hanover central high school · 2017-02-11 · - 1 - hanover central high school 10120 w. 133rd...

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HANOVER CENTRAL HIGH SCHOOL10120 W. 133rd AvenueCedar Lake, IN 46303

(219)374-3800Guidance (219) 374-3800 X3874

ADMINISTRATION

Mr. Thomas Taylor Superintendent Ms. Mary Ann West Principal Mr. Kevin Bachinski Athletic Director Mrs. Lori Bathurst Dean of Students Hanover Central High School is located in south Lake County Indiana in a semi-rural community. Hanover Central is NCA accredited and Indiana First Class Commission.

Classes are based on a 7 period day. The school year is divided in two semesters with two 9 week grading periods each semester. Semester grades are awarded in January and June each year. The grading scale is as follows: 90 - 100 A 80 - 89 B 70 - 79 C 60 - 69 D 59 and below F

Students enrolled in AP and dual credit college courses may be expected to perform using a grading scale which reflects a high level of academic expectations.

Hanover Central is on a 4.0 grading scale. Weighted classes receive an additional point when calculating grade point average. The following courses are weighted:

AP BIOLOGYAP CALCULUS

AP ENGLISH LITERATUREAP US HISTORYAP CHEMISTRY

PURDUE UNIVERSITY NORTHWEST DUAL CREDIT COURSESALL HONORS CLASSES(.5 POINT)

Honor Roll is determined at the end of each 9 week grading period based on the current GPA. Students earn Superior Honor Roll with a 4.0 GPA, High Honor Roll with a 3.5 GPA, and Honor Roll with a 3.0 GPA.

Students in grades 9 - 12 may earn an academic letter by having a 3.5 GPA for a single school year or a cumulative 3.5 GPA for all years in high school. A letterman jacket may be purchased with the first academic letter. Students in athletics may earn a letter for their varsity sports participation.

Indiana’s Core 40 is the academic foundation all students need to succeed in college, appren-ticeship programs, military training, and the workforce.

• ChallengingCourses=BigRewards. Students who take strong academic courses in high school are more likely to enroll in college and earn a degree. That’s important, be-cause higher education pays: On average, college graduates earn more than a million dollars more over a lifetime than those with only a high school education. High school graduates earn 42 percent more than high school dropouts. Core 40 pays.

• MoreCareerOptions. Good jobs require education beyond high school. That means if you want a job that will support you and your future family, provide health benefits and offer a chance for advancement, you’ll need to complete a two- or four-year degree, apprenticeship program, military training, or workforce certification. If you are planning to go directly to work after high school graduation, you will still need to be prepared for training and retooling throughout your lifetime.

Core 40 gives you more options — and more opportunities — to find a career with a real future.

• WhatEmployersandTrainingProgramsWant. Employers, apprenticeship programs and the military all agree – they expect you to arrive with essential skills, including speaking and writing clearly, analyzing information, conducting research, and solving complex problems. The expectations are the same: You need Core 40.

• PreparationforCollegeSuccess. It’s not just about getting in — it’s about finishing. To succeed in college-level work, students need to complete Core 40 in high school. Any-thing less may mean taking remedial (high school) coursework in college, which means it will take you longer to finish and will cost you more in college tuition. It also means you’ll have a greater chance of dropping out before you get your degree. That’s why Core 40 is a college admissions requirement: In fall 2011 you won’t be able to start at a four-year public Indiana college without Core 40 (or a documented equivalent). Most private colleges require students to have at least this level of high school academic preparation. Core 40 is your best preparation for success.

• MoneyforCollege. The Core 40 diploma can help you earn money for college. Indi-ana students who complete a Core 40 diploma and meet other financial aid and grade requirements can receive up to 90 percent of approved tuition and fees at eligible col-leges. Core 40 with Academic Honors graduates can receive up to 100 percent and some colleges also offer their own scholarships specifically for students who earn this diploma.

SucceedingWithCore40Core 40 became Indiana’s required high school curriculum in fall 2007. All students are expect-ed to complete Core 40 as a graduation requirement.

YourAcademicEdge

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By providing all Indiana students a balanced sequence of academically rigorous high school courses in the core subjects of English/language arts, mathematics, science and social stud-ies; physical education/health and wellness; and electives including world languages, career/technical, and fine arts, the Core 40 requirement gives all our students the opportunity to compete with the best. That’s great news for Indiana students. Core 40 is a minimum college admission requirement for the state’s public four year universities beginning in the fall 2011.

To graduate with less than Core 40, a student must complete a formal opt-out process involv-ing parental consent. See your school counselor for full details.

ThecompletionofCore40isanIndianagraduationrequirement.Indiana’sCore40cur-riculumprovidestheacademicfoundationallstudentsneedtosucceedincollegeandtheworkforce.

TograduatewithlessthanCore40,thefollowingformalopt-outprocessmustbecom-pleted: 1 The student, the student’s parent/guardian, and the student’s counselor (or another staff

member who assists students in course selection) meet to discuss the student’s prog-ress.

2 The student’s career and course plan is reviewed. 3 The student’s parent/guardian determines whether the student will achieve greater edu-

cational benefits by completing the general curriculum or the Core 40 curriculum. 4 If the decision is made to opt-out of Core 40, the student is required to complete the

course and credit requirements for a general diploma and the career/academic se-quence the student will pursue is determined.

For the Core40withAcademicHonors diploma, students must:• Complete all requirements for Core 40. • Earn 2 additional Core 40 math credits.• Earn 6-8 Core 40 world language credits. (6 credits in one language or 4 credits each in two languages).• Earn 2 Core 40 fine arts credits.• Earn a grade of a “C” or better in courses that will count toward the diploma. • Have a grade point average of a “B” or better. • Complete one of the following: A. Earn 4 credits in 2 or more AP courses and take corresponding AP exams B. Earn 6 verifiable transcripted college credits in dual credit courses from the approved

dual credit list. C. Earn two of the following: 1. A minimum of 3 verifiable transcripted college credits from the approved dual credit list, 2. 2 credits in AP courses and corresponding AP exams, 3. 2 credits in IB standard level courses and corresponding IB exams. D. Earn a combined score of 1750 or higher on the SAT critical reading, mathematics and

writing sections and a minimum score of 530 on each. E. Earn an ACT composite score of 26 or higher and complete written section. F. Earn 4 credits in IB courses and take corresponding IB exams.

withAcademicHonors (47 credits)

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withTechnicalHonors (minimum 47 credits)

For the Core40withTechnicalHonors diploma, students must:• Complete all requirements for Core 40. • Earn 6 credits in the college and career preparation courses in a state-approved College & Career Pathway and one of the following: 1. State approved, industry recognized certification or credential, or 2. Pathway dual credits from the approved dual credit list resulting in 6 transcripted college credits.• Earn a grade of “C” or better in courses that will count toward the diploma. • Have a grade point average of a “B” or better. • Complete one of the following: A. Any one of the options (A - F) of the Core 40 with Academic Honors B. Earn the following scores or higher on WorkKeys; Reading for Information – Level 6,

Applied Mathematics – Level 6, and Locating Information – Level 5. C. Earn the following minimum score(s) on Accuplacer: Writing 80, Reading 90, Math 75. D. Earn the following minimum score(s) on Compass: Algebra 66, Writing 70, Reading 80.

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*PRINCIPLES OF MARKETING 5914 Y 10-12 NONEThis course provides a basic introduction to the scope and importance of marketing in the global economy. Emphasis is placed on oral and written communications as they relate to advertising/promotion/selling, distribution, financing, and product service management. Strategies may include a school-based enterprise, real and or simulated occupational experiences, and projects in marketing functions such as those available through DECA.This course may be taken for dual credit through Ivy Tech.

*PRINCIPLES OF 4562 Y 10-12 NONEBUSINESS MANAGEMENTThis course focuses on the roles and responsibilities of managers as well as opportunities and challenges of ethically managing a business in the free enterprise system. Students will attain an understanding of management, team building, leadership, problem solving steps and processes that contribute to the achievement of organizational goals. The management of human and financial resources is emphasizes.This course may be taken for dual credit through Ivy Tech.

*BUSINESS LAW & ETHICS 4560 Y 11-12 NONEBusiness Law and Ethics provides an overview of the legal system in the business setting. Topics covered include: basics of the judicial system, contract, personal, employment and property law. Application of legal principles and ethical decision-making techniques are presented through problem-solving methods and situation analyses.This course may be taken for dual credit through Ivy Tech.

*STRATEGIC MARKETING 5918 Y 11-12 PRINC. OF MKG OR PRINC. OF BUS. MGT.Strategic Marketing builds upon the foundations of marketing and applies the functions of marketing at an advanced level. Students will study the basic principles of consumer behavior and examine the application of theories from psychology, social psychology and economics. The relationship between consumer behavior and marketing activities will be reviewed.This course may be taken for dual credit through Ivy Tech.

*INTRODUCTION TO ACCOUNTING 4524 Y 10-12 NONEThis course introduces the language of business and Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting. Emphasis is placed on comprehending accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing, and recording business transactions

LANGUAGE ARTSENGLISH 9 1002 Y 9 NONEThrough integrated study of language arts, English 9 develops the ability to use language as a tool for learning and thinking. Students will read, write, and speak in various genres and modes. Emphasis will be placed on the processes of effective writing and reading. Critical thinking and personal analysis are important threads of this course. Vocabulary and the conventions of Standard English are taught with a practical approach.

ENGLISH LAB 1010 Y 9 TEACHER RECOMMENDATIONEnglish Lab is a supplemental course that provides students with individualized or small group instruction designed to support success in completing course work aligned with the Indiana Academic Standards for English Language/Arts focusing on the writing standards. All students should be concurrently enrolled in an English course in which class work will address all of the Indiana Academic Standards.

HONORS ENGLISH 9 1002 Y 9 A IN 7TH & 8GR. ENG., POST HIGH SCHOOL SCORE

ON STAR READING TESTAND TEACHER RECOMMENDATION

Through integrated study of language arts, English 9 develops the use of language as a tool for learning and thinking. Students will read, write, and speak in various genres and modes. Emphasis will be placed on the processes of effective writing and reading. Critical thinking and personal analysis are important threads of this course. Vocabulary and the conventions of Standard English are taught with a practical approach. This class

moves at an accelerated pace to allow for increased coverage of material and in-depth study of more challenging material.

ENGLISH 10 1004 Y 10 ENGLISH 9Like English 9, this class will further develop student’s use of the language as a tool for learning and thinking. Students will read, write and speak in various genres and to various audiences. Students will state and support a point of view or opinion. Using transitions they will effectively relate individual point and paragraphs to each other and to the main idea. Critical thinking and personal analysis are important threads in this course. In oral communication, students will learn effective delivery techniques, communicating responsibility, critically and confidently. Formal grammar, mechanics, usage and spelling are taught in a hands-on environment. Research and library media skills are emphasized in the context of the writing. Students will read and compose in a variety of genres, revise, present for publication and keep journals and portfolios.

HONORS ENGLISH 10 1004 Y 10 TEACHER RECOMMENDATIONThis course will further develop students’ use of the language as a tool for learning and thinking. Students will read, write and speak in various genres and to various audiences. Critical thinking and personal analysis are important threads in this course. Formal grammar, mechanics, usage and spelling are taught in a hands-on environment. Research and library media skills are emphasized in the context of the writing. Students will read and compose in a variety of genres, revise, present for publications and keep journals and portfolios. Students investigate and study classical literature and mythology. Students generate a variety of personal writing, research writing in MLA style, formal

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and preparing, analyzing, and interpreting financial reports as a basis for decision making.

*BANKING AND INVESTMENT 5258 Y 10-12 C OR BETTERCAPSTONE IN ALG. IThis course address the need of schools in areas that have workforce demand in the finance industry. It analyzes and synthesizes high level skills needed for a multitude of careers in the banking and investment industry. Students learn banking, investments, and other finance fundamentals and applications related to financial institutions, business and personal financial services, investment and securities, risk management products, and corporate finance. This course provides students with work based learning experiences to acquire and apply knowledge and skills in one or more careers in the industry.Quantitative Reasoning CourseThis course may be taken for dual credit through Ivy Tech.

*INTERACTIVE MEDIA 5232 Y 9-12 NONEInteractive Media prepares students for careers in business and industry working with interactive media products and services; which includes the entertainment industries. This course emphasizes the development of digitally generated or computer-enhanced products using multimedia technologies. Students will develop an understanding of professional business practices including the importance of ethics, communication skills, and knowledge of the “virtual workplace.”

*PREPARING FOR COLLEGE 5394 S 9 REQUIRED FOR ALL& CAREERS 9TH GRADE STUDENTSPreparing for College and Careers addresses the knowledge, skills, and behaviors all students need to be prepared for success in college, career, and life. The focus of the course is the impact of today’s choices on tomorrow’s possibilities. Topics to be addressed include twenty-first century life and career skills; higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; and managing personal resources. This course includes reviewing the 16 national career clusters and Indiana’s College and Career Pathways, in-depth investigation of one or more pathways, reviewing graduation plans, developing career plans, and developing personal and career portfolios. A project based approach, including computer and technology applications, cooperative ventures between school and community, simulations, and real life experiences, is recommended.

HIGH SCHOOL COURSE OFFERINGS

Semester/Year Grade Prerequisite Semester/Year Grade Prerequisite

BUSINESS*CAREER &TECHNICALEDUCATION


FINE ARTSBEGINNING CHORUS 4182 S/Y 9-12 NONENon-audition performance group offered to interested students grades 9 through 12. The class covers a wide variety of repertoire, ranging from classical to pop music. Students develop musicianship and specific performance skills through ensemble and solo singing. Students will be expected to perform with expression and technical accuracy. The evaluation of music and music performances is included.

INTERMEDIATE CHORUS 4186 Y 9-12 AUDITIONIntermediate Chorus will provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer’s intent in performance of music.

ADVANCED CHORUS 4188 Y 9-12 AUDITIONStudents taking Advanced Chorus must demonstrate musicianship through an audition. The chorus is composed of male and female members. Chorus classes provide instruction in creating, performing, conducting, and listening to and analyzing. Students will be involved in live performances both in and outside the school. Musical performance will include: classical, popular, jazz, country, gospel and broadway idioms. Students will practice sight-reading and acappella singing, and choreography.

BEGINNING CONCERT BAND 4160 Y 9-12 NONEStudents 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. Ensemble and solo activities are designed to develop elements musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other

applicable disciplines. Experiences include improvising, conducting, playing by ear, and sight reading. Students develop the ability to understand and convey the composer’s intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.

ADVANCED CONCERT BAND 4170 Y 9-12 AUDITION ONLY The band seeks to respond to the needs of the community with a variety of quality music. Students will continue to refine their musical skills with the following musical elements: tone production, technical skills, intonation, music reading skills, listening skills, musical analysis, and certain historical components of style. Each student is encouraged to increase individual accomplishment, but at the same time, be aware of the total group. Activities include concerts, playing for basketball games, parades and state contests. Students may also participate in improvisation, conducting, and sight reading.

INTRODUCTION TO 4000 S 9-12 NONETWO-DIMENSIONAL ARTStudents taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support museums, galleries, studios, and community resources.

essay, arguments, literary analyses, and essay examinations. Seating is limited and some students pursuing an Academic Honors Diploma will have to take English 10.

ENGLISH 11 1006 Y 11 ENGLISH 9 & 10Through an integrated study of language arts, English 11 further develops the ability to use language as a tool for learning and thinking. Students write a variety of compositions, including narrative, expository, persuasive and literary analysis. Reading focuses on American and world literature. Vocabulary and the conventions of Standard English are taught in the context of writing and reading assignments. Preparation for the critical reading and writing sections of the SAT test is also a major goal of the course.

HONORS ENGLISH 11 1006 Y 11 TEACHER RECOMMENDATIONThrough an integrated study of language arts, English 11 further develops the ability to use language as a tool for learning and thinking. Students write a variety of compositions, including narrative, expository, persuasive and literary analysis. Reading focuses on American and world literature. Vocabulary and the conventions of Standard English are taught in the context of writing and reading assignments. Preparation for the critical reading and writing sections of the SAT test is also a major goal of the course. This course moves at an accelerated pace to allow for increased coverage of material and in-depth study of more challenging material.

ENGLISH 12 1008 Y 12 ENGLISH 9, 10, 11Grade 12 continues to refine students’ ability and desire to learn and communicate about language and literature. While students develop 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.

AP ENGLISH LITERATURE & 1058 Y 12 3.0 GPA ORCOMP. TEACHER CONSENTThis is an advanced placement course based on content established by the College Board. It engages students in the reading and critical analysis of imaginative literature. Students deepen understanding of ways writers use language to provide both meaning and pleasure. Students consider a work’s structure, style, and themes as well as the use of figurative language, imagery, symbolism and tone. Various genres and periods are studied.

ADVANCED COMPOSITION 1098 S 11-12 2.7 GPA, ENG 9,10This course is a study and application of the effective writing strategies of exposition and persuasion. Students write expository critiques of nonfiction selections, literary criticism of fiction selections, persuasive compositions and research reports.This course is taken for dual credit as English Composition 104 PUC

ADVANCED SPEECH 1078 S 11-12 2.7 GPA, ENG 9,10& COMMUNICATIONThis course is the study and application of skills in listening, oral interpretation, media communications, research methods and oral debate. Students delivery different types of oral and multi media presentations: speeches to inform, to motive, to entertain, and to persuade.This course is taken for dual credit as Fundamentals of Speech 114 PUC

FILM LITERATURE 1034 S 11-12 2.7 GPA, ENG 9,10This course is the study of how literature is adapted for film or media. Students read about the history of film, the influence of film on culture, and issues of interpretation, production, and adaptation. Students analyze how films portray the human condition and the roles of men, women and cultures in past and present.This course does not count as an English Core Class for NCAA Eligibility.

CREATIVE WRITING 1092 S 11-12 ENG 9,10COMEDY WRITINGThis course is a study and application of the rhetorical (effective) writing strategies for comedy. Using the writing process, students demonstrate a command of vocabulary, the nuances of language and vocabulary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing. There will be a broad overview of comedy writing explored through pitching, writing, analysis, and rewriting of comic scenes for the stage, as well as the practical application of structure, characterization, and comic principles to longer forms such as television and film. Students will also explore and analyze the structure and form for writing jokes, editorial cartoons, one-panel cartoons, musical parody, and musical satire in preparation for the creation of original work.

STUDENT MEDIA 1086 Y 9-12 NONEThis class will count as an elective class onlyStudents demonstrate their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading. Students work on high school publications or media staffs so that they may prepare themselves for career paths in journalism, communications, writing, or related fields. This class will work on the Hanover Central High School yearbook and the Hanover Chronical newspaper.Fulfills the Fine Arts requirement for the Core 40 with Academic Honors.

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Only these courses fulfill the Fine Art requirements for the Academic Honors Diploma


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INTRODUCTION TO 4002 S 9-12 NONETHREE-DIMENSIONAL ARTStudents taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support museums, galleries, studios, and community resources.

ADVANCED 4004 S 9-12 INTRO. TO 2-D ARTTWO-DIMENSIONAL ARTStudents in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.

ADVANCED 4006 S 9-12 INTRO. TO 3-D ARTTHREE-DIMENSIONAL ART Students in this course build on the sequential learning experiences of Introduction to Three-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the

outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.

FIBER ARTS 4046 S 9-12 NONEStudents in fiber arts engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create fiber art works utilizing processes such as loom and off-loom construction, dyeing, coiling, and stitchery. Students create works of jewelry design and fabrication techniques including sawing, piercing, filing, and soldering. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.

VISUAL COMMUNICATION 4086 S 9-12 NONEStudents in Visual Communication create print media utilizing graphic design, typography, illustration, and image creation with digital tools and computer technology.

FINE ART CONNECTIONS 4026 S 9-12 NONEFine Arts Connections is a course based on the Indiana Academic Standards for Visual Art, Music, Theatre, and Dance. In this course, students make connections among experiences in the four arts disciplines and integrate them in studies of all academic disciplines. They create works encompassing multiple disciplines, literacies and sign systems, reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about works and the nature of the arts. They incorporate presentational skills and utilize the resources of the arts community, identifying related careers.

TRADE & INDUSTRY EDUCATION*CRIMINAL JUSTICE I 5822 Y 11-12 NONE Criminal Justice I introduces specialized classroom and practical experiences related to public safety occupations such as law enforcement, loss prevention services, and homeland security. This course provides an introduction to the purposes, functions, and history of the tree primary parts of the criminal justice system as well as an introduction to the investigative process. Oral and written communication skills should be reinforced through activities that model public relations and cime prevention efforts as well as the preparation of police reports.

*GRAPHIC DESIGN & LAYOUT 5550 S 9-12 NONE This course includes organized learning experiences that incorporate a variety of visual art techniques as they relate to design and execution of layouts and illustrations for advertising, displays, promotional materials, and instructional manuals. Instruction also covers advertising theory and preparation of copy, lettering, posters, and artwork in addition to incorporation of photographic images. Communication skills will be emphasized through the study of effective methods used to design commercial products that impart information and ideas.

*GRAPHIC DESIGN & LAYOUT II 5550 S 9-12 GRAPHIC DESIGN & LAYOUT I This course includes organized learning experiences that incorporate a variety of visual art techniques as they relate to design and execution of layouts and illustrations for advertising, displays, promotional materials, and instructional manuals. Instruction also covers advertising theory and preparation of copy, lettering, posters, and artwork in addition to incorporation of photographic images. Communication skills will be emphasized through the study of effective methods used to design commercial products that impart information and ideas.

*GRAPHIC IMAGING 5572 S 10-12 GRAPHIC DESIGNTECHNOLOGY & LAYOUTThis course will include organized learning experiences that focus on theory and laboratory activities in pre-press, press, and finishing operations. Emphasis will be placed on elements of design and layout leading to computerized electronic image generation, plate preparation, pressroom operations, and finishing techniques.

*INTRODUCTION TO 4792 Y 10-11 NONECONSTRUCTIONIntroduction to Construction is a course that will offer hands-on activities and real world experiences related to the skills essential in residential, commercial and civil building construction. During the course students will be introduced to the history and traditions of construction trades. The student will also learn and apply knowledge of the care and safe use of hand and power tools as related to each trade. In addition, students are introduced to blueprint reading, applied math, basic tools and equipment, and safety. Students will demonstrate building construction techniques, including concrete and masonry, framing, electrical, plumbing, dry walling, HVAC, and painting as developed locally in accordance with available space and technologies. Students learn how ar-chitectural ideas are converted into projects and how projects are managed during a construction project in this course. Students study construction technology topics such as preparing a site, doing earthwork, setting footings and foundations, building the superstructure, enclosing the structure, installing systems, finishing the structure, and completing the site. Students also investigate topics related to the purchasing and maintenance of structures, special purpose facilities, green construction and construc-tion careers.

*CONSTRUCTION TRADES I 5580 Y 11-12 NONE3 CREDITS PER SEMESTER Through the utilization of classroom, homework, and hands-on experience building a single-family home, the vocational building trades course exposes juniors and seniors to the various building trades. Graduates of this course may be able to enter the construction industry at the apprentice level. Areas of instruction include safety, excavation, concrete, masonry, carpentry, electrical, plumbing, heating, air conditioning, insulation, drywall, painting, and energy-efficient construction. Students are required to furnish their own safety glasses, hard hat, hammer, tape measure, nail apron, utility belt, work boots, and work clothes.This course may be taken for dual credit through Ivy Tech.

*CAREER & TECHNICAL EDUCATION


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based on the USDA Dietary Guidelines; safety and sanitation; impacts of science and technology on our food choices. Laboratory experiences will include food preparation and sampling new and unusual food items.

*INTRODUCTION TO CULINARY 5438 S 10-12 NONEARTS AND HOSPITALITYThis course is recommended for all students regardless of their career cluster or pathway, in order to build basic culinary arts knowledge and skills. It is especially appropriate for students with an interest in careers related to Hospitality, Tourism, and Culinary Arts. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended. Topics include basic culinary skills in the food service industry, safety and sanitation, nutrition, customer relations, and career investigation.

*CULINARY ARTS & 5440 Y 11-12 INTRO TO CULINARYHOSPITALITY I ARTS & HOSPITALITYCulinary Arts and Hospitality I prepares students for occupations and higher education programs of study related to the entire spectrum of careers in the hospitality industry. This course builds a foundation that prepares students to enter the Advanced Culinary Arts or Advanced Hospitality courses. Major topics include: introduction to the hos-pitality industry; food safety and personal hygiene; sanitation and safety; regulations, procedures, and emergencies; basic culinary skills; culinary math; and food prepara-tion techniques and applications; principles of purchasing, storage, preparation, and service of food and food products; ; apply basic principles of sanitation and safety in order to maintain safe and healthy food service and hospitality environments; use and maintain related tools and equipment; and apply management principles in food service or hospitality operations.

FAMILY & CONSUMER SCIENCES*CHILD DEVELOPMENT 5362 S 10-12 NONEStudents who enroll in Child Development and Parenting will study the attitudes, knowledge, skills, and behaviors that are associated with encouraging positive growth and development in infants and children. Topics in the curriculum will include considerations of the role of parenting, responsibilities and challenges of parenthood; adolescent pregnancy; human sexuality; prenatal development; preparation for birth; the birth process; impacts of heredity and environment; and meeting the physical, emotional, social, intellectual, moral, and cultural growth and development of infants and children. Preschool age children will be invited to class and age appropriate activities are planned by class members.

*ADVANCED CHILD 5360 S 10-12 CHILD DEVELOPMENTDEVELOPMENTAdvanced Child Development is the sequential course that looks at more complex issues of the growth and development of children. Students will learn ways to meet the physical, emotional, social, intellectual, moral, and cultural needs of children as they grow and develop. The students will have more of an opportunity to look at these areas across the ages and stages of childhood. The students will have opportunities to develop activities and to interact with children in various settings, including day care centers, preschools, kindergarten classes and activities within the classroom setting.

*NUTRITION AND WELLNESS 5342 S 9-12 NONENutrition and Wellness will enable students to realize the lifelong benefits of sound nutrition and wellness practices and to use these in their everyday lives. Topics to be covered include; daily nutrition as it relates to long term health; physical, social, and psychological aspects of healthy nutrition habits; selection and preparation of foods

*CAREER &TECHNICALEDUCATION

ENGINEERING & TECHNOLOGY*INTRODUCTION TO 4790 Y 10-12 NONECOMMUNICATIONIntroduction to Communications is a course that specializes in identifying and using modern communication to exchange messages and information. This course explores the application of the tools, materials, and techniques used to design, produce, use, and asses systems of communication. Students will produce graphic and electronic media as they apply communication technologies. This course will also explore the various technical processes used to link ideas and people through the use of electronic and graphic media. Major goals of this course include an overview of communication technology; the way it has evolved, how messages are designed and produced, and how people may profit from creating information services and products. Students will explore mass media communication processes including radio and television broad-casting, publishing and printing activities, telecommunication networks, recording ser-vices, computer and data processing networks, and other related systems. Using the base knowledge student will use the design process to solve design projects in each communication area.

*INTRO TO ENGINEERING 4812 Y 9-12 NONEDESIGN - (PROJECT LEAD THE WAY)Introduction to Engineering I is an introductory course, which develops student problem solving skills, with emphasis placed upon the concept of developing a 3-D model or solid rendering of an object. Student focus on the application of visualization processes and tools provided by modern, state-of-the-art computer hardware and the computer software, Inventor. This course will emphasize the design development process of a product and how a model of that product is produced, analyzed and evaluated, using a Computer Aided Design System (CAD). Various design applications will be explored with discussion of possible career opportunities.

*PRINCIPLES OF ENGINEERING 4814 Y 10-12 INTRO TO(PROJECT LEAD THE WAY) ENGINEERING DESIGNPrinciples of Engineering is a survey course designed to help students understand the field of engineering and technology and its career possibilities. Students will develop problem solving skills that are involved in engineering careers.Quantitative Reasoning Course

FOREIGN LANGUAGESPANISH I 2120 Y 9-12 A AVG. IN ENG. 8 C AVG. IN ENG. 9-12The initial emphasis will be on listening to and repeating basic phrases in areas of everyday spoken Spanish. Special focus is devoted to the use of the language in daily communication. Correct pronunciation will also be stressed. Later, reading and writing will be introduced with emphasis on the basic structure of Spanish. A general overview of the customs and cultures of Spanish speaking countries will be presented. Students will exhibit a positive attitude toward language learning and different cultures. Students will demonstrate behaviors appropriate in the cultures of the languages being studies.

SPANISH II 2122 Y 10-12 C. AVG. SPANISH IThe primary work of Spanish I is reviewed. The course progresses through all the major structures of the language. Vocabulary is stressed. Speaking and understanding are further developed through regular conversational situations. Students will concentrate on, and study in depth, the culture of Mexico and Spain, history, music, and art.

SPANISH III 2124 Y 10-12 C. AVG. SPANISH IIAll structural areas of the language are completed and refined. Students must respond

in Spanish and be able to participate at a conversational level in all areas. Reading and writing are further developed with the introduction of selected pieces of Spanish literature, newspapers, and magazines. The history and culture of Spain and Mexico will be highlighted with in depth studies of music, art, and literature.

AP SPANISH LANGUAGE 2132 Y 11-12 SPANISH I, II, IIIAND CULTUREThe AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both comtemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).



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MATHEMATICSin triangles, (4) trigonometric functions, (5) trigonometric identities and equations, (6) polar coordinates and complex numbers, (7) sequences and series and (8) data analysis.

HONORS PRE-CALCULUS 2564 Y 11-12 3.0 GPA, H. ALG II & TEACHER RECOMMENDATIONHonors Pre-Calculus will include all the standards of Pre-Calculus with emphasis on preparing students for the rigors of AP Calculus. SAT prep will also be included.

AP CALCULUS AB 2562 Y 12 3.0 GPA, PRE CAL, OR TEACHER CONSENTCalculus 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.

PROBABILITY & STATISTICS 2546 S 11-12 ALGEBRA IIProbability and Statistics includes the concepts and skills needed to apply statistical techniques in the decision making process. Topics include: (1) descriptive statistics, (2) probability, and (3) statistical interference. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or surveys and analyze the resulting data. The use of graphing calculators and computer programs is encouraged.

TRIGONOMETRY 2566 S 11-12 ALGEBRA IITrigonometry provides students with the skills and understandings that are necessary for advanced manipulation of angles and measurement. Trigonometry provides the foundation for common periodic functions that are encountered in many disciplines, including music, engineering, medicine, and finance (and nearly all other STEM disciplines). Students will also advance their understanding of imaginary numbers through an investigation of complex numbers for fields such as engineering and computer programming.Students will not receive credit for both Trigonometry and Pre-Calculus since they cover the same course content during one semester.

ALGEBRA I LAB 2516 Y 9 TEACHER RECOMMENDATIONAlgebra I Lab is a mathematics support course for Algebra I. Algebra I Lab is taken while students are concurrently enrolled in Algebra 1. This course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra I Lab align with the critical areas of Algebra I: Relationships be-tween Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Mod-eling. However, whereas Algebra I contains exclusively grade-level content, Algebra I Lab combines standards from high school courses with foundational standards from the middle grades.

ALGEBRA I 2520 Y 9-12 NONEAlgebra I provides a formal development of the algebraic skills and concepts necessary for students who will take other advanced college preparatory courses. The instructional program in this course provides for the use of algebraic skills in a wide range of problem-solving situations. Properties of real numbers, solution sets, basic operations with polynomials, solving quadratic equations and systems, use of exponents, and introductory topics from statistics and probability are presented.

ALGEBRA II 2522 Y 10-12 ALGEBRA I, GEOMETRYThis course covers the same topics as Honors Algebra II but in a less rigorous manner. Students will spend more time on skills and less on written applications of the material. A scientific calculator is required. Satisfies Core 40 requirements.

HONORS ALGEBRA II 2522 Y 10-12 B OR BETTER IN H. GEOMETRY & TEACHER RECOMMENDATION Extends the knowledge base from Algebra I. The course includes solving linear and quadratic equations, direct and inverse variation, matrices, parabolas, exponents, logarithms, functions, and introduction to sequences and series. Many topics will be studied through the use of applications. Scientific calculator required. Satisfies Core 40 requirements.

INVESTIGATIVE ALGEBRA II 2522 Y DNP ALG I ECA,TEACHER RECOMMENDATION

Tis course reviews all topics covered in Algebra I and Algebra II. This course serves as a refresher course for students who have not passed the Algebra I End of Course Assessment.

GEOMETRY 2532 Y 9-12 ALGEBRA IGeometry students examine the properties of two- and three-dimensional objects. Proof and logic, as well as investigative strategies in drawing conclusions, are stressed. Properties and relationships of geometric objects include the study of: (1) points, lines, angles and planes; (2) polygons, with a special focus on quadrilaterals, triangles, right angles; (3) circles; & (4) polyhedra and other solids. Use of graphing calculators and computer drawing programs is encouraged.

HONORS GEOMETRY 2532 Y 9-10 B OR BETTER IN H. ALGEBRA I IN 8TH GR.

TEACHER RECOMMENDATIONCourse is a study based on postulates, theorems, and definitions. The process is based on precise language and proof. Algebra I is reviewed and Trigonometry is introduced. Geometry is much different than Algebra and serious mathematics students should enroll. Satisfies Core 40 requirements. Teacher recommendation required. ‘B’ or better in Algebra I recommended.

PRE-CALCULUS 2564 Y 11-12 ALG I & II, GEOMETRYPre Calculus/Trigonometry blends the concepts and skills that must be mastered before enrollment in a college-level calculus course. The course includes the study of (1) relations and functions, (2) exponential and logarithmic functions, (3) trigonometry

*CIVIL ENGINEERING & 4820 Y 11-12 INTRO AND PRINC.ARCHITECTURE (PROJECT LEAD THE WAY) OF ENGINEERINGCivil Engineering and Architecture introduces students to the fundamental design and development aspects of civil engineering and architectural planning activities. Application and design principles will be used in conjunction with mathematical and scientific knowledge. Computer software programs should allow students opportunities to design, simulate, and evaluate the construction of buildings and communities. During the planning

and design phases, instructional emphasis should be placed on related transportation, water resource, and environmental issues. Activities should include the preparation of cost estimates as well as a review of regulatory procedures that would affect the project design.Quantitative Reasoning Course


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PHYSICAL EDUCATION/HEALTHHEALTH & WELLNESS EDUCATION 3506 S 9-12 NONEHigh school health education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors, and attitudes related to student health and well-being. This course includes the major content areas in a planned, sequential, comprehensive health education curriculum. Physical, mental, and emotional wellness, alcohol, tobacco, and other drugs, injuries and first aid, organ donation, and disease prevention will be topics discussed in health education.

PHYS. EDUCATION I 3542 S 9-12 NONEPhysical Education emphasizes health-related fitness & developing the skills and habits necessary for a lifetime of activity. This program includes skill development and the application of rules and strategies in team, dual and individual sports as well as health-related fitness activities such as cardiorespiratory endurance, muscular strength, endurance and flexibility. Through aerobic activities, and cardiorespiratory, strength, endurance, flexibility, and body composition activities, this course provides students with opportunities to achieve and maintain a

health-enhancing level of physical fitness as well as to increase their knowledge of fitness concepts.

PHYSICAL EDUCATION II 3544 S 9-12 PHYS ED ISecondary Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing 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) health-related 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) self-defense, (8) aquatics, (9) dance, and (10) recreational games. Ongoing assessment includes both written and performance-based skill evaluations. This course will also include a discussion of related careers.

SCIENCEstudents to work at a more challenging level. Expectations for both assignments and tests will be higher than for those enrolled in general Chemistry. Students will be expected to display a higher level of thinking and will be better prepared to go on to AP Chemistry II.Quantitative Reasoning Course

AP CHEMISTRY (L) 3060 Y 11-12 A/A IN CHEMISTRY,A/A IN ALG I & II (OR TAKING ALG II CONCURRENTLY)

OR B/B IN H. CHEM, A/A IN ALG I & II (OR B/B IN H. MATH)AP Chemistry is a course based on the content established and copyrighted by the College Board. The course is not intended to be used as a dual credit course. The con-tent includes: (1) structure of matter: atomic theory and structure, chemical bonding, molecular models, nuclear chemistry; (2) states of matter: gases, liquids and solids, solutions; and (3) reactions: reaction types, stoichiometry, equilibrium, kinetics and thermodynamics.Quantitative Reasoning Course

PHYSICS I (L) 3084 Y 11-12 BE ENROLLED IN ORHAVE PASSED ALG. II

The major emphasis is learning how to problem solve. A large part of the course time is spent analyzing the working problems which cover topics such as motion, gravity, electricity, optics, nuclear properties and thermal exchanges. Students have opportunities to explore the uses of its models, theories, and laws in various careers and technology. The history of physics and its role in the birth of technology will be explored. Physics questions and problems related to personal needs and social issues will be discussed.Quantitative Reasoning Course

AP BIOLOGY (L) 3020 Y 11-12 A IN BIO (B + TEACHER APPROVAL),

B IN CHEM (C + TEACHER APPROVAL)AP Biology is both a challenging and rewarding course. It provides students with an opportunity to develop a conceptual framework for modern biology, emphasizing applications of biological knowledge and critical thinking to environmental and social concerns. This is a college level course and students will be held to high expectations. Students will have an opportunity to take the AP Biology Exam for potential college credit.Quantitative Reasoning Course

*ANATOMY & PHYSIOLOGY 5276 Y 11-12 CHEM I, BIO IStudents will explore the process of homeostasis and the essentials of human function at the level of genes, cells, tissues, and organ systems. Students will understand the structure, organization, and function of the various components of the healthy human body.FULFILLS A SCIENCE COURSE REQUIREMENT FOR ALL DIPLOMAS.

INTEGRATED 3108 Y 10-12 ALGEBRA ICHEM/PHYSICS (L)This lab-based course introduces students to units of matter, energy, motion, substances, waves, light, sound and electricity. The goal is to interest students in advanced science courses such as chemistry and physics. Knowledge of physical science to solve real-world problems is integral to the subject matter of the course.Quantitative Reasoning Course

EARTH & SPACE SCIENCE I (L) 3044 Y 10-12 NONEThis course focuses on the study of earth’s lithosphere, atmosphere, hydrosphere, and its celestial environment. Students analyze and describe the interconnected systems, energy at work in forming and modifying earth materials, landforms and continents through geological time.

BIOLOGY I (L) 3024 Y 9-12 NONEBiology I is a required Core 40 science course for all Indiana students. Topics include biochemistry, cell structure, developmental biology, organism structure, genetics and evolution. Course activities include lecture, lab activities, video presentations, demonstrations and projects. Students will be required to complete the Core 40 test as prescribed by the State of Indiana as part of the assessment activities.

HONORS BIOLOGY I (L) 3024 Y 9 A IN 8TH GR.SCIENCE,POST HIGH SCHOOL SCORE ON STAR

READING & TEACHER RECOMMENDATIONThis course is a required Core 40 science course for all Indiana students. Topics include biochemistry, cell structure, developmental biology, organism structure, genetics, and evolution. Course activities include lecture, lab activities, video presentations, demonstrations, and projects. Students will be required to complete the Core 40 test as prescribed by the State of Indiana as part of the assessment activities. This class moves at an accelerated pace to allow for increased coverage of material and in-depth study of more challenging material.

CHEMISTRY I (L) 3064 Y 10-12 C AVG IN ALGEBRA IChemistry 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.Quantitative Reasoning Course

HONORS CHEMISTRY (L) 3064 Y 10-12 TEACHER RECOMMENDATIONIn addition to the topics covered in Chemistry, Honors Chemistry will require


(L) = LAB COURSE


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*EMERGENCY MEDICAL 5210 Y 10-12 HEALTH ISERVICES IEmergency Medical Services prepares students for a state certification as an Emergency Medical Responder, which could lead to a career in Emergency Medical Services such as an Emergency Medical Technician or a Paramedic. This course is designed for persons desiring to perform emergency medical care. Students will learn to recognize the seriousness of the patient’s condition, use the appropriate emergency care tech-niques and equipment to stabilize the patient, and transport them to the hospital. This course also addresses the handling of victims of hazardous materials accidents. It covers theories, techniques, and operational aspects of pre-hospital emergency care with the scope and responsibility of the First Responder. Students will be certified through the American Heart Association as CPR Healthcare Provider as well as have the opportunity to become a certified Emergency Medical Responder through the State of Indiana after successful completion of the state written and practical exams.

*MEDICAL TERMINOLOGY 5274 Y 10-12 NONEMedical Terminology prepares students with language skills necessary for effective, independent use of health and medical reference materials. It includes the study of health and medical abbreviations, symbols, and Greek and Latin word part meanings taught within the context of body systems. This course builds skills in pronouncing, spelling, and defining new words encountered in verbal and written information. Students have the opportunity to acquire skills in interpreting medical records and communications accurately and logically. Emphasis is on forming a foundation for a medical vocabulary including meaning, spelling, and pronunciation. Medical abbreviations, signs, and symbols are included.

HEALTH SCIENCE EDUCATION*HEALTH SCIENCE EDUCATION I 5282 Y 11-12 C OR BETTER IN BIO AND HEALTHHealth Science Education I content includes skills common to specific health career topics such as patient nursing care, dental care, animal care, medical laboratory, public health, an introduction to health care systems, anatomy and physiology, and medical terminology. Leadership skills developed through HOSA participation are also included. Lab experiences are organized and planned around the activities associated with the student’s career objectives. Job seeking and job maintenance skills, personal management skills, self-analysis to aid in career selection and completion of the application process for admission into a post-secondary program of their choice are also included in this course.

*HEALTH SCIENCE EDUCATION II: 5286 Y 11-12 ANATOMY & PHYS.FITNESS & EXERCISE TRAINING CAREERS OR MED. TERMS OR HSE IFitness & Exercise Training Careers is part of the Sports Medicine program supported by the National Academy of Sports Medicine, a fitness and education credentialing organization. The course provides students with foundational information based on the NASM Certified Personal Trainer credentialing curriculum. The first semester will cover basic exercise science, human movement science, integrated training, fitness assessment training concepts and OPT Model. The second semester will cover nutrition and supplementation, exercise modalities, chronic conditions, program design, lifestyle modification and developing a PT business. Included at no charge, students will have the opportunity to sit for the National Personal Trainer Certification exam in the spring. Upon passing, they will be issued their personal trainer license to immediately enter the workforce.

ECONOMICS 1514 S 12 NONEEconomics 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.Quantitative Reasoning Course

GOVERNMENT 1540 S 12 NONEThis required senior course is designed to introduce our near adults to the government that affects their daily lives. The course is divided into a history of American government, the Constitution and its fundamental principles, individual rights, protection of laws, the branches of government, and the workings of our government as it relates to modern existence.

UNITED STATES HISTORY 1542 Y 10-11 NONEThis course reviews the history of the United States through the Civil War, then concentrates on the recent half of U.S. History with emphasis on social and political changes such as advancing technology, labor and industry, domestic and foreign events and policies. The class is presented in a lecture, reading and quiz format.Only available to 10th graders who completed Honors World History with a B or better.

AP UNITED STATES 1562 Y 11-12 3.0 GPA + B ORHISTORY BETTER IN US HISTORY TEACHER CONSENTAP United States History 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.

PSYCHOLOGY 1532 S 11-12 2.7 GPAPsychology 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, Socio-cultural 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.

SOCIAL STUDIESCognitive aspects of psychology focuses on learning, memory, information processing, and language.This course is only taken as dual credit Elementary Psychology 120 PUC

SOCIOLOGY 1534 S 11-12 2.7 GPASociology 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.This course is only taken as dual credit as Introduction to Sociology 100 PUCThis course will NOT count towards the Academic Honors Diploma.

CURRENT PROBLEMS 1512 S 10-12 WORLD HISTORY ISSUES & EVENTS I & IICurrent 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.

WORLD HISTORY & 1548 Y 9-12 NONECIVILIZATIONWorld History emphasizes events and developments in the past that greatly affected large numbers of people across broad areas and that significantly influenced peoples and places in subsequent eras. Students are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world.

HONORS WORLD HISTORY 1548 Y 9 A IN 8TH GR. ENG.,& CIVILIZATION POST HIGH SCHOOL SCORE ON STAR

READING, & TEACHER RECOMMENDATIONStudents will be expected to work at a more challenging level and to practice skills and process of historical thinking and research and apply content knowledge to the practice of thinking and inquiry skills and processes.


WORK BASED LEARNING

PURDUE UNIVERSITY NORTHWESTHC is partnering with PUC to offer dual credit courses which give students the opportunity to earn 1 high school and 3 college credits. All courses offered are in the Core Transfer Library and will be taught by HC teachers. The cost of Psy 120, Com 114, and Eng 104 is $75. The cost of Soc 100 is approximately $300. The following courses are available:Introduction to Sociology SOC 10000Elementary Psychology PSY 12000Fundamentals of Speech COM 11400English Composition I ENG 10400

DUAL CREDIT COURSES

IVY TECHHC is partnering with Ivy Tech to allow students to take college courses for both high school and college credit. There is no tuition fee for these classes, however, student may need to meet specific criteria to earn the college credit. The following courses are available:Principles of Marketing Banking and Investment CapstoneConstruction Trades I Principles of Business ManagementBusiness Law and Ethics Strategic Marketing

PREREQUISITE FOR DUAL CREDIT COURSES IS A 2.7 GPA WITH TEACHER APPROVAL.Students are required to pay a tuition fee for DC Classes taken through PNW.

Students on free or reduced lunch do not have to pay the tuition fee.


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*HEALTH SCIENCE 5284 Y 12 COMPLETION OF HSE I,EDUCATION II: NURSING AND MEDICAL TERMINOLOGY2 CREDITS PER SEMESTERHealth Science Education II: Nursing is an extended laboratory experience designed to provide students with the opportunity to assume the role of nurse assistant. Student have the opportunity to practice technical skills previously learned in the classroom; all while working at the student’s choice of clinical site and under the direction of licensed nurses. These sites may include extended care facilities, hospitals and home health agencies. Throughout the course, students will focus on learning about the healthcare system and employment opportunities at a variety of entry levels; an overview of the healthcare delivery systems, healthcare teams and legal and ethical considerations;

and obtaining the knowledge, skills and attitudes essential for providing basic care in a variety of healthcare settings. Additionally, students will build their essential job related skills to record patient medical histories and symptoms; provide medication and treatments; consult with physicians and other healthcare providers; operate and monitor medical equipment; perform diagnostic tests; teach patients and families how to manage their illness or injury; and perform general health screenings. This course also provides students with the knowledge, attitudes, and skills needed to make the transition from school to work in health science careers. Students are encouraged to focus on self-analysis to aid in their career selection. Job seeking and job maintenance skills, personal management skills, and completion of the application process for ad-mission into a post-secondary program are also areas of focus.


Students must provide their own transportation.Students must be on track to graduate, have no attendance issues, and have no discipline issues for both programs.

Students will attend a Work Ethics class once a week for both programs.There will be an application process for both programs.

*PROFESSIONAL INTERNSHIP 5902 Y 12 3.0 GPA, COMPLETIONPROGRAM OF PREP FOR COLLEGE & CAREERS, HAVE TAKEN AT LEAST 2 CLASSES IN YOUR CAREER PATHWAYProfessional Career Internship is a course offered to senior students interested in spe-cific careers that require additional degrees or certification following high school. The emphasis of this experience is on applying skills developed through instruction and learning new competencies at the internship site. The internship is tailored to the unique needs and interests of the student. Internship sites are carefully selected to provide quality compatible experiences with the intern’s college and career goals. This course is recommended for high school seniors that meet graduation and grade point aver-age requirements, and desire an experiential course in their chosen career. Students looking to enhance college and career applications may benefit from the opportunities provided by taking Professional Career Internship. Interns in this program will leave HCHS during the school day to go to the internship site. HCHS staff will work with students, on an individual basis, to set-up their course schedule. Students will receive three high school credits for each semester they participate in the Professional Career Internship. Interested students should register for Professional Career Internship when building their 12th grade course schedules. Students will then complete the applica-tion packet required for admission into the program. Once students are accepted to the program, they will work with the Professional Career Internship Coordinator(s) to secure internships.

*WORK BASED LEARNING 5902 Y 12 2.5 GPA, COMPLETIONPROGRAM OF PREP FOR COLLEGE & CAREERS, HAVE TAKEN AT LEAST 2 CLASSES IN YOUR CAREER PATHWAYWBL is a course offered to 12th grade students who desire meaningful occupation-al development while in high school. Students participating in WBL will meet once per week, in class, for seminars in which career counseling/mentoring and workforce skills will be addressed through individual meetings, guest speakers, and large group discussions. Students will leave HCHS during the school day as part of WBL. Fulfill-ing graduation requirements and college/career pathway completion will be part of the schedule development process. Students must work a minimum of 10 hours per week. Work Based Learning Capstone is an instructional strategy that can be implemented as a stand-alone course or a component of any CTE course that prepares students for college and career. This strategy builds students’ skills and knowledge in their cho-sen career path or furthers their study within the area of interest. A standards based training plan is developed by the student, teacher, and workplace mentor to guide the student’s work based learning experiences and assist in evaluating achievement and performance.

CAREER & TECHNICAL EDUCATIONLOWELL HIGH SCHOOL

RADIO AND TELEVISION I 5986 Y 11-12 NONE1 CREDIT PER SEMESTERThis course provides instruction to develop and enhance competencies in various communication, media, production, and technical functions and tasks performed by employees, including management personnel, in TV broadcasting and telecommunications occupations.

RADIO AND TELEVISION II 5992 Y 11-12 RADIO & TV I1 CREDIT PER SEMESTERThis course provides advanced instruction to develop and enhance competencies in various communication, media, production, and technical functions. Emphasis is placed on technical oral/written communications, listening skills, and using what students learned in Radio and Television 1 and applying it in a more in-depth manner in the classroom.

NATURAL RESOURCES 5180 Y 11-12 NONE1 CREDIT PER SEMESTER This course is a yearlong course that provides students with a background in natural resource management. Students are introduced to career opportunities in natural resource management related industries, the history of the forest industry and forest policy, the importance and uses of forest plants, factors which influence the development of forests, forest improvement and management, proper care and use of forest tools, effects of management practices on the environment, soil conservation practices, water and its importance to natural resource management, hazardous waste management, native wildlife, waterfowl and fish management, management of recreational areas and outdoor safety.

INTRODUCTION TO AGRICULTURE, 5056 Y 11-12 NONEFOOD AND NATURAL RESOURCES1 CREDIT PER SEMESTER This course is a yearlong course which is highly recommended as a prerequisite and foundation for all other agricultural classes. The nature of the course is to provide students with an introduction to the fundamentals of agricultural science and business.

LANDSCAPE MANAGEMENT I 5136 Y 11-12 INTRO TO3 CREDITS PER SEMESTER AGRICULTURE This course is a yearlong course that provides the student with an overview of the field of landscape management. Students are introduced to the procedures used in the planning and design of a landscape, the principles and procedures involved with construction, the determination of maintenance schedules, communications and management skill necessary in landscaping operations, and the care and use of equipment utilized by landscapers.

HORTICULTURAL SCIENCE 5132 Y 11-12 NONE1 CREDIT PER SEMESTERThis course is a yearlong course designed to give students a background in the field of horticulture. It addresses the biology and technology involved in the production, processing and marketing of horticultural plants and products. Topics covered include propagation of plants, plant growth, and growth media, management practices for field and production, pest management, and horticultural floral design. This course is recommended for anyone planning on taking the landscaping course.

INTRODUCTION TO 4798 Y 11-12 NONETRANSPORTATION (formerly Autos I) 1 CREDIT PER SEMESTERThis is a yearlong course, which is a prerequisite to Auto Services Technology I. The course provides students with the basic fundamentals of automotive repair, tool identification, use, and shop safety.

AUTOMOTIVE SERVICES 5510 Y 11-12 INTRO. TO TECHNOLOGY I (formerly Autos II) TRANSPORTATION3 CREDITS PER SEMESTERThis yearlong course gives students a review of Introduction to Transportation and provides students with basic computer fundamentals and an introduction to a working shop atmosphere with a systems approach to learning.


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No HCHS transportation is provided. Students must have their own transportation to and from Lowell High School.

OPTIONALSERVICE & COMMUNITY LEADERSHIP 0524 - YEARLY & ON-GOING - GRADES 9-12The service and Community Leadership credit offered at Hanover Central Sr. High School is based on the premise that young people can make a significant difference in their world through community service and servant leadership. The class is a student-directed edu-cational experience that allows students to pursue individual service activities as well as coordinate a group service project that meets a genuine need. Students are able to choose from a variety of projects to focus on, but they should center on the following components:1. Leadership (actively involving others in his/her project)2. Servanthood (leading others with a supportive style and demonstrating participation

cooperation, and celebration)3. Self-Evaluation (reflecting on one’s work)4. Community Outreach (extending the project outside of one’s existing perimeter)Observed Outcomes:· Students feel good about themselves and the time they give.· Students realize that they can accomplish many things they never thought possible.· Service can often draw students out of their comfort zones and cause them to grow

and mature.Some projects students can become involved with include:· Helping with cleaning, food distribution and child care at a local shelter for the needy.· Collecting nonessential and essential items for individuals with little or no income,

and/or facing a family crises.· Volunteering time at the local Boys and Girls Club, local schools, hospitals or nursing home· Facilitating a high school organization that provides alcohol-and drug-free activities

for students. The school may also provide Service and Community Leadership throughout many school clubs which could include:

Student Council Environmental Club National Honor Society Habitat for Humanity PTA Booster OrganizationsKey Club

All community service must be performed through an organization. 48 hours of logged time is required for this optional credit. Can only receive 1 credit per high school career (no grade awarded)

MISCELLANEOUS OFFERINGSOPTIONALWELLNESS INDEPENDENT 7150 - YEARLY & ON-GOING - GRADES 9-12The Hanover Community School Corporation believes that each student should lead a balanced life. Physical activity is not only essential to a healthy mind, but a healthy body as well. The Wellness Independent optional credit provides the student an opportunity to accrue 48 hours of participation in a fitness program. Participation in an organized school athletic program may not count toward the credit.Can only receive 1 credit per high school career (no grade awarded)

STUDY HALL - SEMESTER OR YEAR - GRADE 12 ONLYStudents may elect to take one period per semester as a study hall for no credit. Students must have all credits needed or in progress for graduation in order to take study hall.

INDEPENDENT STUDY (INDIANA ONLINE ACADEMY) S/Y 10-12MULTIPLE PRE-REQS PER CLASSAmerican Sign Language I, II, III-“C” or better in English 9AP Art History-Teacher Recommendation and 2.75 GPAAP World History-“A” in World History I and IIChinese I, II-“C” or better in English 9French I, II-“C” or better in English 9*Parents/Students are responsible for the cost of the course which is $275 per semester course. Must enroll online through Indiana Online Academy’s website which is www.indianaonlineacademy.org. This does require your counselor’s ap-proval.*Students are not allowed to take courses through Indiana Online Academy that are offered at HCHS. The only courses available are the ones listed above.

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1st Semester

1. English 92. Algebra I3. Biology4. World History I5. Physical Education6. Prep for College & Careers7. Elective

SampleFourYearPlanSheet

2nd Semester

1. English 92. Algebra I3. Biology4. World History II5. Physical Education6. Health7. Elective

9thGrade

1. English 102. Geometry3. Chemistry4. Elective5. Elective6. Elective7. Elective

1. English 102. Geometry3. Chemistry4. Elective5. Elective6. Elective7. Elective

10thGrade

1. English 112. Algebra II3. Science4. U.S. History5. Elective6. Elective7. Elective

1. English 112. Algebra II3. Science4. U.S. History5. Elective6. Elective7. Elective

11thGrade

1. English 122. Government or Econ3. Elective4. Elective5. Elective6. Elective7. Elective

1. English 122. Government or Econ3. Elective4. Elective5. Elective6. Elective7. Elective

12thGrade

VISIT THE GUIDANCE OFFICEValuable information available on:

Careers Military SAT and ACTCollege Scholarships Academic ResourcesVocational Schools Job OpportunitiesApprenticeships Financial Aid

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PLANNINGGUIDEFRESHMEN/SOPHOMOREYEAR: • Get off to a good start. Get involved in extra-curricular activities. • Read as much as possible throughout the year. Summer reading is important too. • Check out career and college information in the Guidance Office. • Begin using Naviance for college and career exploration.

JUNIORYEAR:FALL/WINTER • Talk to your parents and counselor to discuss college requirements. • Take the PSAT/NMSQT. • Learn about colleges at www.collegeboard.com and www.naviance.com. Browse catalogs and guides and attend college fairs. • Career and college information is available in the Guidance Office and on Naviance. • Check out Financial Aid options. • Use the PSAT/NMSQT Score Report to see where extra work and skill improvement is needed and link your College Board account with Khan Academy for free, personalized SAT test prep. • Register for the SAT at www.collegeboard.com. • Register for the ACT at www.actstudent.org.

SPRING/SUMMER • Visit colleges in the spring while classes are in session. Talk to an admissions advisor. • Think ahead about AP classes for senior year. • AP Exams are in May. • Create a resume of your high school accomplishments, including activities, awards, and work experience. • Mark your calendar with key dates and deadlines for senior year.

SENIORYEAR:FALL/WINTER • Register for SAT and ACT tests. • Ask for recommendation letters from teachers, counselors, and coaches – don’t wait until the last minute. • Finalize your list of colleges, and visit as many as possible. • Organize your application materials. Focus on any early admission application first. Make a list of colleges and universities: compare them at a glance, track requirements, and review progress on each application. You can use Naviance for this. • Apply for scholarships and grants. There are lots of resources on the guidance website. • Complete and send in college applications and scholarship applications. Apply online – many schools waive the application fee. • Meet financial aid deadlines. Submit the FAFSA as early as possible after October 1st at www.fasfa.ed.gov. • About four weeks after submitting your FASFA you’ll receive the Student Aid Report (SAR). Review it for accuracy.

SPRING/SUMMER • Admission decisions arrive – note all reply deadlines. • Review financial aid packages. • Send the enrollment form and deposit to the college or university you will attend. Notify the other colleges of your decision. • If wait-listed by a college, you should contact the admission director to reiterate your interest in the school.

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ScheduleChanges

Schedule change requests will be considered for the first three (3) days of each semester for the following reasons:

• Student has already taken the class

• Student needs a different class for a diploma requirement

• Student wants to increase rigor of his/her schedule

• Student has not met the pre-requisite for the class

• Student did not request the class

All requests must be accompanied by a form signed by the student and parent. All forms must be signed and received by the counselor by the 3rd day of the semester. Forms will be available in the Guidance office.

The majority of schedule changes before the 1st day of school may be made without a signed form. Students may request changes any time during the spring scheduling period, during the summer (depending on counselor availability), and during registration.

Schedule Change Request

Date of Request:_______________________

Student Name:__________________________________________________ Grade:_________

ScheduleChangeProcedure (see Course Handbook)Students are encouraged to choose classes carefully. Very few schedule changes will be permitted once courses are selected. At the beginning of each new semester, schedule changes will be made for up to 3 days for the following circumstances:

_____ Student has already taken the class_____ Student needs a different class for a diploma requirement_____ Students want to increase rigor of his/her schedule_____ Student has not met the pre-requisite for the class_____ Student did not request the class

Please check and explain the reason that applies to the schedule change you are requesting:

_________________________________________________________________________________

__________________________________________________________________________________

Student Signature:______________________________________________ Date:________________

ParentSection

Please note that schedule changes will cause a change in fees.

Parent Signature:______________________________________________ Date:________________

CounselorSection

Was the schedule request made: Yes / No

Counselor Signature:___________________________________________ Date:________________

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