LOWELL HIGH SCHOOL
2014-2015
Course Catalog
2051 E. Commercial Ave., Lowell, IN 46356
Phone: 219-696-7733
Guidance Department
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Christina Thomas, All 9 graders - ext. 1771
[email protected]
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Ted Delariva, A-G (10 -12 ) – ext. 1741
[email protected]
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Ginger Marinkovich, H-P (10 -12 ) – ext. 1740
[email protected]
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Connie Richie, R-Z (10 -12 ) – ext. 1742
[email protected]
Barb Benecki, secretary – ext. 1738
[email protected]
MISSION STATEMENT: The mission of Lowell High School is to provide a safe, nurturing learning
environment, which develops skillful citizens able to think critically, solve problems, and work
independently and cooperatively.
NEW TECH AND LOWELL HIGH SCHOOL
Lowell High School is proud to be a New Tech School. We collaborate with the New Tech Network to
facilitate instruction that engages, culture that empowers, and skills that equip our students for the
future through project-based learning.
“Project-based learning (PBL) is at the heart of our instructional approach. In PBL, learning is
contextual, creative, and shared. Students collaborate on meaningful projects that require critical
thinking, creativity, and communication in order for them to answer challenging questions or solve
complex problems. By making learning relevant to them in this way, students see a purpose for
mastering state-required skills and content concepts. Students aren’t just assessed on their
understanding of academic content, but on their ability to successfully apply that content when solving
authentic problems. Through this process, project based learning gives students the opportunity to
develop the real life skills required for success in today’s world. “
-New Tech Network
GRADUATION REQUIREMENTS
Students must earn 42 credits for a Core 40 Diploma and 47 credits for the Academic Honors Diploma
and Technical Honors Diploma. Also, all students must pass the Algebra I and English 10 End-ofCourse Assessments to qualify for a diploma. Students must meet all graduation requirements to
participate in graduation ceremonies. Beginning with the class of 2015, students are strongly
encouraged to complete 10 hours of community service during their freshman year and complete 40
total hours of community service during high school.
Students wishing to graduate within seven (7) semesters must have a minimum Core 40
diploma and report their intentions to their counselor for approval in the spring of their junior
year. Those students must show proof of acceptance to a college or technical school or
military enlistment. Also, any special graduation circumstances must be approved by the
superintendent.
HOMEWORK POLICIES
Homework is an integral component of education that deepens student learning and understanding.
Students will participate in homework that is meaningful, purposeful, and appropriate.
Reading is an essential foundational skill and a building block for all learning. Homework guidelines will
include nightly reading, including holidays and summer.
1. As a guideline, total homework assignments should have an estimated completion time of 3
hours or less per night, including reading, which may be part of assigned coursework. Longterm projects should be included in this timeframe.
2. Some elective classes such as, but not limited to, drama, speech, music, and honors and
Advanced Placement courses will require additional time.
3. Teachers will make every effort to coordinate homework, projects, assignments, and testing
schedules across the curriculum.
4. Long-term assignments should be limited in number and duration. Project-based assignments
should primarily be undertaken and completed in the classroom. Some portions of projects may
be assigned as homework; however, these tasks should not require group participation,
significant assistance from parents, or costly materials. Projects should include clear
checkpoints to monitor progress toward completion.
5. Independent reading is encouraged when students have no other assigned reading homework.
6. If weekend homework is deemed necessary, the amount should not exceed a regular day’s
assignment. Students are encouraged to use weekends for review, voluntary work, projects, or
completion of make-up assignments.
Students are responsible for:
1. Ensuring understanding of the homework and asking for clarification or help when needed;
2. Regularly completing homework in a timely manner;
3. Managing time by staying focused, on task, and planning effectively for long-term projects;
4. Bringing home all necessary materials;
5. Putting forth their best effort to produce quality work; and
6. Completing all required make-up work after absences.
Parents/Guardians are responsible for:
1.
2.
3.
4.
Being an advocate for their child, while encouraging the child to advocate for himself/herself;
Encouraging reading at all levels;
Providing an appropriate environment for homework to be done;
Providing a healthy balance between homework, extracurricular and co-curricular activities, and
family commitments; and
5. Contacting the teacher if their child is not consistently able to do homework by himself/herself
within time guidelines, or if challenges or questions arise.
Teachers are responsible for:
1. Sharing expectations for homework with students and parents early in the school year;
2. Encouraging a partnership with families and students that promotes timely communication and
supports families in the homework process;
3. Clearly communicating homework assignments on a daily basis
4. Designing homework assignments that clearly articulate their purpose and intended outcome;
5. Providing timely feedback to students;
6. Ensuring that homework is directly related to classroom instruction and consists of clear,
purposeful, and engaging activities;
7. Assigning homework that is appropriate and differentiated as needed;
8. Developing clear checkpoints to monitor student progress in long-term assignments and
projects.
9. Collaborating scheduling of homework, projects, and tests across teams and departments; and
10. Teaching the skills necessary for students to successfully complete the homework
independently.
PROGRESS REPORTS
Progress reports will be sent to parents/guardians through e-mail after the third week of any nine-week
period. If a parent or guardian does not have an e-mail account, progress reports can be picked up in
the school office or guidance office. Parents and guardians are also encouraged to contact teachers by
telephone during specific teacher preparation periods or by email. For either progress reports or to
establish telephone contact with a specific teacher, call the high school at 696-7733.
HARMONY/STUDENT INFORMATION
Harmony is the student information system used by all Tri-Creek schools. Parents are able to log into
Harmony to check student grades, homework assignments, attendance, discipline, and course fees.
Information on Harmony is “real time” which means that grades and assignments are available to
parents as soon as a staff member enters the information into the computer. Harmony also has e-mail
and text message capability so that parents can be informed of Harmony updates through various
modes of communication. Harmony is a very secure system and only registered users will be able to
access information for a student. Other information platforms are used by individual teachers (Echo,
Moodle, etc). Teachers will provide the platform information in their classrooms.
GRADING SCALE
Students receive grade points to determine grade point average from the following scale:
A
B
C
D
4 points
3 points
2 points
1 point
WEIGHTED GRADES
Lowell High School has adopted weighted grades. Weighted grades will be for scholarship purposes
only for classes of 2015 and 2016. Beginning with the class of 2017, weighted grades will apply for
GPA and all other purposes.
Course weighting will be:
Advanced Placement courses – 1.0 point
Dual credit or Honors courses – 0.5 point
Courses that are both dual credit and honors – 1.0 point
A grade of C is required to receive the weighted grade and no course will be weighted more than 1.0
point.
Lowell High School is transitioning to Laude Latin Model.
Beginning with class of 2015, LHS will add the distinction of Summa Cum Laude, Magna Cum Laude
and Cum Laude. The class of 2015 and 2016 will continue to have valedictorian and salutatorian, in
addition to the above model. The class of 2017 will use Laude Latin model only; no valedictorian and
salutatorian will be named.
Distinction
G.P.A.
Credits for 2015 & 2016
Credits for 2017
Summa Cum Laude
4.0 and above
47
55
Magna Cum Laude
3.85-3.99
47
51-54
Cum Laude
3.7-3.84
47
47-50
Distinctions will be based on weighted grades. Level of distinction will be on resume for classes of 2015
and 2016 and on transcript for class of 2017.
HONOR ROLL
Honor roll is calculated at the end of each 9 weeks. To achieve honor roll status, students must obtain
one of the following grade point averages in a 9 week period.
Superior Honors – 4.0
High Honors – 3.5
Honors – 3.0
SCHEDULE CHANGES
In the scheduling process, the guidance staff spends many hours working with students, assisting them
in making choices that are consistent with career and personal goals. The master schedule is
developed each year based upon students’ course selections. If a conflict occurs in the elective courses
you have selected, alternate course selections will be used. Once these choices are made and
approved by parents, we hold students to the choices they make. The guidance staff may make
changes ONLY under the following conditions:
1.
2.
3.
4.
5.
6.
Clerical Error: Those courses selected were wrongly scheduled.
Placement Error: The student is placed in a course above or below the ability level that can be
reasonably expected.
Balance: An unexpected change in section balance necessitates the moving of students to
create a better learning environment.
Teacher Referral: A teacher can make a referral to the guidance office to change classes for
academic reasons.
Students who drop a class after the first progress report will usually result in a grade of W/F.
Classes will not be changed based on a request for a different teacher.
***Students may only have one block in their schedule without direct instruction in a LHS certified
teacher-led course. This block can be used for the following:
Student aide
Credit recovery
Online courses (only those which are not offered as face-to-face classroom courses at LHS)
Study session – Only athletes, students involved in co-curricular or extra-curricular activities,
students who show proof of employment, or students with two or more honors
courses/AP are eligible for a study session.
ATHLETICS
ATHLETIC AND/OR EXTRA-CURRICULAR ELIGIBILITY
To be scholastically eligible to participate in athletics, students must have received passing grades at
the end of their last grading period in at least seventy percent (70 %) of the maximum number of fullcredit subjects (or the equivalent) that a student can take and must be currently enrolled in at least
seventy percent (70 %) of the maximum number of full-credit subjects (or the equivalent) that a student
can take. At LHS student athletes must be enrolled in and pass five classes whether taking
seven classes or six classes.
Max Classes
6
7
Must Pass
5
5
ACADEMIC ELIGIBILITY FOR COLLEGE ATHLETICS
If you intend to participate in Division I or II athletics as a college freshman, you must register and be
certified by the NCAA Eligibility Center. The web site to register is: www.eligibilitycenter.org. Students
must also register with NAIA Clearinghouse if they plan to participate in sports at the NAIA level. The
web site to register is: www.playnaia.org. Please contact the athletic office or the Guidance office for
more information.
ADVANCED PLACEMENT COURSES
These are college-level courses taught at the high school and the curriculum is approved by
Collegeboard. We currently offer the following AP courses.
English Language and Composition, English Literature and Composition
Spanish Language
Calculus AB
Chemistry, and Biology
Psychology, US History, Human Geography, Microeconomics, and World History
Music Theory
HONORS COURSES
English 9, Classical Literature/Composition, and American Literature/Advance Composition
Geometry, Algebra II, and Pre-Calculus/Trig
Biology, Chemistry
US History
Spanish II and Spanish III
ONLINE COURSES
Fully online courses are courses that are web-based and accessible from anywhere there is internet
access. All course content is provided through a learning management system and the instruction and
assignments are delivered electronically. Online courses require self-management and discipline.
•
•
•
Online classes are offered for students who cannot fit a course into their schedule.
Schedules will be rearranged to ensure a student will be seated with an instructor when at all
possible.
Students may NOT drop a class to enroll in the online
DUAL CREDIT OPPORTUNITIES
Dual credit courses are courses that are taken by high school students and can satisfy requirements for
earning both high school credit and college credit. Dual credit courses are taught by regular high school
faculty at LHS. Lowell High School offers several opportunities for students to receive dual credit. The
student must satisfy course requirements in order to earn the credit. Lowell High School has
articulation agreements with Purdue North Central, Ivy Tech Community College, and Vincennes
University.
Below is a comparison of AP versus dual credit courses.
Description
Credit
Teacher/Instructor
College/University Acceptance
Location
Cost
Benefits
AP
The AP Program (created by Collegeboard) allows
students to take college-level courses and exams, and to
earn college credit or placement while still in high school
College credit is given when students pass the AP exam.
Students seeking credit through their AP grades should
note that individual colleges and universities, not the
College Board or the AP Program, grant course credit and
placement.
Taught by certified teacher in area of AP curriculum
Accepted throughout the nation. Typically requires a score
of 3 (out of 5) or higher. Varies by college.
AP courses are taught at high school
Cost for AP exam
Potentially less college credits to pay for in college
College transcript is enhanced
Students experience college curriculum while still
having support in high school
Research supports the idea that students who
perform well in college classes while still in high
school are more likely to be succeed in college than
those who do not
Dual Credit
Dual Credit allows high school students to earn both
high school and college credit by completing courses at
their high school or on a college campus.
Credit is awarded when the student passes the course.
Normally a C is required to receive dual credit
Taught by college instructors and/or high school
teachers.
Accepted at many colleges and universities. Normally
requires C or better for transferability.
Dual Credit courses can be taught at the high school or
college campus.
Cost is determined by the college
Potentially less college credits to pay for in college
College transcript is enhanced
Students experience college curriculum while still
having support in high school
Research supports the idea that students who
perform well in college classes while still in high
school are more likely to be succeed in college than
those who do not
Lowell High School Dual Credit Courses
Course
Cr
College
Cost
College Course
1056 AP Eng Lang & Comp
3
Ivy Tech Northwest
None
ENGL111
1058 AP Eng Lit & Comp
3
Ivy Tech Northwest
None
ENGL 206
1542 Honors US History
3
Ivy Tech Northwest
None
HIST 101
2124 Spanish III/H
4-8
Ivy Tech Northwest
None
SPAN 101, 102
2024 French III/H
4-8
Ivy Tech Northwest
None
FRE 101, 102
2564 Pre-Calculus Honors
3
Ivy Tech Northwest
None
MATH 137
2562 Calculus AB, AP
3
Ivy Tech Northwest
None
MATH 211
5510 Auto I
1-7
Ivy Tech Northwest
None
AUTC 100, 107, 127
5546 Auto II
3-9
Ivy Tech Northwest
None
AUTC109, 113, 122
4812 Intro to Engineering
3
Ivy Tech Northwest
None
DESN102
4814 Princ of Engineering
3
Ivy Tech Northwest
None
DESN 104
4560 Business Law & Ethics
3
Ivy Tech Northwest
None
BUSN 102 Business Law
5914 Prin of Marketing
3
Ivy Tech Northwest
None
MKTG 101 Principles of Marketing
4562 Prin of Bus Mgt
3
Ivy Tech Northwest
None
BUSN 101 Intro to Business
5966 Entr & New Ventures
3
Ivy Tech Northwest
None
ENTR 101 The Entr & the Enterprise
5601 Supply Chain Mgnt
&Logistics
3
Ivy Tech Northwest
None
LOGM 127 Intro to Logistics
5132 Horticulture
3
Ivy Tech Lafayette
None
AGRI 116 Survey of Horticulture
5180 Natural Resource
3
Ivy Tech Lafayette
None
AGRI 115 Natural Resources Mgt
5136 Landscape Mngnt
3
Ivy Tech Northeast
None
LAND 103 Landscape Management I
5822 Criminal Justice I
3-6
Ivy Tech Northwest
None
CRIM 101, 105
5824 Criminal Justice II
3-6
IvyTech Northwest
None
CRIM 111, 113
5986 Radio amd Tel I
3
Vincennes
None
MCOM 102 Intro to Audio-Video Prod
5992 Radio and Tel II
4
Vincennes
None
MDIA 140 Video Prod I
5282 & 5284 Health Science Ed
I & II
3-11
Ivy Tech Northwest
None
HLHS 100 Intro to Health Careers (3 cr hrs),
HLHS 101 Medical Term (3 cr hrs), 107 CNA
Prep (5 cr hrs),
5362 Child Development*
3
Ivy Tech Northwest
None
ECED 100 Intro to Early Childhood Ed
5360 Adv Child Development*
3
Ivy Tech Northwest
None
ECED 103 Curr in Early Childhood Ed
5580 Construction Tech I*
18
Ivy Tech Northwest
None
CONT 101, BCOT 104, 105
*Courses are offered at Hanover High School
Transfer Articulation - 5230 Computer Tech Support - Students will receive credit for this class upon attending Purdue
University Calumet - ECET 110
5234 Network Fundamentals – Students will receive credit for these classes upon attending Purdue University Calumet ECET 265, ECET 367, ECET 465
**Online dual credit courses are offered through Ball State University – See the guidance office for more
information.
Diploma Requirements
For Students graduating in 2014-2015
Core 40 Diploma – 42 credits
• English - 8 credits
• Math (beginning with Algebra 1) – 6 credits
• Science – 6 credits (must include Biology 1
and Int Chem/Physics, Chemistry or Physics)
• Social Studies – 6 credits (US History, Govt.,
Econ, and World Hist/Civ or Geog/Hist of the
World)
• Health – 1 credit
• Physical Education – 2 credits
• Directed Electives – 5 credits (includes a
combination from world language, fine arts,
and career/technical electives)
• Electives – 8 credits to be chosen from the
above and/or career academic sequence
Core 40 with Academic Honors Diploma – 47
credits
• Complete all requirements for Core 40.
• Earn 2 additional Core 40 math credits
• Earn 6-8 Core 40 world language credits (6
credits in one language or 4 credits each in
two languages).
• Earn 2 Core 40 fine arts credits.
• Earn a grade of a “C” or better in courses that
will count toward the diploma.
• Have a grade point average of a “B” or better.
• Complete one of the following:
A. Complete AP courses (4 credits) and
corresponding AP exams
B. Earn a combined score of 1200 or
higher on the SAT critical reading
and mathematics
C. Score a 26 or higher composite on
the ACT
D. Complete dual high school/college
credit courses from an accredited
postsecondary institution (6
transferable college credits)
E. Complete a combination of AP
courses (2 credits) and
corresponding AP exams and dual
high school/college credit course(s)
from an accredited postsecondary
institution (3 transferable college
credits)
Core 40 with Technical Honors Diploma – 47
credits
• Complete all requirements for Core 40.
• Complete a career-technical program (8 or
more related credits)
• Earn a grade of “C” or better in courses that
will count toward the diploma.
• Have a grade point average of a “B” or better.
• Recommended: Earn 2 additional credits in
mathematics and 4-8 credits in World
Languages for four year college admission.
• Complete two of the following, one must be A
or B:
A. Score at or above the following
levels on WorkKeys: Reading for
Information - Level 6; Applied
Mathematics - Level 6; Locating
Information - Level 5
B. Complete dual high school/college
credit courses in a technical area (6
college credits)
C. Complete a Professional Career
Internship course or Cooperative
Education course (2 credits)
D. Complete an industry-based work
experience as part of a two-year
career-technical education program
(minimum 140 hours)
E. Earn a state-approved, industry
recognized certification
DIPLOMA REQUIREMENTS
For Students graduating in 2016 and beyond
Core 40 Diploma – 42 credits
• English - 8 credits
• Math (beginning with Algebra 1) – 6 credits (if
Algebra I was taken in middle school, 6
credits must be earned in high school) *All
students are required to take a Mathematics
course or a Quantitative Reasoning course
each year they are in high school.
• Science – 6 credits (must include Biology 1
and Int Chem/Physics, Chemistry or Physics)
• Social Studies – 6 credits (US History, Govt.,
Econ, and World Hist/Civ or Geog/Hist of the
World)
• Health – 1 credit
• Physical Education – 2 credits
• Directed Electives – 5 credits (includes a
combination from world language, fine arts,
and career/technical electives)
• Electives – 8 credits – Recommended from
college and career pathway courses
Core 40 with Academic Honors Diploma - 47
credits
• Complete all of the Core 40 Diploma
requirements in addition to the following:
• Earn 2 additional Core 40 math credits
• Earn 6-8 Core 40 world language credits (6
credits in one language or 4 credits each in
two languages).
• Earn 2 Core 40 fine arts credits.
• Earn a grade of a “C” or better in courses that
will count toward the diploma.
• Have a grade point average of a “B” or better.
• Complete one of the following:
A. Earn 4 credits in 2 or more AP courses
and take corresponding AP exams
B. Earn 6 verifiable and transcripted college
credits in dual credit courses from
approved course list.
C. Earn 2 credits in AP courses and
corresponding AP exams and a minimum
of 3 verifiable transcripted college credits
from the approved course list.
D. Earn a combined score of 1750 or higher
on the SAT critical reading, mathematics,
and writing sections and a minimum
score of 530 on each section.
E. Earn an ACT composite score of 26 or
higher and complete written section
Core 40 with Technical Honors Diploma – 47
credits
• Complete all requirements for Core 40.
• Earn a grade of “C” or better in courses that
will count toward the diploma.
• Have a grade point average of a “B” or better.
• Earn 6 credits in college and career
preparation courses in a state-approved
College & Career Pathway and one of the
following:
A. Pathway designated industry-based
certification or credential, or
B. Pathway dual credits from the lists of
approved courses resulting in 6
transcripted college credits
• Complete one of the following
A. Any of the additional options for the Core
40 with Academic Honors Diploma (A-E)
B. Earn the following scores or higher on
WorkKeys: Reading for Information Level 6; Applied Mathematics - Level 6;
Locating Information - Level 5
C. Earn the following minimum score(s) on
the Accuplacer: Writing 80; Reading 90;
and Math 75
D. Earn the following minimum scores on
the Compass: Algebra 66; Writing 70;
and Reading 80
COURSE OFFERINGS
Note: Courses are grouped by department/area. Courses are arranged from 'entry level' to 'advanced level.'
Many courses have a grade-level requirement and/or prerequisite, which must be satisfied prior to selecting
the course.
AGRICULTURAL EDUCATION
INTRODUCTION TO AGRICULTURE, FOOD AND NATURAL RESOURCES
Year, Grades 9-12, 2 credits, Dual Credit
Prerequisite: None
Introduction to Agriculture, Food And Natural Resources is a yearlong course which is highly recommended as a
prerequisite and foundation for all other agricultural classes. The nature of the course is to provide students with an
introduction to the fundamentals of agricultural science and business.
HORTICULTURAL SCIENCE
Year, Grades 10-12, 2 credits, Dual Credit
Prerequisite: None
Horticultural science is a yearlong course designed to give students a background in the field of horticulture. It addresses
the biology and technology involved in the production, processing and marketing of horticultural plants and products.
Topics covered include propagation of plants, plant growth, and growth media, management practices for field and
production, pest management, and horticulture floral design. This course is recommended for anyone planning on taking
the landscaping course.
LANDSCAPE MANAGEMENT
Year, Grades 11-12, 4 credits, Dual Credit
Prerequisite: Application and interview required if student has not taken any agriculture courses. Pick up the application
in T112.
Landscape management is a yearlong, two-block course that provides the student with an overview of the field of
landscape management. Students are introduced to the procedures used in the planning and design of a landscape, the
principles and procedures involved with construction, the determination of maintenance schedules, communications and
management skill necessary in landscaping operations, and the care and use of equipment utilized by landscapers.
NATURAL RESOURCES
Year, Grades 10-12, 2 credits, Dual Credit
Prerequisite: None
Natural Resources is a year long course that provides students with a background in natural resource management.
Students are introduced to career opportunities in natural resource management and related industries, the history of the
forest industry and forest policy, the importance and uses of forest plants, factors which influence the development of
forests, forest improvement and management, proper care and use of forest tools, effects of management practices on
the environment, soil conservation practices, water and its importance to natural resource management, hazardous waste
management, native wildlife, waterfowl and fish management, management of recreational areas and outdoor safety.
BUSINESS
PREPARING FOR COLLEGE & CAREERS/ DIGITAL CITIZENSHIP (IPREP, This course is paired with English 9.)
Year, Grade 9, 2 credits
Prerequisite: None
Preparing for College and Careers addresses the knowledge, skills, and behaviors all students need to be prepared for
success in college, career, and life. The focus of this course is the impact today’s choices on tomorrow’s possibilities. As
students work through the curriculum, students learn a self-discovery and planning process that culminates with a plan to:
make high school graduation a reality, enter and complete college or post-secondary education or training, which will help
them transition into a productive and self-sufficient adulthood. Digital Citizenship prepares students to use computer
technology in an effective and appropriate manner. Students develop knowledge of word processing, spreadsheets,
presentation and communications software by completing projects with an emphasis on real-world applications.
INTRODUCTION TO BUSINESS
Sem, Grades 9 –10, 1 credit
Prerequisite: None
This core course acquaints students with economics, entrepreneurship, management, marketing, law, risk management,
banking, personal finance, and careers in business. The importance and application of business etiquette and ethics are
included. Instructional strategies may include simulations, projects, and cooperative ventures between the school and the
community. HIGHLY RECOMMENDED BEFORE TAKING UPPER-LEVEL BUSINESS CLASSES
ACCOUNTING
Year, Grades 11–12, 2 credits
Recommended Prerequisite: Introduction to Business (May take as a 10th grader with instructor approval.)
This course 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 computerized accounting systems.
HIGHLY RECOMMENDED FOR THOSE STUDENTS ANTICIPATING A COLLEGE MAJOR IN BUSINESS. *This course
counts as a quantitative reasoning course.
BUSINESS LAW AND ETHICS
Sem, Grades 11-12, 1 credit, Dual Credit
Recommended Prerequisite: Introduction to Business (May take as a 10th grader with instructor approval.)
This course provides an overview of the legal system in the business setting. Topics covered include: basics of the
judicial system, contract, personal, employment and property law. Application of legal principles and ethical decisionmaking techniques are presented through problem-solving methods and situation analyses.
ENTREPRENEURSHIP AND NEW VENTURES
Sem, Grade 11-12, 1 credit, Dual Credit
Recommended Prerequisite: Introduction to Business (May take as a 10th grader with instructor approval.)
This course develops skills and tools critical for starting and succeeding in a new venture. Also, topics of government and
legal restrictions, intellectual property, franchising location, basic business accounting, raising startup funding, sales and
revenue forecasting and business plan development will be presented.
INTERACTIVE MEDIA
Year, Grades 10-12, 2 credits
Pre-requisite: Earn a B in previous English class or a C in an Honors English class.
This course emphasizes the development of digitally generated or computer-enhanced products using multimedia
technologies. Students will develop an understanding of professional business practices including the importance of
ethics and communication skills. Students will also demonstrate their ability to design for high school publications,
including yearbooks. This course may be repeated for a maximum of 6 credits.
INTERDISCIPLINARY COOPERATIVE EDUCATION (ICE)
Year, Grade 12, 6 credits
Prerequisite: Permission, Information and applications are available online at
http://www.tricreek.k12.in.us/lhs/programs/Interdisciplinary-Cooperative-Education-ICE.cfm
This course consists of two parts:
Related Instruction (1/3): This course covers topics such as workplace safety, financial management, employment
strategies, communication skills, and community service. On-the-Job Training (2/3): Students work in conjunction with
the ICE coordinator to find a paid position for the school year that will provide an average of 15 hours per week. Students
are dismissed early from school in exchange for credits earned. Possible placements include: accounting, automotive,
banking, daycare, cosmetology, nursing, retail, restaurant management, etc.
PERSONAL FINANCIAL RESPONSIBILITY
Sem, Grades 11-12, 1 credit
Prerequisite: None (May take as a 10th grader with instructor approval.)
This class will help students prepare to be responsible consumers, producers and citizens and includes the following
content: Wages & Taxes, Budgeting, Checking and other banking services, Saving & Investing, Credit and Debt, Identity
Theft, Home Ownership, and Insurance. HIGHLY RECOMMENDED FOR ALL STUDENTS
PRINCIPLES OF BUSINESS MANAGEMENT
Sem, Grades 11-12, 1 Credit, Dual Credit
Recommended Prerequisite: Introduction to Business (May take as a 10th grader with instructor approval.)
This course focuses on the roles and responsibilities of managers as well as opportunities and challenges of ethically
managing a business in the free enterprise system. Students will attain an understanding of management, team building,
leadership, problem solving steps and processes that contribute to the achievement of organizational goals. The
management of human and financial resources is emphasized.
PRINCIPLES OF MARKETING
Sem, Grades 11-12, 1 credit, Dual Credit
Recommended Prerequisite: Introduction to Business (May take as a 10th grader with instructor approval.)
This course provides a basis introduction to the scope and importance of marketing in the global economy. Emphasis is
placed on oral and written communications, mathematical applications, problem solving, and critical thinking skills as they
relate to advertising/promotion/selling, distribution, financing, marketing information management, pricing, and product
service management.
SUPPLY CHAIN MANAGEMENT AND LOGISTICS
Sem, Grades 11-12, 1 credit, Dual Credit
Pre-requisite: None
This business course will be a study in the field of supply chain management and logistics. Supply chain management
(SCM) is defined as the management of a network or chain of interconnected businesses involved in providing product
and service packages required by end customers. Supply Chain Management includes all movement and storage of raw
materials, work-in-process inventory, and finished goods from point of origin to point of consumption (supply chain).
Another definition is provided by the APICS Dictionary when it defines SCM as the “design, planning, execution, control,
and monitoring of supply chain activities with the objective of creating net value, building a competitive infrastructure,
leveraging worldwide logistics, synchronizing supply with demand, and measuring performance globally.”
COMPUTERS
COMPUTER ILLUSTRATION AND GRAPHICS
Sem, Grades 9-12, 1 credit
Recommended Prerequisites: 2D and Advanced 2D Art
This course is designed to introduce students to the computer’s use in visual communication. The focus of the course is
on basic computer terminology and use, mastering fundamental skills, and developing efficient working styles while using
Adobe Illustrator, Photoshop, and InDesign software.Students will analyze the information and the audience and combine
appropriate text, graphics, and design to communicate the desired message effectively. Planning and design principles
are used to analyze and organize information, set up a design structure, and select or create appropriate visuals.
WEB DESIGN
Sem, Grades 10-12, 1 credit
Prerequisite: Must have a C or better in Computer Apps/Digital Citizenship
Students will be introduced to HTML 5, CSS and Dreamweaver as tools for designing a web site. Students will develop
web site organizational skills, learn how layouts affect web pages, explore and evaluate web sites, and use pictures and
images to enhance web sites, ultimately leading to the development of their own web site.
COMPUTER TECH SUPPORT
Year, Grades 10-12, 2 credits, Dual Credit
Prerequisite: None
Computer Tech Support allows students to explore how computers work. Students learn the functionality of hardware and
software components as well as suggested best practices in maintenance and safety issues. Through hands on activities
and labs, students learn how to assemble and configure a computer, install operating systems and software, and
troubleshoot hardware and software problems.
NETWORK FUNDAMENTALS
Year, Grades 11-12, 4 credits, Dual Credit
Prerequisite: Algebra I and A minimum of a “C” average in math, science and technical ed courses.
This course is a two block, two-semester course that introduces students to concepts of local and wide area networks,
home networking, networking standards using the IEEE/OSI Model, network protocols, transmission media and network
architecture/topologies. The program includes Web-based educational content, online testing, student performance
tracking, as well as hands-on labs. From basic to advanced networking skills, the Networking Academy curriculum
prepares students for lifelong opportunities in the real world by developing skills on how to design, configure, diagnose
and troubleshoot networks. CCNA certification is the first step in Cisco career certifications, and students completing the
Cisco Academy are qualified to take this examination at regional certification centers.
ENGLISH
ENGLISH LAB
Sem, Grades 10-12, 1 credit
Pre-requisite: Teacher recommendation
English Lab is a course designed to help the student acquire the necessary skills to pass the End of Course Assessment.
The student’s individual test is analyzed so that skills in which the student is not proficient can be taught. To assure that
all students are mastering the necessary skills, the SSP (Student Success Process) is utilized and data is collected and
monitored. This course is not a substitute for the eight semesters of required English.
DEVELOPMENTAL READING
Year, Grades 9-10, 2 credits
Pre-requisite: Teacher recommendation
Developmental Reading is a supplemental course that provides students with individualized instruction designed to
support success in reading and completing language arts courses.
ENGLISH AS A NEW LANGUAGE
Year, Grades 9-12, 2 credits, maximum 4 credits
Pre-requisite: English Proficiency Placement Test
English as a New Language is an integrated English course based on Indiana’s English Language Proficiency (ELP)
Standards. This course focuses on the study of language, literature, composition and oral communication for Limited
English Proficient (LEP) students so that they improve their proficiency in listening, speaking, reading, writing and
comprehension of standard English. Students study English vocabulary used in fictional texts and content-area texts,
speak and write English so that they can function within the regular school setting and an English-speaking society, and
deliver oral presentations appropriate to their respective levels of English proficiency. The intent of the ENL course is to
move students as successfully, smoothly, and rapidly as possible into the Core 40 English courses offered in grades 9-12.
ENGLISH 9 (IPREP, This course is paired with Preparing for College and Careers.)
Year, Grade 9, 2 credits
Pre-requisite: None
Students in freshman English concentrate on the sub theme of Definition of Self, Family, and Relationships. The process
of writing and the study of literature comprise the primary components of the course. Formal grammar skills are taught in
conjunction with the writing process. Students become proficient in research skills and learn to use the Internet
effectively. Literature is taught by genre and includes the study of short stories, drama, poetry, and novels. Students
learn the process of group discussion and have opportunities to complete special projects including an autobiography.
HONORS ENGLISH 9
Year, Grade 9, 2 credits
Pre-requisite: Permission
Students in Honors English 9 are challenged to use critical thinking skills to define their own values while exploring the
theme Definition of Self, Family, and Relationships. Students explore this theme through reading, writing, and discussion.
Students closely study a variety of literature that exposes them to each of the four genres: short story, poetry, drama, and
novel. Students are encouraged to make connections to their learning by responding in various forms. Diverse writing
assignments and creative projects are integrated with literary studies. Grammar skills are taught in conjunction with the
writing process. Students should be self-directed with good study skills and willing to accept the challenge of the
accelerated nature of the class.
LITERARY MOVEMENTS/COMP
Sem, Grade 10, 1 credit
Pre-requisite: English 9 or Honors English 9
Literary Movements, is a study of representative European or American literature produced during the historical time
periods of Ancient Greece and Rome, the Middle Ages, the Renaissance, the Enlightenment, and the literary periods of
Romanticism, Realism, Modernism, The Harlem Renaissance, and Contemporary Literature. Students examine a variety
of literary genres, such as dramas, epic and lyric poetry, novels, oratory, short stories, biographies, journals, diaries,
essays, and others. Students analyze how the trends and movements shaped the literature of the time and how the
works of the various literary trends and movements continue to affect contemporary literature and issues. (This course
is paired with Composition.)
CLASSICAL LITERATURE HONORS/COMP
Sem, Grade 10, 1 credit
Prerequisite: Students must meet two of three criteria to take this course: 1)Earn an “A” in English 9 or “B” in Honors
English 9, 2) ACT predictor, or 3) teacher recommendation
Students in this course study Greek and Roman Empire literature by the major authors, such as Aristotle, Cicero, Dante,
Euripides, Homer, Ovid, Plato, Plutarch, Sappho, Sophocles, St. Augustine, Virgil, and others. Students examine a variety
of literary genres, such as tragedy, comedy, epic, lyric, novel, oratory, and others. Students analyze themes as they relate
to the transition from oral to literate cultures, the emergence of cities and empires, the use of mythology, and the rise and
fall of democracy. (This course is paired with Composition.)
COMPOSITION
Sem, Grade 10, 1 credit
Students in this course concentrate on the study and application of the rhetorical (effective) writing strategies of narration,
description, exposition, and persuasion. Using the writing process, students demonstrate a command of vocabulary,
English language conventions, research and organizational skills, an awareness of the audience, the purpose for writing,
and style. Students read classic and contemporary literature or articles and use appropriate works as models for writing.
Students write a variety of types of compositions with a focus on fictional narratives, reflective compositions, academic
essays, and responses to literature. (This course is paired with Literary Movements or Classical Literature.)
ENGLISH 10 (Available in the resource room only)
Year, Grade 10, 2 credits
Pre-requisite: English 9
Students in sophomore English concentrate on the theme Forces in Society. While the process of writing and the study of
literature continue to be the primary components of the course, students are challenged to utilize higher order thinking
skills in creating what they write and in responding to what they read. Students continue the study of the short story,
drama, poetry, and the novel as types of literature. Group discussion, special projects, and various forms of written
response deepen their study of literature.
COLLEGE ENTRANCE PREP
Sem, Grades 10-12, 1 credit
Pre-requisite: None
College-Entrance Preparation utilizes individual student score reports from the PSAT and/or the PLAN to prepare
students for the SAT, ACT, the Accuplacer and Compass assessments. Based on these score reports, students will
receive targeted instruction to strengthen their foundations in critical reading, writing, mathematics, and science (all
sections of college admission and placement exams). The course will also encompass test taking strategies to prepare
students for success on a high-stakes assessment.
ADVANCED SPEECH & COMMUNICATION
Sem, Grades 11-12, 1 credit
Pre-requisite: Speech
In this course, students develop skills in listening, oral interpretation, media communications, research methods, and oral
debate. Students deliver different types of oral and multi-media presentations, including speeches to inform, to motivate,
to entertain, and to persuade through the use of impromptu, extemporaneous, memorized, or manuscript delivery.
AMERICAN LITERATURE HONORS/ADV COMP
Sem, Grade 11, 1 credit
Prerequisites: Students must meet two of three criteria to take this course: 1)Earn an “A” in English 10 or “B” in Classical
Lit, 2) ACT predictor, or 3) teacher recommendation
This course is a study of representative works and authors of the United States from pre-Revolutionary times to the
present. Students read, analyze, evaluate, critique, and actively respond to a wide variety of literary genres that reflect
American culture, including quality works of various ethnic and cultural minorities. Students compare readings and media
from literature, history, and other subjects by demonstrating how the ideas and concepts presented in the works are
interconnected, distinctly American, and important to an understanding of the development of the current culture. (This
course is paired with Advanced Composition.)
ADVANCED COMPOSITION HONORS
Sem, Grade 11, 1 credit
Prerequisite: Students must meet two of three criteria to take this course: 1)Earn an “A” in English 10 or “B” in Classical
Lit, 2) ACT predictor, or 3) teacher recommendation
Students in this course concentrate on the study and application of the rhetorical (effective) writing strategies of exposition
and persuasion. Students write expository critiques of nonfiction selections, literary criticism of fiction selections,
persuasive compositions, and research reports. (This course is paired with American Literature.)
AP LANGUAGE/COMPOSITION
Year, Grade 11, 2 credits, Dual Credit
Pre-requisite: Students must meet two of three criteria to take this course: 1)Earn an “A” in English 10 or “B” in Classical
Lit, 2) ACT predictor, or 3) teacher recommendation
Advanced Placement Language/Composition, challenges the gifted high school junior to write at the college level. The
first semester of the course is designed to mirror the typical college freshman composition course, while the second
semester of AP Composition strives to go beyond that goal. Students write a variety of papers: essays, responses to
literature, legal briefs, research papers, and creative writing assignments. The course employs a portfolio evaluation
system, thus stressing the editing process. In the spring, AP Composition students take the National College Board
Advanced Placement exam in an attempt to earn college credit.
ENGLISH 11
Year, Grade 11, 2 credits
Pre-requisite: English 10 or Classical Lit/Composition
Junior English concentrates on the study of American Literature and composition while focusing on the theme, Quest for
Defining Self. Students study American literature in conjunction with their U.S. History classes so that they can
understand the parallels between the two subjects. The five periods of American literature are taught in chronological
order. Students develop advanced grammar skills and they journey through the process of writing. The course relies on
group discussion and composition as an outlet for student's critical thinking.
AP ENGLISH LITERATURE AND COMPOSITION
Year, Grade 12, 2 credits, Dual Credit
Pre-requisite: Students must meet two of three criteria to take this course: 1)Earn a “B” in AP Eng Lang/Comp, 2) ACT
predictor, or 3) teacher recommendation
The AP course in English Literature/Composition is designed for students who thrive on literature and are willing to
engage themselves in careful reading and critical analysis of literature. Students will learn to comprehend some of the
finest poetry, plays, novels, short stories, and essays written at different times. They will learn how to discover meaning in
literature by being attentive to language, image, character, action, argument, and various techniques authors use to
enhance reader response. Knowledge of literary history will be incorporated into the course to round out the context for
the student. Students will write extensively in responding to literature as well as produce several mini research papers.
DRAMATIC LITERATURE
Sem, Grade 12, 1 credit
Pre-requisite: English 11 or equivalent
Dramatic Literature provides a study of plays and literary art, with particular focus on how drama differs from other
literature. Drama is meant to be seen and heard but not read; the course reflects this by providing students with ample
opportunities to see live and televised productions of plays and by providing opportunities for students to stage scenes
from plays. Students see and practice how staging a drama alters interpretation from the silent texts. Subcategories of
genre are considered, especially tragedy and comedy. After studying several important playwrights, literary movements,
and acting techniques, students better understand how to interpret plays. Students likewise express their knowledge of
the content through creative, analytical, and expository writing.
ENGLISH 12 (available only in the resource room)
Year, Grade 12, 2 credits
Pre-requisite: English 11 or equivalent
English 12 concentrates on language, literature, composition, and oral communication focusing on an exploration of point
of view or perspective across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and
evaluation to read and respond to representative works of historical or cultural significance for Grade 12 in classic and
contemporary literature balanced with nonfiction. Students write fictional narratives, short stories, responses to literature,
reflective compositions, historical investigation reports, resumes and technical documents incorporating visual information
in the form of pictures, graphs, and tables. Students write and deliver grade-appropriate multimedia presentations and
access, analyze, and evaluate online information.
EXPOSITORY WRITING
Sem, Grade 12, 1 credit
Pre-requisite: English 11 or equivalent
Students in this course study various types of informational writing intended for a variety of different audiences. Using the
writing process, students demonstrate a command of vocabulary, English language conventions, research and
organizational skills, an awareness of the audience, the purpose for writing, and style. Students complete a project which
demonstrates knowledge, application, and writing progress in the Expository Writing course content.
FILM LITERATURE
Sem, Grade 12, 1 credit
Pre-requisite: English 10 or Classical Literature and Composition
Film literature focuses on the ideas of what happens when written literature is adapted to film. The course is an
introduction to the “reading” of film, acquainting students with the language of film and providing them with the tools to
understand the meaning of film. Students will explore film background, film techniques and film creators. The course will
explore the ways in which people perceive the human condition; the ways in which the roles of men and women are
portrayed; and the literary techniques and language effects used in film. Students will also respond to film in a variety of
written, oral and creative ways.
NOVELS
Sem, Grade 12, 1 credit
Pre-requisite: English 11 or equivalent
Students in this course study distinct features of a novel, such as narrative and fictional elements of setting, conflict,
climax, and resolution. Students will examine novels of a given period and what distinguishes novels from short stories,
epics, romances, biographies, science fiction, and others. Students may also analyze novels by important authors in the
past and present or sets of novels in a given period of time period or covering a particular theme.
SHORT STORIES
Sem, Grade 12, 1 credit
Pre-requisite: English 11 or equivalent
In this course, students will study distinct features of the short story. Students will examine short stories with modernist
and contemporary themes by a variety of authors from the perspective of audience, purpose, and historical development.
Students will analyze what distinguishes the short story genre from other literary genres, such as the novel, epic,
romance, biography, and others.
WORLD LITERATURE
Sem, Grade 12, 1 credit
Pre-requisite: English 11 or equivalent
World Literature exposes the student to literature written by major authors of Eastern and Western culture. Students
analyze representative works through group discussions, creative and group presentations, and written analytical
responses to literature. Emphasis is placed on author study, influence of history, differentiation among genres, and
literary conventions.
FINE ARTS
INTRO TO TWO-DIMENSIONAL ART
Sem, Grades 9-12, 1 credit
ADVANCED TWO-DIMENSIONAL ART
Sem, Grades 9-12, 1 credit
Pre-requisite: None
These courses are offered only in the order listed, and include the fundamentals of art composition, color, texture, line,
and form. Mediums used include pencil, charcoal, pastels, tempera, watercolor, and ink. Art criticism provides a survey
of art history from classical to the modern. Art history, aesthetics, portraiture, and art criticism pertaining to this course will
be explored. Class fees include an art supply kit and sketchbook. A sketchbook of assigned work outside of class is
required.
CERAMICS I and II
Sem, Grades 10-12, 1 credit
Pre-requisite: None for Ceramics I, students must earn a C in Ceramics I in order to take Ceramics II
This production course explores areas of design and clay. Hand building methods including pinch, press/drape mold, coil,
slab, and modeling construction are introduced. Art history, aesthetics, and art criticism, pertaining to this course will be
included. Craftsmanship, creativity, and material adaptation will be extremely important. Weekly, detailed sketchbook
lessons completed outside of class are critical to every students overall grade.
DRAWING I and II
Year/Sem, Grades 10-12, 1 credit
Pre-requisite: Into. 2D Art & Adv. 2D Art (must earn a C in both) In order to continue on to Drawing II, students must earn
a C in Drawing I
This upper level course is for advanced art students with the intent of creating a college entry portfolio. Precise drawing
skills and the ability to capture true three-dimensional form using various mediums is stressed. Structure and deadlines
are critical. An understanding of how art history influences the development of personal style is explored. Detailed,
realistic, sketchbook assignments are required weekly and seriously affect overall grade. Careers: 3
INTRO TO THREE-DIMENSIONAL ART
Sem, Grades 10-12, 1 credit
Pre-requisite: Ceramics I (must earn a C)
This course focuses on three-dimensional design, artisanship, and function. Art history, aesthetic, and art criticism
pertaining to this course will be explored. Projects include paper mache’ plaster carving, mirror etching and others. A
sketchbook of assigned work outside of class is required and proficiency with necessary tools is essential. Due to the
individual nature of this class, some items may need to be purchased beyond those furnished through class fees.
PAINTING I and II
Sem, Grades 10-12, 1 credit
Pre-requisite: Into. 2D Art & Adv. 2D Art (must earn a C in both) In order to continue on to Painting II, students must earn
a C in Painting I
In this production course, painting areas covered include watercolors, acrylics, and oils. A variety of subject matter is
explored, including still life, landscape, art history, aesthetics, and portraiture. Emphasis is on color usage and visual
structure. Abstracts, non-objective, and airbrush painting will be explored. A sketchbook of assigned work outside of
class is required.
SCULPTURE
Sem, Grades 10-12, 1 credit
Pre-requisite: Ceramics II or 3D Art (must earn a C)
This course offers individual expression through the four major sculptural processes including casting, carving,
construction, and modeling. An emphasis on conveying a message through one’s art will be stressed. Precision with
tools, creativity, craftsmanship, as well as, abstract thinking will be essential. Weekly sketchbook assignments outside of
class will be required. Due to the nature and individuality of each assignment, additional material will be required beyond
those provided through class fees
CHOIR
BEGINNING CHORUS MIXED
Year, Grades 9-12, 2 credits
Pre-requisite: Students must have earned a C in their previous choir course. Students who have not had a choir course,
must audition in the prior semester.
“Beginning Chorus Mixed” (Aquire) is part of the continuous vocal training for choir students that began in middle school.
Student learning will focus on the Indiana Standards for Music including music reading and notating, self-evaluation and
performance, and music’s relationship to history, culture, and other disciplines. Students will also learn correct vocal
technique and performance skills. Two concert performances per semester are required and count as part of a quarterly
exam. The choir is graded as a group for these performances.
BEGINNING FEMALE CHORUS
Year, Grades 9-12, 2 credits
Pre-requisite: Permission
“Debutantes” is designed to develop the female singing voice through a variety of two and three part music. This course
is a pre-requisite for participation in the Intermediate Female Chorus, and membership is by audition only. Students must
have a basic knowledge of music reading, be able to sing in tune, and be in good academic standing to participate.
Student learning will focus on the Indiana Standards for Music including music reading and notating, self-evaluation and
performance, and music’s relationship to history, culture, and other disciplines. Students will also learn correct vocal
technique and performance skills, and two concert performances per semester are required.
INTERMEDIATE FEMALE CHORUS
Year, Grades 10-12, 2 credits
Pre-requisite: Permission
Membership into the all-female “Accents” is by audition only, and is only allowed after either participation in Beginning
Female Chorus or permission from the instructor. Students must have an intermediate knowledge of music reading, be
able to sing in tune, and have good academic standing to participate. Student learning will focus on the Indiana
Standards for Music including music reading and notating, self-evaluation and performance, and music’s relationship to
history, culture, and other disciplines. Students will also learn advanced vocal technique and performance skills, and two
concert performances per semester are required.
ADVANCED CHORUS
Year, Grades 10-12, 2 credits
Pre-requisite: Permission
Membership into Lowell High School’s prestigious “Premiere Distinction” is by audition only. Students must be proficient
in both vocal performance and music literacy, possess traits that exemplify good moral character, and be in good
academic standing. Student learning will focus on the Indiana Standards for Music including music reading and notating,
self-evaluation and performance, and music’s relationship to history, culture, and other disciplines. Students will use their
advanced vocal techniques and performance skills to perform the four required concerts a year, plus any extra-curricular
concerts for special community events.
AP MUSIC THEORY
Year, Grades 11-12, 2 credits
Pre-requisite: Students must show a higher than average proficiency with music terminology, key signatures, notation,
rhythm, pitch identification and others. Students must take a pre-test prior to enrolling in the course. Students’ previous
experience in organized music courses will be considered. Final determination is the discretion of the instructor.
AP Music Theory is intended to develop a student’s ability to recognize, understand, and describe the basic materials and
processes of music that are heard or presented in a score, recording, or individual performance. Any student that wishes
to take this course is welcome, with or without band, choir, or orchestra experience, but a pre-requisite for this course is a
solid understanding of written music. Student learning areas emphasized within this course include aural, sight-singing,
written, compositional (including computer MIDI), and analytical skills. Students will gain a mastery of the fundamentals
and terminology of music including notation, intervals, scales and keys, chords, metric organization, and rhythmic
patterns. All of these concepts will be accomplished through listening to an eclectic variety of music, arranging various
genres of music, and composing original music. The ultimate goal of this course is to bring students to what would be the
equivalent of first-year college level music theory. At the end of the course, students will have the option to take the AP
test and possibly qualify for college credit. Grade 10 students are allowed at the discretion of the music teacher.
MUSIC HISTORY and APPRECIATION
Year, Grades 9-12, 2 credits
Pre-requisite: None
Students will explore music and major musical styles and periods. They will also learn about music in Western and nonWestern cultures. Students will analyze, describe and create music. They will learn to evaluate music performances and
understand the relationship between music and other arts, and across the curriculum.
BAND
The following applies to all students participating in band.
All students in grade 9 are required to participate in marching band with the following exceptions: (1) the student is
already a participant of a fall scholastic activity (soccer, football, cheerleading, etc.), the student may elect to participate
if schedules permit, (2) the student marched a complete season as an 8th grader, or (3) Director permission.
• Students in grades 10 through 12 are not required to perform in the marching band but are encouraged to continue in
the activity.
APPLIED MUSIC (MARCHING BAND/WINTER PERCUSSION)
Year, Grades 9-12, 2 credits
Pre-requisite: Director placement and participation in marching band
Applied Music is a yearlong course designed to continue development of instrumental performance. Student learning
areas emphasized are tone production, technical skills, intonation, music reading skills, listening skills, analyzing music,
and studying historically significant styles of literature. Applied Music focuses on the fundamentals of percussion
ensemble performance through intermediate to advanced level repertoire. This is a co-curricular course, which includes
competitions and performances that take place after school.
INTERMEDIATE CONCERT BAND “A” (CONCERT/MARCHING BAND)
Year, Grades 9-12, 2 credits
Pre-requisite: Director Placement and participation in marching band
Intermediate Concert Band A is a yearlong course designed to take continue development of instrumental performance.
Student learning areas emphasized are tone production, technical skills, intonation, music reading skills, listening skills,
analyzing music, and studying historically significant styles of literature. Intermediate Concert Band focuses on the
fundamentals of percussion ensemble performance through intermediate to advanced level repertoire. This is a cocurricular course, which includes scheduled after-school rehearsals and competitions/performances that take place after
school. Students enrolled in this course also participate in the marching band.
INTERMEDIATE CONCERT BAND “B” (CONCERT ONLY/NON-MARCHING BAND)
Year, Grades 9-12, 2 credits
Pre-requisite: Director Placement
Intermediate Concert Band A is a yearlong course designed to take continue development of instrumental performance.
Student learning areas emphasized are tone production, technical skills, intonation, music reading skills, listening skills,
analyzing music, and studying historically significant styles of literature. Intermediate Concert Band focuses on the
fundamentals of percussion ensemble performance through intermediate to advanced level repertoire. This is a cocurricular course, which includes scheduled after-school rehearsals and competitions/performances that take place after
school. Students placed in this course do not perform in the marching band.
ADVANCED CONCERT BAND (CONCERT/ MARCHING BAND)
Year, Grades 9-12, 2 credits
Pre-requisite: Director placement and participation in marching band
Advanced Concert Band is a year long course designed to continue development of instrumental performance. Student
learning areas emphasized are tone production, technical skills, intonation, music reading skills, listening skills, analyzing
music, and studying historically significant styles of literature. Advanced Concert Band focuses on the fundamentals of
percussion ensemble performance through intermediate to advanced level repertoire. This is a co-curricular course,
which includes competitions and performances that take place after school. Students in this course also perform in the
marching band (exceptions are to be determined by director and audition only). PLACEMENT IN THIS COURSE IS VIA
AUDITIONS ONLY.
MATHEMATICS
Math Department Recommended Sequences
th
th
th
9
10
11
12th
Algebra 2 Honors
Pre-Calculus Honors
AP Calculus
AP Statistics
Geometry Honors
Algebra 1
Algebra 2 Honors
Pre-Cal or Trig & Stats
Geometry Honors
Algebra 2 Honors
AP Calc or AP Stats or Finite
Trig & Stats or Finite or
AP Stats or Pre-Cal
Algebra 2
Geometry
Trig & Stats or Finite
Algebra 1
*Beginning with the class of 2016, students earning the Core 40 diploma must earn 6 credits in math while in high school
(credits earned while at the MS can not be included in this number)
*All students must take a math or Quantitative Reasoning course every year at the HS.
th
*Many state universities encourage a 4 year of high school mathematics.
MATH LAB
Sem, Grades 10-12, 1 credit
Pre-requisite: Teacher recommendation
Math Lab provides students with instruction designed to support success in passing the Algebra I End of Course
Assessment and completing mathematics coursework aligned with Indiana’s Academic Standards for Mathematics. It is
recommended that Mathematics Lab be taken in conjunction with a Core 40 math course. This class does not count as a
math credit.
ALGEBRA ENRICHMENT
Year, Grade 9, 2 credits
Pre-requisite: Teacher recommendation
This course is designed to be a supplemental course taken concurrently with Algebra 1. Students will be selected based
upon several criteria including teacher recommendation and ISTEP scores. The course will give students additional time
to develop Algebra skills and understand concepts. Algebra Enrichment is an elective credit and not a math credit.
ALGEBRA I
Year, Grades 9, 2 credits
Pre-requisite: None
The real number system is used to discuss structure, manipulate signed numbers and exponents, solve equations, learn
reasoning techniques and study applications. This course will be taken by any freshmen who did not successfully
complete Algebra I in the middle School. Students who earned a C or D in Algebra I at the middle School are encouraged
to retake it at the high school even if student has passed the ECA exam.
ALGEBRA II
Year, Grades 10-12, 2 credits
Pre-requisite: Algebra 1
This course will cover much of the same material as Algebra II Honors without the burden of a fast pace. Students will
receive a full math credit along with the Algebra II credit required for Core 40. Students in this class ARE STRONGLY
DISCOURAGED from advancing to Pre-Calculus.
ALGEBRA II HONORS
Year, Grades 9-12, 2 credits
Pre-requisite: B or higher in Algebra I. Students who earn a C in Algebra I will need a recommendation from their
Algebra I teacher.
Algebra 1 concepts are reinforced and extended. The structure of real and complex numbers and the application of
algebraic skills and concepts are studied. The concepts of function, logarithms, trigonometry and analytic geometry are
included. This course is necessary for advanced courses in science or math. A scientific calculator is required. This
course may be taken concurrently with Geometry Honors with permission from the parents, Algebra I teacher and the
department chairperson.
GEOMETRY
Year, Grades 10-12, 2 credits
Pre-requisite: Algebra 1 and Algebra II
Plane or Euclidean geometry is presented as a study based on its definitions, postulates and theorems. The process is
on precise language, logic and proof. It deals with figures such as parallel lines, triangles and quadrilaterals. It includes
studies in area and volume. A scientific calculator and graph paper is required.
GEOMETRY HONORS
Year, Grades 10-12, 2 credits
Pre-requisite: B or higher in Algebra I. Students who earned a C will need a recommendation from their Algebra I
teacher.
Geometry formalizes and extends students’ geometric experiences from the middle grades. Students explore more
complex geometric situations and deepen their explanations of geometric relationships, moving towards formal
mathematical arguments. The course is comprised of six critical areas: Congruency and similarity; measurement;
analytic geometry; circles; and polyhedra. A scientific calculator and graph paper is required. Students who earned a C or
D in Geometry Honors at the Middle School are encouraged to retake it at the high school.
PRE-CALCULUS/TRIGONOMETRY HONORS
Year, Grades 11-12, 2 credits, Dual Credit
Pre-requisite: B or higher in Algebra II Honors and Geometry Honors. Students who earned a C in these courses need a
recommendation from their previous teachers.
This rigorous course further develops trigonometry, analytic geometry, polynomial theory, logarithms and functions as a
preparation for calculus. The foundations of algebra and functions developed in previous courses will be extended to new
functions, including exponential and logarithmic functions, and to higher-level sequences and series. The course provides
students with the skills and understandings that are necessary for advanced manipulation of angles and measurement.
Students will also advance their understanding of imaginary numbers through an investigation of complex numbers and
polar coordinates. The course is designed for students who expect math to be a major component of their further college
and career experiences, and as such it is designed to provide students with strong foundations for calculus and other
higher-level math courses. A graphing calculator is required. It may not be taken concurrently with any other math course.
Students who wish to take AP Calculus must take this course. This course is eligible for dual credit.
TRIGONOMETRY
Sem, Grade 12, 1 credit
Pre-requisite: Algebra II and Geometry. Juniors may be admitted on an individual basis if completed Algebra II and
Geometry.
This course is a one semester, senior level course that includes the study of trigonometry in triangles, functions, and
equations. Trigonometry provides students with the skills and understandings that are necessary for advanced
manipulation of angles and measurement. Trigonometry provides the foundation for common periodic functions that are
encountered in many disciplines, including music, engineering, medicine, and finance (and nearly all other STEM
disciplines). Students will also advance their understanding of imaginary numbers through an investigation of complex
numbers polar coordinates. A strong understanding of complex and imaginary numbers is a necessity for fields such as
engineering and computer programming. A scientific calculator is required and a graphing calculator would be desirable.
Students who have completed Pre-Calculus/ Trigonometry may not take this course.
PROBABILITY and STATISTICS
Sem, Grade 12, 1 credit
Pre-requisite: Algebra II and Geometry. Juniors may be admitted on an individual basis if completed Algebra II and
Geometry.
This course is a one semester, senior level course that includes the concepts and skills needed to apply statistical
techniques in the decision-making process. Topics include descriptive statistics, probability and statistical inference.
Practical examples based on real experimental data are used throughout. Students plan and conduct experiments of
surveys and analyze the resulting data. The use of graphing calculators and computer programs is encouraged.
Students may earn one Math credit upon completion of this course.
FINITE MATHEMATICS
Year, Grade 12, 2 credits
Pre-requisite: Algebra II and Geometry. Juniors may be admitted on an individual basis if completed Algebra II and
Geometry.
This course is an umbrella of mathematical topics. It is a course designed for students who will undertake higher-level
mathematics in college that may not include calculus. This is a full year course that includes counting techniques,
matrices, recursion, graph theory, social choice, linear programming, and game theory. Technology such as computers
and graphing calculators should be used frequently.
AP CALCULUS AB
Year, Grade 11-12, 2 credits, Dual Credit
Pre-requisite: B or higher in Pre-Calculus/Trigonometry or teacher approval
This course is based on content established by the College Board. Calculus AB is primarily concerned with developing
the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The
course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed
graphically, numerically, analytically, and verbally. The connections among these representations also are important.
Topics include: functions, graphs and limits; derivatives; and integrals. A comprehensive descriptor of this course can be
found on the College Board AP Central Course Description web page at:
http://apcentral.collegeboard.com/apc/public/repository/ap-statistics-course-description.pdf. Only the most serious math
students should enroll. Students enrolled in this course are strongly encouraged to take the advanced placement test in
an effort to earn college credit. This course is eligible for dual credit.
MULTIDISPLINARY
JR ROTC I
Year, Grades 9-12, 2 credits
Pre-requisite: None
All JROTC courses are designed to develop: (1) citizenship and patriotism, (2) self-discipline, (3) physical fitness, (4)
reliance and leadership, and (5) the skills used in decision making, communications, and problem-solving. In JROTC 1,
basic leadership concepts, Military Heritage and Traditions, Citizenship, and self-control are taught as part of the
Leadership portion of the course. This year, 2013-14, the Aerospace Science portion of the course will use as its text:
Exploring Space, the High Frontier. It begins with the study of the space environment from the earliest days of interest in
astronomy and early ideas of the heavens, through the Renaissance, and on into modern astronomy. There is discussion
on the Earth, Sun, stars, Moon, and solar system as well as issues critical to travel in the upper atmosphere-such as
orbits and trajectories-unmanned satellites, and space probes. The course investigates the importance of entering space
and discusses manned and unmanned missions, focusing on concepts surrounding spaceflight, space vehicles, launch
systems, safety, and developing future space technology. Exploring Space also looks at the lives and careers of many
astronauts and other NASA employees. An underlying theme of the course emphasizes why it is important we explore
space. There are individual and group activities, technology enrichment, and readings. A Physical Wellness Program is
also part of the course, as is military drill and ceremony. Elective credit is given for this course.
JR ROTC II
Year, Grades 10-12, 2 credits
Pre-requisite: None. Preference to Sophomores
In JROTC 2, leadership concepts, communication skills, Military Heritage and Traditions, Citizenship, and self-control are
taught as part of the Leadership portion of the course. This year, 2013-14, the Aerospace Science portion of the course
will use as its text: Exploring Space, the High Frontier. It begins with the study of the space environment from the earliest
days of interest in astronomy and early ideas of the heavens, through the Renaissance, and on into modern astronomy.
There is discussion on the Earth, Sun, stars, Moon, and solar system as well as issues critical to travel in the upper
atmosphere-such as orbits and trajectories-unmanned satellites, and space probes. The course investigates the
importance of entering space and discusses manned and unmanned missions, focusing on concepts surrounding
spaceflight, space vehicles, launch systems, safety, and developing future space technology. Exploring Space also looks
at the lives and careers of many astronauts and other NASA employees. An underlying theme of the course emphasizes
why it is important we explore space. There are individual and group activities, technology enrichment, and readings. A
Physical Wellness Program is also part of the course, as is military drill and ceremony. Elective credit is given for this
course.
JR ROTC III
Year, Grades 11-12, 2 credits
Pre-requisite: None. Preference is given to Juniors
Active leadership roles, Life Skills, and an introduction to organizational and management skills are taught as part of the
Leadership portion of the course. This year, 2013-14, the Aerospace Science portion of the course will use as its text:
Exploring Space, the High Frontier. It begins with the study of the space environment from the earliest days of interest in
astronomy and early ideas of the heavens, through the Renaissance, and on into modern astronomy. There is discussion
on the Earth, Sun, stars, Moon, and solar system as well as issues critical to travel in the upper atmosphere-such as
orbits and trajectories-unmanned satellites, and space probes. The course investigates the importance of entering space
and discusses manned and unmanned missions, focusing on concepts surrounding spaceflight, space vehicles, launch
systems, safety, and developing future space technology. Exploring Space also looks at the lives and careers of many
astronauts and other NASA employees. An underlying theme of the course emphasizes why it is important we explore
space. There are individual and group activities, technology enrichment, and readings. A Physical Wellness Program is
also part of the course, as is military drill and ceremony. Elective credit is given for this course.
JR ROTC IV
Year, Grade 12, 2 credits
Pre-requisite: None. Preference is given to Seniors.
This course consists of active management of the cadet corps. Students apply previously-learned leadership and
management concepts through planning, organizing, directing, coordinating, and controlling all cadet activities. The study
of management principles is continued. This year, 2013-14, the Aerospace Science portion of the course will use as its
text: Exploring Space, the High Frontier. It begins with the study of the space environment from the earliest days of
interest in astronomy and early ideas of the heavens, through the Renaissance, and on into modern astronomy. There is
discussion on the Earth, Sun, stars, Moon, and solar system as well as issues critical to travel in the upper atmosphere-
such as orbits and trajectories-unmanned satellites, and space probes. The course investigates the importance of
entering space and discusses manned and unmanned missions, focusing on concepts surrounding spaceflight, space
vehicles, launch systems, safety, and developing future space technology. Exploring Space also looks at the lives and
careers of many astronauts and other NASA employees. An underlying theme of the course emphasizes why it is
important we explore space. There are individual and group activities, technology enrichment, and readings. A Physical
Wellness Program is also part of the course, as is military drill and ceremony. Elective credit is given for this course.
JROTC FLEX
Year, Grades 9-12, 2 credits
Pre-requisite: None, FLEX may only be taken one year.
The FLEX course is designed to develop: (1) leadership, (2) the skills used in decision making, communications, and
problem-solving, (3) citizenship and patriotism, (4) self-discipline, and (5) physical fitness. The project-based curriculum
encourages high school students to hone leadership skills through launching a service-learning project. Organizational
and management skills are taught as part of the Leadership portion of the course and a Physical Wellness Program is
also part of the course.
PEER TUTORING
Year, Grades 10-12, 2 credits
Prerequisite: 2.0 GPA or higher
This course is designed to introduce to the students the tools necessary to be a successful peer tutor, mentor, partner,
and possible future educator. This includes communication, listening, facilitation and decision-making skills. Students will
be introduced to the peer tutoring experience within the school via intense interaction with the Freshman class through
regular mentoring group sessions and one on one interactions. This begins the spring prior for those accepted by meeting
incoming Freshmen at the Middle school to being the interaction process. Peer Tutors also frequently work with special
needs students at LHS. Topics addressed in this course and through group sessions with Freshmen include learning how
we learn, communications skills, active listening, anger management, stress reduction, time management conflict
management and mediation, bullying, and study skills.
Students interested in the course must complete an application and interview for admission. Students must also complete
a three day summer session training to prepare for groups sessions, and participate in Freshman events, such as
Freshmen Orientation, as well as possible tutoring assistance throughout the school year (as available). Counts as an
Elective for all diplomas; A Career Academic Sequence or Flex credit course
PEER TUTORING: ADAPTIVE MUSIC
Year, Grades 10-12, 2 credits
Pre-requisite: Teacher approval
This class counts as a Peer Mentoring credit, but allows students with an interest in Special Education, to research
different disabilities, plus plan and implement lessons with the Special Ed. students at LHS. Music is a focus, as are other
arts and life skills, such as communication, movement, fine motor skills and group work. An interview with the teacher is
required for admission to the class.
CADET TEACHING
Sem, Grade 12, 2 credits
Prerequisite: Peer Tutoring preferred but not required, application/interview required
Cadet teaching expands the interested student’s ability to experience the teaching profession. This course exposes the
interested future teacher to the classroom experience by actively working with a supervising teacher and students (K
through grade 9) in the classroom. The student will work daily for an assigned period in the participating teacher’s
classroom, instructing the Cadet teacher in classroom organization, classroom management, curriculum and instructional
process, teaching observations and instructional experiences. In essence, the student learns the requirements,
techniques and attributes necessary to be a successful teacher.
Each student teacher prepares using background material learned prior to the classroom exposure, and is evaluated
based on the Cadet teacher’s cooperation, day to day practical performances, classroom work and the cadet teacher’s
ability to instruct. Requirements of the student teacher include journaling to describe their experiences and a final paper of
reflection. There will be Quarterly and Final exams. This is a two Block Course.
PHYSICAL EDUCATION
PHYSICAL EDUCATION I
Sem, Grade 9, 1 credit
Pre-requisite: None
Secondary Physical Education I places emphasis on health-related fitness and developing the skills and habits necessary
for a lifetime of activity. This program includes skill development and the application or rules and strategies of complex
difficulty in at least three different movement forms. The course is required to meet state graduation requirements,
Academic Honors diploma, and Core 40 requirements. One credit is earned per semester.
PHYSICAL EDUCATION II
Sem, Grade 9, 1 credit
Pre-requisite: None
Secondary Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment,
challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and
maintain a health-enhancing level of physical fitness and will increase their knowledge of fitness concepts. It includes at
least three different movement forms (without repeating those offered in Physical Education I). Prerequisite: Physical
Education I. The course is required to meet state graduation requirements, Academic Honors diploma, and Core 40
requirements. One credit is earned per semester.
HEALTH EDUCATION
Sem, Grades 9-12, 1 credit
Pre-requisite: None
A course required for graduation and structured to enable the student to more fully understand the changes experienced
during adolescence in his/her physical, mental, social and emotional development. This course includes the major
content areas in a planned, sequential, comprehensive health education curriculum as expressed in the Indiana Health
Education Proficiency Guide: (1) Growth and Development; (2) Mental and Emotional Health; (3) Community and
Environmental Health; (4) Nutrition; (5) Family Life Education; (6) Consumer Health; (7) Personal Health; (8) Alcohol,
Tobacco, and Other Drug Education; (9) Intentional and Unintentional Injury; and (10) Health Promotion and Disease
Prevention.)
ELECTIVE PHYSICAL EDUCATION
(FITNESS & SPORT)
Year/Sem, Grades 10-12, 1 or 2 credits
Pre-requisite: PE I and II
This course is an extension of the required physical education program. Emphasis is on co-educational fitness activities,
strategies, physical fitness, and review and improvement of wellness. Instruction is given in a variety of individual and
team sports with field trips supplementing certain units. Possible activities include racket sports, weight training,
swimming, volleyball, basketball, and flag football. One credit is earned per semester. Written work required.
ELECTIVE PHYSICAL EDUCATION
(WEIGHT AND FITNESS TRAINING)
Year/Sem, Grades 10-12, 1 or 2 credits
Pre-requisite: PE I and II
This co-educational course is open to students who have an interest in muscular and cardiovascular development in
addition to basic skills necessary to compete in interscholastic athletics. All LHS athletes and/or students who want to
become stronger and better conditioned should consider this class. One credit is earned per semester.
ELECTIVE PE
(NUTRITION & FITNESS)
Sem, Grades 10-12, 1 credit
Pre-requisite: PE I and II
This course promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in one or
more specific areas. Class activities include some of the following: lifelong sports; team sports; dual sport activities;
individual activities; outdoor pursuits; aquatics and dance; yoga; pilates as well as nutrition analyses. Students have the
opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of
fitness. Ongoing assessment includes both written and performance-based skill evaluation.
ELECTIVE PHYSICAL EDUCATION
(SWIMMING AND FITNESS)
Sem/Year, Grades 10-12, 1-2 credits
Pre-requisite: PE 1 and ll
This course is an extension of the required physical education program. Emphasis is on a personal commitment to lifetime
fitness and fitness for enjoyment. Swimming is an all around fitness activity with lifelong benefits to ones health and
wellness. Activities will include knowledge of all swim strokes, personal water safety, games, water aerobics and
snorkeling. Required: Swim suit, goggles and participation in class
SCIENCE
INTEGRATED CHEMISTRY-PHYSICS
Year, Grade 9, 2 credits
Pre-requisite: None
Integrated Chemistry-Physics is an introductory, laboratory-based course in which students explore fundamental
chemistry and physics principles. Students in this course examine, through the process of scientific inquiry, the structure
and properties of matter. *This course counts as a quantitative reasoning course.
BIOLOGY I
Year, Grade 10, 2 credits
Pre-requisite: None
Biology I provides, through regular laboratory investigations, a study of the structures and functions of living organisms
and their interactions with their environment. 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: (1) gain an understanding of
the history of the development of biological knowledge, (2) explore the uses of biology in various careers, and (3)
investigate biological questions and problems related to personal needs and social issues.
BIOLOGY I HONORS
Year, Grade 9, 2 credits
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Pre-requisite: 8 grade teacher recommendation (May take as a 10 grader with teacher recommendation.)
Students in Honors Biology will through extensive laboratory exercises (50% of the course), class discussion, and a
comprehensive long-term research project, develop an understanding and appreciation of the following concepts: The
nature of scientific inquiry; the limitations of science and scientific methods; the diversity of life and the interrelations
among organisms; the biological bases for problems in medicine, public health, agriculture, and conservation; the
historical development of biological concepts and the relationship of those concepts to the society and technology or each
age; the beauty and drama of the living world; our place in nature. In addition, Honors Biology will lead each student to
conceive of biology as a science and to see the process of science as a reliable method of gaining objective knowledge.
CHEMISTRY I
Year, Grades 11-12, 2 credits
Pre-requisite: C or better in Algebra I, C or better in Biology
Chemistry I is a course which briefly surveys the concepts of general chemistry. Topics include laboratory safety,
conversions, atomic structure, properties and states of matter, periodic table, bonding, nomenclature, chemical reations,
chemical equations and stoichiometry. Laboratory investigations will reinforce understanding of these topics. *This
course counts as a quantitative reasoning course.
HONORS CHEMISTRY I
Year, Grades 10-12, 2 credits
Pre-requisite: Honors Biology (earn a C) or teacher recommendation
Honors Chemistry I is a more intensive course intended for those students planning on a science/engineering/math major
in college. The course focuses on a development of the fundamental principles of chemistry and its applications. The
course consists of a 50% laboratory component and a long-term investigative project. Chemical nomenclature,
stoichemetry, development of the quantum atomic model, atomic structure, bonding, thermochemistry, periodic properties,
solution calculations, gas laws, chemical equations, and the properties of solids and liquids are among the topics
discussed in depth. Emphasis will be placed on problem solving skills and laboratory investigations to better prepare
students for careers in chemistry and related science fields. *This course counts as a quantitative reasoning course.
AP CHEMISTRY
Year, Grades 11-12, 2 credits
Pre-requisite: Chemistry I Honors (earn a B) or teacher recommendation
This course is designed to provide pre-professional and pre-engineering students with the opportunity to further develop
creative problem-solving skills and laboratory techniques. Concepts covered in Chemistry I are reviewed and expanded
upon with emphasis on properties of solutions, stoichiometry, acids and bases, pH, oxidation-reduction, chemical kinetics,
equilibrium and organic chemistry. This course follows College entrance examination guidelines for advanced placement
chemistry. Students enrolled will take the advanced placement test and possibly earn college credit. *This course counts
as a quantitative reasoning course.
BIOLOGY II GENERAL
Year, Grades 11-12, 2 credits
Pre-requisite: Biology I (earn a C) have already taken Chemistry or take concurrently
This course provides a study of botany, microbiology, anatomy and physiology, and ecology. Students in Biology II will
identify the relationship between plant structures and functions. Field observations will demonstrate how plants interact
with the environment. An inquiry of microorganisms and their effect on the environment will be explored. Laboratory
investigations and dissections will provide students the opportunity to compare human anatomy with other living
organisms. Students can describe the interaction of living things in the environment. The course will demonstrate the
diversity of living organisms from simple to complex and will include lab investigations, field observations, and research
presentations to comprehend life on earth.
AP BIOLOGY
Year, Grades 11-12, 2 credits
Pre-requisite: Biology I Honors and Chemistry Honors (earned a B) or teacher recommendation
Students will study such topics as (1) molecules and cells: chemistry of life, cells, cellular energetics; (2) heredity and
evolution: heredity, molecular genetics, evolutionary biology: and (3) organisms and population: diversity of organisms,
structure and function of plants and animals, ecology. The major themes of the course include: science as a process,
evolution, energy transfer, continuity and change, relationship of structure to function, regulation, interdependence in
nature and science, technology, and society. Students will take the Advanced Placement test and possibly earn college
credit. *This course counts as a quantitative reasoning course.
PHYSICS I
Year, Grades 10-12, 2 credits
Pre-requisite: Algebra I (earn a B)
Physics I is an introductory physics survey course dealing with the study of motion and energy in the first semester to
waves, electromagnetism, atomic and modern physics in the second semester. This course emphasizes conceptual
understanding through labs, hands-on activities, projects, and problem-solving exercises. *This course counts as a
quantitative reasoning course.
SOCIAL STUDIES
GEOGRAPHY AND HISTORY OF THE WORLD
Year, Grades 9-12, 2 credits
Pre-requisite: None
Geography and History of the World is a year-long course that helps students use the geographic “way of looking at the
world”. It will focus on major global themes that have been seen over time—for example, the origin and spread of world
religions; exploration; conquest and imperialism; the growth of cities; and innovations and revolutions. Geographic and
historical skills and concepts will be used. These skills are grouped into five sets: forming research questions, acquiring
information using a variety of sources, organizing information by creating graphic representations, analyzing information to
determine and explain patterns and trends, and presenting and documenting findings orally and/or in writing.
HUMAN GEOGRAPHY, ADVANCED PLACEMENT
Year, Grades 10 -12, 2 credits
Prerequisites: Geography and History of the World or World History or AP World History (Earn a C) or teacher
recommendation
The purpose of AP Human Geography is study how humans interact with the world. In this course, we will study the
global economy, population, characteristics of the world and policies of China, ethnic genocides, local and global cultural
landscapes, European colonization and its effect on today’s population, world language characteristics, development and
composition of U.S and world cities (demographics, economics, politics, business and consumer services) and local and
world agriculture practices. At the conclusion of the course, students will have the option of taking the AP test and
possibly qualifying for college credit.
WORLD HISTORY AND CIVILIZATION
Year, Grades 10-12, 2 credits
Pre-requisite: None
Students will compare and contrast events and developments from the cultural beginnings of man across the broad
spectrum of time and place to the world of the 21st century. By examining the key events and people that have influenced
the development of civilizations throughout the world, students will apply content knowledge to the skills and processes of
historical thinking, inquiry, and research, as well as think systematically about personal, national and global issues,
including peace, human rights, trade global ecology, and other pertinent issues of today.
WORLD HISTORY, ADVANCED PLACEMENT
Year, Grades 10-12, 2 credits
Pre-requisite: A in English 9 or B in Honors English 9 or English teacher recommendation
AP World History is a course that provides students with the content established by the College Board. The course will
have a chronological frame from the periods of 8000 B.C.E. to the present. AP World History focuses on five overarching
themes (1) interaction between humans and the environment, (2) development and interaction of cultures, (3) statebuilding, expansion, and conflict, (4) creation, expansion, and interaction of economic systems, and (5) development and
transformation of social structures. The course will focus on analytical and writing skills that historians use.
U.S. HISTORY
Year, Grades 11, 2 credits
Pre-requisite: None
U.S. History is a required two-semester course, which focuses on national development in the 19th and 20th centuries.
Students will also review major concepts in the early development of our nation.
U.S. HISTORY HONORS
Year, Grade 11, 2 credits, Dual Credit
Pre-requisite: B in English 10 or teacher recommendation
Honors US History is designed as a survey course. It begins with a quick review of early American History and then
continues in depth from Reconstruction to current times. This course provides students with a framework for studying
political, social, economic, and cultural issues and for analyzing the impact these issues have had on American society.
As an honors course, students should expect a rigorous content level and pace. This course demands greater
independence and responsibility and concentrates on the development of higher level thinking skills. Eligible students will
also receive three hours of university credit from IVY Tech in HIST 102, Survey of American History II.
U.S. HISTORY, ADVANCED PLACEMENT
Year, Grade 11, 2 credits
Pre-requisite: Cumulative 3.0 GPA and one of the following: a B in Class Lit/Comp, an A in English 10 or English teacher
recommendation
Advanced Placement U.S. History is a college-level U.S. History course. It follows AP guidelines and focuses on an indepth coverage of U.S. History. At the end of the course, students will have the option to take the AP test and possibly
qualify for college credit.
CURRENT PROBLEMS, ISSUES, AND EVENTS
Sem/Year, Grades 11-12, 1-2 credit(s)
Pre-requisite: None
Current Affairs is a research and discussion oriented course that focuses on issues and problems that affect our nation
and the world. It is designed to help the student better understand current events and problems occurring at the present
time as well as their causes and possible effects.
PSYCHOLOGY
Sem, Grades 11-12, 1 credit
Pre-requisite: None
Psychology is a course that exposes the student to various psychological topics and how they apply to human behavior.
The major units of study are: History of Psychology, Scientific Method, Consciousness, and Mental Disorder and
Treatment.
PSYCHOLOGY, ADVANCED PLACEMENT
Year, Grades 11-12, 2 credits
Pre-requisite: Cumulative 3.0 GPA and a B in previous English class
Advanced Placement Psychology is a year-long college level course that covers those topics generally discussed in depth
in a college level introductory psychology course. These topics include: social psychology, personality, history and
research methods, the brain, sensation/perception, learning, memory, cognition, development, mental disorders and
treatment. Students who complete this course will be prepared for and have the opportunity to take the Advanced
Placement Exam and possibly qualify for college credit, dependant on their score and choice of university.
SOCIOLOGY
Sem, Grades 11-12, 1 credit
Pre-requisite: None
Sociology is a course that includes the study of group behavior and basic human institutions. Central to the class is the
study of the research process as it relates to the sociological method, the study of culture and the study of childhood
socialization. Moral values, traditions, folkways, and other factors in society which influence group behavior are also
emphasized.
ECONOMICS
Sem, Grades 12, 1 credit
Pre-requisite: None
Economics is a required course that includes the study of the allocation of scarce resources through market forces.
Central to the class is the study of supply and demand. Economics also includes the study of market structure, banking,
business organization and the role of government at the national level. *This course counts as a quantitative reasoning
course.
MICROECONOMICS, ADVANCED PLACEMENT
Year, Grades 11-12, 1 credit
Pre-requisite: Geometry
The purpose of the Advanced Placement course in Microeconomics is to give students a thorough understanding of the
principles of economics that apply to the functions of individual decision makers, both consumers and producers, within
the economics system. Topics include basic economic concepts, the nature and functions of product markets, factor
markets, and market failure and the role of government. At the conclusion of the course, students will have the option of
taking the AP test and possibly qualifying for college credit. *This course counts as a quantitative reasoning course.
MONEY TALKS (New course)
Year, Grade 12, 4 Credits
Pre-requisite: None
The purpose of the Money Talks integrated course is to give students a thorough understanding of the principles of
economics and functions of government in addition to the acquisition of public speaking skills through advanced speech
and debate curricula. Projects include the development of a political party, participation in a presidential debate, and
marketing a product with all projects including a presentation element scaffolded by the advanced speech and debate
standards. Students will receive credit for economics, debate, government, and advanced speech. This is a two block
course. *This course counts as a quantitative reasoning course.
UNITED STATES GOVERNMENT
Sem, Grade 12, 1 credit
Pre-requisite: None
United States Government is a required course which conveys to the student a solid background and understanding of the
Constitution and how it applies to the organization of our American government as well as to private citizens. Strong
emphasis is placed on understanding the duties and functions of the three branches of government at the national level.
CAREER
INTRODUCTION TO TRANSPORTATION
Year, Grades 10-12, 2 credits
Prerequisite: None, Auto courses cannot be repeated for credit.
This is a yearlong one-hour course, which is a prerequisite to Auto Services Technology I. The course provides students
with the basic fundamentals of automotive repair, tool identification, use, and shop safety.
AUTOMOTIVE SERVICES TECHNOLOGY I
Year, Grades 10-12, 4 credits, Dual Credit
Prerequisite: Intro to Transportation, courses cannot be repeated for credit.
This is a prerequisite to Auto III. This two-block course gives students a review of Auto I and provides students with basic
computer fundamentals and an introduction to a working shop atmosphere with a systems approach to learning.
AUTOMOTIVE SERVICES TECHNOLOGY II
Year, Grades 11-12, 6 credits, Dual Credit
Prerequisite: Auto Services Technology I, auto courses cannot be repeated for credit.
This three-block course provides preparation for entry into a trade school or automotive technology repair, maintenance
and related careers. Entry into this program is limited to students who plan to work in the industry upon graduation or who
plan related post high school training. A student qualifies for entry into this program by establishing background skills,
work habits, a safety reputation and grades that reflect ability in the pre-requisite courses. Welding skill is also helpful.
The students will participate in a three-hour block of time in the morning or the afternoon. Work clothes are required.
Students will interview for this class.
INTRO TO ENGINEERING DESIGN (PLTW)
Year, Grades 9-12, 2 credits, Dual Credit
Pre-requisite: None
Introduction to Engineering Design™ (IED) is a high school level course that is appropriate for students who are interested
in design and engineering. The major focus of the IED course is to expose students to design process, engineering
standards, research and analysis, technical documentation, global and human impacts, communication methods, and
teamwork. IED gives students the opportunity to develop skills and understanding of course concepts through activity-,
project-, and problem-based (APPB) learning. Used in combination with a teaming approach, APPB-learning challenges
students to continually hone their interpersonal skills, creative abilities and understanding of the design process. It also
allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education.
Students will employ engineering and scientific concepts in the solution of engineering design problems. In addition,
students use a state of the art 3D solid modeling design software package to help them design solutions to solve
proposed problems. Students will develop problem-solving skills and apply their knowledge of research and design to
create solutions to various challenges that increase in difficulty throughout the course. Students will also learn how to
document their work, and communicate their solutions to their peers and members of the professional community.
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Introduction to Engineering Design™ is one of three foundation courses in the Project Lead The Way (PLTW) high
school pre-engineering program. The course applies and concurrently develops secondary level knowledge and skills in
mathematics, science, and technology.
PRINCIPLES OF ENGINEERING (PLTW)
Year, Grades 10-12, 2 credits, Dual Credit
Prerequisite: Introduction to Engineering Design
Principles of Engineering is a broad-based survey course designed to help students understand the field of engineering
and engineering technology and its career possibilities. Students will develop engineering problem solving skills that are
involved in post-secondary education programs and engineering careers. They will explore various engineering systems
and manufacturing processes. They will also learn how engineers address concerns about the social and political
consequences of technological change. The main purpose of this course is to experience through theory and hands-on
problem-solving activities what engineering is all about and to answer the question, “Is a career in engineering or
engineering technology for me?” *This course counts as a quantitative reasoning course.
COSMETOLOGY I
Year, Grade 12, 3 credits
Prerequisite: None
Cosmetology includes classroom and practical experiences concerned with a variety of beauty treatments, including the
care and beautification of hair, complexion, and hands. Instruction includes the following: training in giving shampoos,
rinses, and scalp treatment; hair styling, setting, cutting, dyeing, tinting, bleaching, and fitting wigs; permanent waving;
facials; manicuring; and hand and arm massaging. Bacteriology, anatomy, hygiene, sanitation, salon management
(including record keeping), and customer relations are also emphasized in the course. Instruction will qualify pupils for the
licensing examination. The program is offered through Crown College in Crown Point and is a three-hour 15 minute
course worth three credits. Students are responsible for tuition.
CRIMINAL JUSTICE I
Year, Grades 11-12, 4 credits, Dual Credit
Pre-requisite: Recommended Report writing, Public Speaking, Business Law and Ethics
This two block course introduces the student into the world of Criminal Justice. Students are exposed to a wide area of
information content in Law Enforcement, Courts, Corrections, Private Security, Homeland Security, Community Oriented
Policing and other areas of protect and serve information and training. Additional training includes performance
evaluations on officer safety, mock traffic stops, Stop and Frisks, interviewing, Arrests, crime investigations, trials, self
defense and other related areas. Communication skills are practiced due to their critical nature in performing Criminal
Justice related career assignments.
FORENSCIS CRIMINOLOGY: CSI
Year, Grades 11-12, 4 credits, Dual Credit
Pre-requisite: Have taken Chemistry or enrolled in Chemistry.
The students in this course are taught the fundamentals of a criminal investigation and how it is applied in a court of law.
They learn by doing; they process crime scenes, analyze lab data, conduct scientific investigations, interact with guest
speakers, explore the Internet and become familiar with various texts. Students use technology to participate in activities
that closely resemble those used by law enforcement personnel, forensic scientists and expert witnesses. They document
their findings through laboratory reports and legal briefs to ultimately be presented to a student court and jury or potential
mock trial in a courtroom setting. Students will earn 2 credits in Independent Study, Science Research and Criminal
Justice II. Students who have taken Criminal Justice I can earn dual credits.
RADIO AND TELEVISION I
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Sem/Year, Grades 10-12, 2 credits, Dual Credit for 11 & 12
Prerequisite: None
This course provides instruction to develop and enhance competencies in various communication, media, production, and
technical functions and tasks performed by employees, including management personnel, in TV broadcasting and
telecommunications occupations. Emphasis is placed on script writing, career opportunities, production, programming,
announcing, broadcast equipment operation, news and sportscasting, station organization, technical oral/written
Communication, and listening skills. Students will learn the basics of how to write, produce, anchor, and run equipment
for the Daily Announcements show, and frame up camera shots among many other aspects of telecommunications. They
will also learn how to shoot and edit short pieces for the show. Instructional strategies include a hands-on school-based
enterprise, real and/or job shadowing, field trips and internships. Recommended prerequisites: strong communication
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skills, mass media, and computer applications. *This class will be at the beginning of the day – either 1 or 5 hour.
*Dual credit to Juniors and Seniors through Project Excel at Vincennes University. Must be taken for a full year for dual
credit.
RADIO AND TELEVISION II
Year, Grades 11-12, 2 credits, Dual Credit
Prerequisite: Radio and Television I
This course provides advanced instruction to develop and enhance competencies in various communication, media,
production, and technical functions. Emphasis is placed on technical oral/written communications, listening skills, and
using what students learned in TV Broadcasting/Telecommunications 1 and 2 and applying it in a more in-depth manner
in the classroom. Students will learn more advanced ways to film and edit video to create and prepare news packages
that air during the long version of the daily announcements show - including how to meet deadlines. Students will also
learn how to work with clients to create commercials, create movies, create packages, and other types of advanced
projects. Instructional strategies include hands-on school-based enterprise, real and/or job shadowing, field trips and
internships.
*Students will make advertising videos and will be required to leave campus to meet with clients. This class will
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be at the end of the day – either 4 or 8 hour.
*Dual credit to Juniors and Seniors through Project Excel at Vincennes University. Must be taken for a full year for dual
credit.
(HEALTH SCIENCE EDUCATION)
ANATOMY AND PHYSIOLOGY
Year, Grades 11-12, 2 credits
Prerequisite: Recommended Biology and Chemistry
Human Anatomy and Physiology is a two semester course that provides students an opportunity for in-depth study of the
structure and function of major body systems. This course will provide a comprehensive background for students
interested in going on in the medical field. Practical correlation of anatomy and physiology, pertinent health career
discussion topics, and guest speakers will be introduced. American Heart Association Healthcare Provide CPR is taught
in this course for a two year certification.
HEALTH SCIENCE EDUCATION I - SEMESTER I
Sem, Grades 11-12, 3 credits, Dual Credit
Prerequisite: Biology and Algebra 1 and recommended Anatomy and Physiology
Health Science Education is a three credit course (4 blocks) which introduces students to all aspect of the health care
industry. Students have the opportunity to explore a number of health related disciplines, learn associated entry level
skills, and compare the educational requirements, credentialing, and job opportunities with their personal abilities and
interests as a means of making an informed health career choice. Anatomy and physiology, medical terminology, and
health care issues are integrated in this course. Students who have taken the Medical Anatomy and Physiology class will
be given priority placement in this class and it is strongly recommended that it be taken prior to placement in the
advanced class.
HEALTH SCIENCE EDUCATION II – SEMESTER 2
Sem, Grades 11-12, 3 credits, Dual Credit
Prerequisite: Successful completion of Introduction to Health Care Systems semester I with a grade of C or above is
strongly encouraged for continuing on in this course.
Semester two of Health Science Ed. content builds on material learned in the first semester of Health Science. Content
includes a core of entry-level skills common to specific health career clusters such as dental care, medical laboratory,
public/community health, nursing and medical specialty areas. Extended laboratory experience is used as a method of
providing clinical exposure to actual health care settings. Successful completion of the 105-hour State of Indiana Certified
Nurses Aide curriculum will allow students to take the State written and skills exam for CNA certification. A current
physical exam is required for participation in this portion of the program. Job placement assistance is available to
students. American Heart Association Healthcare Provider CPR is taught in this course for a two year certification. (4
block course)
*Dual Credit -Students who take both semesters of Health Science Ed are eligible to qualify to earn dual credit with Ivy
Tech for up to 11college credits.
WORLD LANGUAGES
FRENCH I
Year, Grades 9-12, 2 credits
Pre-requisite: None
French I introduce students to effective strategies for beginning French language learning, and to various aspects of
French-speaking culture. This course encourages interpersonal communication through speaking and writing, providing
opportunities to make and respond to basic requests and questions, understand and use appropriate greetings and forms
of address, participates in brief guided conversations on familiar topics, and write short passages with guidance. This
course also emphasizes the development of reading and listening comprehension skills, such as reading isolated words
and phrases in a situational context and comprehending brief written or oral directions. Additionally, students will examine
the practices, products and perspectives of French-speaking culture; recognize basic routine practices of the target
culture; and recognize and use situation-appropriate non-verbal communication. This course further emphasizes making
connections across content areas and the application of understanding French language and culture outside of the
classroom.
FRENCH II
Year, Grades 10-12, 2 credits
Pre-requisite: French I, Proficiency level of 70% (C)
French II builds upon effective strategies for French language learning by encouraging the use of the language and
cultural understanding for self-directed purposes. This course encourages interpersonal communication through speaking
and writing, providing opportunities to make and respond to requests and questions in expanded contexts, participate
independently in brief conversations on familiar topics, and write cohesive passages with greater independence and using
appropriate formats. This course also emphasizes the development of reading and listening comprehension skills, such as
using contextual clues to guess meaning and comprehending longer written or oral directions. Students will address the
presentational mode by presenting prepared material on a variety of topics, as well as reading aloud to practice
appropriate pronunciation and intonation. Additionally, students will describe the practices, products and perspectives of
French-speaking culture; report on basic family and social practices of the target culture; and describe contributions from
the target culture. This course further emphasizes making connections across content areas and the application of
understanding French language and culture outside of the classroom
FRENCH III
Year, Grades 11-12, 2 credits, Dual Credit
Pre-requisite: French II, Proficiency level 70% (C)
French III builds upon effective strategies for French language learning by facilitating the use of the language and cultural
understanding for self-directed purposes. This course encourages interpersonal communication through speaking and
writing, providing opportunities to initiate, sustain and close conversations; exchange detailed information in oral and
written form; and write cohesive information with greater detail. This course also emphasizes the continued development
of reading and listening comprehension skills, such as using cognates, synonyms and antonyms to derive meaning from
written and oral information, as well as comprehending detailed written or oral directions. Students will address the
presentational mode by presenting student-created material on a variety of topics, as well as reading aloud to practice
appropriate pronunciation and intonation. Additionally, students will continue to develop understanding of French-speaking
culture through recognition of the interrelations among the practices, products and perspectives of the target culture;
discussion of significant events in the target culture; and investigation of elements that shape cultural identity in the target
culture. This course further emphasizes making connections across content areas as well the application of understanding
French language and culture outside of the classroom.
HONORS FRENCH III
Year, Grades 11-12, 2 credits, Dual Credit
Prerequisite: B + in French II with teacher recommendation
Students with outstanding ability in French II are recommended for the Honors course which may lead to Advanced
Placement French in the senior year. Students in this class work more intensively, move at a faster pace, and cover more
vocabulary and grammar than those in regular French III.
FRENCH IV
Year, Grades 11-12, 2 credits, Dual Credit
Pre-requisite: French III, Proficiency level of 70% (C)
French IV provides a context for integration of the continued development of language skills and cultural understanding
with other content areas and the community beyond the classroom. The skill sets that apply to the exchange of written
and oral information are expanded through emphasis on practicing speaking and listening strategies that facilitate
communication, such as the use of circumlocution, guessing meaning in familiar and unfamiliar contexts, and using
elements of word formation to expand vocabulary and derive meaning. Additionally, students will continue to develop
understanding of French-speaking culture through explaining factors that influence the practices, products, and
perspectives of the target culture; reflecting on cultural practices of the target culture; and comparing systems of the target
culture and the student’s own culture. This course further emphasizes making connections across content areas through
the design of activities and materials that integrate the target language and culture with concepts and skills from other
content areas. The use and influence of the French language and culture in the community beyond the classroom is
explored through the identification and evaluation of resources intended for native French speakers.
This is an advanced course designed to prepare students for college-level French classes.
SPANISH I
Year, Grades 9-12, 2 credits
Pre-requisite: None
This class is designed for students who have no or very limited exposure to the Spanish language. This course
encourages interpersonal communication through speaking and writing, providing opportunities to make and respond to
basic requests and questions, understand and use appropriate greetings and forms of address, participation in brief
guided conversations on familiar topics, write short passages with guidance, and the development of reading and listening
comprehension skills. Students will also develop an understanding of cultures and languages other than their own by
studying various cultural practices and traditions of Spanish-speaking countries. Students will also learn to recognize the
similarities between English and Spanish, such as cognates, sentence structure, and question-and-answer patterns.
SPANISH II
Year, Grades 10-12, 2 credits
Pre-requisite: Spanish I, Proficiency level of 70% (C) or better in prerequisite class required.
Through this course, students will expand their ability to communicate in written and oral Spanish. Students will know the
formation and uses of five basic verb tenses, and they will have the vocabulary necessary to communicate about a wide
variety of topics, such as train travel and shopping. Students will learn some of the names, locations, and research of
Spanish-speaking countries. They will also study aspects of the cultures of those countries by studying many modern and
historic topics, such as shopping in traditional markets and regional cuisines. Students also will learn about the various
ways in which Spanish can be used in their everyday lives and how language study correlates to other academic areas.
Spanish II Honors
Year, Grades 10-12, 2 credits
Prerequisite: B + in Spanish I with teacher recommendation
Students with outstanding ability in Spanish I are recommended for the Honors course which may lead to Advanced
Placement Spanish in the senior year. Students in this class work more intensively, move at a faster pace, and cover
more vocabulary and grammar than those in regular Spanish II. Upon successful completion of this course, students
should elect Spanish III Honors. Students who earn an 80% or higher are recommended to continue on to Spanish III
Honors.
SPANISH III
Year, Grades 11-12, 2 credits
Pre-requisite: Spanish II, Proficiency level of 70% (C) or better in prerequisite class required.
Students will continue development of reading, translation and listening comprehension skills. Students will also continue
their study of grammatical structures, including command forms and the subjunctive. Students will continue to develop
understanding of Spanish-speaking culture through recognition of the interrelations among the practices, products, and
perspectives of the target culture. Students will expand their awareness of how language study impacts their role in the
world through such career options and educational opportunities.
Spanish III Honors
Year, Grades 11-12, 2 credits, Dual Credit
Prerequisite: B+ in Spanish II Honors with teacher recommendation
In this third level accelerated course, primary emphasis is placed on expanding students' speaking, reading and writing
skills. The more advanced grammatical structures are studied, accompanied by conversational practice throughout the
course. Culture is presented in a variety of ways. To prepare students for A.P. or college Spanish courses, Students are
encouraged to speak Spanish in the class and most of the instruction will be in Spanish. Upon successful completion of
this course, students should elect Advanced Placement Spanish.
SPANISH IV
Year, Grades 11-12, 2 credits
Pre-requisite: Spanish III, Proficiency level of 70% (C) or better in prerequisite class required.
Students will continue their study of complex grammatical structures and concepts, including the subjunctive. Several
short stories and poems will be read and discussed. Students will reflect on cultural practices of the target culture and
compare systems of the target culture to the student’s own culture. This is an advanced course designed to prepare
students for college-level Spanish classes.
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SPANISH LANGUAGE, ADVANCED PLACEMENT (4 year)
Year, Grades 11-12, 2 credits, Dual Credit
Pre-requisite: Grade of 80% or higher in Spanish III Honors
The Advanced Placement Language course stresses the use of Spanish for active communication, emphasizing oral
skills, composition, and advanced grammar structures. Students will give oral presentations, read authentic text, write
compositions and discuss current events in Spanish-speaking countries. All course work and student communication will
be in Spanish. In May, the student will take the Advanced Placement Examination in Spanish Language. A satisfactory
grade on the exam may qualify the student for college credit
Vocational Classes at Hanover and Crown Point High Schools
Lowell, Hanover, and Crown Point High Schools are partnered to share some vocational/CTE courses. There are only a
few seats available for LHS students and they are only open to juniors and seniors. If you wish to participate in one of
these courses, inform your guidance counselor, who will add your name to a list of interested students. Your counselor will
let you know if you will be able to participate. You will sign up for a full load of courses at LHS until placements at Hanover
or Crown Point are determined. If more students sign up for courses than there are seats available, students will be
chosen by lottery.
All students interested in taking a vocational course at Hanover High School or Crown Point High School must provide
their own transportation. Because of the schedule differences in schools, extra periods may need to be built into a
student’s schedule. Students must also complete an enrollment form for the high school they are attending and register
with the school.
Hanover Central Courses
Adult Roles - sem
Interpersonal Relationships - sem
Nutrition and Wellness - sem
Advanced Nutrition and Wellness - sem
Child Development - sem
Adv Child Development - sem
Fashion and Textiles I and II
Intro to Culinary Arts and Hospitality Management - sem
Culinary Arts – year,
Construction Technology- year
Financial Services
Sports and Entertainment Marketing
Advanced Business Management
Crown Point Courses
Graphic Imaging Tech I - year
Graphic Imaging Tech II - year
Precision Mach Tech I - year
Precision Machine Tech II - year
Prec Mach Tech III - year
Prec Mach Tech IV - year
Tech Drawing I (CAD) - year
Intro to Print Reading - year
Architectural Drafting (CAD) - year
Intro to Construction Processes - year
Intro to Construction Processes II - year
Introduction to Robotics - year
Engineering Robotics - year
Rev. March 7, 2014