AGRICULTURE Agricultural Education is an active part of the curriculum for many high schools in Indiana. This program area combines the home, the school and the community as the means of education in agriculture and natural resources. The courses provide students with a solid foundation of academic knowledge and hands­‐on opportunities to apply this knowledge through classroom activities, laboratory experiments and project applications, supervised agricultural experiences (SAE) and FFA.

The vision and mission of Agricultural Education is that all people value and understand the vital role of agriculture, food, fiber and natural resource systems to advance personal and global well­‐being, prepare students for successful careers and to make a lifetime of informed choices in agriculture. The goals for Agricultural Science and Business students focus on providing learning experiences that will allow them to:

• Demonstrate desirable work ethics and work habits. • Apply the basic agricultural competencies and background knowledge in agriculture and related occupations. • Analyze entrepreneurial, business and management skills needed to enter agriculture and related occupations. • Expand leadership and participatory skills necessary for the development of productive and contributing citizenship in our

democratic society. • Gain effective social and interpersonal communication skills. • Be aware of career opportunities in agriculture and set career objectives. • Acquire job­‐seeking, employability and job­‐retention skills. • Advance in a career through a program of continuing education and life­‐long learning. • Apply reading, writing, mathematics, communication and study skills. • Recognize the interaction of agriculture with governments and economic systems at the local, state, national and

global levels. • Recognize the ways new technologies impact agriculture and how agriculture impacts the environment.

It is important to understand and reaffirm that career­‐technical experiences do not preclude students from going on to higher education; in fact, participation actually enhances the opportunity. A growing number of students are combining both college preparation and work­‐place experiences in their high school preparation. Agricultural Science and Business and FFA programs have a long history of successfully preparing students for entry­‐level careers and furthering education and training in the science, business and technology of agriculture. The programs combine classroom instruction and hands­‐on career focused learning to develop students’ potential for premier leadership, personal growth and career success. FFA The FFA is the leadership student organization that is an integral part of the instruction and operation of a total agricultural education program. As an intra­‐curricular organization and essential component of the total program, the local agricultural education teacher(s) serve as the FFA chapter advisors. The many activities of the FFA parallel the methodology of the instructional program and are directly related to the occupational goals and objectives. As an integral part of the instructional program, district and state level FFA activities provide students opportunities to demonstrate their proficiency in the knowledge, skills and aptitudes they have acquired through the agricultural science and agricultural business program(s). Agricultural education students demonstrating a high degree of competence in state level FFA activities are highly encouraged to represent their local communities, districts and state by participating in national FFA activities.

Instructional activities of the FFA require participation by the agricultural science and agriculture business education students as an integral part of an agricultural education course of instruction and, therefore, may be considered an appropriate use and amount of the allotted instructional time. ADVANCED LIFE SCIENCE:ANIMALS (11­12) Pre: Biology, Intro to Agriculture, and Animal Science 1 Advanced Life Science: Animals provides students with opportunities to participate in a variety of activities including laboratory work. Students investigate concepts that enable them to understand animal life and animal science as it pertains to agriculture. Through instruction, including laboratory, fieldwork, leadership development, supervised agricultural experience and the exploration of career opportunities, they will recognize concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, evolution, and ecology, historical and current issues in animal agriculture in the area of advanced life science in animals. This course meets the Science requirements for General , Core 40, and Core 40 with Academic or Technical Honors diplomas.

ADV LIFE SCIENCE:PLANTS AND SOILS (11­12) Pre: Biology, Intro to Agriculture and Plants and Soil Sci 1 Advanced Life Science: Plants and Soils provides students with opportunities to participate in a variety of activities which includes laboratory work. Students study concepts, principles and theories associated with plants and soils. Students recognize how plants are classified, grown, function and reproduce. Students explore plant genetics and the use of plants by humans. They

examine plant evolution and the role of plants in ecology. Students investigate, through laboratory and fieldwork, how plants functions and the influence of soil in plant life. This course meets the Science requirements for the General, Core 40, Core 40 with Academic Honors and Core

AGRICULTER POWER, STUCTURE AND TECHNOLOGY (9­12) Pre: Intro to Agriculture 2 Agriculture Power, Structure and Technology is a lab intensive course in which students develop an understanding of 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. Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. ANIMAL SCIENCE (9­12) Pre: Intro to Agriculture 1 Animal Science provides students with an overview of the field of animal science. 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. Fulfills a Life Science or Physical Science requirement for the General Diploma only or counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. INTRODUCTION TO AGRICULTURE(9­12) Pre:None 1 Introduction to Agriculture, Food and Natural Resources is highly recommended as a prerequisite to and a foundation for all other agricultural classes. The nature of this course is to provide students with an introduction to the fundamentals of agricultural science and business. Topics to be covered include: animal science, plant and soil science, food science, horticultural 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 the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. PLANT AND SOIL SCIENCE (9­12) Pre: Intro to Agriculture 1 Plant and Soil Science provides students with opportunities to participate in a variety of activities which includes laboratory work. The following topics are found in this course: plant taxonomy, components and their functions; plant growth, reproduction and propagation; photosynthesis and respiration; environmental factors effecting plant growth, management of plant diseases and pests; biotechnology; the basic components and types of soil; calculation of fertilizer application rates and procedures for application; soil tillage and conservation; irrigation and drainage; land measurement, cropping systems, precision agriculture, principles and benefits of global positioning systems; and harvesting. Leadership development, supervised agricultural experience and career exploration opportunities in the field of plant and soil science are also included.Fulfills a Life Science or Physical Science requirement for the General Diploma only or counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. SUPERVISED AGRICULTURAL EXPERIENCE(10­12) Pre:None 1­4 Supervised Agricultural Experience (SAE) is designed to provide students with opportunities to gain experience in the agriculture field(s) in which they are interested. Students should experience and apply what is learned in the classroom, laboratory and training site to real­‐life situations. Students work closely with their agricultural science and business 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. SAE may be offered as a Cooperative Education Program. Curriculum content and competencies should be varied so that school year and summer session experiences are not duplicated. Curriculum content and standards should not be duplicated when this course is taken for multiple semesters.

ART INTRODUCTION TO TWO­DIMENSIONAL ART (9­12) Pre: None _ 1 Students taking Introduction to Two­Dimensional Art engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to the creation of portfolio quality works. In the area of art history, students search for

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meaning, significance, and direction in two­dimensional works of art and artifacts through in­depth historical study and analysis of artwork from a variety of cultures and time periods. In art criticism, students search for meaning, significance, and direction in two­dimensional works of art by: 1) critically examining current works and artistic trends, 2) exploring the role of the art critic in society, and 3) exploring art criticism as a method of identifying strengths and limitations in student artwork. In aesthetics, students search for meaning, significance, and direction in two­dimensional works of art and artifacts by: 1) attempting to respond to their personal questions about the nature of art, 2) reflecting on their own changing definitions of art, and 3) assessing their ideas and definitions in relation to the art community in general. In production, students search for meaning, significance, and direction in their own work by producing works of art in a variety of two­dimensional media. At this level, students produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. Additionally, students: 1) create works of art, 2) reflect upon the outcomes of those experiences, 3) explore historical connections, 4) write about the process, 5) make presentations about their progress at regular intervals, 6) work individually and in groups, 7) find direct correlation to other disciplines, and 8) explore career options in visual art. Students also identify ways to utilize and support art museums, galleries, studios, and community resources. This course meets the Fine Arts requirement for the Academic Honors Diploma. ADVANCED TWO­DIMENSIONAL ART (9­12) Pre: At least a C­ or better in Intro to Two­Dimensional Art 1or 2 Students in Advanced Two­Dimensional Art build on the sequential learning experiences of Introduction to Two­Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of: art history, students search for meaning, significance, and direction in two­dimensional works of art and artifacts through an

in­depth historical study and analysis of artwork from a variety of cultures and time periods; art criticism, students search for meaning, significance, and direction in two­dimensional works of art by: (1) critically

examining current works and artistic trends, (2) exploring the role of the art critic in society, and (3) exploring art criticism as a method of identifying strengths and limitations in student artwork;

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

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

Additionally, students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6) work individually and in groups, (7) find a direct correlation to other disciplines, and (8) explore career options in visual art. Students also utilize art museums, galleries, studios, and community resources in their studies. This course meets the Fine Arts requirement for the Academic Honors Diploma. Students may take this course again even if completed last year. AP Studio Art Pre: Junior or Senior, B or better average in Intro to Two­Dimensional Art and Advanced Two­Dimensional Art, Intro to Three­Dimensional Art and Advanced Three­Dimensional Art, Drawing or Painting. 2 The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. AP Art Studio is not based on a written exam; instead, students must submit portfolios for evaluation at the end of the school year. The AP Studio Art Program consists of three portfolios ­ 2­D Design, 3­D Design and Drawing ­ corresponding to common college foundation courses. The portfolios share a basic, three­section structure, which requires the student to show a fundamental competence and range of understanding of visual concerns (and methods.) Each of the portfolios asks the student to demonstrate a depth of investigation and process of discovery through the Concentration (Sustained Investigation) section (Section II). In the Breadth (Range of Approaches) section (Section III), the student is asked to demonstrate a serious grounding in visual principles and material techniques. The Quality (Selected Works) section (Section I) permits the student to select the works that best exhibit a synthesis of form, technique and content. INTRODUCTION TO THREE­DIMENSIONAL ART (9­12) Pre: None 1 Students taking Introduction to Three­Dimensional Art engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of: art history, students search for meaning, significance, and direction in three­dimensional works of art and artifacts through an

in­depth historical study and analysis of artwork from a variety of cultures and time periods; art criticism, students search for meaning, significance, and direction in three­dimensional works of art by: (1) critically

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examining current works and artistic trends, (2) exploring the role of the art critic in society, and (3) exploring art criticism as a method of identifying strengths and limitations in student artwork;

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

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

Within this context students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6) work individually and in groups, (7) find a direct correlation to other disciplines, and (8) explore career options in visual art. Students also utilize art museums, galleries, studios, and/or community resources in their studies. This course meets the Fine Arts requirement for the Academic Honors Diploma. ADVANCED THREE­DIMENSIONAL ART (9­12) Pre: C­ or better in Intro to Three­Dimensional Art 1 or 2 Students in Advanced Three­Dimensional Art build on the sequential learning experiences of Introduction to Three­Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of: art history, students search for meaning, significance, and direction in three­dimensional works of art and artifacts through an

in­depth historical study and analysis of artwork from a variety of cultures and time periods; art criticism, students search for meaning, significance, and direction in three­dimensional works of art by: (1) critically

examining current works and artistic trends, (2) exploring the role of the art critic in society, and (3) exploring art criticism as a method of identifying strengths and limitations in student artwork;

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

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

Within this context, students: (1) create works of art, (2) reflect upon the outcomes of those experiences, (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6) work individually and in groups, (7) find direct correlations to other disciplines, and (8) explore career options in visual art. Students also utilize art museums, galleries, studios, and community resources in their studies. This course meets the Fine Arts requirement for the Academic Honors Diploma. Students may take this course again even if completed last year. CERAMICS (10­12) Pre: Intro to 3­D Art or Art I and/or Adv. Art (school years prior to 2005­2006) 1 In this first semester course, students create works of art in clay utilizing the processes of hand building, molds, wheel throwing, slip and glaze techniques, and the firing processes. Additionally, students: (1) reflect upon the outcome of these experiences, (2) explore cultural and historical connections, (3) write about the process, (4) make presentations about their progress at regular intervals, (5) work individually and in groups, (6) find direct correlations to other disciplines, and (7) explore career options related to ceramics. DRAWING (10­12) Pre: Intro to 2­D Art or Art I and/or Adv. Art (school years prior to 2005­2006) 1 In this first semester course, students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing. Additionally, students: (1) reflect upon the outcome of these experiences, (2) explore historical connections, (3) write about the process, (4) make presentations about their progress at regular intervals, (5) work individually and in groups, (6) find a direct correlation to other disciplines, and (7) explore career options related to drawing. PAINTING (10­12) Pre: Intro to 3­D Art or Art I and/or Adv. Art (school years prior to 2005­2006) 1 In this second semester course, students: (1) create abstract and realistic paintings, (2) reflect upon the outcome of these experiences. (3) explore historical connections, (4) write about the process, (5) make presentations about their progress at regular intervals, (6a) work individually and in groups, (7) find direct correlations to other disciplines, and (8) explore career options related to painting. Art museums, galleries, studios and/or community resources are utilized. SCULPTURE (10­12) Pre: Intro to 3­D Art or Art I and/or Adv. Art (school years prior to 2005­2006) 1 In this second semester course, 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. Students also use organizational principles and functions to solve specific visual problems and develop skills in applying media, techniques, and processes with sufficiency to

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communicate intended meaning. Using materials such as plaster, clay, metal, paper, wax, and plastic, students create portfolio quality works. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. Students create realistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling. In addition, students: (1) reflect upon the outcome of these experiences, (2) explore historical connections, (3) write about the process, (4) make presentations about their progress at regular intervals, (5) work individually and in groups, (6) find a direct correlation to other disciplines, and (7) explore career options related to sculpture.

BUSINESS TECHNOLOGY EDUCATION ACCOUNTING I (11­12) Pre: None _ 2 Accounting I is a beginning level business finance course that introduces principles and procedures for proprietorships, partnerships, and corporations using double entry accounting with emphasis on accounting principles as they relate to both manual and automated financial systems. This course will involve analyzing and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision­making. Instructional strategies may include the use of computers, projects, simulations, and real world experiences to apply accounting theories and principles. College credit is available in this course. BUSINESS FOUNDATIONS (9­10) Pre: None 2 Business Foundations is the introductory business course that provides the framework for future business courses. This core course acquaints students with personal finance, banking, communications, technology, management, marketing, law, economics, insurance, entrepreneurship, and business careers. The application and importance of business etiquette and ethics will be introduced. Opportunities may be provided for the student to participate in job shadowing, job mentoring, and other field experiences. Instructional strategies may include computer and technology applications, simulations, projects, teacher demonstrations, and cooperative ventures between school and community. BUSINESS MANAGMENT (10­12) Pre: None 1 Business Management is an advanced level business course that stresses the opportunities and challenges of managing a business in the free enterprise system. This course provides students with the opportunity to demonstrate competencies by describing and applying management functions, principles, and processes that contribute to the achievement of organizational goals. Students will gain experience in building decision­making skills, employee motivation, evaluation, teamwork, and the basic functions of business management. Instructional strategies may include job shadowing, simulations, other real world experiences, guest speakers, tours, Internet access to businesses, and computer/technology applications. BUSINESS MATH/PERSONAL FINANCE (10­12) Pre: completion of 2 semesters of math 2 Business Math/Personal Finance is a business course designed to develop the ability to solve real world problems in order to become productive citizens and workers in a technological society. Areas of study to be included are number relationships and operations; patterns and algebra; measurements; and statistics and probability. Problem­solving applications will be used to analyze and solve business problems for such areas as taxation; savings and investments; payroll records; cash management; financial statements; purchases; sales; inventory records; and depreciation. If the focus is on Personal Finance, areas of study should include personal financial planning, financial services, budgeting, investments, and insurance protections; credit management; consumer purchases, rights, and responsibilities; and decision­making skills for all aspects of life as consumers, producers, entrepreneurs, and economic citizens. Instructional strategies may include use of manipulatives, projects, cooperative learning, simulations, real world experiences, guest speakers, Internet access to businesses, and computer­technology applications. COMPUTER APPLICATIONS (9­12) Pre: None 1 Computer Applications is a business course designed to provide students with instruction in computer hardware and software concepts including input and output devices, directory structure and management, operating systems, word processing, spreadsheets, database, graphics, and presentation software. The use of a Windows­based professional software suite is used. Additional concepts and applications dealing with desktop publishing, software integration, and Internet will be included as well as information about future technology trends. Instructional strategies may include computer/technology applications, teacher demonstrations, collaborative instruction, interdisciplinary and/or culminating projects, problem­solving and critical thinking activities, simulations, and minibaskets/in­basket projects. COMPUTER APPLICATIONS, ADVANCED (9­12) Pre: Computer Applications I 1 Computer Applications, Advanced is a business course designed to integrate computer technology, decision­making, and problem­solving skills. Areas of instruction may include multimedia, hypermedia, on­line searching, desktop publishing, layout and design techniques, web design, software integration, voice recognition software, other advanced applications, and future technology

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trends. Instructional strategies may include computer/technology applications, teacher demonstrations, collaborative instruction, peer teaching, in­baskets, minibaskets, LAPS, school and community projects, and a school­based enterprise.

COMPUTER SCIENCE 2 Computer Science I introduces the structured techniques necessary for efficient solution of business­‐related computer programming logic problems and coding solutions into a high­‐level language. The fundamental concepts of programming are provided through explanations and effects of commands and hands­‐on utilization of lab equipment to produce correct and accurate outputs. Topics include program flowcharting, pseudo coding, and hierarchy charts as a means of solving problems. The course covers creating file layouts, print charts, program narratives, user documentation and system flowcharts for business problems; algorithm development and review, flowcharting, input/output techniques, looping, modules, selection structures, file handling, and control breaks and offers students an opportunity to apply skills in a laboratory environment. MARKETING (10­12) Pre: None 1 Marketing is a business course, which provides a basic introduction to the scope and importance of marketing in the global economy. This course is based upon the Marketing Education Framework which includes: business, management, and entrepreneurship; communication and interpersonal skills; economics; and, professional development foundations. Emphasis will be placed on both oral and written communications, mathematic applications, problem solving, and critical thinking skills as they relate to distribution, financing, marketing­information management, pricing, product/service management, promotion, and selling. Instructional strategies may include computer/technology applications as well as real and/or simulated occupational experiences and projects in the marketing functions.

ENGLISH A requirement to graduate from Loogootee High School is that the students have eight credits in English. Six of these eight credits have to be in English 9, 10, and 11. The other two credits can be in any of these classes: Advanced Composition, Novels, English 12, Speech, or English Literature. Students should note the English requirements for the Academic Honors Diploma and Core 40. ADVANCED COMPOSITION Pre: English 9, 10, 11 with at least a B­ avg. 1 This class will briefly review the writing process focusing on the following areas: the thesis statement, development of body paragraphs, effective introductions and conclusions, and varied sentence structure. Weekly grammar reviews, which focus on different usage and mechanics topics, will also be a part of the coursework for this class. Throughout the course of the year, these skills will be applied in the nine papers that will be required of students taking this course. These papers, classified according to purpose are narration, exemplification, comparison/contrast, extended definition, classification/division, process, description, argumentation, and cause/effect. One of these nine papers will require research and citations and formatting, which conform to MLA guidelines. College credit is available for this class, and all students who register for this class must also register for English literature. ENGLISH 11 LITERATURE AND COMPOSITION, ADVANCED PLACEMEN (LIT/COMP AP) Pre: English 10 Honors completion with an A­ or better. 2 English Literature and Composition, Advanced Placement, is an advanced placement course based on content established by the College Board. An AP English course in Literature and Composition engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, style, and themes as well as such smaller­‐ scale elements as the use of figurative language, imagery, symbolism, and tone. The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. ENGLISH 9 (9) Pre: None _2 Through the integrated study of literature, composition, and oral communication, English 9 develops the use of language as a tool for learning and thinking and as a source of pleasure. Students practice identifying, analyzing, and composing with different elements, structures, and genres of written language. Literature instruction focuses on opportunities to read and comprehend a broad variety of literature applying appropriate reading strategies to enhance reading skills and literary appreciation which includes the ability to identify and analyze the elements of story structure, utilize literature and expository material related to the world of work and technical

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documents, identify literature by genre, identify the author’s purpose and perspective, recognize bias and propaganda, and identify and analyze elements of drama. Literature instruction also focuses on opportunities to develop vocabulary through decoding, the use of Greek and Latin roots, literary terms and the use of glossaries, contextual clues, and independent reading. The Composition component of language arts requires students to write for various audiences and purposes while strengthening skills in paragraph and multi­paragraph writing. These include having a hierarchy of ideas such as, thesis, supporting points, and specific examples, the understanding of the paragraph as a formal structure, with a topic sentence, and the understanding that composition (regardless of type) is an organized message from an author to a specific, identified audience. Oral Communication (speech) emphasizes effective listening and speaking techniques and provides opportunities for students to integrate other reading and language arts skills as they learn to express ideas verbally. Oral communication should incorporate correct grammar, usage, vocabulary, reading, and composition skills. Student expectations emphasize both making presentations and being critical participants and listeners. Presentations include a well­researched and coherently organized message to a given audience, using effective delivery techniques in presentations, establishing rapport with the audience, and using the proper mechanics of speech. Critical listening and participant skills include identifying and analyzing characteristics of a speaker’s tone and style of presentation, actively contributing to group discussions, note taking, and collaborating with peers to create written texts, speeches, and to make decisions. Other skills related to oral communication include understanding the meaning and consequences of Freedom of Speech, reading about and researching topics using the library and various media resources, and giving and following oral directions as expected in the workplace. ENGLISH 10 (10) Pre: English 9 _ 2 Language arts instruction, as with math and other disciplines, is cumulative. Thus, English 10 reinforces and continues to make full use of many of the activities and skills of English 9. Beyond these, English 10 adds the following emphasis: (1) consideration of a given canon of literature, usually American literature; and (2) increased focus on the self­conscious choice of comprehension and writing strategies. Literature instruction focuses on opportunities to: Respond critically, reflectively, and imaginatively to American literature, including major authors from the Puritan Era, Age of Reason, the Romantic Period, the Civil War Era, the Twenties, Modern Black Literature, the Forties, the Fifties, and Modern Drama, or World Literature including classic and contemporary works, and recognizes the relevance of this literature in today’s world; Practice distinguishing among the different types of contents and purposes language can hold, for example, logic, opinion, ideology, point­of­view, and suggestion. Moreover, students practice using language for different, sophisticated purposes, including: (1) identifying and forming conclusions; (2) recognizing and using persuasive devices; (3) judging an author’s purpose, perspective, and expertise; and (4) reading and interpreting public documents, instructions, and symbols; and develop vocabulary through (1) decoding, (2) the us of Greed and Latin roots, (3) literary terms and the use of glossaries, (4) contextual clues, and (5) independent reading. In addition, students should be responsible for taking personal time for both instructional and recreational reading. The Composition component of language arts provides students with opportunities to write for various audiences and purposes. Students identify and employ various elements of good writing in well organized descriptive, expository, and narrative writings. These elements include: (1) stating and supporting a point of view or opinion, (2) using transitions effectively to relate individual points and paragraphs to each other and to the main idea, (3) creating expository essays of persuasion and literary analysis, and (4) completing technical writing assignments. Students use the basic modes of oral and written expression through the development of effective descriptive and narrative procedures, including focus and logical organization of ideas. As a part of the writing process, students; (1) apply and use specialized reading skills in the content areas; (2) listen attentively and critically for different purposes and take appropriate notes; (3) interpret research by summarizing, analyzing, evaluating, and making decisions individually as well as in groups; (4) utilize rating scales and checklists for personal assessment, and (5) use a variety of technological tools in the learning process. The formal study of grammar, usage, spelling, and language mechanics is integrated into the study of writing. Using technology, students receive instruction and practice in the writing process including prewriting, drafting, revising, editing, and publishing. Students are encouraged to use one of the manuals of style such as Modern Language Association [MLA], American Psychological Association [APA], or the Chicago Manual of Style [CMS]. Oral Communication (speech) provides students with opportunities to develop greater facility with choosing and employing different elements of effective oral communication. Student expectations include: (1) using effective delivery techniques; (2) communicating responsibly, critically, and confidently on specialized topics when speaking in public; (3) creating and using technological devises in oral presentations; (4) using transitional devises effectively and using the proper style of delivery; (5) using proper social etiquette; and (6) demonstrating the various types of speeches and developing an effective personal delivery style.

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ENGLISH 10 HONORS Pre: B+ average in English 9 and recommendation 2 This course is designed for high­ability students in language arts who are self­motivated to meet academic challenges. Students who opt for this course must have at least a B+ average in English 9 and have the recommendation of the English 9 instructor and guidance counselor. This course will cover the skills outlined in English 10 but will build upon the skills students already have to prepare the students for college­level English classes. ENGLISH 11 (11) Pre: English 10 _ 2 This course is required for all juniors with prerequisites of English 9 and 10. Through the integrated study of language, literature, composition, and oral communication, English 11 students further develop their use of language as a tool for learning and thinking and as a source of pleasure. In English 11, students move from predominantly analyzing and using the elements of written language to making judgments based on those analyses. English 11 also incorporates a literary canon, much of which is from a culture or time period different from that of the students­usually a survey of British literature or American literature from different periods. Literature instruction focuses on opportunities to: Develop criteria for judging and analyzing literary works, speeches, essays, and poetry; Select appropriate reading skills and strategies to: (1) distinguish elements in literature as it reflects divergent points of view; and (3) identify how contemporary writing reflects past tradition and movements; Read works of British Literature from the Anglo­Saxon Period to the Modern Period, which includes essays, short stories, poetry, novels, and dramatic works; Respond critically, reflectively, and imaginatively to American Literature, including major authors from the Puritan Era, Age of Reason, the Romantic Period, the Civil War Era, the Twenties, Modern Black Literature, the Forties, the Fifties, and Modern Drama, and recognize the relevance of this literature in today’s world; and Develop vocabulary through: (1) decoding, (2) the use of Greek and Latin roots, (3) literary terms and the use of glossaries, (4) contextual clues,(5) recognizing analogies, and (6) independent reading. The Composition component of language arts provides students with opportunities to produce a variety of forms including persuasive writing, synthesis and analysis of information from a variety of sources, completing complex forms, describing procedures, giving directions, and using graphic forms to support a thesis. Thus, composition in Grade 11 continues to refine students’ abilities to articulate sophisticated ideas in an organized manner. Increased sensitivity to context, audiences, purposes, and other environmental considerations helps students better communicate their thoughts. In addition, students develop greater facility with the back­and­forth movement between analysis and synthesis. That is, students analyze sources with increasing attention to detail while they synthesize or compose written texts, using these analyses in accordance with a given purpose such as persuasion, exposition, description, and so forth. The formal study of grammar, usage, spelling, and language mechanics is integrated into the study of writing. Using technology, students receive instruction and practice in the writing process including prewriting, drafting, revising, editing, and publishing. Students are encouraged to use one of the manuals of style such as Modern Language Association [MLA], American Psychological association [APA], or the Chicago Manual of Style [CMS]. Oral Communication (speech) continues to emphasize effective listening and speaking techniques. This includes providing opportunities for students to integrate other reading and language arts skills as they incorporate correct, grammar, usage, vocabulary, reading, and composition skills while learning to express ideas verbally. Grade 11 increasingly calls attention to the contexts in which oral communication takes place. Student expectations include: (1) communicating in academic and non­academic language environments; (2) communicating responsibly, critically, and confidently on specialized topics when speaking in public; (3) analyzing speech in terns of socio­cultural values, attitudes, and assumptions; (4) enhancing speaking with appropriate nonverbal cues; (5) adapting to physical, professional, and student speeches on content and delivery; and (7) demonstrating a basic knowledge of parliamentary procedure. ENGLISH 12 (12) Pre: English 9, 10, 11 1 Grade 12 continues to refine students’ ability and desire to learn and communicate about language and literature. While students developed judgments informed by keen literary analysis in Grades 9­11, in Grade 12 they practice explaining and defending their readings to others. In addition, the emphasis on different cultural contexts is intensified in a focus on world literature. Literature instruction focuses on opportunities to: Apply appropriate reading skills and strategies to make and defend judgments about written quality and content of literary works, written and technologically generated material, literary genres, conventions, and story structure; Respond critically, reflectively, and imaginatively to the literature of outstanding world writers; become acquainted with cultures of other countries; study themes that relate to mankind and outstanding world writers; and analyze literature as it reflects a divergent point of view in all literary periods; and Develop vocabulary through: (1) decoding, (2) the use of Greek and Latin roots, (3) literary terms and the use of glossaries, (4) contextual clues, (5) recognizing analogies, and (6) independent reading.

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The Composition component of English 12 continues to provide students with opportunities to hone their writing. Writing at this stage has: (1) a clearly identified audience, (2) a well­articulated purpose and thesis, and (3) a structured body that fulfills its stated purpose and supports its thesis in a way accessible to its audience. Writing at this stage is also well informed by careful research and intelligent analysis. Using technology, students are able to produce polished final documents. Polished writing requires following through with all phases of the writing process (rewriting, drafting, revising, editing, and publishing), at which all students should be proficient. All writing should meet the four criteria outlined above and have been through all stages of the process just described, including persuasive writing, synthesis and analysis on information from a variety of sources, and reflective essays. Students are also able to complete complex forms, describe procedures, give direction, and use graphic forms to support a thesis. The formal study of grammar, usage, spelling, and language mechanics is integrated into the study of writing. Students are encouraged to use one of the manuals of style such as Modern Language Association [MLA], American Psychological Association [APA], or the Chicago Manual of Style [CMS]. Oral Communication (speech) continues to emphasize the organization of ideas, awareness of audience, and sensitivity to context in carefully researched and well organized speeches. Student expectations include: (1) presenting facts and arguments effectively; (2) analyzing speeches in terms of socio­cultural values, attitudes, and assumptions; (3) recognizing when another does not understand the messages being delivered; (4) utilizing Aristotle’s three modes of proof; (5) utilizing elementary logic such as deductive, inductive, causal, and analogical forms of reasoning; and (6) expressing and defending, with evidence, one’s thesis. ENGLISH LITERATURE (12) Pre: English 9, 10, 11 with at least a B­ average 1 English Literature provides a survey of representative literature produced by British­speaking authors, including those in the British Isles as well as those in the former British colonies. This course includes the study of major British authors from the Anglo­Saxon period to the present, literary movements, and intellectual trends. These authors and their works include many of the following: (1) Beowulf, (2) Chaucer, (3) Shakespeare, (4) Donne, (5) Milton, (6) Pope, (7) Swift, (8) Austen, (9) Wordsworth, (10) Keats, (11) Mary and Percy Shelley, (12) Tennyson, (13) the Bronte Sisters, (14) Joyce, (15) Yeats, and (16) Woolf. It also provides an examination of the contributions of British authors to specific literary genres, such as poetry, drama, the essay, and the novel. Writing and classroom discussion activities include opportunities for students to respond to the literature both analytically and reflectively. Students in this course should also take advanced composition. College credit is offered in this class. NOVELS (12) Pre: English 9, 10, 11 1 This course, like all courses on a literary genre, focuses on the relationships between the form and meanings in the genre. Novels are contrasted with other literary genres, in particular other narrative genres, such as the short story, epic, romance, and biography. Students also explore the distinct features of the novel, for example: that it is narrative and fictional; and that is has setting, conflict, climax, and resolution. Issues of audience, purpose, and historical development are also considered. The course may be organized by historical periods, themes, or authors. Although novels have flourished on and off since 100 B.C. in the West, the genre experienced a precipitous rise to preeminence in the 18th century that continues to this day. Emphasis may be placed on a given period, such as Victorian novels, early twentieth­century works (modern period), or more recent works (contemporary period). Opportunities to write about and discuss the novel are an element of the course. SPEECH (11­12) Pre: English 9, 10, 11 with at least a B­ average 1 Speech provides the study of and practice in the basic principles and techniques of effective oral communication. This course includes instruction in adapting speech to different audiences and purposes. Students have opportunities to make different types of oral presentations including viewpoint, instructional, demonstration, informative, persuasive, and impromptu. Students are given opportunities to express subject matter knowledge and content through creative, analytical, and expository writing, as well as reading a variety of literary genre related to course content and speaking assignments. This course emphasizes research using technology and careful organization and preparation. Students also practice and develop critical listening skills. College credit is available in this course. Nearly every four­year college major requires a public speaking course such as this one.

FAMILY AND CONSUMER SCIENCES

ADULT ROLES AND RESPONSIBILITIES 1 Adult Roles and Responsibilities is recommended for all students as life foundations and academic enrichment, and as a career sequence course for students with interest in family and community services, personal and family finance, and similar areas. This course builds knowledge, skills, attitudes, and behaviors that students will need as they complete high school and prepare to take

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the next steps toward adulthood in today’s society. The course includes the study of interpersonal standards, lifespan roles and responsibilities, individual and family resource management, and financial responsibility and resources. A project­‐based approach that utilizes higher order thinking, communication, leadership, management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of adult roles and responsibilities. Direct, concrete mathematics and language arts proficiencies will be applied. Service learning and other authentic applications are strongly recommended. This course provides the foundation for continuing and post­‐ secondary education in all career areas related to individual and family life.

• Recommended Grade Level: 10, 11, 12 • Recommended Prerequisites: None • Credits: 1 credit per semester, 1 credit maximum

• Qualifies as one of the F&CS courses a student can take to waive the Heath & Wellness graduation requirement. To qualify for a waiver, a student must take three of the approved courses. For more information, please see 511 IAC 6­‐7.1­‐4(c)(6).

• Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas

ADVANCED NUTRITION AND FOODS (9­12) Pre: At least a C­ average in Nutrition and Wellness 1 Advanced Nutrition and Foods is a sequential course that builds on concepts from Nutrition and Wellness or Culinary Arts Foundations. This course addresses more complex concepts in nutrition and foods, with emphasis on contemporary issues, or on advanced special topics such as International, Regional, and/or Cultural Foods; Food Science, Nutrition, or Dietetics; or with emphasis on a particular aspect of the food industry, such as Baking, Catering, or Entrepreneurial Endeavors. Higher order thinking, communication, leadership and management processes will be integrated in classroom and laboratory activities. Topics include:

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

CHILD DEVELOPMENT AND PARENTING (9­12) Pre: None 1 Child Development and Parenting addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. A project­based approach that utilizes higher order thinking, communication, leadership, and management processes is used in order to integrate suggested topics into the study of individual and family issues. The focus is on research­based nurturing and parenting practices and skills that support positive development of children. Topics include: consideration of the roles; responsibilities and challenges of parenthood; human sexuality; adolescent pregnancy; prenatal development; preparation for birth; the birth process; meeting the physical, social, emotional, intellectual, moral, and cultural growth and developmental needs of infants and children; impacts of heredity, environment; and family and societal crisis on development of the child; meeting children's needs for food, clothing, shelter, and care giving; caring for children with special needs; parental resources, services, and agencies; and career awareness. ADVANCED CHILD DEVELOPMENT (9­12) Pre: At least a C­ average in Child Development and Parenting _ 1 Advanced Child Development is a sequential course that addresses more complex issues of child development and early childhood education with emphasis on guiding physical, social, emotional, intellectual, moral, and cultural development throughout childhood, including school age children. Topics include positive parenting and nurturing across ages and stages; practices that promote long­term well­being of children and their families; developmentally appropriate guidance and intervention strategies with individuals and groups of children. Students will access, evaluate, and utilize information, including brain/learning research and other research results to meet needs of children, including children with a variety of disadvantaging conditions. Students will explore "all aspects of the industry" for selected child­related careers. Authentic applications are required through field­based or school­based experiences with children in locations such as observation/interaction laboratories, preschools, elementary schools, or daycare settings. Service learning experiences are highly recommended. A thoroughly documented student portfolio is required. This course is recommended for any student for enrichment and as a foundation for students with interests in any child­related career or profession.

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BEGINNING CLOTHING (9­12) Pre: None _ 1 Beginning Clothing is a Fashion and Textiles Foundations course. Fashion and Textiles Foundations addresses knowledge and skills related to design, production, acquisition, and distribution in fashion and textiles arenas. Topics include exploration of textiles and fashion industries: elements of science and design in textiles and apparel; textiles principles and applications; social, psychological, cultural and environmental aspects of clothing and textiles selection; clothing and textile products for people with special needs; critical thinking applied to consumer options for fashion, textiles, and related equipment and tools; care and maintenance of textile products, equipment, and tools; impacts of technology; construction and alteration skills; contemporary issues, including global applications. Work­based, entrepreneurial, experimental, laboratory, and/or service learning experiences are to be included; and portfolio activities are required. ADVANCED CLOTHING (9­12) Pre: Beginning Clothing and permission of instructor 1 Advanced Clothing is a Fashion and Textiles Foundations course. Fashion and Textiles Foundations addresses knowledge and skills related to design, production, acquisition, and distribution in fashion and textiles arenas. Topics include exploration of care and maintenance of textile products, equipment, and tools; impacts of technology; construction and alteration skills. Work­based, entrepreneurial, experimental, laboratory, and/or service learning experiences are to be included; and portfolio activities are required. This is a project­based course. NUTRITION AND WELLNESS (9­12) Pre: None 1 Nutrition and Wellness enables students to realize the components and lifelong benefits of sound nutrition and wellness practices and empowers them to apply these principles in their everyday lives. A project­based approach that utilizes higher order thinking, communication, leadership, and management processes is used in order to integrate suggested topics into the study of individual and family issues. Topics include: impact of daily nutrition and wellness practices on long­term health and wellness; physical, social, and psychological aspects of healthy nutrition and wellness choices; planning for wellness and fitness; selection and preparation of nutritious meals and snacks based on USDA Dietary Guidelines including the Food Guide Pyramid; safety, sanitation, storage, and recycling processes and issues associated with nutrition and wellness; impacts of science and technology on nutrition and wellness issues; and nutrition and wellness career paths. Laboratory experiences, which emphasize both nutrition and wellness practices are, required components of this course.

HEALTH EDUCATION AND PHYSICAL EDUCATION

ADVANCED PE (9­12) Pre: PE 1 Physical Education II focuses on instructional strategies through a planned, sequential, and comprehensive physical education curriculum which provide students with opportunities to actively participate in four of the following that were not in Physical Education I: team sports; dual sport activities; individual physical activities; outdoor pursuits; self­defense 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.). See 511 IAC 7­27­9, 7­27­11. Fulfills part of the Physical Education requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas HEALTH AND WELLNESS EDUCATION (10) Pre: None _ 1 High School health education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors, and attitudes related to student health and well­being. This course includes the major content areas in a planned, sequential, comprehensive health education curriculum as expressed in the Indiana Health Education Standards Guide: 1) Growth and Development; 2) Mental and Emotional Health; 3) Community and Environmental Health; 4) Nutrition; 5) Family Life; 6) Consumer Health; 7) Personal Health; 8) Alcohol, Tobacco, and Other Drugs; 9) Intentional and Unintentional Injury; and 10) Health Promotion and Disease Prevention. Students are provided with opportunities to explore the effect of health behaviors on an individual’s quality of life. This course assists students in understanding that health is a lifetime commitment by analyzing individual risk factors and health decisions that promote health and prevent disease. Students are encouraged to assume individual responsibility for becoming competent health consumers. A variety of instructional strategies, including technology, are used to further develop health literacy. This is a required course for sophomores.

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PHYSICAL EDUCATION I ­ BOYS (9­10) Pre: None 1 PHYSICAL EDUCATION I ­ GIRLS (9­10) Pre: None _1 Secondary Physical Education I continues the emphasis on health­related fitness and developing the skills and habits necessary for a lifetime of activity. This program includes skill development and the application of rules and strategies of complex difficulty in at least three of the following different movement forms: 1) health­related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition), 2) aerobic exercise, 3) team sports, 4) individual and dual sports, 5) gymnastics, 6) outdoor pursuits, 7) self­defense, 8) aquatics, 9) dance, and 10) recreational games. Ongoing assessment includes both written and performance­based skill evaluations.

MATHEMATICS PRE­ALGEBRA (9­12) Pre: None Algebra Enrichment 2 Pre­Algebra provides the mathematical background, skills, and thinking processes necessary for the successful completion of Algebra. Topics include: (1) number sense and computation, (2) algebra and functions, (3) geometry, (4) measurement, (5) data analysis, and (6) probability. The instructional program of this course addresses both the understanding and use of the concepts in appropriate problem­solving situations. ALGEBRA I (9­12) Pre: None _ 2 Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced courses. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problem­solving situations. The concept of function is emphasized throughout the course. Topics include: (1)operations with real numbers, (2)linear equations and inequalities, (3) relations and functions, (4)polynomials, (5)algebraic fractions, and (6)nonlinear equations. ALGEBRA II (10­12) Pre: Algebra I 2 Algebra II is a course that extends the content of Algebra I and provides further development of the concept of a function. Topics include: (1) relations, functions, equations, and inequalities; (2) conic sections; (3) polynomials; (4) algebraic fractions; (5) logarithmic and exponential functions; (6) sequences and series; and (7) counting principles and probability. ALGEBRA I (Resource) (9­12) Pre: Individual Educational Plan _ 2 This is the same course as Algebra I but for those students in resource class. AP CALCULUS (12) Pre: Pre Calculus/Trigonometry 2 College Board topics include: 1) functions, graphs, and limits, 2) derivatives, and integrals. The use of graphing technology is required. MATHEMATICS COLLEGE CREDIT (formerly CALCULUS) (12) Pre: Pre Calculus/Trigonometry _ 2 Calculus is a course that provides students with topics including: 1) limits; 2) continuity; 3) derivatives; 4) definite integrals; and 5) techniques of integration involving rational, trigonometric, logarithmic, and exponential functions. This course also includes applications of the derivative, the integral, and theory of calculus. The use of graphing technology is also utilized. College credit is available through this course. In figuring GPA, this is a weighted class. A TI 89 calculator is also required for this class. GEOMETRY (9­12) Pre: Algebra I _2 Geometry provides students with experiences that deepen the understanding of shapes and their properties. Deductive and inductive reasoning, as well as investigative strategies in drawing conclusions are stressed. Properties and relationships of geometric figures include the study of: 1) angles; 2) lines; 3) planes; 4) congruent and similar triangles; 5) trigonometric ratios; 6) polygons; and 7) circles and spatial drawings. An understanding of proof and logic is developed. Use of graphing calculators and computer drawing programs may be used. PRE CALCULUS/TRIGONOMETRY, ADV MATH COLLEGE CREDI (11­12) Pre: Algebra II and Geometry 2 Advanced Mathematics, College Credit is a title covering (1) any advanced mathematics course offered for credit by an accredited postsecondary institution.

• Recommended Prerequisite: Algebra II and Geometry or Integrated Mathematics III

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• Credits: 1 credit per semester. May be offered for successive semesters • Counts as a Mathematics Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with

Technical Honors diplomas • This course may be used for multiple dual credit college courses in mathematics • Actual course title and university name may be appended to the end of the course title on the student transcript • Courses that use this title are most often those taught through the post­‐secondary campus, taught either online or in

traditional settings or a combination; and taught by higher education faculty • Courses that use this title are those that do not meet specific high school standards for a corresponding high school

course, as they are standards beyond what is taught in the high school. • Qualifies as a quantitative reasoning course

Pre­Calculus/Trigonometry blends the concepts and skills that must be mastered before enrollment in a college­level calculus course. The course includes the study of (1) relations and functions, (2) exponential and logarithmic functions. (3) trigonometry in triangles, (4) trigonometric functions, (5) trigonometric identities and equations, (6) polar coordinates and complex numbers, (7) sequences and series and (8) data analysis. You must purchase a TI 89, 84, or 83 calculator!

MULTIDISCIPLINARY EDUCATION

CADET TEACHING EXPERIENCE (11­12) Pre: GPA of 2.5 or higher and good school attendance _ 2 This elective course provides students in Grades 11 or 12 organized exploratory teaching experiences in Kindergarten through grade 9. All teaching experiences are preplanned by the high school Cadet Teaching Experience teacher­trainer and the cooperating teacher(s) who are interested in supervising prospective teachers and providing them with pre­training experiences in one or more classes. This course provides a balance of class work relating to: classroom organization, classroom management, the curriculum and instructional process, observations of teaching, and instructional experiences. Study topics and background reading provide the cadets information concerning the teaching profession and the nature of the cadet teachers’ assignments. Evaluation is based upon the cadet teacher’s cooperation, day­to­day 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. For those working with Loogootee East students, it is necessary for him or her to have a vehicle at school for transportation. In general, Cadet Teachers are an aid to the regular teacher and are hoping to get a firsthand look at the teaching profession. On the enrollment form, students should enter their cadet teaching preference. (PE, Elementary, etc.) College credit is available in this class. Total credits limited to (4) – one per semester. PREPARING FOR COLLEGE AND CAREERS _ (9) Pre: None 1 This is a term course required of all freshmen. The course provides students opportunities to learn about themselves and about various traditional and nontraditional occupations and careers. Students also gain an awareness of the type of occupational preparation or training needed for various occupations and careers. Students develop skills in: employability, understanding the economic process, and decision making and planning. It is designed to help students make important career decisions. CAREER INFORMATION AND EXPLORATION/JOB SHADOWING (10­12) Pre: Transportation to a job site 1 This is a one­semester class where students go to a job of interest and learn about that career. It can be taken only one semester. It is unlike the School­to­Work Program in that students are not paid, no college credit is available and it is only one period in length. The credit given is Pass/Fail. Students should list their areas of interest on the colored enrollment form beside the course title. CAREER INFORMQTION AND EXPLORATION/JOB SHADOWING (Resource) (9­12) _ Pre: Enrolled in resource program _ 1­4 This is a class where students go to a job of interest and learn about that career. Students should list their areas of interest on the colored enrollment form beside the course title. Students in the resource program can enroll for 1 or 2 periods of job shadowing credits, but a maximum of 4 credits can be applied toward graduation. CAREER EXPLORATION INTERNSHIP (11­12) Pre: A minimum 2.5 GPA, good school attendance, and approval of School­to­Work Committee. 1 or 2 semesters but will take up three periods of the student’s schedule 2 or 4 (2 credits) per semester

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This course provides students with opportunities to learn about themselves and about various traditional and nontraditional occupations and careers. Students gain an awareness of the type of occupational preparation or training needed for various occupations and careers. The course also develops the student's employability skills, understanding of the economic process, decision making, and planning skills. Opportunities are provided for students to make job observations through field trips, internships, mock interviews, and guest speakers. This course will be scheduled with a direct connection to a current curriculum course, which the student has taken previously or concurrently. The student will intern with a company Monday through Thursday and spend Friday in a school­to­work class at Loogootee. The course work at school will consist of keeping a current logbook on intern activities plus a final professional report along with career and job activities and research. A maximum of four credits can be earned in this course during a student’s high school career. 150 hours of workplace and classroom activities are required for the two credits. Of 150 hours, 18­36 hours must be spent in classroom activities. COMMUNITY SERVICE (Formerly called Service Learning) (10­12) Pre: Students must be able to furnish their own transportation. _ 1 In this one semester class, students volunteer their talents to nonprofit agencies and businesses in the community. Students must agree to be at their volunteer site on time, spend the period in useful service, and return to school in time for their next class. Students will receive credit for this class but the final semester grade will be Pass/Fail. If students have a preference for a volunteer work site, it should be listed on the enrollment form when returned. SCHOOL AMBASSADOR (10­12) Pre: Approval of Principal No Credit _ 1 In this non­credit course, students will work in either the Junior or Senior High school office under the supervision of the secretary. Students may also work in the library. MASS MEDIA (9­12) Pre: Permission of instructor 2 This course provides the study of and practice in gathering and analyzing information, interviewing, and note taking for the purpose of writing, editing, publishing for print, and broadcast media, including student publications. This course includes instruction and practice in effective journalistic writing forms and techniques as well as layout, design, and typography. Representative examples of amateur and professional journalism are studied. The concept of responsible journalism also is discussed. Student publications will conform to an appropriate style guide, such as the Associated Press Stylebook and Libel Manual. Word processors and desktop publishing technology will be used to support the journalism curriculum. Student Publications offers practical training in publishing the school yearbook. Students plan, publish, market, and distribute their school publications. STUDY HALL (9­12) Pre: None _ No Credit _ 1 or 2 Students may choose a study hall for one semester or two. Those students who are below standard on the ISTEP will be assigned to a study hall for remediation if credits allow.

MUSIC ADVANCED CHORUS (9­12) Pre: Audition in spring semester 2 Advanced Chorus SC is a select group of talented singers who perform difficult concert and pop music using a show choir or dance format. They are expected to participate in after school commitments for performances at community events and will participate in the annual Madrigal Concert. Vocal technique, note reading, and musicianship are highly stressed. Activities in this class create the development of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Students develop the ability to understand and convey the composer’s intent in order to connect the performer with the audience. Mastery of basic choral technique must be evident. Areas of refinement include a cappella singing, sight­reading, and critical listening skills. Public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities that support and extend learning in the classroom. Costumes may be required and must be purchased by the students. Participation in all rehearsals and performances is a major factor in determining the student’s grade. BEGINNING CHORUS (9­12) Pre: at least a B­ average in JH Chorus or instructor permission 2 Beginning Chorus is open to both males and females in grades 9­12. This group performs both pop and concert style music. Vocal technique, note reading, and musicianship are stressed. Activities in this class create the development of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Students develop the ability to understand and convey the composer’s intent in order to connect the performer with the audience. Students must participate in performance opportunities (choral programs), outside of the school day, that support and extend learning in the classroom. Participation in performances and rehearsals is the major factor in determining the student’s grade. Choral robes are provided for concerts.

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INTERMEDIATE CONCERT BAND (9­12) Pre: Junior High Band or permission of the Band Director _ 2 Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including, but not limited to: tone production; technical skills; intonation; music reading skills; listening skills; analyzing music; and studying historically significant styles of literature. Experiences include, but are not limited to, improvising, conducting, playing by ear, and sight­reading. Students develop the ability to understand and convey the composer’s intent in order to connect the performer with the audience. Students also have opportunities to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students are required to participate in performance opportunities (the Christmas Parade, Pep Band, graduation ceremonies, and all other scheduled concerts) outside of the school day that support and extend learning in the classroom. In addition, students perform with expression and technical accuracy, a large and varied repertoire of concert band literature that is developmentally appropriate. Evaluation of music and music performances is included. This course is for all band members in grades 9­12. TECHNICAL THEATRE (9­12) Pre: None 1 Students enrolled in Technical Theatre will actively engage in the process of designing, building, managing, and implementing the technical aspects of a production. These activities should incorporate elements of theatre history, culture, analysis, response, creative process and integrated studies. In the area of: • theatre history students explore the evolution of stage technology and its impact on contemporary theatre.

• analysis and response students develop and apply criteria to make informed judgments about technical production choices and reflect on the appropriateness and usefulness of those choices. • the creative process students design and implement the elements of a theatrical environment including scenic design, lighting, costuming, makeup, sound, and stage and house management. • integrated studies students begin to make connections between technical theatre skills and skills required by other professions such as construction, business, project management, interior design and advertising. Students understand the ways technical theatre relies on knowledge of other disciplines, such as language arts, mathematics, social studies, science and technology. They also understand the ways technical theatre incorporates all the arts.

Additionally, students explore career opportunities in the theatre, attend and critique theatrical productions and recognize the responsibilities and the importance of individual theatre patrons in their community.

SCIENCE ANATOMY & PHYSIOLOGY, ADV SCI COLLEGE CREDIT (11­12) Pre Chemistry 2 Advanced Science, College Credit is a title that covers (1) any science course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school, or (2) any other postsecondary science course offered for dual credit under the provisions of 511 IAC 6­‐10.

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. Introduces students to the cell, which is the basic structural and functional united 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. Fulfills a Core 40 Science course requirement for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas or counts as an Elective or Directed Elective for any diploma

AP PHYSICS (12) Pre: Physics 2 AP Physics is a course that provides students with the content established by the College Board. Topics and their relative emphasis include: (1) Newtonian Mechanics (35%); (2) Fluid Mechanics and Thermal Physics (15%); (3) Electricity and Magnetism (25%); (4) Waves and Optics (15%); and (5) Atomic and Nuclear Physics (10%).

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Advanced Life Science Foods Pre: Biology 1 and Chemistry 1 2 FOODS is a standards­based, interdisciplinary science course that integrates biology, chemistry, and microbiology in the context of foods and the food industry. Students enrolled in this course formulate, design, and carry out food­base laboratory and field investigations as an essential course component. Students understand how biology, chemistry, and physics principles apply to the composition of foods, the nutrition of foods, food and food product development, food processing, food safety and sanitation, food packaging, and food storage. Students completing this course will be able to apply the principles of scientific inquiry to solve problems related to biology, physics, and chemistry in the context of highly advanced industry applications of food. BIOLOGY I (9­10) Pre: None _ 2 Biology I provides, through regular laboratory and field investigations, a study of the structures and functions of living organisms and their interactions with their environment. At a minimum, this study explores the functions and processes of cells, tissues, organs, and systems within various species of living organisms and the roles and interdependencies of organisms within populations, communities, ecosystems, and the biosphere. Students have opportunities to gain an understanding of the history of the development of biological knowledge, to explore the uses of biology in various careers, and to cope with biological questions and problems related to personal needs and social issues. All freshmen should enroll in Biology I unless told otherwise by the counselor. This course meets the Core 40/Academic Honors Diploma science requirements. BIOLOLGY II,ADV SCIENCE COLLEGE CREDIT (11­12) Pre: Biology, and Integrated Chem/Physical Sci or Chem 2 Advanced Science, College Credit is a title that covers (1) any science course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school, or (2) any other postsecondary science course offered for dual credit under the provisions of 511 IAC 6­‐10.

Biology II is an advanced laboratory, field, and literature investigations­based 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. Counts as life science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. CHEMISTRY I (10­12) Pre: Completion of Algebra I with at least a C­ average _ 2 Chemistry I allows students to synthesize useful models of the structure of matter and the mechanisms of its interactions through laboratory investigations of matter and its chemical reactions. Students have opportunities to: gain an understanding of the history of chemistry, explore the uses of chemistry in various careers, cope with chemical questions and problems related to personal needs and social issues, and learn and practice laboratory safety. This course meets the Core 40/Academic Honors Diploma science requirements. CHEMISTRY – COLLEGE CREDIT (11­12) Pre: Chemistry I with at least a C average _ 2 This course is the same as Vincennes University's 5 hour Chemistry SCM 105 course. Laws and principles of chemistry including stoichiometry, gas laws, atomic and molecular, structure, nomenclature and equation writing and balancing are covered. This is a weighted class when figuring grade point averages. This course meets the Core 40/Academic Honors Diploma science requirements. INTEGRATED CHEMISTRY/PHYSICS (10­12) Pre: Algebra I _ 2 Integrated Chemistry/Physics introduces the fundamental concepts of scientific inquiry, the structure of matter, chemical reactions, forces, motion, and the interactions between energy and matter. The course will serve students as a laboratory­based introduction to possible future course work in chemistry or physics while ensuring a mastery of the basics of each discipline. The ultimate goal of the course is to produce scientifically literate citizens capable of using their knowledge of physical science to solve real­world problems and to make personal, social, and ethical decisions that have consequences beyond the classroom walls. This course meets the Core 40/Academic Honors Diploma science requirements, but if taken, should be completed before any chemistry, physics, or Advanced Environmental Science class. It is not recommended for any student who has completed either chemistry or physics. LIFE SCIENCE (9­11) Pre: None _ _ 1 Life Science is a basic biology course designed to provide students with the opportunity to perform laboratory and field investigations of those biological concepts and principles which affect their well­being as well as that of their community and other living organisms in their environment. This course develops those problem­resolution skills and strategies that students will need to be effective citizens, consumers, and workers in a scientific and technological society. This course does not meet the Core 40 or Academic Honors Diploma science requirements. Students may take this course for one semester and Physical Science for one semester.

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PHYSICAL SCIENCE (9­11) Pre: None 1 Physical Science is a course in which students develop problem solving skills and strategies while performing laboratory and field investigations of fundamental chemical, physical, and related earth and space science concepts and principles that are related to students’ interests and that address everyday problems. Students enrolled in Physical Science will explore the structure and properties of matter, the nature of energy and its role in chemical reactions, and the physical and chemical laws that govern earth’s interconnected systems and forces of nature. This course does not meet the Core 40 or Academic Honors Diploma Science requirements. Students may take this course for one semester and Life Science for one semester. PHYSICS I, (11­12) Pre: Completion of Algebra I and Algebra II _ 2 Advanced Science, College Credit is a title that covers (1) any science course offered for credit by an accredited post­secondary institution through an adjunct agreement with a secondary school, or (2) any other post­secondary science course offered for dual credit under the provisions of 511 IAC 6­‐10. Physics I is a laboratory­based course in which students synthesize the fundamental concepts and principles related to matter and energy, including mechanics, wave motion, heat, light, electricity, magnetism, atomic and subatomic physics. Through regular laboratory study using such quantities as velocity, acceleration, force, energy, momentum, and charge, students (1) examine the nature and scope of physics, including its relationship to other sciences and its ability to describe phenomena using physical laws, (2) describe the history of physics and its role in the birth of technology, (3) explore the uses of its models, theories, and laws in various careers, and (4) investigate physics questions and problems related to personal needs and societal issues. This course is required for some engineering schools, especially Rose­Hulman. College credit is offered through Oakland City University.

SOCIAL STUDIES

ECONOMICS (12) Pre: None _ 1 THIS COURSE IS REQUIRED OF ALL SENIORS ALONG WITH US GOVERNMENT. Economics includes a study of the allocation of scarce resources and their alternative uses for satisfying human wants. This course examines basic models of decision making at various levels and in different areas including: decisions made as a consumer, producer, saver, investor, and voter; business decisions to maximize profits; and public policy decisions in specific markets dealing with output and prices in the national economy. This course is required for graduation and college credit through Vincennes University Jasper is offered in this class. PSYCHOLOGY (11­12) Pre: None _1 Psychology is the scientific study of mental processes and behavior. The Standards have been divided into six content areas. These areas include: Scientific Methods, Developmental, Cognitive, Personality, Assessment and Mental Health, and Socio­cultural and Biological Bases of Behavior. In the Scientific Methods area, research methods and ethical considerations are discussed. Developmental psychology takes a life span approach to physical, cognitive, language, and emotional, social, and moral development. Cognitive aspects of psychology focuses on learning, memory, information processing, and language. Personality, Assessment, and Mental Health topics include psychological disorders, treatment, personality, and assessment. Socio­cultural dimensions of behavior deal with topics such as conformity, obedience, perceptions, attitudes, and the influence of the group on the individual. The Biological Bases focuses on the way the brain and nervous system functions, including topics such as sensation, perception, motivation, and emotion. College credit through Vincennes University Jasper is offered in this class. SOCIOLOGY (11­12) Pre: None _ 1 Sociology provides opportunities for students to study group behavior and basic human institutions. Broad areas of content include the study of institutions found in all societies and could involve: the family, religion, community organizations, political and social groups, and leisure time organizations. Moral values, traditions, folkways, the mobility of people, and other factors in society that influence group behavior is also included in the study of Sociology. UNITED STATES GOVERNMENT (12) Pre: None _1

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THIS COURSE IS REQUIRED OF ALL SENIORS ALONG WITH ECONOMICS. United States Government provides a framework for understanding the nature and importance of responsible civic participation and for learning the rights and responsibilities of individuals in a constitutional democracy. The course enables students to explore the historic origins and evolution of political philosophies into contemporary political and legal systems. Constitutional structure and the processes of the legislative, executive, and judicial branches of the national, state, and local levels of government are examined. Students learn to draw conclusions about the impact and interrelationships of history, geography, and economics upon our system of government. They also learn to demonstrate an understanding of the governmental structures of the United States and other political systems, as well as the relationship of American government to world affairs. Students learn to analyze the roles of individuals and groups in the political process by identifying and analyzing political issues. They also learn to access data from primary and secondary resources and use current technology to access relevant source materials as a tool for producing documents in support of learning projects. Students have opportunities to take, defend, and evaluate positions on current issues that impact political decision­making. They understand their ability to influence policies and decisions as individuals and in groups. Related learning experiences in the school and community enable students to learn how to participate effectively in the political process. The study of United States government also offers students opportunities to develop knowledge, inquiry skills, and the means to preserve and improve our constitutional democracy. UNITED STATES HISTORY (11) Pre: None _ THIS COURSE IS REQUIRED OF ALL JUNIORS. _ 2 United States History emphasizes national development in the late 19th and the 20th centuries and builds upon concepts developed in previous studies of American history. Students in this course also identify and review significant events, figures, and movements in the early development of the nation. After providing such a review, the course gives major emphasis to the interaction of historical events and geographic, social, and economic influences on national development in the late 19th and 20th centuries. Students demonstrate the ability to trace and analyze chronological periods and examine the relationships of significant themes and concepts from America’s past as they relate to life in Indiana and the United States today. Students will be able to sequence historical events, examine cause and effect, identify different perspectives, and relate historical situations to current issues. Opportunities are given to develop inquiry skills by gathering and organizing information from primary source material and a variety of historical and contemporary sources, accounts, and documents. Investigation of themes and issues include analysis of the importance of cultural pluralism and diversity of opinion in American society. Students learn and are given opportunities to exercise their skills as citizens in a democratic society by engaging in problem solving and civic decision making in the classroom, school, and community settings. UNITED STATES HISTORY, ADVANCED PLACEMENT 2 Pre: B or better in World History or Geography United States History, Advanced Placement is a course based on the content established by the College Board. The course has a chronological frame from 1492 to the present and focuses on multiple causation and change in United States history over time. A variety of historical themes are examined in order to place the history of the United States into larger analytical contexts. Students are expected to analyze and interpret primary sources and develop awareness of multiple interpretations of historical issues in secondary sources. Historical events and issues in U.S. history are to be examined from multiple perspectives.

• Recommended Grade Level: Grades 11 or 12 • Recommended Prerequisites: None • Credits: A 1 or 2 credit course, 1 credit per semester

Fulfills the US History requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas or counts as an Elective for any diploma

GEOGRAPHY and HISTORY OF THE WORLD (9­12) Pre: None _ 2 World Geography provides an opportunity to study the interaction of humans and their environments in a world setting. Students study global patterns of physical (natural) and cultural (human) characteristics, including earth/sun relationships, atmospheric and oceanic circulation, landforms, climate, vegetation, population, economic activity, political structures, culture, cultural diffusion, and international and inter­regional links. They use maps, graphs, and technology, such as geographic information systems (GIS) to establish spatial relationships: the interaction of two or more physical and cultural characteristics within a designated place, area, or region. Historical trends and events provide a context for understanding cultural change. Countries and regions selected for study include examples from each continent. Students are expected to apply knowledge of geographic concepts to research, inquiry, and participatory processes. Geographic concepts that guide the course follow the Five Themes of Geography and the Six Basic Elements of the National Geography Standards. The Five Themes of Geography are Location, The Characteristics of Place, Human/Environment Interaction, Movement between Places and Regions. The Six Elements of the National Geography Standards are: (1) The World in Spatial Terms, (2) Places and Regions, (3) Physical Systems, (4) Human Systems, (5) Environment and Society, and (6) The Uses of Geography.

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WORLD HISTORY AND CIVILIZATION (9­12) Pre: None _ 2 World History and Civilization provides for a study of selected world cultures, past and present. The content of this course provides a basis for students to compare and analyze patterns of culture, emphasizing both the diversity and commonality of human experience and behavior. This course emphasizes the interaction of local cultures with the natural environment, as well as the connections among civilizations from earliest times to the present. This course is designed to focus on: prehistory, early world civilizations, including the rise of civilizations of the Middle East, Africa, and Asia; the classical civilizations of Europe, Asia, Africa, and Latin America; and the development of modern societies. This course also traces important themes in human history and is designed to focus on a comparative study of two or more selected societies.

TECHNOLOGY COMPUTER INTEGRATED MANUFACTURING (Robotics) PLTW Pre: IED & POE 2 Computer Integrated Manufacturing is a course that applies principles of rapid prototyping, robotics, and automation. This course builds upon the computer solid modeling skills developed in Introduction of Engineering Design. Students will use computer controlled rapid prototyping and CNC equipment to solve problems by constructing actual models of their three­‐dimensional designs. Students will also be introduced to the fundamentals of robotics and how this equipment is used in an automated manufacturing environment. Students will evaluate their design solutions using various techniques of analysis and make appropriate modifications before producing their prototypes. INTRODUCTION TO ENGINEERING DESIGN PLTW (9­12) Pre: none 2 Students use a problem­solving model to improve existing products and invent new ones. They learn how to apply this model to solve problems in and out of the classroom. Using sophisticated two and three­dimensional modeling software, students communicate the details of the products. Emphasis is placed on analyzing potential solutions and communicating ideas to others. This course provides 21st century Pre­engineering and Technical Students an opportunity to explore the world of product design and development through a carefully orchestrated series of problem solving and hands on lab activities. The labs and exercises are designed capture the interest and engage potential engineering and technical students through a comprehensive series of assignments that emphasize both group and individual work to solve engineering problems. Project Lead the Way is a very high priority program for the Indiana Department of Workforce Development which see these classes as a means to build the engineering and technical base of Indiana’s future workforce. Sample Activity Objective: Demonstrate the ability to generate a three­dimensional Solid CAD model. Activity: Using the computer and a parametric modeling program, students design and create a unique model of a toy train while applying the following functions: extrude, revolve, pattern, shell, and others. PRINCIPLES OF ENGEERING PLTW (9­12) Pre: Intro to Engineering Design _ _ _ 2 This course explores the wide variety of careers in engineering and technology and covers various technology systems and manufacturing processes. Using activities, projects, and problems, students learn first hand how engineers and technicians use math, science, and technology in an engineering problem­solving process to benefit people. Sample Problem Objectives: Students will apply concepts of mechanical, electrical, and control systems in a design problem. Problem: Acting as engineers, student partners are asked to design an automated separation system that simulates the separation process used in an industrial recycling plant. The system the team designs must include the following sub­systems: Hopper System, Transport System, Sensing System, Bin System, and Computer Program. HIRE TECHNOLOGY COURSES INTRODCTION TO ADV. MANUFACTURING (9­12) 1 Introduction to Manufacturing is a course that specializes in how people use modern manufacturing systems with an introduction to manufacturing technology and its relationship to society, individuals, and the environment. An understanding of manufacturing provides a background toward developing engineering & technological literacy. This understanding is developed through the study of the two major technologies, material processing and management technology, used by all manufacturing enterprises. Students

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will 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 will investigate the properties of engineered materials such as: metallics; polymers; ceramics; and composites. After gaining a working knowledge of these materials, students will study six major types of material processes: casting and molding; forming; separating; conditioning; finishing; and assembling.

MANUFACTURING AND lOGISTINGS (9­12) Pre: C or better in Intro To Adv Manufacturing 1 Introduction to Advanced Manufacturing and Logistics is a course that specializes in how people use modern manufacturing systems with an introduction to advanced manufacturing and logistics 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 such as: metallics; polymers; ceramics; and composites. Students study six major types of material processes: casting and molding; forming; separating; conditioning; finishing; and assembling. After gaining a working knowledge of these materials, Students are introduce 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, operation skills, inventory principles, MSDS’s, chart and graph reading and MSSC 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.

INTRODUCTION TO MECHANICAL AND CAD DRAWING (9­12) Pre: none _ 2 This is a foundation course designed to provide an introduction to Drafting /Design skills using Traditional and CADMedia. Students enrolling in this course will study with the goal of mastery of introductory engineering concepts and practices of technical drawing. Topics include lettering, use and care of instruments, applied geometry, sketching, multiview projection, 2D and 3D drawing, dimensioning, and sectional views. The second semester of this course continues to build Drafting/Design skills with the introduction of AutoCAD, the most widely used CAD software in the world. AutoCAD is used almost exclusively by local industries and contract manufacturing facilities in the Loogootee area. The second semester is the 1st CAD Class CAD topics for the second semester include use of 2D drawing commands, coordinate systems, editing commands, paper and model space, inquiry commands, developing layers, plotting, the application of text, assembly drawing and basic dimensioning with AutoCAD. This course is an expanded version of what we have traditionally done with our drawing board classes. The class will be of significant value to students interested in Mechanical and Industrial Engineering Drafting/ Design, Interior Design and Surveying as possible future careers. College credit through Vincennes University is available for this class. 2nd CAD Class­Two semester duration DESIGN PROCESSES CAD II (10­12) Pre: Intro to Mechanical/CAD Drawing 2 Design Processes is a specialized course that incorporates some of the most powerful 3D Engineering Design CAD software available. This course focuses on skill development using Pro­Engineer and Solid Edge software to solve problems and develop viable solutions by means of assigned engineering problems. Emphasis will include the development and assembly of components using both Pro­Engineer and Solid Edge software. Full color rendering and animation of assembled models will also be presented and developed. The use of part libraries and imported components will also be covered. Reverse Engineering for component improvement will further be a priority. The skill set developed by the serious student during this class will serve him or her for their entire engineering or technical career. I am not aware of any high school in Indiana other than Loogootee that offers experiences with this caliber of software. This class is for the most serious engineering and technical students only. 3rd CAD Class­Two semester duration COMPUTER DESIGN AND PRODUCTION SYSTEMS CAD III (11­12) Pre: Design Processes 2 This capstone course for Pre­engineering and Technical Career Majors focuses on using 2D and 3d CAD systems and software to draw, test and analyze products that can be machined on the HAAS Computer Numerical Control (CNC) machine. Mastercam software is instructed and becomes the primary tool used to draw components and create tool paths in this class. The satisfactory completion of assignments involving the interface between CAD, CNC provide the initial components of Computer Integrated

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Manufacturing (CIM) and constitute the main thrust of the class. This class is the last class of our CAD/ Automation series. Only serious students should enroll in this course due to the complexity of the work required. CONSTRUCTION SYSTEMS I Semester 1(formerly: Woods) (9­12) _ 1 Construction technology involves using resources efficiently to produce a structure on a site. Construction projects include building and heavy engineering projects. In this course, students will explore the application of tools, materials, and energy in designing, producing, using, and assessing constructed works. Classroom activities introduce students to techniques used n applying technology to the production of residential, commercial, and industrial buildings in addition to a variety of civil structures. Opportunities should be provided for students to learn how ideas are converted into projects and how projects are managed during construction. CONSTRUCTION PROCESSES I (10­12) (formerly Woods) Semester II Pre: Construction Systems I 1 CONSTRUCTION PROCESSES II semester course (possible college credit) Pre: Construction Processes I 1 This course was designed to help students understand how technology was used to produce our constructed environment. Buildings provide physical conditions people want and need for themselves, their activities, and their things. Structures in our environment include residential, commercial, institutional, and industrial buildings in addition to special purpose facilities built for displays, sports contests, and transportation terminals. Students will study construction topics such as preparing the site, doing earthwork, setting footings ands foundations, building the superstructure, enclosing the structure, installing systems, finishing the structure, and completing the site. Students will also investigate buying and maintaining a structure. MANUFACTURING SYSTEMS (Formerly Metals) (9­12) Pre: None _ 1 An understanding of manufacturing provides a base for technological literacy competence. This understanding is developed through the study of the two major technologies, material processing and management technology, used by all manufacturing enterprises. In this course students work with the different metal­working machines, and also learn forging, foundry, gas, arc, and MIG welding. Students have the opportunity to creatively design, plan, and carry through a project. Each student taking this course must pass the following tests: arc welding, cutting, gas welding, and MIG welding. Emphasis is placed on the metalworking section of Industrial Manufacturing. Students can accumulate only one credit in Manufacturing Systems during their high school career.

VOCATIONAL COURSES

Loogootee Jr/Sr High is part of the Twin Rivers Vocational Area. This cooperative was created to help meet the needs of juniors and seniors wanting direct vocational training while in school. Students wanting to enroll in any of these courses will have to find transportation to neighboring schools and the students and parents should consider the costs of such transportation. Also, it should be noted that: 1) students attending neighboring schools must abide by their rules and regulations, and 2) parents will sign a contract guaranteeing enrollment or else pay the cost of attendance. ARCHITECTURAL DRAFTING (12) Pre: None _ _ 8 (6 credits) Classes simulate the procedures and methods of an architectural office: working drawings are prepared both on the board (manually) and on the computer (CAD), and presentation drawings are prepared for marketing purposes. AUTO SERVICE TECH (11­12) Pre: None _ 8 (6 credits) The class meets during three periods per day (1/2 day) which allows each student to earn six credits per year. The Automotive Service Tech program will provide basic automotive service skill development that can lead to entry­level jobs in dealerships, independent shops, parts stores or specialty shops, such as brakes, tires or exhaust shops. College credit can be earned while students are in the program at no additional cost. The student will have active participation in life skill classes, including employability skills, personal growth and leadership skills. In addition, communication skills, career exploration and assistance in making informed choices in reference to post­secondary career/education plans are a component of the course. STUDENTS ARE REQUIRED: To dress appropriately and to pay a fee for textbook rental and supplies. AVIATION FLIGHT (11­12) Pre: Age Requirement _ _ 8 (4 credits) This program offers the ground school and flight instruction for writing the Federal Aviation Administration’s commercial aviation flight test with instrument rating. Some individuals may be denied entry into the program because of their size and/or weight. Students must take the math test at VU for admission. Students must be 17 by May of the year of enrollment.

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BUILDING TRADES (11­12) Pre: None _ 8 (6 credits) The Building Trades Program will provide basic skill development in all phases of residential home building. The students’ project consists of the completion of a private home during the school year. Activities include, but not limited to foundation, floors, walls, ceiling, roofing, interior and exterior trim, plumbing, dry waling, insulation, wiring, HVAC, and painting. The student will have active participation in life skill classes, including employability skills, personal growth and leadership skills. In addition, communication skills, career exploration and assistance in making informed choices in reference to post­secondary career/education plans are a component of the course. STUDENTS ARE REQUIRED: 1) to work outside at various times during the construction of the house and should dress appropriately, and 2) to pay a fee for textbook rental and small hand tools which become the property of the student upon completion of the program. COLLISION REPAIR (12) Pre: None 8 (6 credits) Students will be prepared for positions in body shops. Training includes panel replacement and repair, frame and unibody straightening, refinishing and estimating. This class is offered at Vincennes University. COMPUTER INTEGRATED MANUFACTURING (C.I.M.) (12) Pre: None _ 8 (6 credits) A variety of experience in electrical controls, electronics, robotics, industrial computers. Students will be able to work in industry with industrial machines and automated equipment. This class is offered at Vincennes University. COSMETOLOGY (11­12) Pre: None _ _ 8 (8 credits) The Cosmetology class is a two­year program for juniors and seniors designed to give instruction and experience in the area of beauty culture. The class meets for four hours per day and some Saturdays at Vincennes. Summer classes are required. Students will receive four credits per semester in this program. Upon completion of the two­year program, or 1500 hours of instruction, the student will be ready to take the State Board Exams. STUDENTS ARE REQUIRED: 1) to wear white washable uniforms, including white shoes, and 2) to pay a fee of $75.00. Seniors may enroll in Cosmetology but cannot be licensed beauticians upon graduation from high school. ELECTRONICS (12) Pre: None 8 (6 credits) Students are prepared in the foundations of electronics technology, circuit analysis, digital electronics, linear electronics, and cabling. Extensive hands­on activities. This class is offered at Vincennes University. FIRE SCIENCE (11­12) Pre: None 6 (4 credits) Prepares a student for entry level position if fire science and related areas. Fire Fighter 1 & 2 certificates and EMT certification are possible. This class is offered at Vincennes University. HEALTH CAREERS (11­12) Pre: None 8 (6 credits) The Health Careers program provides students with current health care education and basic patient care skills necessary to meet the needs of the health care industry. The students will learn basic medical terminology, human anatomy & physiology, diseases/disorders related to the human body systems. The student will acquire basic entry­level skills necessary for functioning in the health care industry or for continuing his/her education in health careers. In addition, communication skills, medical career exploration, life skills and employability skills are taught. The program utilizes many health care facilities in the community as extended laboratories and job shadowing sites as an adjunct to the traditional classroom. The program is structured to help prepare students for a smooth transition into college or the job. Students can take this course either junior or senior year, not both. HOSPITALITY/CULINARY ARTS (12) Pre: None 8 (6 credits) The Culinary Arts vocational program is devoted to the development of the technical and management skills necessary to meet the food preparation needs of the hospitality industry. The curriculum combines both the practical (hands­on) and the theoretical (classroom) aspects of food preparation with an emphasis on the technical skills required for all occupations that include aspects of food preparation. The student will be introduced to management concepts with an active participation in quantity food purchasing as well as customer service. In addition the student will receive their Servesafe sanitation certificate upon successful completion of the National Restaurant Association Educational foundation’s sanitation exam. This class is offered at Vincennes University. INDUSTRIAL DRAFTING/CAD (12) Pre: None 8 (6 credits) Students will receive extensive training in both manual drafting and Computer Aided Drafting (CAD) which will enable them to create detail and assembly drawings using industry standards. This is approximately 25% of the courses needed to receive an AAS degree from Vincennes University in the Drafting and Design/CAD Program. MANUFACTURING TECHNOLOGY (12) Pre: None 8 (6 credits)

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The Manufacturing Program is devoted to the development of the skills necessary for the installation, operation, and maintenance of industrial equipment and systems. Laboratory applications of classroom studies allows each student to use the tools and instruments associated with the practice of the industrial technology specialty including volt­ohm meters, leak detectors, sonic diagnostic tools and materials are integrated into each course in the curriculum. Students will gain skills for employment in general machine shops, tool & die shops and large industrial tool rooms. This class is offered at Vincennes University. PRINTING (12) Pre: None 8 (6 credits) Assist in developing skills in the graphic area. Courses include: Principles of Layout, Flexography, Presswork, Offset Presswork, and Computer /aided Publishing. SURVEYING (12) Pre: None 8 (6 credits) Surveyors establish land and water boundaries, write legal description for deeds and leases, lay out construction and mineral sites, and collect information for the mapping and design of subdivisions, roads, power lines, and industrial sites. A majority of the time is spent outdoors, but surveyors also spend a considerable amount of time performing office duties such as planning surveys, preparing reports, computations, and computer­aided design. WELDING (12) Pre: None 8 (6 credits) Prepares students to work in the field of welding with emphasis on AWS certification. Students trained on Oxygen acetylene, shielded metal arc, gas metal arc, and gas tungsten arc welding, plasma arc cutting.

WORLD LANGUAGE Taking foreign language classes in high school helps a student prepare for college as well as our increasingly global and diverse world. Many colleges require students to take three to four semesters of foreign language, and some even require foreign language for admission. Besides completing requirements for the Academic Honors Diploma (2 years each of 2 foreign languages OR 3 years of 1 foreign language), students can take placement tests at college and earn college credit for the work they do in high school. NOTE: The following Purdue schools or programs will require four semesters of foreign language for admission consideration: School of Education School of Liberal Arts School of Science Schools of Engineering School of Management Undergraduate Studies Program School of Health Sciences Pre­Pharmacy Agriculture

FRENCH I (9­12) Pre: None _ _ 2 French I provides instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students learn to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures. Within the context, the course provides students with opportunities to: 1) respond to and give oral directions and commands and to make routine requests in the classroom and in public places; 2) understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events; 3) ask and answer simple questions and participate in brief guided conversations related to their needs and interests; 4) read isolated words and phrases in a situational context, such as menus, signs and schedules; 5) comprehend brief written directions and information; 6) read short narrative texts on simple topics; and 7) write familiar words and phrases in appropriate contexts and respond in writing to various stimuli. FRENCH II (10­12) Pre: French I _ 2 French II enables students to participate in classroom and extracurricular activities related to the French language as well as to participate in conversations dealing with daily activities and personal interests. Students are able to: 1) ask questions regarding routine activities; 2) participate in conversations on a variety of topics; 3) relate a simple narrative about a personal experience or event; 4) interact in a variety of situations to meet personal needs such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life; 5) understand main ideas and facts from simple texts over familiar topics; 6) read aloud with appropriate intonation and pronunciation; and 7) write briefly in response to given situations, for example postcards, personal notes, phone messages, and directions, as well as write letters using culturally appropriate format and style. FRENCH III (11­12) Pre: French I and II _ 2

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French III provides instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of the French­speaking people. Students are willing to initiate and participate in discussions concerning these cultures. In addition, students are able to: 1) respond to factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases; 2) read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines and cartoons and personal correspondence; 3) read short literary selections of poetry, plays, and short stories; 4) complete authentic forms and documents and take notes that require familiar vocabulary and structures; 5) write paraphrases, summaries, and brief compositions; 6) describe different aspects of the culture, using French where appropriate, including: (a) major historical events, (b) political structures, (c) value systems, (d) visual arts, (e) architecture, (f) literature, and (g) music; and 7) seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries. FRENCH IV (12) Pre: French I, II, III _ 1 or 2 French IV enables students to participate in classroom and extra­curricular activities related to the French language, such as presentations to the student body and to parent groups and taking leadership roles in language clubs. Students are willing to participate in conversations with native and advanced non­native speakers, either in their community or in the school. This course also enables students to: 1) respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments; 2) give presentations on cultural topics including: (a) traditions, (b) historical and contemporary events, and (c) major historical and artistic figures; 3) paraphrase or restate what someone else has said; 4) read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read; 5) write well­organized compositions on a given topic; and 6) begin using French creatively in writing simple poetry and prose. Students who choose to receive college credit in this class can earn up to sixteen credits. Vincennes University FR 201 can be earned for first semester and FR 203 for second semester. Students are also: aware of the relationship between various art forms in at least one major historical period; aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken; able to adjust speech appropriate to the situation and audience; and able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, and using public transportation. SPANISH I (9­12) Pre: None _ _ 2 Spanish I provides instruction­enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students learn to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures. Within the context, the course provides students with opportunities to: 1) respond to and give oral directions and commands and to make routine requests in the classroom and in public places; 2) understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events; 3) ask and answer simple questions and participate in brief guided conversations related to their needs and interests; 4) read isolated words and phrases in a situational context, such as menus, signs and schedules; 5) comprehend brief written directions and information; 6) read short narrative texts on simple topics; and 7) write familiar words and phrases in appropriate contexts and respond in writing to various stimuli. SPANISH II (10­12) Pre: Spanish I _ 2 Spanish II enables students to participate in classroom and extracurricular activities related to the Spanish language as well as to participate in conversations dealing with daily activities and personal interests. Students are able to: 1) ask questions regarding routine activities; 2) participate in conversations on a variety of topics; 3) relate a simple narrative about a personal experience or event; 4) interact in a variety of situations to meet personal needs such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life; 5) understand main ideas and facts from simple texts over familiar topics; 6) read aloud with appropriate intonation and pronunciation; and 7) write briefly in response to given situations, for example postcards, personal notes, phone messages, and directions, as well as write letters using culturally appropriate format and style. SPANISH III (11­12) Pre: Spanish I and II _ 2 Spanish III provides instruction­enabling students to understand and appreciate other cultures by comparing social behaviors and values of the Spanish­speaking people. Students are willing to initiate and participate in discussions concerning these cultures. In addition, students are able to: 1) respond to factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases; 2) read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines and cartoons and personal correspondence; 3) read short literary selections of poetry, plays, and short stories; 4) complete authentic forms and documents and take notes that require familiar vocabulary and structures; 5) write paraphrases, summaries, and brief compositions; 6) describe different aspects of the culture, using French where appropriate, including: (a) major historical events, (b) political structures, (c) value systems, (d) visual arts, (e) architecture, (f) literature, and (g) music; and 7) seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries.

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SPANISH IV (12) Pre: Spanish I, II, and III _ 1 or2 Spanish IV enables students to participate in classroom and extra­curricular activities related to the Spanish language, such as presentations to the student body and to parent groups and taking leadership roles in language clubs. Students are willing to participate in conversations with native and advanced non­native speakers, either in their community or in the school. This course also enables students to: 1) respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments; 2) give presentations on cultural topics including: (a) traditions, (b) historical and contemporary events, and (c) major historical and artistic figures; 3) paraphrase or restate what someone else has said; 4) read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read; 5) write well­organized compositions on a given topic; and 6) begin using Spanish creatively in writing simple poetry and prose. Students who choose to receive college credit in this class can earn up to sixteen credits. Vincennes University SPAN 201 can be earned for first semester and SPAN 203 for second semester. Students are also: aware of the relationship between various art forms in at least one major historical period; aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken; able to adjust speech appropriate to the situation and audience; and able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, and using public transportation.

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