Tri-Central High School Course Descriptions

Transcription

1 Tri-Central High School Course Descriptions TABLE OF CONTENTS Description Page # A Guide to Course Selection 2 Graduation Requirements 4 GQE s and ECA s 7 Advanced Placement Courses and Honors Courses 8 Auditing/Retaking Courses 9 Dual Credit 9 Early Graduation 9 Middle School Credits 9 Scheduling Procedures 9 Schedule Change Policy 10 Drop/Add 10 4 year Plan 11 English/Language Arts Course Descriptions 12 Mathematics Course Descriptions 21 Science Course Descriptions 27 Social Studies Course Descriptions 30 Business Course Descriptions 35 Family and Consumer Science Course Descriptions 39 Fine Arts/Music Course Descriptions 44 Fine Arts/Visual Arts Course Descriptions 45 World Language Course Descriptions 48 Physical Education Course Descriptions 50 Multidisciplinary Course Descriptions 52 Vocational Education Course Descriptions 54 1

2 A GUIDE TO COURSE SELECTION & PROGRAM Tri-Central Middle and High School Students are supported by a comprehensive college preparatory curriculum designed to allow students to complete requirements for graduation as prescribed by the Indiana Department of Education. We believe that regardless of the postsecondary choice of our students, all graduates of Tri-Central High School should be prepared for the academic rigor of college coursework. With this as our benchmark, we believe we are preparing our students for success. The faculty and staff at Tri-Central High School eagerly accept the responsibility for achieving and sustaining excellence. Through efforts to maximize our students potential, we are committed to challenging students to become problem solvers, critical thinkers, and compassionate contributors to the betterment of our environment and society. We believe it is our responsibility to promote respect, to foster pride and to inspire excellence. Education is a shared responsibility among the student, family, school, and community. The pursuit of excellence in education justifies the investment of time, effort, and resources. Education is a journey, not a destination. Taking risks and learning from mistakes provide opportunities for growth. Promoting civic responsibility is advantageous to both the student and the community. In providing opportunities for individual creativity, achievement, and a healthy life style The exposure to cultural diversity encourages tolerance, respect, and acceptance in cross-cultural situations. This academic guide has been developed to assist students and parents in the preparing of a program to meet the individual academic needs and interests of our students. The selection and scheduling of classes are vital processes that require thoughtful planning. Student selection of courses should be based on relevance and consistent with their future plans. We suggest that you evaluate and discuss courses before making a final decision. In addition, we encourage you to consult with your parents, guidance counselor, and teachers about college and career planning. Elective and summer school course offerings listed in this guide are proposed offerings. All courses will be taught based upon student enrollment and interest. We must work together in designing an appropriate program for a successful high school career. 2

3 Tri-Central High School Phone Principal Dave Driggs Assistant Principal Anne-Marie Bailey Athletic Director Gary Rhew Guidance Director Sharon Fields Registrar Donna Cook High School Secretary Kristy Overly High School Treasurer Staci Powell Middle School Secretary Elaine Ponder 3

4 Tri-Central High School Graduation Requirements Core 40 Diploma Completion of Core 40 is an Indiana graduation requirement beginning with students graduating in Indiana s Core 40 curriculum provides the academic foundation all students need to succeed in college and the workforce. A Core 40 diploma is earned by completing the following requirements: English Math Science Social Studies Physical Education Health Directed Elective Electives Testing 8 Credits English 9, English 9-H English 10, English 10-H English 11, English 11-H English 12, English Language & Composition AP 6 Credits 6 Credits 6 Credits Algebra I Geometry Algebra II Biology Integrated Chemistry/Physics or higher physical science Any Core 40 Science Elective World History, World History AP U.S. History, U.S. History AP U.S. Government Economics 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 1 Credit 1 Credit 2 Credits Physical Education I and II 2 Credits 1 Credit Health Education 1 Credit 5 Credits World Languages, Fine Arts, Career/Technical 5 Credits 6 Credits A Career Academic Sequence is recommended 6 Credits Must Pass the End of Course Assessments in Algebra I and English 10 4

5 Tri-Central High School Graduation Requirements Core 40 Diploma with Academic Honors Students seeking a Core 40 with Academic Honors diploma must fulfill the following requirements: Complete all requirements for a Core 40 diploma Earn two additional Core 40 math credits. Earn 6 credits (three years of one language) or 8 credits (two years of one language and two years of a second language) Earn 2 Core 40 fine arts credits Earn a "C" or better in courses that will count toward the diploma Earn a grade point average of "B" or better Complete one of the following Complete AP courses (4 credits) and corresponding AP exams Complete IB HL courses (4 credits) and corresponding IB exams Earn a combined score of 1200 or higher on the SAT critical reading and mathematics (students in the class of 2016 and beyond must take the critical reading, mathematics, and writing section and score no less than 530 on each section and earn a composite score of no less than 530 on each section) Score a 26 or higher composite on the ACT (students in the class of 2016 must take the writing section) Complete dual high school/college credit courses from the Core Transfer Library (6 transferable college credits) Complete a combination of AP course (2 credits) and corresponding AP exams and dual high school/college credit course(s) from the Core Transfer Library (3 transferable college credits) Core 40 with Technical Honors Students seeking a Core 40 with Technical Honors diploma must fulfill the following requirements: Complete all requirements for a Core 40 diploma Earn a "C" or better in courses that will count toward the diploma Earn a grade point average of "B" or better Complete a career-technical program of 8 or more related credits. (students in the class of 2016 must earn six credits in a college and career pathway) Complete two of the following, one must be A or B A. Score at or above standard on WorkKeys (students in the class of 2016 may earn a minimum score on Accuplacer or on Compass) B. Complete dual high school/college credit courses in a technical area (6 college credits) C. Complete a Professional Career Internship course D. Complete an industry-based work experience E. Earn a state-approved, industry-recognized certification 5

6 Tri-Central High School Graduation Requirements Standard Diploma Beginning in 2011, the State of Indiana required all students to complete the requirements for a Core 40 Diploma. Students not completing Core 40 must complete a formal opt-out process in order to receive a diploma. A Standard Diploma is earned by completing the following requirements: English Math Science 8 Credits English 9, English 9-H English 10, English 10-H English 11, English 11-H English 12, English Language & Composition AP 4 Credits Algebra I Geometry Students in the class of 2016 and beyond will be required to earn two (2) credits in a mathematics course or a quantitative reasoning course during their junior or senior year. 4 Credits Biology Integrated Chemistry/Physics or Earth/Space Science 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits 2 Credits Social Studies Physical Education Health Career Academic Sequence Flex Credits Electives Testing Opt-Out 4 Credits U.S. History U.S. Government Economics 2 Credits 1 Credit 1 Credit 2 Credits Physical Education I and II 2 Credits 1 Credit Health Education 1 Credit 6 Credits 5 Credits Electives to take full advantage of career exploration and preparation opportunities To earn 5 Flex Credits, a student must complete one of the following: Additional courses to extend the career academic sequence; Courses involving workplace learning; High School/College Dual Credit Courses; Additional courses in: Language Arts, Social Studies, Mathematics, Science, World Languages, Fine Arts. 6 Credits Must Pass the End of Course Assessments in Algebra I and English 10 A formal opt-out process is required for students who graduate with less than a Core 40 Diploma. 6 Credits 5 Credits 6

7 7 Graduation Qualifying Exams (GQE s) End of Course Assessments (ECA s) Beginning with students in the Class of 2012, Algebra I and English 10 End of Course Assessments (ECAs) replaced ISTEP+ as the Graduation Qualifying Exam. To be eligible for a diploma, students must earn passing scores on the Algebra I and the English 10 ECA s. Students who meet all of Tri-Central High School s graduation requirements but who fail to pass the GQE/ECAS and are denied a GQE/ECAS waiver will be awarded a Certificate of Attendance or, if enrolled in the special needs program, a Certificate of Completion. INDIANA GRADUATION QUALIFYING EXAM REQUIREMENTS To receive a diploma, every Indiana student must demonstrate mastery of the academic standards assessed by the Graduation Qualifying Exams (GQE/ECAS). The three ways to meet the GQE/ECAS requirement outlined below are the options for receiving a diploma that are available to students under state law. 1. Pass the Algebra I and English 10 End of Course Assessments (ECAs); or 2. Fulfill the requirements for the GQE/ECAs Evidence-based Waiver; or 3. Fulfill the requirements for a GQE/ECAs Work-readiness Waiver. GQE/ECAs Evidence-based Waiver A student who does not achieve a passing score on the GQE/ECAs may be eligible to graduate if the student does all of the following: 1. Takes the GQE/ECAs in each subject area in which the student did not achieve a passing score at least one time every school year after the school year in which the student first take the GQE/ECAs. 2. Completes required remediation opportunities provided to the student by Tri-Central High School. 3. Maintain a school attendance rate of at least ninety-five percent (95%) with excused absences not counting against the student s attendance. 4. Maintain at least a C average in the courses specifically required for graduation by rule of the Indiana Board of Education (34 credits.) 5. Satisfies all state and local graduation requirements. 6. Obtains a written recommendation from a teacher in each subject area in which the student has not achieved a passing score on the GQE/ECAs. The written recommendation must be agreed to by the principal and be supported by documentation that the student has attained the academic standard in the subject area based on (a) tests other than the GQE/ ECA's, or (b) classroom work. GQE/ECAS Work Readiness Waiver A student who does not achieve a passing score on the GQE/ECAs may be eligible to graduate if the student does all of the following: 1. Takes the GQE/ECAs in each subject area in which the student did not achieve a passing score at least one time every school year after the school year in which the student first takes the GQE/ECAs. 2. Complete required remediation opportunities provided to the student by Tri-Central High School. 3. Maintains a school attendance rate of at least ninety-five percent (95%) with excused absences not counting against the student s attendance. 4. Maintains at least a C average in the courses specifically required for graduation by rule of the Indiana Board of Education. 5. Satisfies all state and local graduation requirements. 6. Completes the course and credit requirements for a general diploma, including the career academic sequence; a workforce readiness assessment; and at least one (1) career exploration internship, cooperative education, or workforce credential recommended by the student s school.

8 Advanced Placement The Advanced Placement (AP) Program is a cooperative educational endeavor of secondary schools, colleges, and the College Board. All TCHS courses designated as AP have been approved by the College Board through their course audit process. The AP Program at TCHS provides opportunities for highly motivated high school students to take college level courses that include more in-depth study and analysis of course content. Research shows that students enrolling in challenging academic courses are far better prepared for the academic expectations at the college level. AP courses allow students to fine tune writing skills, enhance problem-solving abilities, and develop time management skills, discipline, and study habits that will be necessary for success in college. More than 90% of colleges and universities in the United States and more than 60 countries award course credit, advanced placement, or both on the basis of AP exam scores earned by students. Each May, the College Board AP examinations are offered at TCHS. Exams combine essay or problem solving and multiple choice questions and are similar in format to a cumulative final examination. In May 2013, exam fees were $87.00 per exam. In order to encourage AP course enrollment and exam completion, the State of Indiana typically subsidizes the cost of math and science exams. AP exam fees are set by the College Board and are subject to change in subsequent years. TCHS has offered and taught the following AP classes. As with all course offerings, the decision to teach a class in any given year is predicated on student enrollment. Because these classes involve collegiate level work, summer assignments may be a requirement. Before registering for these courses, please contact the department chair/teacher to discuss potential summer assignments. Biology Calculus (AB) Chemistry English Language and Composition Studio Art: Drawing Studio Art: 2D Design United States History World History HONORS COURSES The academic disciplines of English, Mathematics, and Science offer courses at the Honors level. These courses are advanced in material, pace, and rigor. We encourage all college bound students to enroll in at least one Honors course during high school. Students in Honors courses will receive additional grade point average (GPA) weighting. Recommendations and prerequisites for Honors courses are published in our Course Description Guide. However, if a student does not meet the course recommendation, students may enroll in the course. In these cases, the student, parent, counselor, and department chairperson will meet to outline enrollment procedures. Students wishing to challenge themselves academically will not be denied that opportunity. 8

9 Auditing/Retaking Classes Students who receive a grade of a C- or lower in a class may retake the class. They may retake it by either sitting in the class again, or through a pre-approved on-line course. The grade received in the retake class will become the grade of record. Any exceptions to this must be approved by the principal or their designee. Students must notify the guidance office when the replacement grade is earned. Dual Credit / Advanced College Project TCHS students may earn both high school and college/university credit by enrolling in dual credit courses. Students may enroll in a dual credit course available at TCHS or students may take a course at a college or university that TCHS may recognize. Prior approval is required for a course taken at a college or university to be counted toward a student's TCHS diploma (see Transfer of Credits below.) In either case the student is responsible for any tuition involved. Most dual credit opportunities have college admission requirements (placement tests) that may include SAT scores, GPA thresholds, and age minimums. TCHS offers the following dual credit courses: English 11, and Chemistry. Graduation in Less than Eight Semesters It is the belief of TCHS that all students benefit by completing eight semester of high school. However, a student may graduate in less than eight semesters with approval of the principal or their designee. Students seeking early graduation must have a well-structured and solidified transition plan that addresses further education or employment. Middle School Class Credit Middle school students that have completed the second level of a course sequence (Geometry, Spanish II, etc.) will be awarded high school grades and credits to appear on their transcript. Scheduling Procedures Students will select classes for the next academic year late in the first semester or early in the second semester. It is important that parents, students and counselors work together to select classes that help meet a student's academic, career, and collegiate goals. The school's master schedule is set and teaching assignments are made based upon student class selections so students should not assume that classes may be easily changed at the beginning of the school year or at the semester. Usually, a student s next year schedule will be provided in the Spring. These schedules should be carefully checked and the guidance office should be contacted before the end of the school year concerning any requests for changes. Students will be allowed to request any schedule changes before the end of the school year. The guidance department will do its best to accommodate requests for changes as class size and balance allow. 9

10 Schedule Change Policy The philosophy of Tri-Central Middle/High School in regard to schedule changes reflects the idea of teaching students to be responsible individuals by making good decisions and abiding by the consequences of those decisions. Students are encouraged to invest quality time in planning their courses for the upcoming school year. Such planning should consist of consultation with parents, school personnel (guidance counselors and teachers), fellow students, and college personnel/resources. Occasionally, there will be individual situation that arise that may result in the need for a schedule change. When presented, these situations will be reviewed by school personnel to determine whether or not a schedule change is needed. The school administration will make the final decision regarding a request for a schedule change. Only serious and necessary reasons will be considered (see list below). 1. An error made by the school in developing the schedule; 2. A need to balance classes; 3. A medical reason that is accompanied by appropriate documentation; 4. A change in program placement for students with documented learning disabilities; 5. A level change within a given course (honors to regular, regular to remedial) upon the recommendation of a department head, teacher or guidance counselor; 6. A request to take courses to qualify for the Academic Honors Diploma or Core 40 Diploma; 7. The failure of a course that is required for graduation; 8. The failure of a prerequisite; 9. The failure of a course that is required for entrance into a post-secondary institute; 10. The request to add a course that is required for college; The rationale for adhering to the above stated reasons for a schedule change is based upon: 1. Maintaining the academic rigor of the student s schedule; 2. Maintaining the expectations that both parent and student carefully choose courses relevant to the chosen diploma type and post-secondary plans; 3. Maintaining course and class balances. Drop/Add Schedule changes will not occur after the school year begins. Students may not have more than one study hall per semester. Students who are taking seven classes during a semester may drop one course for one study hall as follows: - Students may drop a course within 10 school days without notation on their transcript. Adding a replacement class may occur but is dependent upon space availability. - Students may drop a course from day 11 through the third day past midterm (4 and 1/2 weeks). A withdrawal notation will be recorded on their transcript if they are passing at the time the drop occurs. A withdrawal failure notation will be recorded on their transcript if they are failing at the time the drop occurs. These marks will not be factored into a student's GPA determination. - Students may drop a course from the fourth day past midterm (4 and 1/2 weeks). A withdrawal failure notification will be recorded on their transcript and be factored into GPA determination. 10

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12 ENGLISH AND LANGUAGE ARTS: ENGLISH (ENG 9) English 9, an integrated English course based on Indiana s Academic Standards for English/Language Arts in Grade 9 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication with a focus on exploring a wide-variety of genres and their elements. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate for Grade 9 in classic and contemporary literature balanced with nonfiction. Students write short stories, responses to literature, expository and persuasive compositions, research reports, business letters, and technical documents. Students deliver grade-appropriate oral presentations and access, analyze, and evaluate online information. Recommended Grade Level: Grade 9 Recommended Prerequisites: None Credits: 2 credits, a two-semester course with 1 credit per semester Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma. HONORS ENGLISH (ENG 9-HON) Honors English 9 adheres to the English 9 curriculum with a more intense focus on writing and critical thinking skills. Recommended Grade Level: Grade 9 Recommended Prerequisites: Students will be selected by the English Department. Students who receive a grade of B- or below may be removed from the Honors Program. The high school English department will select students based on ISTEP PASS+ scores and prior course work. Additionally students will be evaluated at Semester and if the student does not adhere to the course expectations, they may be removed from the course. Admission by the English department by application Credits: 2 credits, a two-semester course with 1 credit per semester. Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with A Career Academic Sequence or Flex Credit course 12

13 ENGLISH (ENG 10) English 10, an integrated English course based on Indiana s Academic Standards for English/Language Arts in Grade 10 and the Common Core State Standards for English/Language Arts, is a study of language, literature, and composition, and oral communication with a focus on exploring universal themes across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate for Grade 10 in classic and contemporary literature balanced with nonfiction. Students write short stories, responses to literature, expository and persuasive compositions, research reports, business letters, and technical documents. Students deliver grade-appropriate oral presentations and access, analyze, and evaluate online information. Recommended Grade Level: Grade 10 Recommended Prerequisites: English 9 or teacher recommendation Credits: 2 credits, a two-semester course with 1 credit per semester. Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with. HONORS ENGLISH (ENG 10-HON) Honors English 10 adheres to the English 10 curriculum with a more intense focus on writing and critical thinking skills Recommended Grade Level: Grade 10 Recommended Prerequisites: English 9, Honors English 9, or teacher recommendation. Students will be selected by the English Department. Students who receive a grade Of B- or below may be removed from the Honors Program. The high school English Department will select students based on ISTEP PASS+ scores, cumulative GPA and prior course work. Additionally, students will be evaluated at semester and if the student does not adhere to the course expectations, they may be removed from the course. Admission by the English department by application Credits: 2 credits, a two-semester course with 1 credit per semester Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with A Career Academic Sequence or Flex Credit course 13

14 ENGLISH (ENG 11) English 11, an integrated English course based on Indiana s Academic Standards for English/Language Arts in Grade 11 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition and oral communication with a focus on exploring characterization across universal themes and a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate for Grade 11 in class and contemporary literature balanced with nonfiction. Students write fictional narratives, short stories, responses to literature, reflective compositions, historical investigation reports, resumes, and technical documents incorporating visual information in the form of pictures, graphs, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information. Recommended Grade Level: Grade 11 Recommended Prerequisites: English 9 and English 10 or teacher recommendation Credits: 2 credits, a two-semester course with 1 credit per semester Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with. HONORS ENGLISH (ENG 11-HON) Honors English 11 is the study of American literature from its beginning and its various literary movements through 20 th century literature that reflect American culture. Instruction focuses on developing criteria for judging and analyzing literary works, speeches, essays, and poetry. Students select distinguished elements in literature that make it a reflection of the social, economics, political thinking or condition of times, analyze literature from different points of view, and identify how contemporary writing reflects tradition and movement. Students will respond critically, reflectively, and imaginatively to American Literature and recognize the relevance of this literature in today s world. Composition in Honors English 11 refines students abilities to articulate ideas in an organized manner. Students concentrate on details, point-ofview, and organization through persuasive, expository and descriptive writings. In addition, students learn the elements of effective research and produce a research paper and annotated bibliographies. Students will have the opportunity to earn DUAL CREDIT with IVY TECH COMMUNITY COLLEGE. An additional college-level text book is used with this course. This course will qualify as required English 11 credit for all diplomas. Recommended Grade Level: Grade 11 Recommended Prerequisites: Successful completion of English 9 & 10 and Accepted application. Students who receive a grade of B- or below may be Removed from the Honors Program. The high school English department will select Students based on ISTEP PASS+ scores, cumulative GPA and prior course work. Additionally, students will be evaluated at semester and if the student does not adhere to the course expectations, they may be removed from the course. Admission by the English department by application Credits: 2 credits, a two-semester course with 1 credit per semester Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with 14

15 ENGLISH (ENG 12) English 12, an integrated English course based on Indiana s Academic Standards for English/Language Arts for Grade 12 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication focusing on an exploration of point of view or perspective across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance for Grade 12 in classic and contemporary literature balanced with nonfiction. Students write fictional narratives, short stories, responses to literature, reflective compositions, historical investigation reports, resumes and technical documents incorporating visual information in the form of pictures, graphs, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information. Recommended Grade Level: Grade 12 Recommended Prerequisites: English 9, English 10, and English 11 or teacher Recommendation Credits: 2 credits, a two-semester course with 1 credit per semester Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with ENGLISH LITERATURE AND COMPOSITION, ADVANCED PLACEMENT 1058 (LIT/COMP AP) English Literature and Composition, Advanced Placement, is an advanced placement course based on content established by the College Board. An AP English course in Literature and Composition engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work s structure, and themes as such small-scale elements as the use of figurative language, imagery, symbolism, and tone. The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at Recommended Grade Level: Grades 11 and 12 Recommended Prerequisites: English 9 and English 10, or other literature, language, Composition, and speech courses or teacher recommendation Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with College Board does NOT designate the grade level (Grade 11 or 12) when this course should be offered. English 12 could be incorporated into this course, if this course is offered at Grade 12 15

16 LANGUAGE ARTS LAB 1010 (LANG LAB) Language Arts Lab is a supplemental course that provides students with individualized or small group instruction designed to support success in completing language arts course work aligned with Indiana s Academic Standards for English/Language Arts in Grades 9-12 and focusing on the Writing Standards (Standards 4, 5, and 6). Recommended Grade Level: Grades Recommended Prerequisites: None Credits: 1-6 credits. The nature of this course allows for successive semesters of Instruction at advanced levels. Counts as an English/Language Arts Elective only for the General, Core 40, Core 40 with This course is for students who need additional support in all the language arts (reading, Writing, speaking and listening), especially in writing. NOTE: The course is required for any student that did not pass the Core 40 ECA In ENGLISH 10. DRAMATIC LITERATURE 1028 (DRAMA LIT) Dramatic Literature, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of plays and literary art as different from other literary genres. Students view live, televised, or filmed productions and stage scenes from plays or scripts. Students examine tragedies, comedies, melodramas, musicals or operas created by important playwrights and screenwriters representing the literary movements in dramatic literature. Students analyze how live performance alters interpretation from text and how developments in acting and production have altered the way we interpret plays or scripts. Students analyze the relationship between the development of dramatic literature as entertainment and as a reflection or influence on the culture. Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: English 9, English 10, or teacher recommendation Credits: 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic NOTE: Students are strongly encouraged to combine this course with a composition course FILM LITERATURE 1034 (FILM LIT) Film Literature, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of how literature is adapted for film or media and includes role playing as film directors for selected screen scenes. Students read about the history of film, the reflection or influence of film on the culture, and issues of interpretation, production and adaptation. Students examine the visual interpretation of literary techniques and auditory language in film and the limitations or special capacities of film versus text to present a literary work. Students analyze how films portray the human condition 16

17 and the roles of men and women and the various ethnic or cultural minorities in the past and present. FILM LITERATURE PROJECT: Students complete a project, such as doing an historical timeline and bibliography on the development of film or the creation of a short- subject film, which demonstrates knowledge, application, and progress in the Film Literature course content. Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: English 9, English 10, or teacher recommendation Credits: 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with SHORT STORIES 1046 (SHORT STRS) Short Stories, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of the distinct features of the short story, such as being tightly focused narrative fiction. The course may be organized by historical periods, themes, or authors. Students examine short stories with modernist and contemporary themes by a variety of authors from the perspective of audience, purpose, and historical development. Students analyze what distinguishes the short story genre from other literary genres, such as the novel, epic, romance, biography, and others. Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: English 9, English 10, or teacher recommendation Credits: 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with NOTE: Students are strongly encouraged to combine this course with a composition course that they take before, concurrently, or after the course. THEMES IN LITERATURE 1048 (THEMES LIT) Themes in Literature, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of universal themes, such as the journey of the hero, the trials of youth, the search for identity, and other themes appropriate to the level and interests of students. The course may be limited to a few important related themes. Students examine representative works in various genres by authors of diverse eras and nationalities and the way themes may be treated differently in the works because of the cultural context. Students analyze how themes illuminate humanity's struggle to understand the human condition. Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: English 9, English 10, or teacher recommendation Credits: 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with NOTE: Students are strongly encouraged to combine this course with a composition course that they take before, concurrently, or after the course. 17

18 ETYMOLOGY 1060 (ETYMOLOGY) Etymology, a language studies course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is the study and application of the derivation of English words and word families from their roots in ancient and modern languages (Latin, Greek, Germanic, Romance Languages). Students analyze meanings of English words by examining roots, prefixes, suffixes. Students analyze the connotative and denotative meaning of words in a variety of contexts and the reasons for language change. Students write about word history and semantics in texts that require etymological sensitivity, such as Renaissance poetry or works in translation. ETYMOLOGY PROJECT: Students complete a project, such as doing a case study on specific words or creating an historical timeline of the development of specific words, which demonstrates knowledge, application, and progress in Etymology course content. Recommended Grade Level: Grades11 or 12 Recommended Prerequisites: None Credits: 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with NOTE: Students are strongly encouraged to combine this course with a literature or composition course that they take before, concurrently, or after the course. DEBATE 1070 (DEBATE) Debate, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is the study and application of the basic principles of debate involving support for the basic types of arguments (induction, deduction, causation) and debate strategies (affirmative or negative argument construction and extension, case development, refutation or rebuttal of argument claims and evidence, and persuasive speaking). DEBATE PROJECT: Students complete a project, such as a mock debate or trial, participation in a forum, competition, or tournament, or an argument supporting or opposing different sides of a major issue, which demonstrates knowledge, application, and presentation progress in the Debate course content. Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: Speech or teacher recommendation Credits: 1 or 2 credits. The nature of this course allows for the second semester of instruction at an advanced level. Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with 18

19 SPEECH 1076 (SPEECH) Speech, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts Standards, is the study and application of the basic principles and techniques of effective oral communication. Students deliver focused and coherent speeches that convey clear messages, using gestures, tone, and vocabulary appropriate to the audience and purpose. Students deliver different types of oral and multi-media presentations, including viewpoint, instructional, demonstration, informative, persuasive, and impromptu. Students use the same Standard English conventions for oral speech that they use in their writing. Recommended Grade Level: Grades 9-12 Recommended Prerequisites: None Credits: 1 or 2 credits Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with NOTE: Students are strongly encouraged to combine this course with a literature or composition course that they take before, concurrently, or after the course. STUDENT PUBLICATIONS 1086 (STDNT PUBS) Student Publications, a course based on the High School Journalism Standards and the Student Publications Standards, is the continuation of the study of journalism. Students demonstrate their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading. Students work on high school publications or media staffs so that they may prepare themselves for career paths in journalism, communications, writing, or related fields. Recommended Grade Level: Grades 9, 10, 11, or 12 Recommended Prerequisites: Journalism, Mass Media, or teacher recommendation Credits: 1-8 credits. The nature of this course allows for successive semesters of instruction at advanced levels. May be offered over three- or four-years by subtitling the course Beginning, Intermediate, or Advanced. Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas or two (2) credits accrued as an English/Language Arts requirement for the General Diploma only if the course work addresses Indiana's Academic Standards for English/Language Arts Journalism Academic Career Path form; High School Journalism Standards; Student Publications Standards: NOTE: This is the designated school newspaper or yearbook course. 19

20 COMPOSITION 1090 (COMP) Composition, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study and application of the rhetorical (effective) writing strategies of narration, description, exposition, and persuasion. Using the writing process, students demonstrate a command of vocabulary, English language conventions, research and organizational skills, an awareness of the audience, the purpose for writing, and style. Students read classic and contemporary literature or articles and use appropriate works as models for writing. Students write a variety of types of compositions with a focus on fictional narratives, reflective compositions, academic essays, and responses to literature. Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: English 9, English 10, or teacher recommendation Credits: 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with CREATIVE WRITING 1092 (CREAT WRIT) Composition, a course based on Indiana s Academic Standards for English Language Arts and the Common Core State Standards for English Language Arts, is a study and application of the rhetorical (effective) writing strategies for prose and poetry. Using the writing process, students demonstrate a command of vocabulary, the nuances of language and vocabulary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing. CREATIVE WRITING PROJECT: Students complete a project, such as a short story, a narrative or epic poem, a persuasive speech or letter, a book review, a script or short play, or other creative compositions, which demonstrates knowledge, application, and writing progress in the Creative Writing course content. Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: English, 9, English 10, or teacher recommendation Credits: 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with NOTE: Students are strongly encouraged to combine this course with a literature course That they take before, concurrently, or after the course. 20

21 MATHEMATICS: ALGEBRA ENRICHMENT 2510 (ALG ENRICH) Algebra Enrichment is a mathematics support course for Algebra I. The course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra Enrichment align with the critical areas of Algebra I: Relationships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I contains exclusively grade-level content, Algebra Enrichment combines standards from high school courses with foundational standards from the middle grades. Credits: A two credit course Counts as a Mathematics Course for the General Diploma only or as an Elective for the Core 40, Core 40 with Algebra Enrichment is designed as a support course for Algebra I. As such, a student taking Algebra Enrichment must also be enrolled in Algebra I during the same academic year. ALGEBRA I 2520 (ALG I) Algebra I formalizes and extends the mathematics that students learned in the middle grades. Five critical areas comprise Algebra I: Relations and Functions; Linear Equations and Inequalities; Quadratic and Nonlinear Equations; Systems of Equations and Inequalities; and Polynomial Expressions. The critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Credits: a two credit course Fulfills the Algebra I/Integrated Mathematics I requirement for the General, Core 40, Core 40 with Students pursuing Core 40, Core 40 with Academics Honors, or Core 40 with Technical Honors 21

22 GEOMETRY 2532 (GEOM) Geometry formalizes and extends students geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Six critical areas comprise the Geometry course: Congruency and Similarity; Measurement; Analytic Geometry; Circles; and Polyhedra. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Recommended Prerequisite: Algebra I Credits: A two credit course Fulfills the Geometry/Integrated Mathematics II requirement for the Core 40, Core 40 with and counts as a Mathematics Course for the General Diploma HONORS GEOMETRY 2554 (GEOM-HON) APPLICATION NECESSARY Geometry students examine the properties of two-and three-dimensional objects. Proof and logic, as well as investigative strategies in drawing conclusions, are stressed. Properties and relationships of geometric objects include the study of: (1) points, lines, angles and planes; (2) polygons, with a special focus on quadrilaterals, triangles, right triangles; (3) circles; and (4) polyhedral and other solids. Use of graphing calculators and computer drawing programs is encouraged. This course is considered an accelerated Geometry course, expanding on core concepts. Recommended Prerequisite: Must have a B average in Algebra I. Credits: a two credit course Fulfills the Geometry/Integrated Mathematics II requirement for the Core 40, Core 40 with and counts as a Mathematics Course for the General Diploma A Career Academic Sequence or Flex Credit course 22

23 ALGEBRA II 2522 (ALG II) Algebra II builds on work with linear, quadratic, and exponential functions and allows for students to extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Recommended Prerequisite: Algebra I Credits: A two credit course Fulfills the Algebra II/Integrated Mathematics III requirement for the Core 40, Core 40 with and counts as a Mathematics course for the General Diploma. HONORS ALGEBRA II 2556 (ALG II-HON) APPLICATION NECESSARY Algebra II is a course that extends the content of Algebra I and provides further development of the concept of a function. Topics include: (1) relations, functions, equations and inequalities; (2) conic sections; (3) polynomials; (4) algebraic fractions; (5) logarithmic and exponential functions; (6) sequences and series; and (7) counting principles and probability. This course is an accelerated version of Algebra II, extending core Algebra II concepts. Recommended Prerequisite: Geometry and Algebra I with a suggested grade of B or better. Credits: a two credit course Fulfills the Algebra II/Integrated Mathematics III requirement for the Core 40, Core 40 with and counts as a Mathematics Course for the General Diploma A Career Academic Sequence or Flex Credit course 23

24 PRE-CALCULUS/TRIGONOMETRY 2564 (PRECAL/TRIG) Pre-Calculus/Trigonometry is a two-credit course that combines the material from Trigonometry and Pre-Calculus into one course. The foundations of algebra and functions developed in previous courses will be extended to new functions, including exponential and logarithmic functions, and to higher-level sequences and series. The course provides students with the skills and understandings that are necessary for advanced manipulation of angles and measurement. Students will also advance their understanding of imaginary numbers through an investigation of complex numbers and polar coordinates. The course is designed for students who expect math to be a major component of their future college and career experiences, and as such it is designed to provide students with strong foundations for calculus and other higherlevel math courses. Recommended Prerequisite: Algebra II and Geometry or Integrated Mathematics III Credits: A two-credit course Counts as a Mathematics Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors Diploma CALCULUS AB, ADVANCED PLACEMENT 2562 (CALC AB AP) Calculus AB, Advanced Placement is a course based on content established by the College Board. Calculus AB is primarily concerned with developing the students understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multirepresentational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Topics include: (1) functions, graphs, and limits; (2) derivatives; and (3) integrals. Technology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: Recommended Grade Level: Grades 11 or 12 Recommended Prerequisite: Pre-Calculus Credits: A two credit course, 1 credit per semester Counts as a Mathematics Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors Diploma 24