Foundation for Life Where the spirit of the journey awaits you Cardinal Ritter High School 3360 West 30th Street Indianapolis, IN 46222 317.924.4333 www.cardinalritter.org Our History

Cardinal Ritter High School opened its doors in 1964, thus beginning its rich tradition of diversity and spirituality. This new west-side Catholic school was named Yt|à{ after Cardinal Joseph E. Ritter. Born in 1892 and ordained a priest in 1917, Cardinal

Ritter became best known for his work in desegregation. In 1938, he ordered all of the Catholic schools in the diocese to integrate, a full sixteen years before the

Supreme Court decision Brown v. Board of Education. He was appointed the first Archbishop of Indianapolis in 1944. Just two years later heTvtwxÅ|vá was appointed Archbishop of St. Louis.

Building on the values exemplified in the life of Cardinal Joseph Ritter, Cardinal

Ritter High School has always been dedicated to serving the spiritual needs of students and fostering within them the values that Cardinal Ritter stood for throughout his life - a love for God and His Church, a belief in social justiceTà{Äxà|vá and service to others, and working toward the highest standards of excellence and achievement capable of each student.

Cardinal Ritter High School

Our Mission

Cardinal Ritter is a Catholic high school entrusted by the Archdiocese of Indianapolis and the parishes of the West Deanery to provide a comprehensiveg{x educational TÜàá program to students of diverse socioeconomic, racial and religious backgrounds by challenging them spiritually, intellectually, athletically, and artistically. The Cardinal

Ritter community values and fosters the unique intellectual, cultural, social, and physical gifts of each student; we consider personal growth, wholeness and holiness central to our ministry. As followers of Christ, we encourage our students to VâÄàâÜxshare their gifts and talents in service to others. “Faith is not something to grasp at, it is a Statestate Growto grow into” – MOHANDAS GANDHI

Yt|à{

Cardinal Ritter fosters an environment which allows students to practice their faith openly, enthusiastically, and proudly. A Cardinal Ritter student comes to understand the importance of service and charity to their immediate and global community. Faith is the foundation for Cardinal Ritter High School and its student

body. Spiritual formation revolves around the presence of Christ in the

sacraments, as well as living our faith through word and deed.

Mass, penance service, daily communion, class retreats, and service

learning are integral parts of the student experience at Cardinal Ritter.

Students know the beliefs, traditions, and customs of the Catholic

Church through participation in activities and theology courses.

We welcome students from other faiths and respect their beliefs and

customs; our student body embraces and learns about other faith

traditions through our curriculum, as well as their experiences with

one another.

“Through service learning, I’ve had the chance to help many people in need and spent time with other students who want to do the exact same thing. I never knew a simple ‘thank you’ can make your day until I joined service learning. It’s a great feeling to know you’ve helped someone and done the right thing.” —KATIE LOUDEN, CLASS OF 2006 “The goal of education is the advancement of Knowledgeknowledge and the dissemination of Trtruthuth.” – JOHN F. K ENNEDY

TvtwxÅ|vá

Cardinal Ritter High School prepares students to succeed in college and the workplace. Students think, read, and write critically and can work in teams to solve problems. They are proficient in using technology as a tool to communicate, process, and report information. Cardinal Ritter students realize the importance of being life-long learners. High academic standards continue to be the focal point of Cardinal Ritter High School.

Students learn to think critically and benefit from small class sizes and personal

attention. AP courses, the Marian College Dual Credit program, student internship

experiences, cadet teaching, and the integration of technology into the curriculum are a

few ways in which students are prepared to succeed in college and the workplace. A

well-rounded student learning experience encompasses not only challenging English,

math, science, language, and social studies courses, but also a variety of Fine Arts

courses such as; drama, speech, choir, band, and art. Students compete in numerous

state and local arts competitions, and Cardinal Ritter excels in many academic co-

curricular activities such as chess club, spell bowl, and academic teams.

For those students needing academic support, Cardinal Ritter High School provides for

those needs through our learning support center, individualized education plans (IEP),

tutoring and three tiers of academic coursework. These programs help ensure that

students are challenged and succeed at all ability levels.

“Cardinal Ritter High School prepared me (for college) by providing a really solid, well-rounded curriculum. I feel like I had some of the best teachers and they were able to really focus on each individual student. At Marian, I have an idea of what’s going on in my classes and know more about the subjects than other classmates.” —SARAH THOMPSON, CLASS OF 2004, 1ST YEAR STUDENT AT MARIAN COLLEGE “Champions aren’t made in the gyms. Champions are made from something they have deep inside them – a desireDesire Dreama dream Vaisionvision.” – MUHAMMAD ALI

Tà{Äxà|vá

Cardinal Ritter student athletes understand the importance of Christian character, conduct, athletic achievement, leadership, and respect for teammates and opponents. Some of the greatest memories of high school are formed around

athletics. At Cardinal Ritter High School, our students are both

outstanding student athletes and fans. School spirit, competition,

sportsmanship, and leadership are stressed as an important part of our

student athletes’ experience. Opportunities for athletic participation are

varied and many of our students participate in one or more sports, in

addition to other co-curricular activities.

“Working as a team in athletics or any extracurricular activity can help you relate with people when you get older. Playing sports outside of school can help teach you how to manage your time and accomplish more things in the time that you’re given.” —SPENCER KING, CLASS OF 2005 “The arts must be at the heart of every child’s learning experience if they are to have a chance to Dreamdream, and to Createcreate, have beliefs, to carry a sense of cultural identity.”

– JAMES D. WOLFENSOHN, FORMER CHAIRMAN OF THE KENNEDY CENTER g{x TÜàá

Cardinal Ritter students experience different forms of art, theatre, and music. Through their exposure to these forms of expression, each student expresses their own unique gifts and talents. Experiencing, creating, and appreciating art in all forms enables our

students to develop their own gifts and talents. Plays and musicals,

speech and art contests, art classes and appreciation, choir, and band are

only part of our curriculum allowing students to express themselves and

gain a broad understanding and appreciation of the arts.

“The great thing about Cardinal Ritter’s Music Department is that through it I’ve made friends with all types of people, including football players, cheerleaders, speech team members and many other types of personalities. We all come together to make music. Hearing and seeing that kind of unity is one of those things I’ll always remember.” —AMANDA GUIEB, CLASS OF 2005 “Culture is the widening of the Mindmind and of the Spiritspirit.” – JAWAHARLAL NEHRU

VâÄàâÜx

Cardinal Ritter students respect and accept others and their beliefs. Students interact in appropriate ways with different people in a variety of social settings. Cardinal Ritter High School fosters an environment in which cultural diversity is valued and appreciated. Students experience culture in a variety of ways at Cardinal Ritter

High School. The culture of Cardinal Ritter itself is filled with rich

traditions and diversity - a warm, safe, small school environment

that values and challenges each student. They also learn the broader

value of culture – appreciating and learning how to interact in the

world around them, valuing and learning the beauty and

contributions of other countries and cultures, and integrating those

experiences into their personal lives. Students formulate an

understanding of today’s global environment through classroom

learning and discussion, service learning, mission trips, field trips,

and interaction with one another.

“Cardinal Ritter has created an environment in which people of different cultures can meet and become friends. Over the summer, I went to Spain through the IU Foreign Language Program, which has increased my understanding of different lifestyles.” —CAROLYN RANCK, CLASS OF 2006 Table of Contents 16 Overview of Cardinal Ritter High School 16 Admissions 17 Important Dates 17 Admissions Contact Information 17 Academics 18 Expectations 19 Guidance 20 Student Life 20 Tuition and Financial Aid 21 Scholarship Opportunities 22 Academic Departments Business & Technology English Foreign Language Health and Physical Education Mathematics Practical & Fine Arts Science Social Studies Theology 24 Junior High 24 Course Listings 37 Application for Admission

Cardinal Ritter Viewbook 2005 —15 Cardinal Ritter is an Archdiocesan Catholic High School and Junior High Post-Secondary Pursuits for the class of 2004: serving the west side of Indianapolis for over forty years. Cardinal Ritter College 90% Employment 6% High School is fully accredited by the Indiana Department of Education Military 4% and the North Central Association of Colleges and Schools. College Scholarships and Awards: The class of 2004 earned $1,663,734 in college scholarships. Administration SAT Prep Courses: Available in both the fall and spring semesters for stu- Paul L. Lockard, President dents in grades 10-12. E. Jo Hoy, Principal Jerry Zumer, Vice Principal Lumina Project: CRHS is one of six high schools and the only Catholic Pam Pankiewicz, CFRE, Director of Institutional Advancement school in Indiana selected to participate in the Lumina Pilot Project, help- Marena Gammons, Assistant Director of Institutional Advancement ing students with college selection, applications, and financial aid. Vince Purichia, Associate Director of Recruitment and Retention Jonathan Evans, Business Manager Jessica Lambert, Campus Minister Campus Ministry & Service Learning Rev. Rob Hankee, Chaplain Cardinal Ritter has a Campus Minister, Service Learning Coordinator, and Jim Martin, Athletic Director Chaplain to serve our student body. All students are encouraged to take Joanne Lettich, Guidance Director advantage of our spiritual retreats and daily mass as part of their faith for- mation. Board of Directors Our students have a wide variety of service learning opportunities avail- Paul McManus, Chair able throughout their career at Cardinal Ritter. High school students Scott Bova, Vice Chair complete 15 hours of service per year, guided by a program that is struc- Joe Roebuck, Secretary tured to give each student a well-rounded experience of service to others. Members: Judy Berty, Andy Bratton, Mark Brouillard ’82, Teri Carson, Beatrice Drics-Bursten ’78, Frank Deveau, Mylene Egenolf ’88, Heather Kidwell, Jim King, K. Suzanne Leonard, Mickey Lentz, Niels Lyster, Chris Mayfield ’83, Rev. Glenn O’Connor, Jay Recker, Msgr. ADMISSIONS John Ryan, Art Wilmes Step 1 - Apply

2004-2005 Enrollment Complete and return the application for admission with all requested information to Cardinal Ritter Junior/Senior High School before Junior High 84 January 31, 2005. High School 366 Total 450 Applications received before this deadline will be placed in a preferred admissions category, and for those applying for financial aid, placed in Number of Graduates in Class of 2004: 72 the first pool for financial aid distribution. Student to Faculty Ratio: 17:1 Average Class Size: 20 Step 2 - Take the Placement Test Population: 56% Male, 44% Female Average SAT score: 1030 All students entering 9th grade must take a placement test before ISTEP Pass Rates: 82% receiving admission to Cardinal Ritter High School. Students apply- ing for admission to our junior high must follow the admission Student Participation: Over 85% of our students participate process, but are not required to take a placement test. Eligibility for in at least one co-curricular activity. scholarships given by our Parents' Club is based only on results from the placement test given by Cardinal Ritter. Religious Affiliations of Students: 83% Catholic, 17% Other Faiths Cardinal Ritter will administer the placement test on November 6, 2004. A make-up exam will be available on December 4, 2004. Diversity: 65% Caucasian, 35% Minority Step 3 - Acceptance Calendar & Times: Two semesters Once you have completed the application process and provided the with alternating block scheduling school with all needed data for acceptance and placement, your appli- (four 85-minute classes per day). cation will be reviewed, and you will receive a decision letter in early A typical school day is from 7:55 February. am to 3 pm.

16 — Cardinal Ritter Viewbook 2005 An acceptance package will include a letter from the principal, along similar aptitude. Results include an increase in breadth and depth of cur- with materials and information regarding Pre-Registration/Curriculum riculum while continuing to teach to the standards of Indiana at all levels. Night. It is important to attend this meeting in order to set a registra- tion appointment with our guidance department, receive details about Curriculum course offerings and curriculum, and obtain a financial aid applica- tion. Cardinal Ritter offers more than 100 courses, including Advanced Placement (AP) classes, throughout twelve academic departments. Our All questions should be directed to Vince Purichia at 924.4333, x-32. honors, academic plus, and academic instructional levels cater to students' individual needs. IMPORTANT DATES Marian College Dual Credit Program Placement Test November 6, 2004 - 8:30 am - 12 noon This program gives students the opportunity to take college-level courses Make-up date: December 4, 2004 - 8:30 am-12 noon from Marian while earning both high school and college credit. *for incoming freshmen only

Open House SPAN Program through IUPUI November 14, 2004 - 1:00 - 3:00 pm The SPAN program at IUPUI is designed to help motivated students either CRHS Gymnasium get a head start on their college education or take courses which are not offered at their high school. First Deadline for Student Applications for 2005-2006 School Year January 31, 2005 Technology CRHS is a leader in technology. We are the only high school in the Pre-Registration Curriculum Night Archdiocese to receive a $250,000 Project EXCEED grant. In addition to February 24, 2005 - 7:00 pm our three computer labs, we have wireless capabilities that enhance the CRHS Gymnasium LAN in the school. Our faculty participates in extensive professional development, which allows for the integration of technology into the cur- Financial Aid Deadline riculum and facilitates meeting the ISTE student technology standards. March 15, 2005 Parents are able to access student grades through a secure server. This server, Edline, can be accessed at www.edline.net.

ADMISSIONS CONTACT INFORMATION Diplomas and Graduation Requirements For information about admissions, or to schedule a shadow date please Requirements for the Class of 2009 will be changing per the Department contact Vince Purichia at 924.4333, x-32, or [email protected], of Education. Look for updates in February at www.cardinalritter.org. Associate Director of Recruitment and Retention. Diploma Distribution for the Class of 2004: Main Office ...... 924.4333 Academic Honors 48% Office of the President ...... 927.7825 Core 40 47% Director of Institutional Advancement . . . . . 927.7825 or 924.4333, x-34 Standard 5% Associate Dir. of Recruitment and Retention ...... 924.4333, x-32 Business Manager...... 927.7838 STANDARD DIPLOMA Business Assistant ...... 927.7921 (see course directory) 48 credits Athletics...... 924.4333, x-30 Guidance Office ...... 927.7821 or 924.4333, x-20 CORE 40 DIPLOMA Theology 8 credits English 8 credits ACADEMICS Mathematics 6 credits Science 6 credits Program Stratification Social Studies 6 credits Electives 1 credit Cardinal Ritter’s academic programs are divided into three groups – hon- Directed Electives 8 credits ors, academic plus, and academic. Students are placed in one of the three Fine Arts 1 credit tracks based on standardized scores, teacher recommendations, and previ- Health 1 credit ous report cards. This provides for classes with a smaller range of cogni- Physical Ed. 1 credit tive ability, allowing teachers to pace their curriculum to students with Technology Competency 2 credits Total 48 credits

Cardinal Ritter Viewbook 2005 —17 ACADEMIC HONORS DIPLOMA To qualify for acceptance into the Learning Support Center program, stu- A student must have at least a 3.0 grade point average and only courses in dents must have an Individual Education Plan (IEP) or Section 504. which a grade of C or above is achieved may count toward an Academic honors diploma. To apply to the Learning Support Center program, the parents or Theology 8 credits guardians should contact the director to schedule an interview with the English 8 credits case conference committee. This committee includes the Learning Mathematics 8 credits Support Center director and members of the Cardinal Ritter administra- Science 6 credits tion and faculty. The committee will work with the parents or guardians Social Studies 6 credits and the student to determine the level of service appropriate for the stu- Electives 5-7 credits dent. Foreign Language 6-8 credits Fine Arts 2 credits After the interview and acceptance to the Learning Support Center pro- Health 1 credit gram, a Student Service Plan is completed by the case conference commit- Physical Ed. 1 credit tee. Technology Competency 2 credits The fee for Learning Support Center services is $250 per year. Total 55 credits

Please contact the Learning Support Center director, Ms. Jennifer CRHS GRADING SCALE Zielonko, at 317.924.4333 x-39 or [email protected] for more Grade Percent Regular Honors information. Courses Courses A 95-100 4.00 5.00 Jennifer Zielonko A- 93-94 3.67 4.67 Bachelor’s Degree B+ 91-92 3.33 4.33 [email protected] B 87-90 3.00 4.00 Learning Support Center Director B- 85-86 2.67 3.67 Classes – Junior High & High School Study Skills C+ 83-84 2.33 3.33 C 79-82 2.00 3.00 C- 77-78 1.67 2.67 D+ 75-76 1.33 1.33 EXPECTATIONS D 72-74 1.00 1.00 As the West Deanery High School of the Archdiocese of Indianapolis, the D- 70-71 0.67 0.67 mission of Cardinal Ritter High School is to help prepare its students spir- F 0-69 0.00 0.00 itually, academically, socially, and physically to take their place in a chang- ing and more complex world. This mission is rooted in the teachings, Academic Levels practices, and beliefs of the Catholic Church. Honors For students capable of in-depth consideration of con- cepts and more independent study and research. The Profile of a Graduate of Cardinal Ritter High School Academic Plus For students demonstrating sufficient preparation and aptitude to handle standard high school curriculum. Academically Cardinal Ritter graduates are persons who are prepared to succeed in Academic For students who need greater emphasis on basic skills college or the workplace. and concepts. They think, read, and write critically and can work in teams to solve problems. All academic levels will continue to address the academic standards by the They are proficient in using technology as a tool to communicate, process, state of Indiana. For students on a modified grading scale, please note and report information. additional prerequisites may be required for some courses. They are engaged life-long learners. Their appreciation of cultural diversity is a result of their study of history, Learning Support Center geography, and foreign language. They appreciate different forms of art, theatre, and music through The Learning Support Center is an educational resource program their exposure to these forms of expression. designed to support students with learning disabilities, mild mental handi- Their pride in Cardinal Ritter High School is, in part, a result of their caps, and attention deficit/hyperactivity disorder at Cardinal Ritter High ability to apply their knowledge, work in teams to solve problems, succeed School. in college, contribute in the workplace, and to appreciate the arts.

18 — Cardinal Ritter Viewbook 2005 Socially 6. A Cardinal Ritter student follows the dress code at all times. Cardinal Ritter graduates are persons who have respect for themselves. 7. A Cardinal Ritter student whether Catholic or non-Catholic They respect and accept others and their beliefs. is always reverent and respects Catholic faith traditions. They are prepared to interact in appropriate and polite ways with differ- 8. A Cardinal Ritter student is honest and truthful. ent people, and in formal social settings. 9. A Cardinal Ritter student is always a positive example to oth- They are self-confident because they have learned self-discipline and ers, both in and out of school. understand their potential to be a contributing member of society. 10.A Cardinal Ritter student understands that “Excellence is They use conflict resolution skills to resolve problems. Expected”. Their language is appropriate because of their ability to express their emo- tions in proper ways. Dress Code Their pride in Cardinal Ritter High School is, in part, a result of the confi- dence they have gained to react and interact in appropriate ways, in a vari- Students are expected to follow the Cardinal Ritter dress code. Uniforms ety of social settings and situations. include khaki "CR" logo pants, shorts, and skorts, plaid skirts, and Cardinal Ritter polo shirts and sweatshirts. Physically Cardinal Ritter graduates are persons who are knowledgeable of the need to be fit. They understand the destructive nature of illegal drugs and alcohol. GUIDANCE They understand and value the emotional, physical, and financial benefits Joanne Lettich of a healthy lifestyle. [email protected] Their dress and grooming reflects their dignity as a human being and Guidance Director pride in their school. M.S. School Counseling Their pride in Cardinal Ritter High School is, in part a result of their fit- ness and understanding of the importance of a healthy lifestyle. Jennifer Bumps [email protected] Spiritually Guidance Counselor Cardinal Ritter graduates are persons who practices their faith openly, M.S. School Counseling enthusiastically, and proudly. They know the beliefs, history, traditions and customs of the Chris Ardelean Catholic Church. [email protected] Their faith is the basis of their morality. Registrar They pray and participate in the activities of their parish or church. They understand that all people are children of God and therefore The Guidance Office is responsible for standardized testing, inherently good. scheduling/registration, and report cards/progress reports. See this office They live a life of service and are charitable with their gifts. for transcripts, student records, work permits, financial aid information Their pride in Cardinal Ritter High School is, in part, a result of the spiri- and questions about scholarship information, college deadlines and tual programs, retreats and daily experience with the members of the teacher tutoring times. Guidance office personnel plan junior and senior school community. conferences that are one-on-one meetings with each student, award cere- monies, career planning, and college representative visits. Please take a look around and see what the Guidance Office has to offer you and your Code of Conduct student at www.cardinalritter.org. Cardinal Ritter is a Catholic High School where certain standards of con- duct are expected. Standards, which by design, help create an atmosphere Lumina Project – The 2004-2005 school year marks the third year that that is conducive to learning. Students who are not able or willing to Cardinal Ritter High School has received a grant from the Lumina accept these standards will not be considered part of the Cardinal Ritter Foundation which enables students and parents to work with Dave community. The standards are as follows: Murray & Associates/The National Center for College Costs. Activities include college essay writing for seniors, bus trip to two colleges for jun- 1. A Cardinal Ritter student is prepared for class and therefore iors, mock college admission case studies for sophomores, and a College takes responsibility for his/her learning. Costs Estimator Workshop for families. 2. A Cardinal Ritter student shows school pride and enthusiasm for learning and competing. College Visit Days – If your student is interested in visiting a college 3. A Cardinal Ritter student acknowledges everyone’s right to during a school day, they need to stop by the Guidance Office to pick up a learn and never is the reason for that learning to stop. College Visitation form. These forms need to be completed and signed by 4. A Cardinal Ritter student is respectful of teachers, students, a parent one week prior to the actual visit. Seniors are allowed three col- and themselves. lege visit days and juniors are allowed two college visit days. 5. A Cardinal Ritter student adheres to all the rules as indicated in the student handbook.

Cardinal Ritter Viewbook 2005 —19 SAT Prep Classes – SAT Prep Classes are offered twice a year, once in Drumline Tennis – Boys the fall and once in the spring, as long as there is an interest from stu- Football Tennis – Girls dents. The cost is $60 per student. Foreign Language Club Track & Field – Boys Golf – Boys Track & Field – Girls Golf – Girls Volleyball Helping Hands Wrestling STUDENT LIFE Life Club Yearbook Traditions Internships and Cadet Teaching Traditions abound at Cardinal Ritter High School. From the powerful Way of the Cross, to powder puff football, Senior Slide Show, the Raider Seniors may participate in structured internships and cadet teaching expe- Fight Song, Veteran’s Day Liturgy, Thanksgiving Luncheon, and our riences which focus on their particular area of interests. These programs newest addition, the Raider Drum Line – there is a deep history of tradi- offer hands-on experiences in such locations as Wishard Hospital, tion at Cardinal Ritter. Traditions current students and alumni will Archdiocesean elementary schools, Westview Hospital, Riverside Golf always remember, whether they were just plain fun, or powerful displays Academy and retail stores, to name a few. Projects and portfolios are of our mission and faith. required and applications are accepted during the spring of a student’s junior year. Athletics/Co-curricular

Participation in athletics is important in the formation of a well-rounded TUITION student. Along with improving physical skills, athletics helps build char- acter, develop a sense of teamwork, and allows students to set and attain 2004-2005 Tuition Rates individual and team goals. Catholic High School - $4420 (1), $7030 (2), $7450 (3) A rich tradition of athletic excellence and numerous team and individual Junior High - $3400 (1), $4960(2) accomplishments have made CRHS athletic teams a well respected oppo- nent in state-wide athletic competitions. As a member of the IHSAA, our Non-Catholic / Catholic Educated students compete in fifteen varsity sports. A complete schedule of CYO High School - $6810 (1), $8860 (2), $9210 (3) (Catholic Youth Organization) sports are offered for our Jr. High student Non-Catholic athletes. High School - $7390 (1), $9250 (2), $9550 (3) Junior High - $4090 (1), $5760 (2) Athletics and Co-curricular Activities

In addition to athletics, CRHS offers a variety of co-curricular activities, Financial Aid clubs, and organizations in which students are encouraged to participate. Financial aid is available to those families who qualify and In all, CRHS has over fifty different co-curricular activities for its stu- applications will be available in January 2005. Financial aid applications dents. must be received by March 15, 2005. Call the Business Office at 927.7838 with tuition and financial aid questions. Academic Super Bowl Literary Arts Magazine Aids Awareness Mat Maids Athletic Trainers National Honor Society Band Promise to Keep Baseball Retreat Leaders Basketball – Boys SADD Basketball – Girls School Newspaper Big Sister / Little Sister SERIES Bowling – Boys Service Learning Bowling – Girls Soccer – Boys Brain Game Soccer – Girls Cheerleading Softball Cheer Block Speech Team Chess Club Spell Bowl Chorus Student Ambassadors Computer Club Student Council Cross County – Boys Swimming – Boys Cross Country – Girls Swimming – Girls Drama Club Team Managers

20 — Cardinal Ritter Viewbook 2005 •Awarded to one individual from each West Deanery parish or SCHOLARSHIP OPPORTUNITIES school (excluding Scholar Award and Excellence Award Cardinal Ritter offers academic scholarships to incoming freshmen based recipients) who place in the 80th percentile on the placement on placement tests and ISTEP scores. To be eligible for these scholarships test for the 2005-2006 school year, applications for admission must be submit- ted by January 31, 2005. Parent Club Award of Distinction • The Parent Club has the discretion to award up to an addi- Cardinal Ritter High School Scholar Awards are four-year awards given to tional six $500 awards to students from West Deanery incoming freshmen from our West Deanery feeder schools. Awards are parishes and schools who have distinguished themselves in based on a student’s performance on his or her 8th grade ISTEP+ exam music, the arts, or service to their church, parish, or commu- based on the composite national percentile. Recipients must maintain a nity. 3.0 GPA and meet the ISTEP+ standards in both math and language arts • Application for Awards of Distinction will be available at the in their sophomore year in order to continue to receive this tuition reduc- placement test or through the Guidance Office. tion scholarship. To be eligible for Scholar Awards, application for admis- sion must be received by January 31, 2005. Recipients’ notification of Cardinal Ritter Alumni Association Awards awards will occur by March 1, 2005. The Alumni Scholarship Legacy Fund was established in 2002 for the pur- pose of awarding scholarships to incoming freshmen with Alumni parents. The Cardinal Ritter Scholar Award This scholarship is an opportunity for alumni to give back to other alumni •A four-year award for $4000 that have chosen to send their children to CRHS. Applications will be • Student receives a $1000 reduction in his or her tuition each mailed to eligible CRHS freshmen in the fall and will be awarded at year. Homecoming. •Recipient must have a composite ISTEP+ NP score in the 98th or 99th percentile. Alumni Association Legacy Scholarships •A one-time award of $500 The Cardinal Ritter President’s Scholar Award •Awarded to children of Cardinal Ritter High School alumni •A four-year award for $3000 • Selection based on grades, CRHS placement test score, and • Student receives a $750 reduction in his or her tuition each essays year. •Number of awards is determined by funds raised during the •Recipient must have a composite ISTEP+ NP score in the Annual Summer Golf Outing and other events 96th or 97th percentile. Cardinal Joseph E. Ritter Memorial Scholarship The Cardinal Ritter Principal’s Scholar Award Cardinal Joseph E. Ritter was the first Archbishop of Indianapolis and is •A four-year award for $2000 known for his groundbreaking efforts in desegregating Catholic schools • Student receives a $500 reduction in his or her tuition each here in 1937. Cardinal Ritter serves as an example for our students, staff, year. and graduates. We honor his efforts toward achieving social justice by •Recipient must have a composite ISTEP+ NP score in the awarding this memorial scholarship. Application for this award is avail- 90th to the 95th percentile. able in the Guidance Office or in the admissions packet. •A one-time award of $500 given to an incoming freshman. Cardinal Ritter Parent Club Awards •Student must have maintained a “B” average in his or her • The Cardinal Ritter High School Parent Club awards incom- eighth grade year. ing freshmen with scholarships based on placement test •Recipient must show a genuine concern for overcoming racial scores. discrimination and prejudice. •To qualify, students must take the placement test at Cardinal •Application must be made by January 31, 2005. Ritter High School. •To be eligible for these awards, application for admission Chris Maled Memorial Scholarship must be received by January 31, 2005. Each year, a grant from the Midwest Amputee Golf Tournament provides •Recipients’ notification of awards will occur by March 1, for the Chris Maled Memorial Scholarship. Application for this award is 2005. available in the Guidance Office or in the admissions packet.

Parent Club West Deanery Excellence Award •A one-time award of $500 to an incoming freshman from a •A one-time award of $500 West Deanery parish or school. •Awarded to a total of ten students from West Deanery parish- •Student must have maintained a “B” average in his or her es or schools (excluding Scholar Award recipients) with the eighth grade year. top Cardinal Ritter placement test scores. •Recipient must have shown exemplary Christian service, a humanitarian spirit, and financial need. Parent Club West Deanery Achievement Award •Application must be made by January 31, 2005. •A one-time award of $250 •Recipients’ notification of awards will occur by March 1, 2005.

Cardinal Ritter Viewbook 2005 —21 Sr. Rita Vukovic ACADEMIC DEPARTMENTS Master’s Degree [email protected] Business & Technology Classes – English 9, Basic Skills

Jim Long Jerry Zumer Business & Technology Department Chair Master’s Degree Master’s Degree [email protected] [email protected] Classes – Classical Literature Classes – Business/Personal Law, Marketing, Computer Applications, Computer Keyboarding, Document Formatting, Junior High Computers Foreign Language Mike Ramos Technology Coordinator Linda Mann Bachelor’s Degree Foreign Language Department Chair [email protected] Master’s Degree Classes – Computer Programming, Advanced Computer Programming [email protected] Duties – Network and computer maintenance Classes – Spanish I, II, & III

Chad Trenshaw E. Jo Hoy Technology Integration Director Adjunct Professor, Marian College Bachelor’s Degree Master’s Degree [email protected] [email protected] Duties – Professional development for teachers and technology Classes – Spanish 200, 201, 230 assistance in the classroom Christine Iott Bachelor’s Degree English [email protected] Classes – French I, II, III, & IV Liz Ramos English Department Chair Jose Perez Bachelor’s Degree Bachelor’s Degree [email protected] [email protected] Classes – AP English, English 12, English 8, Basic Skills Classes – Spanish I, II, & IV

Brenda Jackson Master’s Degree Health & Physical Education [email protected] Classes – English 11, Ethnic Literature, Speech, Theatre Mary Crum Health & Physical Education Department Chair David Jacob Master’s Degree Bachelor’s Degree [email protected] [email protected] Classes – Physical Education I & II, Driver Education (Summer only) Classes – English 10, Etymology Jim Boswell Laura Kelly Master’s Degree Bachelor’s Degree [email protected] [email protected] Classes – Health Education, Elective Physical Education, Physical Classes – English 12, English 7, Junior High Forensics (Speech) Education 7 & 8

Erin Thompson Bachelor’s Degree Mathematics [email protected] Classes – English 9, Journalism, Student Publications Janet Hudson Mathematics Department Chair Master’s Degree [email protected] Classes – AP Calculus, Geometry

22 — Cardinal Ritter Viewbook 2005 Andy O’Maley Bachelor’s Degree [email protected] Classes – Intro 2D Art, Advanced 2D Art, Intro 3D Art, Advanced 3D Art, Sculpture, Drawing, Painting

Ana Roberts [email protected] Classes – Intro 2D Art, Advanced 2D Art, Junior High Art

Science

Mary Pat O’Connor Science Department Chair Bachelor’s Degree [email protected] Classes – Biology I, Biology II

Aric Anderson Patti Harpenau Bachelor’s Degree Master’s Degree [email protected] [email protected] Classes – Algebra I, Basic Math Skills Classes – AP Biology, Biology I, Science 7

Christina Ballard Nancy Miller Bachelor’s Degree Bachelor’s Degree [email protected] [email protected] Classes – Pre-Calculus, Math 7, Math 8 Classes – Chemistry I, Chemistry II, Integrated Chemistry

Andrew Cain Karen Survant Bachelor’s Degree Bachelor’s Degree [email protected] [email protected] Classes – Algebra II, Physics, Probability & Statistics, Discrete Classes – Earth Space Science, Science 8 Mathematics

Christine Iott Social Studies Bachelor’s Degree [email protected] David Brake Classes – Algebra I, Algebra II Social Studies Department Chair Master’s Degree [email protected] Practical & Fine Arts Classes – World Geography, World History, Social Studies 8

Ginger Coronato Jennifer Bumps Practical & Fine Arts Department Chair Master’s Degree Bachelor’s Degree [email protected] [email protected] Classes – Psychology Classes – Child Development & Parenting, Adult Roles & Responsibilities, Nutrition & Wellness, Orientation to Life & Careers, Textiles & Fashion Samuel Cavanaugh Technology, Cadet Teaching, Career Information & Exploration Bachelor’s Degree (Internship) [email protected] Classes – AP Government, Government, U.S. History Edward Guanajuato Master’s Degree Michael Clark [email protected] Bachelor’s Degree Classes – Beginning, Intermediate, & Advanced Band, Chorus, Music [email protected] History, Percussion Ensemble Classes – Economics, Sociology, World Geography, Social Studies 7

Cardinal Ritter Viewbook 2005 —23 Theology CYO Athletics and Co-Curricular Activities ❏ Academic Challenge Chad Trenshaw ❏ Baseball Theology Department Chair ❏ Basketball (Boys and Girls) Bachelor’s Degree ❏ Cheerleading [email protected] ❏ Chess Club Classes – Theology 10 ❏ Cross Country Duties – Service Learning Coordinator ❏ Football ❏ Golf (Boys and Girls) Fr. Rob Hankee ❏ Kickball Chaplin ❏ Soccer (Coed) [email protected] ❏ Softball ❏ Spelling Bee Team Jessica Lambert ❏ Student Council Campus Minister ❏ Track & Field [email protected] (Boys and Girls) ❏ Volleyball Lisa Baute ❏ Wrestling Bachelor’s Degree [email protected] Classes – Theology 7, Theology 8, Theology 9 COURSE LISTINGS Joe Pfennig Bachelor’s Degree ART [email protected] Classes – Theology 9, Theology 10, Theology 11 Introduction to 2D Art 9, 10, 11, 12 1 Semester – 1 Credit This is the foundation course for the visual arts curriculum. Students JR. HIGH CURRICULUM AND will engage in learning experiences that include art history, art criticism, CO-CURRICULAR ACTIVITIES aesthetics, and art production. Students will work toward portfolio quali- ty pieces of artwork. In this course students will explore a variety of dis- ciplines, styles and techniques. Students will learn about the relationship Required Courses for 7th & 8th Grade between the arts and other disciplines. Students will reflect on their own ❏ Language Arts artwork and the work of other artists. ❏ Language Arts Enrichment/Study Hall ❏ Math Advanced 2D Art 9, 10, 11, 12 ❏ Physical Education 1 Semester – 1 Credit ❏ Science Prerequisite: Introduction to 2D Art ❏ Social Studies Students enrolled in the Advanced 2D Art course build on the sequential ❏ Theology learning experiences of the Introduction to 2D Art course. Students will continue to engage in learning experiences that include art history, art *Title I for Eligible Students criticism, aesthetics, and art production. Students will work toward port- folio quality pieces of artwork. Students will produce artwork for their 7th Grade Electives portfolios that explore a variety of styles, techniques and media. ❏ Beginning Band ❏ Learning Support Introduction to 3D Art 10, 11, 12 ❏ Quarter courses: Art, Computers, Forensics (Speech), and 1 Semester – 1 Credit Independent Living Prerequisite: Advanced 2D Art and Instructor approval Course content builds on the knowledge learned from the Advanced 2D 8th Grade Electives Art class. Students will continue their focus on aesthetics, art history, ❏ Algebra I (Substitute for 8th Grade Math) production, and art criticism. The art students will search for meanings, ❏ Beginning Band significance, directions and influence in other artist’s work. Students will ❏ Intermediate Band work with two-dimensional and three-dimensional forms. In addition to ❏ French I studying cultural and historical styles, art students will examine new ❏ Spanish I artistic trends in the visual arts. ❏ Learning Support ❏ Quarter courses: Art, Computers, Forensics (Speech), and Independent Living

24 — Cardinal Ritter Viewbook 2005 Advanced 3D Art 10, 11, 12 Document Formatting 9, 10, 11, 12 Second Semester 1 Semester – 1 Credit 1 Semester – 1 Credit Prerequisite: Introduction to 3D Art and Instructor approval Class Size Limit: 26 students Students enrolled in the Advanced 3D Art course continue to build on the Prerequisite: C average in Computer Keyboarding learning experiences gained from the Introduction to 3D Art course. Document Formatting is a continuation of Computer Keyboarding with Focus will continue on learning experiences that include art history, aes- the goal of improving speed and accuracy and creating more advanced doc- thetics, art criticism, and production. Students will continue to increase uments. Using Microsoft Word 2000, this course provides the student the their understanding of the visual arts working with three-dimensional ability to change ordinary typewritten text into attractive, professional- forms. Students will identify strengths and limitations in artworks. looking documents using various design elements.

Drawing 11, 12 Computer Applications 9, 10, 11, 12 Both Semesters 1 Semester – 1 Credit 2 Semesters – 2 Credits Prerequisite: Advanced 3D Art and Instructor approval Class Size Limit: 26 students Students enrolled in the Drawing course engage in learning experiences Prerequisite: Computer Keyboarding or Keyboarding waiver that encompass art history, art criticism, aesthetics and production. This class is designed to provide the student with the skills and concepts Students will use the art elements and principles to help solve visual prob- necessary to enable them to use computer applications effectively. Areas lems. Students will create realistic and abstract drawings exploring a vari- that will be addressed include computer hardware, file management, oper- ety of media such as pencil, chalk, pastels, charcoal and pen and ink. The ating systems and tools included in Microsoft Office 2000 word processing students will create drawings using techniques and processes such as con- and spreadsheet. Students will be introduced to database, graphics, desk- tour, gesture, sketching, rendering and perspective drawings. Students top publishing and multi-media tools to create a variety of projects tied to will work toward quality artworks. The students will reflect on their topics in their other classes. Projects and student-driven assignments will drawings and the work of other artists. be the main focus of instruction.

Painting 11, 12 Advanced Computer Applications 10, 11, 12 1 Semester – 1 Credit 1 Semester – 1 Credit Prerequisite: Advanced 3D Art and Instructor approval Prerequisites: Computer Applications Course content in the Painting class will continue with learning experi- Advanced Computer Applications is a business course designed to inte- ences that include art history, aesthetics, art criticism and art production. grate computer technology, decision-making, and problem-solving skills. Students will create realistic and abstract paintings exploring a wide vari- Introduction of and instruction in multimedia, online searching, desktop ety of media, tools and techniques. The students will study and examine a publishing, web design, and other advanced areas of software technology variety of cultures, styles and time periods. Students will use the art ele- will be discussed. Peer teaching and teacher demonstrations will be ments and principles to solve visual problems. The art students will stressed. reflect on their art and the work of other artists. Computer Programming 11, 12 Both Semesters Sculpture 11, 12 1 Semester – 1 Credit 1 Semester – 1 Credit Prerequisites: Computer Keyboarding and Algebra I Prerequisite: Advanced 3D Art and Instructor approval Computer Programming is a business course designed to primarily intro- Students enrolled in the Sculpture course will engage in learning experi- duce students to computer programming using C++. Throughout the ences that include art history, aesthetics, art criticism and art production. course, additional information regarding programming-related careers and Students will create realistic and abstract sculptures using the additive and career/educational paths will be provided. Instructional strategies may subtractive carving process, modeling, construction and assemblage. The include “hands-on” equipment operation and scenario-based activities. In- art students will reflect and write about their art process and the work of baskets, mini-baskets, and LAPS may be used to expose students to work- other artists. Students will explore a variety of ideas and problems. place scenarios that require the development/programming of simple BUSINESS applications. Emphasis on necessary logical thinking processes is required for problem analysis and solving. Computer Keyboarding 9, 10, 11, 12 1 Semester – 1 Credit Business and Personal Law 11, 12 First Semester Keyboarding techniques of touch-typing for those interested in knowing 1 Semester – 1 Credit enough to work more efficiently on a computer keyboard is the focus. This course is a study of basic principles of personal and practical law in This course will eliminate “hunting” when you sit at a computer key- our country. Subject matter includes housing law, criminal law, consumer board. Minimal speed and accuracy will be achieved. Personal and busi- law, buying and insuring a car, marriage law and trial and courtroom pro- ness documents such as letter and manuscripts will be mastered and lan- cedures. The main purpose is to provide the student with an understand- guage skills are reviewed. Note: Students may receive a waiver for this ing of the working legal system of the United States today. class freshman year by passing a typed and written keyboarding test to be given at CRHS in the summer. Marketing 11, 12 Second Semester 1 Semester – 1 Credit Students will learn about all aspects of marketing including the roles of the distributor, the manufacturer and the consumer. The course discusses

Cardinal Ritter Viewbook 2005 —25 those activities that provide products and services for the satisfaction of perspective of textiles and fashion. Topics would include examining cur- consumer needs and wants such as conception, pricing, promotion and rent designers in today’s market, history of fashion, careers in the fashion distribution. industry. The course will focus on continued skill development in apparel construction. Students will complete two clothing garments and a home sewing project. There will be a $5.00 supply fee and an additional FAMILY AND CONSUMER SCIENCE $12.00-$20.00 based on projects.

Orientation to Life and Careers 9, 10 Child Development and Parenting 11, 12 1 Semester – 1 Credit 1 Semester – 1 Credit Essential knowledge, skills and behaviors all students need to live success- Child Development and Parenting addresses the knowledge, skills, atti- fully in today’s world will be addressed. The focus of the course is on the tudes and behaviors associated with supporting and promoting optimal impact of today’s choices on tomorrow’s possibilities. Topics to be growth and development of infants and children. Topics include: consid- addressed include communication, leadership and management processes; eration of the roles, responsibilities and challenges of parenthood; human exploration of personal aptitudes, interests, principles and goals; life and sexuality; adolescent pregnancy; prenatal development; preparation for career exploration and planning; examining multiple life roles and respon- birth; the birth process; meeting the physical, social, emotional, intellectu- sibilities as individuals and family members; planning and building al, moral and cultural growth and developmental needs of infants and employability skills; transferring school skills to life and work; decision children; meeting children’s needs for food, clothing, shelter and care giv- making and organizational skills; and managing personal resources. ing; caring for children with special needs; parental resources, services and agencies; and career awareness. Nutrition and Wellness 9, 10, 11, 12 1 Semester – 1 Credit Cadet Teaching 12 Nutrition and Wellness enables students to realize the components and 1 Semester – 1 Credit lifelong benefits of sound nutrition and wellness practices and empowers Prerequisites: 2.5 G.P.A. and Instructor approval them to apply these principles in their everyday lives. Topics include: 2 Semesters – 2 Credits impact of daily nutrition and wellness practices on long-term health and Students accepted into the Cardinal Ritter High School Cadet Teaching wellness; physical, social and psychological aspects of healthy nutrition program will register for the Cadet Teaching class. This elective course and wellness choices; planning for wellness and fitness; selection and provides students organizing exploratory teaching experiences in grades preparation of nutritious meals and snacks based on USDA Dietary kindergarten – grade 8. This course provides a balance of class work Guidelines including the Food Guide Pyramid; safety, sanitation, storage relating to: 1) classroom organization, 2) classroom management, 3) the and recycling processes and issues associated with nutrition and wellness; curriculum and instructional process, 4) observations of teaching, 5) impacts of science and technology on nutrition and wellness career paths. instructional experiences. Cadet teaching students will work under the guidance of a teacher at the participating school, usually a West Deanery Adult Roles and Responsibilities 11, 12 feeder school. Evaluation is based upon the cadet teachers’ cooperation, 1 Semester – 1 Credit day-to-day practical performance, class work and attendance. Resume’ The Adult Roles course builds knowledge, skills, aptitudes and behaviors development and career related testing are also provided to students. students will need as they prepare to take the next steps toward adulthood Students should assist with securing a cadet teaching placement. in today’s ever changing society. The focus is on becoming independent, Transportation to the school is the student’s responsibility. Students who contributing and responsible participants in family, community and career are interested in working with children or pursuing a career in education settings. Topics include living independently, decision making, building would benefit from this course. character, family formation, dating and marriage, consumer choices, nutri- tion and wellness, stress management, clothing, housing (renting an Career Information and Exploration 12 apartment), transportation (buying a car), financial management and 1 Semester – 1 Credit career planning. (Internship) 2 Semesters – 2 Credits Textiles and Fashion Technologies 1 9, 10, 11, 12 1st Semester Prerequisites: 2.5 G.P.A. and Instructor Approval 1 Semester – 1 Credit This elective course provides students with opportunity to learn about Students will explore the components of the fashion industry, including themselves and a career interest area. Students also gain an awareness of skills related to design and production. The techniques in apparel con- the type of occupational preparation or training needed for various occu- struction are utilized to create a variety of products. Students will com- pations and careers in their field of interest. Opportunities are provided plete a clothing garment and a home sewing project. Topics include: to students to observe job situations and gain work skills through intern- clothing and society, the fashion world, color and design, clothing selec- ships. Evaluation is based upon the interns’ cooperation, day-to-day prac- tion and career preparation. There will be a $5.00 supply fee and an addi- tical performance, class work and attendance. Resume’ development and tional $12.00-$20.00 based on projects. career related testing are also provided to students. Students should assist with securing an internship placement. Transportation to the job is the Textiles and Fashion Technologies 2 9, 10, 11, 12 2nd Semester student’s responsibility. Students interested in gaining work experience 1 Semester – 1 Credit in their career interest would benefit from this course. Prerequisite: Textiles and Fashion Technologies 1 Textiles and Fashion Technologies 2 is a more in-depth and individualized

26 — Cardinal Ritter Viewbook 2005 FOREIGN LANGUAGE cific circumstances. Students will write complete compositions and read a variety of materials, such as novels, essays, magazines and newspapers. French I, Spanish I 9, 10, 11, 12 Students will also be able to interact in a social setting and express them- 2 Semesters – 2 Credits selves through their opinions, as well as be able to paraphrase or restate Prerequisite: C average in previous English class what someone else has said. Technology will be utilized for oral presenta- This course introduces students to the pronunciation, intonation patterns tions on cultural topics in French. This course will be conducted almost and the basic vocabulary and grammar of the French and Spanish lan- entirely in French. guages. Students will develop basic listening, speaking, reading and writ- ing skills. Students will learn how to ask and answer questions and par- Spanish IV 11, 12 Honors Course ticipate in short conversations related to daily routines and events. 2 Semesters – 2 Credits Students will be exposed to cultural information by learning about the Prerequisites: B average in previous foreign language class and Instructor major holidays and geographical features on target countries. They will approval be able to respond and give oral directions and to make routine requests Students in this course will read and discuss a wide variety of Hispanic in the classroom and in public places. They will also understand and use literature, such as a variety of novels and essays, magazines and newspa- appropriate forms of address in courtesy expressions. Students will also pers, to increase their cultural awareness of traditions and historical learn about non-verbal communication, how to respond to introductions events. Along with reading, emphasis will be placed on the further devel- and use courtesy behaviors and appropriate etiquette. opment of written and oral skills related to specific circumstances. Students will also be able to write complete compositions. Students will be able to interact in a social setting and express themselves through their French II, Spanish II 9, 10, 11, 12 opinions, as well as be able to paraphrase or restate what someone else 2 Semesters – 2 Credits has said. Technology will be utilized for oral presentations on cultural Prerequisites: C average in previous foreign language class and Instructor topics in Spanish. This course will be conducted almost entirely in approval Spanish. To continue students’ cultural awareness, geography, music and Instruction at this level opens with a review of previous work. This Hispanic art will be part of this class. course concentrates on the mastery of sentence structure, expansion of vocabulary, reading, writing and listening skills. Students will use gram- mar structures in the indicative tenses. Students will be able to under- LANGUAGE ARTS stand the main idea from a reading. Students will also expand on their conversational skills by learning to interact with others in a variety of sit- Basic English Skills Development 9, 10, 11, 12 uations. More in depth learning about the cultures of where these lan- 2 Semesters – 1 Credit guages are spoken will also take place by discovering more on the target NOTE: THIS COURSE COUNTS AS AN ELECTIVE TOWARD GRAD- country’s geographical features and historical events. UATION BUT DOES NOT FULFILL ENGLISH GRADUATION REQUIREMENTS. French III, Spanish III 10, 11, 12 Honors Course For students who have not passed eighth grade or tenth grade ISTEP+. 2 Semesters – 2 Credits Basic English Skills Development is a multi-disciplinary course which pro- Prerequisites: B average in previous foreign language class and Instructor vides students continuing opportunities to develop the basic skills of approval English. This course is designed to provide students with greater facility in all lan- guage skills. Students will have the opportunity to express original ideas, English 9 interact in social situations and in crises or special family occasions in the 2 Semesters – 2 Credits foreign language, and will further study vocabulary and grammar. Through the integrated study of language, literature, writing, and oral Students will read short stories in their target language to increase their communication, English 9 students further develop their use of language cultural awareness, as well as newspapers and magazines. Technology as a tool for learning and thinking. Students practice identifying, analyz- will be utilized for oral presentations in their target language. Students ing, and composing with different elements, structures, and genres of will be able to write summaries and brief compositions in their target lan- written language. In this course, students will write for a variety of audi- guage. Students at this level will also have the opportunity to participate ences and purposes while strengthening their skills in writing. Through in the Indiana University Language Competition. The students will speak the use of technology, students receive instruction and practice in the in the foreign language as much as possible. writing process. This class emphasizes effective listening and speaking techniques and provides opportunities for students to integrate other French IV 11, 12 Honors Course reading and language arts skills as they learn to express ideas verbally. 2 Semesters – 2 Credits Summer reading is required. Prerequisites: B average in previous foreign language class and Instructor approval Honors English 9 Honors Course Students in this course will read and discuss a wide variety of French lit- 2 Semesters – 2 Credits erature to increase their cultural awareness of traditions and historical Prerequisite: High School Placement Test score in the 90th percentile or events as well as art and music. Along with reading, emphasis will be recommendation of previous English Instructor placed on the further development of written and oral skills related to spe- This course is designed for the advanced English student and covers all

Cardinal Ritter Viewbook 2005 —27 material included in English 9. The course also includes additional read- ing through a variety of essays. Students are required to read and study ing and an introduction to etymology. Students will be expected to write supplemental novels. Summer reading is required. lengthy papers, covering a variety of topics and purposes. Summer read- ing is required. Advanced Placement English Language and Composition 12 Honors Course English 10 2 Semesters – 2 Credits 2 Semesters – 2 Credits Prerequisites: Honors English 11 and Instructor approval This course reinforces and continues the activities and skills of English 9. This course follows College Board Entrance Examination guidelines for Beyond these, English 10 adds emphasis to a given canon of literature, advanced placement English and engages students in becoming skilled usually American Literature; and increases focus on the self-conscious readers of prose written in a variety of periods, disciplines, and rhetorical choice of comprehension and writing strategies. Students use the basic contexts. Writing assignments will be frequent, including weekly in-class modes of oral and written expression through the development of effective essays and periodic research papers. Students will also be expected to par- descriptive and narrative procedures, including focus and logical organiza- ticipate fully in class discussions and make presentations. Students tion of ideas. The formal study of grammar, usage, spelling, and language should make use of technological resources both in researching and in mechanics is integrated into the study of writing. Summer reading is producing their papers. Summer reading is required. required. Classical Literature 11, 12 Honors Course Honors English 10 Honors Course 1 Semester – 1 Credit 2 Semesters – 2 Credits Prerequisite: Instructor approval Prerequisites: B average in English 9 and approval of previous Instructor A survey of Greek and Roman literature, including all the great authors This course reinforces and continues the skills learned in English 10 but from Homer through Dante are studied. A variety of literary genres, such also entails a much more in-depth approach to the class material at an as drama, poetry, and prose, as well as mythology are explored. Students accelerated pace. Additional readings in world literature, as well as critical will be required to create projects and write about various aspects of clas- writing, are emphasized. Further research techniques are taught as stu- sical literature. dents write their research papers. Summer reading is required. Etymology 11, 12 English 11 1 Semester – 1 Credit 2 Semesters – 2 Credits Etymology provides instruction in the derivation of English words and Through the integrated study of language, literature, composition, and word families from their Latin and Greek origins. It also provides the oral communication, English 11 students further develop their use of lan- connotative and denotative meaning of words in a variety of contexts. guage as a tool for learning and thinking. In English 11, students move Students study the origins and meanings of English words, including from predominately analyzing and using the elements of written language roots, suffixes, prefixes and reasons for language change. This course to making judgments based on those analyses. English 11 also incorpo- introduces students to tools and resources for etymological study and rates a literary canon, much of which is from a culture or time period dif- encourages them to be curious about the English language. The analytic ferent from that of the students – usually a survey of American Literature study of word history and semantics is reinforced through a written and from different periods. Composition in Grade 11 continues to refine stu- oral component that involves specific analyses of texts that require etymo- dents’ abilities to articulate sophisticated ideas in an organized manner. logical sensitivity, for example, Renaissance poetry or works in transla- Students are required to write a research paper using the guidelines found tion. in the Modern Language Association [MLA] manual. Summer reading is required. Ethnic Literature 11, 12 1 Semester – 1 Credit Honors English 11 Honors Course Ethnic Literature provides students with a study of literature produced by 2 Semesters – 2 Credits writers representing various ethnic cultures. Students are provided the Prerequisites: B average in Honors English 10 and approval of previous opportunities to explore ethnic experiences, themes and ideas, as well as Instructor the contributions of multicultural authors to this particular type of litera- Designed for the advanced English student, this course covers all the ture. The course focuses on specific ethnic issues, including the forma- material included in English 11. Additionally, the course includes the tion and expression of identity and problems and issues of particular study of drama, independent reading of classic novels, vocabulary and interest to a given ethnic group. Issues such as these provide cohesiveness intensive essay and research writing. Summer reading is required. to a course that surveys literature from several ethnic groups. Opportunities to compare and contrast the experiences, themes and ideas English 12 are provided through analytical and creative writing, class and group dis- 2 Semesters – 2 Credits cussion and oral reports. Grade 12 continues to refine students’ ability and desire to learn and com- municate about language and literature. The emphasis on different cul- Speech 9, 10, 11, 12 First Semester tural contexts is intensified in a focus on world literature. Students learn 1 Semester – 1 Credit to identify and communicate about the broad themes, trends, and cultural A study of the basic principles and techniques of effective oral communi- issues present in world literature. The composition component of English cation will be included in this course. Instruction in adapting speech to 12 continues to provide students with opportunities to improve their writ- different audiences and purposes will be utilized and students will present

28 — Cardinal Ritter Viewbook 2005 different types of oral presentations, such as viewpoint, instructional, information, interviewing, and note taking for the purpose of writing, demonstration, informative, persuasive and impromptu. editing, publishing for print, and broadcast media, including student pub- lications. This course includes instruction and practice in effective jour- Advanced Speech and Communication 11, 12 Second Semester nalistic writing forms and techniques as well as layout, design, and typog- 1 Semester – 1 Credit raphy. Representative examples of amateur and professional journalism is Prerequisites: Audition with the Speech Teacher or a letter of recommen- studied. The concept of responsible journalism is also discussed. Student dation from current English teacher. Publications offers practical training in publishing the school newspaper Advanced Speech and Communication continues with the basic principles and yearbook. Students plan, publish, market, and distribute their school and techniques of effective oral communication. This course includes publications. Some after school time is required, especially for photogra- instruction in adapting speech to different audiences and purposes. phers. Students have opportunities to make different types of oral presentations including: viewpoint, instruction, demonstration, informative, persuasive, Journalism 9, 10, 11, 12 and impromptu. Students are given opportunities to express subject mat- 1 Semester – 1 Credit ter knowledge and content through creative, analytical and expository Journalism is a study of the art of journalism and the profession of jour- writing, as well as reading a variety or literary genre related to course nalists. This course includes the process involved in: 1) reporting and content and speaking assignments. This course emphasizes research writing news stories, 2) the legal and social responsibilities involved in using technology and careful organization and preparation. Students also newspaper publications, and 3) the ethics of accurate and fair reporting. practice and develop critical listening skills. This class is competitive and This course includes extensive reading of models of excellent journalistic will attend Saturday meets. techniques and evaluates and analyzes journalistic writing through discus- sions and critiques. Theatre Production I/II 9, 10, 11, 12 2 Semesters – 2 Credits (Drama) LEARNING SUPPORT CENTER Prerequisites: C average in previous English class and Instructor approval AN EDUCATIONAL RESOURCES PROGRAM Students enrolled in Theatre Production will read and analyze plays and apply criteria to make informed judgments. They will create scripts and Study Skills 9, 10, 11, 12 theatre pieces, conceive scenic designs, and develop acting skills. These 2 Semesters – 1 Credit activities should incorporate elements of theatre history, culture, analysis, Prerequisite: Instructor approval response, creative process and integrated studies. Additionally, students Study Skills is a special class offered only to students enrolled in the explore career opportunities in the theatre, critique theatrical productions, Learning Support Center. Students taking the Study Skills class have the and recognize the responsibilities and the importance of individual theatre opportunity to study, take tests and complete assignments under the guid- patrons in their community. The nature of this course allows for two suc- ance, assistance and supervision of the Special Education teacher. cessive semesters (Theatre Production I and Theatre Production II) of Students are offered a peaceful and supportive environment in which they instruction at this level, provided that defined standards are utilized. can focus on their studies. Individual assistance is available and encour- aged. An extra fee is required for students enrolled in this program. Theatre Art I/II 10, 11, 12 2 Semesters – 2 Credits (Drama) MATHEMATICS Prerequisites: Theatre Production I/II and Instructor approval Students enrolled in Theatre Arts will take on responsibilities associated Basic Math Skills Development 9, 10, 11, 12 with rehearsing and presenting a fully-mounted theatre production. They 2 Semesters – 1 Credit will read and analyze plays to prepare for production; conceive and realize NOTE: THIS COURSE COUNTS AS AN ELECTIVE TOWARD GRAD- a design for a production, including set, lighting, sound and costumes; UATION BUT DOES NOT FULFILL MATHEMATICS GRADUATION rehearse and perform roles in a production; and direct or serve as assis- REQUIREMENTS. tant director for a production. These activities should incorporate ele- This course is required for students who did not meet the state standard ments of theatre history, culture, analysis, response, creative process and on the eighth grade or tenth grade ISTEP+ examination or who are con- integrated studies. Although the course may meet during a regularly sidered at risk in their Algebra I course. Curriculum will focus on scheduled class period, the scope of activities may require additional time. strengthening basic mathematical skills, conceptualization and communi- Consequently, the course may meet for a lengthened class period or out- cation of mathematical ideas and reinforcement of skills necessary for side of the school-day hours. success in Algebra I.

Student Publications/Advanced Student Publications 10, 11, 12 Pre-Algebra 9 2 Semesters – 2 Credits 2 Semesters – 2 Credits (Newspaper and Yearbook) NOTE: THIS CLASS DOES NOT QUALIFY FOR THE CORE 40 Class Size Limit: 20 students DIPLOMA Prerequisites: C average in previous English class and Instructor approval Pre-Algebra provides the mathematical background, skills, and thinking This course provides the study of and practice in gathering and analyzing processes necessary for the successful completion of Algebra. Topics

Cardinal Ritter Viewbook 2005 —29 include: number sense and computation, algebra and functions, geometry, equations and inequalities, conic sections, polynomials, algebraic factions, measurement, data analysis, and probability. The instructional program logarithimic and exponential functions, sequences and series, and count- of this course addresses both the understanding and use of the concepts in ing principles and probability. A SCIENTIFIC CALCULATOR IS appropriate problem-solving situations. A scientific calculator is suggest- REQUIRED. ed. Honors Algebra II 10 Honors Course Algebra I 9 2 Semesters – 2 Credits 2 Semesters – 2 Credits Prerequisites: Honors Algebra I, Honors Geometry This course constitutes an introduction to algebra as required for the This course expands and develops the topics learned in Honors Algebra I. CORE 40 diploma and for satisfactory performance on the Indiana Content areas include the topics listed for Algebra II with greater empha- Graduation Qualifying Exam. The course develops traditional principles sis on preparation for upper level mathematics content. The course is such as: solving equations and inequalities; performing operations with required for students who plan to take AP Calculus, and it is recommend- real numbers and polynomials; working with integer exponents and fac- ed that this course be taken at the same time as Honors Geometry unless toring polynomials; doing introductory exercises with relations and func- Honors Geometry was taken as a freshman. A SCIENTIFIC CALCULA- tions: graphing linear equations and inequalities; graphing and alge- TOR IS REQUIRED. braically solving linear systems; solving quadratic equations; and intro- ducing topics from probability and statistics. A SCIENTIFIC CALCULA- TOR IS REQUIRED FOR THIS COURSE. AT LEAST ONE FULL YEAR OF THE FOLLOWING Honors Algebra I 9 Honors Course COURSES IS REQUIRED FOR THE ACADEMIC HONORS 2 Semesters – 2 Credits DIPLOMA. Prerequisites: Approval of CRHS Math Department and previous Instructor Pre-Calculus/Trigonometry 12 The same topics as in Algebra I are covered with more emphasis on prob- 2 Semesters – 2 Credits lem solving and critical thinking skills in order to challenge the mathe- Prerequisite: C+ average in Algebra II matically talented student. A SCIENTIFIC CALCULATOR IS This course continues the foundation concepts necessary for college level REQUIRED FOR THIS COURSE. mathematics. Topics studied include: relations and functions, polynomi- als, rational and algebraic functions, logarithmic and exponential func- Geometry 9, 10 tions, analytic geometry, sequences and series, data trigonometric identi- 2 Semesters – 2 Credits ties and equations, and polar coordinates and complex numbers. A Prerequisites: Algebra I, Freshman enrollment is subject to the approval GRAPHING CALCULATOR IS REQUIRED FOR THIS COURSE. of the CRHS Math Department. The purpose of Geometry is to use logical thought processes to develop Honors Pre-Calculus/Trigonometry 11 Honors Course spatial skills. Students work with figures in one, two and three dimen- 2 Semesters – 2 Credits sional Euclidean space. The interrelationships of the properties of figures Prerequisite: B average in Honors Algebra II are studied through visualization, using computer drawing programs and This course covers the same topics as Pre-Calculus/Trigonometry with constructions, as well as through formal proof and algebraic applications. greater emphasis on applications and developing the depth of understand- A SCIENTIFIC CALCULATOR IS REQUIRED FOR THIS COURSE. ing and skill necessary for success in AP Calculus. This course is required for students who plan to take AP Calculus. A GRAPHING CAL- Honors Geometry 9, 10 Honors Course CULATOR IS REQUIRED. 2 Semesters – 2 Credits Prerequisites: Honors Algebra I or Instructor approval Advanced Placement Calculus 12 Honors Course This course covers the same topics as Geometry, but with greater empha- 2 Semesters – 2 Credits sis on complex direct deductive proof and indirect proof and on utilization Prerequisite: B average in Honors Pre-Calculus/Trigonometry of more advanced algebraic techniques. Content is extended to include This course is intended for students who have a thorough knowledge of topics such as analytic geometry and the interrelationships of inscribed college preparatory mathematics. It covers both the theoretical basis for polyhedra. Freshman enrollment is subject to the approval of the CRHS and applications of differentiation and integration. Concepts and prob- Math Department and completion of an equivalent course to Honors lems are approached graphically, numerically, analytically and verbally. Algebra I. A SCIENTIFIC CALCULATOR IS REQUIRED. All students enrolled in this course will take the AP Calculus (AB) exam. A GRAPHING CALCULATOR IS REQUIRED. Algebra II 11, 12 2 Semesters – 2 Credits Probability and Statistics 12 Prerequisites: Algebra I; Geometry 1 Semester – 1 Credit This course is required for a CORE 40 diploma. Prerequisite: Algebra II This course further develops the topics learned in Algebra I with exten- This course introduces and examines the statistical topics that are applied sive work on learning to graph equations and inequalities in the Cartesian during the decision-making process. Topics include: descriptive statistics, coordinate system. Topics include: relations and functions, systems of probability, and statistical inference. Techniques investigated include:

30 — Cardinal Ritter Viewbook 2005 data collection through experiments or surveys, data organization, sam- Advanced Concert Band 10, 11, 12 pling theory and making inferences from samples. Computers are used 2 Semesters – 2 Credits for data analysis and data presentation. This course should not be taken Prerequisite: Intermediate Concert Band or comparable instrument study as a replacement for Pre-Calculus/Trigonometry in a college preparatory This is an honor course for those who are in their 3rd or 4th year of band course of study. A SCIENTIFIC CALCULATOR IS REQUIRED. and those with instructor approval. Students taking this course are provided with a balanced comprehensive Discrete Mathematics 12 study of music through the concert band, which develops skills in the psy- 1 Semester – 1 Credit chomotor, cognitive and affective domains. Ensemble and solo activities Prerequisite: Algebra II are designed to develop and build upon elements of musicianship includ- This course expands students’ mathematical reasoning and problem-solv- ing, but not limited to, tone production, technical skills, intonation, music ing skills as they cover topics such as logic, graph theory, matrices, social reading skills, listening skills, analyzing music and studying historically choice, game theory, sequences, series and patterns. The course will significant styles of music literature. In addition, students perform, with encourage students to make mathematical connections from the classroom expression and technical accuracy, a large and varied repertoire of concert to the world after high school, while learning the importance of mathe- band literature that is developmentally appropriate. Evaluation of music matics in every day life. This course is offered as an addition to Pre- and music performances is included. A limited number of public per- Calculus/Trigonometry, not a replacement. A SCIENTIFIC CALCULA- formances may serve as a culmination of daily rehearsal and musical TOR IS REQUIRED. goals. Students are required to participate in performance opportunities, outside of the school day, that support and extend learning in the class- room. This course meets in conjunction with Intermediate Concert Band, MUSIC but advanced students will be held to a higher standard of technical abili- ty, musicianship and leadership. Beginning Concert Band 9, 10 2 Semesters – 2 Credits Intermediate Chorus 9, 10, 11, 12 This course is a beginning approach to learning a band instrument. 2 Semesters – 2 Credits Instruction is designed to develop skills in the psychomotor, cognitive and This course provides students with opportunities to develop musicianship affective domains. Ensemble and solo activities are designed to develop and specific performance skills through ensemble and solo singing. elements of musicianship including, but not limited to, tone production, Activities creating the development of quality repertoire in the diverse technical skills, intonation, music reading skills, listening skills, analyzing styles of choral literature that is appropriate in difficulty and range for the music and studying historically significant styles of music literature. students. Chorus class provides instruction in creating, performing, lis- Time outside of school may be scheduled for performances. A limited tening to and analyzing, in addition to focusing on the specific subject number of public performances may serve as a culmination of daily matter. Students develop the ability to understand and convey the com- rehearsal and musical goals. Students are required to participate in per- poser’s intent in order to connect the performer with the audience. A formance opportunities, outside of the school day, that support and limited number of public performances may serve as a culmination of extend learning in the classroom. daily rehearsal and music goals. Students are required to participate in performance opportunities, outside of the school day, that support and Intermediate Concert Band 9, 10, 11, 12 extend in the classroom. 2 Semesters – 2 Credits Prerequisite: Beginning Concert Band or comparable instrument study Music History and Appreciation 9, 10, 11, 12 Students taking this course are provided with a balanced comprehensive 1 Semester – 1 Credit study of music through the concert band, which develops skills in the psy- Students taking this course receive instruction designed to explore music chomotor, cognitive and affective domains. Ensemble and solo activities and major musical style periods through understanding music in relation are designed to develop and build upon elements of musicianship includ- to both Western and Non-Western history and culture. Activities include, ing, but not limited to, tone production, technical skills, intonation, music but are not limited to, listening to, analyzing and describing music; evalu- reading skills, listening skills, analyzing music and studying historically ating music and music performances; and understanding relationships significant styles of music literature. In addition, students perform, with between music and the other arts, as well as disciplines outside of the expression and technical accuracy, a large and varied repertoire of concert arts. Students have the opportunity to experience live performances, by band literature that is developmentally appropriate. Evaluation of music professionals, during and outside the school day. and music performances is included. A limited number of public per- formances may serve as a culmination of daily rehearsal and musical Percussion Ensemble 9, 10, 11, 12 goals. Students are required to participate in performance opportunities, 1 Semester – 1 Credit outside of the school day, that support and extend learning in the class- Students taking this course are provided with a balanced comprehensive room. study of chamber ensemble and solo literature, which develops skills in the psychomotor, cognitive and affective domains. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas.

Cardinal Ritter Viewbook 2005 —31 PHYSICAL EDUCATION AND HEALTH body composition), 2) aerobic exercise, 3) team sports, 4) individual and dual sports, 5) dance and 6) recreational games. Ongoing assessment Health Education 9 includes both written and performance-based skill evaluations. This 1 Semester – 1 Credit course will also include a discussion of related careers. Health Education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors and attitudes related to student Elective Physical Education 10, 11, 12 health and well-being. This course includes the major content areas in a 2 Semesters – 2 Credits planned, sequential, comprehensive health education curriculum as Prerequisites: Minimum grade of C in Physical Education I and II; physi- expressed in the Indiana Health Education Standards Guide: 1) Growth cal with no limitations and Development; 2) Mental and Emotional Health; 3) Community and For the competitive athlete or serious weight lifter. Weight training is the Environmental Health; 4) Nutrition; 5) Family Life; 6) Consumer Health; primary focus with some aerobic conditioning. This course requires a &) Personal Health; 8) Alcohol, Tobacco and other Drugs; 9) Intentional strong work ethic. Students may have no physical limitations. and Unintentional Injury; and 10) Health Promotion and Disease Prevention. Students are provided with opportunities to explore the effect of health behaviors on an individual’s quality of life. This course assists SCIENCE students in understanding that health is a lifetime commitment by analyz- ing individual risk factors and health decisions that promote health and Biology I 9 prevent disease. Students are also encouraged to assume individual 2 Semesters – 2 Credits responsibility for becoming competent health consumers. A variety of This first year general biology course will reflect the entire spectrum of instructional strategies, including technology, are used to further develop living things. The student will be able to engage in scientific inquiry, health literacy. understand societal roles of science and technology and appreciate the unifying principles of biology. Emphasis will be on biological characteris- Current Health Issues 10, 11, 12 tics, methods and tools, chemical and physical organizations of life, 1 Semester – 1 Credit prokaryotic and eukaryotic cell structures and functions, biochemistry, Prerequisite: Health Education cellular metabolisms, cell divisions, genetics, protein synthesis, evolution, An elective course that offers secondary students an in-depth study of the ecology, the biosphere and living biological tissues and organs. Lectures, ten health content areas as described in the Indiana Health Standards laboratories, dissection, projects, field trips, technology and/or investiga- Guide. The scientific components of health are expanded and explored. tions will be utilized in this course. This course focuses on health concerns and health risk appraisals, which might include: 1) individual wellness plans, 2) health promotion, 3) Honors Biology I 9 Honors Course chronic and communicable diseases, 4) stress management, 5) personal 2 Semesters – 2 Credits fitness, 6) management of sports injuries, 7) death and dying and 8) first Prerequisites: Approval of CRHS Science Department and previous aid. Careers in health are addressed within the context of the course. Instructor This course is a more accelerated and in-depth study of biology. The Physical Education I 9 First Semester material studied will come from a variety of sources. The student will be 1 Semester - .50 Credit able to engage in scientific inquiry, understand societal roles of science Physical Education I continues the emphasis on health-related fitness and and technology and appreciate the unifying principles of biology. developing the skills and habits necessary for a lifetime of activity. This Emphasis will be on biological cell structures and functions, biochemistry, program includes skill development and the application of rules and cellular metabolisms, cell divisions, Mendelian and molecular genetics, strategies of complex difficulty in at least three of the following different evolution, protein synthesis, ecology, anatomy and physiology of plants movement forms: 1) health-related fitness activities (cardio-respiratory and biological systems. Lectures, laboratories, dissection, projects, field endurance, muscular strength and endurance, flexibility and body compo- trips, technology and/or investigations will be utilized in this course. sition), 2) aerobic exercise, 3) team sports, 4) individual and dual sports, Reading a scientific novel may be required during the year. 5) gymnastics, 6) outdoor pursuits, 7) self-defense, 8) dance and 9) recre- ational games. Ongoing assessment includes both written and perform- Biology II, Other 10, 11, 12 Honors Course ance-based skill evaluations. 2 Semesters – 2 Credits (Human Anatomy and Physiology) Physical Education II 9 Second Semester Prerequisites: B average in Biology I and recommendation of previous 1 Semester - .50 Credit instructor Physical Education II emphasizes a personal commitment to lifetime This course provides for an in-depth investigation of comparative anato- activity and fitness for enjoyment, challenge, self-expression and social my and physiology. This class requires lengthy and detailed dissections. interaction. This course provides students with opportunities to achieve All of the major organ systems will be studied. Lectures, research, labora- and maintain a health-enhancing level of physical fitness and increase tories, dissection, projects, technology, and/or investigations will be uti- their knowledge of fitness concepts. It includes at least three different lized in this course. movement forms without repeating those offered in Physical Education I. Movement forms may include: 1) health-related fitness activities cardio- respiratory endurance, muscular strength and endurance, flexibility and

32 — Cardinal Ritter Viewbook 2005 Advanced Placement Biology 11, 12 Honors Course This first year chemistry course provides an in-depth study of chemistry 2 Semesters – 2 Credits at an accelerated rate. It provides the student with the opportunity to Prerequisites: B average in Biology I and Chemistry I; recommendation of develop an understanding of nature and composition of matter and its previous Instructor; interview with Instructor chemical interactions through a variety of resources. The student will This course is an advanced study of the characteristics of life designed to engage in scientific inquiry, understand societal roles of science and tech- be equivalent to a full year of biology taken during the first year of college nology and appreciate the unifying principles of chemistry and organic by biology majors. Emphasis will be placed on biological concerns, cytol- chemistry. The course will emphasize the history of chemistry, chemical ogy, organic chemistry, cellular respiration, photosynthesis, cellular divi- bonding, nomenclature, classification of reactions, the behavior of gases, sion, molecular genetics, genetic inheritance patterns, evolution, diversity the nature of solutions and laboratory safety. This class will also include of organisms, ecology and the structure and function of plants and ani- topics not covered in Chemistry I such as an introduction to nuclear mals. Lectures, research, laboratories, projects, technology, field trips chemistry, biochemistry, thermochemistry, and organic chemistry. and/or investigations will be utilized in this course. Students taking this Lectures, projects, presentations, technology, lab work, demonstrations course are required to take the AP examination. and/or investigations will be utilized in this Honors course.

Earth and Space Science I 10, 11, 12 Chemistry II, General 11, 12 Honors Course 2 Semesters – 2 Credits 2 Semesters – 2 Credits This course will reflect the entire spectrum of earth and space. The stu- Prerequisites: B average in Chemistry I and Algebra II; recommendation dent will be able to engage in scientific inquiry, understand societal roles of previous Instructor of science and technology, and appreciate the unifying characteristics of This rigorous course is designed to prepare the student for chemistry the earth, atmosphere and space sciences. This course provides for the in- beyond high school. The student will explore the development of physical depth investigation of one or more specialized earth or space science disci- and mathematical mode of matter and its interactions, gain an under- ples such as geology, mineralogy, oceanography, paleontology, ecology, standing of the general concept of chemical bonding, know the classifica- astronomy, meteorology and/or theoretical physics of space and time. The tions of reactions and develop a higher appreciation for the behavior of course is geared to produce a scientifically literate student capable of gases and natural solutions. Other emphases will be on bonding theories, using their knowledge of earth and space. Lectures, projects, presenta- equilibria, acids, bases and salts, electrochemistry, thermodynamics and tions, technology, lab work and/or investigations will be utilized in this properties of solid and/or organic chemistry. Lectures, projects, presenta- course. tions, technology, lab work, demonstrations and/or investigations will be utilized in this course. Integrated Chemistry-Physics 10, 11, 12 2 Semesters – 2 Credits Physics I 11, 12 Honors Course Prerequisite: Algebra I 2 Semesters – 2 Credits This introductory course will help the student understand the fundamen- Prerequisites: Algebra II, Pre-Calculus, recommendations of previous sci- tal concepts of matter and energy, mechanics, heat, magnetism, electricity, ence and math Instructors sound and light. The course will also focus on the structures of matter, This physics course will provide the student the opportunity to develop atomic structures, chemistry and nuclear physics with an emphasis on an understanding of the nature of matter and their interactions and inter- recent advances in chemistry. This course is geared toward preparing the dependencies. The student will be able to understand the fundamental student for general chemistry. Lectures, projects, presentations, technolo- concepts and principles concerning matter and energy, wave motion, heat, gy and lab work will be utilized in this course. light, electricity, magnetism, electromagnetism and atomic and nuclear physics. Students have opportunities to: (1) acquire an awareness of the Chemistry I 10, 11, 12 history of physics and its role in the birth of technology, (2) explore the 2 Semesters – 2 Credits uses of its models, theories, and laws in various careers, and (3) investi- Prerequisites: Biology I; Algebra I; grade of C or above gate physics questions and problems related to personal needs and social This first year chemistry course will provide the student with the oppor- issues. Lectures, projects, presentations, technology, lab work, demonstra- tunity to develop an understanding of nature and composition of matter tions and/or investigations will be utilized in this course. and its chemical interactions. The student will be able to engage in scien- tific inquiry, understand societal roles of science and technology and appreciate the unifying principles of chemistry and organic chemistry. SOCIAL STUDIES The course will emphasize the history of chemistry, chemical bonding, nomenclature, classification of reactions, the behavior of gases, the nature World Geography 9, 10 of solutions and laboratory safety. Lectures, projects, presentations, tech- 2 Semesters – 2 Credits nology, lab work, demonstrations and/or investigations will be utilized in This course is a survey of all major continents and areas of the world, in this course. unison with current newsworthy events. Students will study the cultural and physical geography of numerous countries, as well as natural and Honors Chemistry I 10, 11, 12 Honors Course man-made phenomena, which affect them politically, socially and econom- 2 Semesters – 2 Credits ically. Upon completion of this course, students will know more about Prerequisites: B average in Biology I and Algebra I; recommendation of the physical world around them and world events. Research, writing and previous Instructor. discussion skills will be developed in this course.

Cardinal Ritter Viewbook 2005 —33 World History and Civilization 9, 10, 11, 12 United States Government 12 2 Semesters – 2 Credits 1 Semester – 1 Credit This course covers the political, social and economic progress of world This course is an introduction to our United States government. The stu- civilizations. By comparing present problems with similar situations of dents will study the three branches of government: legislative, executive the past, students gain a better understanding of the problems facing the and judicial. The course also covers the creation of our Constitution and world today. This course is recommended for the college-bound student. how it effects all aspects of life in the United States. Individual participa- tion in government is emphasized. This course is required for seniors. United States History 11 2 Semesters – 2 Credits Advanced Placement United States 12 Honors Course This course builds upon the student’s knowledge of U.S. History. 1 Semester – 1 Credit Emphasis is placed on the social, cultural, economic and political aspects Government and Politics of the American way of life since the Civil War. Students learn to draw Prerequisites: B+ average in previous English and social studies courses; relationships between the past and today’s events. written essay on topic furnished by Instructor; Instructor approval; $35 AP exam fee Honors United States History 11 Honors Course Students will analyze the origins of the U.S. Constitution as well as the 2 Semesters – 2 Credits Constitution itself. Interpreting United States politics and analyzing spe- Prerequisites: B+ average in previous English and social studies courses; cific cases will allow students an in-depth understanding of United States Instructor approval government actions. Students will understand the role of local and state This is an advanced course which serves the student desiring more governments on each citizen. Extensive writing and outside reading will intense college preparatory skills. This course builds upon the student’s be required of this course. knowledge of U.S. History. Emphasis is placed on social, cultural, eco- nomic and political aspects of the American way of life since the Civil Economics 12 War. This course will also place a greater demand on reading, as well as 1 Semester – 1 Credit writing. This course studies the principles and problems of the American econom- ic system. It covers topics of comparative economic systems, the role of Psychology 11, 12 the consumer, credit, saving and investing and the stock market. The 1 Semester – 1 Credit purpose is to give the student a better understanding of the economic This class is an introduction to the study of human behavior. The stu- processes of which they are a part. This course is required for seniors. dents will examine the physical, social, intellectual and emotional roots of human diversity. They will study the causes, symptoms and treatments of Honors Economics 12 Honors Course psychological disorders and adjustment problems. They will use statisti- 1 Semester – 1 Credit cal research methods to study behavior and students will apply knowledge Prerequisites: B average in U.S. History and Instructor approval of the subject to solve personal as well as community problems. Honors Economics is designed for students who wish to receive a relative- ly in-depth, hands-on introduction to capitalism. It covers a wide range of Sociology 11, 12 topics from basic economic concepts like scarcity and rational choice to 1 Semester – 1 Credit international exchange rates and the Federal Reserve System. Beyond the Sociology is the study of collective/group behavior within and among soci- topics mentioned, areas of focus include supply and demand, monetarist eties. Areas of focus include theoretical foundations of sociology, “adoles- and fiscal theory and the stock market. This course will move at a rapid cence” as a social concept, deviance and social control, and factors that pace, involve outside reading of business publications and include a ten- affect group behavior. Good written and oral communication skills are week Stock Market Simulation. required, as this course involves many debate and research activities. This course acts as an excellent preparation for college. THEOLOGY Topics in History 11, 12 1 Semester – 1 Credit Theology 1-2 9 Prerequisites: World History or World Geography “Sacraments and Basic Christian Doctrine” This course provides students with studies of specific historic eras, events 2 Semesters – 2 Credits and concepts found in World History (focusing on the Non-Western This is a foundational course designed to present fundamental Catholic world). Research skills using primary and secondary sources and writing beliefs in a sacramental and worship-oriented context. The seven sacra- will be emphasized. The course will examine particular issues, events and ments of the Catholic Church as surveyed and applied to contemporary forces in great detail. Therefore, the instructor will place great reliance on Christian living. Issues that are covered include: God as Trinity and the student’s ability to acquire the “basics” of a subject without additional Mystery, Mary (Mother of God), the liturgical year, saints, death and classroom reinforcement or explanation. Students will be assigned out- Resurrection, salvation, prayer and worship, eternal life, heaven, hell, pur- side books and readings and will be required to write a major research gatory, church order and Governance. Students will be encouraged to see paper. Possible topics include: 1) Colonial Independence Movements of the beliefs and practices of the Church as a means to achieving greater the 20th Century, 2) Asian Religions, 3) History of Slavery, 4) World War closeness with God, the Father, Son and Holy Spirit. I and 5) Rise and Fall of Communism.

34 — Cardinal Ritter Viewbook 2005 Theology 3-4 10 “Sacred Scripture” 2 Semester – 2 Credits This course is designed to help students gain a greater appreciation of the Bible as a well-spring to which they can go for guidance, strength and con- fidence, as well as challenge and correction. The Bible (both the Old and New Testaments) will be surveyed. Major themes that will be covered include: sin and forgiveness, covenant and fidelity, slavery and deliver- ance, kingship and prophecy, life, death and Resurrection and suffering, reconciliation, eternal life and salvation. Students will see the Bible as the inspired Word of God addressed to all people. Emphasis will be given to sections that sow the origin of many Catholic teachings and practices.

Theology 5-6 11 “Church History and Christian Morality” 2 Semester – 2 Credits Part one of this course is designed to survey the breadth of Catholicism and Christianity as it grew from small first century beginnings to become a worldwide church. It traces the major developments and personalities that have shaped the Catholic Church over the centuries. Major items covered include: the early church, the rise of religious orders, the popes, the Reformation and Counter Reformation, missionaries and exploration, development of church structures and Vatican II. The second half of the year explores the depths of Christian decision-mak- ing in the context of our everyday world. Topics addressed include: jus- tice, morality, decision-making, love, fear, wholeness, happiness, honesty, trust, respect, compassion, reverence for life and peacemaking. Specific reference to contemporary Catholic moral teachings on specific moral issues will be pointed out. The goal is to show that the Church is the vehicle through which Christ continues to lead and guide his people.

Theology 7-8 12 “The Christian Life and Justice & Peace” 2 Semesters – 2 Credits The intention of this course is to locate how one lives the Christian life amidst the many challenges to faith presented by our world and society. Emphasis will be placed on developing a Catholic Christian spirituality. The traditional vocations of priesthood, religious life and marriage will be explored in depth. In addition, practical guides to prayer and reflection, justice and wholeness, discipleship and service will be shared. The class will help the student develop the skills and awareness to live the Christian life in the everyday world of family, school, work and friendships. Students are also invited to stretch their awareness, to deepen their con- sciousness, to test their own views and those prevalent in society, to embrace other’s views and situations with compassion and to act consci- entiously. In an effort to reach all students, different methods will be used, such as: group discussions, group task, role play, individual proj- ects, video and guest speakers.

Cardinal Ritter Viewbook 2005 —35

Application for Admission

Date of Application: / /

PLEASE CHECK ALL THAT APPLY: ❑ Applying as an incoming Junior High Student: ❑ 7th grade ❑ 8th grade ❑ Applying as an incoming High School Student: ❑ Freshman ❑ Sophomore ❑ Junior ❑ Senior ❑ Applying as a transfer student, incoming grade ❑ Applying for Learning Support (Individualized Education Plan required) ❑ Applying for Financial Aid

STUDENT INFORMATION Applicant’s Full Legal Name: (First) (Middle Initial) (Last) Home Address: City, State and Zip: Preferred First Name: Date of Birth: / / Social Security Number: Sex: ❑ Male ❑ Female Religion: Telephone: ( ) If you are Roman Catholic, to which parish do you belong? The applicant lives with: If student living with a stepmother or stepfather, step-parent’s name: Parents are: ❑ Married ❑ Divorced ❑ Separated Specify custodial parent, if applicable: Race/Ethnicity (optional): ❑ African-American ❑ Asian-American ❑ Bi-Racial

❑ Caucasian ❑ Hispanic ❑ Other: Please Specify

FAMILY INFORMATION Preferred Email Address: Father’s Full Name: ❑ Living ❑ Deceased Employer: Job Title: Business Phone: ( ) If graduate of CRHS, what year? Mother’s Full Name: ❑ Living ❑ Deceased Employer: Job Title: Business Phone: ( ) If graduate of CRHS, what year? Maiden Name? Siblings Name Age/Grade Present School CRHS Grad? / Year?

Has your child ever been expelled, asked to leave, or forced to withdraw from a school? ❑ Yes ❑ No If yes, please explain:

Please complete the following information for each school your student has attended: Name of School Address/City/State/Zip Dates Grades Completed

I/We, the parent(s)/legal guardian(s) of the applicant affirm that the information supplied in this application is true and correct to the best of my (our) ability

Signed Date / /

Signed Date / /

RETURN WITH THIS APPLICATION FORM THE FOLLOWING: ❑ Most Recent Report Card ❑ Copy of ISTEP Results and/or recent Standardized Testing Results ❑ Copy of Birth Certificate ❑ Copy of IEP (Individualized Educational Plan)

FOR OFFICE USE ONLY

Date Received Assigned Year of Graduation ❑ Accepted ❑ Declined ❑ Waiting List ❑ Priority Cardinal Ritter High School 3360 West 30th Street Indianapolis, IN 46222 317.924.4333 www.cardinalritter.org