Table of Contents GRADUATION REQUIREMENTS

Table Of Contents GRADUATION REQUIREMENTS ...... 2

SUMMER SCHOOL ...... 4

SCHEDULE CHANGE PROCEDURE ...... 4

BOARD POLICIES REGARDING COURSE SELECTIONS ...... 5

GRADE POINT AVERAGES (GPA) ...... 6

CLASS RANK ...... 8

ATHLETIC ELIGIBILITY ...... 8

SPECIAL OPPORTUNITIES ...... 9

OVERVIEW OF SCHEDULING AND COURSE REGISTRATION PROCESS ...... 11

RECOMMENDATIONS AND COURSE LEVEL PLACEMENT ...... 11

A SCHOOL DAY ...... 12

DUAL CREDIT ...... 14

TRANSFER GENERAL EDUCATION CORE...... 17

DIPLOMA/GRADUATION REQUIREMENT CHARTS ...... 18

SENIOR EXPERIENCE...... 80

COURSE DESCRIPTIONS 2017-2018

• ANTHIS CAREER CENTER ...... 75

• BUSINESS, MARKETING AND INFORMATION TECHNOLOGY ...... 19

• ENGINEERING AND TECHNOLOGY EDUCATION ...... 25

• ENGLISH ...... 28

• FAMILY AND CONSUMER SCIENCES ...... 35

• HEALTH AND PHYSICAL EDUCATION ...... 38

• MATHEMATICS ...... 41

• PERFORMING ARTS ...... 46

• SCIENCE ...... 52

• SOCIAL STUDIES ...... 58

• SPECIAL PROGRAMS ...... 74

• VISUAL ARTS ...... 62

• WORLD LANGUAGES ...... 68 1 GRADUATION REQUIREMENTS

Graduation Participation Policy: Students must meet all graduation requirements for graduation in order to participate in commencement exercises.

Graduation Qualifying Exam: All students in the graduating class of 2018 in the state of Indiana must take and pass their General Qualifying Exams (End of Course Assessments for Algebra 1 and English 10): Algebra I and English 10 End-of-Course Assessments (ECAs) to be granted a diploma. Students have opportunities to retake the tests each semester. If by the end of their senior year students have not passed required exams, a waiver process is available. If a student does not pass the English 10 and/or Algebra ECA, the student will participate in remediation offerings to prepare for the next ECA testing opportunity. Remediation is required for a GQE waiver.

All students in the class of 2019 and beyond must take and pass the Grade 10 ISTEP+: English/Language Arts and Mathe- matics in their sophomore year to be granted a diploma. Students have opportunities to retake the tests each semester. If by the end of their senior year students have not passed required exams, a waiver process is available. If a student does not pass the Grade 10 ISTEP+: English/Language Arts and Mathematics, the student will participate in remediation offerings to prepare for the next ECA testing opportunity. Remediation is required for a GQE waiver.

Personal Financial Responsibility Instruction Requirement

Personal Financial Responsibility Instruction is required by Indiana Code 20-30-5-19. All students must participate in financial literacy education at least once by the end of 12th grade. Classes offered at Homestead to meet this requirement are as follows:

FC103 - Adult Roles and Responsibilities

B243- Personal Financial Responsibility

B113 - Preparing for College and Careers

Students will be afforded an opportunity to test out of the courses which determine Personal Financial Responsibility, during their freshman and sophomore year. Students will have access to test resources on Canvas and will be encouraged to study with their parents to prepare for this exam. The test-out option is completely optional. Students who do not pass or do not wish to sit for the exam must take one of the three courses listed above to earn credit and satisfy the Personal Financial Responsibility Instruction Requirement mandated by the state.

Quantitative Reasoning Courses Requirement

All students must be enrolled in a mathematics or quantitative reasoning course each year in high school. A quantitative reasoning course is a high school course that “advances a student’s ability to apply mathematics in real world situations and contexts and “deepens a student’s understanding of high school mathematics standards.” Courses that the Indiana Department of Education has designated as Quantitative Reasoning Courses are labeled as such in the course description guide and listed here:

Business Department: Accounting Business Math Computer Science I (PLTW-I) Computer Science II: Programming: (PLTW-II) Personal Finance Responsibilities

2 Engineering and Tech: Civil Engineering Digital Electronics Engineering Design and Development Principals of Engineering

Mathematics: AP Calculus AB/BC AP Stats Stats and Probability (Math)

Science: AP Biology Chemistry AP Chemistry AP Environmental Science Physics AP Physics C Integrated Chemistry-Physics

Social Studies: Economics AP Macroeconomics AP Microeconomics

Family Consumer Science: Advanced Life Science: Foods

Diploma Options

• Core 40 with Academic Honors: Refer to Diploma/Graduation Chart in this booklet for specific requirements.

• Core 40 with Technical Honors: Refer to Diploma/Graduation Chart in this booklet for specific requirements.

• Core 40 Diploma: This diploma is adequate preparation for admissions to many state colleges and the minimum expectation for graduation from Homestead High School. However, many state universities now require additional math, science, and foreign language for admission. Refer to Diploma/Graduation Chart in this booklet for specific requirements.

• General Diploma: This diploma is the minimum standard for graduation. Please see your counselor for specific -re quirements. Homestead High School students work toward a Core 40 Diploma or Core 40 Diploma with Academic Honors or Technical Honors. Any student wishing to earn a General Diploma must schedule a meeting with his/her counselor and parent(s) or guardian(s) in order to receive an exemption from earning the Core 40 Diploma.

• Certificate of Course Completion: Students who meet the course requirements for a Standard Diploma, but are unable to fulfill the GQE requirements will be awarded a Certificate of Course Completion. Such students may participate in graduation activities.

• Certificate of Completion: Special Education students, who have fulfilled the requirements of their IEP, but are unable to achieve the GQE and/or course requirements for a Standard Diploma will be awarded a Certificate of Completion. Such students may participate in graduation activities.

3 Early Graduation

A student may elect to graduate from high school prior to the typical eight semesters of attendance. A request to graduate after six or seven semesters is a family decision and requires the approval of the counselor and principal. The advantages and disadvantages of early graduation should be weighed heavily. In lieu of early graduation, the student is encouraged to consider special opportunities such as postsecondary and high school dual enrollment, or an internship/co-op program through on-the-job training. The student desiring to graduate after six or seven semesters must have completed all requirements to participate in the ceremony by his/her th6 or 7th semester completion date.

Procedures to arrange for six-semester graduation

1. The student should schedule a planning meeting with his/her counselor and parents to determine the requirements, feasibility, and social ramifications of early graduation.

2. If a student is considering graduating at the end of six (6) semesters, he/she must also:

 Submit the Early Graduation form requesting graduation after six (6) semesters. The form is available from the student’s counselor.

 The student will need to note on the form his/her postsecondary plans.

Summer School The funding for summer school programs is determined by the State on a year-to-year basis. Only certain academic courses will be offered during the summer. Students will register for Summer PE during the regular school year. If PE is available in the summer, notification will be given and schedule adjustments made. High school students who fail a class during the regular school year are strongly encouraged to enroll in summer school. Classes in English, mathematics, and social studies are typically offered. Current state restrictions allow only required academic courses to be offered. Details about summer school will be published when available. Summer school enrollment is NOT included in THIS registration process. Ninth grade students may enroll in summer academic courses on a space available basis. Driver’s Education is also offered.

Schedule Change Procedure

Change Requests

Any request to change or drop a class, depending upon space available, must be done prior to 2:45pm on June 5th, 2017. A high school counselor is on duty part time during the summer. Call the Guidance Office at (260)431-2204 to request assistance.

Students and parents are advised that all requests for schedule changes for 2017-2018 must be made by 2:45 pm on June 5th, 2017. Requests for schedule changes made before this deadline, will be honored if space is still available in the course.

After June 5th, 2017, changes in a student’s schedule may be made only for the following reasons:

• The school’s need to balance class sizes

• Errors made by the school in developing the schedule

• Failure of a course required for graduation

• Request to add a course required for college (with documentation from the college)

• Failure of a course required for entrance into post-secondary education 4 • A student has failed with a teacher previously in a course, and he/she is assigned to the same teacher for exactly the same course (if different teacher is available)

• A program (Anthis, Co-op, Internship, or Higher Education) change

• Adding a class to continue the sequence of a year-long course

• Failure of a prerequisite class, i.e., anything that would prevent a student from going on to a requisite course as published in this book

• Requests to change levels should be addressed before the current school year ends to include teacher recommendations and input.

• A request to change the level of an academic course during the summer may be difficult. In some cases these requests may be deferred to the first month of school to obtain high school teacher input.

• Adding a seventh course to replace study hall (must be requested by end of the previous semester)

• After the school year begins, a student with seven credited classes MAY request to drop one course and add a study hall. This will be honored; however, a NEW class cannot be added – only a study hall. Students may drop a class for a study hall until the last day of the 1st or 3rd grading period if space is available.

• A request to “level” a class may be done prior to the end of the first grading period. Exception: AP and Honors leveling class changes must be completed by the 20th academic day of the semester.

Board Policies Regarding Course Selections

Board Policy 5160A High School Courses Taken in Middle School

Middle school students coming to Homestead High School from SACS middle school feeders may take high school level courses before formally enrolling at Homestead. Students who complete both semesters of a course will receive high school credit and grades that will be calculated into the high school grade point average. Requests to remove high school credits and grades for courses taken in middle school must be submitted to the Registrar no later than March of the student’s freshman year. Exceptions may be considered.

Board Policy 4055 Retaking High School Courses

The rationale for repeating a class is limited to improving the student’s understanding and achievement and/or improving the student’s ability to meet post-secondary goals. The transcript will show all grades, including both the original class and the second (retaken) course, with the higher of the two grades included in the GPA. Students may retake a high school course if any of the following conditions are present:

A student may be recommended by his/her guidance counselor to repeat a passed course for better understanding when the student is not adequately prepared for the next related course in the series (i.e. Algebra before Geom- etry)

To improve a grade of any kind

The student desires to repeat a course to meet the eligibility requirements of the Academics Honors Diploma (AHD). The requirements are: A student must have a grade of not lower than a C- in any course qualifying for the AHD (excepting the course to be repeated), and an overall GPA of an 8.0 (B).

When students meet the criteria and request to repeat a course in the next possible semester, the student, the student’s parents or guardians, and the counselor will make the decision. If the criteria are not met or there is a lapse of time before 5 the student asks to repeat a course, the final decision to repeat a course will be made by the school principal. There is no time limit as to when the student must request permission to repeat the class.

Board Policy 5160B High School Courses Taken in Middle School from Outside SACS

Middle school students matriculating from schools outside SACS must provide evidence of successful completion of high school course work and provide such evidence upon registering for classes at Homestead High School. High school level course work taken while in middle school must be completed at fully accredited schools. When a student has transcribed proof of passing Algebra while in middle school but has NOT passed the ECA, high school credit will not be accepted at Homestead High School. Any high school level courses taken while in middle school must be equivalent to their high school counterpart and be taught by a highly qualified teacher. NOTE: As a rule homeschool credits are not accepted.

Board Policy 5160C High School Courses Taken Online While in Middle School

Middle school students taking a course online for high school credit must provide evidence of having passed online course from accredited online course providers.

Board Policy 5160D High School Online Courses

In order to meet individual student needs, SACS desires to provide flexibility in the completion of prescribed courses in accordance with the law as well as IDOE and local policies. This flexibility is designed to provide students every opportunity to complete their high school education and gain admission to higher learning and training. Students may therefore enroll in and receive credit for online courses under the conditions, but only under the conditions, established in written guidelines published by the Superintendent or his designee. The guidelines may approve of online courses for purposes of remediation or acceleration, to take advantage of courses not offered by SACS, as provided for in an IEP or Section 504 Plan, and for other good cause as determined by Superintendent or his designee.

Grade Point Averages

The semester grades for each course are computed into the calculation of the student’s grade point average (GPA). No courses may be taken Pass/Fail, and all subjects and all grades are included. The letter grade is converted to a 4.333-point scale. Although a grade average is computed for each individual semester, the GPA is an accumulative grade average. The total grade points are divided by the total credits earned and/or attempted to determine the GPA.

Course Weights

Beginning with classes taken in the 2015/2016 school year, Homestead High School implemented a system of course weighting to recognize and reward academic work in selected honors courses, courses that follow a national curriculum, or are given college credit by an accredited university. The list of courses which receive weights are outlined below:

AP +1.0pt

Dual Credit +0.5pt

Honors +0.5pt

3rd year and Beyond PLTW +0.5pt

6 +0.5 Factor +1.0 Factor

Honors/Dual Credit/PTLW III and IV AP

Math Honors Algebra 2 AP Stats DC Adv Modeling and Analysis w/Trig AP Calculus DC Honors Adv Modeling and Analysis with Trig DC Honors PreCalc with Finite DC Stats DC Calculus

Science DC Anatomy & Physiology AP Biology Honors Biology AP Chemistry DC Biology AP Environmental Science Honors Chemistry AP Physics C: Mechanics DC Chemistry AP Physics C: E & M

English Honors English 9 AP Comp Honors English 10 AP Lit DC Adv. Composition DC Expository DC Creative Writing DC American Literature DC Speech DC Children’s Literature (Senior Experience ONLY)

Social DC Honors Economics AP World History Studies DC Honors Psychology AP US History DC Honors US History AP Psych DC Honors US Government AP US Govt DC Introduction to Homeland Security AP Micro Econ DC Government (Senior Experience ONLY) AP Macro Econ

World Language DC Spanish III AP Spanish DC Honors Spanish IV-V Honors Latin IV-V DC French III DC Honors French IV-V

PLTW DC Introduction to Engineering Design DC Principles of Engineering Civil Engineering and Architecture Engineering Design & Development Biomedical Innovation Medical Interventions

Fine DC Art History AP Studio Art Arts DC Drawing DC Visual Communications DC Adv. Digital Design

Business DC Principles of Business Management DC Business Law and Ethics DC Principles of Marketing DC Strategic Marketing DC Digital Applications and Responsibility

Performing Arts DC Adv. Theatre Arts

FACS DC Education Professions 7 All course weighting is based on a 4.33 GPA scale (see below). Students must earn a C- or higher to receive the course weight. Transcripts will show both a weighted and un-weighted GPA. Student grades are to be transcribed with the grade given in the course, not with the course weight added.

Unweighted .5 1.0 Unweighted .5 1.0 A+ 4.33 4.83 5.33 C+ 2.33 2.83 3.33 A 4.00 4.50 5.00 C 2.00 2.50 3.00 A- 3.67 4.17 4.67 C- 1.67 2.17 2.67 B+ 3.33 3.83 4.33 D+ 1.33 B 3.00 3.50 4.00 D 1.00 B- 2.67 3.17 3.67 D- 0.67

Class Rank

Class rank is not included on official transcripts. If class rank is needed for scholarship application and or other recogni- tions, a written request from parents must be received by the student’s counselor.

Grades Have the Following Percentages and Grade Point Average Values

LETTER GRADE GPA VALUE PERCENTAGE RANGE A+ 4.333 100-98 A 4.000 97-93 A- 3.667 92-90 B+ 3.333 89-87 B 3.000 86-83 B- 2.667 82-80 C+ 2.333 79-77 C 2.000 76-73 C- 1.667 72-70 D+ 1.333 69-67 D 1.000 66-63 D- 0.667 62-60 F 0 59-0

Athletic Eligibility

IHSAA Guidelines

All athletes must maintain passing grades in at least five academic classes each grading period in order to remain eligible for IHSAA-sanctioned contests.

• Eligibility is established at the end of a grading period for the next marking period. A student who does not pass five classes in June is not eligible for fall sportsunless he or she attends summer school. This student should contact the Athletic Director and his/her counselor immediately for details. All summer courses must be completed and grades recorded by the first day of fall semester. 8 • If a student does not pass five classes in October (1st nine weeks) the student may not participate in athletic contests until reports cards are issued at the end of the first semester. The semester grades determine eligibility until the next 9 week grades are issued.

• A student who is academically ineligible may practice at the discretion of the coach but not participate in contests.

• All students must be registered for five credit classes of which three must be taken at Homestead High School.

NCAA Eligibility Guidelines

If a student is planning to enroll in college as a freshman and wishes to participate in Division I or Division II athletics, the student must be certified by theNCAA Initial-Eligibility Clearinghouse. The Clearinghouse ensures consistent application of NCAA initial-eligibility requirements for all prospective student athletes at all member institutions. Students planning to register with the NCAA Clearinghouse must complete a form at www.ncaaclearinghouse.net.

NAIA Eligibility Guidelines

If a student plans on enrolling in an NAIA Division School, the student must register with the NAIA Clearinghouse to ensure athletic eligibility.

Special Opportunities

Included in this section are several programs that are multidisciplinary, extend over more than one period, or offer a different learning style. These may be included in any diploma program.

Advanced Placement (AP) Program

Homestead High School offers Advanced Placement (AP) classes in the areas of science, math, social studies, Spanish and English. The course descriptions are listed in the department sections. These courses are designed to enable students to pursue college-level studies while in high school. The College Board prescribes the content of AP college-level courses. AP students will be given the scale on the first day of class. At the completion of an AP course, it is strongly recommended that students take AP exams given nationally in May. Students desiring to use an AP course to achieve an Honors Diplo- mas must take the AP exam.

By taking AP courses and successfully completing the exams, a student may earn college credit and/or advanced placement in college courses. AP courses are designed to be rigorous, challenging, college-level classes. In assessing a student’s application, selective colleges will consider if the student is enrolled in the highest level of courses available (rigor). Colleges look favorably upon courses designated as AP since these courses represent higher level content than the standard high school curricula. Students are encouraged to investigate the AP policy of the colleges under consideration as they vary in the scores required for advanced credit.

The Senior Experience

During the senior year, students have the unique opportunity to take Dual Credit classes here at Homestead on a more traditional college schedule. This opportunity is designed to ease the transition to college as well as remove invisible barriers to college. The Senior Experience combines the rigor of college with the benefit of high school supports. The Senior Experience is designed to help students prepare for college while enhancing their time management skills all the while saving vital time and money. It is important to note that there is no guarantee of the transferability of Dual Credit classes and students should consult with the colleges and universities they are considering regarding how these courses will be applied toward their post-secondary degrees. Please reference Homestead’s Course Description Guide for more information on this valuable experience.

9 Post Secondary (Dual) Enrollment

Any student in grade 11 or 12 may apply to enroll full-time or part-time in a college or university program and earn credits toward graduation from high school and/or credits in a college program. Most local colleges including IVY Tech Community College of Indiana have programs for high school students. The colleges have varied criteria for admission. Students will be released from attendance for two periods for each approved 100 level or higher, 3-credit class enrolled in on a college campus. A students may be released for the last two periods if his/her higher education (college) course is an approved 3 credit course and meets after the end of the regular school day or during the last two periods. Students must provide veri- fication of enrollment before being released early from school. If the higher education course is a one or two credit college course, the student may opt to be released for one high school period. It is important to note that there is no guarantee of the transferability of Dual Credit classes and students should consult with the colleges and universities they are considering regarding how these courses will be applied toward their post-secondary degrees. See your guidance counselor for details.

Dual Credit courses are also offered at Homestead. These courses are taught by instructors who have been credentialed by the sponsoring university. Homestead has Dual Credit courses that are available to students in grades 9 through 12. Dual Credit courses are offered both during the traditional school day and within the Senior Experience. Our college partners have varied criteria for admission into their courses. There is no release time for college classes taken on the Homestead campus. It is important to note that there is no guarantee of the transferability of Dual Credit classes and students should consult with the colleges and universities they are considering regarding how these courses will be applied toward their post-secondary degrees. See your guidance counselor for details.

Policy for Higher Education Classes

Students may attend a school of higher education for Homestead High School dual credit full time or may attend classes at the institution of higher education for Homestead High School dual credit while also taking classes at Homestead. Stu- dents will receive one (1) credit at HHS for each course taken at the institution of higher education. If taking classes at Homestead and an institution of higher education, the student will be released two classes for each class of higher education takenand must be enrolled in a total of five (5) credits per semester. If a student is attending a college or university full time for dual credit, the college/university full time attendance policy will be the standard for full time status.However , if a student is in a Homestead High School athletic program, per IHSAA policy, he/she will be required to have a total of five (5) for credit classes, three (3) of which must be taken at Homestead High School.

Students are expected to report any changes to their higher education schedule to their counselor, failure to do so could jeopardize a student’s ability to participate in higher education in the future. Students who drop a higher education course during the semester will be placed in study hall(s)and expected to be in attendance at Homestead during the release time they used to receive for the dropped higher education class.

Anthis Career Center

Homestead students may elect to attend the Anthis Career Center for a variety of career courses. These courses are approved for Academic Honors, Technical Honors and Core 40 diploma electives. The course descriptions are detailed in a separate section in this guide. Students usually select and enroll in an Anthis program during their junior year. The second year may be course work, an internship, and or on-the-job-training. Students earn three credits each semester they attend. A total of 12 elective credits may be earned in this program. Many of the programs at Anthis award IVY Tech credit (dual credit). In some circumstances a sophomore may enroll. A description of these courses is included in the Technology Education department. Anthis programsare full year programs. Homestead students may not enroll for only one semester. Positions to attend Anthis are limited and determined by application.

Cooperative Education

During the senior year a student may enroll in ME or ICE. These programs are on-the-job training, with a classroom component. A student earns three credits per semester. This program is designed to provide practical experience in a career 10 determined by the student. The student who finds employment in a career field of their choice may be dismissed for up to three periods per day. The credit earned in this program is Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors credit. These programs have limited enrollment numbers and require an application. A description of these programs is detailed in the Business Department section.

Impact High School

Students who have not been successful in the conventional high school setting may apply for admission to this program. The academic courses operate on a block system with credit issued each grading period. The students attend academic classes for one half day. The other half-day must include a career experience such as Anthis, Co-op, Postsecondary enrollment, or three hours per day of job shadow or volunteer work. The program is designed to provide an educational program that addresses the unique interests and needs of individual students. Transportation is the responsibility of the student and his/her parent. Your counselor may provide you with more detailed information and arrange for a visit if desired. An application may be obtained from a counselor. Not all students who apply are accepted immediately, as there is limited enrollment. If the program is full, a student is placed on a waiting list for the next available opening.

Overview of Scheduling and Course Registration Process

Each year Homestead High School creates a new master schedule to accommodate students’ course requests as shared with counselors during course selection/registration meetings. Faculty members are employed, textbooks purchased, and rooms assigned on the basis of these requests. All schedule change requests must be addressed by the end of the 2016- 2017 academic school year. Only errors in scheduling are corrected after the 2017-2018 school year begins.

Course Availability

All courses require a sufficient number of student registrations to be offered. If there is not sufficient interest in- apar ticular course, it will not be provided during the upcoming school year. Courses may be offered, but not be available to certain grade levels, based on high levels of enrollment. Space and teacher availability may limit the number of sections of a course. Priority for enrollment will be determined by selecting seniors first and freshmen last. This occurs in the elective areas. Academic or required courses are not usually affected. In some cases prospective freshmen will be asked to make an alternate elective selection.

Selection of Courses

Counselors will meet with their assigned students during the last weeks of the first semester and the beginning of second semester. Students will receive scheduling materials and information relevant to specific grade level expectations. Stu- dents will be asked to submit final course selections. Students should have determined choices (with classroom teacher input and recommendation and parent participation) and be prepared with questions. It is extremely important that student’s come to this meeting prepared.

Recommendations and Course Level Placement

Level placement is utilized in English, mathematics, science, social studies, and world languages. All regular courses are traditional college preparatory and are designed to prepare the student for entrance into college and for academic success in the college classroom. Courses designated Honors, AP, and Dual Credit are enriched courses that go into more depth and breadth in content. AP designates Advanced Placement Courses, which follow prescribed course curriculum and are college level courses. AP courses are open to any interested student with sophomore standing or above.

Recommendations

Recommendations by teachers in English, mathematics, world and classical languages, and science are provided to assist the student and parents in appropriate course selections. The current subject area teachers will take into consideration 11 the student’s potential, current academic success and performance, and the level of motivation shown. Counselors urge students to follow the teacher recommendation, but the final decision regarding course selection is the decision of the parent and student, with the following exception: Students not currently enrolled must be recommended to be placed in an Honors math class.

Qualifying for Honors English

Students who wish to enroll in an Honors English course should have a strong academic record in grade 8 or 9 English (B+ or higher) and achievement indicative of student talent and diligence. They also must meet ONE of the following qualification criteria:

Grade 9 Honors English:

• NWEA Language Usage and Reading scores at the 90th percentile of higher during grade 7 or 8

• or a Pass+ designation on the E/LA ISTEP+ test at the end of grade 7 or grade 8

• or a Passing score on High School Honors English Department Exam that is given Spring Semester.

Grade 10 Honors English:

• Successful completion of Honors English 9 (C+ or higher)

• or Teacher Recommendation

Only students who have achieved the above criteria will be allowed to select the honors courses during the course selection process. Students wanting to take the Honors English Department exam should complete the testing prior to end of the school year. Students who do not achieve a passing score on this placement test may submit a portfolio of work as an appeal.

A School Day

The traditional students of Homestead High School must select their courses of study within the framework of the following procedures and suggestions:

• Students must be enrolled in a full day of classes (7:45 a.m. to 2:35 p.m.)

• Students must enroll in a minimum of six credit classes and may have no more than one study hall per day.

• Students may take only one study hall or assistantship per semester, not both.

• The assistantship program is open to students in grades 10, 11, and 12. Application forms are available from teachers.

• Refer to the diploma descriptions/graduation requirements on page 8 for a list of required courses for graduation.

• Students participating in Senior Experience must enroll in a minimum of five credit classes.

Selecting courses for completing his/her schedule is one of the most important decisions at student will make. The traditional or standard academic courses are the same for all students. Homestead students are fortunate to have a wide array of elective areas from which to choose. Some departments offer a sequence of courses requiring prerequisites needed before one can enroll in the higher level classes. Students should identify higher level courses of interest and determine courses needed to qualify.

Dual Credit

Homestead High School provides three methods for students to receive college credit toward the Academic Honors 12 diploma.

1. College credit can be earned by enrolling in an (AP) Advanced Placement course and taking the AP exam at the conclusion of the course. Colleges determine the score required and the course(s) earned based on that score.

2. Students may enroll in college courses with free or reduced tuition through dual credit courses taught by Home- stead High School faculty who are adjunct professors through local colleges.

3. Students may also take classes on a college/university campus. Classes may be scheduled as part of the regular school day, after school, or during the summer. Course may also be taken on line.

Dual credits are transferable to most Indiana colleges and universities. However, the courses may be counted as electives. Students may enter an early college program where credit options can be used to earn an associate’s degree while completing high school credit. It is imperative that students and parents inquire with the institution of higher learning to determine and to validate dual credit value and transferability.

HHS students must enroll in higher education/dual credit programs according to the standards and qualifications expected of the college/university. Information regarding dual enrollment can be found at the following web sites:

IPFW – http://new.ipfw.edu/collegiate-connection/

Ivy Tech – http://www.ivytech.edu/dual-credit/iondex.html

University of St. Francis, Fort Wayne – http://www.sf/admissions/highschool/ace

Indiana Tech, Fort Wayne – http://www.indianatech.edu/ProspectiveStudents/day-admissions/applyPages/early-start.aspx

Huntington University –http://www.huntington.edu/admissions/earlyentry

Core Transfer Library-http://www.transferin.net/

13 Homestead Dual Credit Course Information

Core Credited for Credited for DOE College College Tuition Transfer Academic Technical Length of Homestead Course Title Course College Course Course Title Credits (2016 fees) Library Honors Honors Course Number Number Course Diploma Diploma

BIOMEDICAL

Project Lead the Way Principles of the see 4 year 5218 Ivy Tech see below see below no no no (PLTW I) Biomedical Sciences below program

Project Lead the Way see 4 year 5216 Ivy Tech see below Human Body Systems see below no no no (PLTW II) below program Project Lead the Way see 4 year 5217 Ivy Tech see below Medical Intervention see below no no no (PLTW III) below program Project Lead the Way 4 year 5219 Ivy Tech BIOT 107 Biomedical Innovation 3 Free no yes yes (PLTW IV) program Students who attend IUPUI after graduation from HHS will receive 12 free credits (BIOL 10011, 10012, 10013, 100140) if they earn an 8 or 9 stanine score on the PLTW exam given at the conclusion of each course.

BUSINESS Principles of Business Introduction to 4562 Ivy Tech BUSN 101 3 Free yes yes yes semester Management Business

Business Law and Ethics 4560 Ivy Tech BUSN 201 Business Law 3 Free no yes yes semester

Information Introduction to Communications and 4528 Ivy Tech CINS 101 3 Free yes yes yes semester Microcomputers Technology Principles of Principles of Marketing I 5914 Ivy Tech MKTG 101 3 Free no yes yes semester Marketing

Principles of Marketing II 5918 Ivy Tech MKTG 230 Consumer Behavior 3 Free no yes yes semester

Strategic Principles of 5914 Ivy Tech MKTG 101 3 Free no yes yes semester Marketing I Marketing Strategic 5918 Ivy Tech MKTG 230 Consumer Behavior 3 Free no yes yes semester Marketing II Administrative and Principles of 5268 Ivy Tech BUSN105 3 Free no yes yes semester Office Management Management

ENGINEERING Project Lead the Way PLTW DESN Intro to Engineering 4812 Ivy Tech 3 Free no yes yes full year (PLTW I) 102 Design Project Lead the Way PLTW DESN Principles of 4814 Ivy Tech 3 Free no yes yes full year (PLTW II) 104 Engineering

Project Lead the Way PLTW DESN Civil Engineering and 4820 Ivy Tech 3 Free no yes yes full year (PLTW III) 105 Architecture Project Lead the Way PLTW EECT 4826 Ivy Tech Digital Electronics 3 Free no no no full year (PLTW IV) 112

Students who attend Purdue and major in Building Construction Management will receive 3 free credits for each PLTW Engineering course in which they earn a B or better (IT 10500, IT 10600, IT 10700, and BCM 10001 )

College Offerings and Fees Subject to Change-Please Contact Your Post-Secondary Institution to Confirm Transferability Homestead Dual Credit Course Information

ENGLISH

Elementary Advanced Composition 1124 IPFW ENG W131 3 $75.00 yes yes yes semester Composition

Advanced Composition 1124 Ivy Tech ENGL 111 English Composition 3 Free yes yes yes semester

Creative Writing 1124 Ivy Tech ENGL 202 Creative Writing 3 Free yes no no semester

Exposition and Expository Writing 1124 Ivy Tech ENGL 112 3 Free yes yes yes semester Persuasion American Literature American Literature II 1124 Ivy Tech ENGL 223 3 Free yes yes yes semester after 1865 Adv. Speech 1078 IPFW COM 114 Fundamental of 3 $75.00 yes yes yes semester Children's Literature 1124 Ivy Tech ENGL 240 Children's Literature 3 Free yes yes yes semester

FAMILY AND CONSUMER SCIENCES Examining Self as Future Teachers 5412 IPFW EDUC F200 3 $75.00 no yes yes semester Teacher

MATH ADV MATH ST: (H) AMA 4260 Ivy Tech MATH136 College Algebra 3 Free yes yes yes full year w/Trig

Finite ADV MATH ST: H Precal 4260 Ivy Tech MATH135/137 Math/Trigonometry 6 Free yes yes yes full year w/ Finite w/ Analytic Geometry

Statistics 2546 Ivy Tech MATH200 Statistics 3 Free yes yes yes semester Calculus 2527 Ivy Tech MATH211/212 Calculus 1 and 2 6 Free yes yes yes full year

PERFORMING ARTS

Theater Arts-College Fundamentals of 4260 IPFW THTR 201 3 $315.30 yes no no full year Credit Performance

SCIENCE

Introduction to the Advanced Biology 3090 IPFW BIOL 100 4 $100.00 yes yes yes full year Biological World

Advanced Chemistry 3090 IPFW CHM 110 General Chemistry 3 $75.00 yes yes yes full year APHY Anatomy and Anatomy and Physiology 5276 Ivy Tech 6 FREE no yes yes full year 101/102 Physiology

College Offerings and Fees Subject to Change-Please Contact Your Post-Secondary Institution to Confirm Transferability Homestead Dual Credit Course Information

SOCIAL STUDIES

Economics - College Fundamentals of 1514 Ivy Tech ECON 101 3 Free yes yes yes semester Credit Economics

Introduction to American Government 1540 Ivy Tech POLS 101 Government and Politics 3 Free yes yes yes semester Introduction to Homeland Security 1574 Ivy Tech HSPS 101 3 Free no yes yes semester Homeland Security Introduction to Psychology 1532 Ivy Tech PSYC 101 3 Free yes yes yes semester Psychology U.S. History A 1542 Ivy Tech HIST 101 Survey of American 3 Free yes yes yes semester Survey of American U.S. History B 1542 Ivy Tech HIST 102 3 Free yes yes yes semester History II

VISUAL ARTS Art History-College 4260 IPFW FINA H101 Art Appreciation 3 $315.30 yes yes yes semester Credit Introduction to Drawing-College Credit 4260 IPFW FINA N108 3 $75.00 yes no no semester Drawing Fundamentals of Visual Communications 4086 Ivy Tech VISC 102 3 Free no no no semester Imaging Intro to Computer Digital Design 4082 Ivy Tech VISC 115 3 Free no no no semester Graphics

World Languages

French III - A 2024 Ivy Tech FREN 101 French Level I 4 Free yes yes yes semester

French III - B 2024 Ivy Tech FREN 102 French Level II 4 Free yes yes yes semester

French IV 2026 Ivy Tech FREN 201 French Level III 3 Free yes yes yes full year

French V 2026 Ivy Tech FREN 202 French Level IV 3 Free yes yes yes full year

Spanish III - A 2124 Ivy Tech SPAN 101 Spanish Level I 4 Free yes yes yes semester

Spanish III - B 2124 Ivy Tech SPAN 102 Spanish Level II 4 Free yes yes yes semester

Spanish IV 2126 Ivy Tech SPAN 201 Spanish Level III 3 Free yes yes yes full year

Spanish V 2126 Ivy Tech SPAN 202 Spanish Level IV 3 Free yes yes yes full year

College Offerings and Fees Subject to Change-Please Contact Your Post-Secondary Institution to Confirm Transferability Transfer General Education Core Total Required Hours: 30 (A minimum of 15 credits must be earned through HHS-Ivy Tech Dual Credit Courses) https://www.ivytech.edu/core/

Required Courses Must take BOTH Courses Listed Course Number TGEC Course Title HHS Course Information Credits Offered at HHS Alternate HHS Course Ivy Tech ENGL 111* English Composition HHS Semester Course - Advanced Composition 3 Ivy Tech ENGL 111* IPFW ENG W 131* Ivy Tech COMM 101* Fundamentals of Public Speaking HHS Semester Course - Advanced Speech 3 must take IPFW equivalent IPFW COM 114*

Quantitative Reasoning Must Earn at LEAST 3 Credits in Quantitative Reasoning Category Can earn UP TO 9 Credits in Quantitative Reasoning Category Course Number TGEC Course Title HHS Course Information Credits Offered at HHS Alternate HHS Course Ivy Tech MATH 136* College Algebra Must Complete Full Year of HHS AMAT/Trig 3 Ivy Tech MATH 136* n/a Ivy Tech MATH 135* Finite Math Must Complete Full Year of HHS PreCal/Finite 3 Ivy Tech MATH 135* n/a Ivy Tech MATH 137* Trig with Analytic Geometry Must Complete Full Year of HHS PreCal/Finite 3 Ivy Tech MATH 137* n/a Ivy Tech MATH 211* Calculus I Must Complete Full Year of HHS AB Calculus AP 3 Ivy Tech MATH 211* n/a

Must Earn at LEAST 3 Credits in Scientific Ways of Knowing Can earn UP TO 10 Credits in Scientific Ways of Knowing Category Scientific Ways of Knowing Category Course Number TGEC Course Title HHS Course Information Credits Offered at HHS Alternate HHS Course Ivy Tech BIOL 101* Introductory Biology Must Complete Full Year of HHS Biology II 4 must take IPFW equivalent IPFW BIO 100* Ivy Tech CHEM 101* Introductory Chemistry Must Complete Full Year of HHS CHEM I - IPFW 3 must take IPFW equivalent IPFW CHEM 111*

Social and Behavioral Ways of Must Earn at LEAST 3 Credits in Social and Behavioral Ways of Can earn UP TO 9 Credits in Social and Behavioral Ways of Knowing Knowing Knowing Category Category Course Number TGEC Course Title HHS Course Information Credits Offered at HHS Alternate HHS Course Ivy Tech ECON 101* Economics Fundamental HHS Semester Course - Honors Economics 3 Ivy Tech ECON 101* n/a Ivy Tech POLS 101* Introduction to American Government HHS Semester Course - Honors Government 3 Ivy Tech POLS 101* IPFW POLS Y103* Ivy Tech PSYC 101* Introduction to Psychology HHS Semester Course - Honors Psychology 3 Ivy Tech PSYC 101* n/a Ivy Tech HIST 101* Survey of American History I HHS Semester Course - Honors U.S. History I 3 Ivy Tech HIST 101* n/a Ivy Tech HIST 102* Survey of American History II HHS Semester Course - Honors U.S. History II 3 Ivy Tech HIST 102* n/a

Humanistic and Artistic Ways of Must Earn at LEAST 3 Credits in Humanistic and Artistic Ways of Can earn UP TO 9 Credits in Humanistic and Artistic Ways of Knowing Knowing Category Knowing Category Course Number TGEC Course Title HHS Course Information Credits Offered at HHS Alternate HHS Course Ivy Tech ENGL 202* Creative Writing HHS Semester Course - Advanced Eng. College Cr. 3 Ivy Tech ENGL 202* n/a Ivy Tech ENGL 222* American Literature to 1865 HHS Semester Course - Advanced Eng. College Cr. 3 Ivy Tech ENGL 222* n/a Ivy Tech ENGL 223* American Literature After 1865 HHS Semester Course - Advanced Eng. College Cr. 3 Ivy Tech ENGL 223* n/a Ivy Tech ARTH 110* Art Appreciation HHS Semester Course - Art History 3 must take IPFW equivalent IPFW FINA-H101* Ivy Tech FREN 101*/102* French Levels I and II Must Complete Full Year of HHS French III 8 Ivy Tech FREN 101/102 n/a Ivy Tech FREN 201* French Level III Must Complete Full Year of HHS French IV 3 Ivy Tech FREN 201* n/a Ivy Tech FREN 202* French Level IV Must Complete Full Year of HHS French V 3 Ivy Tech FREN 202* n/a Ivy Tech SPAN 101*/102* Spanish Levels I and II Must Complete Full Year of HHS Spanish III 8 Ivy Tech SPAN 101*/102* n/a Ivy Tech SPAN 201* Spanish Level III Must Complete Full Year of HHS Spanish IV 3 Ivy Tech SPAN 201* n/a Ivy Tech SPAN 202* Spanish Level IV Must Complete Full Year of HHS Spanish V 3 Ivy Tech SPAN 202* n/a

*Core Transfer Library Courses - Please visit this website to see how these courses transfer to colleges and universities in the state of Indiana http://www.transferin.net/CTL/View-Courses-By-CTL-Name.aspx

Advanced Placement Courses CANNOT be used to fulfil any of the requirements of this certificate.

A minimum GPA of 2.0 for the 30 hours of courses within the Statewide Transfer General Education Core is required to meet the standard for satisfactory completion. Once a student has satisfactorily completed the requirements of the Statewide Transfer General Education Core at an Indiana state educational institution, the institution will validate and then document that completion on the student’s official transcript. If that student subsequently transfers to another state educational institution, the receiving institution will accept that documentation as satisfying its own Statewide Transfer General Education Core requirements. Furthermore, the receiving institution will apply toward satisfying the transfer student’s degree requirement of at least 30 credit hours of transfer credit.

http://www.in.gov/che/files/STGEC_BW_Binder_Final_5.19.15.pdf HOMESTEAD HIGH SCHOOL DIPLOMA REQUIREMENTS CLASS OF 2016+ DIPLOMA TYPE CORE 40 CORE 40 WITH ACADEMIC HONORS CORE 40 WITH TECHNICAL HONORS

English 8 Credits 8 Credits (not Eng.11 and 12) 8 Credits Math 2 Credits Algebra I 2 Credits Algebra I 2 Credits Algebra I 2 Credits Geometry 2 Credits Geometry 2 Credits Geometry 2 Credits Algebra II 2 Credits Algebra II 2 Credits Algebra II (students must take quantitative 2 Credits AMA w/ Trig (students must take quantitative reasoning or math every reasoning or math every year and (students must take quantitative reasoning or math year and 6 math credits while in high school) 6 math credits while in high every year and 6 math credits while in high school) school) Science 2 Credits Biology 2 Credits Biology 2 Credits Biology 2 Credits Chemistry, Physics, or 2 Credits Chemistry, Physics or ICP 2 Credits Chemistry, Physics, or ICP ICP 2 Additional Science Credits 2 Additional Science Credits 2 Additional Science Credits Social Studies 2 Credits World History 2 Credits World History 2 Credits World History 2 Credits US History 2 Credits US History 2 Credits US History 1 Credit Government 1 Credit Government 1 Credit Government 1 Credit Economics 1 Credit Economics 1 Credit Economics PE 2 Credits 2 Credits 2 Credits Health 1 Credit 1 Credit 1 Credit World Languages Recommended 6 Credits in one language or Recommended 4 Credits each in two languages Fine Arts 2 Credits Career-Technical Related sequence of 6 credits in a college and career pathway Additional Requirements Complete one of the following: Complete 1 of the following: 1.State approved, industry recognized certification or credential, OR  AP courses (4 credits) and

corresponding exams.  Dual Credits Courses (6 college credits) 2. Pathway dual credits from the approved dual credit list from the Priority Course List resulting in 6 transcripted college credits  AP Courses (2 credits) and corresponding exams and Dual Credit AND must complete one of the following: Courses (3 college credits) from the A. Any one of the additional requirements for the Priority Course List Academic Honors Diploma  1250 SAT (Minimum of 560 on Math B. Earn the following scores or higher on WorkKeys; and 590 on Evidence Based Reading Reading for Information (Level 6), Applied Math and Writing) (Level 6) Locating Information (Level 5)  26 Composite on the ACT and complete C. Score at least 80 (Writing), 90 (Reading), 75 the written section (Math) on Accuplacer D. Score at least 66(Algebra), 70(Writing) 80 (Reading) on Compass. Meet personal financial Meet personal financial responsibility requirement Meet personal financial responsibility requirement responsibility requirement Directed Electives 5 Credits 5 Credits 5 Credits World Languages, Fine Arts or World Languages, Fine Arts or Career-Technical World Languages, Fine Arts or Career-Technical Career-Technical (May be satisfied by categories above) (May be satisfied by categories above) Electives 6 credits 6 credits 6 credits Career Academic Sequence Career Academic Career Academic Sequence Recommended Recommended Sequence Recommended GPA Requirements No required grade lower than C-. No required grade lower than C-. Minimum GPA = 2.67 Minimum GPA = 2.67 Total 40 Credits 47 Credits 47 Credits **EVERY ATTEMPT IS MADE TO MONITOR EACH STUDENT’S CREDIT AND GRADUATION STATUS. HOWEVER, IT IS ULTIMATELY THE PARENTS’ AND STUDENT’S RESPONSIBILITY TO ENSURE GRADUATION REQUIREMENTS ARE MET.** be addressed include twenty-first century life and career skills, higher order thinking, communication, leadership, BUSINESS, MARKETING AND INFORMATION and management processes; explorations of personal apti- TECHNOLOGY DEPARTMENT tudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transfer- The Business, Marketing, and Informational Technology ring school skills to life and work; and managing personal department is comprehensive and designed to meet the resources and finances. personal, college and career needs of Homestead High B103-Introduction to Business (4518) School students. The following courses provide students • with the basic skills and business/economic information to Grades 9, 10, 11 and 12 adapt to an ever-changing society. Our purpose is to pre- • One Credit/One Semester pare students for employment in Business and Marketing occupations and for post-secondary studies in Business. Interested in Business? Not sure which area? Explore marketing, management, entrepreneurship, and the challenges Students of business are encouraged to enhance their of operating a business in the twenty-first century in this learning opportunities through involvement in our profes- introductory class. This course introduces and develops sional organization- DECA. business vocabulary and provides an overview of business and the role business plays in economic, social, and polit- DECA is a co-curricular organization for students with ical environments. This course allows students to work as an interest in the areas of marketing, management, and individuals, in pairs and in small groups to learn from each entrepreneurship. Participation in this organization helps other and gain an understanding of teamwork and collabo- students develop skills and competence in marketing, ration within the business environment. builds self-esteem, and gives students multiple leadership opportunities. All DECA members have the opportunity to participate at the district level. Members can then earn the opportunity through competition and/or leadership B243-Personal Financial Responsibility (4540) to attend the state and national level conferences. Any • Grades 9, 10, 11 and 12 current or former business student is eligible to join DECA. • One Credit/One Semester Dual Credit-Homestead High School and Ivy Tech Commu- • nity College have a partnership whereby students take de- Meets the financial responsibility requirement termined business courses at Homestead High School and • Quantitative Reasoning course receive dual credit for the class at Ivy Tech. This is done upon qualification and certification of courses and teachers Let’s take a ride on Reading Railroad, don’t forget to pass by Ivy Tech. Students will be notified of this opportunity in go and collect 200 dollars! Students will navigate through the appropriate courses during the semester. There is no financial life skills related to banking, buying, selling, trad- guarantee of transferability with dual credit courses. ing, debt management, credit options, insurance evaluation and planning for retirement. This course helps stu- Courses in this section count as Directed Elective or Elec- dents understand wants versus needs, setting short term tive for ALL diplomas. and long term goals, basics of banking, check writing, and bill paying, budgeting and record keeping, credit cards and other types of debt, and managing risk. B113-Preparing for College and Careers (5394) • Grade 9,10, 11 and 12 • One Semester/One Credit B331/332-Introduction to Accounting (4524) • • Counts as one of the three Family and Consumer Offered grades 9, 10, 11 and 12 Sciences courses students can take to waive Health • requirement Prerequisite: Algebra I • • Meets the financial responsibility requirement Recommended Prerequisite: Introduction to Business or Information, Preparing for College and Careers addresses the knowl- Communications and Technology edge, skills, and behaviors all students need to be prepared • Two Credits/Two Semesters for success in college, career and life. The Career Highway! • Quantitative Reasoning course Travel the road of life through exploring your interests, values, and goals. The focus of the course is the impact • Course Fee: $118.50 (2016 Fee-Full Year) of today’s choices on tomorrow’s possibilities. Topics to 19

Accounting is the language of business! Accounting I is a B211(DC)-Principles of Marketing (5914) +0.5 business course that introduces the language of business • Grades 9, 10, 11 and 12 w/ DC using Generally Accepted Accounting Principles (GAAP) • Dual Credit Option – Ivy Tech (MKTG 101) and procedures for proprietorships, partnerships and o Ivy Tech Tuition: FREE corporations using double-entry accounting. If a student No Guarantee of Transferability has an interest in a career in business, then a basic under- o • standing of accounting is a must. Emphasis is placed on One Credit/One Semester accounting principles as they relate to both manual and • Priority Dual Credit automated financial systems. This course involves understanding, analyzing, and recording business transactions Do you enjoy watching Commercials? Have you been and preparing, analyzing, and interpreting financial reports intrigued by a good sales presentation? Think you might as a basis for decision making. Students will have the enjoy a career in either sales or promotion? Then this course is for you. This course provides a general overview opportunity to put these skills in action through simula- of the marketing functions including purchasing, sales, and tions for a sole proprietorship and a corporation as well as promotion. Marketing and employment skills learned in Accounting Monopoly. this course will improve your successful transition to either B301/302-Business Math (4512) college or the world of work. Leadership development • will be provided through DECA activities and competitive Grades 11 and 12 events. • Two Credits/Two Semester

• Qualifies as one math credit towards General Diploma ONLY B212(DC)-Principles of Marketing II (5914) +0.5 • • Quantitative Reasoning Course Grades 9, 10, 11 and 12 w/ DC • Business Math is a course designed to prepare students for Prerequisite: Principle of Marketing I the business environment. Topics includes equations, for- • Dual Credit Option – Ivy Tech (MKTG 230) mulas, percent, bank services, payroll, discounts, markup, o Ivy Tech Tuition: FREE inventory, simple and compound interest, annuities, prom- No Guarantee of Transferability issory and discount notes, consumer loans, depreciation, o financial reports, business statistics and graphs. Students o Prerequisite- Ivy Tech (MKTG 101) learn fundamentals of administering salaries and wages, • One Credit/One Semester manufacturing, purchasing, sales, marketing, accounting, • and corporate planning. Business math helps prepare stu- Priority Dual Credit dents for careers in business and skilled trade areas. 2nd semester principles of marketing will include several exciting projects like creating your own tennis shoe, using social media as part of a marketing plan, and creating a B203(DC)-Principles of Business Management (4562) fashion merchandising campaign. Leadership develop- +0.5 ment will be provided through DECA activities. The study • Grades 11 and 12 w/ DC of consumer behavior will be emphasized as well. • Dual Credit Option – Ivy Tech (BUSN 101) o Ivy Tech Tuition: FREE o No Guarantee of Transferability B253-Sports and Entertainment Marketing (5984) • One Credit/One Semester • Grades 10, 11 and 12 • Priority Dual Credit • Prerequisite: Principle of Marketing I • Principles of Business Management is an advanced-level One Credit/One Semester business course that focuses on the roles and responsibil- Sports and Entertainment Marketing is a specialized ities of managers as well as opportunities and challenges marketing course providing students with the opportu- of ethically managing a business in the free enterprising nity to apply marketing principles in the fields of Sports, system. Students will attain an understanding of manage- Recreation, and Entertainment. Student will produce and ment, team building, leadership, problem solving steps and market activities for athletic and entertainment programs processes that contribute to the achievement of organi- at Homestead High School. zational goals. The management of human and financial resources is emphasized. 20

B333-Business Law and Ethics I (4560) +0.5 B401/402-Work Based Learning Capstone: Internship, • w/ DC Multiple Pathways (5974) Grades 10, 11 and 12 • Grade 12 Only • Dual Credit Option – Ivy Tech (BUSN 201) o Ivy Tech Tuition: FREE • Must complete a Work Based Learning Internship Application form o No Guarantee of Transferability • • One Credit/One Semester Two Credits/One Semesters • • Manditory Meeting January 11, 2017 at 7:10am in Priority Dual Credit Room 527

“All rise for the Honorable ___ (insert your name!)___ the Work Based Learning: Internship is a course that is de- court of HHS is now in session”. You could be the judge, signed to provide opportunities for students to explore ca- lawyer, witness or jury member in a civil or criminal case. reers and apply the concepts and skills learned in previous This course is an overview of the legal system in the busi- coursework in real world business and industry settings. ness setting. Topics covered include: basics of the judicial Students will leave the building 2 periods a day to attend system, contract law, personal law, employment law and their internship placement. The emphasis of the experi- property law. Application of legal principles and ethical ence is on applying skills developed through instruction decision-making techniques are presented through prob- and on learning new career competencies at the internship lem-solving methods and situation analyses. Guest speak- site as well as exposing the student to a possible future ers will also be sharing their knowledge and experiences. career. This is a non-paid position. Students work with the instructor on setting up the internship site. Students participating in internship will follow class, school, business/industry/organization, State, and Federal guidelines. B343-Business Law and Ethics II (4560) Internship will include a classroom component and regular • Grades 10, 11 and 12 contact between the interns and the internship coordina- • Prerequisite: Business Law and Ethics I tor. Student will be required to meet the state minimum • One Credit/One Semester hour requirement in order to earn the credits.

An advanced in-depth look into Business Law and Ethics, this course will examine and analyze real cases and effects such cases could have on you and society. Application of B431/432(DC) and B611/612-Strategic Marketing Class and Strategic Marketing Experiences (5918) legal principles and ethical decision-making techniques are +0.5 presented through problem-solving methods and situation • Grade 12 only w/ DC analyses. Students will research cases, case law and appli- • Dual Credit Option – Ivy Tech (MKTG 101 & 230) cation of those laws. Student will be asked to experience Ivy Tech Tuition: FREE the real courtroom sometimes throughout the semester. o Guest speakers will be invited to the classroom throughout o No Guarantee of Transferability the semester. • Must complete a co-op enrollment form • Must enroll in both (2) semesters • Must enroll in both classes • Six Credits/Two Semesters • B273-Introduction to Entrepreneurship (5967) Must have employment • • Grades 9, 10, 11 and 12 Priority Dual Credit • One Credit/One Semester Strategic Marketing is a course that provides two components for students: related classroom instruction and Have you ever wanted to own your own business? This cooperative work experience “co-op” with school release course is designed to enable students to acquire the time. This program combines one hour of related class- knowledge and skills needed to effectively organize, room instruction with a minimum of 15 hours per week of develop, create and manage their own business. Topics on-the-job training enabling student to gain “real world” addressed include the assessment of entrepreneurial skills, attitudes, skills, and knowledge. The program is beneficial the importance of business ethics, human relations and for college-bound students who are interested in careers interpersonal skills, and the role of entrepreneurs in a free in the business field as well as those students who wish to enterprise system. Students will understand and develop pursue a business career immediately after high school. the components of a written business plan. 21 B313(DC) Web Design I (4574) • Offered grades 10, 11, 12 B411/412 and B601/602 Interdisciplinary Cooperative Education Class and Interdisciplinary Cooperative Work • Prerequisites:Digital Application and Responsibility Experience (5902) • One Credit/One Semester • Grade 12 only • Must complete a co-op enrollment form Web Developers- Fort Wayne, IN average salary is $72,000! Are you tech savvy, creative and love the Internet? This • Must enroll in both (2) semesters class will help you launch you into the world of web devel- • Must enroll in both classes oping. The Web Design I curriculum is an introduction to • Six Credits/Two Semesters the design, creation, and maintenance of webpages and • Must have employment websites. Students learn how to critically evaluate website quality, learn how to create and maintain quality web ICE (Interdisciplinary Cooperative Education) provides pages, learn about web design standards and why they’re seniors a mix of classroom learning with actual on-the-job important, and learn to create and manipulate images. work experience. Often referred to as “co-op,” work-site training provides an opportunity to explore career possi- B116 Introduction to Computer Science (4803) bilities. Students work a minimum of 15 hours per week. • Offered grades 9, 10, 11, 12 Examples of work experiences include day care, certified nurses’ aid, aviation, law enforcement, agriculture, • One Credit/One Semester construction, architecture, etc. Students also meet one hour daily for classroom instruction which emphasizes Designed to be the first computer science course for stu- employee skill building and personal money management dents who have never programmed before, Introduction concepts. College-bound students value their workplace to Computer Science is an optional starting point for the experiences as a way to narrow options for future studies. PLTW Comuter Science Program. Students work in teams Non college-bound students express appreciation as to to create apps for mobile devices using MIT App Inven- how co-op helps them make a smooth transition between tor. They explore the impact of computing in society and school and the world of work. All students enjoy “earning” build skills in digital citizenship and cybersecurity. Beyond while “learning.” learning the fundamentals of programming, students build computational-thinking skills by applying comuter science to collaboration tools, modeling and simulation, and data analysis. In addition, students transfer the understanding B153(DC)-Digital Applications and Responsibility (4528) of programming gained in App Inventor to text-based pro- +0.5 gramming in Python and apply their knowledge to create • Offered grades 9, 10, 11, 12 w/ DC algorithms for games of chance and strategy.

• Dual Credit Option – Ivy Tech (CINS 101) B121/122-Computer Science I (PTLW I) (4801) o Ivy Tech Tuition: FREE • Offered grades 9, 10, 11, 12 o No Guarantee of Transferability • One Credit/One Semester • Prerequisites: Intro to Computer Science or teach- • Priority Dual Credit er confirmation of student demonstration of mastery of the Intro to Computer Science standards Information Communications and Technology introduces • Two Credits/Two Semesters students to the Microsoft Office Suite. Technology is used • Quantitative Reasoning Course to build students decision-making and problem-solving skills. Information Communications and Technology helps Using Python® as a primary tool and incorporating multiple students develop efficient and practical computer skills platforms and languages for computation, this course aims beyond the basics. Students will use Microsoft Office to to develop computational thinking, generate excitement create documents and presentations, applicable to home, about career paths that utilize computing, and introduce school and the world of work. Students will use cameras, professional tools that foster creativity and collabora- microphones, and scanners to enhance their products. Stu- tion. Computer Science Principles helps students develop dents practice presentation skills as well as their produc- programming expertise and explore the working of the tion skills. Student will use Word, Excel, Power Point, and Internet. Projects and problems include app development, Access. These applications will also apply to future job and visualization of data, cybersecurity, and simulation. PLTW college tasks. is recognized by the College Board as an endorsed provider of curriculum and professional development for AP

22 Computer Science Principles (AP CSP). This endorsement affirms that all components of PLTW CSP’s offering are aligned to the AP Curriculum Framework standards and the Please note: Students are limited to a maximum of 6 credits in AP CSP assessment. Radio TV II

B131/132-Computer Science II: Programming (PTLW II) (4570) BM201/202-Radio TV II: Radio Broadcasting (5992) • Grades 10, 11 and 12 • Grades 10, 11 and 12 • Prerequisites: Computer Programming I and II or • Prerequisite: Computer Science I o Radio and Television I • Two Credits/Two Semesters o Teacher Recommendation • Quantitative Reasoning Course • Two Credits/Two Semesters*

Computer Science A focuses on further developing com- Students must be interviewed and selected to be a part putational-thinking skills through the medium of Android of this program for which they earn additional credits in App development for mobile platforms. The course utilizes Radio Production Broadcasting. Students apply advanced industry-standard tools such as Android Studio, Java pro- techniques of audio production and transmission and gramming language, XML, and device emulators. Students exhibit leadership as they perform executive management collaborate to create original solutions to problems of their duties (including music director, promotions, and website own choosing by designing and implementing user inter- design). Students regularly broadcast over the air and faces and Web-based databases. This course aligns with maintain official documentation as governed by the -Fed the AP CS A course. eral Communication Commission. Students maintain DJ shifts, write scripts, and air broadcast news, sports news, BM101/102-Radio and Television I (5986) business news, and weather. In addition, students are • Grades 9, 10, 11 and 12 called upon to staff after school broadcast activities and • Two Credits/Two Semesters possibly host their own afternoon live shows. Students regularly review music for air and are in contact with re- In this course, students survey the history of radio and cording companies and music reporting agencies. television and broadcast technology, current trends in broadcast communication, and basic principles of audio/ video production, program types, techniques of the sound studio, and program production. This course also provides a study of sights, sounds, opinions, and information pre- BM211/212-Radio TV II: TV Broadcasting (5992) sented by our mass media society. Students will develop • an awareness and purpose in all media, but primarily in Grades 10, 11 and 12 radio and television. Students will learn to critically evalu- • Prerequisite: ate media and informational sources. Students will receive o Radio and Television I intensive instruction in radio and television broadcasting o Teacher Recommendation skills, audio/video production, disc jockeying/anchoring, Interactive Media broadcast news, digital audio, FCC rules and regulations, o and digital automation. Students will use computers for • Two Credits/Two Semesters* electronic new gathering and digital editing. Students will also be trained in WCYT’s state-of-the-art studios, as well Students must be interviewed and selected to be part of as the television studio. In addition students will assist in this program. Students will participate in the creation the day-to-day operation of the high school radio station of the weekly television news program, “HHS In Depth,” and possibly Homestead’s weekly news show, HHS in each day in class. Students will get a hands-on education Depth. This course serves as a prerequisite for enrollment in all aspects of television production, including writing, in all Advanced Radio and TV courses. Students in the Ra- editing, filming, and operating equipment. Students will dio/TV program must achieve a minimum of a C average then apply these skills in the production of the news show. Students not involved in the news show creation will be in the prerequisite course to consider moving into an scripting, storyboarding, filming, and editing programs advance level course. (commercials, promos, sporting events, and other school activities) for future broadcast on the news show.

23 BM231/232-Radio TV II: Advanced Audio and Video Pro- duction (5992) • Grades 10, 11 and 12 • Prerequisite: o Radio and Television I (C average or better) o Teacher Recommendation • Two Credits/Two Semesters*

Students must be interviewed and selected to be part of this program. Students will experience a one-of-a-kind, hands-on introduction to the world of advanced-level audio and video editing. This comprehensive course is designed and structured to work as an open and largely self-directed lab course that allows students to expand and deepen the skills they learned in Radio and Television I. Students will work on complex technical productions that will focus heavily on videography, video editing, audio recording, audio mixing, sound design, visual design, dialog editing, lighting, video engineering, script writing, directing, producing, computer graphic designing, special effects, voice talent, on-camera talent, and camera operation. Students work will be based around Indiana Associ- ation of School Broadcasters (IASB) categories, a competition featuring all Indiana high school students involved in audio and video. At the conclusion of this course, students will have mastered the most recent Adobe audio and video editing software (Audition and Premier).

BM221/222-Radio TV II: Sports Broadcasting and Report- ing (5992) • Grades 10, 11 and 12 • Prerequisite: o Radio and Television I o Teacher Recommendation o Sports and Entertainment Marketing • Two Credits/Two Semesters*

Students must be interviewed and selected to be part of this program. Students will experience a one-of-a-kind, hands-on introduction to the world of sports broadcasting in both the television and radio industry. This comprehensive course blends all aspects of sports-themed broadcasts, including play-by-play, anchoring, reporting, and writing into one intensive program. Students will explore the history of sports broadcasting and its rise to the multi-billion dollar business it is today. Students will get the opportunity to perform live broadcasts of Homestead athletic events. Students will partake in the creation of “Sports in the Morning,” the only live and local sports talk show in Fort Wayne on weekdays. At the conclusion of this course, students will be prepared for position in radio, television, sports information, sports journalism, public relations, and promotions. 24 T131/132DCW-Introduction to Engineering Design –

Women in Engineering – PLTW I (4812) +0.5 ENGINEERING AND TECHNOLOGY • Grades 9, 10, 11 and 12 • Dual Credit Option: Ivy Tech (DESN 101) o Ivy Tech Tuition: Free o No Guarantee of Transferability • Engineering and Technology Education is a body of knowl- Two Credits/Two Semesters • edge and an area of study focusing on human endeavors Priority Dual Credit in creating and using tools, techniques, resources, and systems to manage the man-made and natural environments. The Women in Engineering section of Introduction to Students with technological knowledge understand how Engineering Design is focused on young women interested the human-built world is designed and created and how in all different fields of engineering. The course will offer people can use it to extend their potential. The Engineer- opportunities to connect with local female professionals, ing and Technology Education curriculum is designed to college students, professors and others to help prepare help students understand and to participate in the techno- girls who are interested in engineering and want to know logical society surrounding them. Engineering and Technol- what the experience will entail. ogy Education in Indiana is described as: an action-based program for all students to learn how to develop, produce, This introductory course develops student problem solv- use, and assess the impacts of products and services that ing skills with emphasis placed on the development of extend the human potential to improve and control the three-dimensional solid models. Students will work from natural and human- made environment. sketching simple geometric shapes to applying a solid modeling computer software package. They will learn a In addition, Homestead High School participates in the problem solving design process and how it is used in indus- Project Lead the Way program. Project Lead the Way try to manufacture a product. The Computer Aided Design (PLTW) is a not-for-profit organization that promotes pre- system (CAD) will also be used to analyze and evaluate the engineering courses for high school students. PLTW forms product design. The techniques learned, and equipment partnerships with public schools, higher education institu- used, are state of the art and are currently being used by tions and the private sector to increase the quantity and engineers throughout the United States. quality of engineers and engineering technologists graduating from our educational system.

Courses in this section account for Directed Electives or Electives for ALL diplomas. T201/202DC-Principles of Engineering –

PLTW II (4814) +0.5 T131/132DC-Introduction to Engineering Design - • PLTW I (4812) +0.5 Grades 10, 11, and 12

• Grades 9, 10, 11 and 12 • Prerequisite: Introduction to Engineering PLTW • Dual Credit Option: Ivy Tech (DESN 101) • Dual Credit Option – Ivy Tech (DESN 104) o Ivy Tech Tuition: Free o Ivy Tech Tuition: Free o No Guarantee of Transferability o No Guarantee of Transferability • Two Credits/Two Semesters • Two Credits/Two Semesters • Priority Dual Credit • Priority Dual Credit • Quantitative Reasoning course Introduction to Engineering Design is an introductory course that develops student problem solving skills with Principles of Engineering is a broad-based survey course emphasis placed on the development of three-dimension- designed to help students understand the field of engi- al solid models. Students will work from sketching simple neering and engineering technology and its career possi- geometric shapes to applying a solid modeling computer bilities. Students will develop engineering problem solving software package. They will learn a problem solving design skills that are involved in post- secondary education pro- process and how it is used in industry to manufacture a grams and engineering careers. They will also learn how product. The Computer Aided Design System (CAD) will engineers address concerns about the social and political also be used to analyze and evaluate the product design. consequences of technological change. The techniques learned, and equipment used, are state of the art and are currently being used by engineers throughout the United States. 25

T301/302DC-Digital Electronics – +0.5 ing course in which they earn a B or better (IT PLTW III D.E. (4826) w/ DC 10500, IT 10600, IT 10700, and BCM 10001) • Grades 11 and 12 o Purdue Tuition: Free • Prerequisite: Principles of Engineering PLTW II o No Guarantee of Transferability • Dual Credit Option – Ivy Tech (EECT 112) • Quantitative Reasoning course o Ivy Tech Tuition: Free Engineering Design and Development is a course where o No Guarantee of Transferability students will work in teams of two to four to design and • Two Credits/Two Semesters construct the solution to an engineering problem (orig- • Priority Dual Credit inal, taken from a database of problems, or a national challenge), applying the principles developed in prior • Quantitative Reasoning course PLTW courses. Students will maintain a journal as part of a portfolio of their work. Each team will be responsible for This is a course of study in applied digital logic that encom- delivering progress reports and making final presentations passes the design and application of electronic circuits and of their project to an outside review panel. The completed devices found in video games, watch, calculators, digital portfolio will be invaluable as students apply to college. cameras, and thousands of other devices. Instruction This is a college preparation course as part of a pre-engi- includes the application of engineering and scientific prin- neering program. Students are also expected to complete a ciples as well as the use of Boolean algebra to solve design college preparatory sequence of courses in mathematics. problems. Using Computer software that reflects current industry standards, activities should provide opportunities for students to design, construct, test, and analyze T106-Transportation Systems (4786) simple and complex digital circuitry software will be used • to develop and evaluate the product design. This course Grades 9, 10, 11, and 12 • engages students in critical thinking and problem-solving One Credit/One Semester skills, time management and teamwork skills. Transportation is one of the basic human productive activities and is essential for the development of society. Commerce is based on fast, efficient movement of goods T311/312DC-Civil Engineering and Architecture – PLTW III C.E. (4820) +0.5 and people. In this course, students will explore systems • Grades 11 and 12 and techniques used to apply technology to move people • Prerequisite: Principles of Engineering PLTW II and cargo in vehicles, and by other means, on land and in • water, air, and space. Activities should allow students to Dual Credit Option – Ivy Tech (DESN 105) understand a variety of transportation systems and inves- o Ivy Tech Tuition: Free tigate the processes and energy resources used to move o No Guarantee of Transferability people and products from one location to another. • Two Credits/Two Semesters • Quantitative Reasoning course T206-Introduction to Transportation (4798) This course provides an overview of the fields of Civil En- • Grades 9, 10, 11, and 12 gineering and Architecture, while emphasizing the inter- • Prerequisite: Transportation Systems relationship and dependence of both fields on each other. • One Credit/One Semester Students use state of the art software to solve real world • May be repeated for credit (max. 2 credits) problems and communicate solutions to hands-on projects and activities. Topics include the roles of civil engineers Transportation is that part of society that deals with the and architects, project planning, site planning, building moving of people and goods from one location to another. design, and project documentation and presentation. It is a designed and managed system that begins with a human need or want and uses inputs, processes, and out- puts to meet those needs or wants. Because of the various T401/402-Engineering Design and Development - impacts that transportation systems have on the individ- PLTW IV (4828) +0.5 ual, society, and the environment, these systems require • Grade 12 some type of continual assessment or feedback to control • Prerequisite: PLTW courses the system. This course deals with the following six basic • Two Credits/Two Semesters elements in the transportation process involved in moving • Dual Credit Option: Students who attend Purdue people and cargo on land and in air, water, and space: re- and major in Building Construction Management ceiving/storing; routing; loading; transporting; unloading; will receive 3 free credits for each PLTW Engineer- and, storing and delivering. 26 T123-Introduction to Manufacturing (4784) trols and Manufacturing Trends. Industrial Technology and • Grades 9, 10, 11, and 12 Software Controls covers wiring and schematic diagrams • One Credit/One Semester used to design, install and repair electrical/electronic • May be repeated for credit (max. 2 credits) equipment such as wireless communication devices, and programmable controllers. Course content will include Introduction to Manufacturing provides students with an basic theories of electricity, electronics, digital technology, introduction to manufacturing technology and its rela- and basic circuit analysis. Activities include experiences tionship to society, individuals, and the environment. in: soldering; use of an oscilloscope, meters, signal gen- An understanding of manufacturing provides a base for erators and tracers; breadboarding; circuit simulation technological literacy and competence. The course focuses software; and troubleshooting. Understanding and using on two major technologies in manufacturing: materials the underlying scientific principles related to electricity, processing and management technology. Students will electronics, circuits, sine waves, and Ohm’s aw are integral explore techniques used to apply technology in obtaining to this course. Manufacturing trends covers basic con- resources and in changing them into industrial materials cepts in manufacturing operations and plant floor layout and finished products. in the production environment. Applications of Computer Numerical Control (CNC), and lathe and turning operations

are developed as a foundation for machining operations. T121/122-Introduction to Advanced Manufacturing and Coordinate system concepts are introduced as relevant to Logistics (4796) +0.5 machining processes, as well as fluid and mechanical pow- • Grades 9, 10, 11, and 12 w/ DC er, welding, and lean manufacturing.

• Dual Credit Option: Ivy Tech (MPRO 100 & 106) T103-Construction Systems (4782) o Ivy Tech Tuition: Free • Grades 9, 10, 11, and 12 o No Guarantee of Transferability • One Credit/One Semester • Two Credits/Two Semesters • Priority Dual Credit Construction technology involves using resources efficient- ly to produce a structure on a site. Students will explore This course is a specialized course that explores the tech- the application of tools, materials, and energy in designing, nological processes used to obtain resources and change producing, using, and assessing constructed works. This them into industrial materials and finished industrial and course provides students with an overview of the practices consumer products. Activities should provide an under- used to construct structures from approved plans. Empha- standing of the characteristics and properties of industrial sis is placed on construction processes and materials used material and the processing of materials into consumer to produce residential, commercial, industrial, and civil goods. The students will investigate the properties of four structures. solid engineering materials: metallics, polymers; ceramics; and composites. After gaining a working knowledge of these materials, students will study six major types of T203-Introduction to Construction (4792) material processes; casting and molding; forming; sep- • Grades 10, 11, and 12 arating; conditioning; finishing; and assembling. In this • Prerequisite: Construction Systems course, each of these processes is a major body of content. • It is through the study of common principles, supported One Credit/One Semester • by related laboratory and problem solving activities, that May be repeated for credit (max. 2 credits) understanding is developed and reinforced. This course was designed to help students understand how T221/222-Advanced Manufacturing I +0.5 technology was used to produce our constructed environ- • w/ DC ment. Buildings provide physical conditions people want Grades 10, 11, and 12 • Prerequisite: Intro to Adv. Manufacturing and and need for themselves, their activities, and their things. Structures in our environment include residential, com- Logistics mercial, institutional, and industrial buildings in addition to • Dual Credit Option: Ivy Tech (MPRO 102 & 122) special purpose facilities built for displays, sports contest, o Ivy Tech Tuition: Free and transportation terminals. Students will study construc- o No Guarantee of Transferability tion topics such as preparing the site, doing earthwork, set- • Two Credits/Two Semesters ting footings and foundations, building the superstructure, • Priority Dual Credit enclosing the structure, installing systems, finishing the structure, and completing the site. This course includes classroom and laboratory experiences in two broad areas: Industrial Technology/Software Con- 27

E101H/102H-Honors English 9 (1002) +0.5 • Grade 9 ENGLISH • Prerequisite: Approved Standardized Test Scores or Department Exam • Two Credits/Two Semesters

The state of Indiana requires that all students successfully This course provides students with a rigorous Pre-AP pace complete eight semesters of English to meet graduation in literature and writing that aligns with future require- requirements. Homestead High School desires all students ments for AP English Literature and Composition, which is to take two semesters of literature and two semesters of offered junior year, and AP English Language and Composi- writing during their junior and senior year. tion, which is offered senior year. Students explore universal themes and connections through advanced-level liter- Summer reading is a required component for all English ature and demonstrate understanding through analytical courses. Specific requirements for each grade level/ writing. Reading selections include a variety of classic and course are accessible via the Homestead High School web contemporary works from fiction, nonfiction, drama and page. poetry. Students advance writing skills through a number of analytical and argumentative writings. A student taking The English Department strongly recommends that stu- Honors English 9 must have the ability and/or desire: to be dents maintain an A average in the prerequisite regular self-motivated learners, to grasp new concepts at a rigor- course or a B average in the prerequisite honors course to ous pace, to manage time and complete work in a timely consider moving into an honors course at the next level. manner, to read difficult texts critically, to engage actively in classroom discussions, and to reason using higher order EE081/082-Language Arts Lab (1010) skills. • Grade 9, 10, 11 and 12 • Prerequisite: Placement Only E201/202-English 10 (1004) • • Two Credits/Two Semesters Grade 10 • • Counts as Elective Credit towards ALL diplomas Two Credits/Two Semesters

Language Arts Lab is a supplemental course that provides English 10, an integrated English course based on Indiana’s students with individualized or small group instruction College and Career Readiness Standards for English Lan- designed to build skills in order to support success in guage Arts, is a study of language, literature, composition, completing language arts course work aligned with Indiana and oral communication with a focus on exploring a wide College and Career Readiness Standards for English/Lan- variety of genres and their elements. Students use literary guage Arts in Grades 9-12. interpretation, analysis, comparison, and evaluation to read and respond to representative works of historical or cultural significance appropriate for Grade 10 in classic and contemporary literature balanced with nonfiction. Stu- E101/102-English 9 (1002) dents write compositions that meet state standards with • Grade 9 correct usage and language mechanics in various narrative, • Two Credits/Two Semesters informative, and argumentative essays. Student participate in grade-appropriate oral presentations and discus- English 9, an integrated English course based on Indiana’s sions and use technology in different degrees to proactive College and Career Readiness Standards in Grade 9, is a and refine the writing and reading process. study of language, literature, composition, and oral communication with a focus on exploring a wide variety of E201H/202H-Honors English 10 (1004) • +0.5 genres and their elements. Students use literary interpre- Grade 10 tation, analysis, comparisons, and evaluation to read and • respond to representative works of historical or cultural Prerequisite: Honors English 9 or teacher significance appropriate for Grade 9 in classic and contem- recommendation porary literature balanced with nonfiction. Students write • Two Credits/Two Semesters creative pieces, responses to literature, expository and persuasive compositions, research reports, business letters, English 10 is offered to motivated students who success- and technical documents. Students deliver grade-appro- fully completed Honors English 9 or who receive a teacher priate oral presentations and access, analyze, and evaluate recommendation. This course provides students with a rigorous Pre-AP curriculum in literature and writing that online information. aligns with future requirements for AP English Literature 28 and Composition, which is offered junior year, and AP in the works are both interconnected and distinctly reflec- English Language and Composition, which is offered senior tive of the cultures and the countries in which they were year. Honors English 10 requires students to build upon written. Critical essays, examining literature, are the focus the previously explored universal themes and connec- of writing development in this course. tions through advanced-level literature. Students are expected to demonstrate a sophisticated understanding of literature and composition skills through analytical and E321/322-AP English Literature and Composition (1058) argumentative writing. The curriculum includes a number +1 • Grade 11 w/ AP EXAM of challenging pieces of classic and contemporary fiction, • nonfiction, drama, and poetry from world and American Prerequisite: Honors English 10 or English 10 literature. A student taking Honors English 10 must have • Two Credits/Two Semesters the ability and/or desire: to exhibit self-motivation, to grasp new concepts at a rigorous pace, to manage time English Literature and Composition, Advanced Placement, and complete work in a timely manner, to read difficult is an advanced placement course based on content estab- text critically, to engage actively in classroom discussions, lished by College Board. An AP course in English Literature and to reason using higher order skills. and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should E301/302-English 11 (1006) make students aware of the interactions among a writer’s • Grade 11 purposes, audience expectations, and subjects as well as the way generic conventions and the resources of the lan- • Two Credits/Two Semesters guages contribute to effectiveness in writing. English 11, an integrated English course based on Indiana’s College and Career Readiness Standards in Grade 11, is a E401/402-English 12 (1008) study of language, literature, composition, and oral com- • Grade 12 munication with a focus on exploring universal themes • Two Credits/Two Semesters across a wide variety of genres. Students use literacy interpretation, analysis, comparisons, and evaluation to English 12, an integrated English course based on Indiana’s read and respond to representative works of historical or College and Career Readiness Standards in Grade 12, is a cultural significance appropriate for Grade 11 in classic and study of language, literature, composition, and oral com- contemporary literature balanced with nonfiction. Stu- munication with a focus on exploring universal themes dents write narratives, response to literature, academic across a wide variety of genres. Students use literary essays (e.g. analytical, persuasive, expository, summary), interpretation, analysis, comparisons, and evaluation to reflective compositions, historical investigation reports, read and respond to representative works of historical or resumes, and technical documents incorporating visual cultural significance appropriate for Grade 12 in classic and information in the form of pictures, graphs, and tables. contemporary literature balanced with nonfiction. Stu- Students write and deliver grade-appropriate multimedia dents write narratives, formal and informal responses to presentations and access, analyze, and evaluate online literature, academic essays, reflective compositions, and information. historical investigation reports where they incorporate visual information in the form of pictures, graphs, and tables. Following a project-based learning framework, all units culminate in a multi-faceted product that is present- E313-English Literature (1030) ed to an authentic audience, either in person or digitally. • Grades 11 and 12 To meet this requirement, students prepare and deliver • Prerequisite: English 10 sophisticated multimedia presentations that emerge from their analysis and evaluation of online information, print • One Credit/One Semester sources, and community-based interview experiences. English Literature, a course based on Indiana College and E323-Dramatic Literature (1028) Career Readiness Standards, is a study of representative • works of English-speaking authors associated with the Grades 11 and 12 Commonwealth of Nations, including England, Scotland, • Prerequisite: English 9 and 10 Ireland, Wales, Canada, Newfoundland, Australia, New • One Credit/One Semester Zealand, India, South Africa, Kenya, Botswana, and others. Students examine literary genres that reflect the English Dramatic Literature, a course based on Indiana’s College –speaking peoples from the Modern Era to the present. and Career Readiness Standards for English/Language Students analyze how the ideas and concepts presented Arts, is a study of plays and literary art as different from 29 other literary genres. Students view live, televised, or Ethnic Literature, a course based on Indiana’s College and filmed production and stage scenes from plays or scripts. Career Readiness Standards for English/Language Arts, is a Students examine tragedies, comedies, melodramas, study of literature focusing on specific multicultural issues musicals or operas created by important playwrights and produced by writers representing various ethnic experi- screenwriters representing literary movements in dramatic ences and ideas as well as the contributions of authors to literature. Students analyze how live performance alters multicultural themes. Students analyze the expressions of interpretation from text and how developments in acting cultural identities within ethnic literature and how prob- and production have altered the way we interpret plays lems or issues of interest to a given group relate or inter- or scripts. Students analyze the relationship between the connect with national issues and history. development of dramatic literature as entertainment and as a reflection or influence on the culture. E423-Composition (1090) • Grades 11 and 12 E333-Film Literature (1034) • Prerequisite: English 10 • Grades 11 and 12 • One Credit/One Semester • Prerequisite: English 9 and 10 • One Credit/One Semester Composition, a course based on Indiana College and Career Readiness Standards for English/Language Arts, is • Does NOT count towards NCAA eligibility a study and application of the rhetorical writing strate- Film Literature, a course based on Indiana’s College and gies: critical analysis, description, exposition, and persua- Career Readiness Standards for English/Language Arts, is sion. Using the writing process, students demonstrate a a study of how literature is adapted from film or media command of how an author’s purpose, as well as his/her and includes role playing as film directors for selected intended audience, impacts his/her choices such as dic- screen scenes. Students read about the history of film, the tion, tone, style, and organization. Students advance their reflection or influence of film on the culture, and issues understanding of English language conventions, organiza- of interpretation, production and adaptation. Students tional skills, and research standards commonly required in examine the visual interpretation of literary techniques academic settings. Students read and examine a variety of and auditory language in film and the limitation or spe- texts that serve as models for the writing they complete. cial capacities of film versus text to present literary work. These texts come from contemporary sources that align Students analyze how film portrays the human condition with a variety of writing tasks, including opinion-driven and the roles of men and women and the various ethnic or compositions, academic essays, and reflective responses. cultural minorities in the past and present. E393DC-Advanced Composition (Ivy Tech) E473-Contemporary Literature (1054) and E493DC (IPFW) (1098) +0.5 • • Grades 11 and 12 w/ DC Grades 11 and 12 • Prerequisite: English 9 and 10 • Prerequisite depends upon which Dual Credit • One Credit/One Semester option you select:

Contemporary Literature, a course based on Indiana’s Col- o English 10 for students enrolling in Ivy Tech lege and Career Readiness Standards for English/Language ENGL 111 Arts, is a study of how post-1950’s literature from around Two Junior English Courses for students the world, such as North America, Europe, the Middle East o enrolling in IPFW W131 and post-colonial Africa and Asia, addresses contempo- • rary issues. Students examine multiple genres to devel- Dual Credit Required: Ivy Tech (ENGL 111) op a sense of how particular genres are used to present o Ivy Tech Tuition: FREE ideas and events. Students analyze different theories and o Required Text: Not available at time of methods of textual criticism, especially theories popular print currently. Students analyze how the interpretations and • Dual Credit Required: IPFW (W131) Seniors ONLY themes of contemporary literature read in this course relate to the time period and to historical issues. o IPFW Tuition: $75.00 (2016 Fee) o Required Text: Not available at time of E453-Ethnic Literature (1032) print • Grades 11 and 12 • No Guarantee of Transferability • Prerequisite: English 10 • One Credit/One Semester • One Credit/One Semester • Priority Dual Credit

30 In these college writing courses, students will develop their type of poetry from another. Students examine a wide understanding and use of rhetoric as they write for vari- variety of major poetic works from the English-speaking ous audiences and purposes. Emphasis is placed on types world and English translations of important works from the of writing required for further college courses, especially non-English-speaking world. Student analyze the impact those that demand analysis and synthesis. By examining of aural devices, such as meter, alliteration, assonance, and essays written by professional writers and using elements rhyme, on the overall interpretation of a poem and how of these pieces as models, students improve the sophis- poetry is a form of literary expression that has prevailed tication of their own work. Through class discussion and through the ages. individual analysis of essays, students hone critical reading and thinking skills essential for post-secondary success. Stylistic exercises and formal study of usage and mechanics E 373(DC)-Creative Writing (1092) +0.5 are integrated within the writing process. w/ DC • Grades 11 and 12

+0.5 • Prerequisite: English 9 and 10 ( In addition, stu- E366(DC)-American Literature(1020) w/ DC dents wishing to take this course for Dual Credit • Grades 11 and 12 must also have passed ENGL 111 or ENG W131) • Dual Credit Option: Ivy Tech (ENGL 202) • Prerequisite: English 9 and 10 ( In addition, stu- Ivy Tech Tuition: FREE dents wishing to take this course for Dual Credit o must also have passed ENGL 111 or ENG W131) o No Guarantee of Transferability • One Credit/One Semester • Dual Credit Option: Ivy Tech (ENGL 223) Creative Writing, a course based on Indiana College and o Ivy Tech Tuition: FREE Career Readiness Standards for English/Language Arts, is o No Guarantee of Transferability a study and application of the rhetorical (effective) writing • One Credit/One Semester strategies for prose and poetry. Using the writing process, students demonstrate a command of vocabulary, the • Priority Dual Credit nuances of language and vocabulary, English language con- This course is designed to survey major American poets ventions, audience awareness, the purposes for writing, and prose writers from Civil War to present. Included will and the style of their own writing. be a discussion of the major historical, cultural, intellectu- al, and political events which influenced the authors.

American Literature, a course based on Indiana College and Career Readiness Standards for English/Language E463(DC)-Expository Writing (1094) Arts, is a study of representative works and authors of the +0.5 • Grades 11 and 12 w/ DC United States after the Civil War to the present. Students read, analyze, evaluate, critique, and actively respond to • Prerequisite: English 9 and 10 ( In addition, stu- literary genres that reflect American culture, including dents wishing to take this course for Dual Credit quality works of various ethnic and cultural minorities. must also have passed ENGL 111 or ENG W131) Students compare readings and media from literature by • demonstrating how the ideas and concepts presented in Dual Credit Option: Ivy Tech (ENGL 112) the works are distinctly American and important to an un- o Ivy Tech Tuition: FREE derstanding of the development of the American culture. o No Guarantee of Transferability • One Credit/One Semester • Priority Dual Credit E343-Poetry (1044) Expository Writing, a course based on Indiana College and • Grades 11 and 12 Career Readiness Standards for English/Language Arts, is a • Prerequisite: English 9 and 10 study and application of the various types of informational • One Credit/One Semester writing intended for a variety of different audiences. Using the writing process, students demonstrate a command of Poetry, a course based on Indiana College and Career vocabulary, English language conventions, research and Readiness Standards for English/Literature Arts, is a study organizational skills, an awareness of the audience, the of poetic works, the interpretation of poetry and variety purpose for writing, and style. of structures, devices, and themes, and differentiates one 31

E 383(DC)-Advanced Speech (1078) o I Capture the Castle by Dodie Smith. ISBN: +0.5 978-0312316167. • Grades 11 and 12 w/ DC o The Absolutely True Diary of a Part Time • Dual Credit Option: IPFW (COMM114) Indian by Sherman Alexie. ISBN: 978- 0316013697. o IPFW Tuition: $75.00 (2016 Fee) o Nimona by Noelle Stevenson. ISBN: 978- o No Guarantee of Transferability 0062278227. • Required Texts:Communication in Everyday Life o Roll of Thunder, Hear My Cry by Mildred by Steve Duck and David T. McMahan. ISBN: 978- Taylor. ISBN: 978-0142401125. 1-4833-4498-0. • o Swallows and Amazons by Arthur Ran- One Credit/One Semester some. ISBN: 978-1567924206 • Priority Dual Credit o The Chrysalids by John Wyndham. ISBN: 978-1590172926 Advanced Speech (COM114) is designed to help students • Priority Dual Credit succeed in understanding various concepts and techniques • of communication in small groups, in interpersonal as- Does NOT count towards NCAA eligibility pects, and in public speaking situations. This course entails a study of communication theories as applied to speech. This course provides a survey and analysis of classic and Practical communicative experiences include interperson- modern children’s literature for students interested in un- al communication and small-group processes, problem derstanding literature read to/by children preschool-mid- identification and solution in discussion, and informative dle school. The course focuses on different genres of and persuasive speaking in standard speaker-audience literature and may include picture books, folk tales, poetry, situations. short stories, and novels. In addition, the role of art, illustrations, and media adaptations will be examined in conjunction with children’s literature throughout the years. Upon successful completion of this course the student will E411/412-AP English Language and Composition (1056) be expected to: 1. Read and analyze an extensive sampling • Grade 12 +1 w/ AP EXAM of children’s literature across historical periods and genres. 2. Analyze and explain how historical context has impacted • Prerequisite: Two Junior English Classes literature for children and adolescents. 3. Demonstrate • Two Credits/Two Semesters an understanding of the importance of literature as it reflects the social, educational, and emotional develop- English Language and Composition is an advanced placement course based on content established by the College ment of children. 4. Analyze selected poetry and fiction Board. An AP course in English Language and Composition to determine how authors have used literary and artistic engages students in becoming skilled readers of prose techniques effectively. 5. Determine the literary merits of a written in a variety of rhetorical contexts and in becoming text. 6. Write reflectively and critically about this literature: skilled writers who compose for a variety of purposes. assignments may include consideration of plot, character Both their writing and their reading should make students development, theme, socio-historical context, and the role aware of the interactions among a writer’s purposes, audi- played by graphic arts and media. 7. Use research strate- ence expectations and subjects as well as the way generic gies to increase knowledge and understanding of the disci- conventions and the resources of language contribute to pline, including exposure to secondary texts. Topical areas effectiveness in writing. of study will include reading and thinking critically, analysis and interpretation of texts, and literary criticism. Students will be able to identify the characteristics of children’s literature and take part in written and verbal examination E482MW-Children Literature (1124) +0.5 of this genre’s literary and artistic techniques. Study will • Senior Experience ONLY w/ DC include picture books, folk tales, fairy tales, myths and • Prerequisite: Ivy Tech ENGL 111 legends, poetry, riddles and rhymes, short stories, novels or IPFW W131 and media adaptations. • Dual Credit Option: Ivy Tech (ENGL 240) o Ivy Tech Tuition: FREE EE223-Etymology (1060) o No Guarantee of Transferability • Grades 10 and 11 • One Credit/One Semester • Prerequisite: English 9 or Honors English 9 • 2016-2017 Required Novels (please review current syllabus for 2017-2018 required novels): • If taken in 10th grade, this course must be taken 32 concurrently with English 10 EJ102-Journalism II (1080) • One Credit/One Semester • Grades 9, 10, 11 and 12 • Elective Credit towards ALL diplomas • Prerequisite: Journalism I • One Credit/One Semester Etymology provides instruction in the derivation of English • words and word families through a study of the history of Counts as Elective Credit towards ALL diplomas the language and the study of the connotative and deno- This course takes material presented during Journalism I tative meaning of words in a variety of contexts. Students and expands on it by allowing students to create articles, focus on vocabulary study in order to improve reading photography, artwork, advertising, and design for the var- comprehension, expression in compositions, and perfor- ious student publications. Students will choose one of the mance on college entrance exams. They will concentrate areas of student publications and specialize in that area on selecting and applying effective reading strategies as while working with the advisor and editors of the student they prepare for the SAT and ACT. Students in this course publication to produce material that adheres to the prop- discuss and recommend books to others, practice im- erties of effective and ethical journalism. proving their reading rate, and write about reading they have completed. They work on the critical reading skills of understanding implied meanings, distinguishing between objective and subjective presentations of information, and EJ211/212-Student Publication: Newspaper (1086) making and defending judgments about the quality and • Grades 10, 11 and 12 content of their reading. To do satisfactory work in Ety- mology, students should be prepared to do a considerable • Prerequisite: Journalism II or Journalism I with amount of reading both inside and outside of the class. Teacher Recommendation • Two Credits/Two Semesters EE339-Debate (1070) • Grades 11 and 12 • Counts as Fine Arts Credit towards ALL diplomas • Prerequisite: English 10 and may be repeated • One Credit/One Semester This course involves the production of the school news- • Elective Credit towards ALL diplomas paper, including the gathering, writing, and editing of stories, and design and makeup of the school newspaper. Debate focuses on developing skills for students to become Emphasis is on using the newspaper as an informative and (1) in-depth researchers, (2) technical persuasive writers, entertaining medium for students, faculty, administration, (3) effective communicators, (4) perceptive listeners, and and parents. It also serves as the laboratory for newspaper (5) analytical thinkers. Students gain an understanding of production. argumentation and persuasion theories, and develop skills in logic and analysis. Students also research topics, organize research, write persuasive cases, and practice public speaking through debating current issues of the day. EJ221/222-Student Publication: Yearbook (1086) • Grades 10, 11 and 12 EJ101-Journalism I (1080) • • Grades 9, 10, 11 and 12 Prerequisite: Journalism II or Journalism I with Teacher Recommendation • One Credit/One Semester • Two Credits/Two Semesters • Counts as Elective Credit towards ALL diplomas • Counts as Fine Arts Credit towards ALL diplomas A student must complete Journalism I and Journalism II and may be repeated prior to enrolling in the advanced publication courses. This course will concentrate on developing skills necessary for This course involves the production of the school year- the production of the newspaper, magazine, and yearbook, book, including the gathering, writing, and editing of such as advertising, news writing, feature writing, sports stories, and design and makeup of the school newspaper. writing, editorial and opinion writing, design and photog- Emphasis is on using the yearbook as an informative and raphy, including instruction on how to gather, write, and entertaining medium for students, faculty, administration, edit news. In the process, students become more obser- and parents. It also serves as the laboratory for yearbook vant and aware of the roles of mass media in society. The production. course also gives students a basis for discriminating reading, listening, viewing, and using media to their advantage. 33 EJ201/202-Student Publication: Literary Magazine (1086) course is for students who need additional support in vo- • Grades 10, 11 and 12 cabulary development and reading comprehension. • Prerequisite: Journalism II or Journalism I with Teacher Recommendation • Two Credits/Two Semesters

• Counts as Elective Credit towards ALL diplomas and may be repeated

This course involves the production of the school magazine, including the gathering, writing, and editing of stories, and design and makeup of the school newspaper. Emphasis is on using the magazine as an informative and entertaining medium. It also serves as the laboratory for magazine production.

ENL101/102-English as a New Learner (ENL) (1012) • Grades 9, 10, 11 and 12 • Prerequisite: English Proficiency Placement Test Results • Two Credits/Two Semesters • Up to Four Credits can count as part of the Eight Required English Credits • Up to Four Directed Elective Credits can be awarded if ENL taken concurrently with another English Language Arts course

English as a New Language, a course based on Indiana College and Career Readiness Standards for English/Lan- guage Arts, is a study of language, literature, composition and oral communication for Limited English Proficient (LEP) students so that they improve their proficiency in listening, speaking, reading, writing, and comprehension of Standard English. Students study English vocabulary used in fictional texts and content-area texts, speak and write English so that they can function within the regular school setting and an English-speaking society, and deliver oral presentations appropriate to their respective levels of English proficiency.

EE071/072-Developmental Reading (1120) • Grades 9, 10, 11 and 12 • Prerequisite: English Proficiency Placement Test Results • Two Credits/Two Semesters

• Counts as Elective Credit towards ALL diplomas and may be repeated

Developmental Reading is a supplementary course that provides students with individualized instruction designed to support success in completing language arts course work aligned Indiana College and Career Readiness Standards for English/Language Arts in grades 9-12. This 34 FC116-*Child Development (5362) • Grades 9, 10, 11 and 12 FAMILY AND CONSUMER SCIENCES • One Credit/One Semester

Child Development is an introductory course that is The Family and Consumer Sciences courses empower especially relevant for students interested in careers that students to manage the challenges of living and working at draw on knowledge of children, child development, and home, in the community, in the workplace, and in a diverse nurturing of children. This course addresses issues of child and global society. The relationship between work and development from conception/prenatal through age 3. family is a unique focus of the program. Courses apply to It includes the study of prenatal development and birth; a variety of post high school careers including teaching, growth and development of children; child care giving and childcare, dietetics, hospitality and food service, health nurturing; and support systems for parents and caregivers. services, housing and design, social services, food science, Topic include: consideration of the roles, responsibilities, clothing construction and fashion design, and as entrepre- and challenges of parenthood, child abuse, human sexu- neurs. These courses emphasize a project-based approach ality, adolescent pregnancy; parental development prepa- in the classroom. These activities may be compiled into a ration for birth; the birth process, meeting the needs of student portfolio at the end of each course. infants and children, caring for children with special needs, and career opportunities. Students will have the option to take home a computerized baby for the weekend. This simulation is not a requirement for the course, but used as Courses in this section count as Directed Elective or an enrichment for students wanting a real-life experience. Elective for ALL diplomas. FC119-Advanced Child Development (5360) *A combination of three of these courses may be substi- • Grades 9, 10, 11 and 12 tuted to fulfill the required health education credit: Adult • Roles and Responsibilities, Child Development, Nutrition Recommended Prerequisite: Child Development & Wellness, and Prep for College and Career. See State • One Credit/One Semester Rule 141 IAC 6-7-6. Advanced Child Development is a sequential course that addresses development of children from ages 4 through FC103-*Adult Roles and Responsibilities (5330) 8. This class is a project-based class and will offer students a variety of resources for future endeavors. Students will • Grades 9, 10, 11 and 12 create a portfolio and observe young children. Topics in- • One Credit/One Semester clude: (1)Positive parenting and nurturing across ages and stages; (2) Practices that promote long-term well-being of • Fulfills personal finance requirement children and their families; (3)Developmentally appropriate guidance and intervention strategies with individuals This course builds financial knowledge that will prepare and groups of children; (4) Accessing, evaluating, and students to take the next steps toward adulthood in utilizing information, including brain/learning research today’s ever-changing society. The focus is on becoming and other research results; (5) Meeting needs of children independent, contributing, and responsible participants in with a variety of disadvantaging conditions; (6) Basic sign family, community, and career settings. language. Service learning, introductory laboratory experiences with children in a preschool setting will be applied to This course builds knowledge, skills, attitudes, and behav- this course. iors that students will need as they complete high school and prepares to take the next steps towards adulthood FC303(DC)-Education Professions I(5408) in today’s society. The course includes the study of in- +0.5 • Grades 11 and 12 terpersonal standards, lifespan roles and responsibilities, w/ DC • individual and family resource management, and financial Recommended Prerequisite: Child Development responsibility and resources. • Dual Credit Option- IPFW (EDUC F200) o IPFW Fee: $75.00 (2015 Fee) No Guarantee of Transferability • Two Credits/One Semester

• Priority Dual Credit 35 This elective course provides students with organized ex- FC106-Introduction to Fashion and Textiles I (5380) ploratory teaching experiences. Students are assigned to • Grades 9, 10, 11 and 12 SACS elementary and middle schools to work with teachers and students in an educational atmosphere. This class • One Credit/One Semester meets 2 or 3 periods consecutively. Student must be able • Counts as Fine Arts credit for the Academic Honors to provide on transportation. Diploma

Education Professions I provides the foundation for -em Introduction to Fashion and Textiles is an introductory ployment in education and related careers and prepares course for those students interested in academic enrich- students for study in higher education. An active learning ment or a career in the fashion, textile, and apparel indus- approach that utilizes high order thinking, communication, try. This course addresses knowledge and skills related leadership, and management processes is recommended to design, production, acquisition, and distribution in the in order to integrate suggested topics into the study of fashion, textile, and apparel arena. The course includes education and related careers. The course of study in- the study of personal, academic, and career success; cludes, but is not limited to: the teaching profession, the careers in the fashion, textile, and apparel industry; factors learner and the learning process, planning instruction, influencing the merchandising and selection of fashion, learning environment, instructional and assessment strat- textile, and apparel goods and their properties, design egies. Exploratory field experiences in classroom settings and production; and consumer skills. A project-based and career portfolios are required components. A stan- approach integrates instruction and laboratory experienc- dards-based plan guides the students’ field experience. es including application of the elements and principles Students are monitored in their field experiences by the of design; selection, production, alteration, repair, and Education Professionals I teacher. maintenance of apparel and textile production; production research, development and testing; an application of technical tools and equipment utilized in the industry. Visual FC311-Education Professions II (5404) arts concepts will be addressed. This course provides the foundation for continuing and post-secondary education in • Grades 11 and 12 fashion, textile, and apparel-related careers. • Prerequisite: Education Professions I

• Two or Three Credits/One Semester FC126-Introduction to Fashion and Textiles II (5380) This elective course provides students with organized ex- • Grades 9, 10, 11 and 12 ploratory teaching experiences. Students are assigned to • SACS elementary and middle schools to work with teachers Prerequisite: Introduction to Fashion and Textile I and students in an educational atmosphere. This class • One Credit/One Semester meets 2 or 3 periods consecutively. Student must be able to provide on transportation. This course continues the skills from the Introduction to Fashion and Textile I. Students will expand knowledge and Education Professions II prepares students for employment skills in the use of various fibers, fabrics, and related career in education and related career and provides the founda- projects. Emphasis is on progressive skill development tion for study in higher education in these career areas. through individual projects. Students will be continuing An active learning approach that utilizes higher order with their sample binder from the prerequisite course. thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of education and related careers. The course of study includes, but is not limited to: the teaching FC133-*Nutrition and Wellness: Food I (5342) profession, the learner and the learning process, planning • Grades 9, 10, 11 and 12 instruction, learning environment, and instructional and assessment strategies. Extensive field experiences in one • One Credit/One Semester or more classroom settings, resumes, and career portfolios are required components. A standards-based plan guides Nutrition and Wellness enables students to realize the the students’ field experiences. Students are monitored components and lifelong benefits of sound nutrition and in their field experiences by the Education Professions II wellness practice and empower them to apply these teacher. principles in their everyday lives. Laboratory experiences which emphasize both nutrition and wellness practices are necessary components of this course.

36 The study of food revolves around the U.S. Dietary Guide- lines and MyPlate. Areas of study include basic nutrition, kitchen equipment and skills, safety and sanitation, and an FC146-Introduction to Housing and Interior Design (5350) in-depth look at all food groups. Lab experiences include • Grades 9, 10, 11 and 12 knife skills, quick breads, fruit and vegetable, meat, and • desserts to name a few. Students can also look forward One Credit/One Semester to cooking at home assignments where they will share • Counts as Fine Arts credit for the Academic Hon- learned skills with family. After completing this course, ors Diploma one can expect to be more prepared to live on his/her own. Housing and Interior Design addresses selecting and planning living environments to meet the needs and wants of individuals and families throughout the family life cycle, considering a broad range of economic, social, cultural, FC233-Advanced Nutrition and Wellness: Baking (5340) technological, environmental, maintenance, and aesthetic • Grades 9, 10, 11 and 12 factors. This is a project-based class. Students will get a • real-life project to design. Past projects have included; Prerequisite: Nutrition and Wellness I offices in the freshman academy, TV/Radio room, and • One Credit/One Semester the new reading room by the seminar. Topics include: (1) Evaluation of housing styles, locations, and ownership op- Advanced Nutrition and Wellness: Baking offers the ad- tions; (2) Contemporary housing issues, including home- vanced foods student an opportunity to concentrate on lessness; (3) Environmental and energy issues; housing to baking skills and the careers associated with this culinary meet special needs; (4) Elements and principles of design; area. Students will study ingredients, their functions, (5) Creating functional, safe, and aesthetic spaces; (6) participate in labs that emphasize experimentation and Exploration of housing-related careers. recipe modifications. Learn to evaluate products made in class by improving sensory evaluation skills. Essentials for (1) Recommended grade of C or success in this class are: FC231/232-Advanced Life Sciences: Foods (5072) above in Nutrition and Wellness: Foods I; (2) Good writing skills; (3) Good math skills; (4) Good self-managements • Grades 11 and 12 skills. • Prerequisites: Biology FC136-Advanced Nutrition and Wellness: World Cultures • Two Credits/Two Semesters and Cuisine (5340) • Counts as Science Credit • Grades 9, 10, 11 and 12 • Quantitative Reasoning Course • Prerequisite: Nutrition and Wellness I Advanced Life Science: Foods is a course that provides • One Credit/One Semester students with opportunities to participate in a variety of activities including laboratory work. This is a stan- Advanced Nutrition and Wellness: World Cultures and dards-based, interdisciplinary science course that inte- Cuisine is a sequential course that addresses more com- grates biology, chemistry, and microbiology in the context plex concepts in nutrition and foods, with emphasis on of foods and the global food industry. Students enrolled contemporary economic, social, psychological, cultural, in this course formulate, design, and carry out food-base and global issues. laboratory and field investigations are essential course This advanced foods class exposes students to internation- components. Students understand how biology, chem- al cuisine and fosters an appreciation for cultural differ- istry, and physics principles apply to the composition ences. Learn about diverse cultures by examining food of foods, the nutrition of foods, food and food product customs, ceremonial foods, and geographical influences. development, food processing, food safety and sanitation, European, Asian, and Middle Eastern cuisine is explored, food packaging, and food storage. Students completing as well as regional foods in the United States. Students this course will be able to apply the principles of scientific will have lab experiences to reinforce the learning and en- inquiry to solve problems related to biology, physics, and able students to taste a variety of ethnic recipes. Essen- chemistry in the context of highly advanced industry appli- tials for success in this class are: (1) Recommended grade cation of foods. of C or above in Nutrition and Wellness: Foods I; (2) Good writing skills; (3) Good math skills; (4) Good self-managements skills. 37 cable and communicable diseases; nutrition; CPR; first aid and safety; human development and family health; health Health and Physical Education Department care and/or medical treatments; mental and emotional health; national and international health issues; and careers in the medical field. This course provides students with the knowledge and skills of health and wellness core The State of Indiana requires that high school students concepts, analyzing influences, accessing information, must successfully complete two credits of physical educa- health-enhancing behaviors and health and wellness tion and one credit of health. Students may then elect to advocacy skills. This is a -valuable preparatory course for enroll in advance physical education and advanced health student interested in the medical or health field. after completing the prerequisites. The physical development of the individual and the foundation provided for making informed decisions that will empower students HPE113-Physical Education I (3542) to achieve and maintain a healthy lifestyle are valuable • Grades 9, 10, 11, and 12 considerations in electing health and physical education courses. • One Credit/One Semester • Fulfills PEI requirement for ALL diplomas NOTE: Physical Education courses are coeducational unless activity involves bodily contact or groups are based on an Physical Education I continues the emphasis on health-re- objective standard of individual performance developed lated fitness and developing the skills and habits neces- and applied without regard to gender. sary for a lifetime of activity. This program includes skill development and the application of rules and strategies of complex difficulty in at least three of the following different movement forms: Health-related fitness activi- HPE103-Health and Wellness Education (3506) ties (cardio-respiratory endurance, muscular strength and • Grades 9, 10, 11, and 12 endurance, flexibility, and body composition), aerobic -ex • One Credit/One Semester ercise, team sports, individual and dual sports, gymnastics, • Fulfills Heath requirement outdoor pursuits, self-defense, dance, and recreational games. This course includes comprehensive health education as expressed in the Indiana Health Education Proficiency Ongoing assessment includes both written and perfor- Guide: Growth and Development; Mental and Emotional mance-based skill evaluations. Classes are coeducational Health; Community and Environmental Health; Nutrition; unless the activity involves bodily contact or groupings are Family Life Education; Consumer Health; Personal Health; based on an objective standard of individual performance Alcohol; Tobacco and Other Drugs; Intentional and Un- developed and applied without regard to gender. Adapted intentional Injury; and Health Promotion and Disease physical education will be offered, as needed, in the least Prevention. restrictive environment and must be based on individual assessment. Each student must rent a lock to secure his/ Students explore the effect of health behaviors on an her personal belongings and use the Physical Education individual’s quality of life. The course assists students in Department towel service for showers. understanding that health is a lifetime commitment by analyzing individual risk factors and health decisions that HPE-123-Physical Education I-FIT (3542) promote health and prevent disease. • Grades 9 and 10 • Placement ONLY NOTE: Additional courses to fulfill (substitute for) health education credit are found in Family and Consumer Scienc- • One Credit/One Semester es. • Fulfills PEI requirement

HPE203-Advanced Health Education (3500) This is a placement only physical education class, earning • Grades 10, 11 and 12 PE 1 and/or PE 2 credit upon successful completion. Stu- dents will participate and focus on their cardio-respiratory • Prerequisite: Health and Wellness Education fitness. The use of heart rate monitors allows each student • One Credit/One Semester an individual perspective on their fitness which aids in Current Health Issues focuses on specific health issues understanding target heart rates, analyzing data and goal and/or emerging trends in health and wellness, but not setting. Standard dress and lock requirements must be limited to: personal health and wellness; non-communi- met and students must dress for class each day. 38 HPE003-Physical Education II-Waiver (3544) HPE303M-Elective Physical Education: Weight Training • Grades 9 and 10 (Class of 2019 and beyond only) (Male) (3560) • • Prerequisite: Physical Education I Grades: 9, 10, 11, and 12 • • One Credit/One Semester Prerequisite: Physical Education II • • Fulfills PEII requirement One Credit/One Semester*

Students may earn PEII course credit by participating in This course is designed for students with limited strength and completing an entire season or seasons in one of the training experience and various fitness levels. Students following activities: Homestead High School IHSAA sports, will learn proper weight training techniques and funda- marching band, color guard or winter guard, dance teams mentals, including Olympic lifts and apply them in a full (junior varsity or varsity), cheerleading (9th grade, junior body workout. Students will train to improve their speed, varsity or varsity cheerleaders must complete two consec- agility, and explosive power. The class is designed for utive seasons in one year), and show choir (Elite or Class students who want to improve their strength, fitness, and Royale). Students will be required to take a midterm and athleticism. Students will be challenged but allowed to final exam to earn credit. Applications are available in the progress at their own pace and intensity. Dress, towel and guidance office. Interested student should apply during lock requirements must be met and students must dress the semester they plan to earn the credit. Students are for class every day. required to have PEI credit or be concurrently enrolled to HPE306M-Elective Physical Education: Advanced Weight/ apply for the PEII Waiver. See complete rules and guide- Strength (Male) (3560) lines on the application form located on Homestead’s physical education page and guidance page. • Grades: 10, 11, and 12 • Prerequisite: Elective PE: Weight Training HPE 213-Physical Education II (3544) • One Credit/One Semester* • Grades 9, 10, 11, and 12 • Prerequisite: Physical Education I This course is designed for the motivated male student who is serious about improving in the areas of strength de- • One Credit/One Semester velopment, explosive power, speed, agility and injury pre- • Fulfills PEII requirement vention. Students will be involved in a strenuous training program involving weight training, plyometric, and speed Physical Education II emphasizes a personal commitment development drills. Dress, towel and lock requirements to lifetime activity and fitness for enjoyment, challenge, must be met and students must dress for class every day. self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing level of physical fitness and increase their knowledge of fitness concepts. It includes at least HPE303F-Elective Physical Education: Weight Training three different movement forms without repeating those (Female) (3560) offered in Physical Education I. Movement forms may • Grades: 9, 10, 11, and 12 include: Health-related fitness activities (cardio-respiratory • endurance, muscular strength and endurance, flexibility, Prerequisite: Physical Education I and II and body composition), aerobic exercise, team sports, • One Credit/One Semester* individual and dual sports, gymnastics, outdoor pursuits, self-defense, dance, and recreational games. This course is designed for the motivated female student who is serious about improving in the areas of strength de- Ongoing assessment includes both written and perfor- velopment, explosive power, speed, agility and injury pre- mance-based skill evaluations. Classes are coeducational vention. Students will be involved in a strenuous training unless the activity involves bodily contact or groupings are program involving weight training, plyometric, and speed based on an objective standard of individual performance development drills. Dress, towel and lock requirements developed and applied without regard to gender. Adapted must be met and students must dress for class every day. physical education will be offered, as needed, in the least restrictive environment and must be based on individual assessment. Each student must rent a lock to secure his/ HPE313-Elective Physical Education: SCUBA Diving (3560) her personal belongings and use the Physical Education • Department towel service for showers. Grades: 9, 10, 11, and 12 • *NOTE: A maximum of six credits can be earned in elec- Prerequisite: Physical Education I, II, PADI dive physical and the ability to swim 200 yards. tive PE (Elect PE) courses provided that there is no course or skill level duplication. • One Credit/One Semester* 39 • Course Fee: $220.00 (2016 Fee-includes manuals and applications)

This course provides the novice with the knowledge and skills necessary to participate in open water SCUBA diving activities. Upon successful completion of the course- re quirements, the student will receive a Professional Associ- ation Dive Instructor (PADI) open water diver certification. Course fee is for SCUBA cylinder, buoyancy compensator device, regulator, fins, mask, snorkel, weight belt, weights and PADI certification. The fee covers all manuals, application fees, certification cards, equipment rental and breath- ing gas. There may be additional quarry fee depending on where open water certification is completed. There will be two dates required on a weekend or after school to finish open water portion of this class.

HPE333-Elective Physical Education: Modern Fitness (3560) • Grades: 9, 10, 11, and 12 • Prerequisite: Physical Education I and II • One Credit/One Semester*

Students in this course will participate in the most current physical fitness activities. This course includes physical participation, setting personal fitness goals, and learning preventive health measures that students can develop into healthy lifestyle behaviors. Fitness activities include, but are not limited to: aerobics, step aerobics, flexibility training, exercise videos, Wii fitness, Pilates, TaeBo, Zumba, speed walking and core strengthening. Dress, towel and lock requirements must be met and students dress for class every day.

HPE343-Elective Physical Education: Team and Lifetime Sports (3560) • Grades: 9, 10, 11, and 12 • Prerequisite: Physical Education I and II • One Credit/One Semester*

This co-ed course builds on skills and knowledge from Physical Education I and II with emphasis on lifetime sports that include team sports and net games. Activities include, but are not limited to, basketball, flag football, softball, soccer/speedaway, team handball, ultimate Frisbee, volleyball, tennis, and badminton,. The class will focus on strategies and skills of each game, and include game play for each sport. Teachers or students may also create alternative ways to participate in the same activities. Standard dress and lock requirements must be met and student must dress for class every day.

40 Algebra I formalizes and extends the mathematics learned MATH DEPARTMENT in the middle grades. Five critical areas comprise Algebra I: Real numbers and expressions; Functions; Linear Equations and Inequalities; Quadratic and Exponential Equations; Systems of Equations and Inequalities; and Data Analy- Homestead High School students must earn 6 math credits sis and Statistics. These critical areas deepen and extend while enrolled at the high school. Students are required understanding of linear and exponential relationships by to take at least one math or one quantitative reasoning contrasting them with each other by applying linear mod- course each school year. The Homestead High School els to data that exhibit a linear trend, and students engage mathematics curriculum has been updated to meet the In- in methods for analyzing, solving, and using quadratic diana Academic College and Career Standards. In general, functions. there are few changes in the content of the courses. The Mathematical Process Standards are applied throughout As it is the foundation to success in all high school mathe- each course and, together with the content standards, pre- matics courses, it is important for students to master the scribe that students experience mathematics as a coher- material before attempting the next course. ent, useful, and logical subject that makes use of their ability to make sense of problem situations. The courses will continue to emphasize conceptual understanding, multiple representations and connections, mathematical ME071/072-Algebra I Lab (2516) modeling, and mathematical problem solving. The use of • Grades 9 technology as a tool and mental estimation and computa- • Prerequisite: Placement Only tion are included throughout all of the courses. The inte- • Two Credits/Two Semesters gration of ideas from algebra and geometry is particularly • Counts as elective credit towards all diplomas strong, with graphical representation playing an important connecting role. The curriculum strives to teach all core Algebra I Lab is designed as a support course for Algebra mathematical topics to all students at an appropriate level. I. As such, a student taking Algebra I Lab must also be en- Consult the specific requirements of Core 40 and Academic rolled in Algebra I during the same academic year. Algebra Honors diplomas. I Lab is a mathematics support course for Algebra I. The course provides students with additional time to build the Students wishing to enroll for the first time in an Honors foundations necessary for high school math courses, while course must have a teacher initiated recommendation. To concurrently having access to rigorous, grade-level appro- be recommended and apply for honors, a student should priate courses. The five critical areas of Algebra Enrichment maintain an A average in the prerequisite regular course align with the critical areas of Algebra I: Relationships or a B average in a prerequisite honors course to consider between Quantities and Reasoning with Equations; Lin- moving into an Honors course at the next level. ear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Prerequisite skills are essential to success in any math Modeling. However, whereas Algebra I contains exclusively course. Therefore, the Math Department strongly recom- grade-level content, Algebra Enrichment combines stan- mends that any student who receives a D+ or below retake dards from high school courses with foundational stan- the course before moving on to the next level. Summer dards from the middle grades. school is the best option for students who need to repeat a course.

M201/202-Geometry (2532) M101/102-Algebra I (2520) • Grades 9, 10, 11 and 12 • Grades 9, 10, 11, and 12 • Prerequisite: Algebra I • Two Credits/Two Semesters • Two Credits/Two Semesters • A passing score on the state exam for this course is • A student must pass semester 1 to continue to required in order to graduate for the class of 2017 semester 2 of this course and 2018 • A TI XIIS calculator is required • A student must pass semester 1 to continue to semester 2 of this course • Geometry provides students with experiences that deep- A TI XIIS calculator is required en the understanding of shapes and their properties. This • Qualifies as a Quantitative Reasoning course for course stresses the use of deductive and inductive rea- all diplomas 41 soning as well as investigative strategies in drawing con- of this course include irrational numbers, complex clusions and problem solving. This course formalizes and numbers, the normal curve, mathematical reasoning and extends students geometric experiences from the middle problem solving. The class devotes some of its time to the grades. Students explore more complex geometric situa- development of more challenging problems and applications and deepen their explanations of geometric relation- tions with more depth than would be included in a regular ships, moving towards formal mathematical arguments. Algebra II course. Algebra II is made up of five strands: These critical areas comprise the Geometry course: Logic Complex Numbers and Expressions; Functions; Systems of and Proofs; Congruency and Similarity; Measurement; Equations, Quadratic Equations and Functions; Exponen- Analytic Geometry; Circles; Polygons; and Polyhedra. tial & Logarithmic Equations and Functions; Polynomials, Rational, and Other Equations and Functions; and Data M301/302-Algebra II (2522) Analysis, Statistics, and Probability. • Grades 9, 10, 11 and 12 • Prerequisite: Geometry • Two Credits/Two Semesters • A student must pass semester 1 to continue to semester 2 of this course M321/322(DC)-Advanced Mathematics Special Topics: • A TI XIIS calculator is required Advanced Modeling and Analysis +0.5 • Qualifies as a Quantitative Reasoning course for with Precalculus/Trigonometry (2544) w/ DC all diplomas • Grades 9, 10, 11 and 12 • Prerequisite: Algebra II or Honors Algebra II Algebra II quickly builds on work with linear, quadratic, and • Dual Credit Option – Ivy Tech (MATH 136) exponential functions and allows for students to extend Ivy Tech Fee: FREE their repertoire of functions to include polynomial, ratio- o nal, and radical functions. Students work closely with the o No Guarantee of Transferability • expressions that define the functions, and continue to Two Credits/Two Semesters • expand and hone their abilities to model situations and to A student must pass semester 1 to continue to solve equations, including solving quadratic equations over semester 2 of this course the set of complex numbers and solving exponential equa- • TI –83 PLUS graphing calculator required tions using the properties of logarithms. Algebra II is made • Priority Dual Credit up of five strands: Complex Numbers and Expressions; Functions; Systems of Equations, Quadratic Equations This course uses algebra and geometry skills as a basis and Functions; Exponential & Logarithmic Equations and to more rigorously investigate functions, trigonome- Functions; Polynomials, Rational, and Other Equations and try, statistics, probability, and extends algebra topics Functions; and Data Analysis, Statistics, and Probability. highlighted in previous courses and introduces concepts of calculus as a preparation for Honors Precalculus with Finite. This course expands the use of linear, quadratic, M301H/302H-Honors Algebra II (2522) exponential, logarithmic, and trigonometric functions to • Grades 9, 10, 11 and 12 enable mathematical modeling of real life data. Graph- • Prerequisite: Middle School Geometry or Geome- ing calculators (TI-83 Plus) are used to plot and analyze try with teacher recommendation and completed functions, align data, simulate experiments, and investi- application. gate concepts. This course provides for the development • Two Credits/Two Semesters of the trigonometric relationships from an understanding • A student must pass semester 1 to continue to of the circular functions and their properties and graphs. semester 2 of this course Inverse trig functions, trig equations, the Law of Sines and • TI –83 PLUS graphing calculator required the Law of Cosines, application of the trig functions, and • Qualifies as a Quantitative Reasoning course for polar coordinates are also covered. Communication skills, all diplomas mathematical reasoning and problem solving are integrated throughout the course. Emphasis is placed on the use This rigorous course quickly applies and extends many of of data and realistic applications. Students who are suc- the topics introduced in Algebra I and Geometry. Students cessful in this course may continue to Honors Precalculus apply new methods of solving equations and inequalities in with Finite and/or AP Statistics. order to study real-world problems. Technology is used as a tool to further analyze real-world situations and to study the functions and graphs presented in this course. There- fore, each student is required to own a graphing calculator. Students study polynomial, trigonometric, exponential, logarithmic, and other special functions. Additional topics 42

According to the College Board AP Statistics Requirements, M321H/322H(DC)--Honors Advanced Mathematics+0.5 Special Topics: Advanced Modeling and w/ DC “the purpose of this course is to introduce students to the Analysis with Precalculus/Trigonometry (2544) major concepts and tools for collecting, analyzing, and • Grades 9, 10, 11 and 12 drawing conclusions from data.” Students are exposed to • Prerequisite: Honors Algebra II or Algebra II by four broad conceptual themes: 1. Exploring Data: Describ- teacher recommendation ing patterns and departure from patterns; 2. Sampling and completed application and Experimentation: Planning and conducting a study; • 3. Anticipating Patterns: Exploring random phenomena Dual Credit Option – Ivy Tech (MATH 136) using probability and simulation; 4. Statistical Inference: o Ivy Tech Fee: FREE Confirming models. Students who successfully complete o No Guarantee of Transferability the course and AP exam may qualify for college credit in • Two Credits/Two Semesters an introductory college statistics course. It is expected that • A student must pass semester 1 to continue to students who take this course will take the AP exam in semester 2 of this course May. • TI –83 PLUS graphing calculator required

This is a rigorous course that investigates mathematical M353-Probability and Statistics (2546) relationships and why they exist. The use of activities, • Grade 12 applications, and in-depth analysis of topics are empha- • Prerequisite: Algebra II sized in this course. Problems and applications of concepts • One Credit/One Semester are more challenging that those in the regular Advanced • Requires TI-83 or TI-84 Graphing Calculator Modeling and Analysis with Trigonometry course. The course investigates functions, trigonometry, statistics, and Probability and Statistics includes the concepts and skills probability, extends algebra topics highlighted in previous needed to apply statistical techniques in the decision-mak- courses and previews calculus as a preparation for Honors ing process. Topics include: (1) descriptive statistics, (2) Precalculus with Finite. This course expands the use of probability, and (3) statistical inference. Practical examples linear, quadratic, exponential, logarithmic, and trigono- based on real experimental data are used throughout. metric functions to enable mathematical modeling of real Students plan and conduct experiments or surveys and life data. Graphing calculators (TI 83 PLUS) are used to plot analyze the resulting data. and analyze functions, align data, simulate experiments and investigate concepts. The course provides for the development of the trigonometric relationships from and understanding of the circular functions and their proper- M361H/362H(DC) Advanced Mathematics ties and graphs. Inverse trig functions, trig equations, the Special Topics: Honors Precalculus +0.5 Law of Sines and the Law of Cosines, application of the trig with Finite Math (2544) w/ DC functions and polar coordinates. Communication skills, • Grades 10, 11 and 12 mathematical reasoning and problem solving are integrat- • Prerequisite: Advanced Modeling and Analysis ed throughout the course. Realistic applications and the valid interpretation of results are stressed. Students who with Trigonometry or are successful in this course may continue to Honors Pre- Honors Advanced Modeling and Analysis with calculus with Finite and/or AP Statistics. Trigonometry • Dual Credit Option – Ivy Tech (MATH 135 and +1 M341/342-AP Statistics (2570) w/ AP EXAM MATH 137 upon completion • Grades 10, 11 and 12 of both semesters) • Prerequisite: Advanced Modeling and Analysis o Ivy Tech Fee: FREE with Trigonometry or Honors Advanced Modeling o No Guarantee of Transferability and Analysis with Trigonometry or Algebra II w/ • Two Credits/Two Semesters teacher recommendation • A student must pass semester 1 to continue to • It is not advised to take this course as your only semester 2 of this course math course unless it is your senior year • TI –83 PLUS graphing calculator required • Two Credits/Two Semesters • A student must pass semester 1 to continue to This rigorous course is recommended for students who semester 2 of this course have completed the prerequisite and intend to continue • This course requires a TI 83 PLUS or TI 84 graphing into AP Calculus and/or AP Statistics or seniors preparing for college math courses. The intent of this course is to give calculator an in- depth understanding, make connections, and 43 apply the concepts and skills that must be mastered prior Reviews the concepts of exponential, logarithmic and to enrollment in AP Calculus or AP Statistics. Students will inverse functions. Studies in depth the fundamental con- be expected to investigate, explore and communicate the cepts and operations of calculus including limits, continui- concepts in related applications. ty, differentiation including implicit and logarithmic differ- A functional approach provides for integration of all of the entiation. Applies differential calculus to solve problems concepts listed for the course in Precalculus with Trigo- in the natural and social sciences, to solve estimation nometry plus: (1) the relationship of equations and graphs problems and to solve optimization problems. Applies of linear, quadratic and parametric equations; (2) transla- differential calculus to sketch curves and to identify local tion of axes: and (3) locus and vectors. The course includes and global extrema, inflection points, increasing/decreas- the theory of equations, exponential and logarithmic ing behavior, concavity, behavior at infinity, horizontal and functions, matrices, and determinants. vertical tangents and asymptotes, and slant asymptotes. Applies the concept of Riemann sums and antiderivatives This course covers Precalculus and finite math topics that to find Riemann integrals. Applies the fundamental theo- are essential to success in calculus and may be helpful for rem of calculus to solve initial value problems, and to fins computer programming. Finite topics include graph, game areas and volumes and the average values of a function. and social theory, combinatorics and probability. Precalcu- +1 lus topics include the study of number systems, three-di- M401/402 AP Calculus (AB) (2562) w/ AP EXAM mensional coordinate geometry, trigonometry, vectors, • Grades 11 and 12 and the study and analysis of many types of functions. • Prerequisite: Honors Precalculus with Finite Math Graphing calculators and computers are integrated through • Two Credits/Two Semesters programming, problem solving, investigation and applica- • A student must pass semester 1 to continue to tion as they relate to particular topics. semester 2 of this course • M403 Honors Probability and Statistics (2546) TI –83 PLUS or TI-84 graphing calculator required • Grades 10, 11, and 12 • According to the College Board AP Calculus AB require- Prerequisite: Advanced Modeling and Analysis ments, Calculus (AB) is primarily concerned with devel- with Trigonometry or oping the students‟ understanding of the concepts of Honors Advanced Modeling and Analysis with calculus and providing experience with its methods and Trigonometry applications. The course emphasizes a multi-representa- • Dual Credit Option – Ivy Tech (MATH 200) tional approach to calculus, with concepts, results, and o Prerequisite: MATH 135 or MATH 136 problems being expressed graphically, numerically, and o Ivy Tech Fee: FREE analytically. General topics include: limits, derivatives and their applications as well as integrals and their applica- o No Guarantee of Transferability • One Credit/One Semester tions. Students are expected to use technology as a tool to support algebraic manipulations. Students work towards in • TI –83 PLUS or TI-84 graphing calculator required depth application of all concepts and clear communication, both written and verbal, of the results. This course is the Provides study in the collection, interpretation and pre- equivalent of a first semester college calculus course. It is sentation of descriptive and inferential statistics, includ- expected that students who take this course will take the ing measures of central tendency, probability, binomial AP exam in May. and normal distribution, hypothesis testing of one-and +1 two-sample populations, confidence intervals, chi-square w/ AP EXAM M411/412 AP Calculus (BC) (2572) testing, correlation, data description and graphical repre- • Grades 11 and 12 (Possibly only through indepen- sentation. An introductory statistics course. dent study, depending on enrollment) • Prerequisite: AP Calculus (AB) and teacher recommendation M421/422 Honors Calculus (2527) • Two Credits/Two Semesters • Grade 12 • TI –83 PLUS or TI-84 graphing calculator required • Prerequisite: Advanced Modeling and Analysis with Trigonometry Calculus (BC) continues with the College Board AP Calculus • Dual Credit Option – Ivy Tech (MATH 137 & 211) standards as an extension of Calculus (AB). Calculus (AB) o Prerequisite: MATH 136 topics are used to deepen the understanding and applica- o Ivy Tech Fee: FREE tion of derivatives, integrals and series. A multi-represen- tational approach is again emphasized so that concepts, o No Guarantee of Transferability • Two Credits/Two Semesters results, and problems will be expressed graphically, numerically, analytically, and verbally. General topics will include • TI –83 PLUS or TI-84 graphing calculator required 44 further techniques of anti- differentiation, slope fields,- vec tors, polynomial approximations, L’Hopital’s Rule, solutions using Euler’s method, Taylor series, and Maclaurin series. Basic AB concepts are applied to Parametric and Polar forms. This course is the equivalent of a second semester college calculus course. It is expected that students who take the course will take the AP exam in May.

ME081/082-Math Lab (2560) • Grades 9, 10, 11, and 12 • Prerequisite: Concurrent enrollment with a math course • Placement Only • Two Credits/Two Semesters • TI –83 PLUS graphing calculator required • Counts as elective credit towards all diplomas

Mathematics Labs is designed as a class for students who need more support with Algebra 1 ECA Standards. This course provides students with additional time to build their foundations of the five critical areas of Algebra 1: relationships between quantities and reasoning with equations; linear and exponential relationships, descriptive- sta tistics, expressions and equations, and quadratic functions and modeling.

ME091/092-Geometry Lab (2560) • Grades 10, 11, and 12 • Prerequisite: Concurrent enrollment with Geome- try • Placement Only • Two Credits/Two Semesters • TI –83 PLUS graphing calculator required • Counts as elective credit towards all diplomas

Geometry Lab is designed as a support class for students who need more support with Geometry concepts. This course provides students with additional time to build their foundation for the six critical areas that comprise the Geometry course: congruency and similarity, measurement, analytic geometry, circles, and polyhedral

PT203(DC)-Advanced Theatre Arts (4240) • Grades 9, 10, 11 and 12 +0.5 PERFORMING ARTS DEPARTMENT • Prerequisite: Theatre Arts w/ DC • Dual Credit Option: IPFW (THTR 201) o IPFW Fee: $315.30 (2015 Fee) o No Guarantee of Transferability • One Credit/One Semester The Performing Arts Department of Homestead High School has a wide range of course offerings. These courses This class is step two in an actor’s training at Homestead provide a class setting that imparts knowledge and works High School. Instruction in this course builds upon the skills toward culminating performances based on course study. developed in the Theatre Arts course. Activities enable State and National Standards for Performing Arts courses students to: (1) explore the historical tradition and the are achieved through the intense study within each course. repertoire of the theatre; (2) improvise dialogue that pro- Students hone talents for performance and critical and duces characterizations in a variety of settings and forms; analytical skills that will be used throughout their entire (3) identify the physical, social, and psychological dimen- life. The performing arts options include: several dance sions and qualities of characters in texts of plays; (4) create courses, several drama courses, several choir courses and consistent characters from a variety of theatrical works, several instrumental music courses. The traditions and either in class or in informal productions, demonstrating excellence of all of the performing groups of Homestead effective management of emotions as an individual and as High School are held to the highest standards. For many a character; (5) construct personal meanings from a variety of the Performing Arts courses, there are additional time of performances, including the self-evaluation of personal requirements beyond the regular school hours. Auditions work, which leads to further development of various skills are required for select courses and abilities; (6) write scripts for theatre, film, or television, in both traditional and new forms; (7) demonstrate Courses in this section count as Directed Elective or Elec- analytical skills by explaining roles, reading, observing and tive for ALL diplomas. discussing plays from various periods and, discussing their relationship to cultural values and historical contexts; (8) understand the interrelationships among the functions of playwrights, directors, actors, designers, producers, and PT103-Theatre Arts (L) (4242) technicians; (9) refine interpersonal and collaborative skills • Grades 9, 10, 11 and 12 by identifying and resolving conflicts effectively; and (10) explore the historical traditions and the repertoire of the • One Credit/One Semester theatre

This course is an introduction to drama and the world of This course also allows students to expand upon their abil- the theatre. It is open to any student, regardless of expe- ity to make artistic decisions and evaluations by discussing rience. Instruction in this course enables students to: (1) and critiquing live performances. Examination of career improvise and write plays or scenes; (2) imaginatively opportunities includes instruction in the auditioning and express thoughts, feelings, moods, and characters; and (3) interviewing processes. apply techniques involving voice, gesture, facial expression, and body movement to reproduce the subtleties of language and voice inflection in conveying emotion PT303-Advanced Theatre Arts: Strictly Scenes (4240) and meaning. Students are introduced to warm-up activ- • ities for body and voice, including pantomime activities. Grades 9, 10, 11 and 12 • Students develop skills enabling them to speak clearly Prerequisites: Advanced Theatre Arts and Teach- and expressively with; (1) appropriate articulation, (2) er approval pronunciation, (3) volume, (4) stress, (5) rate, (6) pitch, • One Credit/One Semester (7) inflection, and (8) intonation. Using knowledge gained • May be repeated for credit through the study of technical theatre and scripts, students focus on solving the problems faced by actors, directors, Strictly Scenes is a class for the serious stage performer. and technicians. They also refine their abilities to collab- Comic, serious, melodramatic, romantic, Greek, Shake- orate on performances, and they learn to constructively spearean, and modern scenes will be studied, rehearsed, evaluate their own and others’ efforts. In-class performing and presented. Memorization (quick study) is required. as well as participation in regular Homestead productions Acting skills will be polished through performance. Stu- (both on stage and backstage) will be encouraged. dents will work on and produce a complete acting portfolio by the end of semester. Students will organize and perform a “Night of Scenes” for the public 46 PT113-Technical Theatre (L) (4244) must participate in performance opportunities, outside • Grades 9, 10, 11 and 12 of the school day, that support and extend the learning in • One Credit/One Semester the classroom. The major concerts include music from the Renaissance, Baroque, Classic, Romantic, and Contempo- Technical Theatre instruction combines the theories of rary periods. Different styles of music including jazz, pop, design and stagecraft with the construction and operation Broadway and rock are also performed. Music history, of the various elements of technical theatre. Students are theory, and sight-singing are an integral part of the pro- provided with opportunities to: (1) develop stage craft gram. Participation in rehearsals and performances is a skills: (2) learn various techniques in scenery, lighting, requirement. sound, properties, costumes, and makeup; (3) practice theatre safety; and (4) learn effective stage management, business plans, and promotional techniques. Students are PV201/202-Intermediate Chorus: Elite Show Choir (4186) made aware of career opportunities in technical theatre. • Grades 9, 10, 11 and 12 They also continue to analyze and evaluate scripts and • Prerequisite: Audition (Female Only) live theatre performances so that they learn to determine • Two Credits/Two Semesters appropriate technical requirements for a variety of theat- • This course may be repeated for credit rical works. Students will be provided with the opportunities to develop stagecraft skills, explore various types of The Elite Show Choir provides students with opportunities scenery, and work with lighting, sound, and properties. to develop musicianship and specific performance skills through ensemble and solo singing. Activities create the development of quality repertoire in the diverse styles of PI153-Applied Music: Guitar (4200) choral literature that is appropriate in difficulty and range • Grades 9, 10, 11 and 12 for the students. Instruction is designed to enable students • One Credit/One Semester to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus This class is for the beginning guitar student and will deal classes provide instruction in creating, performing, con- with the elementary level of chord development, strum- ducting, listening to, and analyzing, in addition to focusing ming, style, and finger picking techniques. The class on the specific subject matter. Students develop the ability will include basic music theory and song development in to understand and convey the composer’s intent in order addition to guitar technique (each student must provide to connect the performer with the audience. Students his/her own instrument). also have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. PV101/102-Beginning Chorus: Concert Choir (4182) • Grades 9, 10, 11 and 12 Performances will serve as a culmination of daily rehearsal • Two Credits/Two Semesters and music goals. Students must participate in performance opportunities, outside of the school day, that support All students are invited to participate in this choir. Students and extend the learning in the classroom. This is a perfor- taking Concert Choir develop musicianship and specific mance-oriented choir featuring jazz, pop, Broadway, and performance skills. Activities in the class create the devel- rock music choreographed to create a musical show to be opment of quality repertoire in the diverse styles of choral presented at school, community and contest events. Music literature appropriate in difficulty and range for the stu- from the Renaissance, Baroque, Classical, Romantic, and dents. Instruction is designed so that students are enabled Contemporary periods will also be studied and performed. to connect, examine, imagine, define, try, extend, refine, Music history, theory and sight-singing are an integral part and integrate music study into other subject areas. Chorus of the program. classes provide instruction in creating, performing, con- The student is expected to participate in all rehearsals and ducting, listening to, and analyzing, in addition to focusing performances including extra-curricular events. This class on the specific subject matter. Students develop the ability is an exciting opportunity for singers to be involved in an to understand and convey the composer’s intent in order extensive performance experience in all styles of music. to connect the performer with the audience. Students Some expense for costuming and props will be necessary have the opportunity to experience live performances by for this class. professionals during and outside of the school day.

A limited number of public performances will serve as a culmination of daily rehearsal and music goals. Students 47 PV301/302-Advanced Chorus: Class Royale (4188) and solo activities are designed to develop elements of • Grades 9, 10, 11 and 12 musicianship including, but not limited to: (1) tone produc- • Prerequisite: Audition tion, (2) technical skills, (3) intonation, (4) music read- • Two Credits/Two Semesters ing skills, (5) listening skills, (6) analyzing music, and (7) • This course may be repeated for credit studying historically significant styles of music. Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight- reading. Students develop the Students taking Class Royale develop musicianship and ability to understand and convey the composer’s intent in specific performance skills through ensemble and solo order to connect the performer with the audience. Stu- singing. Activities create the development of a quality dents also have opportunities to experience live perfor- repertoire in the diverse styles of choral literature appro- mances by professionals during and outside of the school priate in difficulty and range for the students. Instruction is day. Time out of the school day will be scheduled for dress designed to enable students to connect, examine, imagine, rehearsals and performances. A limited number of public define, try, extend, refine, and integrate music study into performances will serve as a culmination of daily rehears- other subject areas. Chorus classes provide instruction in als and musical goals. Students are required to participate creating, performing, conducting, listening to, and analyz- in performance opportunities, outside of the school day, ing, in addition to focusing on the specific subject matter. that support and extend learning in the classroom. Students develop the ability to understand and convey the composer’s intent in order to connect the performer with In addition, students perform, with expression and techni- the audience. Students have the opportunity to experience cal accuracy, a large and varied repertoire of concert band live performances by professionals during and outside of literature that is developmentally appropriate. Evaluation the school day. A limited amount of time, outside of the of music and music performances is included. Band mem- school day, may be scheduled for dress rehearsals and per- bers are divided into symphonic and concert band during formances. A limited number of public performances may the second semester. Placement is determined through au- serve as a culmination of daily rehearsal and music goals. ditions. Students will be encouraged to participate in solo Students must participate in performance opportunities, and ensemble work and other extra-curricular opportuni- outside of the school day, that support and extend the ties. Attendance at extra rehearsals, pep band, concerts, learning in the classroom. The choral repertoire must be of contests, and other performances are required. the highest caliber. Mastery of basic choral technique must be evident. Areas of refinement include a cappella singing, sight-reading, and critical listening skills. PI121/122-Jazz Ensemble (L) (4164) • Grades 9, 10, 11 and 12 This course is a performance-oriented choir featuring jazz, • Prerequisite: Audition pop, Broadway and rock music choreographed to create • Two Credits/Two Semesters a musical show that is presented in school, community, • This course may be repeated for credit and contest events. Music from the Renaissance, Baroque, Classical, romantic, and Contemporary periods will also be This course is open to instrumental students who wish to studied and performed. The student is expected to partic- explore the jazz idiom. Students taking this course develop ipate in all rehearsals and performances including extra- musicianship and specific performance skills through group curricular events. This class is an exciting opportunity for and individual settings for the study and performance singers to be involved in an extensive performance in all of the varied styles of instrumental jazz. The instruction styles of music. Some expense for costuming and props will includes the study of the history, formative, and stylistic be necessary for this class. elements of jazz. Students develop their creative skills through: (1) improvisation, (2) composition, (3) perform- PI101/102-Beginning Concert Band (L) ing, (4) listening, and (5) analyzing. Instruction is designed Beginning Concert Band (Summer School) (L) (4160) so that students are enabled to connect, examine, imagine, • Grades 9, 10, 11 and 12 define, try, extend, refine, and integrate music study into • Two Credits/Two Semesters other subject areas. Students are provided with oppor- • This course may be repeated for credit tunities to experience live performances by professionals during and outside of the school day. A limited amount Students taking this course are provided with a balanced of time outside of the school day may be scheduled for comprehensive study of music through the concert band, dress rehearsals and performances. In addition, a limited which develops skills in the psychomotor, cognitive, and number of public performances will serve as a culmination affective domains. of daily rehearsal and music goals. Students must partic- Instruction is designed so that students are enabled to ipate in performance opportunities, outside of the school connect, examine, imagine, define, try, extend, refine, and day, that support and extend the learning in the classroom. integrate music study into other subject areas. Ensemble 48 PI201/202-Advanced Jazz Ensemble (L) (4164) the varied styles within the genre; (3) develop listening, • Grades 9, 10, 11 and 12 comprehension, and memorization skills; (4) use simple to • Prerequisite: Audition and Teacher Placement complex and compound dance patterns within the genre; • Two Credits/Two Semesters (5) identify and use, both orally and in writing, appropriate • This course may be repeated for credit terminology related to style and technique; and (6) understand musical phrasing, rhythmic structures, and meters, This course is open to instrumental students who wish to explore the jazz idiom. Students taking this course develop Students are able to describe, analyze, interpret, and judge musicianship and specific performance skills through group live and recorded dance performances of professional and individual settings for the study and performance dancers and companies in the genre. Auxiliary groups of the varied styles of instrumental jazz. The instruction perform often throughout the year, including many home includes the study of the history, formative, and stylistic football and basketball games. Auditions for all auxiliary elements of jazz. Students develop their creative skills groups are held in the spring for the following school year. through: (1) improvisation, (2) composition, (3) performing, (4) listening, and (5) analyzing. Instruction is designed PI111/112-Beginning Orchestra (L) (4166) so that students are enabled to connect, examine, imagine, • Grades 9, 10, 11 and 12 define, try, extend, refine, and integrate music study into • Two Credits/Two Semesters other subject areas. Students are provided with oppor- • This course may be repeated for credit tunities to experience live performances by professionals during and outside of the school day. A limited amount Beginning Orchestra students are provided with a balanced of time outside of the school day may be scheduled for comprehensive study of music through the orchestra, dress rehearsals and performances. In addition, a limited string, and/or full orchestra, which develops skills in the number of public performances will serve as a culmination psychomotor, cognitive, and affective domains. Instruc- of daily rehearsal and music goals. Students must partic- tion is designed so that students are enabled to connect, ipate in performance opportunities, outside of the school examine, imagine, define, try, extend, refine, and integrate day, that support and extend the learning in the classroom. music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) PI131/132-Dance Performance: Auxiliary (L) (4146) technical skills, (3) intonation, (4) music reading skills, (5) • Grades 9, 10, 11 and 12 listening skills, (6) analyzing music, and (7) studying histori- • Prerequisite: Audition cally significant styles of literature. • Two Credits/Two Semesters Experiences include, but are not limited to, improvising, • This course may be repeated for credit conducting, playing by ear, and sight- reading. Students develop the ability to understand and convey the com- Auxiliary groups in the band division are comprised of girls poser’s intent in order to connect the performer with organized to perform in the areas of dance, rifle, and flag. the audience. Opportunities are provided for students to All members of these organizations are also members of experience live performances by professionals during and the Marching Band, and are expected to attend all March- outside of the school day. Time outside of the school day ing Band rehearsals and performances. may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a Sequential and systematic learning experiences are pro- culmination of activities, outside of the school day, that vided in the specific genre offered. Activities utilize a wide support and extend learning in the classroom. variety of materials and experiences and are designed to All members of the class are required to participate in all develop techniques appropriate within the genre, including rehearsals, concerts, contests and performances. Students individual and group instruction in performance reper- will participate in the pit orchestra for the spring musical. toire and skills. Students develop the ability to express They are also encouraged to participate in the ISSMA Solo their thoughts, perceptions, feelings, and images through and Ensemble Contest and to study privately on their pri- movement. The performance class provides opportunities mary instrument. for students to experience degrees of physical prowess, technique, flexibility, and the study of dance performance PI141-Music Theory and Composition I (L) (4208) as an artistic discipline and as a form of artistic commu- • nication. Learning activities and experiences develop the Grades 9, 10, 11 and 12 • students’ ability to: (1) understand the body’s physical po- Prerequisite: Ability to Read Sheet Music tential, technical functions, and capabilities; (2) understand • One Credit/One Semester and assimilate the basic elements of technique within the genre offered; (3) demonstrate an understanding of Students taking this course develop skills in the analysis 49 of music and theoretical concepts. Students: (1) develop stage show in the spring, which will exhibit skills learned. ear training and dictation skills, (2) compose works that Practices, performances, and service activities outside of illustrate mastered concepts, (3) understand harmonic the normal school hours will also be a requirement. Some structures and analysis, (4) understand modes and scales, expense for costuming and dance shoes will be necessary (5) study a wide variety of musical styles, (6) study tra- for this class. ditional and nontraditional music notation and sound sources as tools for musical composition, and (7) receive PD201/202-Dance Performance: Modern II (4146) detailed instruction in other basic elements of music. Stu- • Grades 9, 10, 11 and 12 dents have the opportunity to experience live performanc- • Prerequisite: Audition es, by professionals, during and outside of the school day. • Two Credits/Two Semesters • This course may be repeated for credit PI142-Music Theory and Composition II (L) (4208) • Grades 9, 10, 11 and 12 This course is for the intermediate dancer who is interest- • Prerequisite: Music Theory and Composition I ed in the performance aspect of dancing. The students will • One Credit/One Semester be provided with many performance opportunities. These opportunities include high school boys‟ and girls‟ basket- This course is a continuation and more in-depth study of ball games, in state and possibly out of state competitions, theory skills and techniques. More emphasis will be placed and various local performances. Time outside of the nor- on ear-training and compositional skills. Students will mal school hours dedicated to rehearsals, performances, study harmonic progressions and melodic development service activities, and production of the Spring Show will and receive “hands on” training in writing for voices and also be required. There will be required payments for cos- instruments. tuming and dance shoes. The class also provides opportunities for students to expe- PD101/102-Dance Performance: Modern I (L) (4146) rience degrees of physical prowess, technique, flexibility • Grades 9, 10, 11 and 12 and the study of dance performance as an artistic disci- • Two Credits/Two Semesters pline and as a form of artistic communication. Learning • This course may be repeated for credit activities and experiences continue to develop the students‟ ability to: (1) understand the body’s physical Learning activities in dance performance are sequential potential, technical functions, and capabilities; (2) un- and systematic and allow students to express themselves. derstand and assimilate the basic elements of technique Activities utilize a wide variety of materials and within the genre; (3) demonstrate an understanding of experiences and are designed to develop techniques the varied styles within the genre; (4) develop listening, appropriate within the genre, including individual and comprehension, and memorization skills; (5) use simple to group instruction in performance repertoire and skills. complex and compound dance patterns within the genre; Students develop the ability to express their thoughts, (6) identify and use, both orally and in writing, appropriate perceptions, feelings, and images through movement. The terminology related to style and technique; (7) understand performance class provides opportunities for students to musical phrasing, rhythmic structures, and meters; and (8) experience degrees of physical prowess, technique, identify key choreographers and dancers within the genre. flexibility and the study of dance performance as an artistic Students continue to describe, analyze, interpret, and discipline and as a form of artistic communication. Learn- judge live and recorded dance performances of profession- ing activities and experiences develop the students’ ability al dancers and companies in the genre. to: (1) understand the body’s physical potential, technical functions, and capabilities; (2) understand and assimilate PD301/302-Dance Performance: Modern III (4146) the basic elements of technique within the genre; (3) • Grades 9, 10, 11 and 12 demonstrate an understanding of the varied styles with- • Prerequisite: Audition in the genre; (4) develop listening, comprehension, and • Two Credits/Two Semesters memorization skills; (5) use simple to complex and com- • This course may be repeated for credit pound dance patterns within the genre; (6) identify and use, both orally and in writing, appropriate terminology This course is for the serious dancer who is interested in related to style and technique; and (7) understand musical the performance aspect of dancing. It will help prepare phrasing, rhythmic structures, and meters. advanced dancers for a career in dance after high school. The course will focus on technique needed to dance in Students are able to describe, analyze, interpret, and judge college dance program, on a college dance team, or with live and recorded dance performances of professional a pre-professional/professional dance company. The dancers and companies in the genre. students will be provided with many performance oppor- A further objective is for the students to be a part of a tunities. These opportunities include high school boys’ 50 and girls’ basketball games, in state and out of state competitions, and various local performances. Time outside of the normal school hours dedicated to rehearsals, performances, service activities, and production of the Spring Show will also be required. Some expense for costuming and shoes will be required.

The class also provides opportunities for students to experience degrees of physical prowess, technique, flexibility and the study of dance performance as an artistic discipline and as a form of artistic communication. Learning activities and experiences continue to develop the students‟ ability to: (1) understand the body’s physical potential, technical functions, and capabilities; (2) understand and assimilate the basic elements of technique within the genre; (3) demonstrate an understanding of the varied styles within the genre; (4) develop listening, comprehension, and memorization skills; (5) use simple to complex and compound dance patterns within the genre; (6) identify and use, both orally and in writing, appropriate terminology related to style and technique; (7) understand musical phrasing, rhythmic structures, and meters; and (8) identify key choreographers and dancers within the genre.

Students continue to describe, analyze, interpret, and judge live and recorded dance performances of professional dancers and companies in the genre.

51 lieu of Biology I, which would then be taken in the sophomore year. Students will study a broad subset of the in- SCIENCE DEPARTMENT troductory physics curriculum with an emphasis on topics which can be experienced kinesthetically (hands-on, active learning). The curriculum will include things such as the study of motion, forces, energy, and momentum, and will reinforce the concepts students will be learning in Algebra Homestead High School requires students to earn six I. Students will use an inquiry-based science approach to credits in science for a Core 40 Diploma, Academic Honors learning physics while probing the workings of the world Diploma, and Technical Honors Diploma. This must include in which we live. Specifically, students will collect data and two credits in Biology, two credits in physics, chemistry, or construct graphical and mathematical models to describe integrated chemistry and physics, and two credits in any observable phenomena. Physics First is designed to be other Core 40 science course. interactive and relies heavily on classroom discussion and Socratic dialogue to cover content discussions. Students are limited to two Advanced Science Courses: Zoology, Microbiology, Genetics, or Astronomy.

S221/222(DC)-Biology II (3026) +0.5 w/ DC • S111/112-Biology I (3024) Grade 10, 11 and 12 • • Grade 9 Prerequisite: Biology I • • Two Credits/Two Semesters Dual Credit Option: IPFW (BIOL 100) o IPFW Tuition: $100.00 (2016 Fee) Biology I is a study of cellular processes, structures, and No Guarantee of Transferability functions of living organisms, within populations, com- o • munities, ecosystems, and the biosphere. Students have Two Credits/Two Semesters opportunities to: (1) gain an understanding of the history • Priority Dual Credit of the development of biological knowledge, (2) utilize and understand the process of science, (3) cope with biological This course explores life’s diversity and its underlying unity. questions and problems related to personal needs and so- Lectures will focus on key concepts, scientific methods, cial issues, and (4) investigate biological concepts through current understandings, and research trends for major laboratory activities and exercises. fields of biological inquiry. It will also deal with the principles of biochemistry, inheritance, and evolution. Com- S111H/112H-Honors Biology I (3024) +0.5 parative anatomy and physiology of plants and animals will

• Grade 9 also be discussed. An extensive dissection lab is done in conjunction with animal physiology. Focus will be given to • Prerequisite: Teacher Recommendation patterns and consequences of organisms interacting with • Two Credits/Two Semesters one another and with the environment. This laboratory course uses IPFW’s lab manual. A grade of C or higher in Honors Biology is a foundation course for AP Biology. The previous science course is strongly recommended. course is designed for academically strong students who anticipate a career in biology or who have an intense interest in the field. Laboratory work entailing rigorous written reports is emphasized in this course. In addition, the state S223-Advanced Science: Zoology (3092) standards for Biology I are covered in greater depth in the • Grade 10, 11 and 12 Honors Biology I course than in the Biology I course. The • Prerequisite: Biology I successful Honors Biology student is one who consistently • One Credit/One Semester meets deadlines and high writing standards. This one semester course will survey the Kingdoms Protis- S191/192 Physics First (3084) ta and Animalia beginning with Porifera, the sponges and • Grade 9 continuing through the more complex forms of animals. • Prerequisite: Placement Only The zoology course will conclude with an in-depth study • of the vertebrates, fish, amphibians, reptiles, birds, and Two Credits/Two Semesters mammals. The course will be a lab intensive course utiliz- • Quantitative Reasoning Course ing many dissections to examine the structural differences between the phyla. Physics First is a basic physics course for freshmen only in 52 S226-Advanced Science: Microbiology (3092) units develop background in biochemistry and cellular • Grade 10, 11 and 12 function. The remainder of the course looks at the human systems beginning with tissues, skeletal, muscular, ner- • Prerequisite: Biology I vous, and circulatory and respiratory systems. Laboratory • One Credit/One Semester experiences reinforce the concepts being studied including • some dissection and other processes using physiographic Course Fee: $77.75 (2016 Fee) and medical instrumentation. Microbiology is an intensive laboratory course that is focused on staining and identifying bacteria. It includes +1 the use of sterile technique in handling microorganisms. S311/312-AP Biology (3020) The text stresses the life cycle and metabolic functions of w/ AP EXAM • Grade 11 and 12 microorganisms and their relationship to diseases in man. Most laboratory work involves microscopic examination or • Prerequisite: Biology I and Chemistry evaluation of changes in media due to metabolic activity. • Two Credits/Two Semesters The course emphasizes how microbes can be controlled • Quantitative Reasoning Course or manipulated to prevent contamination or disease. This quantitative course attempts to include critical thinking This course is based on the College Board guidelines for and approaches to the life cycle of microbes. Advanced Placement Biology. The instructors emphasize topics covered on the AP exam and recommended laboratory exercises. It is strongly recommended that students plan to take the AP exam in May. Extra time will be offered S229-Advanced Science: Genetics (3092) to students who want to seriously review for the test. Em- • Grade 10, 11 and 12 phasis is placed on problem solving, higher level thinking • Prerequisite: Biology I skills, and communication skills in the science area. More • One Credit/One Semester than 20% of the class time is dedicated to laboratory work and the use of scientific instrumentation. Some dissection This one semester course will emphasize relevant and cur- is utilized when studying the mammal systems. Areas of rent discoveries and issues in the field of Human Genetics. study include microorganisms, plants, animals, genetics, Topics will include: a review of basic genetics, human trait evolution, ecology, biochemistry, and cellular structure and and variations, causes and prevention of birth defects, function. karyotyping, pedigrees, blood groups, cloning, DNA finger- printing, telomeres and aging, the Human Genome Project, chromosome syndromes, and bioethics. Frequent labo- S131/132-Principles of the Biomedical Science-PLTW I ratory activities and research via the Internet will comple- (5218) ment the course content. Students enrolled in this course will research and prepare class presentations. • Grades 9, 10, 11 and 12 • Prerequisite: Biology I or concurrent enrollment • Two Credits/Two Semesters

S361/362(DC)-Anatomy and Physiology (5276) This course provides an introduction to the biomedical • Grade 11 and 12 +0.5 w/ DC sciences through exciting hands-on projects and problems. • Prerequisite: Students investigate concepts of biology and medicine as they explore health conditions including heart disease, o Biology I diabetes, sickle-cell disease, hypercholesterolemia, and Chemistry or concurrent enrollment o infectious diseases. They will determine the factors that • Dual Credit Option-Ivy Tech (APHY 101 & 102) led to the death of a fictional woman as they sequential- o Ivy Tech Tuition: FREE ly piece together evidence found in her medical history and her autopsy report. Students will investigate lifestyle o No Guarantee of Transferability • choices and medical treatments that might have prolonged Two Credits/Two Semesters the woman’s life and demonstrate how the development • Priority Dual Credit of disease is related to changes in human body systems. The activities and projects introduce students to human This course is intended for students who are seriously physiology, basic biology, medicine, and research processes interested in careers in medicine, dentistry, optometry, and allow students to design experiments to solve prob- nursing, laboratory technology, physical therapy, and other lems. Key biological concepts including maintenance of allied health fields. It is a survey of human biology with an homeostasis in the body, metabolism, inheritance of traits, emphasis on relating structure to function. Introductory 53 and defense against disease are embedded in the curricu- S431/432-Biomedical Innovation-PLTW IV (5219) lum. This course is designed to provide an overview of all • Grade 12 the courses in the biomedical science program and lay the +0.5 scientific foundation for subsequent courses. All students • Prerequisites: are required to take the PLTW I End of Course Assessment (ECA). Upon completion of PLTW I-IV, qualifying students Medical Interventions (PLTW III)with a C- o or higher will receive BIOT 107 credits through Ivy Tech. o Algebra II S231/232-Human Body Systems-PLTW II (5216) • Dual Credit Option: Ivy Tech (BIOT 107) • Grades 10, 11, and 12 o Ivy Tech Tuition: FREE • Prerequisites: o No Guarantee of Transferability Principles of Biomedical Science (PLTW 1) • College Credit Option: IUPUI (BIOL 10011, 10012, o with a C- or higher 10013, and 100140) Biology o o IUPUI Tuition: Free Algebra I or concurrent enrollment o Courses can only be used at IUPUI • o Two Credits/Two Semesters • Two Credits/Two Semesters

Students examine the interaction of human body systems Students design innovative solutions for the health chal- as they explore identity, power, movement, protection, and lenges of the 21st century. They work through progressive- homeostasis. Students design experiments, investigate the ly challenging open-ended problems, addressing topics structures and functions of the human body, and use data such as clinical medicine, physiology, biomedical engineer- acquisition software to monitor body functions such as ing, and public health. They have the opportunity to work muscle movement, reflex, and voluntary action, and respi- on an independent project with a mentor or advisor from a ration. Exploring science in action, students build organs university, hospital, research institution, or the biomedical and tissues on a skeletal manikin, work through interesting industry. Throughout the course, students are expected to real world cases and often play the roles of biomedical present their work to an audience of STEM professionals. professionals to solve medical mysteries. All students are Upon completion of PLTW I-IV, qualifying students will re- required to take the PLTW II End of Course Assessment ceive BIOT 107 credits through Ivy Tech. Students attend- (ECA). Upon completion of PLTW I-IV, qualifying students ing IUPUI may apply for college Credit with PLTW teacher will receive BIOT 107 credits through Ivy Tech. approval.

S331/332-Medical Interventions-PLTW III (5217) S271/272-Environmental Science (3010) • Grades 11 and 12 +0.5 • Grade 10, 11 and 12 • Prerequisites: • Prerequisite: Biology I Human Body Systems (PLTW II) with a C- • o or higher Two Credits/Two Semesters o Algebra II or concurrent enrollment This course is interdisciplinary by nature integrating biolo- • Two Credits/Two Semesters gy, earth science, chemistry, and other disciplines. Stu- dents can expect to spend a variable amount of time out- Students investigate a variety of interventions involved in doors in the Environmental Center. This course is designed the prevention, diagnosis and treatment of disease as they to challenge students through an in-depth scientific study follow the life of a fictitious family. The course is a “How- of ecosystems, population dynamics, resources and their To” manual for maintaining overall health and homeostasis management, and environmental consequences of natural in the body. Students explore how to prevent and fight and anthropogenic processes. Students will formulate, infection; screen and evaluate the code in human DNA; design, and carry out laboratory and field investigations diagnose and treat cancer; and prevail when the organs of as an essential course component. Ultimately, the goal of the body begin to fail. Through these scenarios, students this course is to provide students with essential tools for are exposed to a range of interventions related to immu- understanding the complexities of environmental systems. nology, surgery, genetics, pharmacology, medical devices, The course is designed for the student with a special inter- and diagnostics. All students are required to take the est in the environmental field or careers in conservation PLTW II End of Course Assessment (ECA). Upon comple- or environmental science. The course focuses in greater tion of PLTW I-IV, qualifying students will receive BIOT 107 detail on the study of main subject areas of environmen- credits through Ivy Tech. tal science including testing and designing environmental management techniques and processes. 54

S371/372-AP Environmental Science (3012) +1 instruments, formation and evolution of the planets and w/ AP EXAM • Grades 11 and 12 their satellites, comparative planetology, asteroids, com- ets, meteors, the sun, and the origins of the solar system. • Prerequisites: Chemistry or Environmental Science During the second semester, students will study the types with concurrent enrollment in Chemistry and properties of the stars, birth and life cycle of stars • Two Credits/Two Semesters (including white dwarfs, neutron stars, and black holes), the structure and dynamics of galaxies, galactic evolution, • Quantitative Reasoning Course cosmology, birth and fate of the universe, and life in the AP Environmental Science is an introductory college level universe. During each semester, students will be encour- course in environmental science. Students can expect to aged to attend a minimum of two observation sessions spend a variable amount of time outdoors in the Environ- that will be schedules in the evenings. During observation mental Center. The goal of the course is to provide stu- sessions, students will learn how to properly set up and dents with the scientific principles, concepts, and meth- use a telescope and will have the opportunity to reinforce odologies required to understand the interrelationships of knowledge gained during classroom activities. the natural world, to identify and analyze environmental problems, both natural and human-made, and to examine alternative solutions for resolving or preventing them. AP S241/242-Chemistry (3064) Environmental Science is interdisciplinary; it embraces a • wide variety of topics from different areas of study. Yet Grades 10, 11 and 12 there are several major unifying themes that cut across the • Prerequisites: many topics included in the study of environmental sci- o Biology ence. The following themes provide a foundation for the Algebra II or current enrollment structure of the course: science is a process, energy con- o • versions underlie all ecological processes, the Earth itself is Two Credits/Two Semesters one interconnected system, humans alter natural systems, • Quantitative Reasoning Course environmental problems have a cultural and social context, and human survival depends on developing practices that Chemistry I is an introductory chemistry course allowing will achieve sustainable systems. students to explore basic chemistry principles. Topics include inorganic chemistry, atomic theory, bonding, gas S211/212-Earth and Space Science (3044) laws, states of matter, measurement, periodic trends, acids • Grade 10, 11 and 12 & bases, and nuclear chemistry. Students will also have an opportunity to gain an understanding of the history of • Prerequisite: Biology I chemistry, to explore the uses of chemistry in various ca- • Two Credits/Two Semesters reers, and to learn lab procedures and practice lab safety. Lab experiences are utilized to observe and explain many This is a full year course which will develop skills and of the concepts in this course. present information in the areas of Astronomy and Space Exploration, Atmospheric and Meteorological Science, Geology, and Seismology. Using mathematical and graphical analysis, computer simulations, and traditional research S241H/242H-Honors Chemistry (3064) +0.5 strategies, we will explore the stars, planets and galaxies, • Grades 10, 11 and 12 rocks and minerals, fossils, mountain building, and climate • Prerequisites: changes. With our seismometer we will monitor and study the movement of the planets and explore Earth’s changing o Biology surface. This class requires you to do several independent o Algebra II or current enrollment and group projects within these areas of study to pass the • Two Credits/Two Semesters course. • Quantitative Reasoning Course S441/442-Advanced Science: Astronomy (3092) This is a rigorous first year chemistry course with a greater • Grades 11 and 12 emphasis on chemistry principles, theory and math appli- • Prerequisite: Earth and Space Science cations. This course covers all of the objectives of Chem- • Two Credits/Two Semesters istry I, but is faster paced and covers additional topics in greater detail, and students will spend more time in the This is a full year course which will develop skills and lab. It is recommended for students interested in pursu- present information in the area of Astronomy. In the first ing careers in science or science related careers such as semester, students will learn about the history of astron- medicine or engineering. Students interested in taking AP omy, astronomical cycles and phenomena, astronomical Chemistry should take this course. 55 S241DC/242DC-Dual Credit Chemistry II (3064) S281/282-Integrated Chemistry-Physics (3108)

• Grades 11 and 12 +0.5 • Grades 10, 11 and 12 • Prerequisites: w/ DC • Prerequisite: Biology

o Biology • Two Credits/Two Semesters o Algebra II or current enrollment • Quantitative Reasoning Course • Dual Credit Required: IPFW (CHM 111) Integrated Chemistry-Physics is intended for the student o IPFW Tuition: $75.00 (2016 Fee) who wishes to earn a diploma, but does not have the math o No Guarantee of Transferability background to successfully complete regular chemistry • Two Credits/Two Semesters or physics, and who would have otherwise not taken a physical science course. This class is intended for students This is an introductory level college chemistry course that who are not likely to major in science degree program in explores the inner working of matter, starting at the parti- college. ICP is a laboratory-based class designed to in- cle level. The principles covered in this chemistry course troduce students to the basic concepts of both chemistry include units and measurements, matter and change, gas and physics while developing reasoning and higher order laws, energy, solids, liquids, atomic structure, nomencla- thinking skills. Students enrolled in this course use scien- ture, chemical bonding, classification of chemical reaction, tific inquiry to examine the topics of motion and energy stoichiometry, kinetics, equilibria, and nuclear chemistry. of macroscopic objects, chemical, electrical, mechanical Labs are an essential component of this course, and they and nuclear energy, properties of matter, chemical reac- are designed to help students develop a deeper under- tions and bonding, transport of energy, magnetism, energy standing about the particle model of matter. This is not production, and its relationship to the environment and a typical lecture and laboratory course. The class relies economy. Although this course is less math-intensive than heavily on classroom discussion and Socratic dialogue regular chemistry or physics, students will be required to to cover content. After completing the course, students use algebra and analytical problem-solving skills on a regu- should be able to describe any chemical or physical change lar basis. Student will receive a solid foundation of chem- using the particle model. This course is recommended istry and physics and be prepared for the further study of for students going into non-engineering and non-science these topics, if they choose to do so. majors. S291/292-Physics I (3084) • Grades 10, 11 and 12 • Prerequisites: Algebra II or current enrollment • Two Credits/Two Semesters S341/342-AP Chemistry (3060) +1 • w/ AP EXAM Quantitative Reasoning Course • Grades 11 and 12 Physics I is a laboratory based class that will help students • Prerequisites: Honors Chemistry or Chemistry understand the fundamental concepts and principles con- with a teacher recommendation cerning matter and energy through the topics of mechan- • Two Credits/Two Semesters ics, energy, wave motion, and light, and, time permitting, • Quantitative Reasoning Course heat electricity, magnetism, and atomic and nuclear physics. The students will study basic laws of each area and AP Chemistry is Homestead’s second year chemistry course apply them conceptually and mathematically. Student will designed to explore topics covered in a freshman-level be required to use algebra, geometry, and analytical prob- college chemistry class. This class is strongly recommend- lem-solving skills on a regular basis. Students will receive ed for students planning to pursue collegiate studies in a solid knowledge base and will be prepared for further medicine, engineering, pharmacy, or any science related study of physics in college. This course is sufficient for stu- field. In addition to elaborating on topics covered in our dents going into nursing, physical therapy, and medicine. first year Chemistry courses, students will gain in-depth S391/392-AP Physics C: Mechanics (3088) +1 knowledge about Chemical Kinetics, Thermochemistry, w/ AP EXAM Equilibrium, Reaction rates, and Electrochemistry. Many • Grades 10, 11, and 12 college level labs are utilized to explain these concepts. It • is strongly recommend that students plan to take the AP Prerequisites: Advanced Modeling and Analysis exam in May. Students may earn college chemistry major with Trig. or current enrollment credit by scoring high on the AP Chemistry exam. • Two Credits/Two Semesters • Quantitative Reasoning Course

56 AP Physics C: Mechanics corresponds to approximately • Approval of project by supervising science teach- a semester of college work. The course utilizes guided er inquiry and student centered learning to foster the de- • One Semester/One Credit (Max. 4 Credits) velopment of critical thinking skills. Students will learn and use introductory differential and integral calculus This course consists of independent, in-depth study of one throughout the course. Students will explore six content or more specific scientific problems. Students will develop areas: kinematics, Newton’s laws of motion, work, energy familiarity with lab procedures used in the research set- and power, systems of particulars and linear momentum, ting. A research paper must be submitted which includes circular motion and rotation, and oscillation and gravita- the experimental design and the data collected in order to tion. The students will study the basic laws of each area verify the research. In addition to the research paper, the and apply them conceptually and mathematically. Stu- science advisor will determine an appropriate forum for dents will spend a minimum of 20 percent of instructional presentation of the research, which may include, but is not time engaged in hands-on laboratory work. Each student limited to, project presentation(s) to the science faculty will create and maintain a lab composition notebook. This and participation in the regional science fair. Each student course is recommended for students who are considering must secure a research adviser prior to signing up for this college degrees in areas such as engineering, mathemat- course. The course is restricted to serious science students ics, and physics. All students are expected to take the AP ONLY. Physics C: Mechanics exam in May.

S401/402-AP Physics C: Electricity & Magnetism (3088) +1 • Grades 11 and 12 w/ AP EXAM

• Prerequisites: o AP Physics C: Mechanics o Precalculus with Finite or concurrent enrollment • Two Credits/Two Semesters • Quantitative Reasoning Course

AP Physics C: Electricity and is a demanding course of study for highly motivated and able science students. The pace of this course is comparable to a college-level calculus-based physics course. Students are expected to work independently outside of class. In this course, the student is challenged to reason and discover the underlying laws and theories that form the basis of modern physics. This course is an excellent preparation for those seeking careers in science, engineering, and/or other technical fields. This course is designed to be a continuation and an extension of First Year Physics; however, students will gain expertise in the mathematically analysis of physical phenomena not possible in first year physics. Electrostatics, electrodynam- ics, and DC circuitry will be discussed. This course prepares the student to take the AP Physics C: Electricity and Magnetism test. In order to achieve such a goal, students will be required to work multiple levels of problems independently while also working on current topic problems. All Problems assigned will be at the level of those found on the AP test. All students are expected to take the AP Physics C: E & M exam in May.

S453-Science Research: Independent Study (3008) • Grades 11 and 12 • Prerequisites: o 2 years of science course work 57 and writing in this course is challenging and demanding. Independent study will be an important component of the SOCIAL STUDIES DEPARTMENT course. Students will use primary sources, selected readings, and documents to provide the necessary background knowledge needed to successfully complete the AP exam given at the end of the year. Students will be engaged in extensive research, projects, discussions, and compositions Homestead High School students must complete suc- that promote historical analysis. The course conforms to cessfully six (6) credits in social studies. The courses are the AP World History course description established by the two semesters (1 year) of World History, two semesters College Board. It is strongly recommended that students (1 year) of United States History, one semester of United take the AP World History exam in May States Government, and one additional semester of social studies. The Core 40, Academic Honors and Technical SS221/222-United States History (1542) Honors diplomas require a semester of economics. Social • Grades 10, 11 and 12 studies courses are valuable to all students in providing • Prerequisite: World History or AP World History a better understanding of people and the world around • Two Credits/Two Semesters them. Students planning to attend college and study in the areas of humanities, social sciences, or pre-law should take United States History is a two-semester course emphasiz- advanced placement (AP) social studies courses. ing national development from the late nineteenth century to the present day. The course gives major emphasis to the interaction of historical events and political, social, and economic influences on the development of the modern SS201/202-World History and Civilization (1548) United States. • Grades 9 and 10 • SS221 DC/222 DC-Honors United States Two Credits/Two Semesters +0.5 History (1542) World History is a two-semester course that provides for • Grades 10, 11 and 12 a study of selected world cultures, past and present. The content of this course provides a basis for students to com- • Offered to juniors/seniors or sophomores who pare and analyze patterns of culture, emphasizing both qualify for Honors English 10 the diversity and commonality of human experience and • Prerequisite: World History or AP World History behavior. This course emphasizes the connections among • Dual Credit Required- Ivy Tech (HIST101 & 102) civilizations from earliest times to the present. This course may be designed to focus on: (1) prehistory; (2) early world o Ivy Tech Tuition: FREE civilizations; (3) the classical civilizations; (4) the middle o No Guarantee of Transferability ages, (5) the development of modern societies. • Two Credits/Two Semesters • Priority Dual Credit

SS201AP/202AP-AP World History (1576) +1 This course is offered using the same syllabus as with AP w/ AP EXAM United States History which has been approved by both • Grades 9, 10, 11 and 12 the College Board and Ivy Tech. The course is designed to • Prerequisite for 9th: Qualify for Honors English or prepare students for the Advanced Placement US History Department Exam examination. Students will be asked to analyze, evaluate, and think critically. Work will involve studying original doc- • th Recommended concurrent enrollment for 9 : uments, research, oral and written presentations, and will Honors English 9 require a great deal of written expression. Semester one • Recommended concurrent enrollment for 10th: covers the voyages of discovery through the late 1800’s Honors English 10 Gilded Age. (Ivy Tech HIST 101). Semester two covers the late 1800’s Progressive Era to present day. (Ivy Tech HIST • Two Credits/Two Semesters 102). A student must have a semester grade of C- or high- This Advanced Placement course includes topics ranging er to receive Ivy Tech credit. from Early Civilization through the present and incorpo- Students should demonstrate the ability to trace and ana- rates themes from a variety of geographic regions. Stu- lyze chronological periods and examine the relationships of dents will explore and compare political and economic significant themes and concepts in United States History. systems as well as the social and cultural implications Students should be able to sequence historical events, ex- that change over time within world regions. The reading 58 amine cause and effect, identify different historical -per SS411(DC)-Honors United States Government (1540) spectives, and relate historical situations to current issues. • Grades 11 and 12 +0.5 Even though successful students receive dual credit, it is strongly recommended that students take the AP exam in • May. Prerequisite: U.S. History or AP US History • Dual Credit Required – Ivy Tech (POLS 110)

Ivy Tech Tuition: FREE SS221AP/222AP -AP United States History (1562) o • Grades 10, 11 and 12 +1 w/ AP EXAM o No Guarantee of Transferability

• Offered only to juniors and seniors or sophomores • One Credit/One Semester who are enrolled in Honors English 10 • • Prerequisite: World History or AP World History Priority Dual Credit • Two Credits/Two Semesters This class is designed for the student with a background or a special interest in American government. The course will This course is designed to prepare the student for the Ad- focus on the “why” rather than the “how” of government vanced Placement United States History examination. The function. It is an advanced class for juniors and seniors syllabus has been approved by the College Board through that will require research, discussion, presentations, and an audit. Students will be asked to analyze, evaluate, and interaction of the class relative to various topics. This class think critically. Work will involve studying original docu- will meet the requirement for American government. ments, research, oral and written presentations, and will require a great deal of written expression. Semester one SS411/S412-AP United States Government (1560) covers the voyages of discovery through the late 1800’s • Grades 11 and 12 +1 Gilded Age. Semester two covers the late 1800s Progres- w/ AP EXAM sive Era to present day. • Prerequisite: U.S. History or AP US History Students should demonstrate the ability to trace and • Two Credits/Two Semesters analyze chronological periods and examine the relationships of significant themes and concepts in United States This class is designed for the student with a background or history. Students should be able to sequence historical a special interest in American government. The course will events, examine cause and effect, identify different histor- focus on the “why” rather than the “how” of government ical perspectives, and relate historical situations to current function. It is an advanced class for juniors and seniors issues. It is strongly recommended that students take that will require research, discussion, presentations, and the AP exam in May. interaction of the class relative to various topics. This class will meet the requirement for American government and is designed to prepare the student for the Advanced Place- ment examination in American government. It is strongly SS403-United States Government (1540) recommended that students take the AP exam in May • Grades 11 and 12 SS411A/412-AP United States Government • Prerequisite: U.S. History or AP U.S. History +1 “We the People” (1560) w/ AP EXAM • One Credit/One Semester • Grades 11 and 12 This course is a survey of the structure, powers, and • Prerequisite: U.S. History or AP US History function of the United States government. The class will • Two Credits/Two Semesters include a detailed look at important founding documents, including the U.S. Constitution and the amendments, with The “We the People” option for AP government will cover a focus on the three branches of government and the all the material to prepare the student for the AP exam in federal system of the United States. In addition, the course American Government and Politics. In this version of the will include a study of the civic roles and responsibilities of AP Government class students will compete in district and American citizens, as well as a look into the political system possible state and national competitions. This class is de- by studying the process and ideologies found within that signed for the student with a background or a special inter- system. Finally, the role of the state and local governments est in American government. The course will focus on the in our society will also be emphasized and studied. “why” rather than the “how” of government function. It is an advanced class for juniors and seniors that will require research, discussion, presentations, and interaction of the class relative to various topics. This class will meet the 59 requirement for American government and is designed to This college level course will focus on preparation for the prepare the student for the Advanced Placement examina- AP Microeconomics Examination, which students are tion in American government. “We the People” students expected to take in May. Advanced Placement Micro- will be required to participate in competitions with other economics is a course based on content established by schools. It is strongly recommended that students take the College Board. The course gives students a thorough the AP exam in May understanding of the principles of economics that apply to the functions of individual decision makers, both consum- SS303-Economics (1514) ers and producers, within a particular economic system. • Grades 11 and 12 Topics include: (1) basic economic concepts, (2) the nature • Prerequisite: U.S. History or AP U.S. History and functions of product markets, (3) factor markets, and (4) market failures and the role of government. • One Credit/One Semester • Quantitative Reasoning Course +1 Economics examines the allocation of resources and their SS313-AP MACROECONOMICS (1564) w/ AP EXAM uses for satisfying human needs and wants. The course an- • Grades 11 and 12 alyzes economic reasoning used by consumers, producers, • Prerequisite: AP Microeconomics savers, investors, workers, voters, institutions, and govern- • ment in making decisions. Students will explain that be- One Credit/One Semester cause resources are limited, people must make choices and • Quantitative Reasoning Course understand the role that supply, demand, prices, and profits play in a market economy. Key elements of the course in- This college level course will focus on preparation for the clude study of scarcity and economic reasoning, supply and AP Macroeconomics Examination, which students are demand, market structures, role of government, national expected to take in May. AP Macroeconomics is a course economic performance, the role of financial institutions, based on the content established by the College Board. economic stabilization, and trade. The course emphasizes the study of national income and price-level determinations. Developing students’ familiarity SS303(DC)-Honors Economics (1514) +0.5 with economic performance measures, this course examines the financial sector, stabilization policies, economic • Grades 11 and 12 growth, and international economics. Topics include: (1) • Prerequisite: U.S. History or AP US History Basic economic concepts, (2) measurement of economic • Dual Credit Required– Ivy Tech (ECON 101) performance, (3) national income and price determination, o Ivy Tech Tuition: FREE (4) economic growth, and (5) international finance, -ex change rates, and balance of payments. o No Guarantee of Transferability • One Credit/One Semester • Required Text: Common Sense Economics: What Everyone Should Know About Wealth and Pros- SS343-Sociology (1534) perity by James D. Gwartney, et al. ISBN: 978-0- 312-64489-5 (Students need the 2010 edition) • Grades 11 and 12 • Priority Dual Credit • One Credit/One Semester • Quantitative Reasoning Course This semester course will provide an opportunity for stu- Economic Fundamentals provides a survey of microeco- dents to study social interaction, group behavior, and basic nomics, macroeconomics, international economics, com- human institutions. Broad areas of content will include parative economic systems, historical development of eco- the study of institutions found in all cultures and societies, nomic thought, and their application to current economic such as family, religion, community organizations, political problems. An introductory course intended primarily for and social groups, and leisure time organizations. Culture, students who need only one semester of economics. mores, cultural values, traditions, folkways, the mobility of people in social classes, and other factors in society that influence group behavior and human interaction will be +1 included in this survey course. SS316-AP MICROECONOMICS (1566) w/ AP EXAM • Grades 11 and 12 • Prerequisite: U.S. History or AP U.S. History • One Credit/One Semester • Quantitative Reasoning Course 60

SS423DC-Introduction to Homeland +0.5 SS326(DC)-Honors Psychology (1532) +0.5 Security (1574) w/ DC • Grades 11 and 12 w/ DC

• Grades 11 and 12 • Dual Credit Required– Ivy Tech (PSYC 101) • Dual Credit Required- Ivy Tech (HSPS 101) • Ivy Tech Tuition: FREE o Ivy Tech Tuition: FREE • No Guarantee of Transferability o No Guarantee of Transferability • One Credit/One Semester • One Credit/One Semester • Priority Dual Credit • Required Text: Introduction to Homeland Secu- rity, 4th Edition by Jane A. Bullock, et al. ISBN: This course is designed for the student with a strong 978-0-12-415802-3 interest in psychology. The student will be expected to • Priority Dual Credit do research on various topics and present findings in a written paper, an oral presentation, or both. This course This course provides a comprehensive account of past and is an advanced course with an expectation of work at the current homeland security practices, policies and pro- college freshman level. grams in relation to the government restructure. Topics include workplace security, weapons of mass destruction, domestic and international terrorism, and preparedness. +1 Also included is an expansion of material on the organi- SS331/332-AP Psychology (1558) • w/ AP EXAM zation’s strategic and philosophical changes that have oc- Grades 11 and 12 curred as a result of the Homeland Security Review com- • Two Credits/Two Semester pleted in 2010. Students will learn the history leading to the creation of a Homeland Security department, evaluate This course is designed for the student with a strong inter- the most frequently cited causes of terrorism, learn and est in psychology. Students in this course will be taught understand the Homeland Security Act and the Patriot Act, the Advanced Placement curriculum. The student will be evaluate the role of federal, state and local government in expected to do research on various topics and present response capabilities, predict hazards to public safety, cri- findings in a written paper, an oral presentation, or both. tique the intelligence community and all agencies involved This course is an advanced course with an expectation of in intelligence, synthesize the variety of steps that can be work at the college freshman level. It is strongly recom- taken to protect the border, discuss the role of the private mended that students take the AP exam in May. sector in Homeland Security, learn about risk and risk mit- igation, discover the roles and training of first responders, understand the all-hazard approach to incident command and current planning models and learn how to predict new threats confronting the United States. Course content will include but not be limited to workplace security, weapons of mass destruction, domestic terrorism, international terrorism, and preparedness.

SS323-Psychology (1532) • Grade 11 and 12 • One Credit/One Semester

This course will provide an opportunity to study individual and social psychology and how the knowledge and methods of psychologists are applied to the solution of human problems. Content for the course will include some insights into behavior patterns and adjustments to social environments. The course will develop critical attitudes toward superficial generalizations about human behavior, respect for the difficulty of establishing the truth of a proposition, and a heightened sensitivity to the feelings and needs of others.

61 VA113-Introduction to Three Dimensional Art (4002) • Grades 9, 10, 11 and 12 VISUAL ARTS • One Credit/One Semester

A study of the elements and principles of design and their application in three-dimension artwork, Intro to 3-D is one The visual Arts Department is an elective department of the foundation courses building the necessary skills and with a wide variety of 2-D, 3-D, and technology courses. knowledge to make more advanced art courses success- Whether students just enjoy the visual arts or may be con- ful. Students will solve compositional problems utilizing sidering further exploration and pursuit of the arts as a ca- various three-dimensional media, such as plaster, clay, reer option, students will find courses appropriate for their etc. While the main focus is art production, students will interest level. A key factor to success in this department also participate in reading, writing, and discussions about is for students to take fundamental courses early in their various aspects of art. Students taking this course engage high school program in order to be eligible for advanced in sequential learning experiences that encompass art courses later. The department offers a broad range of history, art criticism, aesthetics, and production. opportunities for personal artistic enrichment and growth. Towards that end, each course offers students the opportunity to reflect upon his/her own work and the work of others as well as strengthening problem solving, writing, VA103A-Advanced Two Dimensional Art (4004) criticism, and presentation skills. Two (2) fine arts credits • Grades 9, 10, 11 and 12 are required for the Academic Honors Diploma. • Prerequisite: Intro to Two Dimensional Art • One Credit/One Semester Courses in this section account for Directed Electives or Electives for ALL diplomas. In this course, students will explore a range of two-dimensional creative options building on the knowledge NOTE: Courses with the (L) designation are considered and skills learned in Introduction to Two-Dimensional Art, lab courses. Courses have specific grade levels to which including some new media (i.e. oil pastels, and printmak- they may be offered. Due to the high volume of requests ing) and subject matter (i.e. perspective, figure drawing, for certain classes, they may not be available to all grade etc.). The emphasis is on realistic rendering and composi- levels. tion. While the main focus is art production, students will Visual Art Department strongly recommends that stu- also participate in reading, writing, and discussions about dents achieve a minimum of a C- average in the prereq- various aspects of art. Students taking this course engage uisite course to consider moving into an advance level in sequential learning experiences of Introduction to Two course. Dimensional Art that encompass art history, art criticism, aesthetics, and production.

VA113A-Advanced Three Dimensional Art (4006) VA103-Introduction to Two Dimensional Art (4000) • Grades 9, 10, 11 and 12 • Grades 9, 10, 11 and 12 • Prerequisite: Intro to Three Dimensional Art • One Credit/One Semester • One Credit/One Semester

A study of the elements and principles of design and their In this course, students will explore a range of three-di- application in two-dimension artwork, Intro to 2-D, pri- mensional creative options building on the knowledge and marily a drawing course, is one of the foundation cours- skills learned in Introduction to Three-Dimensional Art, es building the necessary skills and knowledge to make including some new media, artists, and styles (i.e. Surreal- more advanced art courses successful. Areas of study will ism, copper, foil/repousse, casting, Alexander Calder, etc. include rendering and shading with a variety of media and ) will be introduced. While the main focus is art produc- techniques, various artists and subject matter, composition tion, students will also participate in reading, writing, and and color theory. While the main focus is art production, discussions about various aspects of art. Students taking students will also participate in reading, writing, and this course engage in sequential learning experiences of discussions about various aspects of art. Students taking Introduction to Three Dimensional Art that encompass art this course engage in sequential learning experiences that history, art criticism, aesthetics, and production. encompass art history, art criticism, aesthetics, and production. 62 VA203-Ceramics (4040) VA123A-Advanced Fiber Arts (4046) • Grades 10, 11 and 12 • Grades 9, 10, 11 and 12 • Prerequisite: Fiber Arts • One Credit/One Semester • One Credit/One Semester Ceramics students will experience the possibilities and • Course may be repeated for credit limitations of clay while creating a variety of ceramic pieces using coil, slab, extruded, and wheel thrown tech- Advanced Fiber Arts students will create works of art uti- niques. A variety of glazing and decorating techniques lizing a variety of fibrous media such as silk, basketry, yarn, will be studied and utilized. Aesthetics and craftsmanship embroidery floss, and processes such as weaving, dyeing, within a student’s individual style are of particular impor- and stitchery. Building on previously learned skills, Ad- tance. While the main focus is art production, students will vanced Fiber Arts students will learn and utilize more diffi- also participate in reading, writing, and discussions about cult production methods and more intricate compositional various aspects of art. Students taking this course engage applications. While the main focus is art production, stu- in sequential learning experiences that encompass art his- dents will also participate in reading, writing, and discus- tory, art criticism, aesthetics, and production as they relate sions about various aspects of art. Students in this course to the study of pottery/ceramics. engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production as they relate to the study of fiber arts.

VA203A-Advanced Ceramics (4040) VA213-Jewelry (4042) • • Grades 10, 11 and 12 Grades 10, 11 and 12 • • Prerequisites: Ceramics Prerequisites: Any 1 Visual Art Class • • One Credit/One Semester One Credit/One Semester • Course may be repeated for credit Jewelry provides the opportunity to study and apply a variety of jewelry making techniques. Jewelry students will Students will create works of art using both hand built and create works of art using wire, sheet and cast metal, while wheel thrown techniques. Advanced Ceramics allows stu- utilizing a variety of jewelry techniques, i.e. soldering, dents to develop a more personalized style while continu- casting and cutting. Brass, copper, and silver are the pri- ing to develop a deeper understanding of the creative pos- mary media used. While the main focus is jewelry produc- sibilities of clay. Studio maintenance and developmental tion, students will also participate in reading, writing and responsibilities are also a factor in this course. While the discussions about various aspects of art. Students taking main focus is art production, students will also participate this course engage in sequential learning experiences that in reading, writing, and discussions about various aspects encompass art history, art criticism, aesthetics, and proof art. Students in this course engage in sequential learn- duction as they relate to the study of jewelry production. ing experiences that encompass art history, art criticism, aesthetics, and production as they relate to the study of pottery/ceramics. VA213A-Advanced Jewelry (4042) • Grades 10, 11 and 12 • Prerequisites: Jewelry VA123-Fiber Arts (4046) • One Credit/One Semester • Grades 9, 10, 11 and 12 • • One Credit/One Semester Course may be repeated for credit Advanced Jewelry students will create works of art using Fiber Arts students will create works of art utilizing a wire, sheet and cast metal. Building on previous learned variety of fibrous media, such as basketry, yarn, and hemp skills; students will learn and utilize more difficult produc- in various loom and off-loom processes such as weaving, tion methods, such as roll printing and bezel style stone dyeing, and coiling. While the main focus is art produc- setting. The emphasis will be on mastery of technique and tion, students will also participate in reading, writing, and creative design. While the main focus is jewelry produc- discussions about various aspects of art. Students in this tion, students will also participate in reading, writing and course engage in sequential learning experiences that discussions about various aspects of art. Students taking encompass art history, art criticism, aesthetics, and pro- this Jewelry course engage in sequential learning experi- duction as they relate to the study of fiber arts. ences that encompass art history, art criticism, aesthetics, and production as they relate to the study of jewelry production. 63 VA223-Sculpture (4044) • Grades 10, 11 and 12 +0.5 • Prerequisites: VA233(DC)-Drawing (4060) • Grades 10, 11 and 12 w/ DC

o Introduction to Three Dimensional Art • Grades (Dual Credit): 11 and 12 AND • Prerequisite: Advanced 2 Dimensional Art • o Introduction to Two Dimensional Art OR Dual Credit Option: IPFW (FINA N108) Adv. Three Dimensional Art o IPFW Tuition: $315.30 (2016 Fee) • One Credit/One Semester No Guarantee of Transferability • Course may be repeated for credit • One Credit/One Semester • Sculpture students will create works of art using additive, Course may be repeated for credit subtractive, and assemblage sculptural techniques. One This class provides further in-depth study of drawing. major project is a modeled self-portrait bust, allowing Emphasis will be placed on composition, landscape, por- students to learn to utilize their 2-D rendering skills in 3-D traiture, figure drawing, and still life. Student will learn media. Students will utilize waste mold casting and other techniques such as sighting, visual perceptive, proportion, sculpture processes. While the main focus is art produc- etc. and will work in media such as charcoal, pencil, pas- tion, students will also participate in reading, writing and tels, ink, colored pencil, and mixed media. A sketch book discussions about various aspects of art. Students taking will be maintained throughout the course. Students in this this Jewelry course engage in sequential learning experi- course engage in sequential learning experiences that en- ences that encompass art history, art criticism, aesthetics, compass art history, art criticism, aesthetics, and produc- and production as they relate to the study of sculpture. tion as they relate to drawing. This class is recommended for students who plan to take AP Studio or desire to create Due to the level of difficulty of this course, it is recom- a portfolio. Emphasis will be placed on developing more mended (although not required) that both Advanced 2-D complex mark-making and composition as well as helping and Advanced 3-D Art be taken prior to this course. students incorporate more personal voice and storytelling

within their work.

+0.5 VA343(DC)-Art History (4024) w/ DC Students wishing to continue on in Drawing at advanced • Grades 9, 10, 11 and 12 levels are encouraged to repeat the course for credit. • Grades (Dual Credit): 11 and 12 • Dual Credit Option: IPFW (FINA H101) VA246-Painting (4064) IPFW Tuition: $315.30 (2016 Fee) o • Grades 10, 11 and 12 No Guarantee of Transferability o • Prerequisite: Adv. 2 DM Art • One Credit/One Semester • One Credit/One Semester This course offers an introduction to the visual arts, and • Course may be repeated for credit will discuss the process by which a work of art comes into being, the role of art and the artist in society, and the Painting students will build upon their knowledge of relationship between viewer and the work of art. Students composition and color while exploring painting media will develop his or her ability to look slowly and closely and and history. Subject matter will be kept simple to allow to articulate what he or she sees through acquisition of students to develop their knowledge and skills in painting. knowledge, skills, and terminology with which to discuss Students will have exposure to watercolor, acrylics and works of art. Through an overview of multi-cultural art oil. While the main focus is art production, students will history, students will search for meaning and significance also participate in reading, writing and discussions about in the study of cultural and historical foundations of world various aspects of art. A sketch/journal will be maintained art. Major art movements such as the Renaissance, Greek/ throughout the course. Students in this course engage in Roman, and art of the 20th/21st century etc. will be stud- sequential learning experiences that encompass art histo- ied with special attention given to artists and influences of ry, art criticism, aesthetics, and production as they relate each period. The focus of Art History is more oriented to to painting. the academic study of art, including reading, writing, in- class and online discussions, viewing documentaries about Students wishing to continue on in Drawing at advanced art, with minor art production projects, and other curricu- levels are encouraged to repeat the course for credit. lar related activities. 64 VA253-Photography (4062) VA256-Advanced Photography: Digital (4062) • Grades 9, 10, 11 and 12 • Grades 9, 10, 11 and 12 • One Credit/One Semester • Prerequisite: Photography OR • Course Fee: $75.00 (2016 Fee) o o Digital Design OR Photography students will create works of art using 35mm o Computer Illustration and Graphics film cameras for on and off-site photo shoots, hands-on • One Credit/One Semester film processing, darkroom image printing and creative print manipulation. Photo shoots will encompass a variety • Course may be repeated for credit of topics including basic composition, portraiture, and • photo-journalism. Students will learn a variety of creative Course Fee: $75.00 (2016 Fee) darkroom printing techniques including straight, flipped, Building upon previously acquired knowledge and skills layered, textured and montage. Hand-coloring and print concerning photo themes, composition and lighting, Digital manipulation will further individualize each student’s Photography introduces the integration of digital cameras photo artwork. Computer enhancement using Photoshop with computer readers, scanners, and Adobe Photoshop will be introduced. While the main focus is art produc- software allowing students to develop unique digitally tion, students will also participate in reading, writing and printed images. In this course, students create works of art discussions about various aspects of art. A sketch/journal using both traditional and experimental computer/digital will be maintained throughout the course. Students taking photo techniques. They will also have the opportunity to Photography engage in sequential learning experiences study digital photographers’ ideas and methods. Advanced that encompass art history, art criticism, aesthetics, and digital students will work on developing a photo portfo- production as they relate to photography. It is required lio. While the main focus is art production, students will that students taking this class have their own 35mm man- also participate in reading, writing and discussions about ual or semi-auto adjustable camera. various aspects of art. Digital photo students engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production as they relate to digital photography. It is required that the students have their own digital camera with removable memory card or VA253A-Advanced Photography: Darkroom (4062) USB cord and instruction manual. • Grades 9, 10, 11 and 12 • Prerequisite: Photography • One Credit/One Semester VA403-Advanced Two-Dimensional Art: Independent Study (4004) • Course may be repeated for credit • Grade 12 • Course Fee: $75.00 (2016 Fee) • Prerequisite: Teacher approval

Advanced Photography students will build upon skills This course is intended only for students having the inten- learned in the introductory class. The emphasis will be on tion of pursuing their artistic studies at the college level mastery of technique and individual creative design. They and may be taken as an independent study. Students will will further their photography skills by producing individual explore college/career opportunities and develop port- art photo portfolios using both traditional and experimen- folio quality pieces. This is an opportunity for students tal photo shoot and darkroom print techniques. A unique to examine scholarship possibilities. This course allows blend of darkroom prints for enhancement and Photo- for personal growth and exploration within the study of shop manipulation. These students will also research various media and subject matter. Students taking this and experience their choice of historical and modern course should have already exhausted the opportunities photographers’ ideas and methods. Studio maintenance for study in other specific courses (i.e. painting, sculpture, and developmental responsibilities are also a part of this photography, etc.) While the main focus is art production, course. Students taking Advanced Photography engage in students will also participate in reading, writing and discus- sequential learning experience that encompass art history, sions about various aspects of art. A sketch journal will be art criticism, aesthetics, and production as they relate to maintained throughout the course. Students in this course photography. It is required that students taking this class engage in sequential learning experiences that encompass have their own 35mm manual or semi-auto adjustable art history, art criticism, aesthetics, and production as they camera. relate to portfolio production.

65 VA273-Photography: Film making (4062) VA269(DC)-Digital Design (Visual Communication (4086) • Grades 10, 11 and 12 +0.5 • Grades 9, 10, 11 and 12 w/ DC • One Credit/One Semester • Dual Credit Option: Ivy Tech (VISC 102) As well as studying relevant professional films, students o Ivy Tech Tuition: FREE will produce a public service announcement and music vid- o No Guarantee of Transferability eo and smaller productions that may include commercials, • One Credit/One Semester infomercials, and stop-action animation. Students will gain experience with the post-production aspect of video mak- Students will build upon their artistic skills by incorporating ing by editing their projects on the computer. A great deal the computer as a tool for illustration as well as design. of group work will be required as the class develops each Students will work with and explore computer programs project. While the main focus is art production, students such as Adobe Photoshop and Adobe Illustrator. While the will also participate in reading, writing and discussions main focus is art production, students will also participate about various aspects of art/film. Students in this course in reading, writing and discussions about various aspects of engage in sequential learning experiences that encompass art. Students in this course engage in sequential learning art history, art criticism, aesthetics, and production as they experiences that encompass art history, art criticism, aes- relate to film and video. thetics, and production as they relate to computer digital design. Students may be required to work outside the class on studio work, reading/writing prompts, and other curriculum related activities. It is strongly recommended that the students have their own digital camera with remov- VA273A-Advanced Photography: Film making (4062) able memory card or USB cord and instruction manual. • Grades 10, 11 and 12

• Prerequisite: Photography: Film/Video

• One Credit/One Semester VA266(DC)-Digital Design II (4082) +0.5 • Grades 9, 10, 11 and 12 w/ DC • Course may be repeated for credit with teaching

• Prerequisite: Visual Communication recommendation • Dual Credit Option: Ivy Tech (VISC 115) Students will explore advanced editing techniques and o Ivy Tech Fee: FREE computer editing programs, which will allow them to create a stop-action animation and a silent film, as well o No Guarantee of Transferability as several smaller group projects. While the main focus is o Prerequisite: Ivy Tech (VISC 102) art production, students will also participate in reading, • One Credit/One Semester writing and discussions about various aspects of art/film. Students in this course engage in sequential learning expe- Utilizing knowledge and skills from Graphic Design, stu- riences that encompass art history, art criticism, aesthetics, dents will study and apply more advanced techniques fea- and production as they relate to film and video. tured by various computer programs such as Adobe Photo Shop, Adobe Illustrator, and InDesign in order to create more complex and sophisticated digital artwork. While the main focus is art production, students will also participate VA501/502-AP Studio Art (4048) in reading, writing and discussions about various aspects of +1 • art. Students in this course engage in sequential learning Grade 12 ONLY w/ AP EXAM experiences that encompass art history, art criticism, aes- • Prerequisite: Teacher Recommendation thetics, and production as they relate to computer digital design. Students may be required to work outside the class • Two Credits/Two Semesters on studio work, reading/writing prompts, and other curriculum related activities. It is strongly recommended that • Course is divided into the following disciplines the students have their own digital camera with removable memory card or USB cord and instruction manual. o Drawing Portfolio

o 2D Design Portfolio AP Studio Art is a course based on the content established 66 by the College Board. Portfolios are designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written examination; instead, students submit portfolios for evaluation at the end of the school year. The AP program is a cooperative endeavor that helps high school student’s complete college-level courses and permits colleges to evaluate, acknowledge, and encourage that accomplishment through the granting of appropriate credit and placement. Students may be required to purchase additional supplies for the course based on their intended area of study. It is highly recommended that students take this class for 2 consecutive semesters in order to complete a portfolio for AP evaluation in the spring. Summer portfolio work and associated assignments are required and can be found on the AP Canvas page in the middle of May. Require- ments-Application and approval from instructor.

Studio Art (Drawing Portfolio) AP:

Studio Art Drawing Portfolio AP is designed to address a very broad interpretation of drawing issues and media. Light and shade, line quality, rendering of form, composition, surface manipulation, and illusion of depth are drawing issues that can be addressed through a variety of means, which could include painting, printmaking, mixed media, etc. Abstract, observational, and inventive works may demonstrate drawing competence. Any work that makes use of (appropriate) other artists’ works (including photographs) and/or published images must show sub- stantial and significant development beyond duplication. This is demonstrated through manipulation of the formal qualities, design, and/or concept of the source.

Studio Art (2D Design Portfolio) AP:

This portfolio is intended to address two-dimensional (2-D) designed issues. Design involves purposeful decision making about how to use the elements and principles of design articulated through visual elements help guide artist in making decisions about how to organize the elements on a picture plan in order to communicate content. For this portfolio, students are asked to demonstrate proficiency in 2-D design through any two-dimensional medium or process, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, and printmaking. Any work that makes use of (appropriates) other artists’ works (including photographs) and/or published images must show sub- stantial and significant development beyond duplication.

67 uational context and comprehending brief written or oral directions. Additionally, students will examine the practic- WORLD LANGUAGES DEPARTMENT es, products and perspectives of French-speaking cultures; recognize basic routine practices of the target cultures; and recognize situation-appropriate non-verbal communication. This course further emphasizes making connections across content areas and the application of understanding French language and cultures outside of the classroom. The World and Classical Languages Department is an elective department. Students may wish to take a language for a variety of reasons: personal fulfillment in WLF201/202-French II (2022) learning the language and culture of another country; to • Grades 9, 10, 11 and 12 improve English language skills; or to fulfill a requirement • Prerequisite: French I for a particular college. Students who wish to pursue a • Two Credits/Two Semesters language program in college or those who wish to “test out” of language requirements at the college level should French II builds upon effective strategies for French lan- take four or five years of the same language. The Academ- guage learning by encouraging the use of the language ic Honors diploma requires that a student take three (3) and cultural understanding for self-directed purposes. This years of one language or two (2) years of two different course encourages interpersonal communication through languages. Core 40 does not require world language study, speaking and writing, providing opportunities to make and but it is recommended for students planning to enroll in respond to requests and questions in expanded contexts, a four-year college program. Learning another language participate independently in brief conversations on -fa is a cumulative and comprehensive process, and students miliar topics, and write cohesive passages with greater must master certain skills to ensure future success. Prereq- independence and using appropriate formats. This course uisite skills are essential to success in any World Language also emphasizes the development of reading and listen- course. Therefore, the World and Classical Languages ing comprehension skills, such as using contextual clues Department recommends that any student who receives to guess meaning and comprehending longer written or a D+ or below retake the course before moving on to the oral directions. Students will present prepared material on next level. a variety of topics, as well as read aloud to practice appropriate pronunciation and intonation. Additionally, Please Note: Unless stated otherwise by an individu- students will describe the practices, products and perspec- al teacher, the Department of World Languages strictly tives of French-speaking cultures. This course further em- forbids students to use translation programs of any kind phasizes making connections across content areas and the for their assignments. If the teacher suspects that such a application of understanding French language and cultures program has been used, the student may be required to outside of the classroom. retranslate the passage (paragraph, dialogue, etc.) with the use of a dictionary in the presence of the instructor.

Courses in this section count as Directed Elective or Elec- WLF301/302(DC)-French III (2024) +0.5 tive for ALL Diplomas. • Grades 10, 11 and 12 w/ DC • Prerequisite: French II • Dual Credit – Ivy Tech (FREN 101 & 102) WLF101/102-French I (2020) Ivy Tech Tuition: FREE • Grades 9, 10, 11 and 12 o • o No Guarantee of Transferability Two Credits/Two Semesters • Two Credits/Two Semesters • Priority Dual Credit French I introduces students to effective strategies for beginning French language learning, and to various aspects French III builds upon effective strategies for French of French-speaking culture. This course encourages inter- language learning by facilitating the use of the language personal communication through speaking and writing, and cultural understanding for self-directed purposes. This providing opportunities to make and respond to basic course encourages interpersonal communication through requests and questions, understand and use appropriate speaking and writing, providing opportunities to initiate, greetings and forms of address, to participate in brief sustain and close conversations; exchange detailed in- guided conversations on familiar topics, and write short formation in oral and written form; and write cohesive passages with guidance. This course also emphasizes the information with greater detail. This course also empha- development of reading and listening comprehension sizes the continued development of reading and listening skills, such as reading isolated words and phrases in a sit- comprehension skills, such as using cognates, synonyms 68 and antonyms to derive meaning from written and oral ent creative material using the language. Additionally, information, as well as comprehending detailed written students will continue to develop an understanding of or oral directions. Students will present student-creat- French-speaking cultures. This course further emphasizes ed material on a variety of topics, as well as read aloud the integration of concepts and skills from other content to practice appropriate pronunciation and intonation. areas with the target language and cultural understanding. Additionally, students will continue to develop an understanding of French-speaking cultures. This course further emphasizes making connections across content areas as WLG101/102-German I (2040) well the application of understanding French language and • Grades 9, 10, 11 and 12 cultures outside of the classroom. • Two Credits/Two Semesters

WLF401H/402H(DC)-Honors French IV (2026) German I introduces students to effective strategies for • Grades 11 and 12 +0.5 beginning German language learning, and to various as- • Prerequisite: French III pects of German-speaking culture. This course encourages • Dual Credit – Ivy Tech (FREN 201) interpersonal communication through speaking and writ- o Prerequisite: FREN 101 & 102 ing, providing opportunities to make and respond to basic o Ivy Tech Tuition: FREE requests and questions, understand and use appropriate o No Guarantee of Transferability greetings and forms of address, participate in brief guided • Two Credits/Two Semesters conversations on familiar topics, and write short passages • Priority Dual Credit with guidance. This course also emphasizes the development of reading and listening comprehension skills, such French IV provides a context for integration of the con- as reading isolated words and phrases in a situational continued development of language skills and cultural un- text and comprehending brief written or oral directions. derstanding with other content areas and the community Additionally, students will examine the practices, products beyond the classroom. The skill sets that apply to the and perspectives of German-speaking cultures; recognize exchange of written and oral information are expanded basic routine practices of the target cultures; and recog- through emphasis on practicing speaking and listening nize situation-appropriate non-verbal communication. This strategies that facilitate communication, such as the use of course further emphasizes making connections across con- circumlocution, guessing meaning in familiar and unfa- tent areas and the application of understanding German miliar contexts, and using elements of word formation to language and cultures outside of the classroom. expand vocabulary and derive meaning. Additionally, students will continue to develop an understanding of French- speaking cultures through explaining factors that influence WLG201/202-German II (2042) the practices, products, and perspectives of the target cul- • Grades 10, 11 and 12 tures. This course further emphasizes making connections • Prerequisite: German I across content areas through the design of activities and • Two Credits/Two Semesters materials that integrate the target language and cultures with concepts and skills from other content areas. German II builds upon effective strategies for German language learning by encouraging the use of the language WLF501H/502H(DC)-Honors French V (2028) and cultural understanding for self-directed purposes. This • Grade 12 course encourages interpersonal communication through +0.5 • Prerequisite: French IV speaking and writing, providing opportunities to make and • Dual Credit – Ivy Tech (FREN 202) respond to requests and questions in expanded contexts, o Prerequisite: FREN 201 participate independently in brief conversations on -fa o Ivy Tech Tuition: FREE miliar topics, and write cohesive passages with greater o No Guarantee of Transferability independence and using appropriate formats. This course • Two Credits/Two Semesters also emphasizes the development of reading and listening • Priority Dual Credit comprehension skills, such as using contextual clues to guess meaning and comprehending longer written or oral French V provides opportunities for students to interact directions. Students will present prepared material on a and exchange information in culturally and socially authen- variety of topics, as well as read aloud to practice appro- tic and/or simulated situations to demonstrate integration priate pronunciation and intonation. Additionally, students of language skills with understanding of French-speaking will describe the practices, products and perspectives of cultures. This course emphasizes the use of appropri- German speaking cultures. This course further emphasizes ate formats, varied vocabulary and complex language making connections across content areas and the appli- structures within student communication, both oral and cation of understanding German language and culture written, as well as the opportunity to produce and pres- outside of the classroom. 69 WLG301/302-German III (2044) tion through speaking and writing, providing opportunities • Grades 11 and 12 to make and respond to basic requests and questions, • Prerequisite: German II understand and use appropriate greetings and forms of ad- • Two Credits/Two Semesters dress, participate in brief guided conversations on familiar German III builds upon effective strategies for German topics, and write short passages with guidance. This course language learning by facilitating the use of the language also emphasizes the development of reading and listen- and cultural understanding for self- directed purposes. ing comprehension skills, such as reading isolated words This course encourages interpersonal communication and phrases in a situational context and comprehending through speaking and writing, providing opportunities to brief written or oral directions. Additionally, students will initiate, sustain and close conversations; exchange detailed examine the practices, products and perspectives of Span- information in oral and written form; and write cohesive ish-speaking culture. Students will also develop an under- information with greater detail. This course also empha- standing of the people who speak Spanish. This course fur- sizes the continued development of reading and listening ther emphasizes making connections across content areas comprehension skills, such as using cognates, synonyms and the application of understanding Spanish language and and antonyms to derive meaning from written and oral culture outside of the classroom. information, as well as comprehending detailed written or oral directions. Students will address the presentational WLS201/202-Spanish II (2122) mode by presenting student-created material on a variety • Grades 9, 10, 11 and 12 of topics, as well as reading aloud to practice appropriate • Prerequisite: Spanish I pronunciation and intonation. Additionally, students will • Two Credits/Two Semesters continue to develop an understanding of German-speaking cultures. This course further emphasizes making con- In Spanish II, students will learn to communicate with basic nections across content areas as well the application of statements in the present and past tenses and respond to understanding German language and cultures outside of questions appropriately in the present and past tenses. the classroom. This course builds upon effective strategies for Spanish

language learning by encouraging the use of the language WLG401H/402H-Honors German IV (2046) +0.5 and cultural understanding for self-directed purposes. This • Grade 12 course encourages interpersonal communication through • Prerequisite: German III speaking and writing, providing opportunities to make and • Two Credits/Two Semesters respond to requests and questions in expanded contexts, participate independently in brief conversations on -fa German IV provides a context for integration of the con- miliar topics, and write cohesive passages with greater tinued development of language skills and cultural un- independence and using appropriate formats. This course derstanding with other content areas and the community also emphasizes the development of reading and listening beyond the classroom. The skill sets that apply to the comprehension skills, such as using contextual clues to exchange of written and oral information are expanded guess meaning and comprehending longer written or oral through emphasis on practicing speaking and listening directions. Students will present prepared material on a strategies that facilitate communication, such as the use of variety of topics, as well as read aloud to practice appro- circumlocution, guessing meaning in familiar and unfa- priate pronunciation and intonation. Additionally, students miliar contexts, and using elements of word formation will describe the practices, products and perspectives of to expand vocabulary and derive meaning. Additionally, Spanish-speaking culture. Students will also further de- students will continue to develop an understanding of velop an understanding of the people who speak Spanish. German- speaking cultures. This course further emphasiz- This course further emphasizes making connections across es making connections across content areas through the content areas and the application of understanding Span- design of activities and materials that integrate the target ish language and culture outside of the classroom. language and cultures with concepts and skills from other content areas. WLS301/302(DC)-Spanish III (2124) +0.5 • w/ DC Grades 10, 11 and 12 WLS101/102-Spanish I (2120) • Prerequisite: Spanish II • Grades 9, 10, 11 and 12 • Dual Credit – Ivy Tech (SPAN 101 & 102) • Two Credits/Two Semesters o Ivy Tech Tuition: FREE o No Guarantee of Transferability In Spanish I, students will learn to communicate with basic • Two Credits/Two Semesters statements in the present tense. This course introduces • Priority Dual Credit students to effective strategies for beginning Spanish language learning, and to various aspects of Spanish-speaking In Spanish III, students will learn to communicate with culture. This course encourages interpersonal communica- basic compound sentences using the past, present, future 70 and conditional tenses, including the present subjunctive. o Ivy Tech Tuition: FREE This course builds upon effective strategies for Spanish o No Guarantee of Transferability language learning by facilitating the use of the language • Two Credits/Two Semesters and cultural understanding for self-directed purposes. This • Priority Dual Credit course encourages interpersonal communication through speaking and writing, providing opportunities to initiate, In Spanish V, students will learn to narrate elaborately in sustain and close conversations; exchange detailed infor- the present and past combining indicative and subjunctive mation in oral and written form; and write cohesive infor- modes, compound tenses, infinitives and reflexive con- mation with greater detail. This course also emphasizes the structions. This course provides opportunities for students continued development of reading and listening com- to interact and exchange information in culturally and prehension skills, such as using cognates, synonyms and socially authentic and/or simulated situations to demon- antonyms to derive meaning from written and oral infor- strate integration of language skills with understanding of mation, as well as comprehending detailed written or oral Spanish-speaking culture. This course emphasizes the use directions. Students will present student-created material of appropriate formats, varied vocabulary and complex on a variety of topics, as well as read aloud to practice language structures within student communication, both appropriate pronunciation and intonation. Additionally, oral and written, as well as the opportunity to produce and students will continue to develop an understanding of the present creative material using the language. Additional- people who speak Spanish. This course further emphasiz- ly, students will continue to develop an understanding of es making connections across content areas as well the Spanish-speaking culture. This course further emphasizes application of understanding Spanish language and culture the integration of concepts and skills from other content outside of the classroom. areas with the target language and cultural understanding.

WLS401H/402H (DC)-Honors Spanish IV (2126) WLS511/512-Spanish Language, Advanced Placement • Grades 11 and 12 (2132) +1 • +0.5 • Prerequisite: Spanish III Grade 12 w/ AP EXAM • • Dual Credit – Ivy Tech (SPAN 201) Prerequisite: Spanish IV o Prerequisite: SPAN 101 & 102 • Two Credits/Two Semesters o Ivy Tech Tuition: FREE o No Guarantee of Transferability Spanish Language, Advanced Placement is a course based • Two Credits/Two Semesters on content established by the College Board. Emphasizing • Priority Dual Credit the use of the Spanish language for active communication, the AP Spanish Language course has as its objective the de- In Spanish IV, students will learn to communicate with velopment of advanced listening comprehension, reading sentences that utilize subjects and complex predicates without the use of a dictionary, expanded conversational that may include prepositional phrases, the subjunctive skills, fluent and accurate written expression, and strong mode, clauses, and/or conjunctions. This course provides command of vocabulary and structure of the Spanish lan- a context for integration of the continued development guage. Course content might best reflect interests shared of language skills and cultural understanding with other by the students and the teacher, e.g. the arts, current content areas and the community beyond the classroom. events, sports, etc. The AP Spanish Language course seeks The skill sets that apply to the exchange of written and oral to develop language skills that are useful in themselves information are expanded through emphasis on practicing and that can be applied to various activities and disciplines speaking and listening strategies that facilitate communica- rather than being limited to any specific body of subject tion, such as the use of circumlocution, guessing meaning matter. Extensive practice in the organization and writing in familiar and unfamiliar contexts, and using elements of of compositions is also be emphasized. word formation to expand vocabulary and derive meaning. Additionally, students will continue to develop an under- WLL101/102-Latin I (2080) standing of Spanish- speaking culture. This course further • Grades 9, 10, 11 and 12 emphasizes making connections across content areas • Two Credits/Two Semesters through the design of activities and materials that integrate the target language and culture with concepts and The Latin I course introduces the Latin language and the skills from other content areas. culture of the ancient Romans to middle and high school students. Sharing the personal life of a Roman family takes WLS501H/502H(DC)-Honors Spanish V (2128) the student back to the language, customs and values of • Grade 12 +0.5 the Roman Empire of the first century A.D. This ancient • Prerequisite: Spanish IV setting provides the environment to hear, speak, read • Dual Credit – Ivy Tech (SPAN 202) and write classical Latin. Students will recognize the value o Prerequisite: SPAN 201 and meaning of language in general, as well as the inter- 71 relation between their own language and Latin. Learning niques enhances student achievement on a personal level. is supported by technology, projects, games and group Likewise, English vocabulary skills grow ever stronger via activities. As a result of this course, students gain a cultural the broad base of Latin vocabulary. The student must take and linguistic understanding of the ancient Romans. They an active role in the learning process and will be required recognize the Latin tradition in our language and literature, to participate in all classroom activities, which will involve art and architecture, and classical mythology. They also pronunciation, small group work, projects and homework. increase their English vocabulary by recognizing the Latin root words that are the basis for 60% of the English lan- WLL401/402-Honors Latin IV (2086) +0.5 guage. The student must take an active role in the learning • Grades 11 and 12 process and will be required to participate in all classroom • Prerequisite: Latin III activities, which will involve pronunciation, simple commu- • Two Credits/Two Semesters nication, small group work, and homework. Students refine their Latin skills with a complete review of Latin I, II and III. The transition to the writings of classi- WLL201/202-Latin II (2082) cal Latin authors continues in greater depth, as students • Grades 9, 10, 11 and 12 continue to hear, speak, read and write classical Latin. • Prerequisite: Latin I Cultural themes are presented via the literature of various • Two Credits/Two Semesters Roman authors, especially historians, providing a thought provoking, firsthand experience with Roman life and After a complete review of Latin I, students will continue customs. Students discover a new perspective of language to participate in the lives of a Roman family in order to structure through analysis of the writing techniques used hear, speak, read and write classical Latin. Reading skills by Roman authors. The elements of poetry versus prose become a major focus as the course continues. Technology, are a later theme in this course. Students internalize cul- projects, games and group activities continue to support tural similarities and contrasts between their society and individual learning and cultural enrichment. The interre- Roman society by critiquing and evaluating actual Roman lation of the student’s own language and Latin will be a literature to discover the ancient world through Roman stronger component of this course as students develop eyes. The students’ linguistic skills and thematic knowledge more precise reading skills based on more complex read- will enable them to earn placement at the college level or ings. The elements of vocabulary and grammar introduced continue to Latin 9/10. English vocabulary skills continue to in Latin I will be expanded accordingly. The activities and be enhanced through such a broad base of Latin roots. The values of Roman society are interwoven in the Latin text. student must take an active role in the learning process Students will gain a cultural and linguistic foundation from and will be required to participate in all classroom activi- Latin that will be evident in their English skills and support ties, which will involve pronunciation, small group work, their transition to advanced levels of Latin. Students will individual projects and homework. also have a sound basis on which to build other languages. The student must take an active role in the learning WLL501H/502H-Honors Latin V (2088) +0.5 process and will be required to participate in all classroom • Grades 11 and 12 activities, which will involve pronunciation, communica- • Prerequisite: Latin IV tion, small group work, and homework. • Two Credits/Two Semesters

WLL301/302-Latin III (2084) Latin students address their individual skill levels with • Grades 10, 11 and 12 a complete review of linguistic topics from Latin I, II, III • Prerequisite: Latin II and IV. Students continue to hear, speak, read and write • Two Credits/Two Semesters classical Latin with special emphasis on poetry. Students will refine and enhance their overall linguistic ability by Latin III begins with a complete review of Latin I and II. Stu- analyzing the technical aspects of Latin poetry. Students dents continue to learn about the life and customs of the will experience the enduring quality of Roman literature, Cornelius family as they hear, speak, read and write classi- the epic poem of Vergil, the poetic mythology of Ovid, cal Latin. Technology, projects, games and group activities and the lyric poems of Catullus, Horace, and other Roman support individual learning and cultural enrichment. As poets. They will express themselves in Latin with a prose all of the basic components of Latin come to completion, or poetry project to culminate and synthesize their Latin students begin to integrate their own language with Latin study at this level. The student must take an active role in so that they are “thinking in Latin.” A gradual transition to the learning process and will be required to participate in the reading of texts by actual Latin authors begins, allow- all classroom activities, which will involve pronunciation, ing students to hear the voices of time-honored Romans individual projects, small group work sound recording and speaking about themselves and the work in which they homework. lived. Individualized attention to specific reading tech- 72 WLH101/102-Spanish Language for Heritage Speakers I (2190) • Grade 9, 10, 11 and 12 • Prerequisite: PLACEMENT ONLY • Two Credits/Two Semesters • Counts as a World Language Credit for Academic Honors Diploma

Spanish Language for Heritage Speakers I is a course designed for heritage speakers of world languages who have demonstrated some degree of oral proficiency. The purpose of this course is to enable Heritage Language Learn- ers to increased proficiency and bi-literacy in their native language by providing opportunities to improve reading and listening comprehension, as well as writing and grammar skills. Special attention will be given to grammar and vocabulary of the standard language, as well as to the importance of biculturalism and bilingualism in the United States today. Placement of students and development of the course curriculum is dependent upon the population of students enrolled in this course.

WLH201/202-Spanish Language for Heritage Speakers II (2192) • Grade 10, 11 and 12 • Prerequisite: PLACEMENT ONLY and Heritage Speakers I • Two Credits/Two Semesters • Counts as a World Language Credit for Academic Honors Diploma

Spanish Language for Heritage Speakers II builds upon Spanish Language for Heritage Speakers I, and is a course designed for heritage speakers of world languages who have demonstrated some degree of oral proficiency. The purpose of this course is to enable Heritage Language Learners to increase proficiency and bi-literacy in their native language by providing opportunities to improve reading and listening comprehension, as well as writing and grammar skills. Special attention will be given to grammar and vocabulary of the standard language, as well as to the importance of biculturalism and bilingualism in the United States today. Placement of students and development of the course curriculum is dependent upon the population of students enrolled in this course.

73 SPECIAL PROGRAMS

XMI071/072-Career Exploration Internship-Mentorship • Grades 11 and 12 XMI051/052-Peer Tutoring- Special Needs • Prerequisite: Gifted identification or permission by • Grades 10, 11 and 12 AP English Instructor • One Credit/One Semester • One Credit • Course can be repeated (2 credits max) This program provides a variety of opportunities for Peer tutoring provides an opportunity for students to educationally challenging learning experiences for gifted engage with classmates who have unique learning and de- students. Students must be identified through the school velopmental challenges. The goal of this course is to foster district’s approved identification process. This seminar is relationships between general education students and interdisciplinary and focuses on a particular topic of the students with disabilities through social interaction and student’s choice. The student will be required to do an ac- teaching opportunities. Peer tutoring is a service learning tion research, make presentations, and complete a semes- course that integrates hands-on learning with classroom ter project. Students must take an active role in finding designed to enhance student understanding of the field of appropriate mentors to assist them with their projects. special education. This course may be repeated for credit.

Peer tutors are expected to engage with students in the class and must be willing to support ALL students as di- YAS101/102 Middle School Teacher Assistantship rected by classroom teachers and staff. This class involves • short weekly assignments that are designed to build your Grades 10, 11 and 12 understanding of various disabilities and basic teaching • Prerequisite: Approval by Dean of Students strategies. • No Credit Earned

A teacher assistantship at Summit MS has the same stip- ulations and rules as being a teacher assistant in the high XMI061/062-Peer Tutoring- Team FACT school. Summit M.S. expects students to report each day • for their assistantship, even during inclement weather. Grades 11 and 12 Students must walk over to the middle school as they are • Prerequisite: Application, interview and accep- not allowed to drive over. Students may not use their as- tance into the program sistantship period to make-up homework, tests or assign- • ments, as the middle school teachers are expecting your One Credit/One Semester assistance. Students wanting to be a Summit MS assistant • Course can be repeated (2 credits max) must be approved by our Dean of Students. Team FACT peer tutoring gives students the opportunity to learn, develop and use leadership, communication, decision making, and study-group facilitation skills while establishing a helping relationship with freshman, in a one- on-one group setting.

This course involves training sessions, understanding individual differences, and engaging in subject specific tutoring, that leads to student success. Tutors will, also assist core subject teachers in meeting freshman academic needs. Training sessions outside the school day are required. It is expected that students will commit to BOTH semesters.

74 The program is designed for employment in the commercial food service/hospitality industry. The focus of the ANTHIS CAREER CENTER program is Chef’s Training. Students rotate through the various areas of the kitchen and become familiar with the proper preparation and presentation techniques of salads, desserts, soups, sauces, and entrées. ServSafe certification is awarded by successful testing. Career and Technical Education describes any program, which enhances an individual’s career potential. The ZCA401/402-Culinary Arts and Hospitality II (5346) realization that everyone should have a skill that may lead • Grade 12 to employment has become increasingly evident in recent years. Career and Technical courses offer expanded oppor- • Prerequisite: Culinary Arts and Hospitality tunities for students, including cooperative (on-the-job) experiences. • Six Credits/Two Semesters

Students who elect to enroll in a career program will split • Uniform required their day between Homestead and Anthis Career Center. Daily attendance hours are from 7:45 a.m.-10:45a.m. or • Class meets 11:30-2:00 12:15 p.m.-3:00p.m. Cosmetology students attend either 8:00a.m.-11:30a.m. or 12:15p.m.-3:00 p.m. Students may The advanced culinary program is an advanced approach drive to Anthis; however, transportation is provided from to food and cooking principals, appetizers, mother sauces, the afternoon session to and from Homestead. all meats, fish, and desserts. It acquaints students with restaurants style food, menu planning and pricing, invento- Students who enroll for a career center class are expected ry, and line production and services. Students will partici- to enroll and attend two semesters. SACS must pay tuition pate in the Barr Street Café by learning the aspects of the for each student who attends, and the tuition is for a full front and back of the house. year-nonrefundable. Students only pay the costs associated with the class. HEALTH SCIENCE

Enrollment at the Career Center is for juniors and seniors. Health Science I (5282) Positions to attends Anthis Career Center are LIMITED • Grades 11 and 12 and not guaranteed. • Six Credits/Two Semesters All career courses are Core 40, Core 40 with Technical Hon- ors and Core 40 with Academic Honors Diploma credit. All • Uniform and HOSA membership required career classes can be used as Directed Electives. A college bound student may combine the college prep curriculum Dual credit may be obtained from Ivy Tech in CAN and In- with a career program and meet all graduation require- troduction to Allied Health Professions. Credit may also be ments. obtained from IPFW through Dental Careers if interested in +0.5 pursuing further education. w/ DC ZHS331/322 & ZHS321/322-Introduction to Health Ca- All programs offer dual credit at Ivy Tech or Vincennes, reers (Two credits are in Anatomy & Physiology): allowing the student to work towards an associate degree during high school. Students who earn dual credit will This program is for the students who are interested in receive +0.5 weight to their GPA for the corresponding exploring careers in the health care industry. This program course with confirmation of credit from the associated utilizes an in-school curriculum of theory and laboratory college. skills basic to all health careers. Also utilized is an extended laboratory curriculum in various health care areas. The CULINARY ARTS theory curriculum includes occupational safety in health care; medical terminology, anatomy and physiology, re- ZCA301/302-Culinary Arts & Hospitality I (5440) search on health careers; and characteristics of professionalism in a health care worker. Activities connect academic • Grades 11 and 12 coursework to career fields, and will include an unpaid • Six Credits/Two Semesters community experience in a health care setting.

• Uniform required

75 ZHS311/312-Dental Careers (5203): the on-site licensed child development center. Throughout the year students participate in practicum opportunities. Dental Career students gain knowledge and skill that will Successful 1st year students can make application to the enhance job opportunities in dental assisting or confirm a Early Childhood Internship Program. Students who com- choice in the dental field. Students learn basic dental-as- plete 2 years in the Career in Early Education Program may sisting skills, dental terminology, and laboratory and infec- receive 9 credits from Ivy Tech Community College. tious-control procedures. Second semester students get hands-on experience in a dental office two days per week. ZCO301/302-Cosmetology (5802) and ZCO401/402-Cos- metology II (5806)

• Grade 11 (2 year program) ZHS301/302-Introduction to Medical Assisting (5282): • REQUIRED Summer Session-2 Credits (20 days The program utilizes an in-school curriculum of theory and 8a.m.-4p.m.) laboratory skills basic to medical assistants and unit clerk coordinators. There will be an extended unpaid internship • Prerequisites: Minimum 6th grade reading level or second semester in clinics, hospitals, and medical offices. established additional support assistance. Excel- lent attendance in th9 and 10th grades, a strong ZHS401/402-Certified Nursing Assistant (CNA): desire to learn this profession, ability to cope with repetitive practice and stand for long periods This program is structured to the Indiana State Nurse of time. Dependable transportation to and from Aide 105 Hour Training Program. In this program the first class is necessary. (The school transportation semester is spent learning theory on occupational safety, schedule does NOT coincide with required atten- nurse aide regulation, patient care skills, professionalism, dance schedule). resident rights, and standard precautions. Second semester students complete 75 hours extended lab training in an • Six Credits/Two Semesters approved health care facility. After successful completion of the course, students will take the state certification The Cosmetology Careers program is a two year program exam. Upon successful completion of the exam, students requiring 1500 clock hours of instruction in all phases of will be placed on the ISDH Nurse Aide Registry and receive cosmetology. Students enter in June after completion of a certification of completion. Students also gain knowl- the 10th grade. The program requires excellent during the edge in anatomy and physiology, human behavior, and two regular school years plus additional instruction during medical terminology. This is a senior only course. one summer session, and bi-weekly 6 hour Saturday session and the Tuesday or Thursday evening classes. CAREERS IN EARLY CHILDHOOD EDUCATION During the school year juniors attend from 12:00 p.m. to ZED301/302-Careers in Early Education (5412) 3:00 p.m.; seniors 7:45a.m. to 11:30a.m. After applying, • completing, and passing the State board examination, Grades 11 and 12 students receive an Indiana Cosmetology License. Current • Prerequisites: Minimum of a 6th grade reading fee is $200.00 per year plus required uniforms and shoes, level, positive attitude, excellent attendance and a kit of working tools is provided. Because of the extended communication skills, dress code, transportation hours of attendance, it is best if you have private transpor- for practicum assignments, and be able to pass a tation available. criminal history check. The Cosmetology course is regulated by the same laws and • Six Credits/Two Semesters rules/regulation of the Indiana State Cosmetology Board as beauty schools that are available after high school. This program prepares students for enrollment in an ele- However, this course allows you to attend during your high mentary or early childhood program and employment in school years. Some of the related skill areas taught are; early childhood facilities, Montessori facilities, Head Start anatomy/physiology, business management, medical ter- programs, nursery schools, day care centers, and/or other minology, applied mathematics, and communication skills. related careers. Students submit an application to enroll in the Early Childhood Department. Requirements: criminal AUTOMOTIVE TECHNOLOGY & COLLISION history check, a physical exam, and a TB test. Student may ZAT101/102-Automotive Technician (5510) also be required to pass a drug screening and central registry check. By studying all aspects of child growth and de- • Grade 11 and 12 velopment students create and share appropriate activates with the three, four, and five year old children cared for in • Six Credits/Two Semesters 76 The automotive mechanics program is a one or two-year Students are exposed to many phases of carpentry skills NATEF/ASE certified curriculum consisting of four one while working at a job site building or remodeling resi- semester courses. Dual credit is offered through Ivy Tech dential homes. Skills taught include reading blue prints, Community College in each course for a two-year total of estimating cost, and material and safe use of ladders and 17 credit hours possible. There will be utilization of tools power tools. Students will frame the walls and rafters, necessary to perform these tasks, some being hand tools, apply sheeting and shingles to roof, and install windows, power tools, highly specialized tools and technical service doors and siding. manuals. Building Mechanics-Electrical: o Engine Performance involves instruction and lab work in the theory and diagnosis of fuel injection Students are exposed to all the mechanical parts of a and computerized engine controls house under construction. Projects include blue prints reading, electrical service installations, rough wiring or o Automotive Electronics covers instruction and lab rewiring and installation of receptacles, switches and light work involving the complete electrical systems fixtures. of auto. Diagnosis and repair of lighting, starting and changing systems, switches, motors and Mason/Concrete and Finish Carpentry: relays are taught. Students are exposed to all aspects of the installation of o Engine Principles & Transmissions focuses on the driveways, sidewalk and brick and block walls or fireplac- instruction and lab work covering the theory and es. Students will also design, build and install kitchen repair of a variety of gasoline engines and auto- cabinets and bathroom vanities. They will learn to install, matic transmission. finish, trim and paint interior doors and finish trim. Other projects may include building bookcases, entertainment o Brakes, Suspension, and Steering Alignment centers or desks. involves instruction and lab work on the theory and repair of brake systems including anti-lock MANUFACTURING and suspension and steering systems, including alignment. ZWT101/102-Welding Technology (5776) • ZAT111/112-Collision Technology I (5514) and Grade 11 and 12 ZAT211/212 Collision Technology II (5544) • Six Credits/Two Semesters • Grade 11 and 12 • Attendance, motivation to learn more applied • Six Credits/Two Semesters science and a desire to continue learning

Collision Technology is a one or two year program offering Students are taught to join metals using ARC, MIG, TEG, instruction and lab work in repairing and painting vehi- and oxyacetylene welding and brazing. Students also cles using the latest technology on today’s vehicles. (This learn how to cut metals with a plasma arc, oxyacetylene course is NOT part of the automotive rotation.) cutting torch and rail torch. A must for the welding field of work is blueprint reading. The American Welding Soci- CONSTRUCTION TRADES ety (AWS) curriculum and certification is offered.

ZCT101/102-Construction Trades (5580) ZPM101/102-Machine Tool Technology (5782/5784) • • Grade 11 and 12 Grade 11 and 12 • • Six Credits/Two Semesters Six Credits/Two Semesters

Training in the Construction Trades area is an investment • Required Dual Credit: Ivy Tech that will give you a lifelong career. Job entry trade skills will provide student with strong security and work satis- o Ivy Tech Tuition: FREE faction. The program offers excellent opportunities for students to be exposed to various construction areas. o No Guarantee of Transferability Students serious about learning a trade can apply for an Attendance, motivation to learn more applied science and apprenticeship program in their field of interest. a desire to continue learning Machine Tool Technology Home Building: develops the knowledge and skill training necessary for this specialized field of metal cutting operations. Students 77 will learn to create machined parts, specialized tooling molds, dies and prototypes. Classes will be held at the North Campus of Ivy Tech in their up to date classroom and ZPS101/102-Fire Science (5820) labs, using the most current machines and equipment. In • addition to the multiple dual credits that can be earned, Grade 11 and 12 industry certifications are available for students to move • Six Credits/Two Semesters right into that field of work, or to continue college after high school. Students will need to demonstrate college The Firefighter Science Program is the combined effort readiness. Advanced Career and Technical Education, of the Anthis Career Center, the Fort Wayne Fire Depart- College Credit. This course title covers any CTE advanced ment, and Allen County Fire Department. The Program is a course offered for credit by an accredited postsecondary proficiency-based program, preparing students to pass the institution through and adjunct agreement with a second- national accreditation tests for Firefighter I and II status. ary school. The intent of this course is to allow students Instruction is provided by certified and experience -fire to earn college credit for courses with content that goes fighters who will provide students with a clear understand- beyond the currently approved for high school credit. ing of the requirements and skills necessary to become candidates for the area fire departments. Class will be held AVIATION at the state of the art Public Safety Academy at Southtown Center. ZAV101/102-Aviation Mechanics Technology Program Transportation is NOT provided. (5520) • Grade 11 and 12 (1 or 2 year program) ZPS121/122-Emergency Medical Services (EMT) (5210) • Prerequisite: Algebra I and GPA of at least a “C” Students will have the opportunity to be certified in CPR and Blood Borne Pathogens as they study to earn their • Six Credits/Two Semesters EMT Basic (Emergency Medical Technician) certification. Anthis Career Center in cooperation with Ivy Tech pro- Student will learn how to care for the ill and injured pa- vides a two-year Federal Aviation Administration approved tients through lecture, lab, clinical experiences and hands- course designed to satisfy all FAA criteria for the profes- on training. Upon successful completion, career opportu- sional power plant certification. This certificate qualifies nities include such things as EMT ambulance services and a graduate to work on and return to flight status any and hospital Emergency Room Technicians. This is a senior all aircraft engines and their related systems, making all only course. graduates eligible for employment in the aviation industry. In addition, those who continue their education after high school can earn their airframe certificate, along with an As- INFORMATION TECHNOLOGY ACADEMY sociate. Students can test for Federal Aviation Power Plant Certification after two years. Program is located at Smith Information Technology Academy Field. Transportation is NOT provided. • Grades 11,12

• Prerequisite: Keyboarding skills

• Six Credits/Two Semesters PUBLIC SAFETY • Students may return for a second year to diversify ZPS111/112-Law Enforcement/Criminal Justice (5822) their skills and earn other certifications.

• Grades 11 and 12 ZIT111/112-Computer Tech Support (5230):

• Six Credits/Two Semesters This class will focus on providing the student with the foundation to achieve A+ Certification. This exam is- of Interested in crime scene investigation? How the legal fered through COMPTIA and is an entry-level exam which system works? Students will experience classroom and tests the skills of computer technicians. Concentration will practical activities related to criminal justice and law- en be on PC systems servicing, troubleshooting, networking, forcement. This program is a must if you have a passion and printing. Students will obtain the knowledge and skills for a career in public service or the legal system. Class will to troubleshoot, upgrade and repair PC Systems. Students be held at the state of the art Public Safety Academy at may have the opportunity to intern with local companies Southtown Center. Transportation is NOT provided. to enhance their skills. 78 ZIT121/122-Interactive Multimedia Design (5232):

Multimedia uses text, graphics, sound, animation, and video for the creation of stylistic presentations. This class is for students who enjoy the creative aspect of putting human motion and sound to computer-generated characters. Projects include e-cards, promotional and information presentation and Web site development. During the course students will learn the following software: Adobe (Flash, Dreamweaver, Fireworks) Director and Bryce.

ZIT101/102-Graphic Design (5550):

Utilizes the latest in graphic software, students will learn to design and create carious publications. Student projects include business cards, logo design, newsletter, billboards, posters, photo manipulation and illustration. Each student will have the opportunity to work with business owners in the community to showcase their skills on real projects. The real projects will allow students to build a portfolio that will showcase their talents. Students will learn various software programs relating to this field such as: Adobe Illustrator, Photoshop, and InDesign. Students will work toward certification in each of the software packages.

ZIT141/142-Television Production (5986):

TV Production combines storyboarding, script writing, producing, directing, camera operator, editing, studio and control room experiences to learn specialized broadcasting skills and video production skills. Students will be exposed to video production equipment, artistic camera composition, script writing, and how to utilize a variety of Electron-

79 Senior Experience Removing today’s barriers to achieve tomorrow’s dream.

At Homestead High School we have redesigned and restructured the school day and week to allow students to experience a college class schedule with high school supports. This experience allows students the opportunity to address barriers to post-secondary education while having the assistance and encouragement of both their families and the Homestead high School faculty. The Senior Experience provides seniors more freedom and responsibility for their own education. The flexibility provided by our Senior Experience allows for valuable learning opportunities not easily obtained when students are scheduled in classes all day Monday through Friday, such as student initiated group collaboration, one-on-one time with teachers, internships, work experiences, and job shadowing. Equally as important is that our Senior Experience allows students to develop life skills vital in the transition to not only post-secondary education but just life in general such as time management and working toward long-term goals. It is our desire that participating in the Senior Experience will help our students confidently transition to post-secondary opportunities with the skills necessary to be successful.

The Senior Experience also offers students the opportunity to reduce the repetition between required high school classes and college course work while potentially completing their general education courses before officially entering a university. Research shows that students who earn college credit while in high school are more likely than their peers to not only pursue post-secondary education opportunities, but to also complete their degree within two or four years. Combine this fact with the opportunity to save hundreds, if not thousands of dollars by taking transferable* dual credit courses offered in the Senior Experience program and it is easy to see some the benefits of this program.

“I feel like the Senior Experience has really help me grow and feel confident that I really can do this.” -Emma Zolman (Class of 2015)

“I know a lot of kids who are doing higher education and are driving clear out to IPFW wasting a lot of time and gas. By doing the class in the senior experience it is a fraction of the cost and you’re defiantly getting a lot of saving both in time and money.”

-Paul Bojrab (Class of 2015)

“I am more motivated to get a good grade in the senior experience to start my college GPA off in the right direction before I actually get to the university.” -Victoria Cervoni (Class of 2015)

“I am glad I had the opportunity to struggle with harder classes and time management while home before I go away to college next year.” –Katherine Jimenez (Class of 2016)

“I feel like I am better off than my peers, that I have grown as a student and that this (the Senior Experience) has challenged me to change as a student; I am more dependent on myself.” -Zach Warner (Class of 2016)

*No Guarantee of Transferability-Please Contact Your Post-Secondary Institution to Confirm Transferability

E463-Expository Writing +0.5 • Senior Experience w/ DC SENIOR EXPERIENCE • Prerequisite: Ivy Tech ENGL 111 or IPFW W131 • Students participating in Senior Experience MUST qualify Dual Credit Required: Ivy Tech (ENGL 112) AND enroll for Dual Credit with either Ivy Tech and/or o Ivy Tech Tuition: FREE IPFW. o No Guarantee of Transferability • As with all dual credit classes, students are not guaranteed One Credit/One Semester transferability and should consult colleges regarding trans- Expository Writing, a course based on Indiana College and ferability. Career Readiness Standards for English/Literature Arts, is a study and application of the various types of informational E521/522 Advanced Composition (Ivy Tech) writing intended for a variety of different audiences. Using or E511/512 (IPFW) +0.5 the writing process, students demonstrates a command • Senior Experience w/ DC of vocabulary, English language conventions, research and organizational skills, an awareness of the audience, the • Prerequisite depends upon which Dual Credit purpose for writing, and style. option you select: +0.5 English 10 for students enrolling in Ivy Tech E501/502-Advanced Speech o w/ DC ENGL 111 • Senior Experience o Two Junior English Courses for students • enrolling in IPFW W131 Dual Credit Required: IPFW (COMM114) IPFW Tuition: $75.00 (2016 Fee) • Dual Credit Required: Ivy Tech (ENGL 111) o o Required Texts: Communication in Ev- o Ivy Tech Tuition: FREE eryday Life by Steve Duck and David T. McMahan. ISBN: 978-1-4833-4498-0 o Required Text: Not available at time of print o No Guarantee of Transferability o No Guarantee of Transferability • One Credit/One Semester • Dual Credit Required: IPFW (W131) Seniors ONLY Advanced Speech (COM114) is designed to help students o IPFW Tuition: $75.00 (2014 Fee) succeed in understanding various concepts and techniques o Required Text: Not available at time of of communication in small groups, in interpersonal as- print pects, and in public speaking situations. This course entails o No Guarantee of Transferability a study of communication theories as applied to speech. • One Credit/One Semester Practical communicative experiences include interperson- • Priority Dual Credit al communication and small-group processes, problem identification and solution in discussion, and informative In these college writing courses, students will develop their and persuasive speaking in standard speaker-audience understanding and use of rhetoric as they write for vari- situation. ous audiences and purposes. Emphasis is placed on types of writing required for further college courses, especially E 373(DC)-Creative Writing (1092) +0.5 • Senior Experience w/ DC those that demand analysis and synthesis. By examining essays written by professional writers and using elements • of these pieces as models, students improve the sophis- Prerequisite: Ivy Tech ENGL 111 or IPFW W131 tication of their own work. Through class discussion and individual analysis of essays, students hone critical reading • Dual Credit Option: Ivy Tech (ENGL 202) and thinking skills essential for post-secondary success. o Ivy Tech Tuition: FREE Stylistic exercises and formal study of usage and mechanics o No Guarantee of Transferability are integrated within the writing process. • One Credit/One Semester

Creative Writing, a course based on Indiana College and Career Readiness Standards for English/Language Arts, is a study and application of the rhetorical (effective) writing strategies for prose and poetry. Using the writing pro- 81 cess, students demonstrate a command of vocabulary, the of study will include reading and thinking critically, analysis nuances of language and vocabulary, English language con- and interpretation of texts, and literary criticism. Students ventions, audience awareness, the purposes for writing, will be able to identify the characteristics of children’s and the style of their own writing. literature and take part in written and verbal examination

of this genre’s literary and artistic techniques. Study will E483-Children Literature (1124) +0.5 w/ DC include picture books, folk tales, fairy tales, myths and • Senior Experience legends, poetry, riddles and rhymes, short stories, novels

and media adaptations. • Prerequisite: Ivy Tech ENGL 111 or +0.5 IPFW W131 Honors United States Government (1540) • w/ DC Dual Credit Required: Ivy Tech (ENGL 240) • Senior Experience o Ivy Tech Tuition: FREE • Prerequisite: U.S. History or AP US History o 2015-2016 Required Novels (please review current syllabus for 2016-2017 • Dual Credit Required – Ivy Tech (POLS 110) required novels): I Capture the Castle by Dodie Smith. ISBN: o Ivy Tech Tuition: FREE o 978-0312316167. The Absolutely True Diary of a Part Time o No Guarantee of Transferability o Indian by Sherman Alexie. ISBN: 978- 0316013697. • One Credit/One Semester Nimona by Noelle Stevenson. ISBN: 978- o 0062278227. This class is designed for the student with a background or a special interest in American government. The course will Roll of Thunder, Hear My Cry by Mildred o Taylor. ISBN: 978-0142401125. focus on the “why” rather than the “how” of government function. It is an advanced class for juniors and seniors Swallows and Amazons by Arthur Ran- o some. ISBN: 978-1567924206 that will require research, discussion, presentations, and interaction of the class relative to various topics. This class o The Chrysalids by John Wyndham. ISBN: 978-1590172926 will meet the requirement for American government. No Guarantee of Transferability +0.5 o SS511/512-Honors Psychology w/ DC • One Credit/One Semester • Senior Experience • This course provides a survey and analysis of classic and Dual Credit Required: Ivy Tech (PSYC 101) modern children’s literature for students interested in un- • Ivy Tech Tuition: FREE derstanding literature read to/by children preschool-mid- • No Guarantee of Transferability dle school. The course focuses on different genres of • One Credit/One Semester literature and may include picture books, folk tales, poetry, short stories, and novels. In addition, the role of art, This course is designed for the student with a strong illustrations, and media adaptations will be examined in interest in psychology. The student will be expected to do conjunction with children’s literature throughout the years. research on various topics and present findings in a written Upon successful completion of this course the student will paper, an oral presentation, or both. This course is an ad- be expected to: 1. Read and analyze an extensive sampling vanced course with an expectation of work at the college of children’s literature across historical periods and genres, freshman level.

2. Analyze and explain how historical context has impacted SS501/502-Honors Economics +0.5 literature for children and adolescents. 3. Demonstrate • w/ DC an understanding of the importance of literature as it Senior Experience reflects the social, educational, and emotional develop- • Grades 11 and 12 ment of children. 4. Analyze selected poetry and fiction • Prerequisite: U.S. History or AP US History to determine how authors have used literary and artistic • Dual Credit Required: Ivy Tech (ECON 101) techniques effectively. 5. Determine the literary merits of a Ivy Tech Tuition: FREE text. 6. Write reflectively and critically about this literature: o assignments may include consideration of plot, character o No Guarantee of Transferability development, theme, socio-historical context, and the role o Required Text: Common Sense Econom- ics: What Everyone Should Know About played by graphic arts and media. 7. Use research strate- Wealth and Prosperity by James D. gies to increase knowledge and understanding of the disci- Gwartney, et al. ISBN: 978-0-312-64489-5 pline, including exposure to secondary texts. Topical areas (Students need the 2010 edition) • One Credit/One Semester 82 • Quantitative Reasoning Course Trigonometry

This course provides a survey of microeconomics, macro- • Dual Credit Required: Ivy Tech (MATH 135 and economics, international economics, comparative econom- MATH 137 upon completion ic systems, historical development of economic thought, of both semesters) and their application to current economic problems. An Ivy Tech Tuition: FREE introductory course intended primarily for students who o need only one semester of economics. o No Guarantee of Transferability • Two Credits/Two Semesters

• A student must pass semester 1 to continue to M321/322-Advanced Modeling and +0.5 semester 2 of this course w/ DC • TI –83 PLUS graphing calculator required Analysis with Trigonometry • Senior Experience This rigorous course is recommended for sophomores or • Prerequisite: Algebra II or Honors Algebra II juniors who have completed the prerequisite and intend • Dual Credit Required: Ivy Tech (MATH 136) to continue into AP Calculus and/or AP Statistics. The intent of this course is to give an in- depth understanding, Ivy Tech Tuition: FREE o make connections, and apply the concepts and skills that o No Guarantee of Transferability must be mastered prior to enrollment in AP Calculus or AP • Two Credits/Two Semesters Statistics. Students will be expected to investigate, explore and communicate the concepts in related applications. • A student must pass semester 1 to continue to semester 2 of this course A functional approach provides for integration of all of the • TI –83 PLUS graphing calculator required concepts listed for the course in Precalculus with Trigo- nometry plus: (1) the relationship of equations and graphs This course uses algebra and geometry skills as a basis to of linear, quadratic and parametric equations; (2) transla- more rigorously investigate functions, trigonometry, tion of axes: and (3) locus and vectors. The course includes statistics, probability, and extends algebra topics high- the theory of equations, exponential and logarithmic lighted in previous courses and introduces concepts of cal- functions, matrices, and determinants. culus as a preparation for Honors Precalculus with Finite. This course expands the use of linear, quadratic, exponen- This course covers finite math topics that are essential tial, logarithmic, and trigonometric functions to enable to success in calculus and may be helpful for computer mathematical modeling of real life data. Graphing calcu- study. Finite topics include graph, game and social theory, lators (TI-83 Plus) are used to plot and analyze functions, combinatorics and probability. Precalculus topics include align data, simulate experiments, and investigate concepts. the study of number systems, three-dimensional coordi- This course provides for the development of the trigono- nate geometry, trigonometry, vectors, and the study and metric relationships from an understanding of the circular analysis of many types of functions. Graphing calculators functions and their properties and graphs. Inverse trig and computers are integrated through programming, prob- functions, trig equations and identities, the Law of Sines lem solving, investigation and application as they relate to and the Law of Cosines, application of the trig functions, particular topics. and polar coordinates are also covered. Communication skills, mathematical reasoning and problem solving are integrated throughout the course. Emphasis is placed on WLS501H/502H(DC)-Honors Spanish V +0.5 the use of data and realistic applications. Students who are • Grade 12 w/ DC successful in this course may continue to Honors Precalcu- lus with Finite and/or AP Statistics. • Prerequisite: Spanish IV • Dual Credit – Ivy Tech (SPAN 202)

o Ivy Tech Tuition: FREE M361/362-Honors Precalculus with +0.5 o No Guarantee of Transferability Finite Math w/ DC • Two Credits/Two Semesters

• Senior Experience • Priority Dual Credit • Prerequisite: Advanced Modeling and Analysis In Spanish V, students will learn to narrate elaborately in with Trigonometry or the present and past combining indicative and subjunctive modes, compound tenses, infinitives and reflexive con- Honors Advanced Modeling and Analysis with 83 structions. This course provides opportunities for students to interact and exchange information in culturally and socially authentic and/or simulated situations to demonstrate integration of language skills with understanding of Spanish-speaking culture. This course emphasizes the use of appropriate formats, varied vocabulary and complex language structures within student communication, both oral and written, as well as the opportunity to produce and present creative material using the language. Additional- ly, students will continue to develop an understanding of Spanish-speaking culture. This course further emphasizes the integration of concepts and skills from other content areas with the target language and cultural understanding.

84 SENIOR EXPERIENCE: FIRST SEMESTER OPTIONS Seniors please circle the classes you wish to take in Senior Experience (Make sure to circle both MW or TTH) Remember all Senior Experience Courses must be taken for dual credit.

Periods Monday Tuesday Wednesday Thursday Friday Adv Comp W131 Adv Comp W131 Adv Comp W131 Adv Comp W131 NO CLASS- OFFICE HOURS Adv Math ST: AMA Adv Math ST: Precal w/ Finite Adv Math ST: AMA Adv Math ST: Precal w/ w/Precal Trig MATH136 MATH135/137 w/Precal Trig MATH136 Finite MATH135/137 1-2 Hon Economics ECON101 Hon Economics ECON101 Hon Economics ECON101 Hon Economics ECON101

HHS Courses: HHS Courses: HHS Courses: HHS Courses: HHS Courses: 1.______1.______1.______1.______1.______2.______2.______2.______2.______2.______Adv Comp ENGL111 Adv Comp ENGL111 Adv Comp ENGL111 Adv Comp ENGL111 NO CLASS- OFFICE Adv Math ST: Precal w/ Adv Math ST: AMA w/Precal Adv Math ST: Precal w/ Adv Math ST: AMA w/Precal HOURS Finite MATH135/137 Trig MATH136 Finite MATH135/137 Trig MATH136

Hon Psychology/PSYC101 Hon Psychology/PSYC101 Hon Psychology/PSYC101 Hon Psychology/PSYC101 3-4 Adv Speech COMM114 Adv Speech COMM114 Adv Speech COMM114 Adv Speech COMM114

Anatomy and Physiology Anatomy and Physiology Anatomy and Physiology Anatomy and Physiology APHY101/102 APHY101/102 APHY101/102 APHY101/102

Hon US Government Hon US Government Hon US Government Hon US Government POLS110 POLS110 POLS110 POLS110

HHS Courses: HHS Courses: HHS Courses: HHS Courses: HHS Courses: 3.______3.______3.______3.______3.______4.______4.______4.______4.______4.______Spanish V SPAN202 Spanish V SPAN202 Spanish V SPAN202 Spanish V SPAN202 NO CLASS- Adv. Comp ENGL111 Expository Writing ENGL112 Adv. Comp ENGL111 Expository Writing 11:32-1:10 OFFICE HOURS

HHS Course: HHS Course: HHS Course: HHS Course: HHS Course: 5.______5.______5.______5.______5.______OPEN OPEN OPEN OPEN NO CLASS-

1:10-1:43 STUDY HALL STUDY HALL STUDY HALL STUDY HALL OFFICE HOURS*

HHS Course: HHS Course: HHS Course: HHS Course: HHS Course:

6.______6.______6.______6.______6.______

HHS Course: HHS Course: HHS Course: HHS Course: HHS Course: 7 7. ______7. ______7. ______7. ______7. ______OPEN OPEN OPEN OPEN OPEN

85 SENIOR EXPERIENCE: SECOND SEMESTER OPTIONS Seniors please circle the classes you wish to take in Senior Experience (Make sure to circle both MW or TTH) Remember all Senior Experience Courses must be taken for dual credit.

Periods Monday Tuesday Wednesday Thursday Friday Adv Speech COMM114 Adv Speech COMM114 Adv Speech COMM114 Adv Speech COMM114 NO CLASS- OFFICE Adv Math ST: AMA w/Precal Adv Math ST: Precal w/ Adv Math ST: AMA Adv Math ST: Precal w/ HOURS Trig MATH136 Finite MATH135/137 w/Precal Trig MATH136 Finite MATH135/137

1-2 Hon US Government Hon US Government Hon US Government Hon US Government POLS110 POLS110 POLS110 POLS110

HHS Courses: HHS Courses: HHS Courses: HHS Courses: HHS Courses: 1.______1.______1.______1.______1.______2.______2.______2.______2.______2.______Adv Math ST: Precal w/ Adv Math ST: AMA Adv Math ST: Precal w/ Adv Math ST: AMA NO CLASS- Finite MATH135/137 w/Precal Trig MATH136 Finite MATH135/137 w/Precal Trig MATH136 OFFICE Hon Economics ECON101 Hon Economics ECON101 Hon Economics ECON101 Hon Economics ECON101 HOURS

Expository Writing 3-4 Expository Writing ENGL112 Creative Writing ENGL202 Creative Writing ENGL202 ENGL112

Anatomy and Physiology Anatomy and Physiology Anatomy and Physiology Anatomy and Physiology APHY101/102 APHY101/102 APHY101/102 APHY101/102

Hon Psychology/PSYC101 Hon Psychology/PSYC101 Hon Psychology/PSYC101 Hon Psychology/PSYC101

OFFICE Children’s Lit ENGL240 Expository Writing ENGL112 Children’s Lit ENGL240 Expository Writing ENGL112 HOURS 11:32-1:10

HHS Course: HHS Course: HHS Course: HHS Course: HHS Course: 5.______5.______5.______5.______5.______OPEN OPEN OPEN OPEN NO CLASS-

OFFICE STUDY HALL STUDY HALL STUDY HALL STUDY HALL HOURS 1:10-1:43

HHS Course: HHS Course: HHS Course: HHS Course: HHS Course:

6.______6.______6.______6.______6.______HHS Course: HHS Course: HHS Course: HHS Course: HHS Course: 7 7. ______7. ______7. ______7. ______7. ______

OPEN OPEN OPEN OPEN OPEN