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TABLE OF CONTENTS

Questions You Might Have………………………………………………………………… Page 5

General Information………………………………………………………………………… Page 6

Course Offerings

Agriculture………….………………………………………………………………………….. Page 7

Business, Marketing, & Information Technology……………………………………… Page 8

Engineering/Technology…………………………………………………………………….. Page 10

English……………………..…………………………………………………………………… Page 13

Fine Arts………...……………………………………………………………………………… Page 16

Health & Wellness and Physical Education.…………………………………………… Page 20

Mathematics…………………………………..………………………………………………. Page 22

Science……..…………………………………………………………………………………… Page 25

Social Studies………………………………………………………………………………….. Page 28

World Languages………………………………………………………………………….….. Page 30

Multidisciplinary………………………………………………………………………………. Page 33

Ivy Tech Academy (Early College)

General Information………………………………………………………………………….. Page 35

Southeastern Career Center

Curriculum Guide…………………………………………………………………………….. Page 35


Course Description Guide

Southwestern High School

This course description guide is designed to help students and parents make responsible

choices concerning their students’ course of study at Southwestern High School.

Scheduling of students is an involved task. Students and parents should consider quite

seriously each course selection to be made. Once a class schedule has been built, it is very

difficult to make changes. Each change made affects class balance and teacher assignment.

Ordinarily, only course failures and summer enrollments necessitate late changes.

Note: One credit equals one semester and two credits equal two semesters.

** Please note that this guide is a list of possible course offerings. Some classes may not be

available if the number of students requesting the class is too few or for other unforeseen

reasons. Required classes that have been failed must be repeated as soon as possible.

In order to graduate from Southwestern High School students must have satisfactorily

earned credits as follows:

REQUIRED SUBJECTS CREDITS

Math 4

*Science 4

**Social Studies 4

English/Literature 8

Physical Education 2

***Health and Safety 1

****Technology Competency 1

*****Career Planning 1

Credits 25

Electives 15

Total 40

*Science courses must include one life science and one physical science.

**Social Studies courses must be U.S. History, Government and Economics.

***A combination of family and consumer science can fulfill the health requirements.

**** Career Planning meets the career component requirement.

*****Computer Technology meets the technology component.

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POSTSECONDARY CREDIT FOR HIGH SCHOOL STUDENTS

The Indiana State Board of Education rule 511 IAC 6-10 provides the opportunity for

students in grades 11 and 12 to take college level courses. Such courses may be taken for

high school credit, college credit, or both. These courses must be taken at an accredited

school (public or private college/ public or private university) that grants a baccalaureate or

associate degree. These courses may count toward high school graduation requirements as

long as they meet the criteria established in the state curriculum guidelines and are

approved in advance by the student’s school corporation.

Students interested in this option may obtain additional information from the high school

counselor.

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Indiana General High School Diploma Course and Credit Requirements

English/Language Arts 8 credits

Credits must include literature, composition, and speech

Mathematics 4 credits

2 credits: Algebra I or Integrated Mathematics I

2 credits: any math credit

Science 4 credits

2 credits: Biology

2 credits: any science course

Social Studies 4 credits

2 credits: U.S. History

1 credit: U.S. Government

1 credit: any social studies course

Physical Education 2 credits

Health and Wellness 1 credit

Career Academic

Sequence*

6 credits

Flex Credit 5 credits

To earn 5 flex credits a student must complete one of the following:

Additional courses to extend the career academic sequence

Courses involving workplace learning, which may include the following:

*Career exploration internship

*Professional career internship

*Business cooperative experiences

* Cooperative family and consumer sciences

*Industrial cooperative education

*Interdisciplinary cooperative education

*Marketing field experiences

High school/college dual credit courses

Additional courses in:

*Language arts

*Social studies

*Mathematics

*Science

*World Languages

*Fine Arts

Electives** 6 credits

***40 Total State Credits Required***

*Career Academic Sequence – Selecting electives in deliberate manner to take full advantage of career

exploration and preparation opportunities.

** Specifies the number of electives required by the state. High school schedules provide time for

many more electives during the high school years.

Schools may have additional local graduation requirements that apply to all students.

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Indiana CORE 40

Course and Credit Requirements

English/Language Arts 8 credits

Credits must include literature, composition, and speech

Mathematics 6 credits

2 credits: Algebra I

2 credits: Geometry

2 credits: Algebra II

Or complete Integrated Math series I, II, and III for 6 credits

All students are required to take a math or physics course during

11th or 12th

Science 6 credits

2 credits: Biology

2 credits: Chemistry I or Physics I or Integrated Chem/Physics

2 credits: Any Core 40 science course

Social Studies 6 credits

2 credits: U.S. History

1 credit: U.S. Government

1 credit: Economics

2 credits: World History/Civilization or Geography/History of World

Directed Electives 5 credits

World languages

Fine Arts

Career/Technical

Physical Education 2 credits

Health and Safety 1 credit

Electives* 6 credits

Career Academic Sequence Recommended

40 Total State Credits Required

Schools may have additional local graduation requirements that apply to all students:

40 credits will be required.

*Specifies the number of electives required by the state. High school schedules provide time for many

more electives during the high school years. All students are strongly encouraged to complete a

Career Academic Sequence (selecting electives in a deliberate manner) to take full advantage of career

exploration and preparation opportunities.

Indiana

Core 40 with Academic Honors

For the Core 40 with Academic Honors 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 “C” or above in courses that will count toward the diploma.

● Have a grade point average of “B” or above.

● Complete one of the following:

*Earn 4 credits in 2 or more AP courses and take corresponding AP exams

*Earn 6 verifiable transcripted college credits in dual credit courses from the approved dual

credit list

*One AP course and corresponding AP exam and a minimum of 3 verifiable transcripted

college credits from the approved dual credit list.

*Earn a combined score of 1750 or higher on the SAT math, critical reading, and writing

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sections and a minimum score of 530 on each

*Earn an ACT composite score of 26 or higher and complete the written section


Indiana

Core 40 with Technical Honors

For the Core 40 with Technical Honors 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 above in courses that will count toward the diploma.

● Have a grade point average of “B” or above.

● 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.


**Many Indiana colleges offer special scholarships for students graduating with a Core 40

Diploma with Academic Honors. Be sure to check with the universities of your choice.

**Additionally, more financial aid is available to students earning an Academic Honors or

Technical Honors Diploma.

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Questions You Might Have

What if my school doesn’t offer all these classes?

Your school may list classes with slightly different names than those given. Your counselor can guide

you on which classes meet these requirements.

All schools are financially obligated to provide for the opportunity to earn the Core 40 Diploma with

Academic Honors, and should offer these options. If these options are not available to you,

correspondence courses and courses at other nearby high schools and colleges may be options, which

will allow you to fulfill the requirements.

How do colleges look at a Core 40 Diploma with Academic Honors?

Colleges are interested in what kind of courses you take, as well as the grades you earn. To find out

more about how much a college values the Core 40 Diploma with Academic Honors, you will need to

talk with the Admissions Office at the school that interests you.

Do I need to have a Core 40 Diploma with Academic Honors to get into college?

No. But most of the state colleges will give you “preferred admission” if you successfully complete the

Core 40 Diploma with Academic Honors. By successfully completing the Indiana Core 40 classes,

you will meet the state college and university requirements for consideration for admission to college.

Do as well as you can in your classes. If you work hard in high school, learn necessary skills, and get

acceptable grades, you are likely to get into college.

I have a good grade point average now. I may get lower grades if I take harder classes. Is the

Honors Diploma worth it?

Will you get a lower grade point average? Will it hurt your chances of being admitted to the college

you want? Should you take the Core 40 Diploma with Academic Honors? These are questions we

cannot answer for you because we do not know you. Your decision depends in part on your

willingness to work, your abilities, and your college plans. Your parents, guidance counselor, and the

admissions officers at the schools that interest you might help you make your decision.

How can I keep my grades up while I take hard classes?

You might see if you could take a necessary class during the summer. This can give you more time to

work on that class. This will also allow you to take fewer classes during the school year. Remember

that you have nine (9) credits of classes, which are electives. It might be a good idea to use these

elective credits to take some classes that are not difficult for you. This would give you more time to

work on the harder classes.

What happens if I get a grade less than “C” in a class?

One of the following will happen: (1) you will no longer be eligible for the Academic Honors program;

or (2) you might be able to take the class again. Check with your counselor to prevent this situation.

Why should I consider the Core 40 Diploma with Academic Honors? I’m not sure I want to go

to college. Even if I do go, I don’t need a Core 40 Diploma with Academic Honors to get in.

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The technical world we live in means that people need good math skills for many jobs. In this rapidly

changing world, everyone needs a good base in science to understand about ecology, outer space,

pollution, nuclear power, and dangers to health. You will be voting soon. A good background in

history, government, and economics will help you make wise choices. One major criticism of

Americans is that we don’t understand other cultures. If you know a foreign language well, it can

open whole new worlds to you. Classes in the fine arts can open other worlds of expression,

creativity, and personal growth. In all areas of your life, you will need to know how to write well. You

will need to clearly construct and communicate your thoughts. Reading good literature can acquaint

you with the best writing in the world.

A strong academic background is the benefit of taking a Core 40 Diploma with Academic Honors. A

good education will serve you all your life!

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GENERAL INFORMATION

1. What is Core 40?

ANSWER: Education, business, labor and government leaders in Indiana have agreed on

education expectations for Indiana high school students. These expectations are called Indiana

Core 40. Core 40 is a single, flexible high school curriculum, which, except for elective courses, is

based upon a single set of agreed-upon competencies. These competencies direct the content of

both college prep and tech prep courses. The difference between college prep and tech prep

courses is not in course content, but rather in the instructional and learning approaches of these

courses.

High school students, who graduate in 1998, or thereafter, must complete Core 40 to ensure that

they meet course requirements for admission to Indiana four-year colleges or universities. Core

40 will maximize opportunities for all graduates, including those pursuing one-and two-year

college, technical training, and those going directly into the work force.

2. What are the Core 40 expectations?

ANSWER: Before the end of the eighth grade, each student must work with his or her

parent/guardian and school counselor to develop an individual career and course plan. As part of

this career plan, the student designs a program of study for grades 9, 10, 11, and 12 under the

single college/technology preparation curriculum called Core 40. The plan directs the student

toward achieving goals beyond high school. Core 40 guides this planning process by defining

requirements for success in future education and work.

3. Is Core 40 only for college prep students?

ANSWER: No. Core 40 is for all high school students.

All students (with the exception of those having individual education plans) should enroll in this

single college/technology preparation curriculum and work toward meeting curriculum expectations.

Not all students will complete the entire curriculum. This understanding recognizes the

differentiation that exists among secondary students and their need to proceed through Core 40 at

differing rates. Therefore, while all students are strongly encouraged to complete the Core 40

curriculum in order to maximize their opportunities, Core 40 is not required for high school

graduation.

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COURSE OFFERINGS

AGRICULTURAL SCIENCE

Agricultural Power, Structure and Technology Grades 9-12

Agricultural Power, Structure and Technology is a lab intensive course in which students

develop an understanding of the basic principles of selection, operation, maintenance and

management of agricultural equipment in concert while incorporating technology. Topics

covered include: safety, electricity, plumbing, concrete, carpentry, metal technology,

engines, emerging technologies, leadership development, supervised agricultural experience

and career opportunities in the area of agriculture power, structure and technology.

(1 credit per semester)

Counts as a Directed Elective for all diplomas.

Animal Science Grades 9-12

Animal Science provides students with an overview of the animal science field. Students

participate in a large variety of activities and laboratory work including real and simulated

animal science experiences and projects. All areas that the students study can be applied to

both large and small animals. Topics to be addressed include: anatomy and physiology,

genetics, reproduction, nutrition, common diseases and parasites, social and political issues

related to the industry and management practices for the care and maintenance of animals

while incorporating leadership development, supervised agricultural experience and learning

about career opportunities in the area of animal science.

(1 credit)

Counts as a Directed Elective for all diplomas.

Introduction to Agriculture, Food and Natural Resources Grades 8 & 9

Introduction to Agriculture, Food and Natural Resources is highly recommended as a

prerequisite to and a foundation for all other agriculture classes. The nature of this course

is to provide students with an introduction to the fundamentals of agriculture science and

business. Topics to be covered include: animal science, plant and soil science, food science,

horticulture science, agricultural business management, landscape management, natural

resources, agriculture power, structure, and technology, leadership development, supervised

agricultural experience and career opportunities in the area of agriculture, food and natural

resources.


Counts as a Directed Elective or Elective for all diplomas.

Landscape Management Grades 9-12

Landscape Management provides the student with an overview of the many career

opportunities in the diverse field of landscape management. Students are introduced to the

procedures used in the planning and design of a landscape using current technology

practices, the principles and procedures of landscape construction, the determination of

maintenance schedules, communications and management skills necessary in landscape

operations and the care and use of equipment utilized by landscapers. Students will also

participate in leadership development, supervised agricultural experience and career

explorations activities in the area of landscape management. Upon completion of the

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program students have the opportunity to become Indiana Landscape Industry Certified

through a state approved program.

(1 credit)

Counts as a Directed Elective for all diplomas, and qualifies as a quantitative

reasoning course.

Supervised Agricultural Experience (Independent Study) Grades 9-12

Supervised Agricultural Experience (SAE) is designed to provide students with opportunities

to gain experience in the agricultural field(s) in which they are interested. Students will

experience and apply what is learned in the classroom, laboratory and training site to

real-life situations with a standards-based plan for learning. Students work closely with

their agriculture teacher(s), parents, and/or employers to get the most out of their SAE

program. This course can be offered each year as well as during the summer session.

Curriculum content and competencies need to be varied so that school year and summer

session experiences are not duplicated.

This is a co-curricular class and does not meet during the scheduled school day.

Students must secure project approval from the instructor prior to enrolling in the

class. (1 credit per semester)

BUSINESS, MARKETING, & INFORMATION TECHNOLOGY

Business Law and Ethics _ Grades 11-12

Business 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, case review, and situation analyses.


Counts as a Directed Elective.

Business Math Grades 10-12

Business Math is a course designed to prepare students for roles as entrepreneurs,

producers, and business leaders by developing abilities and skills that are part of any

business environment. A solid understanding of math including algebra, basic geometry,

statistics, and probability provides the necessary foundation for students interested in

careers in business and skilled trade areas. The content includes mathematical operations

related to accounting, banking and finance, marketing, and management. Instructional

strategies should include simulations, guest speakers, tours, Internet research, and

business experiences. (1 credit per semester)

Prerequisite: Algebra I

Counts as an Elective or a Directed Elective for all diplomas. Qualifies as a

quantitative reasoning course.

NOT a Core 40/AHD course. Fulfills a Mathematics requirement for General Diploma only.

Digital Applications and Responsibility Grade 9-10

Digital Applications and Responsibility prepares students to use technology in an effective

and appropriate manner in school, in a job, or everyday life. Students develop skills related

to word processing, spreadsheets, presentations, and communications software. Students

learn what it means to be a good digital citizen and how to use technology, including social

media, responsibly. Students expand their knowledge of how to use digital devices and

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software to build decision-making and problem-solving skills. Students should be provided

with the opportunity to seek industry-recognized digital literacy certifications.

(1 credit)

Required for graduation from Southwestern High School.

Introduction to Accounting Grades 9-12

Introduction to Accounting introduces the language of business using Generally Accepted

Accounting Principles (GAAP) and procedures for proprietorships and partnerships using

double-entry 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.



Introduction to Business Grades 9-10

Introduction to Business introduces students to the world of business, including the

concepts, functions, and skills required for meeting the challenges of operating a business in

the twenty-first century on a local, national, and/or international scale. The course covers

business management, entrepreneurship, marketing fundamentals, and business ethics and

law. The course develops business vocabulary and provides an overview of business and the

role that business plays in economic, social, and political environments.



Preparing for College and Careers _ Grade 9

Preparing 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. (1 credit per semester)

Required for graduation from Southwestern High School (taken as a Freshman).

Principles of Marketing Grades 9-12

Principles of Marketing provides a basic introduction to the scope and importance of

marketing in the global economy. Emphasis is placed on oral and written communications,

mathematical applications, problem-solving, and critical thinking skills as they relate to

advertising/promotion/selling, distribution, financing, marketing-information management,

pricing, and product/service management.



12

Sports and Entertainment Marketing _ Grades 11-12

Sports and Entertainment Marketing is a specialized marketing course that develops student

understanding of the sport/event industries, their economic impact, and products;

distribution systems and strategies; pricing considerations; product/service management,

and promotion. Students acquire an understanding and appreciation for planning.

Throughout the course, students are presented problem-solving situations for which they

must apply academic and critical-thinking skills. Participation in cooperative education is

an optional instructional method, giving students the opportunity to apply newly acquired

marketing skills in the workplace. (1 credit per semester)

ENGINEERING/TECHNOLOGY

Aerospace Engineering (PLTW) Grades 11-12

Aerospace Engineering should provide students with the fundamental knowledge and

experience to apply mathematical, scientific, and engineering principles to the design,

development, and evaluation of aircraft, space vehicles, and their operating systems.

Emphasis should include investigation and research on flight characteristics, analysis of

aerodynamic design, and impact of this technology on the environment. Classroom

instruction should provide creative thinking and problem-solving activities using software

that allows students to design, test, and evaluate a variety of air and space vehicles, their

systems, and launching, guidance and control procedures.

Note: Use of the PLTW Course number is limited to schools that have agreed to be

part of the Project Lead the Way network and follow all training and data collection

requirements.

(1 Credit per semester)

Recommended Prerequisites: Introduction to Engineering Design and Principles of

Engineering

Counts as a Directed Elective or Elective for all diplomas. Qualifies as quantitative

reasoning course.

Computers in Design and Production Grades 9-12

Computers in Design and Production is a course that specializes in using modern

technological processes, computers, design, and production systems in the production of

products and structures through the use of automated production systems. Emphasis is

placed on using modern technologies and on developing career related skills for electronics,

manufacturing, precision machining, welding, and architecture career pathways. Students

apply ingenuity using tools, materials, processes, and resources to create solutions as it

applies in the electronics, manufacturing, precision machining, welding, and architecture.

The content and activities should be developed locally in accordance with available advanced

technologies in the school. Course content should address major technological content

related to topics such as: Architectural drawing and print design, design documentation

using CAD (Computer Aided Design) systems; assignments involving the interface of CAD,

CNC, CAM, and CIM technologies; computer simulation of products and systems; publishing

of various media; animation and related multimedia applications; 3-D modeling of products

or structures; digital creation and editing of graphics and audio files; control technologies;

and automation in the modern workplace. (1 credit)

Prerequisite: Good basic math and measuring skills and attentive to detail.


13


Digital Electronics (PLTW) (Dual Credit Available)

Grades 10-12

DE is a course of study in applied digital logic that encompasses the design and application

of electronic circuits and devices found in video games, watches, calculators, digital

cameras, and thousands of other devices. Instruction includes the application of

engineering and scientific principles as well as the use of Boolean algebra to solve design

problems. Using computer software that reflects current industry standards, activities

should provide opportunities for students to design, construct, test, and analyze simple and

complex digital circuitry. Software will be used to develop and evaluate the product design.

This course engages students in critical thinking and problem-solving skills, time

management and teamwork skills.



requirements.


Recommended Prerequisites: Introduction to Engineering Design and Principles of

Engineering

Counts as a Directed Elective or Elective for all diplomas. Qualifies as a quantitative

reasoning course.

Engineering Design and Development (PLTW) Grade 12

EDD is an engineering research course in which students work in teams to research, design,

test, and construct a solution to an open-ended engineering problem. The product

development life cycle and a design process are used to guide the team to reach a solution to

the problem. The team presents and defends their solution to a panel of outside reviewers

at the conclusion of the course. The EDD course allows students to apply all the skills and

knowledge learned in previous pre-engineering courses. The use of 3D design software helps

students design solutions to the problem their team has chosen. This course also engages

students in critical thinking and problem-solving skills, time management and teamwork

skills, a valuable set for students’ future careers. Note: Use of the PLTW Course number

is limited to schools that have agreed to be part of the Project Lead the Way network

and follow all training and data collection requirements.


Recommended Prerequisites: Introduction to Engineering Design, Principles of

Engineering, and one specialty course.


reasoning course.

Introduction to Advanced Manufacturing and Logistics (4796) Grades 10-12

Introduction to Advanced Manufacturing and Logistics focuses on manufacturing systems and

their relationship to society, individuals, and the environment. Students apply the skills

and knowledge of using modern manufacturing processes to obtain resources and change

them into industrial materials, industrial products and consumer products. Students

investigate the properties of engineered materials and study major types of material

processes. After gaining a working knowledge of these materials, students are introduced to

advanced manufacturing, logistics, and business principles that are utilized in today’s

advanced manufacturing industry. Students gain a basic understanding of tooling,

electrical skills, operational skills, inventory principles, chart and graph reading and MSSC

14

concepts. There is also an emphasis placed on the flow process principles, material

movement, safety, and related business operations.

Students have the opportunity to develop the characteristics employers seek, as well as

skills that will help them in future endeavors.

(1 credit per semester) Counts as a Directed Elective or Elective for all diplomas.

Dual Credit Available

Introduction to Design Processes Grades 9-12

Introduction to Design Processes is a course that specializes in modern design and

engineering processes with a focus on creative problem solving in developing, testing,

communicating, and presenting post-evaluation of products. Students use the design

process to analyze research, develop ideas, and produce products solutions. This process

gives a framework through which they design, manufacture tests present their ideas.

Students will demonstrate and utilize design principles and elements for visual presentation.

Designing aspects will also cover aesthetics, ergonomics, the environment, safety, and

production. The design process is a core-learning tool for many courses enabling the

student to solve problems in a systematic, logical and creative manner. Students develop a

good understanding of the way the process helps them think creatively and developing

aesthetic ideas. The design process encourages the students to engage in higher level

thinking to create solutions for many types of problems. Projects include: Catapult, Mouse

Trap Vehicle, Electric Motor Vehicle, Electric Crane, Crane Truss Boom. A hands-on shop

type class. (1 credit) Counts as a Directed Elective or Elective for all diplomas.

Introduction to Engineering Design (PLTW) (Dual Credit Available) Grades 9-10

Introduction to Engineering Design is a fundamental pre-engineering course where students

become familiar with the engineering design process. Students work both individually and

in teams to design solutions to a variety of problems using industry standard sketches and

current 3D design and modeling software to represent and communicate solutions.

Students apply their knowledge through hands-on projects and document their work with

the use of an engineering notebook. Students advance from completing structured activities

to solving open-ended projects and problems that require them to develop planning,

documentation, communication, and other professional skills. Ethical issues related to

professional practice and product development are also presented. Note: Use of the PLTW

Course number is limited to schools that have agreed to be part of the Project Lead

the Way network and follow all training and data collection requirements.


Course may open up to grade 10, 11, 12 students per teacher permission.


Principles of Engineering (PLTW) (Dual Credit Available) Grades 10-12

Principles of Engineering is a course that focuses on the process of applying engineering,

technological, scientific and mathematical principles in the design, production, and

operation of products, structures, and systems. This is a hands-on course designed to

provide students interested in engineering careers to explore experiences related to

specialized fields such as civil, mechanical, and materials engineering. Students will engage

in research, development, planning, design, production, and project management to

simulate a career in engineering. The topics of ethics and the impacts of engineering

decisions are also addressed. Classroom activities are organized to allow students to work

15

in teams and use modern technological processes, computers, CAD software, and

production systems in developing and presenting solutions to engineering problems



requirements.


Prerequisite: Introduction to Engineering Design

Course may open up to grade 11 and 12 students per teacher permission


reasoning course.

ENGLISH

Honors English _ Grades 9, 10, 11

These classes are limited to students who have been recommended by previous English

teachers as students capable of performing well at an accelerated pace. The regular

curriculum for each grade is followed and compacted to allow time to cover the enrichment

units. (1 credit per semester)

English 9 Grade 9

English 9, an integrated English course based on the Indiana Academic Standards for

English/Language Arts in Grades 9-10, is a study of language, literature, composition, and

oral communication, focusing on literature within an appropriate level of complexity for this

grade band. Students use literary interpretation, analysis, comparisons, and evaluation to

read and respond to representative works of historical or cultural significance in classic and

contemporary literature balanced with nonfiction. Students write responses to literature,

expository (informative), narrative, and argumentative/persuasive compositions, and

sustained research assignments. Students deliver grade-appropriate oral presentations with

attention to audience and purpose and access, analyze, and evaluate online information.


English 10 Grade10



oral communication, focusing on literature with an appropriate level of complexity for this


read and respond to representative works of historical or cultural significance in classic and

contemporary literature balanced with nonfiction. Students write responses to literature,

expository (informative) and argumentative/persuasive compositions, and sustained

research assignments. Students deliver grade-appropriate oral presentations with attention

to audience and purpose and access, analyze, and evaluate online information.


Recommended Prerequisite: Successful completion of English 9

English 11 Grade 11



oral communication focusing on literature with an appropriate level of complexity for this

16


read and respond to representative works of historical or cultural significance appropriate in

classic and contemporary literature balanced with nonfiction. Students write narratives,

responses to literature, academic essays (e.g. analytical, persuasive, expository, summary),

and more sustained research assignments incorporating visual information in the form of

pictures, graphs, charts and tables. Students write and deliver grade-appropriate

multimedia presentations and access, analyze, and evaluate online information.


Recommended Prerequisite: Successful completion of English 9 & 10

English 11, Advanced Placement Grade 11

AP English Literature and Composition 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 course engages students in the close reading and critical analysis of imaginative

literature to deepen their understanding of the ways writers use language to provide both

meaning and pleasure. As they read, students consider a work’s structure, style, and

themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing

assignments include expository, analytical, and argumentative essays that require students

to analyze and interpret literary works.

Prerequisites: English 9 & English 10 or teacher recommendation.

Credits: (1 credit per semester)

English 12 (Dual Credit Available) Grade12


English/Language Arts for Grades 11-12, is a study of language, literature, composition, and

oral communication focusing on an exploration of point of view or perspective across a wide

variety of genres. Students use literary interpretation, analysis, comparisons, and

evaluation to read and respond to representative works of historical or cultural significance

in classic and contemporary literature balanced with nonfiction. Students write narratives,

responses to literature, academic essays (e.g. analytical, persuasive, expository, summary),

and more sustained research assignments incorporating visual information in the form of

pictures, graphs, charts and tables. Students write and deliver grade-appropriate

multimedia presentations and access, analyze, and evaluate online information.


Recommended Prerequisites: Successful completion of English 9, 10, & 11

English 12, Advanced Placement Grade 12

AP English Language and Composition 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 course focuses on the development and revision of evidence-based analytic and

argumentative writing and the rhetorical analysis of nonfiction texts. The course aligns to

an introductory college-level rhetoric and writing curriculum, which requires students to

develop evidence-based analytic and argumentative essays that proceed through several

stages or drafts. Students evaluate, synthesize, and cite research to support their

arguments. Throughout the course, students develop a personal style by making

appropriate grammatical choices. Additionally, students read and analyze the rhetorical

elements and their effects in non-fiction texts, including graphic images as forms of text,

from many disciplines and historical periods. There is no prescribed sequence of study.

Prerequisites: English 9 & English 10 or teacher recommendation.

Credits: (1 credit per semester)

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Dramatic Literature Grades 9-12

Dramatic Literature, a course based on the Indiana Academic Standards for

English/Language Arts, is a study of plays and literary art as different from other literary

genres. Students view live, televised, or filmed productions and stage scenes from plays or

scripts. Students examine tragedies, comedies, melodramas, musicals or operas created by

important playwrights and screenwriters representing the literary movements in dramatic

literature. Students analyze how live performance alters interpretation from text and how

developments in acting and production have altered the way we interpret plays or scripts.

Students analyze the relationship between the development of dramatic literature as

entertainment and as a reflection of or influence on the culture. (1 credit)

Etymology Grades 10-12

Etymology, a language studies course based on the Indiana Academic Standards for

English/Language Arts, is the study and application of the derivation of English words and

word families from their roots in ancient and modern languages (Latin, Greek, Germanic,

and Romance Languages). Students analyze meanings of English words by examining roots,

prefixes, and suffixes. Students analyze the connotative and denotative meaning of words in

a variety of contexts and the reasons for language change. Students write about word

history and semantics in texts that require etymological sensitivity, such as Renaissance

poetry or works in translation. ETYMOLOGY PROJECT: Students complete a project, such

as doing a case study on specific words or creating an historical timeline of the development

of specific words, which demonstrates knowledge, application, and progress in Etymology

course content. As it enables students to increase their vocabularies, this course helps

prepare students to perform well on the SAT. (1 credit)

Prerequisite: Must have completed English 9 with a C or better.

Library Media Grades 9-12

Library Media is the study and application of procedures based on library science theory.

Students examine the role of the library and technology in the current Information Age.

Students use electronic resources for specific research needs and use multimedia

presentation technology for practical applications. (1 credit)

Novels Grades 9-12

Novels a course based on the Indiana Academic Standards for English/Language Arts, is a

study of the distinct features of the novel, such as narrative and fictional elements of

setting, conflict, climax, and resolution, and may be organized by historical periods, themes,

or authors. Students examine novels of a given period, such as Victorian, the Modern

Period, or Contemporary Literature, and what distinguishes novels from short stories, epics,

romances, biographies, science fiction, and others. Students analyze novels by various

important authors from the past and present or sets of novels from a specific era or across

several eras. Reading for pleasure is also emphasized.

(1 credit) 1 Semester

Speech Grades 10-12

Speech, a course based on the Indiana Academic Standards for English/Language Arts, is

the study and application of the basic principles and techniques of effective oral

communication. Students deliver focused and coherent speeches that convey clear

messages, using gestures, tone, and vocabulary appropriate to the audience and purpose.

Students deliver different types of oral and multimedia presentations, including viewpoint,

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instructional, demonstration, informative, persuasive, and impromptu. Students use the

same standard English conventions for oral speech that they use in their writing.

(1 credit) 1 Semester

Prerequisite: Must have completed English 9 with a passing grade.

Student Media Grades 9-12

Student Media, a course based on the High School Journalism Standards and the Student

Media Standards, is the continuation of the study of journalism. Students demonstrate

their ability to do journalistic writing and design for high school media, including school

newspapers and yearbooks, and a variety of other 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 media staffs so that they may prepare

themselves for career paths in journalism, communications, writing, or related fields. Word

processing and desktop publishing technology will be used to support the curriculum. The

school yearbook will be produced in this class. (1 credit per semester)

(With teacher approval and a yearlong commitment)


Language Arts Lab Grades 9-12

Language Arts 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.

● Recommended Grade Level: Grades 9-12

● Recommended Prerequisites: None

● This course is for successive semesters of instruction for students who need

additional support in any or all aspects of the writing standards.

FINE ARTS

Advanced Chorus Grades 9-12

Advanced Chorus is based on the Indiana Academic Standards for High School Choral

Music. Students taking Advanced Chorus develop musicianship and specific performance

skills through ensemble and solo singing. This class includes the study of quality repertoire

in the diverse styles of choral literature appropriate in difficulty and range for the students.

Chorus classes 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. 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 musical goals. Students are required to participate in performance

opportunities outside of the school day that support and extend learning in the classroom.

(1 credit per semester) (With teacher approval)

Electronic Music Grades 9-12

Electronic Music is based on the Indiana Academic Standards for High School Music

Technology. Students taking this course are provided with a wide variety of activities and

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experiences to develop skills in using electronic media and current technology to perform,

create, and respond to music. (1 credit per semester)

Intermediate Chorus Grades 9-12

Intermediate Chorus is based on the Indiana Academic Standards for High School Choral

Music. Students taking Intermediate Chorus develop musicianship and specific

performance skills through ensemble and solo singing. This class includes the study of

quality repertoire in the diverse styles of choral literature appropriate in difficulty and range

for the students. Chorus classes 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. 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 musical goals. Students are required to participate in

performance opportunities outside of the school day that support and extend learning in the

classroom. (1 credit per semester)

Intermediate Concert Band Grades 9-12

Intermediate Concert Band is based on the Indiana Academic Standards for High School

Instrumental Music. This course includes a balanced comprehensive study of music that

develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo

activities are designed to develop elements of 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.

Students study a varied repertoire of developmentally appropriate concert band literature

and 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

musical goals. Students are required to participate in performance opportunities outside of

the school day that support and extend learning in the classroom. Students in band are

expected to participate in marching, pep, and concert bands. (1 credit per semester)

Students desiring to participate in these bands need to be enrolled in Intermediate

Concert Band at least one full semester. It is highly suggested that participants be in

a minimum of two semesters.

Music History and Appreciation Grades 9-12

Music History and Appreciation is based on the Indiana Academic Standards for Music and

standards for this specific course. Students receive instruction designed to explore music

and major musical styles and periods through understanding music in relation to both

Western and Non-Western history and culture. Activities include analyzing and describing

music; evaluating music and music performances; and understanding relationships between

music and the other arts, as well as disciplines outside of the arts. (1 credit)

Counts as Directed Elective or Elective for all diplomas.

Music Theory and Composition Grades 9-12

Music Theory and Composition is based on the Indiana Academic Standards for Music and

standards for this specific course. Students develop skills in the analysis of music and

theoretical concepts. They develop ear training and dictation skills, compose works that

illustrate mastered concepts, understand harmonic structures and analysis, understand

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modes and scales, study a wide variety of musical styles, study traditional and

nontraditional music notation and sound sources as tools for musical composition, and

receive detailed instruction in other basic elements of music. (1 credit)


Advanced Three-Dimensional Art Grades 10-12

Advanced Three-Dimensional Art is a course based on the Indiana Academic Standards for

Visual 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. (1 credit per semester)


Prerequisite: Intro to Three-Dimensional Art.

Advanced Two-Dimensional Art Grades 10-12

Advanced Two-Dimensional Art is a course based on the Indiana Academic Standards for

Visual Art. Students 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. (1 credit per semester)


Prerequisite: Intro to Two-Dimensional Art

Ceramics I Grades 10-12

Ceramics is a course based on the Indiana Academic Standards for Visual Art. Students in

ceramics 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 works of art in clay utilizing the processes of hand building, molds, wheel throwing,

slip and glaze techniques, and the firing processes. 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.

Prerequisite: Successful completion of Introduction to Three- Dimensional Art with a

semester average of C or better. (1 credit per semester)

Course counts as a Directed Elective or Elective for all diplomas.

Drawing Grades 10-12

Drawing is a course based on the Indiana Academic Standards for Visual Art. Students in

drawing engage in sequential learning experiences that encompass art history, art criticism,

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aesthetics, and production and lead to the creation of portfolio quality works. Students

create drawings utilizing processes such as sketching, rendering, contour, gesture, and

perspective drawing and use a variety of media such as pencil, chalk, pastels, charcoal, and

pen and ink. 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 are-related careers.

1 credit (1 semester course)

Recommended Prerequisites: Introduction to Two-Dimensional Art (L)


Introduction to Three-Dimensional Art Grades 9-12

Introduction to Three-Dimensional Art is a course based on the Indiana Academic Standards

for Visual Art. Students 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 art museums, galleries, studios, and community resources. (1 credit per

semester)


Introduction to Two-Dimensional Art Grades 9-12

Introduction to Two-Dimensional Art is a course based on the Indiana Academic Standards

for Visual Art. Students 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 art museums, galleries, studios, and community resources. (1 credit per

semester)


Painting Grades 10-12

Painting is a course based on the Indiana Academic Standards for Visual Art. Students

taking painting engage in sequential learning experiences that encompass art history, art

criticism, aesthetics, and production that lead to the creation of portfolio quality works.

Students create abstract and realistic paintings, using a variety of materials such as mixed

media, watercolor, oil, and acrylics as well as techniques such as stippling, gouache, wash,

and impasto. They reflect upon and refine their work: explore cultural and historical

connections; analyze, interpret, theorize, and make informed judgments about artwork and

22

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.

1 credit (1 semester course)

Recommended Prerequisites: Introduction to Two-Dimensional Art (L)


Visual Communications Grades 11-12

Visual Communication is a course based on the Indiana Academic Standards for Visual Art.

Students in Visual Communication engage in sequential learning experiences that

encompass art history, art criticism, aesthetics, and production and lead to the creation of

portfolio quality works. They create print media utilizing graphic design, typography,

illustration, and image creation with digital tools and computer technology. Students study:

● Film history, students search for meaning, significance, and direction in their work

through an in-depth analysis of historical and contemporary media arts from a

variety of cultural groups identifying relationships between context, form, and

function;

● Film criticism, students search for meaning, significance, and direction in their work

by critically examining the relationships between context, form, function, and

meaning in their own work and in historical and contemporary media arts;

● Aesthetics, students search for meaning, significance, and direction in their work by:

(1) formulating evaluations of historic and contemporary media arts, (2) responding

to personal questions about the nature of art, (3) reflecting on their changing

definitions of art, and (4) assessing their ideas in relation to the art community; and

● Production, students search for meaning, significance, and direction in their work by

choosing and evaluating subject matter, symbols, and ideas that communicate

intended meaning in their artwork. In addition, students: (1) use organizational

principles and functions to solve specific visual problems, (2) apply media,

techniques, and processes with sufficient skill to communicate intended meaning,

and (3) produce works for their portfolios which demonstrate a sincere desire to

explore a variety of ideas and problems.

Students create films and videos utilizing a variety of tools. In addition, students reflect

upon and refine their work; explore cultural and historical connections; write about the

process; make presentations about their progress at regular intervals; work individually and

in groups; find direct correlations to other disciplines; explore career options related to the

media arts; 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. Art museums, galleries, studios, and

community resources are utilized. (1 credit per semester)

Prerequisite: Semester average of C or better in English


HEALTH & WELLNESS and PHYSICAL EDUCATION

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Advanced Health Education Grades 10-12

Advanced Health & Wellness, an elective course that is aligned to Indiana’s Academic

Standards for Health & Wellness, provides advanced knowledge and skills to help students

adopt and maintain healthy behaviors. Through a variety of instructional strategies,

students practice the development of functional advanced health information (essential

concepts); determine personal values that support health behaviors; develop group norms

that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and

maintain health-enhancing behaviors. Advanced Health & Wellness provides students with

an in-depth study of promoting personal health and wellness, physical activity, healthy

eating, promoting safety and preventing unintentional injury and violence, promoting mental

and emotional health, a tobacco, alcohol, and other drug-free lifestyle, and promoting

human development and family health. The scientific components of health and wellness,

health issues and concerns, health risk appraisals, individual wellness plans, health

promotion and health careers are expanded and explored within the context of the course.

This course provides students with the advanced knowledge and skills of health and

wellness core concepts, analyzing influences, accessing information, interpersonal

communication, decision-making and goal-setting skills, health-enhancing behaviors, and

health and wellness advocacy skills.

(1 credit)

Required Prerequisite: Successful Completion of Health & Wellness course.

Current Health Issues Grades 9-12

Current Health Issues, an elective course that can be aligned to Indiana’s Academic

Standards for Health & Wellness, focuses on specific health issues and/or emerging trends

in health and wellness, but not limited to: personal health and wellness; non-communicable

and communicable diseases; nutrition; mental and emotional health; tobacco-prevention;

alcohol and other drug-prevention; human development and family health; health care

and/or medical treatments; and national and/or international health issues. This course

provides students with the knowledge and skills of health and wellness core concepts,

analyzing influences, accessing information, interpersonal communication, decision-making

and goal-setting skills, health-enhancing behaviors, and health and wellness advocacy

skills.

(1 credit)

Prerequisite: Successful Completion of Health & Wellness.

Health & Wellness Education Grades 9-10

Health & Wellness, a course based on Indiana’s Academic Standards for Health & Wellness

provides the basis to help students adopt and maintain healthy behaviors. Health education

should contribute directly to a student’s ability to successfully practice behaviors that

protect and promote health and avoid or reduce health risks. Through a variety of

instructional strategies, students practice the development of functional health information

(essential concepts); determine personal values that support health behaviors; develop group

norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice,

and maintain health-enhancing behaviors. This course includes the application of priority

areas in a planned, sequential, comprehensive health education curriculum. Priority areas

include: promoting personal health and wellness, physical activity, and healthy eating;

promoting safety and preventing unintentional injury and violence; promoting mental and

emotional health, a tobacco-free lifestyle, and an alcohol- and other drug-free lifestyle; and

promoting human development and family health. This course provides students with the

knowledge and skills of health and wellness core concepts, analyzing influences, accessing

24

information, interpersonal communication, decision-making and goal-setting skills,

health-enhancing behaviors, and health and wellness advocacy skills. (1 credit)

Elective Physical Education Grades 10-12

Elective Physical Education, a course based on selected standards from Indiana’s Academic

Standards for Physical Education, identifies what a student should know and be able to do

as a result of a quality physical education program. The goal of a physically educated

student is to maintain appropriate levels of cardiorespiratory endurance, muscular strength

and endurance, flexibility, and body composition necessary for a healthy and productive life.

Elective PE promotes lifetime sport and recreational activities and provides an opportunity

for an in-depth study in one or more specific areas. A minimum of two of the following

activities should be included: team sports; dual sports activities; individual physical

activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnastics; and dance.

This course 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 performance-based skill evaluation. Individual

assessments may be modified for individuals with disabilities, in addition to those with IEP’s

and 504 plans (e.g., chronic illnesses, temporary injuries, obesity, etc.).

(1 credit)

Prerequisites: Completion of Secondary PE with at least a C.

Physical Education Grade 9

Physical Education focuses on instructional strategies through a planned, sequential, and

comprehensive physical education curriculum that provides students with opportunities to

actively participate in at least four of the following: team sports; dual sport activities;

individual physical activities; outdoor pursuits; self-defense and martial arts; aquatics;

gymnastics; and dance, all which are within the framework of lifetime physical activities and

fitness. Ongoing assessment includes both written and performance-based skill evaluation.

Individual assessments may be modified for individuals with disabilities, in addition to those

with IEP’s and 504 plans (e.g., chronic illnesses, temporary injuries, obesity, etc.).


This course is required to meet state graduation requirements, Core 40 Diploma with

Academic Honors, and Core 40 requirements.

Advanced Physical Education: Grades 10-12

Weight Training/Body Conditioning

Weight training is an advanced physical education course available for students with an

interest in strength and cardiovascular training. This is a basic weight training class

designed to introduce general weight training principles and apply them to an overall fitness

program. Specialization of programs is allowed after a wide variety of exercise techniques

have been introduced. Students will subjected to both physical skill testing and content

knowledge assessment. (1 credit)

Pre-requisites for this class include a grade of B or better in 9th grade general physical

education classes.

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MATHEMATICS

Sample Math Sequences

Basic

Diploma

Basic

Diploma

Core 40

Diploma

Core 40

Diploma with

Academic

Honors

Core 40

Diploma with

Academic

Honors

Core 40

Diploma with

Academic

Honors

Algebra I Algebra I Algebra I Algebra I Algebra I Algebra I

Business

Math

Geometry Geometry Geometry Geometry Geometry

Algebra II Algebra II Algebra II Algebra II

Trigonometry

and

Probability/

Statistics

Pre-Calculus/

Trigonometry

Pre-Calculus/

Trigonometry

Calculus

Students will only take the separate trigonometry course if they are not going to take

pre-calculus. The pre-calculus course covers trigonometry. If you plan on taking

pre-calculus, do not sign up for the one-credit trigonometry course.

Honors Mathematics _ Grades 9, 10, 11

These classes are limited to students who have been recommended by previous Mathematics

teachers as students capable of performing well at an accelerated pace. The regular

curriculum for each grade is followed and compacted to allow time to cover the enrichment

units. (1 credit per semester)

Advanced Placement Calculus AB (Dual Credit) Grade 12

AP Calculus AB is a course based on content established and copyrighted by the College

Board. The course is not intended to be used as a dual credit course. AP Calculus AB is

equivalent to a first semester college calculus course devoted to topics in differential and

integral calculus. This course covers topics in these areas, including concepts and skills of

limits, derivatives, definitive integrals, and the Fundamental Theorem of Calculus. The

course teaches students to approach calculus concepts and problems when they are

represented graphically, numerically, analytically, and verbally, and to make connections

amongst there representations. Students learn how to use technology to help solve

problems, experiment, interpret results, and support conclusions. (1 credit per semester)

Required Prerequisites: Pre-Calculus

Counts as a Mathematics Course for all diplomas, & qualifies as a quantitative

reasoning course.

Algebra I Grades 8-12

Algebra I formalizes and extends the mathematics students learned in the middle grades.

Algebra I is made up of 5 strands: Real Numbers and Expressions; Functions; Linear

Equations, Inequalities, and Functions; Systems of Equations and Inequalities; Quadratic

and Exponential Equations and Functions; and Data Analysis and Statistics. These critical

areas deepen and extend understanding of linear and exponential relationships by

26

contrasting them with each other and by applying linear models to data that exhibit a linear

trend, and students engage in methods for analyzing, solving, and using quadratic

functions. The eight Process Standards for Mathematics apply throughout the course.

Together with the content standards, the Process Standards prescribe that students

experience mathematics as a coherent, useful, and logical subject that makes use of their

ability to make sense of problem situations. (1 credit per semester)

Algebra I should be completed in the freshmen year (or before).

Algebra I Lab (formerly Algebra Enrichment) Grades 9-12

Algebra I Lab is a mathematics support course for Algebra I. Algebra I Lab is taken while

students are concurrently enrolled in Algebra I. 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 between

Quantities and Reasoning with Equations; Linear and Exponential Relationships;

Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling.

However, whereas Algebra I contains exclusively grade-level content, Algebra I Lab combines

standards from high school courses with foundational standards from the middle grades.


● Counts as a Mathematics Course for the General Diploma only or as an Elective

for the Core 40, Core 40 with Academic Honors and Core 40 with Technical

Honors diplomas

Algebra I Lab is designed as a support course for Algebra I. As such, a student

taking Algebra I Lab must also be enrolled in Algebra I during the same academic

year.

Algebra II Grades 10-12

Algebra II builds on work with linear, quadratic, and exponential functions and allows for

students to extend their repertoire of functions to include polynomial, rational, and radical

functions. Students work closely with the expressions that define the functions, and

continue to expand and hone their abilities to model situations and to solve equations,

including solving quadratic equations over the set of complex numbers and solving

exponential equations using the properties of logarithms. Algebra II is made up of 5

strands: Complex Numbers and Expressions; Functions; Systems of Equations; Quadratic

Equations and Functions; Exponential & Logarithmic Equations and Functions; Polynomial,

Rational, and Other Equations and Functions; and Data Analysis, Statistics, and

Probability. The eight Process Standards for Mathematics apply throughout the course.

Together with the content standards, the Process Standards prescribe that students

experience mathematics as a coherent, useful, and logical subject that makes use of their

ability to make sense of problem situations. (1 credit per semester)

Prerequisite: Algebra I and a grade of C- or better in the last semester of Geometry (or

Teacher Recommendation)

After Algebra II, if a student wishes to continue taking math/to pursue an Academic

Honors Diploma students will either take Trigonometry or Pre-Calculus – NOT both

Business Math Grades 10-12

Business Math is a course designed to prepare students for roles as entrepreneurs,

producers, and business leaders by developing abilities and skills that are part of any

business environment. A solid understanding of math including algebra, basic geometry,

statistics, and probability provides the necessary foundation for students interested in

27

careers in business and skilled trade areas. The content includes mathematical operations

related to accounting, banking and finance, marketing, and management. Instructional

strategies should include simulations, guest speakers, tours, Internet research, and

business experiences. (1 credit per semester)

Prerequisite: Algebra I

Counts as an Elective or a Directed Elective for all diplomas. Qualifies as a

quantitative reasoning course.

NOT a Core 40/AHD course. Fulfills a Mathematics requirement for General Diploma

only.

Geometry _ Grades 9-12

Geometry formalizes and extends students’ geometric experiences from the middle grades.

Students explore more complex geometric situations and deepen their explanations of

geometric relationships, moving towards formal mathematical arguments. Five critical areas

comprise the Geometry course: Logic and Proofs; Points, Lines, Angles, and Planes;

Triangles; Quadrilaterals and Other Polygons; Circles; Transformations; and

Three-dimensional Solids. The eight Process Standards for Mathematics apply throughout

the course. Together with the content standards, the Process Standards prescribe that

students experience mathematics as a coherent, useful, and logical subject that makes use

of their ability to make sense of problem situations. (1 credit per semester)

Prerequisite: A grade of C- or better in the last semester of Algebra I (or Teacher

Recommendation)

Mathematics Lab Grades 9-12

Mathematics Lab provides students with individualized instruction designed to support

success in completing mathematics coursework aligned with Indiana’s Academic Standards

for Mathematics. Mathematics Lab is to be taken in conjunction with a Core 40 mathematics

course, and the content of Mathematics Lab should be tightly aligned to the content of its

corresponding course. Mathematics Lab should not be offered in conjunction with Algebra I

or Integrated Mathematics I; instead, schools should offer Algebra I Lab or Integrated

Mathematics I Lab to provide students with rigorous support for these courses.


Pre-Calculus (Dual Credit Available) Grades 11-12

Pre-Calculus extends the foundations of algebra and functions developed in previous courses

to new functions, including exponential and logarithmic functions, and to higher-level

sequences and series. The course provides students with the skills and understandings that

are necessary for advanced manipulation of angles and measurement. Pre-Calculus is made

up of five strands: Polar Coordinates and Complex Numbers; Functions; Quadratic,

Polynomial, and Rational Equations and Functions; Exponential and Logarithmic Equations

and Functions; and Parametric Equations. Students will also advance their understanding

of imaginary numbers through an investigation of complex numbers and polar coordinates.

The course is designed for students who expect math to be a major component of their

future college and career experiences, and as such it is designed to provide students with

strong foundations for calculus and other higher-level math courses. The eight Process

Standards for Mathematics apply throughout the course. Together with the content

standards, the Process Standards prescribe that students experience mathematics as a

coherent, useful, and logical subject that makes use of their ability to make sense of

problem situations. (1 credit)

Recommended Prerequisite: Algebra II and Geometry

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Probability and Statistics Grades 10-12

Probability and Statistics includes the concepts and skills needed to apply statistical

techniques in the decision-making process. Probability and Statistics are made up of three

strands: Data Analysis, Experimental Design, and Probability. 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. The eight Process Standards for Mathematics apply throughout

the course. Together with the content standards, the Process Standards prescribe that

students experience mathematics as a coherent, useful, and logical subject that makes use

of their ability to make sense of problem situations.

(1 credit)

Recommended Prerequisite: Algebra II

Trigonometry (Available as Dual Credit) Grades 10-12

Trigonometry 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). Trigonometry

consists of seven strands: Conics, Unit Circle, Geometry, Periodic Functions, Identities,

Polar Coordinates, and Vectors. Students will also advance their understanding of

imaginary numbers through an investigation of complex numbers and polar coordinates. A

strong understanding of complex and imaginary numbers is a necessity for fields such as

engineering and computer programming. The eight Process Standards for Mathematics

apply throughout the course. Together with the content standards, the Process Standards

prescribe that students experience mathematics as a coherent, useful, and logical subject

that makes use of their ability to make sense of problem situations. (1 credit)

Recommended Prerequisite: Algebra II and Geometry

Students will not receive credit for both Trigonometry and Pre-Calculus/Trigonometry

since they cover the same course content during one semester.

SCIENCE

Recommended Sequence:

9th First Year Biology

10th First Year Chemistry and/or Second Year Biology, Integrated

Chemistry/Physics, First Year Earth/Space Science

11th First Year Chemistry, Second Year Biology, Integrated Chemistry/Physics, First

Year Earth/Space Science, Second Year Chemistry, First Year Physics

12th Second Year Chemistry, Integrated Chemistry/Physics, First Year Earth/Space

Science, First Year Physics, Second Year Biology

* If a student chooses to double up in science, the 10th grade year is recommended.

Advanced Chemistry, College Credit (Dual Credit Available) Grades 11-12

Advanced Chemistry, College Credit is a dual credit course whose content includes: general

chemistry including measurement, atoms, molecules and ions, stoichiometry, chemical

reactions, solids, liquids, and gases thermochemistry, atomic structure, and molecular

bonding. (1 credit per semester)

Prerequisite: A grade of B or better in Chemistry II

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Anatomy & Physiology Grades 11-12

Anatomy & Physiology is a course in which students investigate concepts related to Health

Science, with emphasis on interdependence of systems and contributions of each system to

the maintenance of a healthy body. It introduces students to the cell, which is the basic

structural and functional unit of all organisms, and covers tissues, integument, skeleton,

muscular and nervous systems as an integrated unit. Through instruction, including

laboratory activities, students apply concepts associated with Human Anatomy &

Physiology. Students will understand the structure, organization, and function of the

various components of the healthy body in order to apply this knowledge in all health

related fields. (1 credit per semester)

Recommended Prerequisites: Biology, Chemistry


Fulfills a Core 40 science course requirement for all diplomas.

Biology I Grades 9-12

Biology I is a course based on the following core topics: cellular chemistry, structure and

reproduction; matter cycles and energy transfer; interdependence of organisms; molecular

basis of heredity; genetics and evolution. Instruction should focus on developing student

understanding that scientific knowledge is gained from observation of natural phenomena

and experimentation by designing and conducting investigations guided by theory and by

evaluating and communicating the results of those investigations according to accepted

procedures. (1 credit per semester)

Biology II Grades 10-12

Biology II is an advanced laboratory, field, and literature investigations-based course.

Students enrolled in Biology II examine in greater depth the structures, functions, and

processes of living organisms. Students also analyze and describe the relationship of

Earth’s living organisms to each other and to the environment in which they live. In this

course, students refine their scientific inquiry skills as they collaboratively and

independently apply their knowledge of the unifying themes of biology to biological questions

and problems related to personal and community issues in the life sciences.

(1 credit per semester) Prerequisite: Biology I

Counts as an Elective for all diplomas.


Chemistry I Grades 10-12

Chemistry I is a course based on the following core topics: properties and states of matter;

atomic structure; bonding; chemical reactions; solution chemistry; behavior of gases, and

organic chemistry. Students enrolled in Chemistry I compare, contrast, and synthesize

useful models of the structure and properties of matter and the mechanisms of its

interactions. Instruction should focus on developing student understanding that scientific

knowledge is gained from observation of natural phenomena and experimentation by

designing and conducting investigations guided by theory and by evaluating and

communicating the results of those investigations according to accepted procedures.


Recommended Prerequisite: Algebra II (can be taken concurrently)

Counts as an Elective for all diplomas, and qualifies as a quantitative reasoning

course.

Fulfills a Core 40 science (physical) course requirement for all diplomas.

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Chemistry II Grades 11-12

Chemistry II is an extended laboratory, field, and literature investigations-based course.

Students enrolled in Chemistry II examine the chemical reactions of matter in living and

nonliving materials. Based on the unifying themes of chemistry and the application of

physical and mathematical models of the interactions of matter, students use the methods

of scientific inquiry to answer chemical questions and solve problems concerning personal

needs and community issues related to chemistry.


Recommended Prerequisites: Chemistry I & Algebra II

Counts as an Elective for all diplomas, and qualifies as a quantitative reasoning course.


Earth And Space Science Grades 9-12

Earth and Space Science is a course focused on the following core topics: study of the

Earth’s layers; atmosphere and hydrosphere; structure and scale of the universe; the solar

system and Earth processes. Students analyze and describe Earth’s interconnected systems

and examine how Earth’s materials, landforms, and continents are modified across

geological time. Instruction should focus on developing student understanding that

scientific knowledge is gained from observation of natural phenomena and experimentation

by designing and conducting investigations guided by theory and by evaluating and

communicating the results of those investigations according to accepted procedures.



Forensic Science Grades 11-12

This course surveys key topics in forensic science, including the application of the scientific

process to forensic analysis, procedures and principles of crime scene investigation, physical

and trace evidence. The students learn about forensic tools, technical resources, forming

and testing hypotheses, proper data collection, and responsible conclusions.


Integrated Chemistry-Physics Grades 9-12

Integrated Chemistry-Physics is a course focused on the following core topics: motion and

energy of macroscopic objects; chemical, electrical, mechanical and nuclear energy;

properties of matter; transport of energy; magnetism; energy production and its relationship

to the environment and economy. Instruction should focus on developing student

understanding that scientific knowledge is gained from observation of natural phenomena

and experimentation by designing and conducting investigations guided by theory and by



Recommended Prerequisite: Algebra I


Not open to students who have successfully completed Chemistry I or Physics

Physics Grades 9-12

Physics I is a course focused on the following core topics: motion and forces; energy and

momentum; temperature and thermal energy transfer; electricity and magnetism; vibrations

and waves; light and optics. Instruction should focus on developing student understanding

that scientific knowledge is gained from observation of natural phenomena and

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experimentation by designing and conducting investigations guided by theory and by



Recommended Prerequisites: Algebra I or II

Qualifies as a quantitative reasoning course.


Physics II Grades 11 & 12

Physics II is an extended laboratory, field, and literature investigations-based course.

Students enrolled in Physics II investigate physical phenomena and the theoretical models

that are useful in understanding the interacting systems of the macro- and microcosms.

Students extensively explore the unifying themes of physics, including such topics and

applications of physics as mechanics, wave motion, electricity, magnetism,

electromagnetism, atomic and nuclear physics, and thermodynamics, etc., in laboratory

activities aimed at investigating physics questions and problems concerning personal needs

and community issues related to physics. (1 credit per semester)

Recommended Prerequisites: Physics I, Pre-Calculus/Trigonometry (can be taken

concurrently).

Counts as an Elective for all diplomas, & qualifies as a quantitative reasoning course.


SOCIAL STUDIES

AP Psychology Grades 11-12

AP Psychology is a course based on content established and copyrighted by the College

Board. The course is not intended to be used as a dual credit course. The AP Psychology

course introduces students to the systematic and scientific study of human behavior and

mental processes. While considering the psychologists and studies that have shaped the

field, students explore and apply psychological theories, key concepts, and phenomena

associated with such topics as the biological bases of behavior, sensation and perception,

learning and cognition, motivation, developmental psychology, testing and individual

differences, treatment of abnormal behavior, and social psychology. Throughout the course,

students employ psychological research methods, including ethical considerations, as they

use the scientific method, analyze bias, evaluate claims and evidence, and effectively

communicate ideas. Topics include: History and Approaches; Research Methods; Biological

Bases of Behavior; Sensation and Perception; States of Consciousness; Learning; Cognition;

Motivation and Emotion; Developmental Psychology; Personality; Testing and Individual

Differences; Abnormal Behavior; Treatment of Abnormal Behavior, and Social Psychology.


Recommended Grade Level: 11, 12

Current Problems, Issues, and Events Grades 9-12

Current Problems, Issues, and Events gives students the opportunity to apply investigative

and inquiry techniques 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

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selected will have contemporary historical significance and will be studies from the viewpoint

of the social science disciplines. Community service programs and internships within the

community may be included. (1 credit)

Economics Grade 12

Economics examines the allocation of resources and their uses for satisfying human needs

and wants. The course analyzes economic reasoning and behaviors of consumers,

producers, savers, investors, workers, voters, institutions, governments, and societies in

making decisions. Students explain that because resources are limited, people must

make choices and understand the role that supply, demand, prices, and profits play in a

market economy. Key elements of the course include the study of scarcity and economic

reasoning, supply and demand, market structures, the role of government, national

economic performance, the role of financial institutions, economic stabilization, and trade.

(1 credit)

Qualifies as a quantitative reasoning course.

Indiana Studies Grades 9-12

Indiana Studies is an integrated course that compares and contrasts state and national

developments in the areas of politics, economics, history, and culture. The course uses

Indiana history as a basis for understanding current policies, practices, and state legislative

procedures. It also includes the study of state and national constitutions from a historical

perspective and as a current foundation of government. Examination of individual leaders

and their roles in a democratic society will be included and students will examine the

participation of citizens in the political process. Selections from Indiana arts and literature

may also be analyzed for insights into historical events and cultural expressions. (1 credit)

Psychology Grades 10-12

Psychology is the scientific study of mental processes and behavior. The course is divided

into eight content areas. History & Scientific Method explores the history of psychology, the

research methods used, and the ethical considerations that must be utilized. Biological

Basis for Behavior focuses on the way the brain and nervous system function, including

sensation, perception, motivation, and emotion. Development looks at all the changes

through one’s life; physical, cognitive, as well as emotional, social and moral development.

Cognition focuses on learning, memory, information processing, and language development.

Personality and Assessment looks at the approaches used to explain one’s personality and

the assessment tools used. Abnormal Psychology explores psychological disorders and the

various treatments used for them. Socio-Cultural Dimensions of Behavior covers topics

such as conformity, obedience, perceptions, attitudes and influence of the group on the

individual. Psychological Thinking explores how to think like a psychologist and expand

critical thinking skills needed in the day-to-day life of a psychologist.

(1 credit)

Sociology Grades 11-12

Sociology allows students to study human social behavior from a group perspective. The

sociological perspective is a method of studying recurring patterns in people’s attitudes and

actions and how these patterns vary across time, cultures, and in social settings and

groups. Students describe the development of sociology as a social science and identify

methods of research. Through research methods such as scientific inquiry students

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examine society, group behavior, and social structures. The influence of culture on group

behavior is addressed through institutions such as the family, religion, education,

economics, community organizations, government, and political and social groups. The

impact of social groups and institutions on group and individual behavior and the changing

nature of society will be examined. Influences on group behavior and social problems are

included in the course. Students also analyze the role of individuals in the community and

social problems in today’s world. (1 credit)

Topics in History: The Holocaust Grades 11 & 12

This one semester course will take an in-depth look at The Holocaust. Development of

historical research skills using primary and secondary sources will be emphasized during

the semester. The topics covered will include, but are not limited to, Antisemitism, Nazi

Germany, The Ghettos, Jewish Resistance, Rescuers and Non-Jewish Resistance, The

Children, Final Solution, and Survivors and Liberators. (1 credit)

Recommended Prerequisites: World History.

United States Government Grade 12

Unites States Government provides a framework for understanding the purposes, principles,

and practices of constitutional representative democracy in the United States. Responsible

and effective participation of citizens is stressed. Students understand the nature of

citizenship, politics, and governments and understand the rights and responsibilities of

citizens and how these are part of local, state, and national government. Students examine

how the United States Constitution protects rights and provides the structure and functions

of various levels of government. How the United States interacts with other nations and the

government’s role in world affairs will be included. Using primary and secondary resources,

students will articulate, evaluate, and defend positions on political issues. As a result, they

will be able to explain the role of individuals and groups in government, politics, and civic

activities and the need for civic and political engagement of citizens in the United States.

(1 credit)

United States History (Dual Credit Available) Grade 11

United States History is a two-semester course that builds upon concepts developed in

previous studies of U.S. History and emphasizes national development from the late

nineteenth century into the twenty-first century. After reviewing fundamental themes in the

early development of the nation, students are expected to identify and review significant

events, persons, and movements in the early development of the nation. The course then

gives major emphasis to the interaction of key events, people, and political, economic, social,

and cultural influences in national developments from the late nineteenth century through

the present as they relate to life in Indiana and the United States. Students are expected to

trace and analyze chronological periods and examine the significant themes and concepts in

U.S. History. Students develop historical thinking and research skills and use primary and

secondary sources to explore topical issues and to understand the cause for changes in the

nation over time. (1 credit per semester)

World Geography Grades 9-12

World Geography allows students to study the interaction of humans and their

environments in a world setting. Students study global patterns of physical and cultural

characteristics, including the Earth/sun relationship, atmospheric and oceanic circulation,

landforms, climate, vegetation, population, economic and political structures, culture,

cultural diffusion, and international and interregional connections. Using maps, geographic

34

representations and technology such as geographic information systems (GIS) students will

examine spatial relationships, the interaction of physical and cultural characteristics of

designated places, areas, or regions. Students are expected to apply knowledge of geographic

concepts and uses of geography to inquiry, research, and use participatory processes.

Guiding course content are the themes of location, characteristic of place,

human/environmental interaction, movement between places, and regions. Emphasized are

elements of the National Geography Standards: The World in Spatial Terms, Places and

Regions, Physical Systems, Human Systems, and Environment and Society.


World History and Civilization Grades 9-12

World History and Civilization 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. Key events related to people and places as well as

transcultural interaction and exchanges are examined in this course. Students are expected

to compare and contrast events and developments involving diverse peoples and civilizations

in different regions of the world. They will examine examples of continuity and change,

universality and particularity, and unity and diversity among various peoples and cultures

from the past to the present. Students are expected to practice and process skills of

historical thinking and research and apply content knowledge to the practice of thinking and

inquiry skills and processes. There will be continuous and pervasive interactions of

processes and content, skills and substance, in the teaching and learning of history


WORLD LANGUAGES

French I Grades 8-12

French I, a course based on Indiana’s Academic Standards for World Languages, introduces

students to effective strategies for beginning French language learning, and to various

aspects of French-speaking culture. This course encourages interpersonal communication

through speaking and writing, providing opportunities to make and respond to basic

requests and questions, understand and use appropriate greetings and forms of address,

participate in brief guided conversations on familiar topics, and write short passages with

guidance. This course also emphasizes the development of reading and listening

comprehension skills, such as reading isolated words and phrases in a situational context

and comprehending brief written or oral directions. Additionally, students will examine the

practices, products and perspectives of French-speaking culture; recognize basic routine

practices of the target culture; and recognize and use situation-appropriate non-verbal

communication. This course further emphasizes making connections across content areas

and the application of understanding French language and culture outside of the classroom.



French II Grades 9-12

French II, a course based on Indiana’s Academic Standards for World Languages, builds

upon effective strategies for French language learning by encouraging the use of the

language and cultural understanding for self-directed purposes. This course encourages

interpersonal communication through speaking and writing, providing opportunities to

make and respond to requests and questions in expanded contexts, participate

independently in brief conversations on familiar topics, and write cohesive passages with

35

greater independence and using appropriate formats. This course also emphasizes the

development of reading and listening comprehension skills, such as using contextual clues

to guess meaning and comprehending longer written or oral directions. Students will

address the presentational mode by presenting prepared material on a variety of topics, as

well as reading aloud to practice appropriate pronunciation and intonation. Additionally,

students will describe the practices, products, and perspectives of French-speaking culture;

report on basic family and social practices of the target culture; and describe contributions

from the target culture. This course further emphasizes making connections across content

areas and the application of understanding French language and culture outside of the

classroom.

(1 credit per semester) Required Prerequisite: Successful completion of French I.


French III (Dual Credit Available) Grades 10-12

French III, a course based on Indiana’s Academic Standards for World Languages, builds

upon effective strategies for French language learning by facilitating the use of the language

and cultural understanding for self-directed purposes. This course encourages


initiate, sustain and close conversations; exchange detailed information in oral and written

form; and write cohesive information with greater detail. This course also emphasizes the

continued development of reading and listening comprehension skills, such as using

cognates, synonyms and antonyms to derive meaning from written and oral information, as

well as comprehending detailed written or oral directions. Students will address the

presentational mode by presenting student-created material on a variety of topics, as well as

reading aloud to practice appropriate pronunciation and intonation. Additionally, students

will continue to develop understanding of French-speaking culture through recognition of

the interrelations among the practices, products and perspectives of the target culture;

discussion of significant events in the target culture; and investigation of elements that

shape cultural identity in the target culture. This course further emphasizes making

connections across content areas as well the application of understanding French language

and culture outside of the classroom.

(1 credit per semester) Required Prerequisite: Successful completion of French I & II.

Counts as a Directed Elective and Elective for all diplomas.

French IV (Dual Credit Available) Grades 11 & 12

French IV, a course based on Indiana’s Academic Standards for World Languages, provides a

context for integration of the continued development of language skills and cultural

understanding with other content areas and the community beyond the classroom. The skill

sets that apply to the exchange of written and oral information are expanded through

emphasis on practicing speaking and listening strategies that facilitate communication,

such as the use of circumlocution, guessing meaning in familiar and unfamiliar contexts,

and using elements of word formation to expand vocabulary and derive meaning.

Additionally, students will continue to develop understanding of French-speaking culture

through explaining factors that influence the practices, products and perspectives of the

target culture; reflecting on cultural practices of the target culture; and comparing systems

of the target culture and the student’s own culture. This course further emphasizes making

connections across content areas through the design of activities and materials that

integrate the target language and culture with concepts and skills from other content areas.

The use and influence of the French language and culture in the community beyond the

36

classroom is explored through the identification and evaluation of resources intended for

native French speakers. (1 credit per semester)

Required Prerequisite: Successful completion of French I, II, and III.


Spanish I _ Grades 8-12

Spanish I, a course based on Indiana’s Academic Standards for World Languages, introduces

students to effective strategies for beginning Spanish language learning, and to various

aspects of Spanish-speaking culture. This course encourages interpersonal communication

through speaking and writing, providing opportunities to make and respond to basic

requests and questions, understand and use appropriate greetings and forms of address,

participate in brief guided conversations on familiar topics, and write short passages with

guidance. This course also emphasizes the development of reading and listening

comprehension skills, such as reading isolated words and phrases in a situational context

and comprehending brief written or oral directions. Additionally, students will examine the

practices, products and perspectives of Spanish-speaking culture; recognize basic routine

practices of the target culture; and recognize and use situation-appropriate non-verbal

communication. This course further emphasizes making connections across content areas

and the application of understanding Spanish language and culture outside of the

classroom.



Spanish II Grades 9-12

Spanish II, a course based on Indiana’s Academic Standards for World Languages, builds

upon effective strategies for Spanish language learning by encouraging the use of the

language and cultural understanding for self-directed purposes. This course encourages


make and respond to requests and questions in expanded contexts, participate

independently in brief conversations on familiar topics, and write cohesive passages with

greater independence and using appropriate formats. This course also emphasizes the

development of reading and listening comprehension skills, such as using contextual clues

to guess meaning and comprehending longer written or oral directions. Students will

address the presentational mode by presenting prepared material on a variety of topics, as

well as reading aloud to practice appropriate pronunciation and intonation. Additionally,

students will describe the practices, products, and perspectives of Spanish-speaking

culture; report on basic family and social practices of the target culture; and describe

contributions from the target culture. This course further emphasizes making connections

across content areas and the application of understanding Spanish language and culture

outside of the classroom.

(1 credit per semester) Required Prerequisite: Successful completion of Spanish I.


Spanish III Grades 10-12

Spanish III, a course based on Indiana’s Academic Standards for World Languages, builds

upon effective strategies for Spanish language learning by facilitating the use of the language

and cultural understanding for self-directed purposes. This course encourages


37

initiate, sustain and close conversations; exchange detailed information in oral and written

form; and write cohesive information with greater detail. This course also emphasizes the

continued development of reading and listening comprehension skills, such as using

cognates, synonyms and antonyms to derive meaning from written and oral information, as

well as comprehending detailed written or oral directions. Students will address the

presentational mode by presenting student-created material on a variety of topics, as well as

reading aloud to practice appropriate pronunciation and intonation. Additionally, students

will continue to develop understanding of Spanish-speaking culture through recognition of

the interrelations among the practices, products and perspectives of the target culture;

discussion of significant events in the target culture; and investigation of elements that

shape cultural identity in the target culture. This course further emphasizes making

connections across content areas as well the application of understanding Spanish language

and culture outside of the classroom.

(1 credit per semester) Required Prerequisite: Successful completion of Spanish I & II.

Counts as a Directed Elective and Elective for all diplomas.

Spanish IV Grades 11 & 12

Spanish IV, a course based on Indiana’s Academic Standards for World Languages, provides

a context for integration of the continued development of language skills and cultural

understanding with other content areas and the community beyond the classroom. The skill

sets that apply to the exchange of written and oral information are expanded through

emphasis on practicing speaking and listening strategies that facilitate communication,

such as the use of circumlocution, guessing meaning in familiar and unfamiliar contexts,

and using elements of word formation to expand vocabulary and derive meaning.

Additionally, students will continue to develop understanding of Spanish-speaking culture

through explaining factors that influence the practices, products and perspectives of the

target culture; reflecting on cultural practices of the target culture; and comparing systems

of the target culture and the student’s own culture. This course further emphasizes making

connections across content areas through the design of activities and materials that

integrate the target language and culture with concepts and skills from other content areas.

The use and influence of the Spanish language and culture in the community beyond the

classroom is explored through the identification and evaluation of resources intended for

native Spanish speakers. (1 credit per semester)

Required Prerequisite: Successful completion of Spanish I, II, and III.


MULTIDISCIPLINARY

Basic Skills Development Grades 9-12

Basic Skills Development is a multidisciplinary course that provides students continuing

opportunities to develop basic skills including: (1) reading, (2) writing, (3) listening, (4)

speaking, (5) mathematical computation, (6) note taking, (7) study and organizational skills,

and (8) problem-solving skills, which are essential for high school course work achievement.

Determination of the skills to be emphasized in this course is based on Indiana’s standards,

individual school corporation general curriculum plans, and the student’s Individualized

Education Programs (IEP) or other individualized plans. Skills selected for developmental

work provide students with the ability to continue to learn in a range of different life

situations. (This course may be required of students who have not passed the End of

Course Assessments.) This will be on an as needed basis. (1 credit per semester)

38

Cadet Teaching Experience Grades 11-12

This elective course provides students in grades eleven (11) or twelve (12) organized

exploratory teaching experiences in grades kindergarten (K) through grade eight (8). All

teaching experiences should be preplanned by the high school Cadet Teaching Experience

teacher-trainer and the cooperating teachers(s) who are supervising prospective teachers

and providing them with pre-training experiences in one or more classes. This course

provides a balance of class work relating to: (1) classroom organization, (2) classroom

management, (3) the curriculum and instructional process, (4) observations of teaching, and

(5) instructional experiences. Study topics and background reading provide the cadets with

information concerning the teaching profession and the nature of the cadet teacher’s

assignments. Evaluation is based upon the cadet teachers’ cooperation, day-to-day

practical performance, and class work, including the cadets’ potential ability to teach. The

total workload of the Cadet Teaching course is comparable to those for other subjects in the

high school curriculum. Here, students will work alongside a Southwestern teacher of

elementary or junior high students and perform basic tasks associated with teaching. This

may include preparation of teaching materials, development of plans for one-on-one

individualized instruction, tutoring, grading papers, and preparing and displaying bulletin

boards. The students will be required to maintain a journal and to write a report about their

cadet teaching experience. (1 credit)

Total credits for cadet teaching are limited to four.

Prerequisite: Successful completion of Career Planning, and Computer and Technology

Applications. Students who have violated the attendance policy in the preceding year

will not be accepted. Students that have consistently had discipline referrals will not

be accepted. This will be reviewed and determined by the teacher and principal.


Driver Education

Driver Education provides students with the knowledge needed to assist them in developing

the skills, habits, and attitudes necessary to interact safely and effectively with other

highway users in a wide variety of environments, situations, and conditions. This course

should always provide a combination of classroom instruction and behind-the-wheel

experiences in on-street environments. Whenever possible, the on-street observations and

behind-the-wheel experiences should be supplemented with off street, multiple-car driving

range and simulation experiences as listed in IAC 5116-6-7. The Driver Education course

also provides for, but is not necessarily limited to, student learning related to: (1) driving

skills, (2) traffic laws, (3) the laws of nature, (4) driving attitudes, (5) occupant protection, (6)

the effect of physical and mental conditions of the driver, (7) vehicle purchase, (8) insurance

and maintenance, (9) the ecology and energy efficiency of various transportation modes, (10)

energy efficient driving techniques, and (11) sharing the roadway with other users, including

motorcyclists and pedestrians. The driver-training program consists of 30 hours of

classroom training and six hours of behind-the-wheel practice. Students must be 15 years

of age when the class begins in order to participate. They must also obtain an Indiana

Learner’s Permit through the BMV. Additional hours of logged driving practice are required

to earn an Indiana Driver’s License. A $300.00 fee is required to take this course and it

must be paid in full before starting the class. Some early morning meetings may be required

in order to meet the required behind-the-wheel driving requirements. (1 credit)

39


AUSTIN EARLY COLLEGE ACADEMY

Ivy Tech

Southwestern juniors and seniors are very fortunate in that they now have the opportunity

to participate in an early college academy that is housed at Austin High School. Students

take first through fourth periods here at Southwestern every day, and then take periods five

through seven at Austin, typically three days per week. The other days, students report to

the library to work on their college classes. Students have the opportunity to earn nine

college credits per semester. For those students willing to put forth a little extra effort, a

TGEC (Transfer General Education Certificate) or an AGS (Associate’s of General Studies

Degree) can be earned in the two years. To participate, students must have a minimum GPA

of 3.5, and students must be able to achieve a certain level on the Accuplacer (different

scores are required for each class, and testing is performed after students determine they

are definitely interested in program participation). Course offerings sometimes change from

year to year depending on availability of professors. What is important to note is these are

true college courses. These are not dual credit classes taught by high school teachers, but

actual college courses taught by Ivy Tech professors/faculty. This is an extremely rigorous

program. This opportunity is free to Southwestern students. There is no tuition cost passed

on to the student, nor are there book fees. Once committed, the student may not drop mid-

semester. For more information, please contact the Guidance Department at 812-866-1241.

VOCATIONAL/TECHNICAL EDUCATION

AVAILABLE AT THE SOUTHEASTERN CAREER CENTER

Most of the programs at the Career Center are two-year programs in which students can

earn a certificate of completion for the competencies they learn in the selected program area.

They receive six (6) credits per year toward their total credits earned on the Southwestern

transcript (with the exception of the Cosmetology students who receive eight (8) credits per

year. Southeastern Career Center has agreements with various colleges; whereas, the

students can earn dual credits while taking the program at the Career Center as a high

school student. Multiple programs also offer professional certifications.

SOUTHEASTERN CAREER CENTER

CURRICULUM GUIDE

INFORMATION TECH ACADEMY

Computer Repair (1 Year Program)

Computer Repair is a course that allows students to dive inside the personal computer.

From repairing hardware to trouble shooting operating systems, the course covers a wide

variety of technical topics. Dual credits are available.

Computer Networking (1 Year Program)

Networking students get direct experience working with today’s networking technology.

From home and small business wireless networks to large, enterprise-scale routers,

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students will get direct experience in using a wide variety of hardware down to the bare wire.

The course also includes exercises in installing, maintaining, and administering servers.

Dual credits are available. Pre-requisite: Computer Repair

Computer Aided Drafting

During the first year, students will learn to do technical drawings. They will start with

free-hand sketching and go through 3D Computer Aided Drawings of parts. They will finish

the first year working in animation software. During the second year, students will choose

between the 3 options of Architecture (drawing and designing houses), Mechanical (drawing

and designing parts and assemblies), or Game Design and Animation (using Stop and Cel

Animation techniques as a few references). These will be year-long courses that will extend

and expand the knowledge gained during the first year in the area of the students’ interest.

Dual credits are available from Vincennes University.

ARTS, AV TECHNOLOGY & COMMUNICTION

Digital Media

First year students learn the foundations of building a website, designing and creating

images, taking and manipulating photos, creating animation, and designing digital art.

Currently, Adobe CS is the software being used. Second year students continue to gain a

deeper understanding of multi-media while incorporating videography and photography.

Students also complete projects from individuals inside and outside the school. Dual credits

are available from Ivy Tech.

PUBLIC SAFETY

Criminal Justice (1 Year Program)

This program introduces students to procedures in the legal field such as arrest techniques,

self-defense, search and seizure, crime scene evaluation, weapon identification, weapon

safety, marksmanship, and situational shooting (we have a weapon simulator). Class time is

spent learning about the law, the Bill of Rights and the Constitution, notable crimes and

crime scene investigations, and drugs and their effect on the body. PT (physical training) is

a required part of the Criminal Justice program. Dual credits are available from Vincennes

University.

Emergency Services (1 Year Program)

Emergency Services students experience hands-on training with firefighting, emergency

medical services, and tactical rescue operations. The program utilizes the entire school

building and grounds, the Versailles Fire Station, and the Versailles Fire Department

Training Tower as an extended classroom. Students are provided the opportunity to test for

certifications in several different areas, including, but not limited to: Hazardous Materials

Awareness and Operations, NIMS, Indiana State Mandatory Firefighter, NFPA Firefighter I &

II, DOT Emergency Medical First Responder, and CPR. Dual credits are available from

Vincennes University.

HEALTH SERVICES

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Dental Careers

Students who enroll in this new course will be introduced to the role of the dental assistant

as a part of the dental team. Course content includes dental anatomy, dental charting, oral

hygiene, and identification and utilization of dental instruments. Students also learn

various laboratory skills. During the second year, students are taught radiology (x-rays).

They also focus on dental specialties including: orthodontics, endodontics, oral surgery, and

others. Students can earn two 6 week clinical rotations in dental offices (as close to their

home school as possible). Dual credits are available from Ivy Tech.

Health Careers

During the first year, students are introduced to varied instructional strategies and

technologies. Course content includes: medical terminology, anatomy & physiology, career

exploration, health maintenance, disease prevention, and maintaining a healthy

lifestyle/wellness. Various skills will be performed in a lab setting. In the second year,

students gain further insight into the health care industry by the introduction of a number

of health disciplines. They will also be instructed in the knowledge, attitude and skills

needed to make the transition from high school to college or work. Instruction will be in the

form of lecture, demonstration, laboratory work, computer and live work. Students are

expected to work individually and on group projects. Students are also placed in a non-paid

extended lab setting. Driver’s License and transportation are required. A one year intensive

program (Medical Technology) is available for seniors only. CPR and First Aid Certification,

NIMS, CNA & HHA Certifications, and 6 hrs. of Dementia Training are obtainable. Dual

credits are available from Ivy Tech.

CONSTRUCTION TECHNOLOGY

Building Trades

Building Trades students learn construction skills through a residential building approach.

First year students complete construction models in the shop, as well as small projects on

sight. They are introduced to construction safety, framing, roofing, interior and exterior

finish, plumbing, and concrete & masonry skills. Second year students take on large-scale,

real-life building projects (homes, garages, pole barns, light commercial, remodels, etc.).

Dual credits are available from Vincennes University.

Electrical Trades

First year students are introduced to safety, residential wiring, and blueprint reading.

Second-year students are introduced to commercial and industrial wiring. They also learn

about electrical theory, national electrical code, and NCCER core curriculum (National

Center for Construction Education and Research). During the second year, students take

on large-scale, real-life projects (homes, garages, pole barns, light commercial, remodels,

etc.). Dual credits are available from Ivy Tech.

Heavy Equipment

Students will receive training in the operation of backhoes, excavators, Bobcats, dump

trucks, and forklifts. Curriculum also includes training on pipe laying, job estimating and

bidding, blue print reading, preventative maintenance (fuel/lubricants), and grade

operations. Students are also prepared to test for their CDLs, for forklift certification, and

for OSHA 10-hr Certification.

42


PERSONAL & COMMERCIAL SERVICES

Cosmetology

Skills learned in this program include hair cutting and styling, hair color, chemical texture

services, and spa services (pedicure and manicure basics, scalp and facial massage, and

waxing). First year students have the opportunity to work on mannequins (with real hair)

and each other. Second year students have the opportunity to work with clients in the

Career Center’s Salon and Spa. Cosmetology students must complete 1500 hours of

instruction to take the Indiana State Board Examination to begin a career as a licensed

cosmetologist. Students must provide their own transportation to and from SCC. Dual

credits from Vincennes University are available.

Culinary Arts

Culinary Arts students work in a commercial kitchen with professional equipment.

Training focuses on lessons that prepare students how to properly handle food, as well as

the artwork of food. Curriculum includes: cooking and baking techniques; cake decorating;

catering; sanitation; nutrition, and much more. As students complete their first year, they

continue on to Advanced Culinary Arts. Dual credits are available from Vincennes

University.

Facility Maintenance

Students gain useful knowledge and skill competencies in this program. Entry-level skills in

blueprint reading and drawing, small engine repair, maintenance management, and

horticulture are covered. Modules include general mechanics, minor automotive upkeep,

screen-printing, and daily living skills.

MANUFACTURING

Precision Machine Tech

First year students will learn about shop safety, measurement, layout and inspection,

machine tool processes and operations, tooling identification and uses, metallurgy, heat

treatment, shop math, blueprint reading and GD&T, CNC programming and setup

fundamentals, and CAD/CAM systems. Second year students are introduced to advanced

measurement, layout, and inspection. They will cover level II machine tool processes and

operations, tooling identification and uses. Levels II shop math will be applied, as well as

advanced blueprint reading and GD&T fixture design & build, fasteners & locators,

operations sequencing, advanced CNC programming and setup, and CAD/CAM system

application. Dual credits are available from Vincennes University.

Welding Technology

First year students will learn how to Arc Weld (welding rod), Oxy Weld (welding torch), MIG

Weld (welding wire), TIG Weld (Tungsten), and operate a cutting torch. They will get to weld

in flat, horizontal, vertical, and overhead positions. During the second year, students will

get to weld aluminum and brass, coupons for bend tests, and pipe. They will work with a

plasma cutter and work in a fabrication shop where they will weld and repair anything and

everything. Welding symbols and safety procedures will also be covered. Dual credits are

available from Vincennes University.

43


MECHANICAL REPAIR & CRAFTS

Auto Collision Repair

This program will teach the tools and equipment used in today’s collision repair industry.

During the first year, students will learn how to straighten metal, grind, sand, and smooth

areas by the use of fillers for concealment of imperfections. During the second year,

students will learn how to replace panels, both bolt on and welded on, computerized paint,

mixing, and tinting. They are also introduced to scientific principles related to adhesives,

color-mixing abrasive materials, metallurgy, and composite materials. ASE Certification is

available, as well as dual credits from Vincennes University.

Auto Service Technology

Students in this two-year program will develop a basic knowledge in all 8 of the ASE

(Automotive Service Excellence) testing areas. These areas of study include: engine repair,

electrical and electronics, automatic transmission (general services), brakes and braking

systems, steering and suspension systems, manual drivetrains (general svcs.), heating &

A/C (general svcs.), and engine performance. ASE Certification preparation and dual credits

from Vincennes University are available. Strong math skills are recommended.

Diesel Technology

First year students disassemble and assemble running engines, and they measure and

diagnose all internal parts for discard of repair. Students will work on a variety of engines

and get a basic understanding of how diesel powered equipment works. Students are also

introduced to basic welding and hydraulic principles. This is a very hands-on class. During

the second year, students are introduced to air and hydraulic braking systems. Students

will study the repair and diagnosis of all parts of the braking system as well as drive train

repair. Students will get to run Cummins trainer engines and to do diagnostics of engine

fault codes and repair. Dual credits are available from Vincennes University.

Motorcycle, ATV, Boat Repair, & Services

This one-year program introduces students to the role of a motorcycle, ATV, and marine

repair service technician. Students receive hands-on experience in multiple areas of

training pertaining to motorcycles, ATVs, and watercraft. Students learn about preventative

maintenance, engine repair, electrical diagnostics, brakes, carburetion and fuel injection

diagnostics, styles, designs, accessories, and much more.

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