course and program descriptions 2 2007 ... -...

Course and Program Descriptions 1 20072008

January 2007

Dear Students,

Welcome to West Vigo High School. The counseling department hopes that the information found in this curriculum guide will be beneficial to you as you plan your next four years. You will find that the decisions you begin making today will set the course for your future.

Included in our curriculum guide is valuable information that will assist you in selecting courses that will begin your voyage through your next four years. It is not too soon to begin planning what you want to do after leaving high school and to begin putting those thoughts into action. Careful thought should be taken in setting your course of study and selecting a course schedule that will meet your needs.

We hope that your entrance into West Vigo High School will be a positive one. You will find the opportunity to participate in many activities that will help you to mature and grow into a responsible young adult. Do not hesitate to become actively involved and a vital member of our school community.

Together with the support of family and staff, we are sure your high school experience will be a positive one. The outcome ultimately rests with you, the student, and your desire to succeed. We can offer you all the tools necessary to achieve your goals but your drive and determination will set you on your path toward successful completion of your high school education.

Jeri Stark Dean of Students


TABLE OF CONTENTS

PAGE NO. Graduation Requirements. . . . . . . . . 3

Diplomas. . . . . . . . . . . 38

Essential Information. . . . . . . . . . 912

Art. . . . . . . . . . . . 1316

Band/Chorus. . . . . . . . . . . 1724

Business. . . . . . . . . . . 2529

Early Childhood Education and Services Program. . . . . . 3032

Family and Consumer Sciences. . . . . . . . 3341

Health. . . . . . . . . . . . 42

Industrial Technology. . . . . . . . . 43

Language Arts. . . . . . . . . . 4454

Mathematics. . . . . . . . . . . 5557

Medical Careers. . . . . . . . . . 5859

Physical Education. . . . . . . . . . 6061

Science. . . . . . . . . . . 6266

Social Studies.. . . . . . . . . . 6771

Vocational Education and Special Offerings. . . . . . . 7276

World Languages. . . . . . . . . . 7781

Special Education. . . . . . . . . . 8285

Other Courses.. . . . . . . . . . 86

A Final Thought. . . . . . . . . . 87

Four Year Plan. . . . . . . . . . 89

Course Selection Forms. . . . . . . . . 8996


HIGH SCHOOL GRADUATION REQUIREMENTS

I. GENERAL REQUIREMENTS:

To be graduated from high school a pupil shall have completed the minimum credits in several areas of study as indication in Section II. A student shall be graduated only after attending ten (10) trimesters (or their equivalent) unless the student meets the Indiana Department of Education graduation waiver process. Students who do not demonstrate competency in the basic skills, as identified by Indiana Graduation Qualifying Exam or the State approved waiver process, shall not be graduated from a Vigo County School Corporation high school.

II. DIPLOMAS AND REQUIRED COURSES

A B1 B2 B3 B4 Students Beginning Students Beginning Grade 9 after August 1, 2006 Grade 9 after General Core 40 Core 40 August 1, 2002 Core 40 Core 40 w/Academic w/Technical

Honors Honors

English 9 Language Arts 9 9 9 9 Mathematics 5 5 6 8 6 Science 4 4 6 6 6 Social Studies 6 6 6 6 6 World Languages 68 Basic Physical 1 Education

Physical Education 2 2 2 2 Health 1 Health & Wellness 1 1 1 1 CareerAcademic Sequence 6

Flex Credits 5 Directed Electives 5 Fine Arts 2 Career Technology Program 810

Electives 22 10 13 85 108

TOTAL 48 48 48 48 48

A. Diploma English – Three (3) credits must be from English 9. Six (6) credits must be from English 10,11

and 12. English 12 must include one term of literature (Literary Movements, British Literature, English 12 Literature, Classical Literature) AND one term of composition (Composition, Advanced Composition, English 12 Composition, Advanced Speech). Two (2) credits may be from Career Technology courses having predominately language arts content. Two (2) credits may be waived for students having successfully competed a Level III foreign language program.


Mathematics Five (5) credits in sequence. Students may substitute two (2) credits of Business Math.

Social Studies Two (2) credits must be from World History, Civilization, Geography or European History. Two (2) credits must be at the Junior level from U. S. History or American Spectra I. Two (2) credits must be at the Senior level from Government, Economics, Global Economics or American Spectra II.

Physical Education – P.E. I and P. E. II.

Health & SafetyOne (1) credit in Health. The Health credit may be waived for students who have a minimum of three (3) credits in Family and Consumer Science courses from those listed here: Interpersonal Relationships, Nutrition and Wellness, Child Development and Parenting I, Human Development and Wellness I, Orientation to Life and Careers or Adult Roles and Responsibilities.

Electives Courses selected by the student and parent/guardian and approved by the school.

B1. General Diploma Language Arts – Credits must include a balance of literature, composition and speech. Three

(3) credits must be from English 9. Six (6) credits must be from English 10, 11 and 12. English 12 must include one term of literature (Literary Movements, British Literature, English 12 Literature, Classical Literature) AND one term of composition (Composition, Advanced Composition, English 12 Composition, Advanced Speech). Two (2) credits may be from Career Technology courses having predominately language arts content. Two (2) credits may be waived for students having successfully completed a Level III foreign language program.

Mathematics Four (4) mathematics credits must be earned after the student enters high school. Mathematics credits must include two (2) credits in Algebra I or integrated Mathematics I before entering high school.

Science Credits must include two (2) credits in Biology I. The four (4) credits of science shall include content from more than one (1) of the major science discipline categories (at least one (1) credit life science, physical science and earth/space science).

Social Studies Two (2) credits must be from World History & Civilization, Geography & History of the World or European History. Two (2) credits must be at the Junior level from U. S. History or American Spectra I. Two (2) credits must be at the Senior level from Government, Economics, Global Economics or American Spectra II.

Physical Education – One (1) credit each in P. E. I and P.E. II.


Health and SafetyOne (1) credit in Health. The Health credit may be waived for students who have a minimum of three (3) credits in Family and Consumer Science courses from those listed here: Interpersonal Relationships, Nutrition and Wellness, Child Development and Parent I, Human Development and Wellness I, Orientation to Life and Careers or Adult Roles and Responsibilities; or two (2) credits from Health Careers (Integrated Health Sciences I or Integrated Health Science II). (One (1) credit substitution of either a science, family and consumer sciences or health and physical education credit may be used to fulfill the health and wellness credit requirement for a student who qualifies under the religious objection provision of IC2010.147).

Career Academic Sequence A flexible sequence of careertechnical and academic courses as defined by

the School Corporation.

Flex Credits Credits to extend the careeracademic sequence; or courses involving additional course in language arts, social studies, mathematics, science, world workplace learning; or advanced careertechnical education, college credit; or languages, or fine arts.


B2. Core 40 Diploma Only courses that officially have been designated as Core 40 courses may be counted.

Language ArtsCredits must include a balance of literature, composition and speech. Three (3) credits must be from English 9. Six (6) credits must be from English 10, 11 and 12. English 12 must include one term of literature (Literary Movements, British Literature, English 12 Literature, Classical Literature) AND on term of composition (Composition, Advanced Composition, English 12 Composition, Advanced Speech). Two (2) credits may be from Career Technology courses having predominately language arts content. Two (2) credits may be waived for students having successfully completed a Level III foreign language program.

Mathematics Credits must include one (1) of the following course sequences: 1Algebra I, Geometry and Algebra II. 2Integrated mathematics I, integrated mathematics II and integrated mathematics III. The student MUST earn either two (2) mathematics credits or two (2) credits in physics during the student’s last two years in high school.

Science Credits must include two (2) credits in biology, two (2) credits in chemistry, physics or integrated chemistryphysics and two additional credits in Core 40 science courses.


Social StudiesTwo (2) credits must be from W orld History & Civilization, Geography &

History of the World or European History. Two (2) credits must be at the Junior level from U. S. History or American Spectra I. Two (2) credits must be at the Senior level from Government, Economics, Global Economics or American Spectra II.

Physical Education – One (1) credit each in P.E. I and P.E. II.

Health & SafetyOne (1) credit in Health. The Health credit may be waived for students who have a minimum of three (3) credits in Family and Consumer Science courses from those listed here: Interpersonal Relationships, Nutrition and Wellness, Child Development and Parenting I, Human Development and Wellness I, Orientation to Life and Careers or Adult Roles and Responsibilities; or two (2) credits from Health Careers (Integrated Health Sciences I or Integrated Health Sciences II). (One (1) credit substitution of either a science, family and consumer sciences or health and physical education credit may be used to fulfill the health and wellness credit requirement.

Directed ElectivesCredits must include five (5) credits in any combination from world languages, fine arts, careertechnical courses.


B3. Core 40 with Academic Honors Diploma Only courses that officially have been designated as Core 40 courses may be counted. Only courses in which the student earns a grade of “C” or higher may count toward required credits. The student must have a cumulative grade point average of “B” or above in all courses.

Language ArtsCredits must include a balance of literature, composition and speech. Three (3) credits must be from English 9. Six (6) credits must be from English 10, 11 and 12. English 12 must include one term of literature (Literary Movements, British Literature, English 12 Literature, Classical Literature) AND one term of composition (Composition, Advanced Composition, English 12 Composition, Advanced Speech). Two (2) credits may be from Career Technology courses having predominately language arts content. Two (2) credits may be waived for students having successfully completed Level III foreign language program.

Mathematics –Credits must include one (1) of the following course sequences: 1Algebra I, Geometry and Algebra II and two (2) additional credits in Core 40 mathematics courses. 2Integrated mathematics I, integrated mathematics II and integrated mathematics III and two (2) additional credits in Core 40 mathematics couses. The student MUST earn either two (2) mathematics credits or two (2) credits in physics during the student’s last two years in high school.


Science Credits must include two (2) credits in biology, two (2) credits in chemistry, physics or integrated chemistryphysics and two additional credits in Core 40 science courses.

Social StudiesTwo (2) credits must be from World History & Civilization, Geography & History of the World or European History. Two (2) credits must be at the Junior level from U.S. History or American Spectra I. Two (2) credits must be at the Senior level from Government, Economics, Global Economics or American Spectra II.

World Languages Six (6) credits in Core 40 courses in a single world language or four (4) credits in Core 40 courses in each of two (2) different world languages.

Physical Education – One (1) credit each in P.E. I and P.E. II

Health & SafetyOne (1) credit in Health. The Health credit may be waived for students who have a minimum of three (3) credits in Family and Consumer Science courses from those listed here: Interpersonal Relationships, Nutrition and Wellness, Child Development and Parenting I, Human Development and Wellness I, Orientation to Life and Careers, or Adult Roles and Responsibilities, or two (2) credits from health Careers (Integrated Health Sciences I or Integrated Health Sciences II). (One (1) credit substitution of either a science, family and consumer sciences or health and physical education credit may be used to fulfill the health and wellness credit requirement for a student who qualifies under the religious objection provision of IC2010.147).

Fine Arts Two (2) credits from Core 40 fine arts courses.


Additional Requirements – The students must complete one (1) of the following: four (4) credits in two (2) courses designated as “advanced placement” under 511IAC 6.15/1 and the corresponding College Board Advanced Placement tests. dual high school and college credit courses resulting n six (6) transferable college credits. a combination of advanced placement courses and tests and college credits:

two (2) credits in advanced placement courses and the corresponding College Board Advanced Placement tests.

dual high school and college credit courses resulting in three (3) transferable college credits,

a composite score on the SAT test of 1200 or higher a composite score on the ACT test o 26 or higher

B4. Core 40 with Technical Honors Diploma Only courses that officially have been designated as Core 40 courses may be counted. Only courses in which the student earns a grade of “C” or higher may count toward required credits. The student


must have a cumulative grade point average of “B” or above in all courses. Language Arts – Credits must include a balance of literature, composition and speech. Three

(3) credits must be from English 9. Six (6) credits must be from English 10, 11 and 12. English 12 must include one term of literature (Literary Movements, British Literature, English 12 Literature, Classical Literature) AND one term of composition (Composition, Advanced Composition, English 12 Composition, Advanced Speech). Two (2) credits may be from Career Technology courses having predominately language arts content. Two (2) credits may be waived for students having successfully completed a Level III foreign language program.

Mathematics Credits must include one (1) of the following course sequences: 1Algebra I, Geometry and Algebra II. 2Integrated mathematics I, integrated mathematics II and integrated mathematics III. The student MUST earn either two (2) mathematics credits or two (2) credits in physics during the student’s last two years in high school.

Science Credits must include two (2) credits in biology, two (2) credits in chemistry, physics or integrated chemistryphysics, and two additional credits in Core 40 science courses.

Social Studies Two (2) credits must be from World History & Civilization, Geography & History of the World or European History. Two (2) credits must be at the Junior level from U. S. History or American Spectra I. Two (2) credits must be at the Senior level from Government, Economics, Global Economics or American Spectra II.

Physical Education – One (1) credit each in P.E. I and P.E. II.

Health & Safety One (1) credit in Health. The Health credit may be waived for students who have a minimum of three (3) Credits in family and Consumer Science courses from those listed here. Interpersonal Relationships, Nutrition and Wellness, Child Development and Parenting I, Human Development and Wellness I, Orientation to Life and Careers or Adult Roles and Responsibilities; or two (2) credits from health Careers (Integrated Health Sciences I or Integrated Health Sciences II. (One (1) credit substitution of either a science, family and consumer sciences, or health and physical education credit may be used to fulfill the health and wellness credit requirement for a student who qualifies under the religious objection provision of IC2010.147).

Career Technology Program – Eight (8) to ten (10) credits in a career technology program.


Additional Requirements – The students must earn a staterecognized certification or certificate of technical achievement in the careertechnical program.


Essential Information

Indiana Core 40

The Indiana Department of Education established a new set of educational expectations for students beginning with the graduating Class of 1998. Completion of these courses, called Core 40, aids student success in higher education and/or the workplace. According to the State Board of Education, students must meet the Core 40 standard to be considered of admission to an Indiana fouryear college or university.

On October 9, 1997, the State Board of Education and the Commission on Higher Education passed a resolution to recognize students who graduate as Core 40 completers. Core 40 seals will be attached to their diplomas and transcripts will contain Core 40 notation strips. Core 40 completers who graduate with a cumulative GPA of 2.0 on a 4.0 scale and demonstrate financial need will be eligible for up to a maximum of 90% of tuition and fees for up to four years of postsecondary study at an approved Indiana institution.

Academic Honors Diploma

Beginning with the class of 1989, students have been able to qualify for the Academic Honors Diploma established by the Indiana Department of Education. The awarding of the Academic Honors Diploma will be noted on the student’s diploma and transcript.

For the 20042005 academic year, the maximum SSACI needbased grant award offered to qualifying Academic Honors Diploma recipients graduating from high school with a cumulative grade point average of 3.0 on a 4.0 scale will be up to 100% of a schools tuition and fees. Qualifying Academic Honors Diploma recipients who demonstrate financial need will be eligible to receive grant award differentials for up to four years of post secondary study at an approved Indiana institution.

Advanced Placement Courses

The Advanced Placement Program is intended to give our students the opportunity to gain college credit from selected colleges and universities. Additionally these institutions also look favorable upon students that have completed Advanced Placement during the admission process.

Advanced Placement examinations are usually administered in May under strict guidelines from the College Entrance Examination Board through the Educational Testing Service. Students enrolled in Advanced Placement courses will have the opportunity to register for exams in the following areas: U. S. History, Biology, Calculus, European History, Spanish, English Language Composition and English Literature.


College Challenge Program

The College Challenge Program is a partnership between Indiana State University and West Vigo High School. The University has selected several classes that students can take to better prepare themselves for the rigors of college. Additionally, students may earn credit from Indiana State University upon meeting certain grade requirements. Courses offered at West Vigo High School include: Advanced Composition, Calculus, Biology and U. S. History.

Early Graduates

Students who have met all of the graduation requirements by earning all of the credits and having passed the GQE are allowed to leave after the first or second trimester. Students must apply for early graduation with Mr. Keaton at least twelve (12) weeks before the desired graduation date.

Repeating a Course for an Improved Grade

Students may petition through his/her counselor for the opportunity to repeat any course in which the student has earned a semester grade of “C” or less and have placed on the permanent transcript the higher grade earned. The lower grade will be expunged from the record. Additional credit will not be accumulated through this process. A student who has received a grade of “F” in a required course must repeat that course and the “F” grade will be expunged when a higher grade is earned.

Summer School

Summer school classes are generally offered by the Vigo County School Corporation. Summer school classes are primarily for students that need to be remediated in certain required courses or have to makeup the course. Physical Education is usually only offered to seniors who could not take it during the regular school year. Numerous classes will be offered, but all are dependent upon enrollment. Traditionally, the summer school classes are four hours long each day for four weeks. Students who require no more than two credits to meet graduation requirements may be able to participate in graduation ceremonies, but will not receive a diploma until the credit in those classes is earned.

COLLEGE ADMISSIONS TEST INFORMATION

It is recommended that juniors take the SAT I/Reasoning Test (Scholastic Assessment Test) or ACT (American College Test) during the spring term. Please see your counselor for specific dates.


POST SECONDARY CREDIT

A student may, upon approval of that student’s school corporation, enroll in courses offered by an approved institution of higher education during grade 11, grade 12, or both. If a course has been approved for secondary credit by the School Corporation, a student is entitled to count that credit toward graduation requirements for each course the student successfully completes at that institution.

TECH PREP: FILLING A VITAL NEED

Technical Preparation is an educational approach designed to prepare our high school students with the highest level of technical and academic skills. Tech Prep is a vigorous and focused program designed to provide the middle fifty percent of our student population with both the essential academic and technical foundations, including necessary workplace skills for careers in the 21 st century. In Indiana, it is estimated that seventyfive percent of all jobs available will require some form of postsecondary training. Presently, only thirtytwo percent of Indiana’s high school graduates actually enroll in postsecondary training. Our goal for Tech Prep is to encourage more students to consider a twoyear and fouryear degree program and to consider education as lifelong. Students in Tech Prep are not “tracked”, however, they are offered a new blend of academic “college prep” education with the hands on, real world relevance of vocational/technical training.

SCHEDULE CHANGE POLICY

1. The selection of your individual classes for the forthcoming year require careful consideration and discussion with your parents and counselor. Therefore, schedule changes should not be necessary except in the case of an error. If you feel there is an error on your schedule, please notify your respective counselor right away. Any exception must be through parental contact with your respective counselor during the first week of school.

2. Please note that NO schedules will exchanged for the following reasons:

A. To move from one period to another B. To change teachers

3. Students withdrawing from a class prior to the end of week five of the term will receive no grade in the course nor does the course appear on the transcript. However, students who withdraw from a class after the fifth week of the term will receive an automatic “WF” (withdrawalfailure) in the class. The “WF” is recorded as the term grade on the permanent record card and is figured into the grade point average.


ATHLETIC PARTICIPATION

In order to be able to participate in interscholastic athletics, a student must have written parental consent, a medical examination, a minimum of four passing grades in the previous grading period, in full credit courses, and verification of family accident insurance.

Students are encouraged to participate in the athletics of their choice. The coaching staff would be pleased to talk with you about their specific activity in order that you have all necessary information.

HONOR ROLL CLASSIFICATIONS

Honor Roll Classification: (4.0 Grade Scale) Exceptional Honor Roll 3.85 – 4.00 High Honor Roll 3.50 – 3.84 Honor Roll 3.00 – 3.49

1. Students having D, D+, D, F or I for a given grading period are excluded from the Honor Roll for that grading period only.

2. Students must carry at least four, fullcredit courses to be considered for the Honor Roll.


FINE ARTS

INTRODUCTION TO TWODIMENSIONAL ART (L) 4000 VCSC A00101

Students taking Introduction to TwoDimensional Art engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of: • art history, students search for meaning, significance, and direction in two dimensional works

of art and artifacts through indepth historical study and analysis of artwork from a variety of cultures and time periods;

• art criticism, students search for meaning, significance, and direction in two dimensional works of art by (1)critically examining current works and artistic trends, (2) exploring the role of the art critic in society, and (3) exploring art criticism as a method of identifying strengths and limitations in student artwork;

• aesthetics, students search for meaning, significance, and direction in twodimensional works of art and artifacts by: (1) attempting to respond to their personal questions about the nature of art, (2) reflecting on their own changing definitions of art, and (3) assessing their ideas and definitions in relation to the art community in general; and

• production, students search for meaning, significance, and direction in their own work by producing works of art in a variety of twodimensional media. At this level, students produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems.

Additionally, students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6) work individually and in groups, (7) find direct correlation to other disciplines, and (8) explore career options in visual art. Students also identify ways to utilize and support art museums, galleries, studios, and community resources.

• A Core 40 and AHD course • A one credit course

ADVANCED TWODIMENSIONAL ART (IIVIII) 2D Art II VCSC A00102A00108

Students in Advanced TwoDimensional Art build on the sequential learning experiences of Introduction to TwoDimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of: • art history, students search for meaning, significance, and direction in twodimensional works of

art and artifacts through an indepth historical study and analysis of artwork from a variety of cultures and time periods;

• art criticism, students search for meaning, significance, and direction in twodimensional works of art by: (1) critically examining current works and artistic trends, (2) exploring the role of the


art critic in society, and (3) exploring art criticism as a method of identifying strengths and limitations in student artwork;

• aesthetics, students search for meaning, significance, and direction in twodimensional works of art and artifacts by: (1) attempting to respond to their personal questions about the nature of art, (2) reflecting on their own changing definitions of art, and (3) assessing their own ideas and definitions in relation to the art community in general; and

• production, students search for meaning, significance, and direction in their own work by producing works of art in a variety of twodimensional media. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems.

Additionally, students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6) work individually and in groups, (7) find a direct correlation to other disciplines, and (8) explore career options in visual art. Students also utilize art museums, galleries, studios, and community resources in their studies.

• Prerequisite: Introduction to TwoDimensional Art (L) • A Core 40 and AHD course • The nature of this course allows for successive semesters of instruction at an advanced level

provided that defined proficiencies and content standards are utilized. • A one credit course

INTRODUCTION TO THREEDIMENSIONAL ART (L) 4002 VCSC A00121

Students taking Introduction to ThreeDimensional Art engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of:

• art history, students search for meaning, significance, and direction in threedimensional works of art and artifacts through an indepth historical study and analysis of artwork from a variety of cultures and time periods;

• art criticism, students search for meaning, significance, and direction in threedimensional works of art by: (1) critically examining current works and artistic trends, (2) exploring the role of the art critic in society, and (3) exploring art criticism as a method of identifying strengths and limitations in student artwork;

• aesthetics, students search for meaning, significance, and direction in threedimensional works of art and artifacts by: (1) attempting to respond to their personal questions about the nature of art, (2) reflecting on their own changing definitions of art, and (3) assessing their ideas and definitions in relation to the art community in general; and

• production, students search for meaning, significance, and direction in their own work by producing works of art in a variety of threedimensional media. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems.

Within this context students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations


about their progress at regular intervals, (6) work individually and in groups, (7) find a direct correlation to other disciplines, and (8) explore career options in visual art. Students also utilize art museums, galleries, studios, and/or community resources in their studies.


ADVANCED THREEDIMENSIONAL ART (L) 4006 3D Art II VCSC A00122

3 D Art III (Crafts) VCSC A00123 3D Art IV VCSC A00124A00127

3D Art (Metal Design) VCSC A00137

Students in Advanced ThreeDimensional Art build on the sequential learning experiences of Introduction to ThreeDimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of:

• art history, students search for meaning, significance, and direction in threedimensional works of art and artifacts through an indepth historical study and analysis of artwork from a variety of cultures and time periods;

• art criticism, students search for meaning, significance, and direction in threedimensional works of art by: (1) critically examining current works and artistic trends, (2) exploring the role of the art critic in society, and (3) exploring art criticism as a method of identifying strengths and limitations in student artwork;

• aesthetics, students search for meaning, significance, and direction in threedimensional works of art and artifacts by: (1) attempting to respond to their personal questions about the nature of art, (2) reflecting on their own changing definitions of art, and (3) assessing their ideas and definitions in relation to the art community in general; and

• production, students search for meaning, significance and direction in their own work by producing works of art in a variety of threedimensional media. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems.

Within this context, students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6) work individually and in groups, (7) find direct correlations to other disciplines, and (8) explore career options in visual art. Students also utilize art museums, galleries, studios, and community resources in their studies.

• Prerequisite: Introduction to ThreeDimensional Art • A Core 40 and AHD course • The nature of this course allows for successive semesters of instruction at an advanced level

provided that defined proficiencies and content standards are utilized. • A one credit course


ART HISTORY 4024 VCSC A00142

Students taking Art History engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production. In the area of:

• art history, students search for meaning and significance through a study of cultural and historical foundations of world art, which include ideas, beliefs, and values as reflected in works of art. Students classify major styles of art and artists and develop a foundation for understanding the historical progression of art;

• art criticism, students search for meaning and significance in works of art by analyzing common characteristics and interpretations across time and cultures, and formulating interpretations of the work. Students continue to explore the work of the art critic;

• aesthetics, students search for meaning and significance by: (1) formulating evaluations of the work of art based on their personal questions about the nature of art, (2) reflecting on the changing definitions of art throughout history, and (3) assessing their own ideas and definitions of art in relation to the art community. Students explore the work of the aesthetician; and

• production, students search for meaning and significance in art history by exploring studio techniques and processes related to the historic period.

Additionally, students study works of art and artifacts including those produced by men and women of multiple cultural groups. Students also engage in: (1) historically relevant studio activities, (2) exploring historical and cultural connections, (3) writing about the process, (4) making presentations about their research at regular intervals, (5) working individually and in groups, (6) finding direct correlations to other disciplines, and (7) exploring career options related to the study of art. Art museums, galleries, studios, and community resources are utilized.



MUSIC

BEGINNING CONCERT BAND (L) 4160 VCSC U01321U01332

Students taking this course are provided with a balanced comprehensive study of music through the concert band, 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. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature. Experiences include, but are not limited to, improvising, conducting, playing by ear, and sightreading. Students are given opportunities to develop the ability to understand and convey the composer's intent in order to connect the performer with the audience.

Students also have the opportunity to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities, outside of the school day, that support and extend learning in the classroom.

• A Core 40 and AHD course • This course may be taken for successive semesters. • A one credit course

INTERMEDIATE CONCERT BAND (L) (Symphonic) 4168 VCSC U01333U01344

Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature.

Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight reading. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students also have opportunities to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities, outside of the school day, that support and extend learning in the classroom.


In addition, students perform, with expression and technical accuracy, a large and varied repertoire of concert band literature that is developmentally appropriate. Evaluation of music and music performances is included.

• Prerequisite: Beginning Concert Band • A Core 40 and AHD course • This course may be taken for successive semesters. • A one credit course

ADVANCED CONCERT BAND (L) (Wind Ensemble) 4170 VCSC U01345U01356

Advanced Concert Band provides students with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature.

Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight reading. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students also have the opportunity to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities, outside of the school day, that support and extend learning in the classroom.

Band repertoire must be of the highest caliber. Mastery of advanced wind band technique must be evident. Areas of refinement consist of advanced techniques including, but not limited to: (1) intonation, (2) balance and blend, (3) breathing, (4) tone production, (5) tone quality, (6) technique, (7) rhythm, (8) sightreading, and (9) critical listening skills. Evaluation of music and music performances is included.

• Prerequisites: Beginning Concert Band and Intermediate Concert Band • A Core 40 and AHD course • This course may be taken for successive semesters. • A one credit course

BEGINNING ORCHESTRA (L)(Cadet) 4166 VCSC U01390U01392

Beginning Orchestra students are provided with a balanced comprehensive study of music through the orchestra, string and/or full orchestra, which develops skills in the psychomotor, cognitive, and


affective domains. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature.

Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight reading. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Opportunities are provided for students to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of activities, outside of the school day, that support and extend learning in the classroom.


INTERMEDIATE ORCHESTRA (L)(String Ensemble) 4172 VCSC U01393U01395

Students taking this course are provided with a balanced comprehensive study of music through the orchestra, string and/or full orchestra, which develops skills in the psychomotor, cognitive, and affective domains. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature.

Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight reading. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students are provided with opportunities to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students must participate in performance opportunities, outside of the school day, that support and extend learning in the classroom.

Students must perform, with expression and technical accuracy, a large and varied repertoire of concert band literature that is developmentally appropriate. Evaluation of music and music performances is included.

• Prerequisite: Beginning Orchestra • A Core 40 and AHD course • This course may be taken for successive semesters. • A one credit course


ADVANCED ORCHESTRA (L) 4174 VCSC U01396U01404

Students taking this course are provided with a balanced comprehensive study of music through the orchestra, string and/or full orchestra, which is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature.

Orchestral repertoire must be of the highest caliber, and mastery of advanced orchestral technique must be evident. Areas of refinement consist of advanced techniques including, but not limited to: (1) intonation, (2) balance and blend, (3) tone production, (4) tone quality, (5) technique, (6) rhythm, (7) sightreading, and (8) critical listening skills. Evaluation of music and music performances is included.

Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight reading. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students are also provided with opportunities to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students must participate in performance opportunities, outside of the school day, that support and extend learning in the classroom.

Students must perform, with expression and technical accuracy, a large and varied repertoire of orchestral literature that is developmentally appropriate. Evaluation of music and music performances is included.

• Prerequisites: Beginning Orchestra and Intermediate Orchestra • A Core 40 and AHD course • This course may be taken for successive semesters. • A one credit course

CHORAL CHAMBER ENSEMBLE (L)(a capella) 4180 VCSC U01429U01440

Student musicianship and specific performance skills in this course are enhanced through specialized small group instruction. The activities expand the repertoire of a specific genre. Chamber ensemble classes provide instruction in creating, performing, listening to, and analyzing music in addition to focusing on specific subject matter. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals.


Students must participate in performance opportunities, outside of the school day, that support and extend the learning in the classroom.


BEGINNING CHORUS (L)(Freshman) 4182 VCSC U01405U01416

Students taking Beginning Chorus develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus, or any combination thereof. Activities in this class create the development of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend the learning in the classroom.


BEGINNING CHORUS (L)(SA) 4182 VCSC U01417U01428

Students taking Beginning Chorus develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus, or any combination thereof. Activities in this class create the development of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend the learning in the classroom.

• A Core 40 and AHD course


• This course may be taken for successive semesters. • A one credit course

INTERMEDIATE CHORUS (L)(Mixed) 4186 VCSC U01453U01464

Intermediate Chorus provides students with opportunities to develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus, or any combination thereof. Activities create the development of quality repertoire in the diverse styles of choral literature that is appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students also have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend the learning in the classroom.

Choral repertoire should be developmentally appropriate. Additional emphasis is placed on sight reading, critical listening skills, and vocal technique.

• Prerequisite: Beginning Chorus • A Core 40 and AHD course • This course may be taken for successive semesters. • A one credit course

ADVANCED CHORUS (L)(Concert) 4188 VCSC U01441U01452

Students taking Advanced Chorus develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus or any combination thereof. Activities create the development of a quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend the learning in the classroom.


The choral repertoire must be of the highest caliber. Mastery of basic choral technique must be evident. Areas of refinement include a cappella singing, sightreading, and critical listening skills.

• Prerequisites: Beginning Chorus and Intermediate Chorus • A Core 40 and AHD course • This course may be taken for successive semesters. • A one credit course

ADVANCED CHORUS (L)(Special) 4188 VCSC U01465U01476

Students taking Advanced Chorus develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus or any combination thereof. Activities create the development of a quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend the learning in the classroom.



ADVANCED CHORUS (L))Show) 4188 VCSC U01477U01488

Students taking Advanced Chorus develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus or any combination thereof. Activities create the development of a quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer's intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time,


outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend the learning in the classroom.



APPLIED MUSIC (L) PERCUSSION S.E.E. 4200 VCSC U01302

This course is an extension of the Applied Music Percussion class and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of this course.

MUSIC HISTORY AND APPRECIATION 4206 VCSC U01301

Students taking this course receive instruction designed to explore music and major musical style periods through understanding music in relation to both Western and NonWestern history and culture. Activities include but are not limited to: (1) listening to, analyzing, and describing music; (2) evaluating music and music performances; and (3) understanding relationships between music and the other arts, as well as disciplines outside of the arts.

• A Core 40 and AHD course. • A one credit course

MUSIC THEORY AND COMPOSITION (L) 4208 VCSC U01304U01305

Students taking this course develop skills in the analysis of music and theoretical concepts. Students: (1) develop ear training and dictation skills, (2) compose works that illustrate mastered concepts, (3) understand choral and harmonic structures and analysis, (4) understand modes and scales, (5) study a wide variety of musical styles, (6) study traditional and nontraditional music notation and sound sources as tools for musical composition, and (7) receive detailed instruction in other basic elements of music. Students have the opportunity to experience live performances, by professionals, during and outside of the school day.



Business

ACCOUNTING I

4204 B225 B226

Accounting I is a business course that introduces the language of business using Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using doubleentry accounting. Emphasis is placed on accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing and recording business transactions and preparing, analyzing and interpreting financial reports as a basis for decision making. Instructional strategies should include the use of computers, projects, simulations, case studies and business experiences requiring the application of accounting theories and principles.

• A twocredit course over two semesters • A Core 40 elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts, Mathematics and Economics

have been integrated into this course • A recommended component of the Business Management and Finance career cluster • Although Accounting may benefit all Indiana career clusters, it is a recommended

component for the following career clusters: o Agriculture, Food and Natural Resources o Building and Construction o Health Services o Marketing, Sales and Promotion o Mechanical Repair and Precision Crafts o Personal and Commercial Services o Science, Engineering and Information Technology

• Additional Pupil Count (APC) State funding not available

ACCOUNTING II

4522 B227 B228

Accounting II, an advancedlevel business course, builds upon the Generally Accepted Accounting Principles (GAAP) and procedures learned in Accounting I. Emphasis is placed on managerial decisions made in corporate accounting, including indepth analysis of financial statements. Instructional strategies must include the use of spreadsheets, word processing and accounting software. Projects, simulations, case studies, and business experiences are used to apply accounting theories and produce appropriate financial reports.


• A twocredit course over two semesters • A Core 40 elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts, Mathematics and Economics

have been integrated into this course. • A recommended component of the Business, Management, and Finance career cluster • Although Accounting may benefit all Indiana career clusters, it is a recommended

component for the following career clusters: o Agriculture, Food and Natural Resources o Building and Construction o Health Services o Marketing, Sales and Promotion o Mechanical Repair and Precision Crafts o Personal and Commercial Services o Science, Engineering, and Information Technology


BUSINESS AND PERSONAL LAW

4560 B210

Business and Personal Law provides an overview of the legal system. Topics covered include: Basics of the Law, Contract Law, Employment Law, Personal Law, and Property Law. Both criminal and civil trial procedures are presented. Instructional strategies should include mock trials, case studies professional mentoring, job shadowing, field trips, guest speakers and internet projects.

• A one or twocredit course over one or two semesters • A Core 40 elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts and Mathematics

have been integrated into this course. • A component of the Law, Public Safety, and Security and Business, Management, and

Finance career clusters • A recommended component in all Indiana career clusters since legal issues are a part of

Every career cluster • Additional Pupil Count (APC) State funding not available

BUSINESS FOUNDATIONS I AND II

4518 B201 B202

Business Foundations, an introductory business course, provides the framework for all future business courses. This core course acquaints students with economics, entrepreneurship, management, marketing, law, risk management, banking, personal finance, and careers in business. The importance and application of business etiquette and ethics are included. Opportunities may be


provided for the student to participate in job shadowing, job mentoring, and other field experiences. Instructional strategies may include simulations, projects, and cooperative ventures between the school and the community.

• A one or twocredit course over one or two semesters • A Core 40 elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards for English/Language Arts, Mathematics and Economics

have been integrated into this course • A recommended component of the Business, Management, and Finance and the Marketing,

Sales, and Promotion career clusters • May benefit students in all Indiana career clusters • Additional Pupil Count (APC) State funding not available

COMPUTER APPLICATIONS

4530 B242

Computer Applications is a business course that provides instruction in software concepts using a Windowsbased professional suite, which includes a word processing, spreadsheet, database, graphics, and presentation applications. Instruction in basic computer hardware and operating systems that support software applications is provided. Additional concepts and applications dealing with software integration, Internet use, and information about future technology trends are included. Instructional strategies should include teacher demonstrations, collaborative instruction, interdisciplinary and/or culminating projects, problemsolving and criticalthinking activities, simulations, and minibaskets/inbasket projects.

• A onecredit course over one semester • A Core 40 elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts and Mathematics and The

National Educational Technology Standards (NETS) have been integrated into this course

• A recommended component for all Indiana career clusters • Additional Pupil Count (APC) State funding not available

COMPUTER APPLICATIONS, ADVANCED

4528 B243

Computer Applications, Advanced is a business course that integrates computer technology, decisionmaking, and problemsolving skills. Areas of instruction include advanced applications and integration of a professional suite and the use of emerging technology. Students should be given the opportunity to seek business/industry certification, such as Microsoft Office Specialist


(MOS) certification. Instructional strategies may include collaborative instruction, peer teaching, inbaskets, mini baskets, LAPs, school and community projects, and a schoolbased enterprise.

• A one or twocredit course over one or two semesters • A Core 40 elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts and Mathematics and The

National Educational Technology Standards (NETS) have been integrated into this course • May benefit students in all Indiana career clusters • Additional Pupil Count (APC) State funding not available

COMPUTER PROGRAMMING I AND II

4534 B255 B256

Computer Programming introduces students to computer programming using various languages. Throughout the course, information retarding programmingrelated careers and career/educational paths are provided. Logical thinking processes are required for problem analysis and solving. Instructional strategies should include projectbased activities, inbaskets, mini baskets, and LAPS, which expose students to workplace scenarios that require the development/programming of simple applications.

• A one or twocredit course over one or two semesters • A Core 40 elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts and Mathematics have been

integrated into this course • A recommended component for the following career clusters:

o Business, Management, and Finance o Manufacturing and Processing o Mechanical Repair and Precision Crafts o Science, Engineering, and Information Technology


DIGITAL COMMUNICATION TOOLS

4526 B239

Digital Communication Tools is a business course that prepares students to use computerized devices and software programs to effectively handle communicationrelated school assignments and to develop communication competencies needed for personal and professional activities after graduation. Students will learn the capabilities and operation of hightech hardware and software and will develop proficiency using a variety of computer input and output technologies, including touch keyboarding, speech recognition and handwriting recognition. Knowledge of hardware, software, and input and output proficiencies will be applied to communication situations that


require problem solving and critical thinking. The projects included in this course will enable students to enhance their math, reading, listening, writing, speaking, and information presentation skills.

• A one or two credit course over one or two semesters • A Core 40 directed elective • An Academic Honors and Technical Honors elective • May be offered at the middle school level for high school credit if the course standards are

met • A foundation course for Computer Applications • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts and Mathematics have been

integrated into this course • A recommended component for all Indiana career clusters • Additional Pupil Count (APC) State funding not available

WEB DESIGN I AND II

4574 B248 B249

Web Design is a business course that provides instruction in the principles of web design using HTML/XHTML and current/emerging software programs. Areas of instruction include audience analysis, hierarchy layout and design techniques, software integration, and publishing. Instructional strategies should include peer teaching, collaborative instruction, projectbased learning activities, and school and community projects.

• A onecredit or twocredit course over one or two semesters • A Core 40 directed elective • An Academic Honors and Technical Honors elective • Content standards and performance expectations defined • Indiana’s Academic Standards in English/Language Arts and Mathematics have been

integrated into this course • A recommended component for:

o Arts, A/V Technology and Communications o Business, Management, and Finance o Manufacturing and Processing o Marketing, Sales, and Promotion o Science, Engineering and Technology



EARLY CHILDHOOD EDUCATIONAl SERVICES PROGRAM

This is a twoyear program of dual enrollment with Ivy Tech State College. Students who complete all six trimesters can earn up to nine (9) credit hours toward the Child Development Associate Degree. This program is also on the “Two+Two” program with Indiana State University Family and Consumer Sciences, meaning the twoyear degree can be transferred on to a fouryear college program in early childhood. Students who enroll in the program must have completed two trimesters of child development. Only Junior and Senior students are eligible for the dual enrollment with Ivy Tech. It is preferred that students enroll in both the course and the laboratory experience. Students are required to have at least one classroom experience before entering the Vikes and Tykes lab experience. Students must have the required TB testing, must pass the required CPR training for participation in the laboratory experience.

In addition, students in this program can achieve certification of technical skills and proficiencies as prescribed by the Indiana Workforce Development Initiative.

Early Childhood Education and Services I (IVY Tech ECE 101, part I) V1501 2 credits each Grades 1112 This is an introductory course to prepare students for working with young children. This trimester will focus upon:

• Safety and sanitation practices of ECES facility • Required observations for IVY Tech • Health concerns and required CPR training • Guidance and discipline practices

This course is projectbased approach that utilizes higher order thinking, communication, leadership, and management processes. Students who successfully complete this will apply this credit to the Ivy Tech ECE 101 course after taking ECES II. Students must achieve 85% to qualify for the IVY Tech credits.

Early Childhood Education and Services II (IVY Tech ECE 101, part 2) V1502 2 credits Grades 1112 This course is the second trimester of the introductory course to prepare students for working with young children. This trimester will focus upon:

• Developmentally Appropriate practices from birth to age 9 • Nutrition programs and licensing requirements • Developmentally appropriate environments • Early Literacy research and practices

This course is projectbased approach that utilizes higher order thinking, communication, leadership, and management processes. Students will begin preteaching experiences in the Vikes and Tykes Daycare facility. Students who successfully complete this in addition to ECES I will receive three credit hours from IVY Tech for ECE 101, Beginnings in Child Development. Students who do not achieve 85% will be withdrawn from the IVY Tech course.


Early Childhood Education and Services III (IVY Tech ECE 101, part 1) V1503 2 credits Grades 1112

The trimester will focus upon:

• Professionalism • Required observations for Ivy Tech • The Learning Environment • Developing Curriculum in:

o Language Arts o Block Building o Dramatic Play – Self/Social o Children’s Literature o Physical Development

This course is the first trimester of curriculum in early childhood practices. This is a projectbased course whereby students develop skills in planning; preparing and implementing guided learning experiences. The project approach of FCCLA is utilized in the development of higher order thinking skills, communication, leadership, and management processes. This course will focus upon, thematic planning, block planning, lesson planning, science objectives, music and movement objectives and gross motor objectives utilizing developmentally appropriate practices. Students will practice teaching in a variety of laboratory experiences. Students who complete this course successfully (85% or better) will apply to the second trimester for Ivy Tech credits.

Early Childhood Education and Services IV (Ivy Tech ECE 103, part 2) V1504 2 credits Grades 1112 The trimester will focus upon:

• Professionalism • Required Observations for IVY Tech • Developing curriculum in:

o Science o Math o Music and Movement o Social Studies o Food and Nutrition

This is the second trimester of the curriculum in early childhood practices. This is a projectbased course whereby students develop skills regarding planning, preparing, implementing, and evaluating guided learning experiences in language arts, math, social studies, art, dramatic play, and block building. The project approach of FCCLA is utilized in the development of higher order thinking skills, communication, leadership, and management processes. Students will practice teaching in a variety of laboratory experiences. Students who complete this course successfully in conjunction with ECES III will receive three credit hours from Ivy Tech in ECE 103, curriculum.


Early Childhood Education and Services V (IVY Tech ECE 101, part 1) V1518 2 credits Grades 1112 The trimester will focus upon:

• Professionalism • Quality Child Care • Proactive Guidance • Daily Dilemmas • Parental Involvement • Required Observations for IVY Tech both oncampus and community

based

This is the first trimester of Ivy Tech ECE 102 Reflections in Practice. This course requires that students develop a file for community resource, focus on developing positive working relationships, communicate with families in a variety of ways, plan for diversity, and learn program management. A major project will require students to observe planning using a variety of observation instruments of various age groups. Community observations will be required as our facility only provides for three to five year old students. Professionalism and use of the NAEYC Code of Ethics are emphasized in this course. Students who successfully complete this course (85% or better) can apply toward the final ECES VI portion of the Ivy Tech program.

Early Childhood Education and Services VI (IVY Tech ECE 101, part 2) V1519 2 credits Grade 12 The trimester will focus upon:

• Professionalism • Outdoor environments • Structured Play • Development of Infant/Toddler Program • Development of School Age Program • Program Management/Administration • Child Care in the Community • Internship

This is the second trimester of the Ivy Tech 102 course requirements. Students of this course will examine program management of various age groups and federal and state issues related to quality childcare. An internship in infant/toddler care and after school programs is encouraged during this semester to allow for more indepth study of community resources and childcare options. The internship can substitute for the laboratory experience. Students who successfully complete this course along with ECES V will receive three credit hours from Ivy Tech ECE 102, Reflections in practice.


FAMILY AND CONSUMER SCIENCE

INTERPERSONAL RELATIONSHIPS

5364 H602

Interpersonal Relationships addresses the knowledge, skills, attitudes and behaviors all students need to participate in positive, caring, and respectful relationships in the family and with individuals at school, in the community, and in the workplace. A projectbased approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. Topics include components of healthy relationships, roles and responsibilities in relationships; functions and expectations of various relationships; ethics in relationships; factors that impact relationships (e.g., power, conflicting interests, peer pressure, life events); establishing and maintaining relationships; building selfesteem and selfimage through healthy relationships; communications styles; techniques for effective communication, leadership and teamwork, individual and group goal setting and decision making; preventing and managing stress and conflict; addressing violence and abuse; and related resources, services and agencies. Applications through authentic settings such as volunteer experiences, internships, and service learning are encouraged.

• Onesemester or twosemester course, one credit per semester • A Core 40 elective course • An elective course for Academic Honors and Technical Honors Diplomas • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sci8ences have been integrated into this course. • One of the six FACS courses from which students may choose three to fulfill the required

Health and Safety credit – see State Rule 511 IAC 676 (6) • One of the two courses from which schools must choose one to teach a minimum of once

every year in order to qualify for state vocational funding – see State Rule 511 IAC 6.15.1 10.1 ©

• A vocationally licensed (CTE) family and consumer sciences teacher must teach this course. • This course generates state vocational funding (APC) for schools with approved FACS

programs.

NUTRITION AND WELLNESS

5342 H621

Nutrition and Wellness enables students to realize the components and lifelong benefits of sound nutrition and wellness practices and empowers them to apply these principles in their everyday lives. A projectbased approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. Topics include impact of daily nutrition and wellness practices on longterm health and wellness; physical, social, and psychological aspects of healthy nutrition and wellness choices; planning for wellness and fitness; selection and preparation of nutritious meals and snacks based on USDA Dietary Guidelines including the Food Guide Pyramid; safety, sanitation, storage, and recycling processes and issues associated with nutrition and wellness;


impacts of science and technology on nutrition and wellness issues; and nutrition and wellness career paths. Laboratory experiences which emphasize both nutrition and wellness practices are required components of this course. This course is recommended for all students regardless of their career cluster or pathway, in order to build basic nutrition and wellness knowledge and skills, and is especially appropriate for students with interest in human services, wellness/fitness, health, or food and nutritionrelated career pathways.

• Onesemester or twosemester course, one credit per semester. • Local programs have the option of offering a second version of the course that is focused

more on the fitness aspects of wellness and nutrition. This version may be taught within the family and consumer sciences department or it may be interdisciplinary and team taught or cotaught with a teacher licensed in physical education. A student may earn credits for both versions of the course. Titles such as Nutrition and Fitness or Sports Nutrition may be used in order to differentiate it from the regular course offering. No waiver is required in this instance.

• Local programs may offer a version of this course for a specific student population, for instance, seniors who have never had a foods course. Such a course may be titled with a title other than Nutrition and Wellness in order to differentiate it from the regular course offering. No waiver is required in this instance.

• A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sciences have been integrated into this course. • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course. • One of the six FACS courses from which students may choose three to fulfill the required

Health and Safety credi8t. See State Rule 511 IAC 676 (6) • One of the seven courses from which schools must select four to teach a minimum of once

every other year in order to qualify for state vocational funding. • This course generates state vocational funding (APC) for schools with approved FACS

programs.

ORIENTATION TO LIFE AND CAREERS

H646

Orientation to Life and Careers addresses essential knowledge, skills, and behaviors all students need to live successfully in today’s world. A projectbased approach that utilizes higher order thinking, communication, leadership and management processes is recommended in order to integrate suggested topics into the study of life and careers. The focus of the course is on the impact of today’s choices on tomorrow’s possibilities. Topics to be addressed include higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, principles, and goals; life and career exploration and planning; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; decision making and organizational skills; and managing personal resources. The opportunity for ninth graders to develop FourYear Course Plans can be included, based on local curriculum needs. FourYear Plans should be developed with counselor participation. Personal and career portfolios should be developed or upgraded with the cooperation of others, especially the business technologies and/or language arts teachers. This is a


foundational course designed to teach knowledge and life skills that are essential for ALL high school students regardless of their career cluster or pathway.

• Onesemester or twosemester course, one credit per semester • A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sciences have been integrated into this course. • One of the six FACS courses from which students may choose three to fulfill the required

Health and Safety credit – see State Rule 51 IAC 676 (6). • One of the two courses from which schools must choose one to teach a minimum of once

every year in order to qualify for state vocational funding – see State Rule 511 IAC 6.15.1 10.1 ©.

• A vocationally licensed (CTE) family and consumer sciences teacher must teach this course. • This course generates state vocational funding (APC) for schools with approved FACS

programs.

HOUSING AND INTERIOR DESIGN FOUNDATIONS

T1215 T1216

Housing and Interior Design Foundations addresses selecting and planning living environments to meet the needs and wants of individuals and families throughout the family life cycle. Economic, social, cultural, technological, environmental, maintenance, and aesthetic factors are considered. The projectbased approach in this course utilizes higher order thinking, communication, leadership, and management processes to integrate housing and interior design content. Topics to be studied include: housing styles, locations, zones, restrictions, and ownership options; managing resources (including financing options and tax considerations) to provide shelter, contemporary housing issues, including homelessness; environmental and energy issues; impacts of technology; housing to meet special needs; elements and principles of design related to interiors, housing, and architecture; creating functional, safe, and aesthetic spaces; historical aspects and contemporary trends in housing, interiors, furniture, and appliances; exploration of housingrelated careers. Applications through authentic settings such as workbased observations, internships, and service learning experiences (e.g. Habitat for Humanity) are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged.

This course is recommended for any student for enrichment and as a foundation for students with interests in any career or profession related to housing, interiors, and furnishings. It is recommended as a core component of the fouryear career plans for the career clusters of agriculture, food and natural resources; art, A/V technology and communications; science, engineering and information technology; manufacturing and processing; business, management and finance; building and construction; education and training; health services; personal and commercial services; social and recreational services; law, public safety and security; and marketing, sales and promotion.

• One credit per semester, one or two semesters. • A Core 40 elective course.


• An elective course for Academic Honors and Technical Honors Diplomas. • Content standards and competencies are defined. • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sciences have been integrated into this course. • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course. • This course generates state vocational funding (APC) for schools with approved FACS

programs.

FASHION AND TEXTILES FOUNDATIONS

H635 H636

Fashion and Textiles Foundations addresses knowledge and skills related to design, production, acquisition, and distribution in fashion and textiles arenas. Topics include exploration of textiles and fashion industries, elements of science and design in textiles and apparel; textiles principles and applications; social, psychological, cultural and environmental aspects of clothing and textiles selection; clothing and textile products for people with special needs; critical thinking applied to consumer options for fashion, textiles, and related equipment and tools; care and maintenance of textile products, equipment, and tools; impacts of technology; construction and alteration skills; contemporary issues, including global applications. Workbased, entrepreneurial, experimental, laboratory, and/or service learning experiences are to be included; and portfolio activities are required.

• Onesemester or twosemester course, one credit per semester. • May be taken for more than one year, with progressive advancement of content standards

and technical skills each semester. • A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • Indiana Academic Standards for English/Language Arts and Mathematics and National


programs.

CONSUMER ECONOMICS

5334 H651

Consumer Economics enables students to achieve high standards and competencies in economic principles in contexts of high relevancy and applicability to their individual, family, workplace, and community lives. A projectbased approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. The course focuses on interrelationships among economic principles and individual and family roles of exchanger, consumer, producer, saver, investor, and citizen. Economic principles to be studied include scarcity, supply and demand, market structure, the role of government, money and the role of financial institutions, labor productivity, economic stabilization, and trade. Depending on needs and resources, this course may be taught in a local


program, in schools where it is taught, it is recommended for all students regardless of their career pathway, in order to bui8ld basic economics proficiencies.

• One credit per semester for one semester. • A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • One social studies credit for minimum diploma requirements. See state rule 511 IAC 67

6.1 © (2). • Content standards and competencies are defined. • Indiana Academic Standards for English/Language Arts and Mathematics and National


programs.

CHILD DEVELOPMENT AND PARENTING I AND II

5362 H611 H612

Child Development and Parenting addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. A projectbased approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. The focus is on researchbased nurturing and parenting practices and skills, including brain development research, that support positive development of children. Topics include consideration of the roles, responsibilities and challenges of parenthood; human sexuality; adolescent pregnancy; prenatal development; preparation for birth; the birth process; meeting the physical, social, emotional, intellectual, moral and cultural growth and developmental needs of infants and children; impacts of heredity, environment, and family and societal crisis on development of the child; meeting children’s needs for food; clothing, shelter, and care giving; caring for children with special needs; parental resources, services, and agencies; and career awareness. Applications through authentic settings such as volunteer experiences, internships, and service learning are encouraged.

This course is recommended for all students regardless of their career cluster or pathway to build basic parenting skills and is especially appropriate for students with interest in human services and educationrelated careers.

• Onesemester or twosemester course, one credit per semester. • Schools offering this course for two semesters may title the course(s) “Child Development

and Parenting 1” and “Child Development and Parenting 2”, or they may use “Child Development” for one semester and “Parenting” for the other semester.

• A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sciences have been integrated into this course. • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course.


• One of the six FACS courses from which students may choose three to fulfill the required Health and Safety credit. See State Rule 511 IAC 676 (6).

• One of the seven courses from which schools must select four to teach a minimum of once every other year in order to qualify for state vocational funding.

• This course generates state vocational funding (APC) for schools with approved FACS programs.

ADVANCED NUTRITION AND FOODS

5340 H622

Advanced Nutrition and Foods is a sequential course that builds on concepts from NURITION AND WELLNESS or CULINARY ARTS FOUNDATIONS. This course addresses more complex concepts in nutrition and foods, with emphasis on contemporary issues, or on advanced special topics such as international, Regional, and/or Cultural Foods, Food Science, Nutrition, or Dietetics, or with emphasis on a particular aspect of the food industry, such as Baking, Catering, or Entrepreneurial Endeavors. Higher order thinking, communication, leadership and management processes will be integrated in classroom and laboratory activities. Topics include:

• Indepth study of daily nutrition and wellness throughout the life span. • Acquiring, organizing, and evaluating information about foods and nutrition. • Selecting and preparing nutritious meals. • Safety and Sanitation in food production. • Meal planning and preparation for specific, economic, psychological, and nutritional needs. • Community and world food concerns, including scarcity and hunger. • Advanced impacts of science and technology on nutrition, food, and related tools and

equipment. • Exploring careers in nutrition and food industries.

Laboratory experiences with advanced applications are required. Schoolbased entrepreneurial enterprises, fieldbased observations/experiences or internships, and service learning activities are recommended.

• One credit per semester – course title may be repeated for up to four semesters to accommodate a variety of special topics in advanced nutrition and foods.

• A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • Content standards and competencies are defined. • Indiana Academic Standards for English/Language/Arts and Mathematics and National


programs.


ADULT ROLES AND RESPONSIBILITIES

5330 H603

Adult Roles and Responsibilities builds knowledge, skills, attitudes, and behaviors students will need as they prepare to take the next steps toward adulthood in today’s everchanging society. A projectbased approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. The focus is on becoming independent, contributing, and responsible participants in family, community, and career settings. topics include living independently and family formation; analysis of personal standards, needs, aptitudes and goals; integration of family, community, and career responsibilities; consumer choices and decision making related to nutrition and wellness, clothing, housing, and transportation; financial management; relationship of technology and environmental issues to family and consumer resources; and community roles and responsibilities of families and individuals. Applications through authentic settings such as volunteer experiences, internships, and service learning are encouraged.

This course is designed for students who may not have had other FACS classes and recommended for all students regardless of their career cluster or pathway, in order to build skills needed for assuming the roles and responsibilities they will encounter as they prepare to complete high school and enter the adult world.

• Onesemester or twosemester course, one credit per semester. • A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sciences have been integrated into this course. • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course. • One of the six FACS courses from which students may choose three to fulfill the required

Health and Safety credit. See State Rule 511 IAC 6076 (6). • One of the seven courses from which schools must select four to teach a minimum of once

every other year in order to qualify for state vocational funding. • This course generates state vocational funding (APC) for schools with approved FACS

programs.

FACS ISSUES AND APPLICATIONS I, II AND III

5336 H637 H638 H639

FAMILY AND CONSUMER SCIENCES (FACS) ISSUES AND APPLICATIONS is an advancedlevel, projectbased course in which students integrate higher order thinking, communication, leadership, and management processes to conduct investigations in family and community services at the local, state, national, or global/world level. Each student will create a vision statement, establish standards and goals, design and implement an action plan and timeline, reflect on their accomplishments, and evaluate results. Authentic, independent application through FCCLA studentdirected programs or projects, internship, community based study, or indepth laboratory experience is required. Research and development; interdisciplinary projects; and/or collaboration with postsecondary faculty, community agencies or organizations, or student


organizations are appropriate approaches. Service learning experiences are highly recommended. Achievement of applicable FACS, academic, and employability competencies will be documented through a required student portfolio. This course is recommended for all students who are ready to pursue indepth, independent study of FACS and/or FCCLA in the context of family and community services. It is especially appropriate for students with interest in human services, education, and other “helping” professions.

• One credit per semester – course title may be repeated for up to four semesters to accommodate a variety of special topics in Family and Consumer Sciences.

• A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • Content standards and competencies are defined. • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sciences have been integrated into this course. • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course. • This course generates state vocational funding (APC) for schools with approved FACDS

programs.

CHEMISTRY OF FOODS

H623

CHEMISTRY OF FOODS is an integrated course that provides indepth study of the application of science principles to scientific investigation of the production, processing, preparation, evaluation, and utilization of food. The course utilizes the scientific method to study scientific concepts and theories in the context of nutrition and foods. Students are expected to achieve academic standards and competencies from chemistry, biochemistry, biology, and some physics at the analysis, synthesis, and evaluation levels in this specialized area of study. Students develop critical reasoning, mathematical, and writing skills through a variety of higherlevel learning strategies and laboratory experiments that require measuring, recording, graphing, and analyzing data; predicting and evaluating laboratory results; and writing laboratory reports. The course is recommended for all students regardless of their career cluster or pathway, in order to build science proficiencies in chemistry, physics and biology.

• One credit per semester for two semesters. • A Core 40 elective course. • An elective course for Academic Honors and Technical Honors Diplomas. • Two science credits for minimum diploma requirements. • Content standards and competencies are defined. • Indiana Academic Standards for English/Language Arts and Mathematics and National

Standards for Family and Consumer Sciences have been integrated into this course. • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course,

or it may be team taught by a FACS teacher and a science teacher or an agriscience teacher. • This course generates state vocational funding (APC) for schools with approved FACS

programs.


HUMAN DEVELOPMENT AND FAMILY WELLNESS I AND II

H613 H614

HUMAN DEVELOPMENT AND FAMILY WELLNESS addresses development and wellness of individuals and families throughout the life cycle. A project–based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. Topics include human development and wellness theories, principles, and practices; roles, responsibilities, and functions of families and family members throughout the life cycle; individual and family wellness planning; prevention and management of illnesses and disease; impacts of diverse perspectives, needs, and characteristics on human development and family wellness; gerontology and intergenerational aspects, including adult care giving; contemporary family issues, including ethics, human worth and dignity, change, stress, and family crisisabuseviolence; physical, mental, and emotional health issues, including substance use/abuse and eating disorders; managing the family’s healthrelated resources; community services, agencies, and resources; and exploration of human and family services careers. Applications through authentic settings such as volunteer experiences, internships, and service learning are encouraged.

• One credit per semester for two semesters. • A Core 40 elective course.


HEALTH

HEALTH 3506 VCSC P00931

High school health education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors, and attitudes related to student health and wellbeing. This course includes the major content areas in a planned, sequential, comprehensive health education curriculum as expressed in the Indiana Health Education Proficiency Guide: (1) Growth and Development; (2) Mental and Emotional Health; (3) Community and Environmental Health; (4) Nutrition; (5) Family Life Education; (6) Consumer Health; (7) Personal Health; (8) Alcohol, Tobacco, and Other Drugs Education; (9) Intentional 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 students in understanding that health is a lifetime commitment by analyzing individual risk factors and health decisions that promote health and prevent disease. Students are also encouraged to assume individual responsibility for becoming competent health consumers. A variety of instructional strategies, including technology, are used to further develop health literacy.

• This course is required to meet state graduation, Academic Honors Diploma, and Core 40 requirements.

• A one credit course


INDUSTRIAL TECHNOLOGY

Technology Systems I (T1261) 1 credit each Grades 912 Technology Systems II (T1262) 1 credit each Grades 912 Technology Systems III (T1263) 1 credit each Grades 912 Technology Systems IV (T1264) 1 credit each Grades 912 Technology systems is a study of the technologies used in industrial engineering, modern business and information systems, health and human services professions, and various art or humanities occupations. Instructional strategies include creative problem solving activities that address real world problems and opportunities. Computer experiences are used to incorporate graphics, simulations, networking, and control systems. Students are also introduced to, and engaged in, investigating career opportunities within a career cluster of their choice. Systems thinking skills are used by students to study, diagram, and test a solution to a scenario related to their concerns and career interests.

• A Core 40 elective

Design Processes I, II (T1215, T1216) 1 credit each Grades 912 Prerequisite for Design Process II is Design Process I This course studies the concepts needed for entering the field of technology. This course uses a variety of equipment and software to develop, evaluate, and solve problems. Techniques to communicate technical ideas are also stressed. An indepth study into these areas are explored. Traditional drawing equipment as well as computer software will be used to assist in the process.


Computer Design & Production Systems I, II (T1221, T1222) Prerequisite: Design Processes I, II or Approval by Instructor

1 credit each Grades 1012 Students will have the opportunity to use computers in practical industrial applications. This class focuses on using computer systems in producing drawings and specifications for products and structures. Necessary computer skills for producing computer aided drawings (CAD) and computer aided manufacturing (CAM) will be taught. Students will be working with Auto, CAD, Microsoft Works, Project Manager, Robot Simulation, 3D solid verification, Computer Basics, and Design Documentation for IBM.


Engineering Tech. I, II (T1211, T1212) 1 credit each Grades 1112 Prerequisite: Design Processes I, II or Approval by Instructor This course is designed to develop skills used by architectural, civil, electrical, and mechanical engineers. Skills taught will include communication techniques, organizing data, and a math and science background. Students will be required to design and evaluate structural problems, as well as developing solutions to structural defects.


Advanced CAD Tech. I, II (T1225, T1226) 1 credit each Grade 12 Prerequisite: Design Processes I, II or Approval by Instructor This course is designed for the student who wishes to pursue a career in the engineering field. Students will work on developing individual projects assisted by the CAD program. Students will incorporate various components learned in previous course work to develop the finished project.



LANGUAGE ARTS

ENGLISH 9 1002 English 9 1 VCSC E00307

English 9 2 VCSC E00308 English 9 3 VCSC E00309

Through the integrated study of language, literature, writing, and oral communication, English 9 students further develop their use of language as a tool for learning and thinking and as a source of pleasure. Students practice identifying, analyzing, and composing with different elements, structures, and genres of written language. Literature instruction focuses on opportunities to:

• read and comprehend a broad variety of literature applying appropriate reading strategies to enhance reading skills and literary appreciation which includes the ability to: (1) identify and analyze the elements of story structure, (2) utilize literature and expository material related to the world of work and technical documents, (3) identify literature by genre, (4) identify the author’s purpose and perspective, (5) recognize bias and propaganda, and (6) identify and analyze elements of drama; and

• develop vocabulary through (1) decoding, (2) the use of Greek and Latin roots, (3) literary terms and the use of glossaries, (4) contextual clues, and (5) independent reading.

The Composition component of language arts requires students to write for various audiences and purposes while strengthening skills in paragraph and multiparagraph writing. These include (1) having a hierarchy of ideas such as, thesis, supporting points, and specific examples; (2) the understanding of the paragraph as a formal structure, with a topic sentence; and (3) the understanding that composition (regardless of type) is an organized message from an author to a specific, identified audience.

Using technology, students receive instruction and practice in the writing process. This process includes: (1) prewriting, including summarizing, analyzing, and evaluating research; defining a problem or question; and outlining; (2) drafting; (3) revising, which includes obtaining, evaluating, and using feedback to rewrite the substance of the document; (4) editing, which includes attending to issues of spelling, grammar, punctuation, and style using a style manual, such as that of the Modern Language Association [MLA], Chicago Manual of Style, or American Psychological Association [APA]; and (5) publishing, which includes overall presentation, stylistic consistency, and electronic production.

Composition also provides opportunities to create multiple types of writing, including expository essays of persuasion and literary analysis, and technical writing assignments in various forms, including business letters, resumes, and laboratory reports.

Oral communication (speech) emphasizes effective listening and speaking techniques and provides opportunities for students to integrate other reading and language arts skills as they learn to express ideas verbally. Oral communication should incorporate correct grammar, usage, vocabulary, reading, and composition skills. Student expectations emphasize both making presentations and being critical participants and listeners.


• Presentations include: (1) a well researched and coherently organized message to a given audience, (2) using effective delivery techniques in presentations, (3) establishing rapport with the audience, and (4) using the proper mechanics of speech;

• Critical listening and participant skills include: (1) identifying and analyzing characteristics of a speaker’s tone and style of presentation, (2) actively contributing to group discussions, (3) note taking, and (4) collaborating with peers to create written texts, speeches, and to make decisions; and

• Other skills related to oral communication include: (1) understanding the meaning and consequences of Freedom of Speech, (2) reading about and researching topics using the library and various media resources, and (3) giving and following oral direction as expected in the workplace.

• Integrated English—3 terms • A Core 40 and AHD course with standards defined • A three credit course based on Indiana’s Academic Standards for English 9

ENGLISH 9 ENHANCEMENT 1002 English 9 1 VCSC E00304

English 9 2 VCSC E00305 English 9 3 VCSC E00306

This course is designed to enhance a student’s fundamental skills in reading, writing, speaking, and listening and to prepare the student for ISTEP+. Students follow the freshman curriculum and Indiana Academic Standards.


ENGLISH 9A 1002 English 9 A 1 VCSC E00313

English 9 A 2 VCSC E00314 English 9 A 3 VCSC E00315

For the student who has earned high grades in English classes and scored well on standardized measures of skills needed for success in English classes. This class for collegebound students will focus on major literary works such as Romeo and Juliet and The Odyssey.


ENGLISH 9AH 1002 English 9AH 1 VCSC E00316

English 9AH 2 VCSC E00317



This course is for the academically talented student. Students in will participate in an English Honors Project as an integral part of the students’ experience in the course. This project should be designed to integrate knowledge, skills and concepts from the English/language arts academic standards in a culminating project consisting of: (1) an individual research paper, (2) a product that demonstrates the application of what was learned, and (3) a formal presentation.

The English Honors Project should consist of an individually written research report, a major product, and an oral presentation. It should have the following three components: • a formal individual research paper that demonstrates proficiency in conducting research and

writing about a chosen topic. • a product that is a tangible creation is based on choosing, designing and developing an item

related to the student’s field of study. • the formal presentation of the project that consist of an oral presentation or speech before a

panel of peer and/or teacher reviewers.



English 10 2 VCSC E00326

Language arts instruction, as with math and other disciplines, is cumulative. Thus, English 10 reinforces and continues to make full use of many of the activities and skills of English 9. Beyond these, English 10 adds the following emphasis: (1) consideration of a given canon of literature, usually American literature; and (2) increased focus on the selfconscious choice of comprehension and writing strategies. Literature instruction focuses on opportunities to:

• Respond critically, reflectively, and imaginatively to American literature, including major authors from the Puritan Era, Age of Reason, the Romantic Period, the Civil War Era, the Twenties, Modern Black Literature, the Forties, the Fifties, and Modern Drama, or World Literature including classic and contemporary works, and recognizes the relevance of this literature in today’s world;

• Practice distinguishing among the different types of contents and purposes language can hold, for example, logic, opinion, ideology, pointofview, and suggestion. Moreover, students practice using language for different, sophisticated purposes, including: (1) identifying and forming conclusions; (2) recognizing and using persuasive devices; (3) judging an author’s purpose, perspective, and expertise; and (4) reading and interpreting public documents, instructions, and symbols; and develop vocabulary through (1) decoding, (2) the use of Greek and Latin roots, (3) literary terms and the use of glossaries, (4) contextual clues, and (5) independent reading.

In addition, students should be responsible for taking personal time for both instructional and recreational reading.


The Composition component of language arts provides students with opportunities to write for various audiences and purposes. Students identify and employ various elements of good writing in well organized descriptive, expository, and narrative writings. These elements include: (1) stating and supporting a point of view or opinion, (2) using transitions effectively to relate individual points and paragraphs to each other and to the main idea, (3) creating expository essays of persuasion and literary analysis, and (4) completing technical writing assignments.

Students use the basic modes of oral and written expression through the development of effective descriptive and narrative procedures, including focus and logical organization of ideas. As a part of the writing process, students; (1) apply and use specialized reading skills in the content areas; (2) listen attentively and critically for different purposes and take appropriate notes; (3 ) interpret research by summarizing, analyzing, evaluating, and making decisions individually as well as in groups; (4) utilize rating scales and checklists for personal assessment, and (5) use a variety of technological tools in the learning process.

The formal study of grammar, usage, spelling, and language mechanics is integrated into the study of writing. Using technology, students receive instruction and practice in the writing process including prewriting, drafting, revising, editing, and publishing. Students are encouraged to use one of the manuals of style such as Modern Language Association [MLA], American Psychological Association [APA], or the Chicago Manual of Style [CMS].

Oral Communication (speech) provides students with opportunities to develop greater facility with choosing and employing different elements of effective oral communication. Student expectations include: (1) using effective delivery techniques; (2) communicating responsibly, critically, and confidently on specialized topics when speaking in public; (3) creating and using technological devises in oral presentations; (4) using transitional devises effectively and using the proper style of delivery; (5) using proper social etiquette; and (6) demonstrating the various types of speeches and developing an effective personal delivery style.

• Integrated English—two semesters • A Core 40 and AHD course with standards defined • A two credit course based on Indiana’s Academic Standards for English 10

ENGLISH 10 ENHANCEMENT 1004 English 10 ENH 1 VCSC E00323

English 10 ENH 2 VCSC E00324

This course is designed to enhance essential skills in reading, writing, speaking, and listening. Students follow sophomore curriculum and Indiana Academic Standards.



ENGLISH 10A 1004 English 10A 1 VCSC E00329

English 10A 2 VCSC E00330

This course, designed for students who have previously been academically successful in English classes, emphasizes literature, grammar, speech, composition, and vocabulary for the collegebound student.


ENGLISH 10AH 1004 English 10AH 1 VCSC E00331


This course is for the academically talented student. Students in will participate in an English Honors Project as an integral part of the students’ experience in the course. This project should be designed to integrate knowledge, skills and concepts from the English/language arts academic standards in a culminating project consisting of: (1) an individual research paper, (2) a product that demonstrates the application of what was learned, and (3) a formal presentation.

The English Honors Project should consist of an individually written research report, a major product, and an oral presentation. It should have the following three components: • a formal individual research paper that demonstrates proficiency in conducting research and

writing about a chosen topic. • a product that is a tangible creation is based on choosing, designing and developing an item

related to the student’s field of study. • the formal presentation of the project that consist of an oral presentation or speech before a

panel of peer and/or teacher reviewers.

• Integrated English—3 terms • A Core 40 and AHD course with standards defined • A two credit course based on Indiana’s Academic Standards for English 10


English 11 2 VCSC E00338

Through the integrated study of language, literature, composition, and oral communication, English 11 students further develop their use of language as a tool for learning and thinking and as a source of pleasure. In English 11, students move from predominantly analyzing and using the elements of written language to making judgments based on those analyses. English 11 also incorporates a literary canon, much of which is from a culture or time period different from that of the students – usually a survey of British literature or American literature from different periods. Literature instruction focuses on opportunities to:


• Develop criteria for judging and analyzing literary works, speeches, essays, and poetry; • Select appropriate reading skills and strategies to: (1) distinguish elements in literature that

make it a reflection of the social, economic, political thinking, or condition of the times; (2) analyze literature as it reflects divergent points of view; and (3) identify how contemporary writing reflects past tradition and movements;

• Read works of British literature from the AngloSaxon Period to the Modern Period, which includes essays, short stories, poetry, novels and dramatic works;

• Respond critically, reflectively, and imaginatively to American Literature, including major authors from the Puritan Era, Age of Reason, the Romantic Period, the Civil War Era, the Twenties, Modern Black Literature, the Forties, the Fifties, and Modern Drama, and recognize the relevance of this literature in today’s world; and

• Develop vocabulary through: (1) decoding, (2) the use of Greek and Latin roots, (3) literary terms and the use of glossaries, (4) contextual clues, (5) recognizing analogies, and (6) independent reading.

The Composition component of language arts provides students with opportunities to produce a variety of forms including persuasive writing, synthesis and analysis of information from a variety of sources, completing complex forms, describing procedures, giving directions, and using graphic forms to support a thesis.

Thus, composition in Grade 11 continues to refine students’ abilities to articulate sophisticated ideas in an organized manner. Increased sensitivity to context, audiences, purposes, and other environmental considerations helps students better communicate their thoughts. In addition, students develop greater facility with the backandforth movement between analysis and synthesis. That is, students analyze sources with increasing attention to detail while they synthesize or compose written texts, using these analyses in accordance with a given purpose such as persuasion, exposition, description, and so forth.

The formal study of grammar, usage, spelling, and language mechanics is integrated into the study of writing. Using technology, students receive instruction and practice in the writing process including prewriting, drafting, revising, editing, and publishing. Students are encouraged to use one of the manuals of style such as Modern Language Association [MLA], American Psychological Association [APA], or the Chicago Manual of Style [CMS].

Oral Communication (speech) continues to emphasize effective listening and speaking techniques. This includes providing opportunities for students to integrate other reading and language arts skills as they incorporate correct, grammar, usage, vocabulary, reading, and composition skills while learning to express ideas verbally.

Grade 11 increasingly calls attention to the contexts in which oral communication takes place. Student expectations include: (1) communicating in academic and nonacademic language environments; (2) communicating responsibly, critically, and confidently on specialized topics when speaking in public; (3) analyzing speech in terms of sociocultural values, attitudes, and assumptions; (4) enhancing speaking with appropriate nonverbal cues; (5) adapting to physical, professional, and student speeches on content and delivery; and (7) demonstrating a basic knowledge of parliamentary procedure.


• Integrated English—2 semesters • A Core 40 and AHD course with standards defined • A two credit course based on Indiana’s Academic Standards for English 11



This course is for students who need additional reinforcement in mastering the basic English skills of reading, writing, oral interpretation, and emphasis on writing challenges in life/career. Students follow junior curriculum and Indiana Academic Standards.


ENGLISH 11A 1006 English 11 A 1 VCSC E00341

English 11 A 2 VCSC E00342

Students in this course will survey American literature and develop writing skills through creative and expository writing. Class activities are designed to prepare students for collegelevel work.


ENGLISH 11 AP ENGLISH LANGUAGE AND COMPOSITION

1056 English 11 AP 1 VCSC E00343 English 11 AP 2 VCSC E00344 English 11 AP 3 VCSC E00345

English Language and Composition, Advanced Placement is a course based on the content established by the College Board. Students enrolled in English Language and Composition become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. They become skilled writers who write in a variety of forms – narrative, exploratory, expository, argumentative – and on a variety of subjects.

• Prerequisites: English 9, English 10, and English 11 or equivalent courses • A Core 40 and AHD course with standards defined • A two or three credit course


ENGLISH 12 1008 English 12 (Composition) VCSC E00351

English 12 (Literature) VCSC E00352

Grade 12 continues to refine students’ ability and desire to learn and communicate about language and literature. While students developed judgments informed by keen literary analysis in Grades 9 11, in Grade 12 they practice explaining and defending their readings to others. In addition, the emphasis on different cultural contexts is intensified in a focus on world literature. To negotiate these texts, students learn to identify and communicate about the broad themes, trends, and cultural issues present in world literature. Literature instruction focuses on opportunities to:

• Apply appropriate reading skills and strategies to make and defend judgments about written quality and content of literary works, written and technologically generated material, literary genres, conventions, and story structure;

• Respond critically, reflectively, and imaginatively to the literature of outstanding world writers; become acquainted with cultures of other countries; study themes that relate to mankind and outstanding world writers; and analyze literature as it reflects a divergent point of view in all literary periods; and

• Develop vocabulary through: (1) decoding, (2) the use of Greek and Latin roots, (3) literary terms and the use of glossaries, (4) contextual clues, (5) recognizing analogies, and (6) independent reading.

The Composition component of English 12 continues to provide students with opportunities to hone their writing. Writing at this stage has: (1) a clearly identified audience, (2) a wellarticulated purpose and thesis, and (3) a structured body that fulfills its stated purpose and supports its thesis in a way accessible to its audience. Writing at this stage is also well informed by careful research and intelligent analysis.

Using technology, students are able to produce polished final documents. Polished writing requires following through with all phases of the writing process (prewriting, drafting, revising, editing, and publishing), at which all students should be proficient. All writing should meet the four criteria outlined above and have been through all stages of the process just described, including persuasive writing, synthesis and analysis of information from a variety of sources, and reflective essays.

Students are also able to complete complex forms, describe procedures, give directions, and use graphic forms to support a thesis. The formal study of grammar, usage, spelling, and language mechanics is integrated into the study of writing. Students are encouraged to use one of the manuals of style such as Modern Language Association [MLA], American Psychological Association [APA], or the Chicago Manual of Style [CMS].

Oral Communication (speech) continues to emphasize the organization of ideas, awareness of audience, and sensitivity to context in carefully researched and well organized speeches. Student expectations include: (1) presenting facts and arguments effectively; (2) analyzing speeches in terms of sociocultural values, attitudes, and assumptions; (3) recognizing when another does not understand the message being delivered; (4) utilizing Aristotle’s three modes of proof; (5) utilizing elementary logic such as deductive, inductive, causal, and analogical forms of reasoning; and (6) expressing and defending, with evidence, one’s thesis.





This course is designed to focus on reading, writing, communication, and workplace English skills. The course incorporates high interest novels and short stories with various writing activities.


ENGLISH 12 AP ENGLISH LITERATURE AND COMPOSITION

1057 English 12 AP 1 VCSC E00357 English 12 AP 2 VCSC E00358 English 12 AP 3 VCSC E00359

English Literature and Composition, Advanced Placement is a course based on the content established by the College Board. Students enrolled in English Literature and Composition will critically analyze the structure, style, and themes of a representative literature from various genres and periods. Students will also describe the use of elements of language such as figurative language, imagery, symbolism and tone. Students will write welldeveloped and organized essays that are clear, coherent and persuasive in nature.

• Prerequisites: English 9, English 10, and English 11 or equivalent courses • A Core 40 and AHD course with standards defined • A two or three credit course

LITERARY MOVEMENTS 1040 VCSC E00375

The course in Literary Movements provides the study of European and American literature produced in Ancient Greece and Rome, the Middle Ages, the Renaissance, the Enlightenment, and the periods of Romanticism, Realism, Naturalism, Modernism, and PostModernism. This course provides an interdisciplinary examination of the connection between intellectual and historic trends including political, philosophicaltheological, and aesthetic issues as well as specific literary movements. Writing and discussion activities will provide students with opportunities to explore these trends and movements.

• A Core 40 and AHD course • A one credit course based on Indiana’s Academic Standards for English


COMPOSITION 1090 VCSC E00385

Composition provides students with an opportunity to learn to write by writing. Students will have frequent opportunities to write for different audiences and purposes, using a process that includes: (1) prewriting, (2) drafting, (3) peer sharing, (4) revising (content, structure, or presentation), (5) editing (grammar, punctuation, spelling, usage), and (6) producing a final product. For peer sharing, students receive specific training in providing constructive, substantive feedback, while role playing as members of the author’s target audience. This is done for each composition. Selected readings provide models of effective writing techniques and opportunities to evaluate and discuss the writings of others. In addition to providing instruction in writing clear, coherent, and organized text, this course will teach strategies for collecting and transforming data for use in writing and using criteria to evaluate and revise writing. Instruction in grammar, usage, and mechanics will be integrated with writing so that students develop a functional understanding of language and a common vocabulary for discussing writing. Though not every piece of writing has to be put into final form, those that are should follow accepted conventions of language, style, mechanics, and format. It is recommended that word processors be used to support writing instruction.


ADVANCED COMPOSITION 1098 VCSC E00387

Advanced Composition further develops and refines writing skills introduced in other composition courses. This course provides students frequent opportunities to write for different audiences and purposes, using a process that includes: (1) prewriting, (2) drafting, (3) peer sharing, (4) revising, and (5) editing. Techniques of persuasive writing and formal argument are studied, and increased emphasis is placed on language and style. This type of course encourages students to: (1) take risks as writers, (2) choose some of their own topics for writing, and (3) publish their writing in the most appropriate formats available, such as school and local newspapers, contests, and literary magazines. Students will do presentations critiquing their own writing. Students will also read and evaluate samples of good writing to enhance their own writing. It is recommended that word processors be used to support writing instruction in this course.


CREATIVE WRITING 1092 VCSC E00402

Creative Writing provides students with ample opportunities to combine literary creativity with the discipline of written discourse. The concept of the manipulation of language to convey ideas, feelings, moods and visual images should be the basis of the course. Students become familiar with standard literary elements through the reading and study of published prose and poetry and are taught to use those elements in their own writing. Additionally, students learn strategies for evaluating and responding to their own writing and the writing of others in a peersharing


component. In this peersharing component, students receive specific training in providing constructive, substantive feedback, while role playing as likely readers of each creative work. Representative models of literary excellence may also be studied.


SPEECH 1076 VCSC E00391

Speech provides the study of and practice in the basic principles and techniques of effective oral communication. This course includes instruction in adapting speech to different audiences and purposes. Students have opportunities to make different types of oral presentations including: (1) viewpoint, (2) instructional, (3) demonstration, (4) informative, (5) persuasive, and (6) impromptu. Students are given opportunities to express subject matter knowledge and content through creative, analytical, and expository writing, as well as reading a variety of literary genre related to course content and speaking assignments. This course emphasizes research using technology and careful organization and preparation. Students also practice and develop critical listening skills.


ADVANCED SPEECH AND COMMUNICATION 1078 VCSC E00392

Advanced Speech and Communication continues with the skills learned in Speech. Major emphasis is given to the producing of formal speeches. The course focuses on leadership development, listening skills, oral interpretation, parliamentary procedure, research methods, and oral debate. Students are given opportunities to express the subject matter knowledge and content through various writing experiences as well as reading a variety of literary genre related to course content and speaking experiences. Special attention is given to the creating of a complete outline and support, using two or more sources, as well as individual presentation skills. Students concentrate on producing speeches that: (1) inform; (2) motivate; (3) entertain; and (4) persuade through the use of impromptu, extemporaneous, memorized, and manuscript delivery. Students develop skills in: (1) listening, (2) oral interpretation, (3) parliamentary procedures, (4) research methods, and (5) oral debate.



MATHEMATICS

ALGEBRA I 2520 Algebra I 1 VCSC M00725

Algebra II 2 VCSC M00726

Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced courses. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problemsolving situations. The concept of function is emphasized throughout the course. Topics include: (1) operations with real numbers, (2) linear equations and inequalities, (3) relations and functions, (4) polynomials, (5) algebraic fractions, and (6) nonlinear equations.

• A Core 40 and AHD course with standards defined • A twocredit course based on Indiana’s Academic Standards for Algebra I

ALGEBRA II 2522 Algebra II 1 VCSC M00727

Algebra II 2 VCSC M00728

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.

• Prerequisite: Algebra I • A Core 40 and AHD course with standards defined • A twocredit course based on Indiana’s Academic Standards for Algebra II

ALGEBRA IIA 2522 Algebra IIA 1 VCSC M00729

Algebra IIA 2 VCSC M00730

This course covers all the Indiana State Academic Standards for Algebra II and is offered to accelerated track mathematics students. Students will be exposed to concepts I greater depth and move through material at a faster pace.

• Prerequisite: Algebra I • A Core 40 and AHD course with standards defined • A twocredit course based on Indiana’s Academic Standards for Algebra II

GEOMETRY 2532 Geometry 1 VCSC M00732

Geometry 2 VCSC M00733

Geometry students examine the properties of two and threedimensional 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) polyhedra and other solids. Use of graphing calculators and computer drawing programs is encouraged.

• Prerequisite: Algebra I • A Core 40 and AHD course with standards defined • A twocredit course based on Indiana’s Academic Standards for Geometry

GEOMETRY A 2532 Geometry A 1 VCSC M00734

Geometry A 2 VCSC M00735

This course covers all the Indiana State Academic Standards for Geometry and is offered to accelerated track mathematics students. Students will be exposed to concepts in greater depth and move through material at a faster pace.

• Prerequisite: Algebra I • A Core 40 and AHD course with standards defined • A twocredit course based on Indiana’s Academic Standards for Geometry

PRECALCULUS/TRIGONOMETRY 2564 PreCalculus/Trigonometry 1 VCSC M00745

PreCalculus/Trigonometry 2 VCSC M00746

PreCalculus/Trigonometry blends the concepts and skills that must be mastered before enrollment in a collegelevel calculus course. The course includes the study of (1) relations and functions, (2) exponential and logarithmic functions, (3) trigonometry in triangles, (4) trigonometric functions, (5) trigonometric identities and equations, (6) polar coordinates and complex numbers, (7) sequences and series and (8) data analysis.

PreCalculus may be divided into a onecredit PreCalculus course and a onecredit Trigonometry course:

PRECALCULUS (2568) includes the study of (1) relations and functions, (2) exponential and logarithmic functions, (3) sequences and series, and (4) data analysis.

TRIGONOMETRY (2566) includes the study of (1) trigonometry in triangles, (2) trigonometric functions, (3) trigonometric identities and equations, and (4) polar coordinates and complex numbers.

• Prerequisite: Algebra II and Geometry • A Core 40 and AHD course with standards defined • A twocredit course based on Indiana’s Academic Standards for PreCalculus


PRECALCULUS/TRIGONOMETRY A 2564 PreCalculus/Trigonometry A 1 VCSC M00747

PreCalculus/Trigonometry A 2 VCSC M00748

This course covers all the Indiana State Academic Standards for PreCalculus and is offered to accelerated track mathematics students. Students will be exposed to concepts in greater depth and move through material at a faster pace.

• Prerequisite: Algebra II and Geometry • A Core 40 and AHD course with standards defined • A twocredit course based on Indiana’s Academic Standards for PreCalculus

CALCULUS AB, ADVANCED PLACEMENT 256 Calculus 1 VCSC M00751

Calculus 2 VCSC M00752 Calculus 3 VCSC M00753

Calculus AB, Advanced Placement or College Credit is a course that provides students with the content established by the College Board. Topics include: (1) functions, graphs, and limits, (2) derivatives, and (3) integrals. The use of graphing technology is required.

• Prerequisites: PreCalculus • A Core 40 and AHD course with standards defined • A twocredit course


MEDICAL CAREERS

The Health Care Industry is one of the leading U.S. employers, and this trend is expected to continue. Employment opportunities exist for both young men and women in a variety of community health care settings with over 200 different job opportunities available in hospitals alone. Technological advances continue to create new careers yearly.

This CoreCluster Competencybased twoyear program primarily for grades 11 and 12 consists of three separate courses in each year, which may be arranged as best fits the student’s needs. After mastering at least 2 of the 3 courses in Medical Careers I in the 10 th or 11 th grade, the student may move on to the hospital based program (Medical Careers II) with more specific advanced classroom and laboratory study in patient care and handling techniques. Students then choose internships of 6 to 12 weeks in length for specific skill development depending on their particular goals, and are placed in a very wide variety of facilities and departments, preparing them for entry level non credentialed careers and/or postsecondary education.

Medical Careers I Introduction to Medical Careers (V1535) 1 credit Grades 1012 This course combines career search, introduction to the vast health care field, the legal and ethical issues of dealing with patients, infection control measures used, medical abbreviations used, leadership and job seeking skills and communication and documentation techniques used across the array of health care workers studied.


Medical Careers Skills (V1536) 1 credit Grades 1012 This course is a study of how the body functions in health and disease. Basic health care skills common to many careers are taught in simulated laboratory practice. Some of the skills are vital signs, ambulation and transfer techniques, body mechanics, range of motion exercises, monitoring fluids and nutrition, height and weight, and simple specimen testing.


Medical Terminology (V1537) 1 credit` Grades 1012 Prerequisite: Introduction to Medical Careers or Medical Career Skills This course includes a simplified study of anatomy along with the medical terms used across the entire scope of careers. Deciphering those big words really is easy once you learn how and it opens up a whole new world of opportunities, and makes you feel like an insider! A great course for business majors interested in medical office application, as well as PreMed, Nursing, and Therapy bound students.


Medical Careers II Prerequisite: Medical Careers I, two of the three terms (however one must be 2 nd term)

Medical Careers Foundations (V1538) 2 credits *Grade 12 This course lasts two periods and it builds on the skills of the first year, preparing students with more depth of knowledge, skills and attitudes, as well as some shadowing experiences so that students can narrow their choices for internships. Students are bussed daily to the Health Careers


Center at Union Hospital. Students will take field trips to Ivy Tech and Vincennes University. First Aid/ CPR Certification is included.

* This course can be taken earlier with teacher recommendation. (A junior may take the second year if they have completed Medical Careers I.).


Medical Careers Internship (V1539) 2 credits Grade 12 Prerequisite: Medical Careers Foundations This is also a two period class and includes two weeks of preparation specific to one or two chosen internships at Union Hospital. It includes Certified Nursing Assistant State Certification if students wish to get it. Students are out, on the job for at least 10 weeks to learn job skills, work pace, and try the career “on for size” to prepare them for entry level jobs and further education, if they wish. Students may have to drive to a site, depending on the career choice they make.


Medical Careers Senior Option (V1540) 2 credits Grade 12 Prerequisite: Medical Terminology preferred This course is also two periods and provides further internships for those continuing from internships above, to develop more job skills. A student may have to drive, depending on the career choice and placement possibilities.


Medical Careers Internship (O0870, O0871) 1 or 2 credits Grade 12 Students will experience first hand a career area that will provide the student with an opportunity to determine if this is a future career interest. The internship will also provide an additional option to students during the last trimester of their senior year. Open to seniors (those not in coop programs) A student must have passed the GQE. Students are to submit a proposal at least SEVEN weeks prior to the start of the third trimester. Applications can be obtained from the school counselor.



PHYSICAL EDUCATION

PHYSICAL EDUCATION I (L) 3542 VCSC P00903

Secondary Physical Education I continues the emphasis on healthrelated fitness and developing the skills and habits necessary for a lifetime of activity. This program includes skill development and the application of rules and strategies of complex difficulty in at least three of the following different movement forms: (1) healthrelated fitness activities (cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition), (2) aerobic exercise, (3) team sports, (4) individual and dual sports, (5) gymnastics, (6) outdoor pursuits, (7) selfdefense, (8) aquatics, (9) dance, and (10) recreational games. Ongoing assessment includes both written and performancebased skill evaluations.

• This course is required to meet state graduation requirements, Academic Honors Diploma, and Core 40 requirements.

• Classes are coeducational unless the activity involves bodily contact or groupings are based on an objective standard of individual performance developed and applied without regard to gender.

• Adapted physical education must be offered, as needed, in the least restricted environment and must be based on individual assessment

• A ½ credit course (one semester) for all students graduating in 2006, 2007, 2008, and 2009; • One (1) credit course (one semester) for all students graduating in 2010

PHYSICAL EDUCATION II (L) 3544 VCSC P00904

Secondary Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, selfexpression, and social interaction. This course provides students with opportunities to achieve and maintain a healthenhancing level of physical fitness and to increase their knowledge of fitness concepts. It includes at least three different movement forms without repeating those offered in Secondary Physical Education I. Movement forms may include: (1) healthrelated fitness activities (cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition), (2) aerobic exercise, (3) team sports, (4)individual and dual sports, (5) gymnastics, (6) outdoor pursuits, (7) selfdefense, (8) aquatics, (9) dance, and (10) recreational games. Ongoing assessment includes both written and performancebased skill evaluations. This course will also include a discussion of related careers.

• Prerequisite: Secondary Physical Education I • This course is required to meet state graduation requirements, Academic Honors Diploma, and

Core 40 requirements. • Classes are coeducational unless the activity involves bodily contact or groupings are based on

an objective standard of individual performance developed and applied without regard to


gender. • A ½ credit course (one semester) for all students graduating in 2006, 2007, 2008, and 2009; • One (1) credit course (one semester) for all students graduating in 2010

ELECTIVE PHYSICAL EDUCATION (L) 3560 Fitness Center I VCSC P00912P00917

Lifeguarding VCSC P00919

Elective Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an indepth study in specific areas. A minimum of two of the following activities should be included: (1) healthrelated fitness activities (cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition), (2) team sports, (3) individual or dual sports, (4 ) aquatics and, (5) outdoor pursuits. It includes the study of physical development concepts and principles of sport and exercise as well as opportunities to develop or refine skills and attitudes that promote lifelong fitness. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes both written and performancebased skill evaluation.

• Prerequisites: Secondary Physical Education I and II • Classes are coeducational unless the activity involves bodily contact or groupings are based on

an objective standard of individual performance developed and applied without regard to gender.

• A maximum of six credits can be earned provided that there is no course or skill level duplication.



SCIENCE

BIOLOGY I (L) 3024 Biology I 1 VCSC S01105

Biology I 2 VCSC S01106

Biology I is a course based on regular laboratory and field investigations that include a study of the structures and functions of living organisms and their interactions with the environment. At a minimum, students enrolled in Biology I explore the functions and processes of cells, tissues, organs, and systems within various species of living organisms and the roles and interdependencies of organisms within populations, communities, ecosystems, and the biosphere. Students work with the concepts, principles, and theories of the living environment. In addition, students enrolled in this course are expected to: (1) gain an understanding of the history and development of biological knowledge, (2) explore the uses of biology in various careers, and (3) investigate biological questions and problems related to personal needs and societal issues.

• A Core 40 and AHD Life Science course • A two credit course based on Indiana’s Academic Standards for Biology I

BIOLOGY IA (L) 3024 Biology IA 1 VCSC S01107

Biology IA 2 VCSC S01108

This course is an extension of Biology I with additional emphasis on a more cellular/chemical approach to biology. Added emphasis will be given to the molecular explanations of life particularly as it relates to modern understanding of genetics and evolution. Additional effort will be made to provide both individual and group experiences to demonstrate the responsible role of biology in our increasingly biotechnical society.

• A Core 40 and AHD Life Science course • A two credit course based on Indiana’s Academic Standards for Biology I (A)

BIOLOGY, ADVANCED PLACEMENT (L) 3020 Biology AP 1 VCSC S01111

Biology AP 2 VCSC S01112 Biology AP 3 VCSC S01113

Biology, Advanced Placement is a course that provides students with the content established by the College Board. Topics include: (1) molecules and cells; (2) heredity and evolution; (3) organisms and populations.

• Prerequisites: Biology I and Chemistry I • A Core 40 and AHD Life Science course • A three credit course


BIOLOGY II, OTHER, ANATOMY AND PHYSIOLOGY I 3025 Human Anatomy and Physiology 1,2 VCSC S01121, S01122

Human Anatomy and Physiology 1, 2 VCSC S01123, S01124

This course offers the student a chance to study the human body and obtain practical experiences in a laboratory setting. Histology, biochemistry and microbiology are integrated into the laboratory activities, which include dissection of small animals and a number of mammalian organs. Scientific literacy and unifying themes of scientific knowledge are stressed. This course can be taken for college credit.

• Prerequisite: Biology I • A Core 40 and Life Science course • A two credit course

BIOLOGY II, OTHER, ANATOMY AND PHYSIOLOGY II 3026 Human Anatomy and Physiology II VCSC S01125

This course is an extension of Anatomy and Physiology I. Students will look at additional systems as well as a stud of the practical skills to better prepare them for a medical career. While studying these systems, students will have opportunities to observe tests and equipment used at local hospitals. The curriculum will include the following areas of study: autonomic nervous system; endocrine system; lymphatic system; body defenses and immunity; fluid and acid base balance; diseases, cures, and drug treatment medical bacteriology; and practical first aid and medical treatments.

• Prerequisite:: Anatomy and Physiology I • A Core 40 and Life Science course • A one credit course

BIOLOGY II, OTHER, ZOOLOGY Zoology 1 VCSC S01118 Zoology 2 VCSC S01119

Zoology provides an indepth study of the animal kingdom. Emphasis is given to the economic importance of animals with proper emphasis placed on environmental and ecological factors. It covers cells, metabolism, and organism from the protozoa to the vertebrate. There is a focus on the comparison of systems in the various phyla and the study of life histories of organisms. Laboratories include dissection of selected invertebrates and vertebrates for comparison of anatomy and physiology between phyla. This is an excellent course for those interested in veterinary medicine, medicine, oceanography, or environmental science.

• Prerequisite: Biology I • A Core 40 and Life Science course • A two credit course


CHEMISTRY I (L)

3064 Chemistry I 1 VCSC S01131 Chemistry I 2 VCSC S01132

Chemistry I is a course based on regular laboratory investigations of matter, chemical reactions, and the role of energy in those reactions. Students enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. In addition, students enrolled in this course are expected to: (1) gain an understanding of the history of chemistry, (2) explore the uses of chemistry in various careers, (3) investigate chemical questions and problems related to personal needs and societal issues, and (4) learn and practice laboratory safety.

• Prerequisite: Algebra I • A Core 40 and AHD Physical Science course • A two credit course based on Indiana’s Academic Standards for Chemistry I

CHEMISTRY IA (L) 3064 Chemistry IA 1 VCSC S01133

Chemistry IA 2 VCSC S01134

This course is an extension of Chemistry I. It is a college preparatory laboratory course emphasizing the development of concepts and theories in chemistry. The experimental nature of science is the basis for student investigation of chemical reactions. The main goals of the course include a study of electron structure, shape, relative size, and shape of atoms, and molecules, and the forces between them. The properties are used to explain oxidationreduction, equilibrium, and rates of chemical reaction. The mole concept is studied to understand chemical reactions. These concepts are expected to guide the student in his/her understanding and interpretation of complex chemical phenomena. A mathematical approach is used.

• Prerequisite: Algebra I • A Core 40 and AHD Physical Science course • A two credit course based on Indiana’s Academic Standards for Chemistry I

CHEMISTRY II (L) 3066 Chemistry II 1 VCSC S01135

Chemistry II 2 VCSC S01136

Chemistry II is a continuation of Chemistry I. The major areas of content, covered in depth, are chemical kinetics, chemical bonding, thermodynamics, chemical equilibrium, aqueous equilibrium, acids and bases, electrochemistry, oxidationreductions, organic chemistry and environmental chemistry. The course is intended for college bound students and should prepare them for college laboratory and research endeavors.

• Prerequisite: Chemistry I • A Core 40 and AHD Physical Science course • A two credit course that builds on Indiana’s Academic Standards for Chemistry I


EARTH AND SPACE SCIENCE I (L) 3044 Earth Space 1 VCSC S01153

Earth Space 2 VCSC S01154

Earth and Space Science I is a course focusing on the study of the earth’s lithosphere, atmosphere, hydrosphere, and its celestial environment. Students enrolled in Earth and Space Science I analyze and describe Earth’s interconnected systems that may be changing or may be in equilibrium. Students examine energy at work in forming and modifying earth materials, landforms, and continents through geological time. Through regular laboratory and field investigations, students understand the history and development of the earth and space sciences, explore the uses of knowledge of the earth and its environment in various careers, and investigate earth and space science problems concerning personal needs and community issues related to science.

• A Core 40 and AHD course • A two credit course based on Indiana’s Academic Standards for Earth and Space Science I

EARTH AND SPACE, OTHER, ASTRONOMY 3044 Astronomy VCSC S01181

This course will provide student an opportunity to study stars, the physical nature of stars, and their life cycle, as well as the constellations and their location in the night sky on a daily and yearly basis. Extensive observing of these constellations and stars is done with the planetarium dome so that the student becomes familiar with the daily and yearly motion of the stars. In addition to our current knowledge of stars, students will study the history of astronomy. Students will learn about some of the monuments built by ancient civilizations to study the sky and why the sky was important to those civilizations. An introduction to telescopes both as a tool of large observatories and as a personal tool will be discussed.

• A Core 40 and AHD course • A one credit course based on Indiana’s Academic Standards for Earth and Space Science I

INTEGRATED CHEMISTRYPHYSICS (L) 3108 Integrated ChemistryPhysics 1 VCSC S01167

Integrated ChemistryPhysics 2 VCSC S01168

Integrated ChemistryPhysics is a laboratorybased course in which students explore fundamental chemistry and physics principles. Students enrolled in this course examine, through the process of scientific inquiry, the structure and properties of matter, chemical reactions, forces, motion, and the interactions between energy and matter. Working in a laboratory environment, students investigate the basics of chemistry and physics in solving realworld problems that may have personal or social consequences beyond the classroom.

• Prerequisite: Algebra I (may be taken concurrently with this course) • A Core 40 and AHD Physical Science course • A two credit course based on Indiana’s Academic Standards for Integrated Chemistry


PHYSICS I (L) 3084 Physics 1 VCSC S01171

Physics 2 VCSC S01172

Physics I is a laboratorybased course in which students synthesize the fundamental concepts and principles related to matter and energy, including mechanics, wave motion, heat, light, electricity, magnetism, atomic and subatomic physics. Through regular laboratory study using such quantities as velocity, acceleration, force, energy, momentum, and charge, students (1) examine the nature and scope of physics, including its relationship to other sciences and its ability to describe phenomena using physical laws, (2) describe the history of physics and its role in the birth of technology, (3) explore the uses of its models, theories, and laws in various careers, and (4) investigate physics questions and problems related to personal needs and societal issues.

• A Core 40 and AHD Physical Science course • A two credit course based on Indiana’s Academic Standards for Physics I

SCIENCE RESEARCH, INDEPENDENT STUDY (L) 3008 VCSC S01195

Science Research, Independent Study is a course that provides students with unique opportunities for independent, indepth study of one or more specific scientific problems. Students develop a familiarity with the laboratory procedures used in a given educational, research, or industrial setting or a variety of such settings. Students enrolled in this course will complete a science project to be exhibited at a regional science fair and/or state science symposium during the same school year; additionally, an endofcourse project or product may be required, such as a scientific research paper or some other suitable presentation of their findings.

• Prerequisite: Two credits in Core 40 and AHD science coursework (this course may be taken concurrently with a Core 40 and AHD science course)

• An integrated science course • A one to four credit course


SOCIAL STUDIES

CURRENT PROBLEMS, ISSUES, AND EVENTS 1512 VCSC R01056

Current Problems, Issues, and Events provides opportunities to apply techniques of investigation and inquiry to the study of significant problems or issues. Students develop competence in: (1) recognizing cause and effect relationships, (2) recognizing fallacies in reasoning and propaganda devices, (3) synthesizing knowledge into useful patterns, (4) stating and testing hypotheses, and (5) generalizing based on evidence. Problems or issues selected should have contemporary historical significance and should be studied from the viewpoint of the social science disciplines. Community service programs, such as internships or other service experiences within the community, might be included.

• A Core 40 and AHD course

ECONOMICS 1514 VCSC R01047

Economics is the social studies course that examines the allocation of scarce resources and their alternative uses for satisfying human wants. This course analyzes the economic reasoning used as consumers, producers, savers, investors, workers, voters, and government agencies make decisions. Key elements of the course include a study of scarcity and economic reasoning, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade. Students will explain that because resources are limited, people must make choices in all aspects of daily life and demonstrate understanding of the role that supply, demand, prices, and profits play in a market economy. Students will examine the functions of government in a market economy and study market structures, including the organization and role of businesses. Students will understand the role of economic performance, money, stabilization policies, and trade of the United States. While the economic way of thinking involves scientific tools and techniques, economics remains a social science, which endeavors to systematically study the behavior of people, institutions, and societies.

• A Core 40 and AHD course • Standards are written for a typical, onesemester course.

PSYCHOLOGY 1532 VCSC Personal Psychology R01051

VCSC Research Psychology R01052

Psychology is the scientific study of mental processes and behavior. The Standards have been divided into six content areas. These areas include: Scientific Methods, Developmental, Cognitive, Personality, Assessment and Mental Health, Sociocultural and Biological Bases of Behavior. In the Scientific Methods area, research methods and ethical considerations are discussed. Developmental psychology takes a life span approach to physical, cognitive, language, emotional, social, and moral development. Cognitive aspects of psychology focuses on learning, memory,


information processing, and language. Personality, Assessment and Mental Health topics include psychological disorders, treatment, personality, and assessment. Sociocultural dimensions of behavior deal with topics such as conformity, obedience, perceptions, attitudes, and the influence of the group on the individual. The Biological Bases focuses on the way the brain and nervous system functions, including topics such as sensation, perception, motivation, and emotion.


SOCIOLOGY 1534 VCSC R01054

Sociology provides opportunities for students to study human social behavior from a group perspective. The sociological perspective is a distinct method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, among cultures, and in social groups. Students will describe the development of sociology as a social science and identify methods and strategies of research. Students examine society, group behavior, and social structures through research methods using scientific inquiry. The influence of culture on group behavior is addressed through areas of content including social institutions such as the family, religion, education, economics, government, community organizations, and political and social groups. Students will also explore the impacts of social groups and social institutions on individual and group behavior and examine the changing nature of society. The development of group organizations and interactions, the factors that influence group behavior and social problems, and the impact of cultural change on society are included in the study. Students will analyze a range of social problems in today’s world and examine the role of the individual as a member of the community.


UNITED STATES GOVERNMENT 1540 VCSC R01042

United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States of America. Responsible and effective participation by citizens is stressed. Students will understand the nature of citizenship, politics, and government when they understand their rights and responsibilities as citizens and be able to explain how those rights and responsibilities as citizens are part of local, state, and national government in the United States today. Students examine how the United States Constitution protects individual rights and provides the structures and functions for the various levels of government affecting their lives. Students will also analyze how the United States government interacts with other nations and evaluate the United States’ role in world affairs. Students inquire about American government through primary and secondary sources and articulate, evaluate, and defend positions on political issues with sound reasoning and evidence. As a result, students can explain the roles of citizens in the United States and the participation of individuals and groups in government, politics, and civic activities, recognize the need for civic and political engagement of


citizens, and exercise rights and responsibilities in order to preserve and improve their civil society and constitutional government.

• A Core 40 and AHD course • Standards written for a typical, onesemester course • One semester required for graduation

UNITED STATES HISTORY 1542 US History 1 VCSC R01023

US History 2 VCSC R01024

United States History is a twosemester course, which builds upon concepts developed in previous studies of American history. Students in this course are expected to identify and review significant events, persons, and movements in the early development of the nation. After providing such a review, the course gives major emphasis to the interaction of key events, persons, and groups with political, economic, social, and cultural influences on state and national development in the late nineteenth, twentieth, and early twentyfirst centuries. Students are expected to trace and analyze chronological periods and examine the relationship of significant themes and concepts in Indiana and United States history. They are expected to develop skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, and research that uses primary and secondary sources found at local and state historic sites, museums, libraries, and archival collections, including electronic sources. Opportunities are given to develop inquiry skills by gathering and organizing information from primary source material and a variety of historical and contemporary sources, accounts, and documents that provide diverse perspectives. Investigation of themes and issues includes cultural pluralism and diversity of opinion in American society. Students should exercise their skills as citizens in a democratic society by engaging in problem solving and civic decisionmaking in the classroom, school, and community setting.

• A Core 40 and AHD course • Standards written for a typical, twosemester course • Two semesters required for graduation

WORLD GEOGRAPHY 1546 World Geography 1 VCSC R01008

World Geography 2 VCSC R01009

World Geography provides an opportunity to study the interaction of humans and their environments in a world setting. Students study global patterns of physical (natural) and cultural (human) characteristics, including earth/sun relationships, atmospheric and oceanic circulation, landforms, climate, vegetation, population, economic activity, political structures, culture, cultural diffusion, and international and interregional links. They use maps, graphs, and technology, such as geographic information systems (GIS) to establish spatial relationships: the interaction of two or more physical and cultural characteristics within a designated place, area, or region. Historical trends and events provide a context for understanding cultural change. Countries and regions selected for study include examples from each continent. Students are expected to apply knowledge of geographic concepts to research, inquiry, and participatory processes. Geographic concepts that guide the course follow the Five Themes of Geography and the Six Basic Elements of the National


Geography Standards. The Five Themes of Geography are Location, the Characteristics of Place, Human/Environment Interaction, Movement between Places and Regions. The Six Elements of the National Geography Standards are: (1) The World in Spatial Terms, (2) Places and Regions, (3) Physical Systems, (4) Human Systems, (5) Environment and Society, and (6) The Uses of Geography.

• A Core 40 and AHD course • Standards written for a typical, onesemester course

WORLD HISTORY AND CIVILIZATION 1548 VCSC R01010VCSC R01012

World History is a twosemester course. It emphasizes events and developments in the past that greatly affected large numbers of people across broad areas of the earth and that significantly influenced peoples and places in subsequent eras. Some key events and developments pertain primarily to particular people and place; others, by contrast, involve transcultural interactions and exchanges between various peoples and places in different parts of the world. Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, research, issuesanalysis, and decisionmaking. They are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. Students are expected to examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Finally, students are expected to apply content knowledge to the practice of thinking and inquiry skills and processes. There should be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history.

• A Core 40 and AHD course • Standards are written for a typical, twosemester course

EUROPEAN HISTORY, ADVANCED PLACEMENT

1556 European History AP 1 VCSC R01015 European History AP 2 VCSC R01016 European History AP 3 VCSC R01017

European History, Advanced Placement is a course that provides students with the content established by the College Board. Topics include: (1) intellectual and cultural history, (2) political and diplomatic history, and (3) social and economic history.

• A Core 40 and AHD course • A three credit course


UNITED STATES HISTORY, ADVANCED PLACEMENT 1562 US History AP 1 VCSC R01025

US History AP 2 VCSC R01026 US History AP 3 VCSC R1027

United States History, Advanced Placement is a course that provides students with the content established by the College Board. The course will have a chronological frame from 1492 to the present.

• A Core 40 and AHD course • A three credit course


VOCATIONAL

Auto Mechanics I, 1, 2, 3 (V1541, V1542, V1543) 1 credit each Grades 912

This is an entrylevel course designed for a student to gain basic understanding of a vehicles’ operating system. The course is designed to provide students with insight into such areas as purchasing, financing, insuring, and providing basic maintenance of a vehicle. Students will have insight into the basic maintenance of a vehicle and will learn proper procedures to keep working on cars safe. A student’s attendance is very important along with his attitude and work ethic. In their evaluation, safe shop practice and proper attire are considered.

• A Core 40 Elective

Auto Mechanics II, 1, 2, 3 – 3 rd Year (V1544, V1545, V1546) Prerequisite: Auto Mechanics I (2 passing grades) 2 credits each Grade 12 These are twohour courses designed for the advanced level student who has completed the prerequisite for this course with a passing grade. The areas of study are arranged by grade level and progress from the basic through the more complex systems. At each level the student will be combining written classroom knowledge and applying it to live lab situations to achieve their end goal of a successful career in an automotive or related service field. A student’s attendance is very important along with his attitude and work ethic. In their evaluation, safety glasses and proper attire is considered.


Auto Mechanics III, 1,2,3 – 4 th year (V1550,V1551,V1552) Prerequisite: Auto Mechanics II (2 passing grades) 2 credits each Grade 12 Students will expand on their knowledge from Auto Mechanics II. Students will learn proper lab maintenance and operations, as well as computerized engine controls and diagnostics with advanced electrical diagnostics. With instructor approval, students will become team leaders amongst their peers. A student’s attendance is very important along with his attitude and work ethic. In their evaluation, safe shop practice and proper attire are considered.


Graphic/Printing Communications I, 1, 2, 3 (V1571, V172, V1573) Prerequisite: Graphic/Printing Communications 1 (2 passing grades) 2 credits each Grades 912 Introductory, first level classes in which the student participates in classroom and lab activities as they explore the processes, resources, and equipment used to communicate ideas in the graphic communications industry. Major printing processes and associated industries will be explored. Student will be involved in “handson” activities as they learn about desktop publishing, process photography, offset lithography, screen process and other associated processes.


Graphic/Printing Communications II, 1, 2, 3 (V1574, V1575, V1576) Prerequisite: Graphic/Printing Communications I (2 passing grades)

2 credits each Grades 1112


These two period/two credit classes are designed for students to put to use the knowledge and skills, learned in their one credit classes, in a work setting. In addition to classroom and lab assignments, students will participate in production printing done by the Viking Press. Work attitudes and ethics are also stressed as well as developing a portfolio that can be used by the student. Dual credit, in cooperation with Ivy Tech, can also be worked on.


Graphic/Printing Communications III, 1, 2, 3 (V1580, V1581, V1582) Prerequisite: Graphic/Printing Communications I (2 passing grades)

2 credits each Grade 12 Students will expand on their knowledge from Graphic/Printing Communications III. S tudents will learn proper lab maintenance and operations. With instructor approval, students will become team leaders amongst their peers.


Machine tool Operation I, 1, 2, 3 (V1591, V1592, V1593) 1 credit each Grades 912

This is an entrylevel course designed for a student to gain basic understanding of Machine Tool Operation. Students will experience a variety of machine operations and participate in handson type applications. These will include related skills in safety, blueprint reading, sketching, related math, measurements and types of materials to be used. Students will also learn proper safe lab operation procedures. Safety methods are an important part of this class and will be taken into consideration in evaluation.


Machine Tool Operation II, 1, 2, 3 – (V1601, V1602, V1603) Prerequisite: Machine Tool Operation I (2 passing grades)

2 credits each Grades 1112

This is a two period/two credit class designed for students to put to use the knowledge and skills, learned in their previous Machine Tool Operation classes, in a worklike setting. Students will learn proper machine shop practices to gain them the skills necessary to earn an entry level position in the machine trade. This class is designed for the student interested in pursuing a career in the machine trades field. Safety methods are an important part of this class and will be taken into consideration in evaluation.


Machine Tool Operation III, 1, 2, 3 – (V1614, V1615, V1616) Prerequisite: Machine Tool Operation I (2 passing grades)

2 credits each Grades 12 Students will expand on their knowledge from Machine Tool Operation III. Students will learn proper lab maintenance and operations. With instructor approval, students will become team leaders amongst their peers. Safety methods are an important part of this class and will be taken into consideration in evaluation.


Construction Trades I, 1, 2, 3 (V1521, V1522, V1523) 3 credits each Grades 1012


This is a twoyear program beginning in the junior year. Enrollment will be limited to a total of 30 students from the three Vigo County high schools, and students will be chosen through an application process. Transportation to and from the project site will be provided. Construction Trades is designed to prepare students for careers in the construction trades by using a residential building project approach. Students will receive instruction in the areas of carpentry, plumbing, electrical wiring, heating and air conditioning installation, masonry, blueprint reading, measurement, material selection and use, codes and the characteristics of thermal and sound installation. Approximately twothirds of the students’ time is spent developing skills and applying knowledge through the construction of the residential project. Students complete a residential home, ready for sale, by the end of the school year.


Construction Trades II, 1, 2, 3 (V1524, V1525, V1526) Prerequisite: Construction Trades I with a “C” or better grade

3 credits each Grade 1112 This course is a continuation of skills taught in Construction Trades I as well as insulation, drywall, painting, trim work, exterior trim, brick work, fireplaces, finish work on electrical, plumbing, heat/air, and floor covering.

• A Core 40 Elective •

*Cosmetology Summer (V1511, V1512, V1513) 1 credit each Grade 12

Cosmetology 1, 2, 3 ( V1514, V1515, V1516) 2 credits each Grade 12 Prerequisite: Interview *This course includes training at Harrold’s Beauty Academy during the summer before the senior year. During the school year, students attend morning classes at West Vigo High School and receive training at the Beauty College in the afternoon. The complete course requires a minimum 1,500 clock hours – a minimum of 20 hours per week. The program develops skills in performing beauty treatments, including care and beautification of hair, complexion and hands. The program prepares students for the State Board of Beauty Culture examination and allows them to practice as a cosmetologist in the state of Indiana. The Vigo County School Corporation provides tuition credit for each enrollee; however, the balance for the complete course is the responsibility of the enrollee.


Interdisciplinary Cooperative Education (I.C.E.) (Class – V1505,V1506,V1507); 1 credit each (Job – V1508,V1509,V1510); Prerequisite: Application 2 credits each Grade 12 Interdisciplinary Cooperative Education (I.C.E.) is a vocational program dedicated to preparing students for gainful employment. It provides opportunities for students to gain practical workbased learning experiences while completing their required high school courses. The I.C.E. program is made up of two components – the Related Class and Workbased Learning Experiences (OnThe Job Training). Students attend school for half a day in the regular classroom setting and the remainder of the day is devoted to workbased learning experiences at local workstations (jobs).

The Related Class – Students are required to take the Related Class each day before going out to the workstation for the workbased learning experiences. The Related Class is designed so those students are able to develop and improve skills and knowledge necessary to be successful in whatever career area they choose to enter. Workplace competencies, work ethics, work attitudes,


abilities, and aptitudes, and people skills are stressed throughout the course work.

The Workbased Learning Experiences – Students are placed in jobs where there is direct supervision by experienced employees. Students are released from school each day to work an average of 15 to 35 hours a week during the school year. They receive wages (usually minimum wage) for the hours worked. Student employment must comply with all state and federal regulations pertaining to Child Labor Laws and safety in the workplace.

Students earn nine high school credits per year in the I.C.E. program. Three high school credits for the Related Class for the year and six high school credits for the Workbased Learning Experiences for the year. The I.C.E. program is open to all 12 th grade students interested in learning about the World of Work. An application is required for placement in the I.C.E. program. Students should have excellent attendance records and other positive employment skills. Students are recommended for the program by teachers who have had the students in previous classes.


Air Force Junior Reserve Officer Training Corps (AFJROTC) AFJROTC is a program which helps today’s high school student become tomorrow’s aerospaceage citizen. The curriculum integrates social sciences and physical sciences through their application to aerospace. The course of study includes history of aviation and aviation’s impact on society, meteorology, navigation, propulsion, principles of flight, aerospace industry and career opportunities it provides along with the international implications of space operations. The classes will be taught at T.H. North High School.

Overall objectives for the Junior ROTC Program are to instill in high school students: a. Values of citizenship b. Service to the United States. c. Personal responsibility. d. Sense of accomplishment.


Aerospace Science Leadership I1, I2 (O0875, O0876) 1 credit each Grades 9– 12 This is a history course designed to acquaint the student with the historical development of flight and the role of the military in history. Over half of the available classroom hours are spent reviewing the development of flight from ancient legends to the Space Shuttle. Additionally, the role of the military throughout the history of the United States is identified. The course also describes the makeup of the aerospace community and the United States Air Force. Many of the hours dedicated to leadership studies relate directly to the academic subject matter, with study habits and time management. Additionally, wear of the uniform, Air Force customs and courtesies, and basic drill skills are introduced.


Aerospace Science Leadership II1, II2 (O0877, O0878) 1 credit each Grades 10–12 Prerequisite: 2 credits of Science or AFJROTC I This is a science course designed to acquaint the student with the aerospace environment, the principles of flight and navigation, and human limitations of flight. The course begins with a discussion of the atmosphere and weather. After developing an understanding of the environment, how that environment affects flight is introduced. Discussions include the forces of lift, drag, thrust,


and weight. Students also learn basic navigation including map reading, course plotting, and the effects of wind. The portion on the Human Requirements of Flight is a survey course on human physiology. Discussed here are the human circulatory system, the effects of acceleration and deceleration, protective equipment, and the space environment. The leadership hours stress communications skills and cadet corps activities. Written reports and speeches compliment academic materials. Cadet corps activities include holding positions of greater responsibility in the planning and execution of corps projects.


Aerospace Science Leadership III1, III2 (O0879, O0880) 1 credit each Grades 11– 12 Prerequisite: 4 credits of Science or AFJROTC I & II This leadership is a science course and contains perhaps the most technical material of the entire Aerospace Science series. The course discusses elements beyond the Earth’s Atmosphere, surviving and living in space, and physiological results of manned space flights. The space programs of America, the creation of the National Aeronautics and Space Administration (NASA), working and scientific satellites, the space programs of the former Soviet Union, and the space programs of Europe, Canada, China, Australia, and Japan are covered. The issues critical to travel in the upper atmosphere such as orbits and trajectories, unmanned satellites, space probes, guidance and control systems, and commercial use of the space program are discussed. Major milestones in the endeavor to land on the Moon, and to safely orbit humans and crafts in space for prolonged and temporary periods as well as the development of space stations, the Space Shuttle and its future, and international laws for the use of and travel in space are explored. Leadership emphasis is on management theories, stress and finances, citizenship, and ethics. Third year cadets put these skills into practice by holding key leadership positions in the cadet corps.


Aerospace Science Leadership IV1, IV2 (O0881, O0882) 1 credit each Grade 12 Prerequisite: AFJROTC I, II, III This is a civics course. Subjects covered include civil aviation’s primary features and impact on our society and careers available in the civil and military aerospace community. The civil aviation portion of the course adds to the basic knowledge of the aerospace industry given in Aerospace Science I. This information sets the stage for the discussion on careers in aerospace. The career section not only describes career options and education possibilities; it also provides practical advice for the new job hunter. The cadets run the entire Corps during the course. This handson experience affords the cadets the opportunity to put theories of previous leadership courses into practice. All the planning, organizing, coordinating, directing, controlling, and decisionmaking will be done by the cadets. They practice their communication, decisionmaking, personal interaction, managerial, and organizational skills. Leadership emphasis is placed on which path to take after high school with information on how to apply for admission to college, how to begin the job search including filling out the job application, writing the resume, and how to prepare for the job interview. Additionally, the career opportunities in the aerospace industry and the Air Force are covered.



WORLD LANGUAGES

FRENCH, and SPANISH

2000, 2020, 2040, 2060, 2100, 2120, 2140 French VCSC F00502F00503 Spanish VCSC F00542F00543

Level I world language courses provide instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students are able to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures. Within this context, the course provides students with opportunities to:

• respond to and give oral directions and commands and to make routine requests in the classroom and in public places;

• understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events;

• ask and answer simple questions and participate in brief guided conversations related to their needs and interests;

• read isolated words and phrases in a situational context, such as menus, signs, and schedules; • comprehend brief written directions and information; • read short narrative texts on simple topics; and • write familiar words and phrases in appropriate contexts and respond in writing to various

stimuli.

Additionally, students learn:

• about nonverbal communication, such as gestures and body language; • about awareness of current events in the cultures; • the major holidays and geographical features of the countries being studied; • greeting and leave taking behaviors in a variety of social situations; • the appropriate way to respond to introductions and use courtesy behaviors; and • appropriate etiquette in a variety of social settings.

A Core 40 and AHD course A two credit course based on Indiana’s Academic Standards for Level I World Languages

FRENCH, and SPANISH II

2002, 2022, 2042, 2062, 2102, 2122, 2142 French VCSC F00504F00505

Spanish VCSC F00546F00547

Level II world language courses enable students to participate in classroom and extracurricular activities related to the language studied as well as to participate in conversations dealing with daily activities and personal interests. Students are able to:

• ask questions regarding routine activities;


• participate in conversations on a variety of topics; • relate a simple narrative about a personal experience or event; • interact in a variety of situations to meet personal needs, such as asking permission, asking

for or responding to an offer of help, and expressing preferences pertaining to everyday life; • understand main ideas and facts from simple texts over familiar topics; • read aloud with appropriate intonation and pronunciation; and • write briefly in response to given situations, for example postcards, personal notes, phone

messages, and directions, as well as write letters using culturally appropriate format and style.

Additionally, students become:

• familiar with major geographical features, historical events, and political structures of the country or countries being studied;

• familiar with different aspects of the culture, including the visual arts, architecture, literature and music, using the world language where appropriate;

• able to extend and respond to hospitality as a host or a guest; and • aware of time expectations, such as arriving for appointments and social engagements.

Prerequisite: World Language I (in the language studied) A Core 40 and AHD course A two credit course based on Indiana’s Academic Standards for Level II World Languages

FRENCH, and SPANISH III

2004, 2024, 2044, 2064, 2104, 2124, 2144 French VCSC F00506F00507


Level III world language courses provide instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of people using the languages being learned. Students are willing to initiate and participate in discussions concerning these cultures. In addition, students are able to:

• respond to factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases;

• read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines, and cartoons and personal correspondence;

• read short literary selections of poetry, plays, and short stories; • complete authentic forms and documents and take notes that require familiar vocabulary and

structures; • write paraphrases, summaries, and brief compositions; • describe different aspects of the culture, using the world language where appropriate,

including: (1) major historical events, (2) political structures, (3) value systems, (4) visual arts, (5) architecture, (6) literature, and (7) music; and

• seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries.


Prerequisites: World Language I and II (in the language studied) A Core 40 and AHD course A two credit course based on Indiana’s Academic Standards for Level III World Languages

FRENCH, and SPANISH IV

2006, 2026, 2046, 2066, 2106, 2126, 2146 French VCSC F00508F00509


Level IV world language courses enable students to participate in classroom and extracurricular activities related to the language studied, such as presentations to the student body and to parent groups and taking leadership roles in language clubs. Students are willing to participate in conversations with native and advanced nonnative speakers, either in their community or in the school. This course also enables students to:

• respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments;

• give presentations on cultural topics including: (1) traditions, (2) historical and contemporary events, and (3) major historical and artistic figures;

• paraphrase or restate what someone else has said; • read for comprehension from a variety of longer authentic materials, such as newspapers and

magazine articles, novels, and essays, as well as make judgments about what is read; • write wellorganized compositions on a given topic; and • begin using the language creatively in writing simple poetry and prose.

Students are also:

• aware of the relationship between various art forms in at least one major historical period; • aware of the major literary, musical, and artistic periods and genres of at least one of the

cultures in which the language is spoken; • able to adjust speech appropriate to the situation and audience; and • able to participate appropriately in a variety of specific circumstances which could include

public meetings, attending concerts, and using public transportation.

Prerequisites: World Language I, II, and III (in the language studied) A Core 40 and AHD course A two credit course based on Indiana’s Academic Standards for Level IV World Languages

FRENCH, SPANISH V


Level V world language courses enable students to participate in activities beyond the classroom that could include concerts, theater performances, and community activities. Students are willing to participate in conversations with native speakers in the community and promote among their peers,


and others, the benefits of world language study and the study of the cultures in which the language is spoken. In addition, students are able to:

• initiate and participate in conversations on current or past events that are of significance in the world culture;

• develop and propose solutions to issues and problems that are of concern to members of their own culture and the world culture being studied;

• demonstrate an understanding of the principal elements of nonfiction, articles in newspapers, magazines, and email on topics of current and historical importance to members of the culture;

• analyze the main plot, subplot, characters and their descriptions, roles, and significance in authentic literary texts;

• create stories and poems, short plays, and skits based on personal experiences and exposure to themes, ideas, and perspectives from the world cultures; and

• summarize the content of an article intended for native speakers in order to discuss the topics in writing for speakers of the language.

Additionally, students:

• gain a general knowledge of the major literary and artistic movements within the cultures where the world language is spoken;

• become aware of the relationships in these periods among the various art forms; and • demonstrate near native behaviors, using the appropriate verbal and nonverbal cues in a

variety of cultural contexts, that reflect both peergroup and adult activities within the cultures studied.

Prerequisites: World Language I, II, III, and IV (in the language studied) A Core 40 and AHD course A two credit course based on Indiana’s Academic Standards for Level V World Languages

FRENCH, SPANISH VI


Level VI world language courses provide students with opportunities to participate in a variety of activities, in their community, related to the cultures being studied. Students are willing to become active participants in activities, outside the classroom, which involve the use of world language and support the study of the world language and its cultures. Students are also able to:

• share their analysis and personal reactions to expository and literary texts with peers and speakers of the world language;

• exchange, support, and discuss their opinions and individual perspectives with peers and speakers of the world language on a variety of topics dealing with contemporary and historical issues;

• select and analyze a variety of literary genres in the world language; • demonstrate an increasing understanding of the cultural nuances of meaning as expressed in

the literature;


• create increasingly more sophisticated stories and poems, short plays, or skits based on personal experience and exposure to themes, ideas, and perspectives from the world cultures; and

• prepare a researchbased analysis of a topic, such as a current event, a literary topic, and an historical event or person.

Students exhibit:

• an indepth knowledge of at least one significant literary, musical, and artistic period and understand the relationship of the various art forms of that period in the world cultures; and

• an ability to show appropriate behavior within the world culture at a variety of social, business, and public events.

Prerequisites: World Language I, II, III, IV, and V (in the language studied) A Core 40 and AHD course A two credit course based on Indiana’s Academic Standards for Level VI World Languages

SPANISH LANGUAGE, ADVANCED PLACEMENT 2132 VCSC F00559F00561

Spanish Language, Advanced Placement is a course based on the content established by the College Board. Spanish Language, Advanced Placement covers the equivalent of a thirdyear college course in advanced Spanish writing and conversation. It encompasses aural/oral skills, reading comprehension, grammar, and composition. Spanish Language, Advanced Placement, emphasizing the use of Spanish for active communication, has as its objective the development of the following competencies: • the ability to comprehend formal and informal spoken Spanish; • the acquisition of vocabulary and a grasp of structure to allow the easy, accurate reading of

newspaper and magazine articles, as well as of modern literature in Spanish; • the ability to compose expository passages, and • the ability to express ideas orally with accuracy and fluency.

Course content might best reflect interests shared by the students and the teacher, e.g., the arts, current events, literature, culture, sports, etc. Spanish Language, Advanced Placement seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions should also be emphasized.

• Prerequisites: Spanish I, II, and III • A Core 40 and AHD course • A twocredit course


SPECIAL EDUCATION AHD COURSES

HEALTH LS 3506 Health LS VCSC Z02021

This course is an extension of the Health course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.

HEALTH PA 3506 Health PA VCSC Z02135

This course is an extension of the Health course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.

ENGLISH 9 LS 1002 English 9 LS 1 VCSC Z02004

English 9 LS 2 VCSC Z02005 English 9 LS 3 VCSC Z02006

This course is an extension of the English 9 Course. The course is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.


ENGLISH 9 PA 1002 English 9 PA 1 VCSC Z02131

English 9 PA 2 VCSC Z02132 English 9 PA 3 VCSC Z02133












ENGLISH 11 LS

1006 English 11 LS 1 VCSC Z02010 English 11 LS 2 VCSC Z02011 English 11 LS 3 VCSC Z02012


• Prerequisites: English 9, English 10, and English 11 or equivalent courses • A Core 40 and AHD course with standards defined • A two credit course





• Prerequisites: English 9, English 10, and English 11 or equivalent courses • A Core 40 and AHD course with standards defined • A two credit course




• Prerequisites: English 9, English 10, and English 11 or equivalent courses • A Core 40 and AHD course with standards defined • A twocredit course




• Prerequisites: English 9, English 10, and English 11 or equivalent courses • A Core 40 and AHD course with standards defined • A twocredit course

ECONOMICS LS 1514 VCSC Z02057 This course is an extension of the Economics course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.

ECONOMICS PA 1514 VCSC Z02177 This course is an extension of the Economics course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.

UNITED STATES GOVERNMENT LS 1540 VCSC Z02054

This course is an extension of the US Government course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.



UNITED STATES GOVERNMENT PA 1540 VCSC Z02174

This course is an extension of the US Government course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.


UNITED STATES HISTORY LS 1542 VCSC Z02051 This course is an extension of the US History course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.

UNITED STATES HISTORY PA 1542 VCSC Z02171 This course is an extension of the US History course and is designed to meet the needs of students with disabilities. Although course content remains the same, differentiation of instructional methodology and the use of accommodations are an integral part of the course.

OTHER COURSES

STUDENT PUBLICATIONS 1086 VCSC Newspaper E00423, E00424, E00425

VCSC Yearbook E00426, E00427, E00428

This course provides the study of and practice in gathering and analyzing information, interviewing, and note taking for the purpose of: (1) writing, (2) editing, (3) publishing for print, and (4) broadcast media, including student publications. This course includes instruction and practice in effective journalistic writing forms and techniques as well as layout, design, and typography. Representative examples of amateur and professional journalism are studied. The concept of responsible journalism also is discussed. It is recommended that word processors and desktop publishing technology be used to support the journalism curriculum. Student Publications offers practical training in publishing the school newspaper and yearbook. Students plan, publish, market, and distribute their school publications.

• This course is a designated school newspaper or yearbook course. • The nature of this course allows for successive semesters of instruction at an advanced level.



MATHEMATICS LAB 2560 VCSC M00794M00799

Mathematics Lab provides an opportunity for individualized instruction designed to help students successfully complete highlevel work in mathematics.

• This course does not meet mathematics credit requirements for graduation. • This course may be offered for one to six credits.


A Final Thought

After determining the classes you would like your son/daughter to take and several alternates, it is necessary that the student meet with the counselor to discuss these courses. If any questions come to mind or if you would care to sit in on this process, please feel free to call the guidance office between the hours of 8:00 A.M. and 3:15 P.M. for an appointment. Our phone number is 4624282.

West Vigo High School Guidance Staff

Mark Schimmel Boys: Grades 910

Jeri Stark Girls: Grades 910

Terry Keaton Grades 1112

“Active Learning”

It is the responsibility of every West Vigo High School student to be sure to fulfill his or her graduation requirements. Check with your counselor from time to time to see how you are progressing toward your graduation.

You may use the chart on the next page to help you in your planning by indicating the courses you have taken or plan to take during your high school experience. Also, you should record the number of credits earned and grades received for each course. If you plan to take summer or night school courses, you may indicate those in the previous year.


WEST VIGO HIGH SCHOOL FOURYEAR PLAN

It is the responsibility of the student to be sure that all requirements for graduation are fulfilled. Check with your counselor from time to time to see how you are progressing toward your graduation. Remember that you must earn the determined amount of required credits as well as elective credits. West Vigo High School is under the “trimester” format in which students may earn fifteen credits during a school year.

The chart below is to assist you in your planning by indicating the courses you have taken or plan to take during your high school career. Also, you should record the number of credits earned for each subject; it may be helpful to record the grades you earned in each subject. The courses that every student must take are filled in for you. If you plan to take courses during the summer, you may indicate them in the previous year.

Freshmen Sophomore

Subject Credit Subject Credit English – 3 terms English – 2 terms Science – 2 terms W. Hist.Geography2 terms

Math – 2 or 3 terms Math – 2 terms Basic P.E. – 2 terms Health – 1 term

Total Credits Total Credits

Junior Senior Subject Credit Subject Credit English – 2 terms English – 2 terms U.S. History – 2 terms Gov’t./Econ. – 2 terms Math – 1 term

Total Credits Total Credits

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