the state tournament in varsity, junior varsity, sophomore and freshman lev- early November. The soccer program consists of els. four levels: Varsity, Junior Varsity, Sophomore and Freshmen. Freshmen, sophomores and junior varsity CHEERLEADING members practice and play at Berens Park. The var- The cheerleading squad performs at all home and sity team practices and plays at York High School. away football and boys basketball games in addition to girls home basketball games. Extra activities in- GIRLS’ SWIMMING clude pep rallies, competitions, summer camps and Girls swimming and diving is a no-cut sport that be- fundraisers. Cheerleading is a coed sport. gins on August 12, and runs through the State meet in

FOOTBALL late November. Girls swim offers varsity, junior var- Football is a no-cut sport which begins on August sity and sophomore levels. 10th, and runs through November. Our football program consists of the following levels: Freshman, GIRLS’ TENNIS A & B Sophomore, Junior Varsity and Varsity. All Girls tennis is a no-cut sport that begins on August players should have their own spikes and girdle (with 12, and runs through the end of October. Our 12 built-in hip and rear pads). home courts are located at Berens Park. We compete

BOYS’ GOLF at three levels: Varsity, Junior Varsity I and Junior Boys golf begins with tryouts from August 12-14, Varsity II. and concludes with the state tournament in October. There is a freshman/sophomore team and a varsity GIRLS’ VOLLEYBALL team, each with nine golfers. Girls volleyball tryouts are held August 12-14, and the season runs through early November. York vol- GIRLS’ GOLF leyball is organized in four levels: Freshman A, Girls golf starts with tryouts from August 12-14, and Freshman B, Sophomore and Varsity. ends with the state tournament in October. There is a Varsity team and a JV team. The combination of both teams consists of 18 players.

113 Winter Sports

BOYS’ BASKETBALL GIRLS’ BOWLING Tryouts for the boys’ basketball team are held during The girls bowling season runs from the first week of the second week of November and runs until the November through early February. The team is no-cut beginning of March. There are five levels of instruc- and offers a varsity and junior varsity team. tion: Freshmen A & B, Sophomore, Junior Varsity, and Varsity. GIRLS’ GYMNASTICS Girls gymnastics combines athletic ability with the GIRLS’ BASKETBALL aesthetics of dance. Tryouts begins in early Try-outs begin on November 2, and the season ex- November and the season ends in late February. tends through early March. Girls basketball consists of five levels: Varsity, Junior Varsity, Sophomore, BOYS’ SWIMMING AND DIVING and Freshman A & B. Boys swimming and diving teams are no-cut and offer opportunities for athletes from the novice to the elite. The season begins in mid-November and goes SPECIAL OLYMPICS BASKETBALL through February. Students who receive Special Education services at York High School are eligible to participate on the WRESTLING York Special Olympics Basketball team. The newest Wrestling is a no-cut sport that carries more than 100 sports program at York, Special Olympics Basketball wrestlers on the varsity, JV1, JV2, and freshman lev- offers students with disabilities the opportunity to els. The season begins on November 9, and runs compete against other schools and organizations in through February. the West Suburban Conference and members of Spe- cial Olympics District Five. Athletes are coached and supported by staff members and peer volunteers over the course of the season, which includes a regional tournament and the opportunity to qualify for the State Tournament, which is held at Illinois State University in Normal, Illinois each Spring.

114 Spring Sports

GIRLS’ BADMINTON BOYS TENNIS Badminton tryouts will be held from February Boys tennis is a non-cut sport that begins on Feb- 29—March 2. Badminton competes at three levels: ruary 29, and runs through May. The tennis pro- Freshman, Junior Varsity and Varsity. gram competes at three levels: Varsity, Junior Varsity I and Junior Varsity II. Our 12 home BOYS’ BASEBALL courts are located at Berens Park Boys baseball tryouts run from late February through early March and the season will end in BOYS’ TRACK early June. Boys baseball offers four levels of The indoor track season begins in mid-January, competition: Varsity, Sophomore, Freshman A which is followed by the outdoor season, which and Freshman B. ends at the end of May. Boys track carries over 170 athletes, with a no-cut policy. The team com- BOYS’ GYMNASTICS petes at four levels: Varsity, Junior Varsity, The boys gymnastics team has three levels: Fresh- Sophomore and Freshman. man, Junior Varsity, and Varsity. Gymnastics is a no-cut sport. Gymnastics season begins on Febru- GIRLS’ TRACK ary 15, and runs through the end of May. Girls track and field is a no-cut sport that begins with an indoor season in mid-January and BOYS’ LACROSSE continues through outdoor season, which ends in The boys lacrosse program consists of three levels: mid-May. We routinely carry close to 100 partici- Varsity, Junior Varsity and Freshman, with each pants on our roster. Please bring running shoes, level carrying 30-35 boys. The lacrosse season tee shirts, and shorts to the first day of practice. begins in early March and runs through the month of May. Home games are played at both Berens BOYS’ VOLLEYBALL Park and the York High School Stadium. La- The boys volleyball season begins in early March crosse is a no-cut sport. with tryouts from March 7 to March 9. The season ends in early June. Volleyball is organized in four GIRLS’ LACROSSE levels: Freshman A, Freshman B, Junior Varsity The girls lacrosse season begins in early March and Varsity. and runs through the month of May. The girls lacrosse program consists of three levels: Varsity, BOYS’ WATER POLO Junior Varsity and Freshman with each level car- Boys water polo tryouts will run from February 29 rying 20-25 girls. Lacrosse is a no-cut sport. -March 2, and the season runs through most of May. There is no experience necessary when GIRLS’ SOCCER coming out for water polo. There are two levels of Girls soccer tryouts run from February 29—March water polo at York: Varsity and Frosh-Soph. 2, and the season concludes in late May. Girls soccer consists of four levels: Varsity, Junior Var- GIRLS’ WATER POLO sity, Sophomore and Freshman. Girls water polo tryouts will run from Februrary 29—March 2, and the season runs through the end GIRLS’ SOFTBALL of May. There is no experience necessary when The girls softball season begins in early March and coming out for water polo. We have two levels of ends in early June, playing up to 35 games. The girls water polo at York: Varsity and Junior Var- softball program consists of three levels: Varsity, sity. Junior Varsity, and Freshman, with each level carrying 12-14 girls. Game fields are located at Bryan Middle School.

115

IHSA Eligibility

The Illinois High School Athletic Association (IHSA) has rules and regulations regarding eligibility. Students who participate in athletics and other IHSA activities in high school should be aware of the eligibility requirements. Additional information is available in the York Duke Handbook and the Handbook/Calendar for Stu- dents and Parents.

NCAA Eligibility

The NCAA has academic eligibility and core course requirements to qualify for regular season athletic competition and practice at Division I and Division II schools. The initial eligibility standards are found in the “NCAA Guide for the College-Bound Student Athlete” which is available online.

Students who might participate in intercollegiate sports at the Division I or II level must be certain the courses taken in high school meet the eligibility requirements of the NCAA. All courses listed by NCAA as accepted for eligibility purposes are identified in the course selection book. Prospective student athletes should also visit the NCAA web site at www.eligibilitycenter.org to review the requirements.

Student athletes entering an NCAA college or university at the Division I or II levels will need to satisfy the following academic requirements: 1. Graduate from high school 2. Meet the NCAA Core GPA/Test Score (SAT/ACT) Requirements 3. Pass 16 approved core courses as listed below:  4 years of English  3 years of mathematics (Algebra 1 or higher)  2 years of natural/physical science (including 1 year of laboratory science)  2 years of social science  1 year of additional English, mathematics or natural/physical science  4 years of additional courses from English, mathematics, science, social science or world languages

The NCAA approved York High School courses that satisfy these eligibility requirements are marked in the course offerings book. You can also visit the NCAA website at www.eligibilitycenter.org

Note: When an athlete meets NCAA Eligibility Requirements, it does not necessarily mean they also meet an individual college’s admission requirements. To learn more about college requirements, use Naviance or check each college’s website.

116 York Clubs/Organizations

AMATUER MUSICIANS CLUB The Amateur Musicians Club offers a relaxed, supportive environment for students who want to play music, learn AUTO CLUB cover songs, and work on writing original material. One The Auto Club is an organization for York High School of AMC’s goals is to provide opportunities for young students. Enrollment in an automotive course is a pre- musicians to get experience performing live. The Ama- requisite for joining the club. Students may pursue their teur Musicians perform regularly in the York Commons interests in automotive manufacturing and explore other and at off-campus venues like Fitz’s Spare Keys several fields found in the energy and transportation areas. Stu- times throughout the school year. AMC welcomes any dents develop skills that are applied in the process of and all students to play music with us. building an actual club-sponsored street rod.

AMBASSADORS BASS FISHING CLUB York Ambassadors are committed to helping all students The Bass Fishing Club is composed of a group of stu- feel comfortable at York. The York Ambassadors crea- dents that fish on the weekends both on land and on tively look for new ways to work with and encourage the boats during the spring and fall. The club meets at least student body throughout the year. This includes helping twice a month and students will be involved in fishing transfer students adjust to York by showing them around activities including workshops, seminars, tournaments, the school, being available to answer their questions and etc. The top anglers can fish in tournament invites and planning activities for ambassadors and transfer stu- compete in IHSA tournaments. dents. Ambassadors also lead peer mediations when requested by a student, parent, staff member or dean. BIBLE STUDY York Ambassadors meet monthly and all sophomores, The York Dukes Student Bible Study offers students of juniors and seniors who like to help other students are all religious backgrounds the opportunity to come to- eligible. gether once a week to study the Bible and pray together. It is student led and open to all students to join at any AMNESTY INTERNATIONAL time. Students also decide on ways to build connections Amnesty International defends human rights and pro- within the York and community populations through tects lives around the world. You will be joining more information and activities. than 1.8 million people around the world to free prisoners of conscience, abolish the death penalty, stop vio- BLACK STUDENT LEADERS lence against women and ensure that every person en- Open to all students interested in learning more about joys full human rights. Our many activities include writ- black culture and history. This group also works to pro- ing letters, holding educational forums and sponsoring mote leadership opportunities throughout the building. benefit concerts. Members meet regularly with the school administration to represent the perspective of York students in the for- AS.IS mulation of important policies. AS.IS stands for Accepting Sexual Orientation in School. It is a gay-straight alliance in which students BOOK CLUB and faculty can discuss ways of respecting differences in Book Club is for students who like to read and/or socialize school. The primary goals of AS.IS are to: reduce ho- with peers to discuss a book or join in other social activi- mophobic behavior, combat bigotry and build tolerance ties. and respect among the York Community. BRITISH CULTURAL CLUB (BCC) AUTISM SOCIETY The British Cultural Club allows students to learn about The York Chapter is the first high school affiliate of the life in Britain, both in history and today. We study and Autism Society of Illinois. The club serves to raise take part in many British traditions such as reading Brit- awareness about autism, educate the student population ish literature and using common British phrases. The and fundraise for the Autism Society of Illinois. This club is open to all York students and prior British club gives students the opportunity to work in tandem knowledge is not necessary. The club meets weekly with a growing national movement and to benefit a wor- before school. thy and relevant cause. Activities include guest speakers, informational presentations about autism, and com- CHALLENGE DAY CLUB ing up with ways to benefit the autism movement both Challenge Day is a group of students and staff who are locally and on a larger scale. committed to promoting tolerance and acceptance of all

117 students at York. Challenge Day members develop and state and national competition in marketing role plays, run programs to reach this goal including Challenge product knowledge tests and economics tests. The goal Day Tuesdays and school-wide initiatives. Challenge of the York DECA Club is to help students develop Day meets twice a month and is open to all interested skills and competence for marketing careers, build self- students. esteem, experience leadership activities and practice community service. The York DECA chapter is affili- CHESS CLUB ated with Illinois DECA which has over 2000 members Chess Club is for chess players at all levels. Some representing over 60 high schools across the state. members are just learning, while others have played most of their lives. The top eight players compete in DRAMA CLUB matches against nine other teams in the West Suburban Students have an extensive opportunity to participate in Conference. Chess Club meets every Tuesday and theater. All students, from actors, to tech students, to Thursday after school from September to February. those who simply have interest in theatre, are welcome to join the Drama Club. Students in the Drama Club CHINESE CLUB work behind the scenes to support all York productions in set building, lighting, costumes and makeup. Mem- The Chinese Club welcomes students who are interested bers take trips to see professional productions and have in learning more about Chinese history, culture and lan- the opportunity to work with professional actors from guage to join us. Activities include a Ping-Pong Tourna- Chicago and New York. Students are invited to audition ment, Kung-Fu Fan Dance and participation in the Inter- or work on all stage productions, as well as Perform- national Festival in the spring. All students are welcome ance in the Round, Group Interpretation and the Sum- to join, even if they are not currently enrolled in Chinese mer Theatre Conservatory 1 and 2. Students may ac- classes. crue Thespian points and become part of the Interna- tional Thespian Association as well. CIRCLE OF FRIENDS The Circle of Friends is dedicated to increasing the cir- DUMBLEDORE’S ARMY (HARRY POTTER cle of friendships at York. Students from all back- CLUB) grounds and abilities meet twice monthly—once to plan This club allows students to discover and enjoy the and once to execute our events. In addition to “fun” magical world of Harry Potter. On arrival at Hogwart’s outings and parties, we hold regular fundraisers and School of Witchcraft and Wizardry, students will be work on service projects. The democratic way the circle sorted into houses and begin the term with a feast in the operates allows anyone to take a leadership role. Great Hall. Students will brush up on their Quidditch skills and be ready to play come spring. They will visit COLOR GUARD Ollivander’s and make a wand. Color Guard offers students the chance to be involved in the Dukes Marching Band in a capacity other than play- ECO CLUB ing an instrument. In Guard, students have the opportu- ECO is the club that works hard for the environment and nity to explore dance, movement with equipment (flags, plays hard in the environment. The club’s primary mis- etc.), and musical interpretation, as well as the marching sion is service to the environment and promoting envi- basics and field performance experiences that go along ronmental stewardship throughout the school and com- with being a part of the marching band. In order to en- munity. Outdoor experiences include canoeing, camp- roll in Color Guard, students must enroll in Marching ing, biking, backpacking, kayaking, high ropes course, Band as a class. In addition to the 1.5 period commit- creek clean-ups, prairie restoration, recycling and rock ment during the school day, Color Guard meets to re- climbing. ECO is open to all and it is never too late to hearse one evening per week, during marching band join. rehearsal times in summer and on weekends. They also perform at concerts and football games. Color Guard is ECONOMICS CLUB a fun and exciting way for students to combine a high- The Economics Club is open to any student who is interest club with their academic school day. enrolled in or has taken an economics course (Economics, AP Microeconomics or AP Macroeco- DECA CLUB nomics). Students compete on teams in the Illinois DECA is a student-centered organization whose pro- Stock Market Game as well as prepare and compete at gram of leadership and personal development is de- the Federal Reserve Challenge at the Chicago Federal signed specifically for students enrolled in marketing Reserve Bank. The club brings in speakers that work education classes. DECA students compete in regional, or have worked in the field of economics through in-

118 vestments, research or business. Members also dis- F.F.I.T.T. cuss current events, watch movies and documentaries F.I.T.T Club discuss yummy, healthy recipes and future dealing with economic issues, and look for service workout plans. These Fitness Fanatics in Training also and field trip opportunities to further understanding of get involved with the community by going to some to the the global economy. local fitness studios in town and are creating training programs to run a current 5k. EMPOWER Empower is an organization which promotes aware- FRENCH CLUB—LeCercle Francais ness of women’s issues. Open to both boys and girls, The French Club promotes interest in furthering explo- the group’s goals are to educate its members and the ration of French culture. Members have the opportu- school community on the issue of women’s rights, nity to participate in French cultural activities to gain a celebrate women’s accomplishments and provide sup- better understanding of the French and francophone port for women’s causes. countries. Through a variety of stimulating activities such as food-tasting, cinema, geography study and Family, Career & Community Leaders of America French holiday parties students are exposed to differ- (FCCLA) ent aspects of French customs. FCCLA is the national leadership organization for students enrolled in Family and Consumer Sciences FUTURE DIPLOMATS OF AMERICA (FDA) classes. Any student presently or previously enrolled Future Diplomats of America (FDA) is open to all in an FCS course may participate. Members partici- students who are interested in learning about interna- pate in meetings, competitions, leadership confer- tional relations and diplomacy. FDA members meet ences, sectional, state and national meetings. York once a week to discuss current events, complete pro- offers chapter activities in culinary arts, child develop- jects and plan educational activities. Additionally, ment and fashion and interior design. Student leaders members of FDA seek opportunities to learn from the plan community service projects and meeting activi- many international venues in the Chicagoland area, ties for the club. Members develop leadership skills from universities to the Chicago Council on Global and learn about the many career opportunities avail- Affairs. able in Family and Consumer Science fields. Scholar- ships are available for active FCCLA members. GAMERS’ GUILD The Gamers’ Guild offers students the opportunity to FILM CLUB play and enjoy games with new and old friends. Origi- Students watch films that they might not ordinarily nally started by students who wanted to experience the view. Students are then given the opportunity to dis- fantasy role-playing game, Dungeons & Dragons®, cuss and debate the issues presented in the film. Stu- the club has expanded to include other games. Games dents will sharpen their ability to formulate a thesis may include only two participants or over a dozen and and defend their position with valid evidence. may begin and end in one meeting or continue for several meetings. The object is to have fun in a FINE ARTS friendly environment. Fine Arts Week is a week in March dedicated to providing York students with the opportunity to hear stu- Garden Club: dent, collegiate, and professional groups from the Chi- The YCHS Garden Club is designing and building cagoland area. The mission of Fine Arts Week is to York's newest learning space, a place for growing expose students to the many different forms of artistic beautiful and nourishing plants while learning impor- expression. The week includes a student Talent Show, tant curricular skills. Come help us "root" performances by nearby colleges (Elmhurst College, the garden into York's great tradition of learning! COD), and performances from several of the performing arts groups at York (Jazz Band, Speech Team, GROUP INTERPRETATION Group Interpretation). The events of the week are Group Interpretation is an IHSA sanctioned competi- largely planned, organized, and directed by York stu- tion whereby students perform an interpretation of a dents. Fine Arts Week allows students the chance to literary work within a 30 minute period of time with- gain real-life experience with skills related to careers out the use of props, costumes, special lighting or any- in the arts. thing else that would normally be used in a theatrical production. Group Interpretation auditions are held in November, and the club meets through the competition date in mid-March.

119 HISPANOS UNIDOS KEY CLUB This club is for Latino males at York High School and Key Club is the oldest and largest service organization aims to build a strong, positive community of Latinos for high school students in the world. It is a student led that support each other in all aspects of the high school organization that teaches leadership through serving experience. others. As a member, you will have the opportunity to design and lead community service and fundraising INDO-PAK CLUB projects in Elmhurst. The Key Club works closely with Indo-Pak Club is a great way for students from all walks Kiwanis to provide service for Special Kids Day, Soles of life to come together and learn Indian and Pakistani For Africa Shoe Drive, DuPage Senior Citizens’ Coun- traditions, practices and culture. cil and Autism Speaks.

INTERACT LATINA DREAMERS Interact is a unique club that exists in other schools and Latina Dreamers is open to all Latina students at York. has a national following. Interact has close ties with It provides Latinas an opportunity to get to become Rotary International which helps sponsor the club. In- friends, support one another and work towards devel- teract offers students the experience of service to the oping goals for the future. Time is committed to col- world and a friendly organization to those who desire to lege planning, exploring options for higher education make the world a better place. Activities for Interact and promoting Latin culture. may include: donating relief supplies to victims of national disasters, organizing fundraisers and being a stu- LAW TEAM dent resource for Rotary exchange students. Interact Law Team competes in interscholastic mock trial com- will have leadership positions available in the form of a petitions. Students serve as attorneys and witnesses board of directors, committee heads and individual pro- arguing before judges and trial lawyers. It is an in- ject leaders. It will also be a great place to meet new tense, competitive, academic environment testing stu- friends and have a fun time. dents’ knowledge of the law, trial procedure, speaking ability and critical thinking skills. An essential aspect INTERNATIONAL CLUB of Law Team is camaraderie and teamwork. Success The International Club is for all York students who are in a mock trial is truly a reflection of the collective sum interested in learning about the different cultures of the of individual parts. The speaking, analytical presenta- world. Activities include culture nights, adopt a family, tion and team building skills students develop through movies, guest speakers, presentations about different participation in Law Team are invaluable. Past compe- countries and participation in the International Festival titions have attracted top York students who have gone in the spring. on to compete in mock trial at the college level. Spe- cial awards are given to the top performers. Many past INTRAMURAL SPORTS participants have pursued careers of law, medicine,

Intramural athletics provides an opportunity for all stu- international business and other leadership oriented dents to participate in supervised athletic activities with- careers. The skills developed are utilized in many as- out having to join a team. Almost all of the intramural pects of everyday life, and the experience is one stu- sports meet immediately after school. Activities offered dents remember for the rest of their lives. throughout the school year include: table tennis, fitness and conditioning in the fitness center, basketball, bowl- MATH TEAM ing, ultimate frisbee, snow skiing, kayaking and yoga. The Math Team is composed of students with interest in and enthusiasm for mathematics. Students partici- ITALIAN CLUB pate in contests on a local, state and national level, The Italian Club is for students who are interested in such as the North Suburban Math League, the Illinois learning more about the Italian culture and language. Ac- Math League and the American Mathematics Competi- tivities include food preparation, games-such as Bocce, tion. Practices and some individual contests are held holiday crafts and learning the “Tarantella.” All students once each week before school. Eight major team con- are welcome to join, even if not enrolled in an Italian tests occur after school or on weekends. class. MILITARY HISTORY CLUB JAPANESE CULTURE AND ANIMATION CLUB The Military History Club provides students with the Japanese Culture and Animation Club is designed to opportunity to pursue their interests in military history help students discover and explore Japanese Culture outside the classroom. The club explores the many through an artistic medium. Students will explore Japa- facets of current armed conflicts as well as those of the nese culture by examining different techniques of past including the cultural, political and technological Anime as well as Asian cartooning. consequences of war. Meeting activities vary and in-

120 clude guest speakers, film screenings and service vice. National Honor Society provides students with activities that benefit veterans. an opportunity to further develop their leadership skills and provide service to York and the community MIRRORS at large. The main objective of Mirrors is to produce York’s only literary magazine. Mirrors is composed of stu- NATIONAL TECHNICAL HONOR SOCIETY dent-generated poetry, prose, art and photography. NTHS is the acknowledged leader in the recognition The magazine comes out once a year and is produced of outstanding student achievement in career and by this club that meets once a week after school. technical education. Students can join this honor soci- Club members help in all phases of the magazines’ ety by achieving high academic achievement in CTE production, from advertising and encouraging stu- classes, exhibiting personal excellence, taking the dents to submit their writing or artwork, to the final required number of CTE credits and participating in phase of constructing the layout of the magazine it- Career & Technical Education Organizations. Partici- self. Mirrors members also organize several Java pation in this society will help the student find suc- Lives, open mic nights, held at York in the Com- cess in today’s highly competitive workplace. mons. Java Live provides musicians, poets and other entertainers a chance to showcase their talent in a POWER CLUB friendly, coffeehouse-style setting. Any York student can be a member of Power Club and will be provided an opportunity to be part of a MODEL UNITED NATIONS TEAM club that focuses on power lifting techniques. Power Model United Nations is a student-centered club lifts include hang clean, squat and bench press. which seeks to promote international awareness and Members will have an overall understanding of cooperation. York delegates seek to develop and proper power lifting techniques to prevent injuries utilize skills in the areas of research, writing, debate, and will have a sufficient number of dates in atten- negotiation and diplomacy. The club members strive dance before testing to achieve elite status. to hone these skills through preparation for and preparation in Model UN conferences. These events POSITIVE ROLE MODELS INSPIRING involve the simulation of actual UN processes and DIRECTION TO EXCELLENCE (PRIDE) deliberations toward the peaceful resolution of major Students united by a cause, pledge to take a stand international issues and conflicts. Model United Na- against the use of alcohol, drugs and violence. tions generally holds two meetings per week, one for PRIDE offers alternatives to drinking. There are bi- Executive Committee members only, and another for monthly meetings, monthly activities and the group the entire club membership. is open to all students. We understand that everyone is not perfect. We realize that we are not better than MURAL CLUB anyone else. We are just stepping out of the box and Painting murals develops a sense of community and choosing to take a stand. will beautify the school environment. Mural Club students will learn how to paint on a large scale, PSYCHOLOGY CLUB work with peers to develop concepts and complete Psychology Club is for any student interested in projects from start to finish. Mural Club meets every psychology or expanding their knowledge on the week in Room A143. When we are working on a subject. larger project, we will meet more often during the week. RAISING AWARENESS IN YOUTH IN OUR SOCIETY (RAYS) MY SISTER’S KEEPER RAYS provides students with the opportunity to raise My Sister’s Keeper is a network for students to promote awareness in our community about issues and prob- self-awareness and self-improvement. lems facing the world around us. Students work together to create events and activities designed to help NATIONAL HONOR SOCIETY (NHS) people learn about these issues and take action in Any junior student with a GPA of 3.5 or above after response to them. Students develop leadership skills the second semester of his/her sophomore year is as well as enhance their abilities to research and pre- eligible to apply for National Honor Society member- sent their findings. RAYS is open to all students. ship. Students are then invited to join to NHS if they also show evidence of leadership, character and ser-

121 RECORD CLUB students in all walks of life. Meetings are once a Record Club provides a place for students who love week during competition (November-February) and music to listen to albums, share songs with each other, individual coaching is received. Students compete in and discuss what music everyone should be listening tournaments held on Saturdays throughout the sea- to. Record Club is a great way to find out about new son. music you might like and meet people who have similar interests. All students are welcome to join at any STEM CLUB time during the year. STEM Club is for students interested in science, technology, engineering, and/or mathematics. These SCHOLASTIC BOWL fields offer some of the fastest growing and highest Scholastic Bowl is a competitive activity for students paid careers in America. This club provides students who excel academically. It is an opportunity for stu- with an opportunity to explore STEM topics and ca- dents to compete against other schools in fast paced reers through individual and group research projects, matches by answering questions both individually as well as by connecting with current professionals in and as a team in such areas as literature, math, sci- these fields. ence, history, art, music, geography, government and sports. STUDENT COUNCIL Student Council is chiefly responsible for many of SCIENCE OLYMPIAD the social and community service activities at York. In Science Olympiad, students from all levels work on Student Council organizes the activities of Home- teams to investigate a variety of topics. They meet coming Week, including the Pep Rally and the weekly in order to explore topics, build devices, try Homecoming Dance. Other activities include the experiments, and prepare for competitions. Each year Turnabout Dance, Prom and Teacher Appreciation there is a wide variety of events, covering such topics Week. Student Council also supports many charities as helicopters, forensics, forestry, robotics and epide- and serves the community through its Canned Food miology. Drive, Toys-for-Tots, Winter Clothing Drive, the LifeSource Blood Drive and the Student/Faculty SKILLS/USA Game, proceeds from which benefit a different local SkillsUSA is the national organization for trade, in- charity each year. Members of Student Council meet dustrial and technical occupations. Members who regularly with the school administration to represent join SkillsUSA take part in civic, educational, profes- the perspective of York students in the formulation of sional and social activities that develop their social important policies. All four classes are represented and leadership abilities. SkillsUSA programs empha- on Student Council, and its members are selected size respect for the dignity of work, as well as, high annually. Class presidents are also members of the standards in trade ethics, workmanship, scholarship Council automatically, and they are elected by their and safety. Students also compete in state and na- respective classes. tional competitions. THESPIAN SOCIETY SPANISH CLUB The Thespian Society is a branch of the Drama Club The Spanish Club is for students who are interested reserved for theater students who have proven a com- in learning more about the language and culture of mitment to York Drama. As students participate in Spanish-speaking countries. Activities such as cul- theatrical productions on stage and backstage, and as ture nights, craft presentations, food, movies and mu- they attend outside productions, they earn points to- sic provide an additional understanding of the His- ward membership in the International Thespian Soci- panic way of life. All students are welcome to join, ety. At the end of the year, students who have logged even if they are not enrolled in a Spanish class. 100 hours in York Drama are eligible for induction into the society. Thespian Society members are re- SPEECH TEAM sponsible for organizing drama events, managing Speech Team is an IHSA competitive activity con- backstage crews for the mainstage productions and sisting of students performing in events involving running drama meetings. public speaking, acting, reading and interpretation. Students can choose to compete in any of 14 events, ULTIMATE FRISBEE including Original Oratory, Impromptu Speaking and Ultimate Frisbee is a competitive sport that combines Humorous Duet Acting. Speech Team offers stu- elements of soccer and football but uses discs. We dents the opportunity to learn life skills in public welcome players of all levels. In the spring we will speaking, communication and eloquence that benefit be competing against other schools. However, we

122 practice two days a week all year round. Our season YORK-HI culminates at the end of May when we will be com- Be a part of the making of York’s newspaper. Stu- peting in the State tournament against 30 other dents must be enrolled in the course. See the English schools. Department’s course description on page 33 for details. VINTAGE CLUB A study of the progression of style through the gen- YORK MUSIC OUTREACH PROGRAM erations: fashion—clothing and jewelry; design— York Music Outreach members research and organize furniture, dishes collectables; food trends—classic service projects in the form of musical performances at diner and supper club. This is a collaborative club local nursing homes, hospitals, shelters and hospice including the Social Studies, English, and Family and organizations. Students promote the idea that musical Consumer Sciences departments. This club develops skills are tools to be used throughout a lifetime to en- an appreciation for generations and styles of the past, hance community and share beauty. recognizing that styles come back into fashion, but . may be “modernized.” YORK STUDENT ENRICHMENT TEAM (YSET) YSET is an organization where students join with par- Y’s TALES ents and staff to provide support for students experi- Be a part of the making of York’s yearbook. Stu- encing financial hardship so they can participate in dents must be enrolled in the course. See the English academics, activities and athletics. Department’s course description on page 32 for details. THE YORKETTES The Yorkettes is an auditioned dance ensemble that YOGA choreographs movement to accompany the pep band Yoga Club is a group of students who practice yoga during basketball games and spirit rallies. in a safe, supportive atmosphere. Participants practice poses while learning how yoga can be used to YOUNG POLITICIANS manage stress, improve the mind-body connection Young Politicians is a club devoted to student involve- and increase flexibility. Yoga Club meets once a ment in politics and provides a safe, fun, non-partisan week before school. place to talk about current events, politics and campaigns. Through guest speakers, field trips and discus- YORK DANCE COMPANY sions, students learn about politics in a hands-on way. York Dance Company is an audition based dance Students in 10th-12th grade may also participate in the company featuring a variety of dance styles. Mem- Youth and Government Student Assembly organized bers have the opportunity to learn student, faculty, through the IL YMCA. The Student Assembly is a and/or guest artist choreography to perform in formal mock government event where students write bills, and/or informal staged concerts. York Dance Com- lobby, debate and run for office at inter-school ses- pany is open to all grade levels, and auditions are sions. The culminating event is a weekend spent at the held once a year. You are making a year commitment Springfield Statehouse where participants interact in a to the company. Potential field trips to dance festivals supportive environment with students from all over the and/or dance concerts in the Chicagoland area may be state to get their bills passed and signed by the youth arranged, calendar permitting. governor. YDC offers selected high school students a unique opportunity to have a company experience in a professional-like setting. Under close guidance of one faculty artistic director, students have the opportunity to be involved in various aspects of producing a concert. Each member is expected to be a productive, reliable, considerate, and supportive individual who daily demonstrates responsibility to the whole.

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Recognized for Excellence by the United States Office Of Education

Cover Printed by York’s Production Printing Class Cover Designed by Kellyann Gallagher