Bloomington HS North 13-14 Course Guide

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Bloomington High School

North

2013-2014 Curriculum Course Guide

MCCSC Superintendent

Dr. Judith A. DeMuth Director of Secondary Education Curriculum and Instruction

Mrs. Janice Bergeson

-photo by Tayler Wampler, 2012 Nikean Yearbook

Bloomington high school North Administration Principal Mr. Jeffry Henderson House A: Assistant Principal

Mr. D.Timothy Hudson Counseling Dept. Chair

Ms. Sarah Franklin

House B: Assistant Principal

Ms. Betty Anderson Counselor

Mr. Greg Chaffin

House C: Assistant Principal

Mr. Marcus Debro Counselor

Mrs. Adrien Himm

House D: Assistant Principal

Dr. Andrea Mobley Counselor

Mrs. Kathy Rillo

Post Secondary Planning Assessment Coordinator

Ms. Mary Priester

Director of Athletics

Mr. Michael Mossbrucker

Assistant Directors of Athletics

Mr. Scott Bless Mr. Christopher Branam Mr. Andy Hodson

Bloomington High School North | 3901 North Kinser Pike | Bloomington, Indiana 47404 812-330-7724 | http://www.north.mccsc.edu | CEEB/ACT Code 150-220 Curriculum guide designed by Mr. Ryan Gunterman

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Academic Information 2013-2014

Contents Grade Reporting | Honors & AP Courses | Academic Awards Diploma & Course Requirements High Ability Program | Dual Credit Options | Early College Program ENL | Special Education | High School Credit While in Middle School Indiana University Open Program | Post-Secondary Enrollment Program IHSAA Eligibility NCAA Eligibility English/Language Arts English/Language Arts: Journalism & Student Media Fine Arts: Art Division Fine Arts: Theatre Division Fine Arts: Music Division Fine Arts: Choral Division Health & Physical Education Mathematics Practical Arts: Business Technology Division Practical Arts: Family & Consumer Science Division Practical Arts: Technology Education Division Science Social Studies Special Education Special Programs World Languages Hoosier Hills Career Center Career Cruising Four-Year Plan

pgs 4-5 pgs 6-12 pg 13 pg 14 pg 15 pg 16 pgs 18-19 pgs 20-25 pgs 26-27 pgs 28-35 pgs 36-37 pgs 38-40 pg 41 pgs 42-43 pgs 44-47 pgs 48-49 pgs 50-52 pg 53 pgs 54-57 pgs 58-63 pgs 64-65 pgs 66-67 pgs 68-75 pgs 76-83 pgs 84-85 pg 86

Expectations of Student Behavior

A

s members of the Learning Community that is Bloomington High School North, it is the primary goal of faculty members and students to strive for academic excellence as students pursue their high school diploma. Additionally, students pledge that they will adhere to the following list of expectations while in transit to/from or while attending school or a school function, or while on school grounds: • I will put school safety at the forefront of my considerations and actions at all times and will report any unsafe situation to a faculty member or administrator.

• I will respect property and technology belonging to the school or individuals as well as all members of the Bloomington High School North Community: students, teachers, administrators, counselors, support staff and visitors, and will represent our school in a positive way.

• I will not do anything to interfere with the educational process of others or myself.

• I will follow all individual classroom rules established by my teachers.

• I will be on time and academically compliant in every class.

• I will adhere to all federal, state and local laws.

Confidential Safe Schools Hotline: (812)330-2494 Students may call the above number to report dangerous situations such as bullying, threats, and harassment and receive complete anonymity. Students are also encouraged to speak with an administrator, counselor, or teacher about anything that puts the safety of the Bloomington High School North community at risk.

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Course Selection Procedures he 2013-2014 Curriculum Guide lists and describes all courses currently offered at Bloomington High School North. Students need to plan ahead to prepare for the various career options that are available once a diploma has been earned from Bloomington High School North. Selections should be made carefully with deliberation and thoughtfulness, using the four-year plan for graduation at the end of this booklet, taking into account high school graduation requirements, preparation for post high school study, and career plans. Students are urged to retain the curriculum guide after classes are selected; in addition to course descriptions, graduation requirements, the policy for repeating a course and other information needed for reference and planning are included.

The course selection process at BHSN begins with students, parents and counselors working together to allow for thoughtful, informed decision making.

Students must select their scheduling choices carefully making use of a variety of resources: family, teachers, counselors, high school transcripts, the curriculum guide, career cluster and pathway information and post-secondary interests and goals. After each student selects courses, the program of courses to be offered in the coming year is finalized, and the teachers assigned to the courses are determined.

As a student centered organization, we base the master schedule on student requests and available teacher staffing. Therefore, these selections have a major impact on the master schedule and staffing needs for the following school year.

Drop and add is only allowed when there is significant evidence present that a student will not be successful in a course.

Schedule changes WILL NOT be permitted without administrative approval and one of the following situations must exist: the student has been misplaced, a scheduling error has occurred, or a change is needed to ensure timely graduation.

Requested changes related to teacher assignments, class periods, etc. will not be considered.

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Academic Information 2013-2014

2013-2014 Curriculum Guide

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Academic Information 2013-2014

Grade Reporting

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ll BHSN Honors and Advanced Placement Courses are weighted. Courses taken at Indiana University will not be weighted and will not be included on the Bloomington High School North transcript unless it is required for graduation. Honors and all third year and above World Language courses receive an additional .5 grade point. Advanced Placement classes receive an additional 1.0 grade point. If a student earns a B in an Advanced Placement class, rather than calculate the GPA using 3.0 points, one point would be added to use 4.0 in the GPA calculation.

Course Algebra Earth Science English World Geography Band Computer Applications Introduction to Technology Physical Education total:

Credits 1 1 1 1 1 1 1 1 8

Grade A B B A A A B A

Grade Points Earned 4 3 3 4 4 4 3 2 27

Dividing the number of grade points (27) by the number of credits (8) gives the grade point average 3.375.

Each semester the number of grade points is divided by the number of class credits. It becomes increasingly difficult to affect GPA later in high school because, as the number of credits increases, each semester’s grade points have less of an effect.

Using the example above, if a senior with a GPA of 2.0 in the fall semester of his last year in high school earned a GPA of 3.375, his overall GPA would raise to 2.23. A freshman beginning with a GPA of 0.0 would raise his GPA 3.375 points, whereas a senior with the same semester grades but a prior grade history could raise it only .23 points. That is because 27 has a bigger impact when divided by 8 than when, in the senior year, it is added to 96 grade points already earned and divided by 54.

Students who use their junior and senior years to “make up” for missed opportunities find it mathematically impossible to change their GPA very much. The best opportunity to affect GPA is in the freshman and sophomore years. Six weeks grades function as progress reports and do not figure into a student’s overall GPA. To have the greatest number of opportunities after high school, students and parents should understand that difficulty of the courses pursued, as well as academic success, is more important than GPA alone.

grade: A+ points: 4

A 4

A- 3.7

B+ 3.3

B 3

B- 2.7

C+ 2.3

C 2

C- 1.7

D+ 1.3

D 1

D- .7

F 0

Skyward Family & Student Access: Family access will allow parents and students to view attendance and grade reports, food service balance, academic schedule, immunization record, standard address, phone number, and other demographic information. It is totally secure and easy to use.

You will need to obtain a user ID and password in order to begin using this service. Those who previously created an account in middle school can use the same login information for BHSN. Those who have yet to create a Skyward account should bring an ID to the main office for obtaining a username and password.

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2013-2014 Curriculum Guide

Honors & AP Courses English:

Mathematics:

English 9 Honors English 10 Honors English 11AP (Language & Composition) English 12AP (Literature & Composition) ACP (Advance College Project) W131 & L202

Geometry Honors Algebra II Honors Pre-Calculus Honors Calculus (AB) AP/ACP M211 Calculus II (BC) AP Statistics AP Finite Math ACP M118

Science: Earth & Space Science I (L) Honors Biology I (L) Honors Biology AP (L) Chemistry I (L) Honors Chemistry AP (L) Physics I (L) Honors AP Physics C (L)

Fine Arts: Music Theory AP Advance Jazz Band Honors Jazz Ensemble Honors Instrumental Ensemble Honors Advanced Orchestra Honors Advanced Symphonic Band Honors 2D Art Studio Portfolio AP 3D Art Studio Portfolio (Ceramics) AP

Special Programs:

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Academic Information 2013-2014

Social Studies: Geography & History of the World Honors Intro to Social Science Honors World History Honors U.S. History AP - American Studies U.S. Government Honors Economics Honors

World Languages: French III, IV, & V Honors German III & IV Honors Spanish III & IV Honors Latin III Honors Japanese III & IV Honors Spanish AP Latin AP Japanese AP

Independent Study Honors

Academic Awards DEPARTMENTAL TROPHY AWARD: Each department selects student(s) in each academic discipline to receive a trophy award at the Academic Awards Ceremony in the spring. Trophy award winners’ names are engraved on perennial trophies which are displayed in the school. Students also receive individual plaques.

VALEDICTORIAN: The valedictorian will be the student(s) who has the highest cumulative grade point average at the end of the eighth semester of his or her senior year. In the case of a tie, multiple students may be designated valedictorian. In order to be named valedictorian, the student must meet these pre-conditions: • shall have been in attendance full-time in high school (9-12) for eight semesters.

• shall have attended BHSN no less than one year immediately prior to his or her eighth semester.

• shall have completed all graduation requirements no later than the last day of scheduled classes for seniors.

• shall have taken no more than three credits non-graded format during his or her first seven semesters.

• must not have repeated a course.

SALUTATORIAN: The salutatorian will be the student who has the second-highest cumulative grade point average at the end of the eighth semester. In the case of a tie, multiple students may be designated salutatorian.

In order to be named salutatorian, the student must meet these pre-conditions: • shall have been in attendance full-time in high school (9-12) for eight semesters.

• shall have attended BHSN no less than one year immediately prior to his or her eighth semester.

• shall have completed all graduation requirements no later than the last day of scheduled classes for seniors.

• shall have taken no more than three credits non-graded format during his or her first seven semesters.

• must not have repeated a course.

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Academic Information 2013-2014

BHSN General Diploma Course & Credit Requirements COURSE SUBJECT / REQUIRED CREDITS

English / 8

PE / 2

Math / 4 (2 must be in Algebra I)

Health / 1 (Health & Wellness)

Science / 4 (2 must be in Biology I) Social Studies / 6 (2 U.S. Hist., 1 U.S. Govt.,

1 Econ., and 2 other social studies credits)

Electives / 6 College & Career Pathway / 6 Flex Credit / 5 42 TOTAL CREDITS REQUIRED

A. Year of graduation is determined based on the year in which a student originally enrolled in any high school.

B. A credit is that which is earned by satisfactorily completing one semester of course work. One credit is earned in each course except marching band, which earns ½ credit. No credit is given for a teacher aide or study hall.

C. Eight semesters of English are required.

D. Freshmen and/or sophomores select 1 year-long or 2 one-semester social studies courses as electives. U. S. History is taken the junior year. Government and Economics are taken the senior year.

E. Students should begin their science sequence in the freshman year. To meet requirements, a student must complete

a full year of Biology; Chemistry, Physics, or Integrated Chemistry/Physics; and an additional Core 40 science course.

F. Physical Education requires the successful completion of two semesters, typically fulfilled during freshman year.

G. Due to the changes in Indiana’s school accountability system, the State of Indiana requires students to take the

GQE/ECA. This consists of end of course assessments in English 10 and Algebra I upon completion of each of course. Students must pass these exams to earn a diploma. Students must take the Biology ECA in order to be eligible for graduation. Those who do not meet this ECA standard for Algebra I and English 10 are required to remediate and retest each year.

H. In the event that it is necessary to repeat a course to fulfill graduation requirements, both the original and the

repeated courses will appear on the student’s transcript. Repeat grades are designated with “R” preceding the course grade. The highest grade is calculated in the student’s grade point average (GPA). Students who repeat courses will not be eligible for valedictorian or salutatorian honors.

I. The general diploma requires 6 credits to be taken in a career academic sequence; electives selected in a deliberate manner taking full advantage of career exploration and preparation. Five flex credits are also required. The flex credits are: more in a career academic sequence, workplace learning (internship courses), college credit courses, or additional academic courses.

J. All students must earn two (2) mathematics or quantitative reasoning credits as a junior or senior. These are existing courses that help advance a student’s ability to apply mathematics in real-world situations and contexts. A proposed list of these courses can be found on the second page of the State Board memo. General diploma students will be required to earn two (2) credits in a Mathematics course or a Quantitative Reasoning course during their junior or senior year.

K. Students must be enrolled in four core academic courses per semester.

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ndiana’s Core 40 curriculum helps you make the most of your high school years by providing the academic foundation you will need to succeed in college and the workforce. Here are some of the benefits of Core 40: Challenging Courses = Big Rewards: Students who take strong academic courses in high school are Academic more likely to enroll in college and earn a degree. That’s important, because higher education pays: On averInformation age, college graduates earn more than a million dollars more over a lifetime than those with only a high school 2013-2014 education. High school graduates earn 42 percent more than high school dropouts. Core 40 pays.

More Career Options. Good jobs require education beyond high school. That means if you want a job that will support you and your future family, provide health benefits and offer a chance for advancement, you’ll need to complete a two- or four-year degree, apprenticeship program, military training, or workforce certification. If you are planning to go directly to work after high school graduation, you will still need to be prepared for training and retooling throughout your lifetime. Core 40 gives you more options — and more opportunities — to find a career with a real future.

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

Preparation for College Success. It’s not just about getting in — it’s about finishing. To succeed in college-level work, students need to complete Core 40 in high school. Anything less may mean taking remedial (high school) coursework in college, which means it will take you longer to finish and will cost you more in college tuition. It also means you’ll have a greater chance of dropping out before you get your degree. That’s why Core 40 is an admissions requirement for a four-year public Indiana college. Most private colleges require students to have at least this level of high school academic preparation. Core 40 is your best preparation for success.

Important Note: Entry requirements vary among colleges, so there is no specific list of courses that comprise a college preparatory curriculum. Colleges may use additional factors to determine who is admitted. Test scores, essays, and interviews may influence the admissions determination. Within institutions, some degree programs may impose additional requirements. Colleges may also have a special admissions process for those students not meeting the above requirements.

The completion of Core 40 curriculum is an Indiana graduation requirement (Indiana Code 20-32-4-7, 8, 9, 10).

To graduate with less than Core 40, students and parents, along with school personnel, must complete a formal opt-out process.

To graduate with less than Core 40, the following formal opt-out process must be completed: • The student, the student’s parent/guardian, and the student’s counselor (or another staff member who assists students in • course selection) meet to discuss the student’s progress.

• The student’s career and course plan is reviewed.

• The student’s parent/guardian determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum. If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined.

• Complete opt-out form with counselor and form must be signed by student, counselor, parent, and administrator.

The following conditions may trigger a discussion about opting-out of Core 40: 1. A parent may request that a student be exempted from the Core 40 curriculum and be required to complete the general 1. diploma to graduate, or 2. The student does not pass at least three (3) courses required under the Core 40 curriculum, or 3. The student receives a score on the graduation examination that is in the twenty-fifth percentile or lower when the student takes the graduation examination for the first time.

In each case, the student’s parent and counselor (or another staff member who assists students in course selection) shall meet to discuss the student’s progress. Following the meeting, the student’s parent shall determine whether the student will achieve greater educational benefits by: 1. continuing the general curriculum; or 2. completing the Core 40 curriculum If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a BHSN general diploma and the career/academic sequence the student will pursue is determined.

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2013-2014 Curriculum Guide

Bloomington High School North

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Effective beginning with students who enter high school in 2012-13 school year (class of 2016).

Academic Information 2013-2014

Course and Credit Requirements English/ Language Arts Mathematics

8 credits

Including a balance of literature, composition and speech.

6 credits (in grades 9-12)

2 credits: Algebra I 2 credits: Geometry 2 credits: Algebra II

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

Students must take a math or quantitative reasoning course each year in high school

Science

6 credits

C.

6 credits

D.

2 credits: Biology I 2 credits: Chemistry I or Physics I or Integrated Chemistry-Physics 2 credits: any Core 40 science course

Social Studies

2 credits: 1 credit: 1 credit: 2 credits:

U.S. History U.S. Government Economics World History/Civilization or Geography/History of the World

Directed Electives

5 credits

Physical Education Health and Wellness Electives*

2 credits

World Languages Fine Arts Career and Technical Education

1 credit 86credits credits

(College Career Pathway (College&and Career Pathway Recommended) courses recommended)

42 Total CreditsState Required 40 Credits Required Schools may have additional local graduation requirements that apply to all students * Specifies the number of electives required by the state. High school schedules provide time for many more electives during the high school years. All students are strongly encouraged to complete a College and Career Pathway (selecting electives in a deliberate manner) to take full advantage of career and college exploration and preparation opportunities.

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For the Co  Complet  Earn 2 a  Earn 6-8 (6 credit  Earn 2 C  Earn a g  Have a g  Complet A. B.

2013-2014 Curriculum Guide

E. F.

For the Co  Complet  Earn 6 c College 1.

2.

 Earn a g  Have a g  Complet A. B. C. D.

y ge

with Academic Honors

(minimum 47 credits)

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Graduating classes 2013-2015 For the Core 40 with Academic Honors diploma, students must:  Complete all requirements for Core 40.

Academic Information  Earn 2 additional Core 40 math credits.

2013-2014  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.

C- ” or better in courses that will count toward the diploma.  Earn a grade of a ““C”  Have a grade point average of a “B” or better.  Complete one of the following: A. Earn 4 credits in 2 or more AP courses and take corresponding AP exams B. Earn 6 verifiable transcripted college credits in dual credit courses from priority course list C. Earn two of the following: 1. A minimum of 3 verifiable transcripted college credits from the priority course list, 2. 2 credits in AP courses and corresponding AP exams, 3. 2 credits in IB standard level courses and corresponding IB exams.

D. Earn a combined score of 1750 or higher on the SAT critical reading, mathematics and writing sections and a minimum score of 530 on each E. Earn an ACT composite score of 26 or higher and complete written section F. Earn 4 credits in IB courses and take corresponding IB exams.

Graduating classes 2013-2015

with Technical Honors

(minimum 47 credits)

For the Core 40 with Technical Honors diploma, students must:  Complete all requirements for Core 40.  Earn 6 credits in the college and career preparation courses in a state-approved College & Career Pathway and one of the following: 1. Pathway designated industry-based certification or credential, or 2. Pathway dual credits from the lists of priority courses resulting in 6 transcripted college credits C-” or better in courses that will count toward the diploma.  Earn a grade of ““C”  Have a grade point average of a “B” or better.  Complete one of the following, A. Any one of the options (A - F) of the Core 40 with Academic Honors B. Earn the following scores or higher on WorkKeys; Reading for Information – Level 6, Applied Mathematics – Level 6, and Locating Information-Level 5.

C. Earn the following minimum score(s) on Accuplacer: Writing 80, Reading 90, Math 75.

D. Earn the following minimum score(s) on Compass; Algebra 66 , Writing 70, Reading 80.

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2013-2014 Curriculum Guide

Bloomington High School North

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2013-2014 Curriculum Guide

1 credit

HEALTH

1 credit

2 credits

1 credit

2 credits

1 credit: economics

1 credit: economics

1 credit: economics

2 credits

2 credits: Us history 1 credit: Us goVernment

2 credits: Us history

2 credits: World history, World ciViliZAtion, or geogrAPhy/history oF the World (or AP World history)

2 credits: World history, World ciViliZAtion, or geogrAPhy/history oF the World (or AP World history)

2 credits: World history, World ciViliZAtion, or geogrAPhy/history oF the World (or AP World history)

1 credit: Us goVernment

6 credits

6 credits

6 credits

2 credits: Us history

2 credits: Any core 40 science coUrse

2 credits: Any core 40 science coUrse

2 credits: Any core 40 science coUrse

1 credit: Us goVernment

2 credits: biology i 2 credits: chemistry i, Physics i, or integrAted chemistry-Physics

2 credits: biology i 2 credits: chemistry i, Physics i, or integrAted chemistry-Physics

2 credits: biology i

2 credits: chemistry i, Physics i, or integrAted chemistry-Physics

6 credits

TWO ADDITIONAL MATH CREDITS ARE RECOMMENDED FOR ADMISSION TO A FOUR-YEAR COLLEGE.

Students must take a math or quantitative reasoning course each year in high school.

2 credits: AlgebrA ii (or complete Integrated Math I, II, and III for 6 credits)

2 credits: geometry

2 credits: AlgebrA i

6 credits

8 credits

CORE 40 WITH TECHNICAL HONORS

6 credits

Students must take a math or quantitative reasoning course each year in high school.

2 AdditionAl core 40 mAth credits

2 credits: AlgebrA ii (or complete Integrated Math I, II, and III for 6 credits)

2 credits: geometry

2 credits: AlgebrA i

8 credits

8 credits

CORE 40 WITH ACADEMIC HONORS

6 credits

Students must take a math or quantitative reasoning course each year in high school.

2 credits: AlgebrA ii (or complete Integrated Math I, II, and III for 6 credits)

2 credits: geometry

2 credits: AlgebrA i

PE

SOCIAL STUDIES

SCIENCE

MATH

8 credits

ENGLISH

6 credits

CORE 40

Academic Information 2013-2014

AREA

10

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REQUIRED GRADES

ELECTIVES

DIRECTED ELECTIVES

ADDITIONAL REQUIREMENTS

FINE ARTS

WORLD LANGUAGE

6 crediTs cOLLeGe & cAreer PATHWAy cOUrses recOMMeNded

8 crediTs

cOLLeGe & cAreer PATHWAy cOUrses recOMMeNded

42 TOTAL crediTs

ANy cOMBiNATiON FrOM WOrLd LANGUAGes, FiNe ArTs, ANd/Or cAreer & TecHNicAL edUcATiON

ANy cOMBiNATiON FrOM WOrLd LANGUAGes, FiNe ArTs, ANd/Or cAreer & TecHNicAL edUcATiON

47 TOTAL crediTs

NO iNdividUAL GrAdes BeLOW “c-” ANd OverALL GPA OF “B” Or HiGHer

5 crediTs

F. eArN 4 crediTs iN iB cOUrses ANd TAke cOrresPONdiNG iB exAMs.

e. eArN AN AcT cOMPOsiTe scOre OF 26 Or HiGHer ANd cOMPLeTe WriTTeN secTiON.

d. eArN A cOMBiNed scOre OF 1750 Or HiGHer ON THe sAT criTicAL reAdiNG, MATHeMATics ANd WriTiNG secTiONs As WeLL As A MiNiMUM scOre OF 530 ON eAcH.

3. 2 credits in ib stAndArd level courses And corresponding ib exAms.

2. 2 credits in Ap courses As Well As tHe corresponding exAms,

c. eArN TWO OF THe FOLLOWiNG: 1. A minimum of 3 verifiAble trAnscripted college credits from priority course list,

B. eArN 6 veriFiABLe TrANscriPTed cOLLeGe crediTs iN dUAL crediT cOUrses FrOM THe PriOriTy cOUrse LisT

A. eArN 4 crediTs iN 2 Or MOre AP cOUrses ANd TAke cOrresPONdiNG AP exAMs.

cOMPLeTe 1 OF THe FOLLOWiNG

2 crediTs

6 crediTs iN ONe LANGUAGe Or 4 crediTs eAcH iN 2

6-8 crediTs

5 crediTs

4 TO 8 crediTs recOMMeNded

47 TOTAL crediTs

NO iNdividUAL GrAdes BeLOW “c-” ANd OverALL GPA OF “B” Or HiGHer

cOLLeGe & cAreer PATHWAy cOUrses recOMMeNded

6 crediTs

ANy cOMBiNATiON FrOM WOrLd LANGUAGes, FiNe ArTs, ANd/Or cAreer & TecHNicAL edUcATiON

5 crediTs

d. eArN THe FOLLOWiNG MiNiMUM scOre(s) ON cOMPAss: ALGeBrA = 66, WriTiNG = 70, ANd reAdiNG = 80.

c. eArN THe FOLLOWiNG MiNiMUM scOre(s) ON AccUPLAcer: WriTiNG = 80, reAdiNG = 90, ANd MATH = 75.

B. eArN THe FOLLOWiNG scOres Or HiGHer ON WOrkkeys: reAdiNG FOr iNFOrMATiON = LeveL 6; APPLied MATHeMATics = LeveL 6; ANd LOcATiNG iNFOrMATiON = LeveL 5.

A. ANy ONe OF THe OPTiONs (A - F) OF THe cOre 40 WiTH AcAdeMic HONOrs

cOMPLeTe 1 OF THe FOLLOWiNG

2. pAtHWAy duAl credits from tHe lists of priority courses resulting in 6 trAnscripted college credits.

cOLLeGe & cAreer PrePArATiON cOUrses iN A sTATe-APPrOved cOLLeGe & cAreer PATHWAy ANd ONe OF THe FOLLOWiNG: 1. pAtHWAy designAted industry-bAsed certificAtion or credentiAl

6 crediTs

4 TO 8 crediTs recOMMeNded

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Academic Information 2013-2014

2013-2014 Curriculum Guide

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Academic Information 2013-2014

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2013-2014 Curriculum Guide

High Ability Program

T

he MCCSC offers a range of services for high ability students. The High Ability Program is designed to promote and enhance the intellectual and creative abilities of high school students in our community. Components of the program include curriculum acceleration and enrichment options.

Acceleration options include a variety of Advanced Placement (AP) and Honors courses offered in Academic English, Mathematics, Science, Social Studies, World Languages, and the Fine Arts. Grades reInformation ceived in AP and Honors courses are weighted when figured into the student’s GPA. Advanced Col- 2013-2014 lege Project (ACP) courses in literature and composition and mathematics are also offered. Students enrolled in these courses may receive both high school and college credit. Students should check with counselors for fees related to AP exams and Indiana University enrollment.

Curriculum enrichment options include non-standard education programs such as internships, mentorships, science independent research, and clinical experiences. Other enrichment opportunities for High Ability Students include participation in Spell Bowl, Academic Super Bowl, and Science Olympiad.

Indiana Senate Act No.310 provides students with alternate methods for earning high school credit. A student can receive credits toward graduation or an Academic Honors Diploma by demonstrating proficiency in a required course or subject area whether or not a student has completed course work in the subject area.

MCCSC allows for students to test and receive credit for AP exams in which a student scores a 3, 4, or 5 without enrolling in the related course.

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Examples of alternative methods for demonstrating proficiency in a course or subject area include: • Earning a high proficiency score on an end-of-course assessment without taking the course.

• Receiving a three, four, or five on an advanced placement examination for a course or subject area.

• Receiving a score that demonstrates proficiency on a standardized assessment of an academic or subject area competence that is accepted by accredited postsecondary institutions.

• Upon entry to high school, students may choose to have high school courses taken in middle school appear on their high school transcript, with the exception of World Language courses.

High Ability Students are: • Permitted to earn eight or more credits from correspondence courses.

• Exempt from the minimum number of minutes of weekly instruction required for high school credit during regular school year or during summer school.

• Exempt from minimum and maximum days and hours normally required in summer school.

• Permitted to earn more than two credits in summer school • Permitted to graduate from high school early.

Students and parents interested in the courses and options available in the High Ability Program for high school students should contact their school counselor.

Dual Credit Options *Dual Credit Courses: Courses counting as “dual credit” under the Academic Honors or Technical Honors diplomas must be verifiable and from the Priority Course list set forth by the Commission for Higher Education. Verifiable means a school must receive notification from a postsecondary institution that the student has been awarded college credit for that course. There are two subsections that comprise the Priority Course list: (1) Liberal Arts and (2) Career and Technical Education.

Information about these courses is available through the core transfer library at http://www.transferin.net/ctl.aspx

Early College Program

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arly College is an opportunity for students to receive college credit while in high school. The focus of the course work will be a comprehensive and cohesive series of courses that fit the CORE 40 requirements for high school graduation and related programs at Ivy Tech and Indiana University. The program will include the necessary math, technology, and science courses to provide appropriate college level instruction to high school students in a dual credit manner.

Students will have access to additional opportunities for help through study tables and mentors. Students and families involved in this program are also encouraged to take part in activities on the campus of IU and Ivy Tech. See your counselor for the career pathway that best meets your needs. Course development for dual credit is a continuous process, and counselors will maintain up-to-date information regarding class availability and requirements.

Freshmen wishing to participate in the Early College Program should enroll in IVY 120: NEW STUDENT SEMINAR [Course # 0500-0B].

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ENL (English as a New Language)

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Academic Information 2013-2014

nglish as a New Language (ENL) is the study of language, literature, composition and oral communication designed to help English language learners develop proficiency with academic language foundations. Participation in this course is based on Indiana state English proficiency assessment results. ENL provides participants with instruction in English to improve proficiency in listening, speaking, reading, writing, and comprehension.

Emphasis is placed on helping students to function within a regular school setting and English-speaking society through conversation, discussion, readings appropriate to their proficiency levels, and writing activities. The skills addressed in the courses are based on Indiana’s English Language Proficiency Standards (ELP) that are linked to Indiana’s Academic Standards for English/language arts in grades 9-12. Some of the courses available are:

ENL Resource (#1012-0K) | ENL English [ALL GRADE LEVELS] (#1012-0C) ENL students will be placed in appropriate ENL courses unless parents sign to decline these services.

Special Education Program

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pecial Education is an individualized support program for students that have been identified by a case conference committee with having a disability, as defined by Special Education Rule 41, which significantly impacts the students’ ability to make sufficient academic progress in school. The special education program is governed by The State Board of Education under Special Education Rules Title 511, Article 7, Rules 32-47. Once identified, students’ support, program, and services are coordinated and implemented by a case conference committee through an Individualized Education Program/Individualized Transition Plan.

Students can be referred for an initial evaluation for special education services by a parent/guardian or by a licensed school professional through the following process: 1.) Parent/Guardian and/or licensed professional make the request for evaluation.

2.) Within 10 instructional days of the request for evaluation, the school will provide written notice of the school’s intent.

3.) Should the school agree to conduct an initial evaluation, a social/developmental history form will be sent home with parent/guardian, along with notification and a request of parental consent for evaluation.

4.) Upon receipt of the social/developmental history form and parental consent for the evaluation, the school has 50 instructional days to complete the psychological testing, and to conduct an initial case conference to review the results and determine eligibility.

5.) No later than 5 instructional days prior to the initial case conference: a.) the psychological evaluation will be available for parent guardian review, b.) the school will provide the parent/guardian with a notice of initial findings and proposed action.

Final determination of eligibility for special education services is made in initial case conference by the committee.

High School Credit while in Middle School

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tudents who take courses in middle school that could count for high school credit, must declare in writing that they intend to have the course count for high school credit. Parents must affirm this choice with their signature and the student’s signature on a form provided to the students by the middle school teacher. Students and parents are reminded that any course taken in middle school for high school credit will appear on the student’s transcript and will be factored into the students cumulative GPA at the high school. Students who choose to receive credit for a middle school course, but who are dissatisfied with the resulting grade will have the opportunity to retake the course while in high school. The original course will have the grade replaced with an “R” on the transcript and the grade earned in the new course will be factored into the cumulative GPA and appear on the transcript.

Additionally, students who travel to the high school to take advanced level courses while enrolled in middle school are advised of the following: Courses taken on the high school campus will automatically be listed on the student’s transcript and will be factored into the cumulative GPA of the student. Students will be required to remain in the course for the entire school year, unless they drop the class within the drop/add period at the beginning of the course.

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Indiana University Open Program

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he OPEN (On-Campus Pre-College Enrollment Non-Degree) program is offered by IU Bloomington, Academic through the Office of Summer Sessions and Special Programs, as a service to qualified high school students, giving them special access to regularly scheduled IU courses for college credit on a space-available Information 2013-2014 basis. The program is intended to meet the needs of highly motivated and high achieving pre-college students.

The nonresidential commuter OPEN Program is available to eligible students each semester of the regular academic year as well as during the Second Summer Session.

Applicants must be concurrently enrolled in high school classes (pursuing a diploma) and living with parent(s) or legal guardian(s) within commuting distance of IUB campus. Students (usually juniors or seniors) must be recommended for the program by their guidance counselor or principal. Usually, the recommendation is based upon the reason for taking the class and on superior performance in high school as evidenced by rank in class and GPA. Applicants should rank at least in the upper half of their class and have a minimum 3.0 GPA to be considered. Credit earned can also be used to fulfill high school requirements in some instances.

This option, if desired should be discussed and arranged with the student’s high school counselor. Courses taken at Indiana University and Ivy Tech will not be included on the Bloomington High School North transcript unless the course is required for graduation. The student’s schedule must be able to accommodate the incorporation of the university class without disruption of BHSN class time. Students may not interrupt ongoing classes at BHSN by leaving early to attend IU classes or by arriving late from IU classes. Students should be aware that every college or university has its own policy concerning transfer of college credit. University classes that appear on the high school transcript may not transfer to some post secondary institutions. Students should contact specific post-secondary institutions with their concerns.

More information is available at http://open.indiana.edu

Post-Secondary Enrollment Program

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he Post-Secondary Enrollment Program allows students to earn credit toward graduation upon completion of postsecondary courses. The Monroe County Community School Corporation (MCCSC) is committed to providing a variety of opportunities for students to meet their educational needs. Thus, a student may elect to participate in the post-secondary enrollment program, so long as he or she is willing to follow these regulations:

1. The post-secondary institution must be an accredited public or private college or university that grants a baccalaureate or associate degree.

2. The student must be enrolled in a Monroe County Community School Corporation (MCCSC) high school.

3. Each student who wishes to enroll in an eligible institution under the program shall secure approval from the principal of the high school upon recommendation of the counselor.

4. A student is ineligible to participate in the program if participation would delay the student’s progress toward high school graduation.

5. A course in which the student intends to enroll will not be approved for secondary credit if the course is so unlike any of the approved courses listed in 511 IAC 6-2-5 that appropriate secondary credit cannot be given.

6. Participation in the program would allow an altered school day schedule for the student.

7. The students and their parents must be responsible for providing their own transportation and for paying the costs of the post-secondary credit courses, except for articulated Hoosier Hills Career Center classes with IVY Tech Community College or Vincennes University.

9. The students and the parents must be responsible for providing the school counselors with an official transcript after the course is completed so that the high school records can be documented.

9. Only eight (8) correspondence credits can count for the high school diploma. (High Ability Programs students may apply for a waiver of the 8 correspondence credits limitation.)

10. Any change in a student’s post-secondary enrollment requires counselors to be notified immediately.

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IHSAA Student Eligibility

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The Indiana High School Athletic Association code requires that students pass 70% of the courses in their school schedule. At North, this means that students must be enrolled in and pass six (6) out of eight (8) classes. For students enrolled in Release periods so they can attend classes at Indiana University Academic or IVY Tech State College, it means that they must provide grades from their professors/instructors for Information classes at Indiana University and IVY Tech if they are not enrolled in six (6) classes at North.

2013-2014 Students must be enrolled in at least four (4) classes at Bloomington High School North. In order for a post-secondary course to qualify for one (1) high school credit, IVY Tech or Indiana University must award three (3) to five (5) credits for the course. Students must present an official progress report from the professor/ instructor at IVY Tech or Indiana University to the Athletic Director on the last day of each grading period. These grades must be officially reported for each grading period while the student is in season, and for the grading period that immediately precedes the start of the season, so that the Athletic Director may declare to the IHSAA that the student is eligible to compete.

GRADE REPORTING FROM IU AND IVY TECH IS THE STUDENT-ATHLETE’S RESPONSIBILITY. YOU ARE INELIGIBLE IF: 1. AGE - You are 20 years of age prior to or on the scheduled date of the IHSAA State Finals tournament in a sport.

2. AMATEURISM - You play under an assumed name; accept money or merchandise directly or indirectly • from athletic participation; or sign a professional contract in that sport.

3. AWARDS AND GIFTS - You receive in recognition for your athletic ability any award not approved by your school principal or the IHSAA; use or accept merchandise as an award, prize, gift or loan or purchase such for a token sum; or accept awards, medals, recognitions, gifts and honors from colleges/universities or their alumni.

4. CONDUCT AND CHARACTER - You conduct yourself in or out of school in a way which reflects discredit on your school or the IHSAA; or create a disruptive influence on the discipline, good order, moral and educational environment in your school.

5. ENROLLMENT - You did not enroll in school during the first 15 days of a semester; or have been enrolled more than four consecutive years, or the equivalent (e.g. 8 semesters or 12 trimesters, etc.), beginning with grade 9; or have rep resented a high school in a sport for more than four years.

6. ILLNESS AND INJURY - You are absent five or more consecutive school days due to illness or injury and do not present to your principal written verification from a physician licensed to practice medicine stating that you may resume participation.

7. PARTICIPATION - During contest Season you: A.) participate in try-outs or demonstrations of athletic ability in that sport as a prospective post-secondary school student-athlete; B.) participate in a practice with or against players not belong¬ing to your school; C.) participate as an individual on any team other than your school team; D.) participate as an individual with out following the criteria for the outstanding student-athlete; or E.) attend a non-school camp/ attend and participate in a student-clinic.

- During school year out-of-season you: A.) participate in a team sport contest as a member of a non-school team where there are more than the following number of students, listed below in each sport, who have participated the previous year in a contest as a member of their school team in that sport — Basketball-3 | Baseball-5 | Football-6 | Volleyball-3 | Softball-5 | Soccer-6; or B.) receive instruction in team sports from individuals who are members of your high school coaching staff (Exception: open facility).

- During summer you: A.) attend a non-school fall sports camp and/or clinic after Monday of Week 4 (See athletic director for specific dates); or B.) attend any other non-school camp and/or clinic after Monday of Week 5 (See athletic director for specific dates).

8. PRACTICE- You have not completed the required number of separate days of organized practice in a sport under the direct supervision of the high school coaching staff preceding participation in a contest.

9. SCHOLARSHIP - You did not pass 6 of the 8 full credit subjects or the equivalent that a student can take in your previous grading period (semester grades take precedence); or are not currently enrolled in and passing 6 of the 8 full credit subjects or the equivalent that a student can take.

10. CONSENT AND RELEASE CERTIFICATE - You do not have the completed certificate on file with your principal each school year, between May 1 and your first practice.

11. TRANSFER - If you have attended any other high school or have been home schooled you need to have a transfer report on file in the athletic office.

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Academic Information 2013-2014

Peter Leonard serves to his opponent from rival Bloomington High School South.

-photo by Isabella Douglas, 2012 Nikean yearbook

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NCAA Eligibility Requirements

Academic Information 2013-2014

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Academic Information 2013-2014

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English/Language Arts

Joanne Frye | Department Chair

SPECIAL NOTICE TO JUNIOR AND SENIOR STUDENTS AND THEIR PARENTS/GUARDIANS: With the exception of the Advanced Placement Courses, we offer one credit semester elecEnglish tive courses to juniors and seniors. This gives students more opportunity to select English Department courses according to their needs and interests and to individualize their high school program.

2013-2014 All juniors are required to choose one composition course during their junior year.

The composition options are listed below. Students must pass one of these courses in order to graduate. Students who choose Composition or Advanced Composition will earn one credit and will need to select from one of the literature options or choose Etymology in order to complete the two credit English requirement. Students choosing AP Language and Composition will earn two credits and no additional English course is required for the junior year.

COMPOSITION CHOICES FOR JUNIORS:

• COMPOSITION | COURSE #1090-1C | ONE SEMESTER | ONE CREDIT • ADVANCED COMPOSITION | COURSE #1098-1A | ONE SEMESTER | ONE CREDIT

(This course is a prerequisite for W131 and L202)

• ENGLISH LANGUAGE & COMPOSITION, ADVANCED PLACEMENT | COURSE #1056-0A | FULL YEAR | TWO CREDITS

Note that some courses in the English Department have prerequisites. Prerequisites are requirements that students need to have met before enrolling in upper level courses. Please pay special attention to the prerequisites for courses like W131 (Advance College Project), Advanced Placement Language and Composition (English 11 AP) and Advance Placement Literature and Composition (English 12 AP).

If students do not have the knowledge and skills expected for college level English courses, they are much less likely to be successful. If you have any questions about any course, please ask your current English teacher, your counselor, or see Mrs. Frye in room 611.

LITERATURE AND LANGUAGE COURSE CHOICES AVAILABLE TO JUNIORS IN 2013-14: • American Literature • Ethnic Literature • Film Literature • Themes in Literature: Young Adult Literature • Twentieth Century Literature: Science Fiction • Etymology (Students can now enroll in Etymology for one credit to count toward English graduation requirements) • Speech (Students can now enroll in Speech for one credit to count toward English graduation requirements) COMPOSITION, LITERATURE AND LANGUAGE COURSE CHOICES AVAILABLE TO SENIORS • Advanced English Language Arts, College Credit (W131 and L202—Advanced College Project) • Advanced Placement Literature and Composition • Advanced Placement Language and Composition • American Literature • Themes in Literature: Young Adult Literature • Twentieth Century Literature: Science Fiction • Ethnic Literature • Film Literature • Etymology (Students can now enroll in Etymology for one credit to count toward English graduation requirements) • Speech (Students can now enroll in Speech for one credit to count toward English graduation requirements)

One final note: while the English Department does offer other electives, the composition, literature and language courses listed above are the only ones that currently satisfy the requirements for graduation credit.

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English Department 2013-2014

Students work together during an activity for the Young Adult Literature class.

-photo by Tayler Wampler, 2012 Nikean Yearbook

ENGLISH 9 | COURSE #1002-0C | FULL YEAR | GRADE: 9 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: NONE DESCRIPTION: English 9 Core 40 is a yearlong course required of all 9th grade students, with the exception of those 9th graders who elect to participate in the Honors English Program. Through the integrated study of language, literature, writing and oral communication, English 9 students further develop their use of language as a tool for learning and communication. Students will read both classic and contemporary literature from many genres and learn reading strategies appropriate to each. Students will write responses to literature, expository and persuasive compositions, research reports, business letters and technical documents. Skills that are emphasized include: developing a thesis, providing support, understanding the paragraph as a formal structure and locating and evaluating online information. Students will learn to apply strategies for prewriting, drafting, utilizing feedback to make significant revisions and editing for matters of correctness. Formal and informal speaking, critical listening and discussion skills are also emphasized.

ENGLISH 9 [HONORS] | COURSE #1002-0H | FULL YEAR | GRADE: 9 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: NONE DESCRIPTION: Honors English 9 is a yearlong course for those 9th grade students who are willing to take on the challenges of a rigorous, fast-paced program. The focus of Honors English will be to develop and refine students’ proficiency in reading, writing, listening, speaking, critical and creative thinking, organizational and study skills through an integrated approach to language arts. Students will read texts from a wide variety of genres and learn strategies appropriate to each. Using technology, students will write multi-paragraph essays for a variety of audiences and purposes. Prewriting skills students will demonstrate include: summarizing, analyzing, and evaluating research, defining a problem or question, and developing a thesis. Students will also have opportunities to utilize feedback to make substantive revisions, and they will edit for matters of both correctness and style. Formal and informal speaking, listening, thinking, and discussion skills are also emphasized. Students are expected to read a novel over the summer between 8th and 9th grades, on which they will be tested (quotes and essay) the first week of school in the fall.

ENGLISH 10 | COURSE #1004-0C | FULL YEAR | GRADE: 10 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: English 9 DESCRIPTION: Using an integrated approach, based on the Indiana Academic Standards, the focus of English 10 will be on further developing and refining students’ abilities in reading, writing, speaking, critical and creative thinking, and study skills. Students will respond critically, reflectively, and imaginatively to literary texts, with a focus on exploring universal themes across a wide variety of genres. Students will learn to identify arguments and evidence, recognize and use persuasive devices, judge an author’s perspective and expertise, and read and interpret documents. Students will apply elements of good writing in organized descriptive, expository, narrative, and persuasive compositions. They will employ a variety of prewriting, drafting, organizing and revision strategies. Finally, students will be expected to participate in small and large group discussions and demonstrate effective delivery techniques in formal presentations.

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ENGLISH 10 [HONORS WORLD LITERATURE] | COURSE #1004-0H | FULL YEAR | GRADE: 10 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITEs: English 9, (English 9 H Recommended) DESCRIPTION: English 10H is intended for students who are willing to take on the challenges of a rigorous, fast-paced language, literary and a history program taught at an advanced level. Using an integrated approach, the focus of English 10 Honors will be on further developing and refining students’ proficiency in reading, writing, speaking, critical and creative thinking, and study and self-management skills. Beyond this, English 10 H adds the following emphasis: increased English focus on the conscious choice of reading comprehension and writing strategies. Students will respond critically, analytiDepartment cally, and imaginatively to literary texts in a variety of genres. Consideration is given to the canon of World Literature.

2013-2014 Students will identify and employ various elements of effective writing with special emphasis on literary analysis and research, the use of textual evidence to support assertions, and matters of both correctness and style. In addition, students will be expected to participate in small and large group discussions and demonstrate effective delivery techniques in formal presentations. English 10H will emphasize the ways that students will need to demonstrate their knowledge and skill in language arts academics discourse. Students choosing English 10 H should expect intensive, rigorous reading and writing requirements including a novel assigned over the summer between 9th and 10th grades, on which they will be tested (quotes and essay) the first week of school in the fall.

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AMERICAN LITERATURE [ENGLISH 11] | COURSE #1020-1C | ONE SEMESTER | GRADE: 11 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or Career Academic Course | PREREQUISITEs: English 9 and 10 DESCRIPTION: A course, based on Indiana’s Academic Standards, grades 11 and 12, American Literature is a one semester study of representative works by American writers from different periods in our history. Students will read, analyze and respond to texts that reflect our diverse American culture. Students will explore complex notions of what it means to live in this space that we call the United States of America. The American experience is filled with tensions and contradictions: liberty and equality, opportunity and oppression, criticism and allegiance. This course will explore ways literature and self-expression might help us navigate these tensions and arrive at a better understanding of the perspectives of our fellow citizens, especially those viewpoints might not be the same as our own. Students should expect frequent writing assignments of various types, projects and other kinds of assessments.

COMPOSITION [ENGLISH 11] | COURSE #1090-1C | ONE SEMESTER | GRADE: 11 (REQUIRED) | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITEs: English 9 and 10 DESCRIPTION: Composition, a course based on Indiana Standards for English Language Arts and the High School Composition Standards, provides an opportunity for students to learn to write by writing. Students will have frequent opportunities to write for different audiences and purposes using processes that include topic exploration activities, prewriting, drafting, peer sharing, revising, editing, producing final products, self-assessing and goal setting. Students will learn how to provide targeted feedback. Readings will provide both student and professional models of effective writing techniques. There will be frequent opportunities to evaluate and discuss the writing of others. In addition to teaching students how to produce effective writing, this course will include integrated instruction in grammar, usage, and mechanics so that students develop a functional understanding of language and a common vocabulary for discussing writing. Students will learn to locate and evaluate sources, summarize sources effectively, and improve their essays with the integration of source-based information. Finally, students will learn how to acknowledge the sources they’ve used with the use of attribution and parenthetical documentation. Note: Juniors must also take a one-semester literature course either before or after taking Composition. THIS COURSE IS NOT AN APPROPRIATE OPTION FOR STUDENTS PLANNING TO TAKE W131/A202.

ADVANCED COMPOSITION [ENGLISH 11] | COURSE #1098-1A | ONE SEMESTER | GRADE: 11 (REQUIRED) | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: English 9 and 10 DESCRIPTION: Advanced Composition, a course based on Indiana Standards for English Language Arts and the High School Composition Standards, further develops and refines writing skills introduced in previous English Courses. This course is an appropriate choice for students who have demonstrated that they are able to produce successful multi-paragraph compositions in English 9 and 10.

Students will have frequent opportunities to write for different audiences and purposes using processes that include prewriting, drafting, peer sharing, revising, and editing. The writing done in Advanced Composition will be largely source-based and will target the critical thinking skills and strategies that are required in academic writing. Techniques of persuasive writing and formal argument will be emphasized. Students will use both primary and secondary sources of information and will document accurately any information they have used in the production of their work. Students will read and evaluate samples of good writing, experiment by modeling the strategies of effective writing, use rubrics to assess their own and peers’ writing and reflect on their own progress regularly. Finally, students will give multi-media presentations based on their written products. Juniors must also take a one-semester literature course either before or after taking Advanced Composition. Note: Beginning the 2014-2015 school year, this course will be a prerequisite for ENGLISH 12 AP as well as W131/L202, which can be taken senior year.

ENGLISH LANGUAGE & COMPOSITION, ADVANCED PLACEMENT [ENGLISH 11, AP] | COURSE #1056-0A | FULL YEAR | GRADE: 11 (REQUIRED) | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: English 9 and 10 Honors DESCRIPTION: English 11AP Language and Composition is a year long college level course with standards established by the College Board that emphasizes critical reading of challenging texts and extensive writing in a variety of forms. There is special emphasis on writing developed from the critical interpretation, analysis, and synthesis of source materials. Students should expect that they will read more nonfiction in AP Language and Composition than they have encountered in previous English classes. In addition, there is a shift from looking primarily at what a writer is saying to how that writer is using the resources of language to reach a specific audience and to accomplish specific aims. Students will begin to apply their understanding of rhetorical strategies to their own writing as well. Students enrolling in AP Language and Composition should expect intensive reading and writing including a summer reading requirement. Students will write a paper over this reading during the first weeks of school. Note: Students who did not complete English 10 Honors may enroll in AP Language and Composition if they earned a grade of A in both semesters of Core 40 English 10, and they have the recommendation of their teacher. If students are not writing at a sophisticated level at the conclusion of English 10, they should consider taking Advanced Composition during their junior year as preparation for AP composition classes or W131 and L202 their senior year.

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ADVANCED ENGLISH/LANGUAGE ARTS COLLEGE CREDIT [ACP W131 & GENRES OF LITERATURE & ACP L202] | COURSE #1124-0B | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITEs: AP Language and Composition, and students must meet Indiana University admissions requirement.

DESCRIPTION: Both W131 and L202 are courses taught in partnership with Indiana University as part of IU’s Advance College Project. W131 is a course in critical reading, writing, and thinking with sources in which students will experience the varied range of academic writing. Students will master the skills of summary, critique, analysis, synthesis, research, and English documentation. Students will also learn to adapt the writing process and apply various organization strategies to match the Department purpose of the individual assignment. Topics for writing will be developed from reading about and discussing in depth is2013-2014 sues under debate in different disciplinary fields and among the general public. Students are asked not only to discuss and write about these issues but also to examine the different analytical frameworks and assumptions that various authors and students themselves bring to such conversations. (Students in W131 can earn 3 credit hours from Indiana University.)

ACP L202 Literary Interpretation emphasizes a close, thoughtful reading of representative literary texts in poetry, drama, fiction, novel, and appropriate nonfiction prose originally written in English and drawn from a range of historical periods and countries. The course is not a survey of the literature of any country or historical period. A major goal is to develop the ability to read and write with precision, responsibility, and imagination. Students should expect to participate in thoughtful class discussions and write both shorter critical responses and several, longer analytical papers. These papers will be developed entirely from students’ own careful reading and analysis.

Close reading of a few selected texts, rather than wide coverage, is encouraged. Students will be expected to use and distinguish among a variety of approaches to literary interpretation, both through the use of literary tropes and various critical frames, as appropriate to each work. (Students in L202 can earn 3 credit hours from Indiana University).

This pair of courses may be an appropriate choice for students who have been in the Honors English Program or English Core 40.

Those who enroll in these courses should be strong students, have well-developed writing skills, and understand there will be heavy demands for reading and writing. Students who have not met Indiana University’s requirements for admission may want to strengthen their academic preparation before attempting this course. In most cases, students who in W131 and L202 should plan to enroll for IU credit.

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ENGLISH LITERATURE & COMPOSITION, ADVANCED PLACEMENT [ENGLISH 12, AP] | COURSE #1058-0A | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Adv. Composition

DESCRIPTION: Advanced Placement Literature and Composition is college level course with standards established by the College Board. An appropriate choice for students who desire an accelerated pace, an intellectual challenge and academic rigor, students will critically analyze the structure, style, and themes of British literature from various genres and periods. Students will describe the use of elements of language such as figurative language, imagery, symbolism and tone, and they will demonstrate a sophisticated understanding of the reasons why writers employ these elements to achieve their intended effect. Students will write at least eight papers developed from students’ careful reading and analysis of the assigned tests. They will read at least eight extended works. In addition, students are expected to read a novel over the summer between 11th and 12th grades, on which they will be tested (quotes and essay) the first week of school in the fall. Finally, the emphasis in oral communication will be on audience awareness, on the effective and increasingly sophisticated organization and presentation of ideas, and on the appropriate use of technology to support and enhance clear communication.

CREATIVE WRITING [FICTION] | COURSE #1092-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: C- or above in PREVIOUS English class.

DESCRIPTION: Creative Writing: Fiction Emphasis is a one-semester elective course designed for students who want to develop the skills necessary to write effective fiction – specifically short stories. Using Stephen King’s, On Writing, as a backdrop, students will learn the basic elements of writing fiction and how to apply those elements in the reading and analysis of the works of recognized masters.

Students will then apply those techniques (knowledge of back story, pacing, plot development, characterization, dialogue verisimilitude, etc.) to their own work as they write character sketches, dialogues, plot diagrams, setting descriptions and keep a daily journal of responses and observations. Over the course of the semester, students will be expected to create a portfolio of their best work that will include a minimum of three original short stories, which have been extensively revised and edited. Student work will be expected to meet rigorous standards of effective fiction writing, and students should expect to devote time outside of class to their writing. Grading will be based on daily, weekly and culminating assignments.

CREATIVE WRITING [POETRY] | COURSE #1044-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: C- or above in PREVIOUS English class.

DESCRIPTION: Creative Writing: Poetry Emphasis is a one semester elective course designed to give students with a special interest in writing poetry the opportunity to develop the skills necessary to the art of effective poetry writing. Students will learn the basic elements (alliteration, assonance, rhyme, metaphor, simile, hyperbole, personification, etc) of poetry writing and apply them to the works of established poets and to their own work, as well. Students will also examine and practice a variety of poetry styles – free verse, sonnets, lyrics, sestinas, haiku, found poems, etc. – and will create a portfolio of their own best work based on these styles and techniques.

Students will be expected to analyze and respond to the works read for class and to keep a daily journal of poem starters and observations. A portfolio containing a minimum of ten original poems of varying styles will be the culminating project for the semester. Grading will be based on daily, weekly and semester assignments. Students taking this course will be expected to meet rigorous standards of effective poetry writing and to devote time outside of class to their writing.

CREATIVE WRITING [ADVANCED] | COURSE #1092-09 | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH, Flex Credit or College & Career Pathway | PREREQUISITEs: Juniors and Seniors who earned a “B” or better in either Creative Writing: Poetry or Creative Writing: Fiction and have received the recommendation of the instructor.

DESCRIPTION: Advanced Creative Writing is a course designed for students who can work independently and who have an interest in pursuing writing at the college level. Advanced Creative Writing is a workshop-centered course where students will have the opportunity to work one-on-one with the instructor and with other students to develop their writing skills. During the first semester, students will work on honing basic techniques particular to either poetry or fiction; the second semester will focus on the creation of finished works, which will become an integral part of their final portfolio—a requirement for the successful completion of this course. Students will also be required to include in their final portfolio a reflection and assessment of their entire year in Advanced Creative Writing.

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FILM LITERATURE [AN INTRODUCTION TO FILM STUDIES] | COURSE #1034-1C | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITEs: English 9 and 10 DESCRIPTION: A course based on Indiana’s Academic Standards for English Language Arts 11 and 12 and emEnglish phasizing the High School Literature Standards, Film Literature is a one semester course in which students will Department study how literature is adapted for film and media. Students will learn about the history of film, how films are 2013-2014 created, and the elements of film in terms of re-creating the story into film. Students will study the influence of film on our culture, films as social commentary (including the human condition, social issues, gender and ethnic roles, both past and present), and how the issues of interpretation, and adaptation affect a film. Students will study how film techniques affect the visual and auditory interpretation of literary elements. The purpose of this course is to develop critical standards of viewing a film as well as an appreciation of adaptation. Students will be required to give careful analysis and review of the films viewed in class.

Depending on the film viewed, students will then study, discuss, and/or write about the elements or issues related to the film. Students will be required to participate in a Socratic Seminar to give a thorough exploration of cinematic elements.

Students will be required to read certain short stories in order to reflect on the adaptation of the written story to the film.

Students will write a careful analysis of a film that studies a movie from it’s short story beginnings to it’s final film, and how the elements of film changed or did not change the story. Students will also be required to give a presentation on a film that discusses and illustrates the elements of film in full (both written and oral). This is a rigorous course and students should expect to do a good deal of reading and writing about the films being studied. Note: This course is an appropriate pairing with the one semester composition course required of all juniors.

SPEECH | COURSE #1076-1C | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: A course based on Indiana’s Academic Standards for English Language Arts, this course is designed to promote the overall improvement and development of students’ oral communication skills. Some areas to be addressed are public speaking, interpersonal relationships, group discussion, listening skills, oral interpretation, and debate. The class will provide a variety of opportunities for student to become effective communicators in a variety of situations. Students will refine their skills in creative, analytical, persuasive and expository writing processes. They will have opportunities to read and analyze spoken texts. Finally, this course emphasizes research using technology, careful organization, and preparation. Course may be taken for dual credit at Ivy Tech. Note: This course is an appropriate pairing with the one semester composition course required of all juniors.

LANGUAGE ARTS LAB [GQE REMEDIATION] | COURSE #1010-01 | FULL YEAR | GRADE 9 | FULL YEAR OR ONE SEMESTER | GRADES 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Language Arts Lab is a course designed to provide academic support for students who have yet to meet the Indiana State Standards on the language arts portion of the Graduation Qualifying Exam (GQE). Students gain reading, writing, speaking, and listening skills necessary to perform successfully both in the school and the community. Using an integrated approach to teach the Indiana Reading/Language Arts standards, the program helps students sharpen their skills and gain confidence in testing situations. Individualized instruction dominates the teaching strategies employed in a student-centered classroom.

ETYMOLOGY | COURSE #1060-1C | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Students in Etymology will learn the derivations and meanings of English words and word families, including roots, prefixes, and suffixes from Greek and Latin. Students will also study origins of words and analyze reasons for language changes. The course introduces students to the tools and resources necessary for the study of words and word origins and encourages students to be curious about the power of their language and how to effectively use expanded vocabulary. The writing component of the course will include setting descriptions, dialogues, character descriptions, descriptive paragraphs, definition essays, definition sentences, context exercises, PowerPoint presentations, and visual connections. Students will also be expected to take written and oral quizzes and exams on the vocabulary. Note: This course is an appropriate pairing with the one semester composition course required of all juniors.

CLASSICAL LITERATURE [MYTHOLOGY] | COURSE #1026-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: This course offers an introduction to the characters and themes of Greek and Roman myth. The myths of ancient Greece and Rome provide material for much of Western literature, art, and music. This course will introduce students to some of these myths and their appearance in Greek and Roman literature. Original Greek and Roman sources in translation will be used in addition to the main textbook. In this way students will be able to acquire a better understanding of the works themselves, as well as the ways in which classical authors approached their own mythology. These myths are inseparable from the baric of Greek and Roman culture, so in the process of learning about classical mythology, they will also learn about ancient art, history, geography, and archaeology. Naturally slides will be used to illustrate many of the lectures.

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ENL READ 180 | COURSE #1120-09 | BASIC SKILLS DEVELOPMENT [READ 180] – Core 40 elective | COURSE #0500-0R | FULL YEAR ENG/ENL | GRADE: 9 | DIPLOMA: General, Core 40, AH and TH, Flex Credit or Career Academic Sequence | PREREQUISITE: All English Language Learners with a LAS Links score of 1, 2, or, 3.

English DESCRIPTION: English as a New Language provides English Language Learners with instruction in English to improve Department their proficiency in listening, speaking, reading and writing English and develop proficiency with language foundations.

2013-2014 This is a yearlong course designed to fulfill the requirements and meet the standards of both English (Core 40) and ENL. REQUIREMENT: It is required that all students enrolled in this course also be enrolled in BASIC SKILLS READ 180.

•The curriculum for this course is designed and delivered using the Read 180 Computer program.

•Credits for this course may be taken concurrently with other courses in English/language arts area.

•Providing the ENL course work addresses Indiana’s Academic Standards for English/Language Arts, four (4) credits accrued can be counted as part of the eight (8) required English/language arts credits listed in the Core 40 curriculum.

ENGLISH AS A NEW LANGUAGE (ENL) | COURSE #1012-0C | FULL YEAR ENG/ENL CREDIT | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Flex Credit or College & Career Pathway | PREREQUISITE: All English Language Learners with a LAS Links score of 1, 2, 3, or 4 DESCRIPTION: English as a New Language, an integrated English course based on Indiana’s English Language Proficiency (ELP) Standards, is 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 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.

•Recommended Grade Level: 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.

•Recommended Prerequisites: English proficiency placement test results •Credits: A two-semester course, one credit per semester. The nature of this course allows for successive semesters of instructions at advanced levels (up to a maximum of four credits).

•English/Language Arts credit (1012): If ENL course work addresses Indiana’s Academic Standards for English/Language Arts, up to four (4) credits accrued can be counted as part of the eight (8) required English/Language Arts credits for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas.

THEMES IN LITERATURE [YOUNG ADULT LITERATURE] | COURSE #1048-1C | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40 | PREREQUISITEs: English 9 and 10 DESCRIPTION: Themes in Literature , a course based on Indiana’s Academic Standards for English/Language Arts and emphasizing the High School Literature Standards, is a study of universal themes especially as they apply to the lives of young adults. Students will read representative works from a variety of genres and analyze how the themes illuminate the struggle of young people to reach a mature understanding of what it means to be human. Students will be expected to demonstrate reading, writing, analytical, and reflective skills, but will have an opportunity to select their reading from a wide menu of choices. Students will choose four books over the course of the semester as well as many non-fiction texts such as books reviews and essays that relate to the themes of their selected titles. There will be four writing assignments over the course of the semester: a narrative essay, a literary analysis, a reflective essay, and a multimedia presentation. Note: This course is an appropriate pairing with the one semester composition course required of all juniors.

TWENTIETH-CENTURY LITERATURE [SCIENCE FICTION] | COURSE #1050-1C | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH | PREREQUISITEs: English 9 and 10 DESCRIPTION: Based on Indiana’s Academic Standards for English Language Arts, grades 11 and 12, and emphasizing High School Literature Standards, Twentieth-Century Literature is a study of 20th and 21st Century science fiction. Students will have an opportunity to explore science fiction through reading novels, short stories, and literary criticism. They will examine the social context of the genre through both contemporary and classic texts, and read some nonfiction scientific writings as well. Students will understand the impact of scientific advances and technology on the lives of individuals in our modern world. In addition to literary analysis, this course will incorporate writing and vocabulary development. Students will complete collaborative and individual projects. They will be expected to write several formal essays and engage in discussions of the thematic elements and issues associated with the genre. Note: This course is an appropriate pairing with the one semester composition course required of all juniors.

ETHNIC LITERATURE | COURSE #1032-1C | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH | PREREQUISITEs: English 9 and 10 DESCRIPTION: Ethnic Literature a course based on Indiana’s Academic Standards for English Language Arts and emphasizing the High School Literature Standards, is a study of literature focusing on specific multicultural issues raised by writers representing various ethnic cultures. Students will examine works exploring ethnic experiences and ideas. They will analyze the expressions of cultural identities and explore the ways problems or issues of interest to one ethnic group relate to our national history. In addition students will consider the implications of an inclusive curriculum. Ethnic Literature will include intensive novel study, literary response, and critical media study. Writing assignments will include comparative literary analysis, author studies, personal narrative and persuasive writing. Additionally, students will practice rhetorical skills via class discussion and debate. Note: This course is an appropriate pairing with the one semester composition course required of all juniors.

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Journalism & Student Media

English Department 2013-2014

JOURNALISM | COURSE #1080-11 | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Based on the High School Journalism Standards and the Research Standards, Journalism is a study of communications history that includes the legal boundaries and the ethical principals that guide journalistic writing. These, together with the fundamentals and techniques of journalistic writing and editing provide the foundation for the course. Frequent writing assignments are required. Students will have experience in writing news, profiles, features, sports articles, reviews and commentary, as well as, basic news gathering techniques and peer editing.

All written assignments will adhere to the Associated Press Style Manual and to the codes of ethics for the Society of Professional Journalists and the Bloomington North Publications Department. Assessment will be based on written assignments, individual and group projects, and classroom participation. The course will provide students with information to help them understand the particular nature of writing for journalistic publications. Students may have the opportunity to write articles for school publications or to create their own.

Note: If a student takes a two credit English Advanced Placement Course plus the corresponding exam or a two credit English dual credit course, then up to two Journalism credits can be counted as part of the eight required English Language Arts credits for the General, Core-40, Academic Honors and Technical Honors diplomas.

Newspaper adviser Ryan Gunterman stands

ADVANCED JOURNALISM | COURSE #1080-21 | ONE SEMESalongside 2010-2011 Fused newsmagazine TER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH editor Victoria Ison after she was named Flex Credit or College & Career Pathway | PREREQUIIndiana High School Journalist of the Year.

SITE: Journalism (1080-11) DESCRIPTION: Based on the High School Journalism Standards and Ison also won the National High School the Research Standards, Advanced Journalism continues to reinforce Journalist of the Year award from the the basics taught in Journalism 1 and introduces advanced journalism Journalism Education Association. skills and media analysis. Students will be required to write detailed -photo courtesy of the Indiana analyses of the professional media’s coverage of current events and its effects on the general public. This class is a prerequisite for the newsHigh School Press Association paper, yearbook, and magazine classes.

The fundamentals and techniques of journalistic design and photography will be taught as students develop the skills of media analysis. Students will have the opportunities to exercise leadership, work with photography and design programs as well as create professional portfolios to be used for the continuation of journalistic and communication skills in college and with professional organizations. Assessment will be based on written assignments, individual and group projects, and classroom participation. 25% of the semester grade will be based on the creation of a publication to be distributed to the student body.

Note: If a student takes a two credit English Advanced Placement Course plus the corresponding exam or a two credit English dual credit course, then up to two Journalism credits can be counted as part of the eight required English Language Arts credits for the General, Core-40, Academic Honors and Technical Honors diplomas.

MASS MEDIA [TV PRODUCTION] | COURSE #1084-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: None | One semester but may be taken for renewable credit.

DESCRIPTION: This is a laboratory class covering television projects. Staffers will work on script writing, computer production, and time management skills to complete assigned tasks. Students will be expected to produce the daily announcements, television news shows, and special reports using digital camera and video editing equipment. Areas of instruction include copy and video editing, news writing, news gathering, news judgment, interview skills, fact checking, and on-camera performance. Performance will be assessed on following ethical standards, ability to hit deadlines, working with others, and production of material based on journalistic ethics and standards. Students will be expected to complete at least one on-camera story per six weeks, with those stories being compiled by fellow group members to complete a newsmagazine production for school presentation.

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BHSN JOURNALISM/STUDENT MEDIA COURSEs JOURNALISM COURSE #1080-11

Adv. JOURNALISM COURSE #1080-21

PHOTOGRAPHY COURSE #4062-01

NEWSPAPER COURSE #1086-0O

WEB DESIGN Course #4574-1E

YEARBOOK Course #1086-0Q

MASS MEDIA COURSE #1084-1E

SPORTS MAG. COURSE #1086-1S

English Department 2013-2014

LITERARY MAG. COURSE #31086-1L

STUDENT PUBLICATIONS [NEWSPAPER] | COURSE #1086-0O | ONE SEMESTER OR FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Journalism (1080-11), Photography (4062-01), OR instructor’s permission (contact mr. gunterman at prgunter@mccsc.edu to enroll).

DESCRIPTION: This is a production course of FUSED, the school’s student newsmagazine. Students will write articles, layout the publication using Indesign software, sell advertising, take photos and edit them using Photoshop, and assume all staff positions for the school publication. All staff members are required to participate and be self-motivated to produce this monthly publication. This is a student-centered course, with all content decisions being made by staff members with the assistance of the faculty adviser. Classroom participation and making all deadlines are the means of assessing student achievement. Group work, peer editing, and time management are also important aspects of assessment. NOTE: Newspaper is repeatable for elective credit.

STUDENT PUBLICATIONS [YEARBOOK] | COURSE #1086-0Q | ONE SEMESTER OR FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Journalism (108011), Photography (406201), OR instructor’s permission (contact mr. gunterman at prgunter@mccsc.edu to enroll).

DESCRIPTION: The course is designed to produce Bloomington High School North’s yearbook, the Nikean, and to give students the opportunity to learn publication work of a magazine-oriented basis. Students will learn the principles of yearbook production, how to create page layouts, basic and advanced photography (including editing), how to work cooperatively, effectively sell advertising to support production costs, and how to use the computer software supplied by the yearbook company. In the yearbook course, students will work in several areas: advertising, photography, page makeup, and effective design. Staff members will also be required to serve the student body of BHSN by ensuring as many students as possible have their picture placed in the publication. Classroom participation and making all deadlines are the means of assessing student achievement. Group work, peer editing, and time management are also important aspects of assessment. NOTE: Yearbook is repeatable for elective credit.

STUDENT PUBLICATIONS [SPORTS MAGAZINE] | COURSE #1086-1S | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Journalism (108011), Photography (406201), OR instructor’s permission (contact mr. gunterman at prgunter@mccsc.edu to enroll).

DESCRIPTION: This is a laboratory class covering several sports publications projects. Ongoing projects include North sports programs and a sports magazine distributed four times a year. Staffers will work on design, photography, writing, and time management skills to complete assigned tasks. Students will be graded on quality of material (writing, photography, and design) created for assigned publications. Writing assignments will be graded on journalistic and basic English standards. Photography will be graded on recognition of subjects and the standards of composition. Design will be graded by the standards set forth by the Society of Professional Designers. All students will be graded on their ability to meet set deadlines. NOTE: Sports Magazine is repeatable for elective credit.

STUDENT PUBLICATIONS [LITERARY MAGAZINE] | COURSE #1086-1L | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Journalism (108011), Photography (406201), OR instructor’s permission (contact mr. gunterman at prgunter@mccsc.edu to enroll).

DESCRIPTION: This is a laboratory class covering the literary magazine projects. Staffers will work on design, photography, writing, and time management skills to complete at least two literary magazines to be distributed to the school community. Staff members will also serve as liaisons to the English and Art departments to collect artistic and creative writing material to be showcased in the publication. Students will have the ability to produce creative writing samples and alternative copy material for publication. Writing samples can range from poetry to short stories to screenplays. Students will be graded on quality of material (writing, photography, and design) created for assigned publications. Writing assignments will be graded on basic English standards set for an appropriate piece. Photography will be graded on recognition of subjects and the standards of composition. Design will be graded by the standards set forth by the Society of Professional Designers. All students will be graded on their ability to meet set deadlines.

NOTE: Literary Magazine is repeatable for elective credit.

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Fine Arts Department 2013-2014

Fine Arts

Daria Smith | Department Chair

Art Division SPECIAL NOTICE TO STUDENTS AND THEIR PARENTS/GUARDIANS: Because of the expensive nature of the materials used, students should note the cost of fees for each course.

ART HISTORY [ART HISTORY I] | Course #4024-11 | First semester of a year long course with advanced art history. | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective, Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Art History is a class designed for students who are curious about, or interested in, art from an historic and art appreciation perspective. Students taking Art History engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be asked to think about visual images, understand how to analyze art works, and be able to participate in discussions about arts and ideas. Additionally, students study works of art and artifacts including those produced by men and women of multiple cultural groups. Students also engage in historically relevant studio activities, explore historical and cultural connections, and write about the process.

ADVANCED ART HISTORY [ART HISTORY II] | Course #4020-29 | Second semester of a year-long course with Art History I | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective, Flex Credit or College & Career Pathway | PREREQUISITE: Art History I DESCRIPTION: Students taking Advanced Art History engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio-quality work. Within this context, students will utilize skills and knowledge developed in the course. Students continue to engage in the study of historic and contemporary works of art and artifacts in greater depth including those produced by men and women of multiple cultural groups. Additionally, students engage in historically relevant studio activities, explore historical and cultural connections, research the work of critics and historians, write about the process, make presentations about their research at regular intervals, work individually and in groups, find direct correlation’s to other disciplines, and explore career options related to the study of art. Art museums, galleries, studios, and community resources are utilized.

CERAMICS (L) [CERAMICS I-II] | Course #4040-01 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective, Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: In Ceramics I students begin to explore the fundamental art of hand building and wheel-thrown ceramics. Students will learn basic ceramic processes: stamp making, pinching, coil, slab, modeling, carving and wheel thrown techniques. Students will be encouraged to explore their creativity in thoughtful original ways. In Ceramics II students begin to refine the art of hand-building and wheel-thrown ceramics. Students will increase their skills in the basic ceramic processes: pinching, coil, slab, modeling, and wheel thrown techniques learned in first semester. Students will produce a variety of objects, including self-selected projects. Students will work with cone 6 stoneware clay and glazes. Students will study the vocabulary of ceramics. Students will begin their studies in designing ceramics by using art historical design sources to begin developing a personal visual vocabulary. Students will use this visual vocabulary to develop a personal aesthetic, which they will apply to their work. Students will have individual critiques with the teacher as their work progresses. Students will use self-evaluations to critique their finished work. Students taking Ceramics I-II will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $28 per semester.

CERAMICS (L) [CERAMICS III-IV] | Course #4040-02 | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Ceramics I, II DESCRIPTION: In Ceramics III emphasis is placed on developing mastery of complex design problems and advanced ceramic techniques including handbuilding and throwing on the wheel. Projects from past years have included throwing for control, combining techniques to create an 18” pot, texture exploration, piercing, and a hand-built teapot. In Ceramics IV emphasis is placed on mastery of increasingly complex design problems and advanced ceramics techniques including handbuilding and throwing on the wheel. Creativity is nurtured and developed through the ceramic arts. Projects from past years included increasing degree of difficulty for thrown work, copying artistic styles and techniques, studying and reproducing a Greek pot, and working with glaze decoration. Students will continue their studies in design using historical and contemporary design sources. Students will build on the basic ceramic techniques learned in the first year. Projects require students to continue their studies in design using historical and contemporary ceramic sources to further their personal aesthetic and visual vocabulary, which they will apply to their work. Projects are designed to increase the student’s technical, art historical referencing, aesthetic development, and critiquing skills. Students will work with cone 6 stoneware clay and glazes.

Students will study the history of ceramics. Students will have individual critiques with the teacher as their work progresses. Students will use self-evaluations to critique their finished work. Students taking Ceramics III-IV will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art.

Fee: $28 per semester.

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CERAMICS (L) [CERAMICS V-VI] | Course #4040-03 | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Ceramics I, II, III, IV and permission of Fine Arts instructor.

Department DESCRIPTION: In Ceramics V students will 2013-2014 experience more advanced challenges and opportunities to develop a personal artistic style related to ceramics through self-directed and assigned projects. Emphasis is placed on developing mastery of increasingly complex design problems and advanced ceramics techniques including handbuilding and throwing on the wheel.

In semester five students will design a place setting for four, make a press mold, throw a teapot, make a slab-constructed box, test glazes, and develop self-directed projects. In Ceramics VI students will experience more advanced challenges and opportunities to develop a personal artistic style related to ceramics through student initiated project design and assigned projects. Emphasis is placed on developing mastery of increasingly complex design problems and advanced ceramics techniques including handbuilding and throwing on the wheel.

In semester six students will finish their dinner set, make a lamp, test glazes, and develop self- directed pieces. The objective will be to develop portfolio-quality work. Students will continue their studies in design using historical and contemporary design sources. Projects are designed to increase the student’s technical, art historical referencing, aesthetic development, and critiquing skills. Students will work with a variety of clay and glazes. Students will use their visual vocabulary to develop a personal aesthetic, which they will apply to their work. Students will have individual critiques with the teacher as their work progresses. Students will use self-evaluations to critique their finished work. Students taking Ceramics V-VI will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art.

Available at honors level with permission and approval of instructor. Fee: $28 per semester.

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Matthew Webb molds clay for his ceramics project.

-photo by Kasey Huntley-Bouvier, 2012 Nikean yearbook

CERAMICS (L) [CERAMICS VII-VIII] | Course #4040-04 | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Ceramics I, II, III, IV, V, VI and permission of instructor.

DESCRIPTION: In Ceramics VII students will experience more advanced challenges and opportunities to develop a personal artistic style related to ceramics through self directed and assigned projects. Emphasis is placed on developing mastery of increasingly complex design problems, advanced ceramics techniques including handbuilding and throwing on the wheel, and developing a body of work representative of personal style. In Ceramics VIII students will experience more advanced challenges and opportunities to develop a personal artistic style related to ceramics through self directed and assigned projects. Emphasis is placed on developing mastery of increasingly complex design problems, advanced ceramics techniques including handbuilding and throwing on the wheel, and developing a body of work representative of personal style. Students will create a body of work in the style and techniques of their choice, test glazes, and develop self- directed pieces. Students will work closely with the instructor when choosing and designing projects.

The objective will be to develop portfolio-quality work. Students will continue their studies in design using historical and contemporary design sources. Projects are designed to increase the student’s technical, art historical referencing, aesthetic development, and critiquing skills. Students will work with a variety of clay and glazes. Students will use their visual vocabulary to develop a personal aesthetic, which they will apply to their work. Students will have individual critiques with the teacher as their work progresses. Students will use self-evaluations to critique their finished work. Students taking Ceramics VII-VIII will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Available at honors level with permission and approval of instructor. Fee: $28 per semester.

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Fine Arts Department 2013-2014

PRINTMAKING (L) | Course #4066-1E | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: This course will introduce students to the artistic and creative aspects of printmaking, some specialized areas in the printmaking field, give students an opportunity to explore career opportunities in printmaking and learn a new art medium. Emphasis will be placed on using printmaking as a means of artistic expression. The types of printmaking we will explore include linoleum block, found object prints, wood cuts, stamps, silkscreen and stencil. Students will work independently and in groups to print editions and group effort images. Aesthetics, criticism and art history as they relate to printmaking are covered. Students taking Printmaking will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $24 per semester.

PAINTING (L) [PAINTING I-II] | Course #4064-01 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: The primary objective of Painting I is to learn the techniques of color mixing and brush control while exploring the techniques and art history of tempera painting. Students will use a variety of brushes and surfaces including papers of different weights and tooth. Students will learn the basics of landscape painting and abstract painting. Students will study the techniques and art history of various landscape painters and the work of Wassily Kandinsky. Students will produce a book of color mixing charts, a landscape painting with tempera and an abstract painting in the style of Kandinsky. The primary objective of Painting II is to continue to learn the techniques of watercolor and to learn stylistic characteristics and art history of various painters. Students will use a variety of painting surfaces including papers of different weights and tooth. Students will continue learning the basics of skyscape painting (atmospheric painting) and will prouduce a winter landscape, a stormy sky landscape , two different snowy sky paintings, a series of paintings using the techniques of watercolor and pen and ink, and floral painting. Students will evaluate their paintings based on the elements and principles of design using art criticism including description, analysis, interpretation and judgment of aesthetics. Students taking Painting I-II will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art.

Fee: $20 per semester.

PAINTING (L) [PAINTING III-IV] | Course #4064-02 | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Painting I, II DESCRIPTION: In Painting III the student advances in painting as more emphasis is placed on color theory, color schemes and painting styles while learning advanced tempera painting techniques, advanced watercolor techniques, and advanced acrylic techniques and the art history of these techniques through studying the works of master painters. Students will learn the basics of bi-chromatic painting, still life painting and advanced landscape painting. Students will learn about optical illusion in abstract painting and will continue to learn about spatial relationships and the elements and principles of design. Students will produce a bi-chromatic floral painting, a still life in acrylic, an impressionistic landscape, and several mixed media paintings. In Painting IV the student advances as painting color theory, color schemes and painting styles continue to be emphasized while students learn advanced tempera painting techniques, advanced watercolor techniques, and advanced acrylic techniques. Students will explore the methods and history of paper casting and will study the work of Ed Morgan. Students will learn the basics and art history of portrait painting and explore the techniques of airbrushing and mixed media paintings. Students will study the process of batik and learn how to use this technique on rice paper. They will continue to learn about spatial relationships and the elements and principles of design. Students will produce a celebrity portrait painting, a series of watercolor paintings on hand-made cast paper and several mixed-media paintings. Students will evaluate their paintings, the paintings of their peers and the work of professional artists through individual and group critiques using art criticism including description, analysis, interpretation and judgment of aesthetics. Students taking Painting III will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $20 per semester.

PAINTING (L) [PAINTING V-VI] | Course #4064-03 | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Painting I, II, III, IV and permission of instructor.

DESCRIPTION: In Painting V color theory, color schemes and painting styles continue to be emphasized while students learn advanced tempera painting techniques, advanced watercolor techniques, and advanced acrylic techniques. Students will explore the methods and history of cubist painting and will study the works of Pablo Picasso and Georges Braque. Students will learn the basics and history of Cubism, collage painting and relief painting and explore the techniques of airbrushing and mixed media paintings. Students will learn about optical illusion in abstract painting and will continue to learn about spatial relationships and the elements and principles of design.

Students will produce a still life in a cubist style, a collage painting, a relief collage painting and several mixed media paintings. In Painting VI color theory, color schemes, and painting styles continue to be emphasized while learning the techniques and processes of new projects. Students will explore the methods and history of reverse painting, impasto techniques used with watercolor and acrylic and will study the works of various still life artists including Vincent Van Gogh and Paul Cezanne. Students will learn the process of resist painting using various blocking agents and will produce a high-contrast painting. Students will continue to learn about spatial relationships and the elements of art and principles of design. Students will use a variety of painting surfaces including papers of different weights and tooth. Students will produce a reverse printing on Plexiglas, a painting using the technique of impasto, a relief painting with the subject being the student’s choice, and several mixed media paintings. Students will evaluate their paintings, the paintings of their peers and the work of professional artists through individual and group critiques using the processes of art criticism including description, analysis, interpretation and judgment of aesthetics. Students taking Painting V will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Available at honors level with permission and approval of instructor. Fee: $20 per semester.

Bloomington High School North

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2013-2014 Curriculum Guide

PAINTING (L) [PAINTING VII-VIII] | Course #4064-04 | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Painting I, II, III, IV, V, VI and permission of instructor.

DESCRIPTION: In Painting VII color theory, color schemes and painting styles continue to be emphasized while students learn advanced tempera painting techniques, advanced watercolor techniques, and advanced acrylic techniques and an introduction to oil painting. Students will explore the methods and history of modern Southwest Native American painters: John Nieto, Malcolm Furlow, R.C. Gorman, and Charles Collins. Students will learn the basics and history of modern Fine Arts Native American painting. Students will learn about the stylistic qualities of these painters’ works and will continue to learn Department about spatial relationships and the elements and principles of design. Students will produce a painting in the style of each 2013-2014 of these artists with subject matter of their own choosing. In Painting VIII color theory, color schemes and painting styles continue to be emphasized while students use advanced acrylic techniques and oil techniques. Students will explore the methods and history of figure painting and will produce three paintings of people with different media (watercolor, tempera, and acrylic) in different styles. Students will learn about the stylistic qualities of three master figure painters’ works and will continue to learn about spatial relationships and the elements and principles of design. Students will evaluate their paintings, the paintings of their peers and the work of professional artists through individual and group critiques using the processes of art criticism including description, analysis, interpretation and judgment of aesthetics. Students taking Painting VII-VIII will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Available at honors level with permission and approval of instructor. Fee: $20 per semester.

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FIBER ARTS (L) [BEADWORK I] | Course #4046-11 | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: This Fiber Arts class is designed to teach students basic bead-working techniques. Past projects have included off loom beading, bead weaving, how to make beads out of FIMO clay, how to create glass beads, and how to use various joining and fastening techniques to make beaded jewelry and ornaments. Because beads are found in all cultures and have a fascinating history, class time will also be spent learning about the cultural and historical uses of beads. Beadwork is growing in popularity and becoming an exciting avenue for creative and artistic expression, so there will be opportunities for students to display their work, to learn about the aesthetics of beadwork and to assess their own work and the work of others. Students taking Beadwork will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $17 per semester.

FIBER ARTS (L) [BEADWORK II] | Course #4046-21 | ONE SEMESTER | GRADES: 9-12 | One semester but may be taken for renewable credit | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Fiber Arts: Beadwork I DESCRIPTION: In the second semester of Beadwork students will continue to build on the artistic skills learned in Fiber Arts: Beadwork I. Students will be introduced to a variety of new stitches and working techniques including three dimensional beadwork. Emphasis will be placed on developing creative approaches to the design aspects of Beadwork and learning to plan and execute projects of personal interest. There will opportunities for students to display their work, evaluate their own and others work, and become knowledgeable about current fiber arts/bead artists and trends. Students taking Fiber Arts: Beadwork II will engage in sequential learning experience that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics and production and lead to portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $17 per semester.

DRAWING (L) [DRAWING I-II] | Course #4060-01 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Drawing I focuses on developing the basic drawing skills used by artists to draw light, shadow, and form. A variety of exercises will be employed to assist students in developing hand-eye coordination and visual memory. Students will be introduced to various drawing materials and learn techniques to use them. Time will be spent on increasing the student’s ability to accurately use the techniques of blending, color shading, stippling, crosshatching, hatching, and textural shading, while rendering images of flowers, birds, animals, fish and inanimate objects or objects. The media explored will be graphite, colored pencil and ink. Students will learn to evaluate their art based on the elements and principles of design as these principles relate to composition, balance, focus and the illusion of depth. In Drawing II time will be spent on increasing the student’s ability to accurately draw ribbons, organic forms, hands and portraits.

Students will be introduced to the techniques of blending with charcoal and conte crayons and will produce a final composite drawing of hands in different positions. Students will learn to combine techniques of blending, hatching, textural shading and high contrast shading to achieve a realistic portrait in graphite. Students will be introduced to art history while viewing and discussing master artists’ work that relate to the projects done in class. Students will evaluate these projects as well as evaluate examples of master works of art based on the same techniques and/or themes increasing their knowledge of art history. Students will discuss and write a formal art criticism of these projects based on the elements and principles of design emphasizing composition, balance, focus and the illusion of depth. Students will participate in a final critique of student work utilizing the process of art criticism learned in class through vocabulary and class discussion of description, analysis, interpretation and aesthetic judgment. Students taking Drawing I-II will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $15.00 per semester.

Bloomington High School North

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2013-2014 Curriculum Guide

DRAWING (L) [DRAWING III-IV] | Course #4060-02 | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Drawing I, II DESCRIPTION: The primary objective of Drawing III is to increase the student’s knowledge of drawing and to further the development of drawing skills. Students in Drawing III will study the techniques of 1-point, 2-point, and 3-point perspective drawing. Students will concentrate on the production of three final perspective drawings utilizing shading techniques learned in Drawing I and II. Students in Drawing IV will study the techniques of contour line drawing, gesture drawing, the human figure in Fine Arts action and cartooning. Students will study the art history of contour line drawing and cartooning. Students will produce a conDepartment tour shoe still life, contour celebrity portrait, a final cross-contour line project with the subject of their choice, a contour figure, 2013-2014 and a four-page cartoon (comic) book. Media will include graphite, ink, colored ink, black glue and watercolor paint. Drawing III-IV students will evaluate their work, the work of their peers and the work of professional artists in individual and group critiques utilizing the processes of art criticism including description, analysis, interpretation and judgment of aesthetics. Students will study the techniques and art history of perspective drawing by studying master works with these techniques and themes. Students will evaluate these projects as well as evaluate examples of master works of art based on the same techniques and/or themes. Students will discuss and write a formal art criticism of these projects based on the elements and principles of design emphasizing composition, balance, focus and the illusion of depth. Students will share their critiques utilizing description, analysis, interpretation and judgment of aesthetics with the class.

Students taking Drawing III-IV will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $15 per semester.

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DRAWING (L) [DRAWING V-VI] | Course #4060-03 | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Drawing I, II, III, IV and permission of instructor.

DESCRIPTION: Students in Drawing V will study the techniques and art history of self-portraits, composite portraits, landscape drawing, and still life drawing. Student production will include, but not be limited to, three self-portraits from different points of view, a composite self-portrait, landscape with pen and ink a still-life with bones and pottery, a still life including glass and reflected surfaces as well as a fall still life including baskets, corn, autumn leaves and dried weeds. Media will include graphite, pen and ink, colored pencil cray-pas, white conte and charcoal and media of the student’s choice. Students in Drawing VI will study the techniques and art history of graphic design, collage drawing, high contrast screen printing and linoleum block printing. Media will include pen and ink (black and colored ink), graphite and linoleum blocks and acrylic block printing ink. Students will produce a final poster with 3 colors, and an abstract print of their choosing, and a printed landscape or cityscape. All Drawing V-VI students will evaluate their own work, the work of their peers and the work of professional artists in individual and group critiques utilizing the processes of art criticism including description, interpretation and judgment of aesthetics. Students taking Drawing V-VI will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Available at honors level with permission and approval of instructor. Fee: $15 per semester.

DRAWING (L) [DRAWING VII-VIII] | Course #4060-04 | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Drawing I, II, III, IV, V, VI and permission of instructor.

DESCRIPTION: Students in Drawing VII will study the techniques and art history of political issues, posters and graphic design, scratch drawing (etching), circulism, and interpretive and imaginative drawing, with an emphasis on developing their own individual style. Media will include scratch board and tools, colored pencil, as well as any drawing media used in previous drawing classes for a drawing of the student’s choice. Students will produce a political issues poster, a final scratchboard drawing, a final circulism drawing, and a drawing with subject matter of their own choosing. Students in Drawing VIII will study the techniques and art history of various artistic styles and classifications of art. Students will produce projects of their own choosing with an emphasis on developing their own individual and consistent style. Media will include all media previously used and an introduction to photo emulsion screen-printing and mixed media techniques. All drawing VII-VIII students will evaluate their work, the work of their peers and the work of professional artists in individual and group critiques based on the processes of art criticism including description, analysis, interpretation and judgment of aesthetics. Students taking Drawing VII will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art.

Available at honors level with permission and approval of instructor. Fee: $15 per semester.

DIGITAL DESIGN (L) [COMPUTER GRAPHICS I-II] | Course #4082-01 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Computer Graphics I will introduce students to the basic tools and skills used by digital artists in book and magazine publishing, special effects, animation and fine arts. Drawing skills are a plus but not necessary. Students will have the opportunity to explore career goals, gain experience in the use of computers and learn a new art medium. Computer Graphics II is sequential with the first semester experience. Logo design, photo manipulation and using the scanner as a creative tool is the focus of this course. Aesthetics, criticism and art history as they relate to computer graphics and art are covered. Students will be expected to create graphics on a computer, use drawing and painting software programs, understand simple computer procedures, and use problem-solving skills. Students work in groups to discuss the process and reflect on the outcome of their experiences. Emphasis will be placed on using the computer as a means of artistic expression. Students taking Computer Graphics will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolioquality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $6 per semester.

Bloomington High School North

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2013-2014 Curriculum Guide

DIGITAL DESIGN (L) [COMPUTER GRAPHICS III] | Course #4082-13 | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Computer Graphics I-II. DESCRIPTION: The third semester class is sequential with the second semester experience. The focus of this class is on basic techniques used by digital illustrators. Students work with digitized photos and drawings, use the scanner as a creative tool, and explore layers and manipulation of the images in a more advanced manner. Students will also focus on digital imagery as a matrix to create original works of art. Aesthetics, criticism and historical uses of Fine Arts the computer as they relate to computer art, photomontage and art are covered. Examples of professional work are Department studied in relation to project objectives. Students work in-groups to discuss the process, use problem-solving skills 2013-2014 and reflect on the outcome of their experiences. Presentation of the work is conducted at regular intervals. Emphasis will be placed on using the computer as a means of artistic expression. Lessons are designed to simulate professional projects and the problem solving skills associated with them. Students taking Computer Graphics III will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $6 per semester.

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DIGITAL DESIGN (L) [COMPUTER GRAPHICS IV] | Course #4082-14 | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Computer Graphics I-III DESCRIPTION: The fourth semester class is sequential with the third semester experience. This semester will focus on graphic design; the arrangement of images and text as they are creatively used in publication and commercial business applications. Assignments build on skills developed during the first three semesters. Projects will address a range of designs from functional (menu and instruction sheet) to designs and imagery that could be used in magazine publishing. (North’s literary magazine) Course projects are designed to help students see different relationships between image and text as a communication tool. Aesthetics, criticism and historical uses of the computer as they relate to commercial art and illustration are covered. Examples of professional work are studied in relation to project objectives. Students work in-groups to discuss the process, use problem-solving skills and reflect on the outcome of their experiences. Presentation of the work is conducted at regular intervals. Emphasis will be placed on using the computer as a means of artistic expression. Lessons are designed to simulate professional projects and the problem solving skills associated with them. Students taking Computer Graphics IV will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $6 per semester.

INTRO TO 3-D ART (L) [STAINED GLASS I] | Course #4002-01 | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Stained Glass I students will learn the processes involved in creating stained glass using the copper foil method of construction and making of mosaics. Specific tools, techniques, and terminology will be studied and applied. Students will learn to design and make patterns, to cut glass, to use copper foil, to solder, and to construct stained glass windows and mosaics. Students will also explore the history of stained glass, learn how glass is made, and gain a working vocabulary applicable to the history, tools, and techniques of stained glass. Through a process of self-evaluation, students will become familiar with ways to evaluate stained glass products made by their peers and modern glass artists. Students taking Stained Glass will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $33 per semester.

ADVANCED 3-D ART (L) [STAINED GLASS II] | Course #4002-09 | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Stained Glass I DESCRIPTION: Students will learn to use more intricate methods in creating three-dimensional stained glass projects such as lampshades, kaleidoscopes and other complex forms. Students will build models for three-dimensional pieces and design larger and more complex windows. Historical and stylistic influences are compared and considered during the designing phase. Learned vocabulary will be used to engage in critical analysis of the structural aspects of class projects. Students taking Advanced Stained Glass will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. This class may be repeated for a maximum of 6 credits with instructor’s consent. Fee: $33 per semester.

STUDIO ART (3D DESIGN PORTFOLIO), ADVANCED PLACEMENT (L) [CERAMICS] | Course #4052-09 | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Art Major (6 or more Visual Art Credits) and Permission of Instructor.

DESCRIPTION: This portfolio is intended to address sculptural issues as related to depth and space. Design involves purposeful decision making about how to use the elements and principles of art in an integrative way. For this portfolio, students are asked to demonstrate proficiency of 3-D design through any three-dimensional approach, including, but not limited to, figurative or nonfigurative sculpture, architectural models, metal work, ceramics, and three-dimensional fiber arts. Any work that makes use of (appropriates) other artists’ works (including photographs) and/or published images must show substantial and significant development beyond duplication. Fee: $18 per semester.

Bloomington High School North

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2013-2014 Curriculum Guide

STUDIO ART (2D DESIGN PORTFOLIO), ADVANCED PLACEMENT (L) [PORTFOLIO AND EXHIBITION] | Course #4050-09 | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Art Major (6 or more Visual Art Credits) and Permission of Instructor.

DESCRIPTION: Students in AP Studio Art will create a portfolio that will qualify for submission for AP portfolio evaluation as well as college portfolio reviews. Emphasis is placed on the systematic investigation of formal and conceptual issues in the Quality, Concentration, and Breadth of work sections of the AP portfolio. Quality refers to mastery of design and technique.

Concentration refers to the cohesiveness of the body of work in the portfolio and demonstrates a personal vision of the stuFine Arts dent. Breadth refers to the range of ability in concept, perception, expression, technique and design. Students have to syntheDepartment size their knowledge of aesthetics, art history, and production to create and select their work for the AP portfolio.

2013-2014 Students will write and reflect upon the process used to create works of art. Students will participate in critiques of their own work, their peers work and the work of established artists to develop the skills necessary to evaluate and respond to a work of art. Students will assemble a portfolio following the AP guideline from the current year’s AP Poster. At the end of the second semester the students will mount a cumulative exhibition of their art work traditionally displayed during the Evening of the Arts. Fee: $18 per semester.

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JEWELRY (L) [JEWELRY I-II] | Course #4042-01 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: In Jewelry I students begin to explore the art of hand formed jewelry and metal craft. Students will learn basic metal processes: sawing, forming, annealing, wirework, polishing, and various soldering techniques. The first six-weeks the students will make a brass bookmark, and a pair of married metal earrings. Second six-weeks students will make a domed brass pendant. And the third sixweeks students will design and construct a piece of jewelry out of wire. In Jewelry II students will build on previously learned techniques of hand formed jewelry and metal craft and learn new basic metal processes: box construction, enameling and line inlay. Students will continue their studies in design using art historical design sources to further develop a personal visual vocabulary that will be used to form a personal aesthetic, which they will apply to their production work. Projects for Jewelry II have included a box pin out of the metal of their choice, a copper box with an enamel lid, line inlay, stamping, and stone setting. Students’ creativity is encouraged and challenged by the design of the projects. Students will work with brass, copper, and silver. Students will study the vocabulary of jewelry and metalsmithing. Students will have individual critiques with the teacher as their work progresses. Students will use self-evaluations to critique their finished work. Students taking Jewelry I-II will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon the process used to create their works of art. Fee: $30 per semester.

JEWELRY (L) [JEWELRY III-IV] | Course #4042-02 | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Jewelry I, II DESCRIPTION: In Jewelry III emphasis is placed on developing mastery of complex design problems and advanced metalsmithing techniques including roller embossing and cold joining. Students will continue their studies in design using art historical and contemporary design sources to refine their personal aesthetic. Projects for Jewelry III have included: a brass bookmark to explore a more complex and detailed piercing design, developing drawings for an illustrated pin project using a combination of at least 5 different metal working techniques, making a paperboard model, complete detailed instructions for the construction of their illustrated pin to demonstrate their understanding of the techniques and design they have chosen, and construction of their illustrated pin. In Jewelry IV students explore kinetic jewelry and metalsmithing techniques. Mobiles and jewelry with movable parts will be the production emphasis of this semester of jewelry metals. Students will research art historical and contemporary examples of kinetic mobiles and jewelry.

Students will use their personal aesthetic to drive design work. In Jewelry IV emphasis is placed on developing student designs demonstrating mastery of complex design problems and advanced metalsmithing techniques such as hinges, clasps, and movable joints.

Students will work closely with the instructor critiquing design and construction methods as their work progresses. Students taking Jewelry III-IV will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/ reflect upon the process used to create their works of art. Fee: $30 per semester.

JEWELRY (L) [JEWELRY V-VI] | Course #4042-03 | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Jewelry I, II, III, IV and permission of instructor.

DESCRIPTION: In Jewelry Metals V students explore advanced jewelry and metalsmithing techniques. In semester five, students will develop a line of jewelry revolving around a design and technique of their choosing. In Jewelry Metals VI students explore advanced jewelry and metalsmithing techniques. In semester six, emphasis is placed on developing student-directed projects demonstrating mastery of complex design problems and metalsmithing techniques including stretching and hollowware forming. The objective will be to develop portfolio-quality work.

Students will design aspects of projects supported by historical and contemporary design sources. Students will use their personal aesthetic to drive design work. Students will work closely with the instructor critiquing design and construction methods as their work progresses. Students taking Jewelry V-VI will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolio-quality works. Students will be expected to write/reflect upon process used to create works of art. Available at honors level with permission and approval of instructor. Fee: $30 per semester.

JEWELRY (L) [JEWELRY VII-VIII] | Course #4042-04 | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Jewelry I, II, III, IV, V, VI and permission of instructor.

DESCRIPTION: In Jewelry Metals VII students explore advanced jewelry and metalsmithing techniques. Projects will be student initiated and designed in consultation with the instructor. In Jewelry Metals VIII students explore advanced jewelry and metalsmithing techniques. Projects will be student initiated and designed in consultation with the instructor. Projects must demonstrate mastery of increasingly complex design problems, metalsmithing techniques, and result in a body of work representative of personal style. Projects must demonstrate mastery of increasingly complex design problems, metalsmithing techniques, and result in a body of work representative of personal style. The objective will be to develop portfolio-quality work. Students will design aspects of projects supported by historical and contemporary design sources.

Students will use their personal aesthetic to drive design work. Students will work closely with the instructor critiquing design and construction methods as their work progresses. Students taking Advanced Jewelry VII-VIII will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics, and production and lead to the creation of portfolioquality works. Students will be expected to write/reflect upon process used to create works of art. Available at honors level with permission and approval of instructor. Fee: $30 per semester.

Bloomington High School North

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Fine Arts Department 2013-2014

These two portraits were assignments for Ernie Clark’s Photography course.

-top photo by Marissa Whitmer -lower photo by Stephanie Haddad

PHOTOGRAPHY | Course #4062-01 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: In Photography I students will use digital cameras to develop photography skills. They work with computer programs that provide tools for enhancing, altering and modifying digital images. Emphasis will be placed on developing creative approaches to the compositional aspects of photography and learning to use the camera effectively. There will be opportunities for students to display their photographs, evaluate their own and others work, and become knowledgeable about current photography artists and trends. Students taking media arts: Photography I will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, are criticism, aesthetics and production and lead to portfolio-quality works.

Students taking this class will be required to provide their own digital camera. Students will be expected to write/reflect upon the process used to create their works of art. Photography II is designed to further enhance the development of photography skills. Various exercises and projects will be employed to assist in developing an eye for artistic and unique photographs. Students will be introduced to various types of photography challenges that professional photographers encompass. Students will engage in photographing silhouettes, portraits, low light situations, night scenes, macro shots and landscape photos. An emphasis will be placed on creativity in photography by pushing levels of unique camera angles, interesting view points, and use of compositional guidelines. Students will work in computer programs to enhance, alter, and manipulate their photographs into fine art works.

Students will be able to communicate their processes, create presentations of their work, and find correlations from photography to other disciplines. There will be opportunities for students to display their photographs, evaluate their own and others work, and become knowledgeable about current photography artists and trends. Students taking media arts: Photography II will engage in sequential learning experiences that encompass art history, the study of art produced by multiple cultural groups, art criticism, aesthetics and production and lead to portfolio-quality works. Students taking this class will be required to provide their own digital camera. A very limited number of cameras are available for student check out. Students will be expected to write/reflect upon the process used to create their works of art. This class may be repeated for a maximum of 6 credits. Fee: $6 per semester.

Bloomington High School North

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2013-2014 Curriculum Guide

Fine Arts

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Daria Smith | Department Chair

Theatre Division

Fine Arts Department 2013-2014

Grace Herndon presents her “Living Statue” to the crowd at the Farmer’s Market.

-photo by Rachel Thickstun, 2012 Nikean Yearbook

Bloomington High School North

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2013-2014 Curriculum Guide

THEATRE ARTS (L) [THEATRE I-II] | Course #4242-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: This class is an introduction to the theatre. Students will learn the importance of improvisation and how it applies to scene study as well as creating written plays (using improvisation as a base). Students will learn techniques of voice, movement, gesture, and expression as it applies to performance via scene study. Students will study the importance of body and voice warm-up including pantomime movements. Students will learn the basic tenets of acting technique, “the illusion of the first time” and the “Magic if”. In the second semester students will continue to study acting techniques and apply to scene study. Students will also be introduced to the history of theatre, studying theatre from a variety of historical and cultural contexts. Students will develop critical-thinking skills through study of theatre criticism and analysis/evaluation of theatre performances as well study of the play production process (organization and administration of publicity and promotion; set and costume design; rehearsal schedule; managing a budget). Students will be required to participate in a final semester presentation.

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Fine Arts Department 2013-2014

ADVANCED THEATRE ARTS (L) [I-II ACTING AND DIRECTING] | Course #4240-09 | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Instructor permission DESCRIPTION: A full year course, students in this class will build on skills established in Theatre Arts. Study will enable students to further develop improvisational skills as a means to explore character, setting and purpose, as well as deep analysis of text and making that interpretation come alive on stage. Students will also demonstrate analytical skills by exploring and defending characters by comparing various forms of artistic interpretation. In the first semester students will prepare and present an audition to a panel of theatre artists from the community. This audition also serves as the audition for the entrance to Advanced Theatre Production. In the second semester, students will plan and rehearse a children’s play that will tour area elementary schools. Students will be responsible for handling all of the production needs including set and costume design.

Students will also participate in a workshop process that takes them through the stages of developing a full staged production. Students will also create a full-improvised piece for presentation. The theme of this improvised piece, usually a focus on social issues such as racism, and stereotyping, will change yearly. This course will also explore a review of career opportunities; students will also practice the interview process as it relates to theatre. Fee: $8 per semester.

THEATRE PRODUCTION (L) [ADVANCED THEATRE PRODUCTION] | Course #4248-09 | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITEs: Theatre Arts and Advanced Theatre Arts, Audition DESCRIPTION: Advanced Theatre Production is a performance-based class where the study of acting, theatre design and history is applied to a public presentation of a standard run of three performances, one production per semester. Possible play choices are based on ones that allow for study and exploration of theatre history and design. For instance in A Doll’s House by Henrik Ibsen, students would study the history of realism and the history of feminism as it relates to theatre. Students would study the manners of the period and apply it to the performance. Exploration of the difference in acting styles will also be explored. The designs for the play (set and costume) involve detailed research of the period and creating designs that would reflect that period. Students will be required to create and maintain a production schedule as well as carry out all administrative duties, as the production requires. Students will also continue study in improvisation and acting technique.

There is a course fee that pays for royalties and other production costs. Fee: $8 per semester.

TECHNICAL THEATRE (L) [TECHNICAL THEATRE I-II] | Course #4244-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Technical Theatre instruction combines the theories of design and stagecraft with the constriction and operation of the various elements of technical theatre. Included in the course are basic training in proper and safe operation of shop tools, both manual and power, design, construction, scenery painting, sound reinforcement and lighting design, and set-up and operation. Topics covered during the fall semester include stage terminology, shop tools terminology and skill tests, construction techniques and materials, lighting console operation, sound reinforcement (including equipment and console operation), introduction to painting tools and materials, elementary script analysis, and technical applications (fall play). Spring semester will build on skills learned in the first semester. Student will experience more advanced challenges and opportunities to demonstrate their ability to work with scene painting; lighting design; operation and maintenance of lighting instruments; understanding hanging, focusing, and patching lights; sound reinforcement projects; and mid-level script analysis and scenic design for the spring musical. Fee: $15 per semester.

DANCE CHOREOGRAPHY (L) [COLOR GUARD] | Course #4142-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: This class is designed for students to further enhance their skills in body movement as well as their skills with equipment associated with Color Guard. The major emphasis will be on building these skills through exercises and routines. Students will be able to translate ideas, images, emotions, perceptions and personal experiences into movement.

Interpreting musical phrasing and rhythmic structures through Color Guard props will be a major area of concentration. The study of dance movement will include basic ballet techniques, modern dance and jazz. Students will be provided opportunities to gain extra experience by designing their own routines or by participating in dance recitals either in small groups or as a soloist. Grades will be based on daily rehearsal ethic, written work, and actual skill evaluation sessions. Choreographic activities provide students opportunities to participate in roles as a soloist, a choreographer or leader, and in a subject role.

Participation in either fall Color Guard or Winter Guard is not required but encouraged, and you may participate in both guards. Auditions for Color Guard will take place in April.

Bloomington High School North

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2013-2014 Curriculum Guide

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Fine Arts Department 2013-2014

David Burke performs with the marching band on the field of Lucas Oil Stadium in Indianapolis.

-photo by Kasey Huntley-Bouvier, 2012 Nikean Yearbook

Fine Arts

Daria Smith | Department Chair

Music Division MUSIC HISTORY AND APPRECIATION [HISTORY OF ROCK AND ROLL] | Course #4206-0E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Students taking this course would study the history and appreciation of the musical and cultural melting pot of the 1950’s rock & roll and early 1960’s pop. The course begins with an overview of ancestors and influences: blues, boogie-woogie, jazz, swing, country & western, gospel and popular music, and the crossover success of rhythm & blues acts that marked the true birth of rock & roll. The focus then shifts to the cataclysmic arrival of Elvis Presley and the careers and musical styles of Chuck Berry, Bo Diddley, Little Richard, Fats Donmino, Buddy Holly, the Everly Brothers and other Founding Fathers, and continues through the fifties R&B, doo-wop, the soul pioneers Ray Charles, Sam Cooke & Jackie Wilson and the early sixties pop landscape of Phil Spector, and the Brill Building writers, the teen idols, the Twist and American Bandstand. Activities include but are not limited to: listening to, analyzing and describing music, evaluating music and music performances, and understanding relationships between music and other arts, as well as disciplines outside of the arts.

Bloomington High School North

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2013-2014 Curriculum Guide

MUSIC THEORY AND COMPOSITION I-II | Course #4208-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: This course will include the study of melody harmony, form, and structure of music from the 1500s through contemporary popular music. These elements will be approached through musical analysis, ear training, and composition. Students will acquire the theoretical knowledge needed to compose music, analyze sounds, and further their understanding of instruments. Completion of this course should provide the student with enough theory background to enter a college such as Indiana University as a music major. A portion of each semester will be spent on Music History and Music Appreciation.

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Fine Arts Department 2013-2014

MUSIC THEORY, AP | Course #4210-0A | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Background in reading music.

DESCRIPTION: Music Theory, Advanced placement is a course based on the content established by the College Board. Music Theory is intended for secondary school students who have completed music studies comparable to a first-year college course in music theory. The guidelines for the course that are published by The College Board may not match any particular college program, but they do reflect the coverage of content and level of skills typical of most first-year college courses. This course should integrate aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition, and, to some extent, history and style. The student’s ability to read and write musical notation is fundamental to this course, and it is also assumed that the student has acquired at least basic performance skills in voice or on an instrument.

BEGINNING CONCERT BAND (L) | Course #4160-01 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: This class is designed for students with basic or no musical knowledge and skill on wind instruments. The major emphasis will be on building instrumental skills through exercises and the study of concert band literature. Grades will be based on playing ability, written work, and attendance at performances. Band members will also be provided opportunities to gain musical experiences through participation in chamber ensembles and solo performance. Class is limited to woodwind and brass only. Fee: $15 per year.

Repeatable for credit.

INTERMEDIATE CONCERT BAND (L) | Course #4168-02 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Previous Band experience.

DESCRIPTION: This class is designed for students with musical knowledge and skills on wind or percussion instruments. The major emphasis will be on building instrumental skills through exercises and the study of concert literature. Grades will be based on playing ability, written work, and attendance at performances. Band members will also be provided opportunities to gain musical experiences through participation in chamber ensembles and solo performance. Fee: $15 per year. Repeatable for credit.

INSTRUMENTAL ENSEMBLE (L) [ADVANCED WIND ENSEMBLE] | Course #4162-09 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Audition DESCRIPTION: This class is designed for students with intermediate to advanced musical knowledge and skills on either wind or percussion instruments. The major emphasis will be on building instrumental skills through exercises and the studying and performing of upper-level concert band literature. The band will participate in various festivals and concerts throughout the year. Grades will be based on playing ability, written work, and attendance at performances. Band members will also be provided opportunities to gain musical experiences through participation in chamber ensembles solo performance, and all-state groups. Fee: $15 per year. Repeatable for credit.

INSTRUMENTAL ENSEMBLE (L) [ADVANCED SYMPHONIC BAND] | Course #4162-0H | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Audition DESCRIPTION: This course is designed for students with advanced musical knowledge and skills on either wind or percussion instruments. The major emphasis will be on the study of music through the reading and performance of symphonic band literature. The band will participate in various festivals and contests and present concerts throughout the year. Grades will be based on playing ability, written work, and attendance at rehearsals and performances. Band members will also be provided opportunities to gain musical experiences through participation in chamber ensembles, solo performance, and all-state groups. Fee: $15 per year. Repeatable for credit.

JAZZ ENSEMBLE (L) [BEGINNING] | Course #4164-01 | FULL YEAR | GRADES: 9-10 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Audition or Director’s consent DESCRIPTION: This class is designed for students with limited or no experience in jazz performance. The objective is to provide a thorough foundation in the study of jazz. Much emphasis will be placed on improvisation, scales and chords, style, articulation and rhythm.

The need for balanced instrumentation will be considered during auditions. Grades will be based on playing ability, written work, and attendance at rehearsals and performances. The band will participate in various festivals and contests and present concerts throughout the year. Band members will also be provided opportunities to gain musical experiences through participation in Jazz Combos. Fee: $15 per year. Repeatable for credit.

Bloomington High School North

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2013-2014 Curriculum Guide

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Fine Arts Department 2013-2014

JAZZ ENSEMBLE (L) [INTERMEDIATE] | Course #4164-02 | FULL YEAR | GRADES: 9-11 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Audition DESCRIPTION: This class is designed for students with beginning to moderate knowledge of jazz and its performance.

The course will cover all styles of jazz music as well as an in-depth study of improvisation. Grades will be based on playing ability, written work, and attendance at rehearsals and performances. The band will participate in contests and festivals and present concerts throughout the year. Band members will also be provided opportunities to gain musical experiences through participation in Jazz Combos. Fee: $15 per year. Repeatable for credit.

JAZZ ENSEMBLE (L) [STUDIO] | Course #4164-03 | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Audition DESCRIPTION: This class is designed for students with a moderate to advanced knowledge of jazz and its performance and an in-depth study of improvisation. Grades will be based on playing ability, written work, and attendance at performances. The need for balanced instrumentation will be considered during the audition and, pending enrollment numbers, students will be assigned to different sections of the ensemble. The band will participate in various festivals, contests and present concerts throughout the year. Band members will also be provided opportunities to participate in Jazz Combos to gain increased knowledge. Fee: $15 per year. Repeatable for credit.

JAZZ ENSEMBLE (L) ADVANCED | Course #4164-0H | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Audition DESCRIPTION: This class is designed for students with advanced knowledge of jazz and its performance. This course will cover all styles of jazz music and an in-depth study of improvisation. Grades will be based on playing ability, written work, and attendance at performances. The need for balanced instrumentation will be considered during auditions and, pending enrollment numbers, students will be assigned to different sections of the ensemble. The band will participate in various festivals and contests and present concerts throughout the year. There will be much emphasis placed on music performance. Band members will also be provided opportunities to gain musical experiences through participation in Jazz Combos. Fee: $15 per year. Repeatable for credit.

INSTRUMENTAL ENSEMBLE (L) STRING ENSEMBLES | Course #4162-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: None DESCRIPTION: Student musicianship and specific performance skills in this course are enhanced through specialized small group and/or individual instruction. Small ensembles, (instrumentation dependant on enrollment), will explore and perform ensemble music particular to their genre. Through instrumental music students develop skills in the psychomotor, cognitive, and affective domains. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and individual musical activities develop elements of musicianship including, but not limited to: tome, technical skills, intonation, music reading skills, listening skills, analyzing music, and studying historically significant styles of literature. Opportunities are provided for public performances and adjudicated events, which culminate the activities and support and extend learning in the classroom. Fee: $15 per year. Repeatable for credit.

INSTRUMENTAL ENSEMBLE (L) [MARCHING BAND] | Course #4162-1E | FALL SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Ability to play a band instrument, or selection to colorguard.

DESCRIPTION: This class is designed for students with skills in brass, percussion, woodwinds, or color guard.

Emphasis will be placed on marching, musical, and dance/equipment techniques. The group will perform at home varsity football games and marching band competitions. The marching band rehearses twice a week after school during August, September, and October. The season could extend through November if the group is involved in a major parade of bowl event. All Marching Band wind players and percussionists must also be enrolled in a concert or jazz band for the year. Fee: $15 per semester. Repeatable for credit. Contact Director Thomas Wilson at twilson@mccsc.edu for more information.

ADVANCED ORCHESTRA (L) | Course #4174-09 | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Audition DESCRIPTION: Student musicianship and specific performance skills in this course are enhanced through large group instruction and performance. The ensemble will explore and perform various orchestral repertoires of all styles and eras.

Through instrumental music students develop skills in the psychomotor, cognitive, and affective domains. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Ensemble and individual musical activities develop elements of musicianship including, but not limited to: intonation, balance and blend, tone, tone quality, technique, rhythm, sight-reading, critical listening skills in music reading skills. Students must participate in public performances opportunities and adjudicated events outside the school day, which culminate the classroom activities and extend student learning. Fee: $15 per year

Bloomington High School North

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2013-2014 Curriculum Guide

Fine Arts

Daria Smith | Department Chair

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Choral Division

BEGINNING CHORUS (L) | Course #4182-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | Fine Arts PREREQUISITE: None Department DESCRIPTION: Students taking beginning chorus develop musicianship and specific performance skills through en2013-2014 semble or solo singing. The chorus may be composed of female singers or a mixed chorus. Activities in this class create the development of quality repertoire in diverse styles of choral literature appropriate to the difficulty and range of the students. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening, and analyzing, in addition to, focusing on specific subject matter. Self-knowledge competencies are stressed to develop ensemble rapport and values.

Tone, melody, harmony, rhythm, texture, tonality, form, and expression will be covered in multiple dimensions. Basic rhythmic and vocal improvisation will be experienced focusing on English and Latin texts. Students develop the ability to understand and convey the composer’s intent in order to connect the performer with the audience. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities outside of the school day that support and extend learning in the classroom. Fee: $15 per year.

INTERMEDIATE CHORUS (L) | Course # 4186-0E | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Beginning Chorus and an audition including sight-reading.

DESCRIPTION: Intermediate Choir provides students with more advanced opportunities to develop musicianship and specific performance skills through ensemble and solo singing. This chorus may be composed of female singers or a mixed choir of male and female voices.

Activities create the development of quality repertoire in diverse styles of choral literature that is appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas, including foreign languages. Chorus classes provide instruction in creating, performing, conducting, listening, and analyzing, in addition to focusing on specific subject matter. Students develop the ability to understand the composer’s intent in order to connect the performer with audience. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities outside of the school day that support and extend learning in the classroom. Choral repertoire should be developmentally appropriate. Additional emphasis is placed on sight-reading, critical listening skills, vocal technique and multi-cultural expression, including building and working vocabulary and understanding of the eight basic elements of music. Fee: $15 per year.

ADVANCED CHORUS (L) [SHOW CHOIR] | Course #4188-09 | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Beginning Chorus and Intermediate Chorus or Vocal Jazz Ensemble. An audition including sight-reading, vocal and dance requirements.

DESCRIPTION: Students singing in this choir experience more advanced challenges and opportunities to develop musicianship and specific performance skills through ensemble and solo singing including some movement and varied types of choreography, suitable to the talents and abilities of selected performers. The choir is composed of female singers or a male/female combination. Activities create the development of quality repertoire in diverse styles of choral literature that is appropriate in difficulty and range for the students.

Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas, including foreign languages. Chorus classes provide instruction in creating, performing, conducting, listening, and analyzing, in addition to focusing on specific subject matter. Students develop the ability to understand the composer’s intent in order to connect the performer with the audience. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities outside of the school day that support and extend learning in the classroom. Choral repertoire should be developmentally appropriate and of the highest caliber. Additional emphasis is placed on sight-reading, critical listening skills, vocal technique and multi-cultural expression, including the mastery of vocabulary, understanding of the eight basic elements of music, and mastering basic choral technique. Areas of refinement include a cappella singing, sight-reading, and critical listening skills. It is highly recommended that students participate in the ISSMA Solo and Ensemble opportunities during the year. Fee: $15 per year.

VOCAL JAZZ (L) [ENSEMBLE] | Course #4184-0E | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Directed Elective or Elective Flex Credit or College & Career Pathway | PREREQUISITE: Beginning Chorus and an audition including sight-reading.

DESCRIPTION: Students in this chorus experience more advanced challenges and opportunities to develop musicianship and specific performance skills through group and individual settings for the study and performance of the varied styles of vocal jazz. Instruction includes the study of the history and formative and stylistic elements of jazz. Students develop their creative skills through improvisation, composition, arranging, performing, listening, and analyzing. Major, minor, dominant 7ths will be covered in addition to experiencing varieties of cadence styles and definitions. Chorus class provides instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing of specific subject matter. A limited amount of time, outside of the school day, will be scheduled for dress rehearsals and performances. A limited number of public performances serve as a culmination of daily rehearsal and music goals.

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

Choral repertoire should be developmentally appropriate and of the highest caliber. Additional emphasis is placed on sight-reading, critical listening skill, vocal technique and multi-cultural expression, including the mastery of vocabulary, understanding of the eight basic elements of music, and mastering basic choral and vocal jazz techniques. Areas of refinement include a cappella singing, sightreading, and critical listening skills. Fee: $15 per year.

Bloomington High School North

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2013-2014 Curriculum Guide

Health & Physical Education Jennifer Hester | Department Chair

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Health & PE Department 2013-2014

PHYSICAL EDUCATION I (L) | Course #3542-0C | SEMESTER ONE | GRADE: 9 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Physical Education I emphasizes health-related fitness and development of the skills and habits necessary for a lifetime of activity. The class includes skill development and the application of the rules and strategies used in lifetime activities.

Activities in this class include: (1) health-related fitness activities (cardio-respiratory endurance, muscular strength and endurance, flexibility and body composition), (2) aerobic exercise, (3) teams sports, (4) individual and dual sports, and (5) recreational games.

Ongoing assessment includes both written and performance-based skill evaluations. Classes are coeducational.

PHYSICAL EDUCATION II (L) | Course #3544-0C | SEMESTER TWO | GRADE: 9 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Secondary Physical Education I DESCRIPTION: 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 increase the knowledge of fitness concepts. Ongoing assessments include both written and performance-based skill evaluations.

HEALTH AND WELLNESS EDUCATION | Course #3506-1C | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Health Education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors and attitudes related to student health and well-being. This course includes major content areas in a planned, sequential, comprehensive health education curriculum as expressed in the Indiana Health Education Standards Guide: (1) Growth and Development; (2) Mental and Emotional Health; (3) Community and Environmental Health; (4) Nutrition; (5) Family Life; (6) Consumer Health; (7) Personal Health; (8) Alcohol, Tobacco and Other Drugs; (9) Intentional and Unintentional Injury; and (10) Health Promotion and Disease Prevention.

Students are provided with opportunities to explore the effect of health behaviors on an individual’s quality of life. This course assists students in understanding that health is a lifetime commitment by analyzing individual risk factors and health decisions that promote health and prevent disease. Students are also encouraged to assume individual responsibility for becoming competent health consumers. A variety of instructional strategies, including technology, are used to further develop health literacy.

CURRENT HEALTH ISSUES | Course #3508-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Elective All Diplomas, Flex Credit and College & Career Pathway | PREREQUISITE: none DESCRIPTION: Current Health Issues is an elective course which focuses on emerging trends in health including, but not limited to: (1) medical technology; (2) local, state, and national health policy; (3) health care issues; (4) health careers; and (5) chronic and communicable diseases. The course is driven by student selection of topics and emphasizes individual learning techniques.

ELECTIVE PHYSICAL EDUCATION (L) [ADVANCED STRENGTH TRAINING] | Course #3560-0E | ONE SEMESTER OR FULL YEAR | GRADES: 10-12 | DIPLOMA: Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas | PREREQUISITE: None DESCRIPTION: This is a class designed to improve strength and fitness while promoting an active and physically fit lifestyle. Class activities will include weight training, core strengthening and other exercises to improve body composition, strength and fitness. Elective Physical Education, a course based on selected standards from the Indiana’s Academic Standards for Physical Education, identifies what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities. After completing this course, students should be able to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes performance-based skill evaluation. This class may be repeated for credit.

ELECTIVE PHYSICAL EDUCATION (L) [ADVANCED STRENGTH TRAINING - FEMALE] | Course #3560-0F | ONE SEMESTER OR FULL YEAR | GRADES: 10-12 | DIPLOMA: Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas | PREREQUISITE: None DESCRIPTION: This is a class designed to improve strength and fitness while promoting an active and physically fit lifestyle.

Class activities will include weight training, core strengthening and other exercises to improve body composition, strength and fitness. Elective Physical Education, a course based on selected standards from the Indiana’s Academic Standards for Physical Education, identifies what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities. After completing this course, students should be able to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes performancebased skill evaluation. This class may be repeated for credit.

ELECTIVE PHYSICAL EDUCATION (L) [TEAM SPORTS] | COURSE #3560-1T | SEMESTER TWO ONLY | GRADES: 10-12 | Limit 36 students per section | DIPLOMA: Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. | PREREQUISITEs: Must have completed Physical Education I and II with a B or Higher Description: Students may sign up for team sports second semester. Team sports will provide instruction in basketball, volleyball, and softball. This class will provide instruction in the fundamentals and concepts of the three sports and students will be engaged in tournament play. Students taking this class should want to achieve above average skills in the three activities and a desire to maintain average fitness levels. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Team sports provide opportunities to develop or refine skills and attitudes that promote lifelong fitness. Ongoing assessment includes both written and performance-based skill evaluation. This class may be repeated for credit provided the students earn a B or better in the class the first time.

Bloomington High School North

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2013-2014 Curriculum Guide

ELECTIVE PHYSICAL EDUCATION (L) [RAQUET SPORTS] | Course #3560-1R | SEMESTER ONE ONLY | GRADES: 10-12 | Limit of 32 students per section | DIPLOMA: Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas | PREREQUISITEs: completed Physical Education I and II with a, B or higher.

DESCRIPTION: Students may sign up for this first semester class, which features six weeks of badminton, tennis, and table tennis. This class will provide instruction in the fundamentals, basic skills and concepts in each of the three activities. Students will be engaged in skill development, practice games, and tournament play. Racquet sports class is for students wanting to achieve above average skill levels in racquet sports and also wanting to maintain an average level of fitness. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. These goals are accomplished by fitness activities each day and tournament play in each of the three disciplines. Racquet sports provides opportunities to develop or refine skills and attitudes that help promote lifelong fitness. Ongoing assessment includes both written and performance-based skill evaluation. This class may be repeated for credit provided the students earn a B or better in the class the first time.

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Health & PE Department 2013-2014

ELECTIVE PHYSICAL EDUCATION (L) [ADVANCED STRENGTH TRAINING - ATHLETIC PERFORMANCE] | Course #3560-0T | ONE SEMESTER OR FULL YEAR | GRADES: 9-12 | DIPLOMA: Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. This course does not replace the Physical Education I and II requirement. | PREREQUISITEs: Student must be a member of a Bloomington North athletic team to enroll in the class. The student does not have to be participating during the semester to be enrolled as long as they are participating in a sport at some time during the school year. Athletic participation will be verified by the physical education department.

DESCRIPTION: This is a high intensity class designed for athletes to train whether they are in their pre-season, in-season, or post-season training. This class is designed to improve total body strength and increase athletic performance. Elective Physical Education, a course based on selected standards from the Indiana’s Academic Standards for Physical Education, identifies what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities. Advanced strength for athletes provides opportunities to develop or refine skills and attitudes that promote lifelong fitness. Ongoing assessment includes performance-based skill evaluation. This class may be repeated for credit.

ELECTIVE PHYSICAL EDUCATION (L) [LIFEGUARDING] | Course #3560-1L | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. The course does not replace the Physical Education I and II requirement. | PREREQUISITEs: Student must be 15 years old by the end of the class to receive certification.

300-yard swim test and timed deep water brick retrieval are also needed to remain in class. This testing will be done the first week of class. High degree of swimming proficiency required.

DESCRIPTION: Students will learn basic life-saving skills. Upon completion of this course students will be certified in Red Cross lifeguarding, first aid, and CPR Pro. Students may not repeat the course, but may take a lifeguarding challenge by appointment with the instructor. Elective Physical Education, a course based on selected standards from the Indiana’s Academic Standards for Physical Education, identifies what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in one or more specific areas. A minimum of two of the following activities should be included: team sports; dual sports activities; individual physical activities; outdoor pursuits; self-defense and marital arts; aquatics; gymnastics; and dance. It includes the study of physica l development concepts and principles of sport and exercise as well as opportunities to develop or refine skills and attitudes that promote lifelong fitness. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes both written and performance-based skill evaluation.

ELECTIVE PHYSICAL EDUCATION (L) [Personal FITNESS] | Course #3560-1A | ONE SEMESTER OR FULL YEAR | GRADES: 10-12 | DIPLOMA: Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. | PREREQUISITE: None DESCRIPTION: This class will focus on Cardio respiratory endurance, muscular strength and endurance, and flexibility. A variety of equipment such as exercise balls, foam rollers, stretch-bands, jump ropes, ropes and speed ladders will be used.

This class is for students that are serious about physical fitness and are willing to put forth the effort to achieve that fitness. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. This class provides opportunities to develop or refine skills and attitudes that promote lifelong fitness. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes both written and performance-based skill evaluation. This class may be repeated for credit provided the students earn a B or better in the class the first time.

Bloomington High School North

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2013-2014 Curriculum Guide

Bloomington High School North

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2013-2014 Curriculum Guide

ALGEBRA1-2 (1 Semester)

1

ALGEBRA1-1 (1 Semester)

ALGEBRA ENRICHMENT

AlgebrA i-b

ALGEBRA I

AlgebrA i-A

HONORS ALGEBRA II

AP STATISTICS

Co-enrollment in this CoUrse reqUireD for Any stUDent Who hAs moVeD on PAst AlgebrA i bUt hAs not PAsseD their AlgebrA i eCA.

gqe remeDiAtion

honors AlgebrA ii (full year)

geometry 2 ALGEBRA II: AlgebrA ii C40 (full year)

GEOMETRY: honorsGEOMETRY: geometry 1 (full year) C40-2 C40-1 (1 SEMESTER) (1 SEMESTER)

GEOMETRY: C40 geometry 1

HONORS GEOMETRY

in the seqUenCe for Any ClAss in the mAth DePArtment, A stUDent mUst eArn A grADe of A “C-” or higher in the PreVioUs CoUrse offering.

Algebra II is a prerequisite note: to gAin entry into the next CoUrse course for entry into AP Statistics

AP CALCULUS BC AP CAlCUlUs Ab (full year)

Core 40 Courses Elective Courses Remediation Courses

AlgebrA ii is A PrereqUisite for entry into AP stAtistiCs

Note: M118 or AP STATISTICS can be taken AP stAtistiCs concurrently with any (full year) Precalc/Trig course

sAt PreP

ADV. MODELING AND ANALYSIS: TRIGONOMETRY Pre-CAlCUlUs/ PRECALCULUS (1 SEMESTER) trigonometry (full year honors course) (1 SEMESTER)

ADV. moDeling AnD AnAlysis: Pre-CAlCUlUs

AP CAlCUlUs Ab m211 (full year)

PreCAlCUlUs AnD trigonometry Are AP CALCULUS semester CoUrses AnD AB M211 CAn be tAKen in Any orDer HONORS PRECALC/TRIG

trigonometry

PRECALCULUS is a corequisite or prerequisite course for entry into Finite Math M118 PreCAlCUlUs is A Co-reqUisite or PrereqUisite CoUrse for finite mAth FINITE MATH M118 m118 entry into finite mAth m118

FLOW CHART FOR BHSN MATHEMATICS COURSE OFFERINGS Core 40 CoUrses | eleCtiVe CoUrses

44

Mathematics Department 2013-2014

Mathematics

Adam Terwilliger | Department Chair

NOTICE TO STUDENTS: All listed prerequisites must be met before entry is granted into any one of the particular courses within the mathematics department.

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MATHEMATICS LAB [GQE/ECA MATH REINFORCEMENT] | Course #2560-1K | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective All Diplomas, Flex Credit or College & Mathematics Career Pathway | PREREQUISITES: Earning a “D-� or better in second semester Algebra I or Department a failing score on the Core 40 GQE. 2013-2014 DESCRIPTION: This course is designed for those students who either have failed the math portion of their ISTEP Graduation Qualifying Exam (GQE), or the Algebra I Core 40 GQE. Those who may be new to Indiana and have never taken the Algebra I Core 40 GQE may also enroll based on previous test scores. This reinforcement class is designed to provide skills reinforcement and to identify skill deficiencies in math for those students in grades 10-12.

ALGEBRA I | Course #2520-0C | ONE YEAR | GRADES: 9-12 | 2 Required Math Credits | DIPLOMA: Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: None DESCRIPTION: Algebra Enrichment is a mathematics support course for Algebra I. The course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra Enrichment align with the critical areas of Algebra I: Relationships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I contains exclusively grade-level content, Algebra Enrichment combines standards from high school courses with foundational standards from the middle grades.

ALGEBRA Enrichment I | Course #2516-0C | FULL YEAR | GRADES: 9-12 | 2 Required Math Credits | DIPLOMA: General, elective for Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: None DESCRIPTION: Algebra Enrichment is a mathematics support course for Algebra I. The course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra Enrichment align with the critical areas of Algebra I: Relationships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I contains exclusively grade-level content, Algebra Enrichment combines standards from high school courses with foundational standards from the middle grades. Algebra Enrichment is designed as a support course for Algebra I. As such, a student taking Algebra Enrichment must also be enrolled in Algebra I during the same academic year.

ALGEBRA I-1 | Course #2520-1C | SECOND SEMESTER ONLY | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: open to students in need of credit recovery for algebra i, semester one.

DESCRIPTION: Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced courses. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problem-solving situations. The concept of function is emphasized throughout the course. Topics include: (1) operations with real numbers, (2) linear equations and inequalities, (3) relations and functions. Students will be expected to take notes and study, complete homework, and prepare for tests.

ALGEBRA I-2 | Course #2520-2C | FIRST SEMESTER ONLY | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: open to students in need of credit recovery for algebra i, semester two.

DESCRIPTION: Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced courses. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problem-solving situations. The concept of function is emphasized throughout the course. Topics include: (1) polynomials, (2) algebraic fractions, and (3) non-linear equations. Students will be expected to take notes and study, complete homework, and prepare for tests.

ALGEBRA Enrichment I-1 | Course #2516-1C | SECOND SEMESTER ONLY | GRADES: 9-12 | 2 Required Math Credits | DIPLOMA: General, elective for Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: None DESCRIPTION: Algebra Enrichment is a mathematics support course for Algebra I. The course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra Enrichment align with the critical areas of Algebra I: Relationships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I contains exclusively grade-level content, Algebra Enrichment combines standards from high school courses with foundational standards from the middle grades. Algebra Enrichment I-1 is designed as a support course for Algebra I-1. As such, a student taking Algebra Enrichment I-1 must also be enrolled in Algebra I-1 during the same academic semester.

ALGEBRA Enrichment I-2 | Course #2516-2C | FIRST SEMESTER ONLY | GRADES: 9-12 | 2 Required Math Credits | DIPLOMA: General, elective for Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: None DESCRIPTION: Algebra Enrichment is a mathematics support course for Algebra I. The course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra Enrichment align with the critical areas of Algebra I: Relationships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I contains exclusively grade-level content, Algebra Enrichment combines standards from high school courses with foundational standards from the middle grades. Algebra Enrichment I-2 is designed as a support course for Algebra I-2.

As such, a student taking Algebra Enrichment I-2 must also be enrolled in Algebra I-2 during the same academic semester.

Bloomington High School North

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2013-2014 Curriculum Guide

46

Mathematics Department 2013-2014

GEOMETRY: C40 | Course #2532-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Algebra I. DESCRIPTION: 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. Six critical areas comprise the Geometry course: Congruency and Similarity; Measurement; Analytic Geometry; Circles; and Polyhedra. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school INCC The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

GEOMETRY: C40-1 | Course #2532-1C | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: open to students in need of credit recovery for geometry: c40, semester one.

DESCRIPTION: Geometry students examine the properties of two and three dimensional objects. Proof and logic, as well as investigative strategies in drawing conclusions, are stressed. Properties and relationships of geometric objects include the study of: (1) points, lines, angles, and planes; (2) polygons, with a special focus on quadrilaterals triangles, and right angles.

GEOMETRY: C40-2 | Course #2532-2C | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: open to students in need of credit recovery for geometry: c40, semester two DESCRIPTION: Geometry students examine the properties of two and three dimensional objects. Proof and logic, as well as investigative strategies in drawing conclusions, are stressed. Properties and relationships of geometric objects include the study of: (1) circles; and (2) polyhedra and other solids.

GEOMETRY [GEOMETRY HONORS] | Course #2532-0H | FULL YEAR | GRADES: 9-10 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Algebra I and teacher recommendation.

DESCRIPTION: 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. Six critical areas comprise the Geometry course: Congruency and Similarity; Measurement; Analytic Geometry; Circles; and Polyhedra. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school INCC The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course, through an accelerated pace, compacts the Geometry curriculum described above and allows time for additional topics, such as transformations, tessellations, three-dimensional figures, and non-Euclidian geometries. The content of the material will be rigorous; ONLY VERY STRONG MATHEMATICS STUDENTS should consider enrollment. The typical student in this Honors Geometry course has studied Algebra in 8th grade.

ALGEBRA II | Course #2522-0C | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Algebra I and Geometry.

DESCRIPTION: Algebra II is a course that extends the content of Algebra I and provides further development of the concept of a function. Topics include: (1) relations, functions, equations, and inequalities; (2) conic sections; (3) polynomials; (4) algebraic functions; (5) logarithmic and exponential functions; (6) sequences and series; and (7) counting principles and probability.

ALGEBRA II [ALGEBRA II HONORS] | Course #2522-0H | FULL YEAR | GRADES: 9-11 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Algebra I, Geometry and teacher recommendation.

DESCRIPTION: This course, with a very demanding accelerated pace resulting in an even more demanding workload compacts the Algebra II curriculum described above as well as exploring topics at a higher level of difficulty. The content of the material will be rigorous; ONLY VERY STRONG MATHEMATICS STUDENTS should consider enrollment. The typical student in this class was a strong middle school Algebra student followed by a high-performing year in a middle school geometry course or the Honors Geometry class at North as a 9th grader.

ADVANCED MODELING AND ANALYSIS: PRE-CALCULUS | Course #2568-1C | ONE SEMESTER | GRADES: 1112 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Geometry and Algebra II. DESCRIPTION: This course extends the course of study in algebraic reasoning past Algebra II (or Integrated Math III).

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. This course will allow students to more accurately model real-life phenomena that are regular topics of discussion in college-level STEM courses. Students pursuing non-STEM careers will benefit from an increased understanding of mathematical modeling and data analysis, both of which are increasingly used in nearly all career fields.

Bloomington High School North

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2013-2014 Curriculum Guide

TRIGONOMETRY | Course #2566-1C | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Geometry I and Algebra II. DESCRIPTION: 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 many disciplines, including music, engineering, medicine, and finance (and nearly all other STEM disciplines). Includes the study of trigonometry and triangles, trigonomic functions, and trigonometric identities and equations.

Students will also advance their understanding of imaginary numbers through an investigation of complex numbers and polar coordinates. A strong understanding of complex and imaginary numbers is a necessity for fields such as engineering and computer programming.

47

Mathematics Department 2013-2014

PRE-CALCULUS/TRIGONOMETRY [PRE-CALCULUS HONORS] | Course #2564-0H | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Geometry, Algebra II and teacher recommendation.

DESCRIPTION: Pre-Calculus/Trigonometry is a two-credit course that combines the material from Trigonometry and PreCalculus into one course. 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 future college and career experiences, and as such it is designed to provide students with strong foundations for calculus and other higher-level math courses. The typical student in this course has been a strong performer in Honors Algebra II. CALCULUS AB, ADVANCED PLACEMENT/ACP | Course #2562-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Pre-Calculus.

DESCRIPTION: This course is for strong math students who have learned the mathematics from Algebra through Trigonometry/Precalculus. This calculus course teaches all of the standards of the College Board’s AP Calculus curriculum including (1) functions, limits, continuity, analysis of graphs; (2) derivatives and applications of derivatives; (3) definite and indefinite integrals, the Fundamental Theorem of Calculus, and applications of integration. The course will prepare students for the College Board’s AP Calculus AB level exam in May. Many students will test out of beginning college-level calculus course and be ready to start their college math beyond the elementary calculus level. Some students may choose to take this course for “dual credit” as Indiana University’s M211 4-credit hour course in IU’s Advance College Project (ACP) partnership with North. Students will need to provide their own graphing calculator for this course.

CALCULUS BC, ADVANCED PLACEMENT | Course #2572-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Pre-Calculus/Trigonometry Honors DESCRIPTION: This course assumes students have taken Calculus AB the year before the rest of the College Board’s Calculus BC level curriculum. Additional topics beyond the first year Calculus AB include (1) arclength and surface area of revolution, (2) expanding the AB topics of differentiation and integration to parametric and polar functions, (3) techniques of integration using trigonometry substitutions, integration by parts, integration by partial fractions, (4) improper integrals and L’Hopital’s Rule, (5) modeling with differential equations including the logistic curve, (6) solving differential equations with Euler’s method, and (7) Infinite Series: convergence and divergence, Taylor series, power series and series representations of functions and error estimates with the Lagrange remainder. This course prepares students for the College Board’s AP Calculus BC exam in May which allows students to place out of the first two college calculus courses. Students will need to provide their own graphing calculator for this course.

STATISTICS, ADVANCED PLACEMENT | Course #2570-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Algebra II DESCRIPTION: Statistics is a course that provides students with the content established by the College Board. The topics for AP Statistics are divided into four major themes: (1) Exploratory analysis of data makes use of graphical and numerical techniques to study patterns and departures from patterns, (2) Data must be collected according to a welldeveloped plan if valid information is to be obtained, (3) Probability is the tool used for anticipating what the distribution of data should look like under a given model, (4) Statistical inference guides the selection of appropriate models. The use of graphing calculators will be required and students should supply their own for this course.

ADVANCED MATH COLLEGE CREDIT: IU FINITE MATH [M118] | Course #2544-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE/COREQUISITE: Pre-Calculus or Pre-Calculus/Trigonometry Honors DESCRIPTION: Finite Math is an extension of algebra. Topics studied in depth are linear equations, linear systems, matrices, linear programming, permutations and combinations, probability, statistics and set theory. This course assumes that students can work accurately with fractions, decimals, graphing linear equations and systems of equations with or without a calculator. Finite Math is considered an alternative to Trigonometry/Pre-Calculus for college-bound students who will not need Calculus at the college level. Course may be taken for IU credit (3 hrs., M118) in IU’s Advance College Project (ACP) partnership with North, or for high school credit alone.

Bloomington High School North

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2013-2014 Curriculum Guide

Bloomington High School North

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2013-2014 Curriculum Guide

BUSINESS MATH FULL YEAR GRADES: 10-12

BUSINESS LAW & ETHICS ONE SEMESTER GRADES: 11-12

PERSONAL FINANCIAL RESPONSIBILITY ONE SEMESTER GRADES: 11-12

ACCOUNTING FULL YEAR GRADES: 10-12

ENTREPRENEURSHIP & NEW VENTURES ONE SEMESTER GRADES: 11-12 SERVICE LEARNING FULL YEAR GRADE: 12

PRINCIPLES OF BUSINESS MANAGEMENT ONE SEMESTER GRADES: 11-12

PRINCIPLES OF MARKETING FULL YEAR GRADES: 10-12

SERVICE LEARNING FULL YEAR GRADE: 12

COMPUTER PROGRAMMING FULL YEAR GRADES: 10-12

WEB DESIGN ONE SEMESTER GRADES: 10-12

INFORMATION COMMUNICATIONS AND TECHNOLOGY ONE SEMESTER GRADES: 9-12

COMPUTER ILLUSTRATION AND GRAPHICS ONE SEMESTER GRADES: 9-12

DIGITAL CITIZENSHIP ONE SEMESTER GRADE: 9

TECHNOLOGY SEQUENCE

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INTRODUCTION TO BUSINESS FOUNDATIONS FULL YEAR GRADES: 9-10

BUSINESS SEQUENCE

Directed Electives Career & College Pathway

BUSINESS TECHNOLOGY DEPARTMENT course sequencing

Practical Arts Department 2013-2014

Practical Arts

Valerie Lindsey | Department Chair

Business Technology Division

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DIGITAL CITIZENSHIP (FORMERLY COMPUTER APPLICATIONS BEGINNING) | Course #4530-1E | ONE SEMESTER | GRADE: 9 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | Practical Arts RECOMMENDED PREREQUISITES: none Department DESCRIPTION: Digital Citizenship is a business course that provides instruction in software concepts using a Windows2013-2014 based professional suite, which includes word processing, spreadsheet, database, graphics, and presentation applications. Instruction in basic computer hardware and operating systems that support software applications is provided. Additional concepts and applications dealing with software integration, Internet uses, and information about future technology trends are included. Information Communications Technology, during the second semester integrates computer technology, decision-making, and problem-solving skills. Areas of instruction include advanced applications and integration of a professional suite and the use of emerging technology. Students should be given the opportunity to see business/industry certification, such as Microsoft Office Specialist (MOS) certification. Instructional strategies should include teacher demonstrations, collaborative instruction, and interdisciplinary and/or culminating projects, problem-solving and critical-thinking. Course may be taken for credit at Ivy Tech.

INFORMATION COMMUNICATIONS AND TECHNOLOGY (FORMERLY COMPUTER APPLICATIONS, ADVANCED) | Course #4528-2E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: DIGITAL CITIZENSHIP DESCRIPTION: Information Communications Technology is a business course that integrates computer technology, decision-making, and problem-solving skills. Areas of instruction include advanced applications and integration of a professional software suite and the use of emerging technology. Students should be given the opportunity to seek business/industry certification. Course may be taken for dual credit at Ivy Tech.

COMPUTER ILLUSTRATION AND GRAPHICS (FORMERLY DESKTOP PUBLISHING) | Course #4516-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: DIGITAL CITIZENSHIP DESCRIPTION: Computer Illustration and Graphics is a business course designed to allow students to develop proficiency in using desktop publishing software to create a variety of printed publications. Students will incorporate journalistic principles in design and layout of print and Web publications including integration of text and graphics and use sophisticated hardware and software to develop and create quality materials for business related tasks. Students will incorporate the process of analyzing information and audience and choosing the appropriate visual signals to communicate the desired message effectively. Applied principles are used to analyze and organize information, set up a design structure, and produce special visual expressions. Instructional strategies may include computer/ technology applications, teacher demonstrations, collaborative instruction, interdisciplinary and /or culminating projects, problem-solving and critical thinking activities, simulations and project-based learning activities.

WEB DESIGN | Course #4574-1E | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: DIGITAL CITIZENSHIP DESCRIPTION: Web Design is a business course that provides instruction in the principles of web design using HTML/XHTML and current/emerging software programs. Areas of instruction include audience analysis, hierarchy layout and design techniques, software integration, and publishing. Instructional strategies should include peer teaching, collaborative instruction, project-based learning activities, and school and community projects.

COMPUTER PROGRAMMING | Course #4634-0E | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | RECOMMENDED PREREQUISITE: Algebra I and DIGITAL CITIZENSHIP DESCRIPTION: Computer Programming introduces students to computer programming using various languages. Logical thinking processes are required for problem analysis and solving. Students will explore computer concepts, use logic procedures, and implement programming procedures using Visual Basic. Performance expectations are to identify, explain, and utilize structured programming and to develop programs in a procedural and event-driven/object-oriented manner. This course offers students an opportunity to apply skills in a laboratory environment. Course may be taken for credit at Ivy Tech.

PRINCIPLES OF MARKETING | Course #5914-0E | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | RECOMMENDED PREREQUISITE: None DESCRIPTION: Principles of Marketing is a business course that provides a basic introduction to the scope and importance of marketing in the global economy. Emphasis is placed on oral and written communications, mathematical applications, problem solving, and critical thinking skills as they relate to advertising/promotion/selling, distribution, financing, marketing-information management, pricing, and product/service management.

INTRODUCTION TO BUSINESS FOUNDATIONS | Course #4518-0E | FULL YEAR | GRADES: 9-10 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: none DESCRIPTION: Business Foundations, an introductory business course that provides the framework for pursuing additional business courses. This core course acquaints students with economics, entrepreneurship, management, marketing, law, risk management, banking, personal finance, and careers in business. The importance and application of business etiquette and ethics are included. Instructional strategies may include simulations, projects, and cooperative ventures between the school and the community.

Bloomington High School North

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2013-2014 Curriculum Guide

PERSONAL FINANCIAL RESPONSIBILITY/IVYT 105 | Course #4540-1E | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | may also be taken for ivy tech credit as ivy105 | RECOMMENDED PREREQUISITE: DIGITAL CITIZENSHIP Practical Arts DESCRIPTION: Personal Financial Responsibility is a business course that focuses on personal financial planning. The content includes financial planning, income and asset protection, income and money management, and spending and Department credit management. Students will learn the financial concepts and principles that provide a basis for avoiding financial pit2013-2014 falls. This course prepares students for the roles and responsibilities of consumers, producers, entrepreneurs, and citizens.

Instructional strategies should include simulations, guest speakers, Internet research, and business experiences. These standards and guidelines are aligned with those of the National Business Education Association (NBEA), Jump$tart Institute, Coalition for Personal Financial Literacy, and Indiana State University Networks Financial Institute.

An overview of how to manage personal finances, the course includes information in the areas of personal finances, loans, credit, and investing. Upon successful completion of this course the student will be expected to: 1. Demonstrate the ability to maintain a checking and savings account; 2. Evaluate the components of loans and examine the process of a loan application; 3. Collect information concerning your personal credit status and options for alleviating credit stress; 4. Analyze different investing opportunities and prepare an investing plan. Topical areas of study include: Personal budgets, Checking accounts, Bank statement, Savings accounts, Saving options, Credit ratings, Simple interest, Compound interest, Loan applications, Loan types, Investing, and Bank Reconcile.

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-Satisfies personal financial responsibility requirement outlined in Indiana Code 20-30-5-19 as added by Public Law 154-209 on Jan. 1, 2009.

ACCOUNTING | Course #4524-0E | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | RECOMMENDED PREREQUISITES: INTRODUCTION TO BUSINESS FOUNDATIONS, DIGITAL CITIZENSHIP, and Algebra I DESCRIPTION: Accounting is a business course that introduces the language of business using Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting. Emphasis is placed on accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing, and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision-making. Instructional strategies should include the use of computers, projects, simulations, case studies, and business experiences requiring the application of accounting theories and principles.

BUSINESS LAW AND ETHICS | Course #4560-1E | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | RECOMMENDED PREREQUISITE: INTRODUCTION TO BUSINESS FOUNDATIONS DESCRIPTION: Business Law and Ethics is a business course that provides an overview of the legal system. Topics covered include: Basics of the law, Contract Law, Employment Law, Personal Law, and Property Law. Both criminal and civil trial procedures are presented. This course is designed to provide students with a practical view of the law and information they can use in their daily lives. The course will cover consumer rights and obligations, contractual agreements, business rights and obligations, torts, law for minors, and both criminal and civil trials. Instructional strategies may include mock trials, case studies, professional mentoring, job shadowing, field trips, guest speakers, and computer/ technology applications.

PRINCIPLES OF BUSINESS MANAGEMENT | Course #4562-1E | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, CareerTechnical Program, or Flex Credit Course | RECOMMENDED PREREQUISITES: INTRODUCTION TO BUSINESS FOUNDATIONS, DIGITAL CITIZENSHIP, and/or Accounting DESCRIPTION: Principles of Business Management, an advanced-level business course, focuses on the opportunities and challenges of ethically managing a business in the free enterprise system. Students will attain an understanding of management theories and processes that contribute to the achievement of organizational goals. The management of human and financial resources is emphasized.

Instructional strategies should include job shadowing, simulations, guest speakers, tours, Internet research, and business experiences.

ENTREPRENEURSHIP AND NEW VENTURES | Course #5966-1E | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | RECOMMENDED PREREQUISITE: Principles of Marketing or Principles of Business Management DESCRIPTION: Entrepreneurship an New Ventures is a specialized business course designed to enable students to acquire the knowledge and develop the skills needed to effectively organize, develop, create, and manage their own business. Topics addressed include the assessment of entrepreneurial skills, the importance of business ethics, and the role of entrepreneurs in a free enterprise system. Students will develop a written business plan for a business of their choice. Instructional strategies may include a schoolbased enterprise, computer/technology applications, real and/or simulated occupational experiences, and projects available through the BPA/DECA programs of co-curricular activities.

BUSINESS MATH | Course #4512-0E | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | RECOMMENDED PREREQUISITE: Algebra I DESCRIPTION: Business Math is a business course designed to prepare students for roles as entrepreneurs, producers, and business leaders by developing abilities and skills that are part of any business environment. A solid understanding of math including algebra, basic geometry, statistics and probability provides the necessary foundation for students interested in careers in business and skilled trades area. The content includes mathematical operations related to accounting, banking and finance, marketing, and management.

Instructional strategies should include simulations, guest speakers, and Internet research. This course may fulfill up to two credits of the minimum Mathematics requirements for graduation.

Bloomington High School North

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2013-2014 Curriculum Guide

Practical Arts

Valerie Lindsey | Department Chair

Family & Consumer Science Division

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ADULT ROLES AND RESPONSIBILITIES | Course #5330-1E | ONE SEMESTER | GRADES: 11-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, CareerTechnical Program, or Flex Credit Course | PREREQUISITE: None Practical Arts DESCRIPTION: Through integrated, project-based learning founded on real-life situations and issues, the Adult Roles Department and Responsibilities course helps students gain confidence in setting and achieving personal goals, in examining career 2013-2014 options, in handling their current and future jobs and careers, in meeting basic needs, and in managing finances. They will learn to use skills in critical and creative thinking, management, communication, and leadership to solve problems and make decisions. These are important developmental tasks toward independence, and this course helps students achieve these tasks in positive, responsible ways. Students who successfully develop the knowledge, skills, attitudes, and behaviors outlined for this course become independent, contributing, and responsible participants in family, community, and career settings. They and their future families will become more satisfied, more productive, and more self-sufficient, thereby strengthening society as a whole.

-One of six FACS courses from which students may choose three to fulfill the required Health and Safety Credit.

-Satisfies personal financial responsibility requirement outlined in Indiana Code 20-30-5-19 as added by Public Law 154-209 on Jan. 1, 2009.

CHILD DEVELOPMENT | Course #5362-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: NONE DESCRIPTION: This course addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. A project-based approach that utilizes higher-order thinking, communication, leadership, and management processes will be used to integrate suggested topics into the study of individual and family issues. The focus is on research-based nurturing and parenting practices and skills that support positive development of children. Topics include: consideration of the roles, responsibilities and challenges of parenthood; human sexuality; adolescent pregnancy; prenatal development; preparation for birth; the birth process; meeting the physical, social, emotional, intellectual, moral, and cultural growth and developmental needs of infants and children; impacts of heredity, environment, and family and societal crisis on development of the child; meeting children’s needs for food, clothing, shelter, and care giving; caring for children with special needs; parental resources, services, and agencies; and career awareness.

-One of six FACS courses from which students may choose three to fulfill the required Health and Safety Credit.

ADVANCED NUTRITION AND foods | Course #5340-09 | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: Nutrition and Wellness with grade of C- or better.

DESCRIPTION: This course addresses more complex concepts in nutrition and foods, with emphasis on contemporary issues, or on advanced special topics such as International, Regional, and/or Cultural Foods; Food Science, Nutrition, or Dietetics; or with emphasis on a particular aspect of the food industry, such as Baking, Catering, or Entrepreneurial Endeavors. Higher order thinking, communication, leadership and management processes will be integrated in classroom and laboratory activities. Topics include: in-depth study of daily nutrition and wellness throughout the life span; acquiring, organizing, and evaluating information on foods and nutrition; selecting and preparing nutritious meals; safety and sanitation in food production; meal planning and preparation for specific economic, psychological, and nutritional needs; community and world food concerns, including scarcity and hunger; advanced impacts of and technology on nutrition, food and related tools and equipment; exploring careers in nutrition and food industries. Laboratory experiences that emphasize advanced applications are required. School-based entrepreneurial enterprises, field-based observations/ experiences, and service learning activities are recommended. Repeatable for up to four semesters INTRODUCTION TO HOUSING AND INTERIOR DESIGN | Course #5350-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: This course addresses selecting and planning living environments to meet the needs and wants of individuals and families throughout the family life cycle, considering a broad range of economic, social, cultural, technological, environmental, maintenance, and aesthetic factors. Topics include evaluation of housing styles, locations, zones, restrictions, and ownership options; managing resources including financing options and tax considerations; contemporary housing issues, elements and principles of design related to interiors, and architecture; blueprinting and floor planning skills; creating functional, safe, and aesthetic spaces; contemporary trends in housing, interiors, furniture, and exploration of housing-related careers.

INTERPERSONAL RELATIONSHIPS | Course #5364-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: Interpersonal Relationships addresses the knowledge, skills, attitudes and behaviors all students need to participate in positive, caring, and respectful relationships in the family and with individuals at school, in the community, and in the workplace. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. Topics include components of healthy relationships, roles and responsibilities in relationships; functions and expectations of various relationships; ethics in relationships; factors that impact relationships (e.g., power, conflicting interests, peer pressure, life events); establishing and maintaining relationships; building self-esteem and self-image through healthy relationships; communications styles; techniques for effective communication, leadership and teamwork; individual and group goal setting and decision making; preventing and managing stress and conflict; addressing violence and abuse; and related resources, services and agencies. Applications through authentic settings such as volunteer experiences, internships, and service learning are encouraged.

-One of six FACS courses from which students may choose three to fulfill the required Health and Safety Credit.

Bloomington High School North

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2013-2014 Curriculum Guide

Tareq Hanania chops an onion for a meal in Nutrition and Wellness.

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-photo by Rachel Thickstun, 2012 Nikean Yearbook

Practical Arts Department 2013-2014

NUTRITION AND WELLNESS | Course #5342-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: Students will investigate diet patterns and food choices as they relate to healthy lifestyles, develop skills in basic principles of food preparation, understand the nutritive contribution of foods, and develop skills in menu planning, meal management, and wise grocery shopping. The course will also provide experiences and activities in understanding food labels, microwave cooking, simulated computer programs in relation to nutrition and food purchases, use of convenience foods and time and energy saving appliances like bread makers, food processors, pasta makers, woks, etc. The skills taught in this course are important in the future lives of all students.

-One of six FACS courses from which students may choose three to fulfill the required Health and Safety Credit.

INTRODUCTION TO FASHION AND TEXTILES | Course #5380-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: This course addresses knowledge and skills related to design, production, acquisition, a distribution in the textiles and fashion arenas. Topics include exploration of textiles and fashion industries; elements of science and design in textiles and apparel. This course studies textile principles and applications in relation to the social, psychological, cultural and environmental aspects of clothing and textiles selection. A look at clothing and textile products for people with special needs is incorporated in this course. Critical thinking is applied to consumer options for fashion, textiles, and related equipment and tools; care and maintenance of textile products, equipment, and tools; impacts of technology; construction and alteration skills; contemporary issues, including global applications. This is a hands-on course. Students will need to purchase a variety of supplies for three major projects. This course is repeatable for credit.

PREPARING FOR COLLEGE AND CAREERS | Course #5394-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: Preparing for College and Careers addresses essential knowledge, skills, and behaviors all students need to live successfully in today’s world. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of college and careers. The focus of the course is on the impact of today’s choices on tomorrow’s possibilities. Topics to be addressed include higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, principles, and goals; life and career exploration and planning; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; decision making and organizational skills; and managing personal resources. The opportunity for ninth graders to develop Four-Year Course Plans can be included, based on local curriculum needs.

-One of six FACS courses from which students may choose three to fulfill the required Health and Safety Credit.

Bloomington High School North

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2013-2014 Curriculum Guide

Practical Arts

Valerie Lindsey | Department Chair

Engineering & Technology Division INTRODUCTION TO ENGINEERING DESIGN (PROJECT LEAD THE WAY) | Course #4812-0E | FULL YEAR | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, CareerTechnical Program, or Flex Credit Course | PREREQUISITE: none DESCRIPTION: Introduction to Engineering Design is an introductory course, which develops student problem solving skills with emphasis placed on the development of 3-dimensional solid models. Students will work from sketching simple geometric shapes to applying a solid modeling computer software package. They will learn a problem solving design process and how it is used in industry to manufacture a product. The Computer Aided Design System (CAD) will also be used to analyze and evaluate the product design. The techniques learned, and equipment used, is state of the art and are currently being used by engineers.

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Practical Arts Department 2013-2014

PRINCIPLES OF ENGINEERING (PROJECT LEAD THE WAY) | Course #4814-0c | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: Introduction to Engineering Design DESCRIPTION: 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 postsecondary education programs and engineering careers. They will also learn how engineers address concerns about the social and political consequences of technological change.

INTRODUCTION TO CONSTRUCTION I | Course #4792-1E | ONE SEMESTER | GRADES: 9-10 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: Introduction to Construction I is a course that specializes in how people use modern construction systems and the management of resources to efficiently produce a structure on a site. Students will explore the application of tools, materials, and energy in designing, producing, using, and assessing the construction of structures. Classroom activities introduce students to the techniques used in applying construction technology to the production of residential, commercial, and industrial buildings in addition to civil structures. Students learn how architectural ideas are converted into projects and how projects are managed during a construction project in this course. Activities include architectural drafting, bridge modeling and testing, and construction of a model house.

INTRODUCTION TO CONSTRUCTION II | Course #4792-2E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: INTRODUCTION TO CONSTRUCTION I DESCRIPTION: Introduction to Construction I specializes in using technological processes to produce structures on a site. Structures may include residential, commercial, institutional, and industrial buildings. Additional structures may include special purpose facilities built for displays, sports contests, and transportation terminals. Students will study construction technology topics such as preparing a site, doing earthwork, setting footings and foundations, building the superstructure, enclosing the structure, installing systems, finishing the structure, and completing the site. They may also investigate topics related to purchasing and maintenance of structures. Activities include architectural drafting, non-traditional structures modeling, and construction of a typical house section, which includes many aspects of a residential house, such as wiring, roofing, siding, etc.

INTRODUCTION to MANUFACTURING I | Course #4784-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: Introduction to Manufacturing I is a course that specializes in how people use modern manufacturing systems with an introduction to manufacturing technology and its relationship to society, individuals, and the environment. An understanding of manufacturing provides a background toward developing engineering & technological literacy. This understanding is developed through the study of the two major technologies, material processing and management technology, used by all manufacturing enterprises. Activities allow students to study techniques used in identifying and obtaining resources in addition to developing an understanding of the primary and secondary processes used to convert raw materials into finished products. Activities include the design and manufacturing of various wood, plastic, and metal products within tolerances.

INTRODUCTION TO MANUFACTURING II | Course #4784-2E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: INTRODUCTION to MANUFACTURING I DESCRIPTION: Introduction to Manufacturing II is a course that specializes in using modern manufacturing processes to obtain resources and change them into industrial materials, industrial products and consumer products. Activities provide an understanding of the characteristics and properties of industrial materials and the processing of these materials into consumer goods. Students will investigate the properties of engineered materials such as: metallics; polymers; ceramics; and composites. After gaining a working knowledge of these materials, students will study six major types of material processes: casting and molding; forming; separating; conditioning; finishing; and assembling. In this course, each of these processes is a major body of content. It is through the study of common principles, supported by related laboratory and problem solving activities, that understanding is developed and reinforced. Activities include various manufactured products, assembly line manufacturing, and CNC lathe products.

INTRODUCTION TO TRANSPORTATION I | Course #4798-1E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: None DESCRIPTION: Introduction to Transportation I is a course that specializes in the study of the transportation systems used to support commerce and the logistics for the efficient movement of goods and people. In this course, students will explore the systems, techniques and vehicles used to move people and cargo on land, water, air, and space. Activities allow students to understand a variety of transportation systems and investigate the energy, power and mechanical systems used to move people and products from one location to another. Problem-solving activities include, vehicle safety testing, and cargo transportation, and a rubber band powered car.

INTRODUCTION TO TRANSPORTATION II | Course #4798-2E | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Elective or Directed Elective, College & Career Pathway, Career-Technical Program, or Flex Credit Course | PREREQUISITE: INTRODUCTION TO TRANSPORTATION I DESCRIPTION: Introduction to Transportation II is a course that specializes in the study of the transportation processes and the logistics of moving people, cargo and goods from one location to another. Transportation is a managed system that uses inputs, processes, and outputs to move people, cargo and goods. Content of this course includes the study of how transportation impacts individuals, society, and the environment and how these processes require continual assessment/feedback to control the system. This course focuses on the environments in which transportation occurs: land, air, water, and space and the logistical processes for receiving, storing, routing, loading, transporting, unloading, storing and delivering of people, cargo and goods. Activities include a mousetrap-powered vehicle, boat hull design, and compressed air rockets.

Bloomington High School North

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2013-2014 Curriculum Guide

Bloomington High School North

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2013-2014 Curriculum Guide

Elective: Biomedical Sciences

Honors Biology I →

Elective: Biomedical Sciences

CP Biology I →

Elective: Biomedical Sciences

Honors Earth Science →

Elective: Biomedical Sciences

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CP or Honors Earth Science CP or Honors Chemistry CP or Honors Physics ICP Genetics Elective: Human Body Systems

CP or Honors Earth Science CP or Honors Chemistry CP or Honors Physics ICP Genetics Elective: Human Body Systems

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• CP or Honors Biology I • ICP • Elective: Human Body Systems

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• CP or Honors Biology I • Elective: Human Body Systems

th

10 grade

AP, CP, or Honors Chemistry AP, CP, or Honors Biology AP, CP, or Honors Physics CP Environ. Science ICP Genetics Elective: Human Body Systems

AP, CP, or Honors Chemistry AP, CP, or Honors Biology AP, CP, or Honors Physics CP Environ. Science ICP Genetics Elective: Human Body Systems

CP or Honors Chemistry CP or Honors Physics CP Environ. Science ICP Genetics Elective: Human Body Systems

CP or Honors Chemistry CP or Honors Physics CP Environ. Science ICP Genetics Elective: Human Body Systems

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11 grade

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AP, CP, or Honors Chemistry AP, CP, or Honors Physics AP Biology CP Environ. Science ICP Genetics Independent Research

AP, CP, or Honors Chemistry AP, CP, or Honors Physics AP Biology CP Environ. Science ICP Genetics Independent Research

AP, CP, or Honors Chemistry AP, CP, or Honors Physics AP Biology CP Environ. Science ICP Genetics Independent Research

CP or Honors Chemistry CP or Honors Physics CP Environ. Science ICP Genetics Independent Research

th

12 grade

Science Department 2013-2014

CP Earth Science →

9 grade

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The Science Department offers 17 different, one-year CORE 40 laboratory (L) courses. It is necessary to complete at least two full years of science to fulfill the State of Indiana’s minimum requirements for graduation. Core 40 Diploma requires six credits of high school science for college admission; two credits from biology and the remaining four credits from additional Core 40 science courses recognizing that a minimum of two credits must be from chemistry, physics or integrated chemistry-physics. “I” or “II” are used to designate the first and second years of the course, respectively. AH denotes courses acceptable for the Academic Honors Diploma.

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Science

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Jean Schick | Department Chair

EARTH & SPACE SCIENCE I (L) | Course #3044-0C | FULL YEAR | GRADES: 9-10 | DIPLOMA: Science General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: None Department DESCRIPTION: Earth and Space Science I is a course focused on the following core topics: study of the earth’s layers; atmosphere and hydrosphere; structure and scale of the universe; the solar system and earth processes. Students 2013-2014 analyze and describe earth’s interconnected systems and examine how earth’s materials, landforms, and continents are modified across geological time. Instruction focuses on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

EARTH & SPACE SCIENCE I (L) [EARTH & SPACE SCIENCE HONORS] | Course #3044-0H | FULL YEAR | GRADES: 9-10 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITEs: Middle school science grades of consistent B’s or higher and recommendation of middle school science teacher.

DESCRIPTION: This course is designed for the highly self-motivated student who exhibits a desire to work at an accelerated pace and who enjoys the challenge of discovery and problem solving. Many different aspects of earth science are studied and their interrelationships are highlighted and emphasized. Topics covered include: all topics in the previous description, topography, geology, paleontology, erosion and weathering, earthquakes and volcanoes, meteorology, fresh and groundwater, astronomy, natural resources, and the environment. Also included are some map skills. The objectives are met through discussion, hands-on lab work, computer labs, group work, library project, and a second semester report.

BIOLOGY I (L) | Course #3024-0C | FULL YEAR | GRADES: 9-10 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none | RECOMMENDED PREREQUISITES: Earth & Space Science OR middle school science with consistent A’s for freshmen.

DESCRIPTION: Biology I is a course based on the following core topics: cellular chemistry, structure and reproduction; matter cycles and energy transfer; interdependence of organisms; molecular basis of heredity; genetics and evolution. Instruction focuses on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

BIOLOGY I (L) [BIOLOGY I HONORS] | Course #3024-0H | FULL YEAR | GRADES: 9-10 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Consistent A’s and approval of the 8th grade science teacher for freshmen. | RECOMMENDATIONS: Honors Earth/Space science, Grade B or better; Earth/Space Science, Grade A. DESCRIPTION: This course is designed for the exceptional science student who is self-motivated and disciplined to work at a faster pace and capable of exploring Biology in more detail than the Biology description listed above. Emphasis will be on problem solving techniques, science as a process, scientific observation, and pre college study skills and habits. Topics include ecology, cellular biology, biochemistry, genetics, microbiology, and evolution.

ADVANCED SCIENCE SPECIAL TOPICS: HUMAN GENETICS | Course #3092-0C | FULL YEAR | GRADES: 11-12 (grade 10 with teacher permission) | DIPLOMA: Elective for General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Biology I or Honors Biology, grade C or better.

DESCRIPTION: A genetics course that explores the role genes play in disease susceptibility physical characteristics, with an eye toward genetic determinism; biotechnologies, including genetic testing, gene therapy, stem cell therapy, gene expression profiling, and personalized medicine; ethical concerns that arise from the interface of genetic information and privacy.

BIOLOGY, ADVANCED PLACEMENT (L) | Course #3020-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: Elective for General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Biology and Chemistry; recommended B’s or higher.

DESCRIPTION: Biology, Advanced Placement is a course based on the content established by the College Board. The major themes of the course include: The process of evolution drives the diversity and unity of life, Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis, Living systems store, retrieve, transmit and respond to information essential to life processes, Biological systems interact, and these systems and their interactions possess complex properties. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http:// apcentral.collegeboard.com/apc/public/courses/descriptions/index.html CHEMISTRY I (L) | Course #3064-0C | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITEs: Algebra I and two years of high school science OR any Biology & Algebra grade of B or higher.

DESCRIPTION: Chemistry I is a course based on the following core topics: properties and states of matter; atomic structure; bonding; chemical reactions; solution chemistry; behavior of gases, and organic chemistry. Students enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. Instruction focuses on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

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Science Department 2013-2014

Olivia Gettelfinger and Claire Burdette complete an “enzyme puzzle” for Rick Harter’s Biology class.

-photo by Emily Mallory, 2012 Nikean Yearbook

ENVIRONMENTAL SCIENCE, (L) | Course #3010-09 | FULL YEAR | GRADES: 11-12 (grade 10 with teacher permission) | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Biology I and Earth Space Science or Chemistry DESCRIPTION: Environmental Science, Advanced is an interdisciplinary course that integrates biology, earth science, chemistry, and other disciplines. Students enrolled in this course conduct in-depth scientific studies of ecosystems, population dynamics, resource management, and environmental consequences of natural and human processes. Students formulate, design, and carry out laboratory and field investigations as an essential course component. Students completing Environmental Science, Advanced acquire the essential tools for understanding the complexities of local, national and global environmental systems. Topics of study will include the use and management of natural resources such as soil, water, minerals, energy, timber and ocean fisheries; quality of air, surface water, and ground water; waste management, climate modification, and land development. Local environmental concerns will be highlighted, e.g., restoration of wetlands, PCB contamination, development within the Lake Monroe watershed, the maintenance of the city sewage treatment, landfill, and recycling programs.

CHEMISTRY I (L) [CHEMISTRY I HONORS] | Course #3064-0H | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: Biology I and Geometry | RECOMMENDED: Grades B or higher in each prerequisite course DESCRIPTION: Honors Chemistry is designed for the student who desires an in-depth and accelerated first year chemistry curriculum. Topics include those listed in the Chemistry description above with additional emphasis on skills and content that will enhance the students’ understanding and success in future chemistry courses.

CHEMISTRY, ADVANCED PLACEMENT (L) | Course #3060-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITEs: Chemistry I or Honors Chemistry and Algebra II with minimum grades of B DESCRIPTION: Chemistry, Advanced Placement is a course based on the content established by the College Board. The content includes: (1) structure of matter: atomic theory and structure, chemical bonding, molecular models, nuclear chemistry; (2) states of matter: gases, liquids and solids, solutions; and (3) reactions: reaction types, stoichiometry, equilibrium, kinetics and thermodynamics. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html

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PHYSICS I (L) | Course #3084-0C | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: One year of high school science; Algebra I | RECOMMENDED: Geometry (may be taken concurrently) DESCRIPTION: Physics I is a course focused on the following core topics: motion and forces; energy and momentum; temperature and thermal energy transfer; electricity and magnetism; vibrations and waves; light and optics. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

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Science Department 2013-2014

PHYSICS I (L) [PHYSICS I HONORS] | Course #3084-0H | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: One year of science and Geometry | RECOMMENDED: Grades B or Higher in prerequisite courses DESCRIPTION: Honors physics is designed for the student who desires an in-depth and accelerated first year physics curriculum.

Topics include those listed in the above Physics course (with greater depth) and the addition of an astronomy unit. Emphasis will be placed on problems requiring derivation, higher algebra skills and problem solving techniques. Labs will show an increased emphasis on analysis and reporting.

PHYSICS C, ADVANCED PLACEMENT (L) | Course #3088-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: General Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Recommended Calculus, minimum Pre-calculus; Physics I DESCRIPTION: Physics C, Advanced Placement is a course based on the content established by the College Board. There are two AP Physics C courses, Physics C: Mechanics, and Physics C: Electricity and Magnetism. AP Physics C: Mechanics provides instruction in each of the following six content areas: kinematics; Newton’s laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. AP Physics C: Electricity and Magnetism provides instruction in each of the following five content areas: electrostatics; conductors, capacitors, and dielectrics; electric circuits; magnetic fields; and electromagnetism. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html INTEGRATED CHEMISTRY-PHYSICS (L) | Course #3108-0C | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: Algebra I and one year of science DESCRIPTION: Integrated Chemistry-Physics is a course focused on the following core topics: motion and energy of macroscopic objects; chemical, electrical, mechanical and nuclear energy; properties of matter; transport of energy; magnetism; energy production and its relationship to the environment and economy. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

SCIENCE RESEARCH, INDEPENDENT STUDY (L) | Course #3008-1E | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITES: 2 years of high school science with consistent high academic achievement, concurrent or prior enrollment in AP-level science, and an application process before enrolling in course. Pick up and return application to Jean Schick.

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

PRINCIPLES OF THE BIOMEDICAL SCIENCES (PROJECT LEAD THE WAY) | Course #5218-0E | FULL YEAR | GRADES: 9 –11 | DIPLOMA: General, Core 40, AH, TH, Elective or Directed Elective, College & Career Pathway, Career-Technical program, or Flex Credit course | PREREQUISITE: None; must be taken concurrently with another science course DESCRIPTION: PLTW Principles of the Biomedical Sciences provides an introduction to this field through “hands-on” projects and problems. Student work involves the study of human medicine, research processes and an introduction to bioinformatics. Students investigate the human body systems and various health conditions including heart disease, diabetes, hypercholesterolemia, and infectious diseases. A theme through the course is to determine the factors that led to the death of a fictional person. The year will focus on a forensic and medical investigation of the deceased leading to the cause of death. Key biological concepts included in the curriculum are: homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease. Science principles such as the design process, feedback loops, and the relationship of structure to function will be included where appropriate. The course is designed to provide an overview of all courses in the Biomedical Sciences program and to lay the scientific foundation necessary for student success in the subsequent courses. A university certificate is available that may be submitted for credit consideration.

HUMAN BODY SYSTEMS (PROJECT LEAD THE WAY) | Course #5216-OE | FULL YEAR | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective or Directed Elective, College & Career Pathway, CareerTechnical program, or Flex Credit course | PREREQUISITEs: Recommended “Principles of Biomedical Sciences”; another science course must be taken concurrently.

DESCRIPTION: PLTW Human Body Systems is a course designed to engage students in the study of basic human physiology and the care and maintenance required to support the complex systems. Using a focus on human health, students will employ a variety of monitors to examine body systems (respiratory, circulatory, and nervous) at rest and under stress, and observe the interactions between the various body systems. Students will use appropriate software to design and build systems to monitor body functions. A university certificate is available that may be submitted for credit consideration.

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Social Studies Department 2013-2014

Bloomington Social Studies Department Social StudiesNorth

Pat Wilson | Department Chair Recommended Student Course Progressions 1. Honors/AP: 9th- 10th Grade Honors Elective 10th Grade – Honors World History OR Honors Geography and History of the World 11th Grade – A.P. U.S. History 12th Grade – Honors Government/Economics

Electives Grades 9 – 10

Intro to Social Science Honors

Grades 10-12

Ethnic Studies 1 & 2

Grades 11-12

Psychology The Culture of Sport Military History The Sixties Community Service

Grade 12

Internship Cadet Teaching

2. Core 40: 9th Grade – Geography and History of the World OR Honors Geography and History of the World 10th Grade – World History 11th Grade – U.S. History 12th Grade – U.S. Government and Economics

Electives Grades 10-12

Ethnic Studies 1 & 2

Grades 11-12

Psychology Sociology The Culture of Sport Military History The Sixties Community Service

Grade 12

Internship Cadet Teaching

College Admissions Officers have increased expectations for evidence of Community Service from applicants. Internship programs are also considered very valuable experiences.

Scholarship applications have several slots allocated to listing these experiences.

Questions? Call or e-mail Pat Wilson, Social Studies Department Chair 330-7724 ext. 50256 or pwilson@mccsc.edu Bloomington High School North

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2013-2014 Curriculum Guide

Social Studies is the integrated study of the social sciences and humanities to promote civic competence. It is designed to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

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Social Studies INTRODUCTION TO SOCIAL SCIENCE (HONORS SOCIAL SCIENCES I) | Course #1522-1H | FULL YEAR | Department GRADE: 9 | DIPLOMA: General, Core 40, AH, TH, Elective, Flex Credit or College & Career 2013-2014 Pathway | PREREQUISITE: none DESCRIPTION: Introduction to Social Science develops an understanding of the nature of the social sciences and presents reasons for studying them. The course involves consideration of the social sciences such as: (1) the study of humanity; (2) the reasons for separate fields or disciplines; (3) the objectives, materials, and methods of each discipline; and (4) the difficulties encountered by social scientists in applying scientific method to the study of human life. Content may include group and individual behavior, education, social systems, and the role of the social studies. Recommended to be taken paired with Topics in Social Science Honors.

TOPICS IN SOCIAL SCIENCE (HONORS SOCIAL SCIENCES II) | Course #1550-2H | FULL YEAR | GRADE: 9 | DIPLOMA: General, Core 40, AH, TH, Elective, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Topics in Social Science provides students with an opportunity for in-depth study of a specific topic, theme, or concept in one of the social science disciplines such as anthropology, economics, political science, psychology, or sociology. It is also possible to focus the course on more than one discipline. This honors course offers students one of the most exciting learning opportunities at Bloomington North. Units of study may include history (Victorian Age, Rome, etc.), psychology (adolescent development), sociology (the family), and others. This course is designed to encourage critical thinking, creativity, and other skills necessary for success in college. Class activities include regular discussion, role-playing activities, research, and analysis of film, media, etc Recommended to be taken paired with Intro to Social Sciences Honors Semester I. WORLD HISTORY AND CIVILIZATION [HONORS WORLD HISTORY] | Course #1548-0H | FULL YEAR | GRADE: 10 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: World History is a two-semester course. It emphasizes events and developments in the past that greatly affected large numbers of people across broad areas of the earth and that significantly influenced peoples and places in subsequent eras. Some key events and developments pertain primarily to particular people and place; others, by contrast, involve transcultural interactions and exchanges between various peoples and places in different parts of the world. Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, research, issues-analysis, and decision-making.

They are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. Students are expected to examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Finally, students are expected to apply content knowledge to the practice of thinking and inquiry skills and processes. There should be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history. The World History Honors class is designed to be rigorous, and the students will be expected to do more reading, writing, and analysis than in a Core 40 class. Students will also be expected to perform at higher levels on projects, tests, papers, and all other activities.

WORLD HISTORY AND CIVILIZATION | Course #1548-0C | FULL YEAR | GRADE: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: World History is a two-semester course. It emphasizes events and developments in the past that greatly affected large numbers of people across broad areas of the earth and that significantly influenced peoples and places in subsequent eras. Some key events and developments pertain primarily to particular people and place; others, by contrast, involve transcultural interactions and exchanges between various peoples and places in different parts of the world.

Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, research, issues-analysis, and decision-making.

They are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. Students are expected to examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Finally, students are expected to apply content knowledge to the practice of thinking and inquiry skills and processes. There should be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history.

World History is a one-year course designed for college preparation students. Economic, political, and social forces that have shaped our modern world will be emphasized.

Skills needed to succeed in college will be emphasized, including theory and conceptualization of history, note taking from lectures, discussion, and memorization. Students will be expected to access information in order to solve problems, write papers, and make class presentations.

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UNITED STATES HISTORY, ADVANCED PLACEMENT | Course #1562-0A | FULL YEAR | GRADE: 11 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: United States History, Advanced Placement is a course based on the content established by the College Board. The course has a chronological frame from 1492 to the present and focuses on multiple causation and change in United States history over time. A variety of historical themes are examined in order to place the history of the United States into larger analytical contexts. Students are expected to analyze and interpret primary sources and develop awareSocial Studies ness of multiple interpretations of historical issues in secondary sources. Historical events and issues in U.S. history are Department to be examined from multiple perspectives. The course at Bloomington North is designed to provide students with the 2013-2014 analytic skills necessary to deal critically with the problems and materials in United States History.

This AP U.S. History course is designed to be the equivalent of an introductory college course. It is a two semester survey of American History from the Age of Exploration and Discovery to the present. Students will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format and oral presentations. This is designed as a survey course that uses America: Past and Present, with supplementary reading in the form of documents/ essays. Additional books with special themes are incorporated into the course materials. The major themes, created by the AP U.S. History Development Committee serve as unifying concepts to help my students synthesize material and place the history of the United States into larger analytical contexts.

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UNITED STATES HISTORY | Course #1542-0C | FULL YEAR | GRADE: 11 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: United States History is a two-semester course, which builds upon concepts developed in previous studies of American history. Students in this course are expected to identify and review significant events, persons, and movements in the early development of the nation. After providing such a review, the course gives major emphasis to the interaction of key events, persons, and groups with political, economic, social, and cultural influences on state and national development in the late nineteenth, twentieth, and early twenty-first centuries.

Students are expected to trace and analyze chronological periods and examine the relationship of significant themes and concepts in Indiana and United States history. They are expected to develop skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, and research that uses primary and secondary sources found at local and state historic sites, museums, libraries, and archival collections, including electronic sources. Opportunities are given to develop inquiry skills by gathering and organizing information from primary source material and a variety of historical and contemporary sources, accounts, and documents that provide diverse perspectives. Investigation of themes and issues includes cultural pluralism and diversity of opinion in American society.

Students should exercise their skills as citizens in a democratic society by engaging in problem solving and civic decision-making in the classroom, school, and community setting. In this course, students will identify and review significant events and movements in the development of our nation. Students will trace and analyze major relationships, themes, and concepts from a historical perspective.

Students will sequence historical events, examine cause and effect, identify different viewpoints, and be able to relate historical situations to current issues. Opportunities will be given to develop inquiry skills by gathering and organizing information from primary and secondary source material, and through the use of a variety of sources, documents, and accounts of history. The focus of this course will be primarily theoretical with the emphasis on the development of social studies skills, and concepts.

SOCIOLOGY | Course #1534-1C | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Sociology provides opportunities for students to study human social behavior from a group perspective. The sociological perspective is a distinct method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, among cultures, and in social groups. Students will describe the development of sociology as a social science and identify methods and strategies of research. Students examine society, group behavior, and social structures through research methods using scientific inquiry.

The influence of culture on group behavior is addressed through areas of content including social institutions such as the family, religion, education, economics, government, community organizations, and political and social groups. Students will also explore the impacts of social groups and social institutions on individual and group behavior and examine the changing nature of society.

The development of group organizations and interactions, the factors that influence group behavior and social problems, and the impact of cultural change on society are included in the study. Students will analyze a range of social problems in today’s world and examine the role of the individual as a member of the community. Sociology is the study of human relationships. This course will impart the sociological skills, methods, theories, and concepts necessary for the study of our basic culture, society structures, functions and social institutions. The sociological perspective will be the tool used to examine social issues, topics, and problems. Our focus will range from a global point of view to the individual. Class activities include lecture, readings, discussions, simulations, small group activities, application research and research papers. This course prepares students for the beginning level of Sociology in college which is required for most majors.

PSYCHOLOGY | Course #1532-1C | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Psychology is the scientific study of mental processes and behavior. The Standards have been divided into six content areas. These areas include: Scientific Methods, Developmental, Cognitive, Personality, Assessment and Mental Health, Socio-cultural and Biological Bases of Behavior. In the Scientific Methods area, research methods and ethical considerations are discussed. Developmental psychology takes a life span approach to physical, cognitive, language, emotional, social, and moral development. Cognitive aspects of psychology focus on learning, memory, information processing, and language. Personality, Assessment and Mental Health topics include psychological disorders, treatment, personality, and assessment. Socio-cultural dimensions of behavior deal with topics such as conformity, obedience, perceptions, attitudes, and the influence of the group on the individual. The Biological Bases focuses on the way the brain and nervous system functions, including topics such as sensation, perception, motivation, and emotion. Psychology is a course requiring regular textbook and supplemental reading, active student participation, cooperative work, and research on various topics. Upon completion of the course, students should have a better understanding of why people learn, think, and behave the way they do. This course prepares students for the beginning level of Psychology in college, which is required for most majors.

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TOPICS IN SOCIAL SCIENCE [THE CULTURE OF AMERICAN SPORT] | Course #1550-1C | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: This course will examine America’s fascination with sports. From recreational activities to the billion-dollar world of professional leagues, sports are present in almost all aspects of American culture. Units of study will include: Sports through history, including ancient Greece and Rome; modern sports as big business and entertainment; topical issues including the role of sports in high school, the payment of college athletes, the use of performance-enhancing drugs, etc.; race, gender, and other cultural aspects of sports.

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Social Studies Department 2013-2014

TOPICS IN HISTORY [MILITARY HISTORY] | Course #1538-1E | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Topics In History provides students the opportunity to study specific historical eras, events, or concepts. Development of historical research skills using primary and secondary sources is emphasized. The course focuses on one or more topics or themes related to United States or world history. Military History will examine the battles, strategies, and military technologies that have shaped our world. Key units of study will include ancient Rome, medieval warfare, the Napoleonic wars of the 19th century, American wars from the Civil War to Iraq, and the future of warfare. Students will be given the chance to play historically accurate strategy games and simulations, read first hand accounts of battles and soldiers’ lives, and evaluate the role of armed conflict in world and American history.

TOPICS IN HISTORY [THE 1960’S] | Course #1538-2E | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit Annie Jacobs holds onto the toy soldiers used for or College & Career Pathway | a war reenactment in Honors World History.

PREREQUISITE: none DESCRIPTION: Topics In History provides stu-photo by Hannah Lukemeyer, 2010 Nikean Yearbook dents the opportunity to study specific historical eras, events, or concepts. Development of historical research skills using primary and secondary sources is emphasized. The course focuses on one or more topics or themes related to United States or world history. This is an in-depth and fun, yet academically challenging, course that examines one of the most dynamic and important time periods in American history. The Vietnam War, the Beatles, racial and political violence, the rise of youth culture, women’s and gay rights, fashion, sports, and other dramatic events brought both progress and problems. Students will examine the actual artifacts of the time period, including music, speeches, written documents, and media accounts of key events in order to understand how the ideas and events of the 1960’s continue to influence us today. The focus is on research, lecture, film, and project work. There is no text.

ETHNIC STUDIES [NATIVE AMERICAN & AFRICAN AMERICAN HISTORY] | Course #1516-1E | one SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: This one-semester social studies class consists of two major units each covering a distinct area of the cultural heritage of citizens of the United States. Units include Native-Americans and African-Americans. Each unit will include a history of the group, and an examination of current issues relevant to that group in modern American society. Ethnic Studies provides opportunities to broaden students’ perspectives concerning lifestyles and cultural patterns of ethnic groups in the United States. In this course, the student will learn patterns of cultural development, immigration, and assimilation, as well as the contributions of specific groups to American life. The focus is on research, lecture, film, and project work. There is no text.

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Social Studies Department 2013-2014

TOPICS IN HISTORY [Minorities in America-Latinos, Asians, Arabs, and others] | Course #1538-3E | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: This one-semester social studies class consists of two major units each covering a distinct area of the cultural heritage of citizens of the United States. Units include Latinos, Asian Americans, Arab Americans and others as time permits. The course also includes introductory units on Hate Groups and Immigration. Each unit will include a history of the group, and an examination of current issues relevant to that group in modern American society. This course provides opportunities to broaden students’ perspectives concerning lifestyles and cultural patterns of various ethnic groups in the United States. The focus is on original source materials, research, lecture, film, and project work. There is no text

GEOGRAPHY AND HISTORY OF THE WORLD | Course #1570-0C | FULL YEAR | GRADES: 9-11 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Students use geographical and historical skills and concepts to deepen their understanding of the global themes contained in the standards. Geography and History of the World is an alternative to the standard World History and Civilization course.

The skills provide the research tools needed to think geographically and historically: ask geographic and historical questions; acquire geographic and historical information relevant to these questions; produce maps, timelines, and other graphic representations to organize and display the information acquired; interpret maps, timelines, and other graphic representations to solve geographic and historical problems and to analyze world events and suggest feasible solutions to world problems; reach conclusions about the geographic and historical questions posed and give verbal, written, graphic, and cartographic expression to conclusions.

The concepts provide the intellectual tools needed to think geographically and historically: change over time, cultural landscape, diffusion, human environment interactions, human livelihoods, national character, origin, physical systems, sense of place, spatial distribution, spatial interaction, spatial organization, and spatial variation. At Bloomington High School North, this course will use a combination of geographic tools and historical events to study the world that we live in today. Students will study major global themes that have developed over time, such as imperialism, exploration, and the spread of religion, along with current issues addressing the world today. Primary and secondary resources will be used by students to research and present information on topics about our world. Students will present their findings in a variety of fashions, including projects, class presentations and written works.

The goal of this course is to foster lifelong learners, responsible citizens, and global thinkers. In addition to this curriculum, Choices curricula, developed by Brown University, will be implemented in order to make complex international issues understandable and meaningful for students. Using a student-centered approach, students of all ability levels will be actively engaged with the material.

Cooperative learning will allow students to take pride in their own contributions and in the group product, enhancing confidence as learners. Choices units on current issues include student readings, developing policy options, role playing, and simulations. The organization of each Choices unit allows students to exercise one of social studies’ primary goals: critically think about and act based on knowledge of citizenship issues.

GEOGRAPHY AND HISTORY OF THE WORLD [HONORS GEOGRAPHY] | Course #1570-0H | FULL YEAR | GRADES: 9-11 | DIPLOMA: General, Core 40, AH, TH, Elective any diploma, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Geography and History of the World is designed to enable students to use geographical skills and historical concepts to deepen their understanding of major global themes including the origin and spread of world religions; exploration; conquest, and imperialism; urbanization; and innovations and revolutions. Geographical and historical skills include forming research questions, acquiring information by investigating a variety of primary and secondary 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.

The historical geography concepts used to explore the global themes include change over time, origin, diffusion, physical systems, cultural landscapes, and spatial distribution and interaction.

The honors section of this course requires students to distinguish themselves in these ways: 1. Work at an accelerated pace.

2. Demonstrate high-level mastery of the terms, concepts, and skills of geography and history.

3. Read and write at a level commensurate with late high school or early college.

4. Conduct mature discussions on a wide variety of topics.

5. Produce and defend original theses.

UNITED STATES GOVERNMENT | Course #1540-1C | ONE SEMESTER | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States of America. Responsible and effective participation by citizens is stressed.

Students will understand the nature of citizenship, politics, and government when they understand their rights and responsibilities as citizens and be able to explain how those rights and responsibilities as citizens are part of local, state, and national government in the United States today. Students examine how the United States Constitution protects individual rights and provides the structures and functions for the various levels of government affecting their lives.

Students will also analyze how the United States government interacts with other nations and evaluate the United States’ role in world affairs. Students inquire about American government through primary and secondary sources and articulate, evaluate, and defend positions on political issues with sound reasoning and evidence. As a result, students can explain the roles of citizens in the United States and the participation of individuals and groups in government, politics, and civic activities, recognize the need for civic and political engagement of citizens, and exercise rights and responsibilities in order to preserve and improve their civil society and constitutional government.

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2013-2014 Curriculum Guide

UNITED STATES GOVERNMENT [HONORS GOVERNMENT] | Course #1540-1H | ONE SEMESTER | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States of America. Responsible and effective participation by citizens is stressed. Students will understand the nature of citizenship, politics, and government when they understand their rights and responsibilities as citizens and be able to explain how those rights and responsibilities as citizens are part of local, state, and national government in the United States today. Students examine how the United States Constitution protects individual rights and provides the structures and functions for the various levels of government affecting their lives.

Students will also analyze how the United States government interacts with other nations and evaluate the United States’ role in world affairs. Students inquire about American government through primary and secondary sources and articulate, evaluate, and defend positions on political issues with sound reasoning and evidence.

As a result, students can explain the roles of citizens in the United States and the participation of individuals and groups in government, politics, and civic activities, recognize the need for civic and political engagement of citizens, and exercise rights and responsibilities in order to preserve and improve their civil society and constitutional government. In the Honors course at North, the classroom becomes a catalyst for social justice, civic participation, and volunteerism.

We will establish a foundation for scholarly and civil discourse, which will focus on issues that stimulate tremendous controversy and involve people with competing and complex agendas. Issues addressing universal healthcare, the death penalty, substandard housing, the widening gap between rich and poor, educational opportunities and conditions, racism, classism and social justice form the constructs of this course.

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Social Studies Department 2013-2014

ECONOMICS | Course #1514-1C | ONE SEMESTER | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Economics is the social studies course that examines the allocation of scarce resources and their alternative uses for satisfying human wants. This course analyzes the economic reasoning used as consumers, producers, savers, investors, workers, voters, and government agencies make decisions. Key elements of the course include a study of scarcity and economic reasoning, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade.

Students will explain that because resources are limited, people must make choices in all aspects of daily life and demonstrate understanding of the role that supply, demand, prices, and profits play in a market economy.

Students will examine the functions of government in a market economy and study market structures, including the organization and role of businesses. Students will understand the role of economic performance, money, stabilization policies, and trade of the United States. While the economic way of thinking involves scientific tools and techniques, economics remains a social science, which endeavors to systematically study the behavior of people, institutions, and societies. This course provides students with the necessary theoretical and practical background to function as a decision-maker in a democratic society.

Students will engage in economic analysis and study of economic policy primarily of a market economy and its historical and current alternatives. Both macro and micro economics topics will be covered. There will be a primary emphasis on application-based instructions.

ECONOMICS [HONORS ECONOMICS] | Course #1514-1H | ONE SEMESTER | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway | PREREQUISITE: none DESCRIPTION: Economics is the social studies course that examines the allocation of scarce resources and their alternative uses for satisfying human wants. This course analyzes the economic reasoning used as consumers, producers, savers, investors, workers, voters, and government agencies make decisions. Key elements of the course include a study of scarcity and economic reasoning, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade.

Students will explain that because resources are limited, people must make choices in all aspects of daily life and demonstrate understanding of the role that supply, demand, prices, and profits play in a market economy.

Students will examine the functions of government in a market economy and study market structures, including the organization and role of businesses. Students will understand the role of economic performance, money, stabilization policies, and trade of the United States. While the economic way of thinking involves scientific tools and techniques, economics remains a social science, which endeavors to systematically study the behavior of people, institutions, and societies.

This course offers a rigorous examination of the theoretical foundations of state, national, and global economics. In addition to the topics listed above, students will investigate macro and micro economic theory, and problems of production, distribution, and consumption in various economies. Students will be required to do substantial reading from college-level texts and supplemental essays, and to participate actively in discussions and analysis of historical and current economic issues and policies. This is a rigorous academic course designed to challenge college-bound students.

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Special Education 2013-2014

Special Education Mitch Bratton | Case Conference Coordinator & Department Chair COMMUNITY-BASED PROGRAM | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: This course is designed as an individual program for students who exhibit various learning difficulties as specified by the case conference committee. The objectives of the program, as developed by the case conference committee, including the following: 1. To integrate students to the maximum extent possible in the school and the community.

2. To teach students to function as independently as possible in all school, vocational, and community environments as outlined on the students Individualized Educational Program (IEP).

3. To integrate all ancillary services necessary for students to meet their individual goals.

4. To develop a transition plan to meet students’ post graduation needs.

CAREER EXPLORATION INTERNSHIP [WORK STUDY] | Course #0530-1S-8s | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: The Career Exploration Internship course is a paid or unpaid work experience in the public or private sector that provides for workplace learning in an area of student career interest. In this course students will gain experience in various work environments of their choosing. Students will acquire skills in the areas of working, searching for a job, interviewing, and the soft skills that are necessary to obtain and maintain employment. In addition to their workplace learning experience, students are responsible for: 1. regularly scheduled meetings with the work study coordinator, 2. writing weekly journals that are reflective of the world of work, 3. remaining in good standing in regards to attendance.

The amount of time spent in the work experience is determined by the case conference committee as set forth in the Individualized Educational Program. All of these activities are carried out to develop a transition plan to meet students’ post-secondary needs.

BASIC SKILLS/INDEPENDENT STUDY [RESOURCE] | Course #0500-1S & Course #0500-2S | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: This course is designed as an individualized program for students who exhibit various learning difficulties as specified by the case conference committee. The objectives of the program are to teach the required academic courses in an individualized manner as set forth in the students Individualized Educational Program and/or to provide students continuing opportunities to develop basic skills in: 1. Reading 2. Writing 3. Listening 4. Speaking

5. Mathematical computation 6. Note-taking 7. Study and organizational skills 8. Problem solving skills essential for high school course work achievement

These objectives are developed at the case conference by the case conference committee. Students may spend from one to four periods a day in their assigned programs and earn a total of one credit per period provided they satisfactorily complete the course requirements specified by their IEP. basic skills/LIFE SKILLS [INDEPENDENT LIVING SKILLS] [MILD DISABILITIES] | Course #0500-LS | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: This course is designed to help students become more independent at home and in the community. They will practice various skills necessary for independence. These include learning to ride the transit, read a bus schedule and maps, use a telephone to get information, purchase items and use money, request items from a stranger (e.g. ordering at a restaurant or asking directions), grocery shop and cook basic foods, and how to clean. Students will explore sites in the community about once a week. Sites are chosen to build skills in handling money, talking to strangers, or having fun. These may include the library, mall, or bowling alley. The program is designed to meet individual objectives developed by the case conference committee. Students are expected to provide about $5 per week to participate in activities.

ENGLISH COMPETENCY-BASED [SELF-CONTAINED] | GRADE 9 Course #1002-0S | GRADE 10 Course #1004-0S | GRADE 11 Course #1006-0S | GRADE 12 Course #1008-0S | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: Designed for students with various disabilities who will NOT be gaining credit toward graduation state competencies. This is a class for non-diploma students only. READ 180 may be incorporated into this course.

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2013-2014 Curriculum Guide

DEVELOPMENTAL READING: READ 180 [SELF-CONTAINED] | Course #1120-0S | FULL YEAR | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: Developmental Reading is a supplemental course that provides students with individualized instruction designed to support and improve reading comprehension and vocabulary development. The read 180 program is used to individualize programing based on the reading needs of each student.

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Special Education 2013-2014

BUSINESS AND LIFE SKILLS MATHEMATICS [SELF CONTAINED] | Course #4512-0S | FULL YEAR | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: Designed for students with various disabilities who will NOT be gaining credit toward graduation state competencies. This is a class for non-diploma students only. This course prepares students to apply acquired math skills to meet the challenges of the adult world. Topics include: applying mathematical applications related to personal finance, banking, budgeting, travel and home improvement.

GOVERNMENT [SELF-CONTAINED] | Course #1540-0S | ONE SEMESTER | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: Designed for students with various disabilities who will NOT be gaining credit toward graduation state competencies. This is a class for non-diploma students only. United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States of America. Responsible and effective participation by citizens is stressed. Students will understand the nature of citizenship, politics, and government when they understand their rights and responsibilities as citizens and be able to explain how those rights and responsibilities as citizens are part of local, state, and national government in the United States today.

Through a combination of reading, lecture, and interactive activities students will learn about the American government and its branches, the Bill of Rights, and who their elected officials are and how they work for us.

ECONOMICS [SELF-CONTAINED] | Course #1514-0S | ONE SEMESTER | GRADES: 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: Designed for students with various disabilities who will NOT be gaining credit toward graduation state competencies. This is a class for non-diploma students only. Students will learn where money comes from and what we use it for on personal and national levels. Students will assess their personal assets and develop personal goals.

Using an economic perspective, students will develop knowledge and strategies to make them more competent and confident consumers.

U.S. HISTORY [SELF-CONTAINED] | Course #1542-0S | FULL YEAR | GRADES 9-12 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: Designed for students with various disabilities who will NOT be gaining credit toward graduation state competencies. This is a class for non-diploma students only. Students will explore U.S. History from the arrival of Columbus to the new world to present. Using a combination of independent reading of biographies, class lecture and discussion, video, and hands on activities, students will learn how our country has developed and the variety of peoples who have contributed to it.

WORLD GEOGRAPHY [SELF CONTAINED] | 1570-0S | FULL YEAR | GRADES: 9-10 | PREREQUISITEs: Special education eligibility and agreement of case conference committee.

DESCRIPTION: Designed for students with various disabilities who will NOT be gaining credit toward graduation state competencies. This is a class for non-diploma students only. Students would cover the core standards including the five themes of geography and learn to apply these skills to the world around them through observation, map study, and the study of different lands and cultures. The course will parallel Core 40 geography, but lessons will be differentiated for students of differing needs and ability levels. Focus will be on practical and applied skills including location of the four directions, how to read a map, and how to give and follow directions. Students will gain an awareness of different places and cultures through the study of topography, languages, foods, maps, trade, etc.

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Special Programs 2013-2014

Special Programs PEER TUTORING [PEER MEDIATION] | Course #0520-1M | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Elective all Diplomas DESCRIPTION: Students will be trained to serve as mediators between peers. Emphasis will be on developing leadership skills, communication skills, and cultural sensitivity and diversity. Character development in terms of respect, responsibility, citizenship, and integrity will be the focus as students work with peers in the areas of problem solving/decision making, violence prevention, diversity issues, and meeting facilitation.

PEER TUTORING [PEER MEDIATION II] | Course #0520-2M | ONE SEMESTER | GRADES: 9-12 | DIPLOMA: General, Core 40, AH, TH, Elective all Diplomas | PREREQUISITE: personal ethics and character Development I DESCRIPTION: Students who have been trained in peer mediations and will serve as mediators between peers. Their work with peers will focus on leadership in the areas of problem solving/decision making, violence prevention, diversity issues and facilitation of conflict.

This course is repeatable. One credit per semester.

CAREER EXPLORATION INTERNSHIP [HONORS INDEPENDENT STUDY/MENTOR PROGRAM] | Course #0530-1A | SEMESTER OR YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Elective all Diplomas DESCRIPTION: With the help of a mentor, students will design a self-determined program equivalent to 90 hours for 1 credit each semester. Students must submit a proposal including a description of the project, goals, objectives, and criteria for evaluation. The proposal must include a presentation of the final product. Mentors may be suggested by the student or The Independent Study Coordinator. Mentors need to be experts in the field being studied. Teachers at BHSN may serve as mentors. Not repeatable for credit.

PEER TUTORING | Course #0520-0E | SEMESTER OR YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Elective all Diplomas | PREREQUISITE: Special education teacher approval DESCRIPTION: The purpose of this course is to help integrate the student with substantial disabilities into North High School, to provide positive role models of typical high school behaviors, to instruct peer tutors concerning disabilities and community-based instruction, and to provide an opportunity for friendships and acquaintances to develop. Typical activities performed by peer tutors are tutoring, accompanying a staff member and a student on a community trip, small group teaching and completion of outside assignments as indicated on the syllabus. One elective credit per semester will be earned. This course can be repeated for credit.

LIBRARY MEDIA [LIBRARY AND INFORMATION SERVICES] | Course #1082-0E | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: General, Core 40, AH, TH, Electives All Diplomas | PREREQUISITES: Librarian interview and an approved signed contract. Grade “C” or above needed to repeat.

DESCRIPTION: The purpose of the library information service (LIS) course for the high school students is to help North students develop skills for life long learning; to be role models and assist students to become efficient information users; to develop skills necessary for informed decision making and to acquire skills for self-directed learning. The library information service course will foster positive attitudes toward library use. This course will help students become active participants in the dissemination and organization of information. LIS students will be evaluated on job performance, attendance, library and reading assignments, computer skills, and cooperation in working with their peers.

The LIS course provides a perspective on information selection, classification/storage, retrieval and delivery of information beyond that gained in the classroom. Students must be recommended by their counselor, teacher, librarian (past attendance, disciplinary record, and tardies will be considered) and sign a LIS contract. The librarian and students must sign this contract before counselors enroll the student. Contracts can be picked up in the library or counseling office. No more than four students may be assigned per available period. This course is repeatable once. Students can accumulate up to 2 credits for this course (one per semester). One semester of credit will be given for satisfactory completion of the requirements of the LIS program.

COMMUNITY SERVICE [COMMUNITY SERVICE: NON-PROFIT] | Course #0524-0E | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway Course | PREREQUISITE: none DESCRIPTION: This full year course is designed for students who want an opportunity to serve their community and in some cases participate with a non-profit service group or institution that embraces a possible career choice. Students will need to have junior or senior class status and provide their own transportation to their service site. All candidates who want to be considered for placement in this course will go through an application process. All juniors and seniors enrolled in this course will create a “competitive portfolio” during semester one that highlights individual and educational achievements, highlight their service-learning experience, and explore professional and career opportunities. All juniors will participate second semester in the Senior Project Presentation evening by creating a display highlighting their experience for the community to view. All seniors will be involved in the Senior Project presentation during second semester. This course is available for 1 or 2 credits.

COMMUNITY SERVICE [COMMUNITY SERVICE: SCHOOLS] | Course #0524-0S | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Flex Credit or College & Career Pathway Course PREREQUISITE: Completed application process prior to enrolling in course.

DESCRIPTION: This full year course is designed for students who want an opportunity to serve local schools in a variety of capacities, both within individual classrooms and in the school as a whole that will embrace a possible career choice in education. Students will need to have a junior or senior class status and provide their own transportation to their service site. All candidates who want to be considered for placement in this course will go through an application process. All students enrolled in this course will create a “competitive portfolio” during semester one that highlights individual and educational achievements, highlights their service-learning experience, and explore professional and career opportunities. All juniors will participate second semester in the Senior Project Presentation evening by creating a display highlighting their experience for the community to view. All seniors will be required to participate in the Senior Project presentation evening during second semester. This course is available for 1 or 2 credits.

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CADET TEACHING | Course #0502-0E | FULL YEAR | GRADES: 11-12 | DIPLOMA: General, Core 40, AH, TH, Elective All Diplomas, Flex Credit or College & Career Pathway Course | PREREQUISITE: Completed application process prior to enrolling in course. May earn up to four credits.

DESCRIPTION: This elective course provides students organized exploratory teaching experiences in grades kindergarten (K) through grade nine (9). Students will need to have a junior or senior class status and provide their own transportation to their service site. All teaching experiences should be preplanned by the high school Cadet Teaching Experience teacher-trainer and the cooperating teacher(s) who are interested in supervising prospective teachers and providing them Special with pre-training experiences in one or more classes.

Programs This course provides a balance of class work relating to: (1) classroom organization, (2) classroom management, (3) the 2013-2014 curriculum and instructional process, (4) observations of teaching, and (5) instructional experiences. Evaluation is based upon the cadet teachers’ cooperation, day-to-day practical performance, and class work including the cadets’ potential ability to teach. The total workload of the Cadet Teaching course is comparable to those for other subjects in the high school curriculum. Total credits are limited to four (4)—one per semester. Seniors having a desire to cadet teach on a daily basis should also enroll in the course Community Service: Schools. All seniors will be required to participate in the Senior Project presentation evening during second semester.

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CAREER EXPLORATION INTERNSHIP [SENIOR INTERNSHIPS] | Course #0530-0E | FULL YEAR | GRADE: 12 | DIPLOMA: General, Core 40, AH, TH, Electives All Diplomas, Flex Credit or College & Career Pathway Course | PREREQUISITE: Completed application process prior to enrolling in course.

DESCRIPTION: The Senior Internship Program is an exciting and practical course that allows you to experience the rigors and responsibilities of working in a desired profession. Although you don’t get paid, you are expected to accomplish the tasks of a normal employee.

Attendance, work performance, communication skills, growth, and reliability are all important qualities we evaluate you upon. The Internship Program is focused on the following three components. 1) To provide an opportunity for you to link school to career while exploring the many facets of the workplace. 2) We will monitor you at your place of internship, be a liaison between you and your workplace coordinator, and be available to help evaluate performance, and 3) We want you to have a worthwhile, hands-on experience at the workplace.

You should be exposed to a variety of tasks and/or situations. Your workplace coordinator will evaluate you as if you were a current paid employee. Students will spend a portion of their internship time in class discussing a variety of work-related issues. All seniors enrolled in this course will create a “competitive portfolio” during semester one that highlights individual and educational achievements, highlight their service-learning experience, and explores professional and career opportunities. Students will need to provide their own transportation to their service site. All seniors will be involved in the Senior Project presentation during second semester.

MATH LAB [SAT PREPARATION] | Course #2560-1E | ONE SEMESTER | GRADES: 10-12 | DIPLOMA: Elective, General, Core 40, AH, TH, Elective All Diplomas, Flex Credit or College & Career Pathway Course | PREREQUISITE: Algebra I DESCRIPTION: This course is designed to prepare students for the Scholastic Aptitude Test (SAT). A computerized program will determine the students’ math and verbal skills. The program will guide the students through both review materials and an actual SAT. Students should plan to take the SAT at the end of the course. Strong independent study skills are recommended.

Early College Courses (see pg. 13 for program information) IVY 120 [NEW STUDENT SEMINAR] | Course # 0500-0B | ONE IVY TECH CREDIT HOUR | GRADE: 9 DESCRIPTION: Enhances success in college by assisting students in obtaining skills necessary to their educational career and life objectives. Students will create and apply critical thinking strategies in areas of time management, media literacy, learning styles, study skills, career planning, money management and resource utilization. Students are expected to do the following: Identify learning style and personality type and apply information to develop a personal study and learning strategy, learn to adjust and successfully navigate the college infrastructure and its social environment, develop or increase computing skills: email, institutional web sites, and online learning, demonstrate ability to access library resources both on campus and online, develop effective application of study skills: note taking, listening, textbook reading, test preparation, concentration and memory skills, and time management, explore and apply health/ wellness and stress management techniques, recognize and implement sound practices in personal resource management, locate and utilize a variety of community resources, demonstrate an understanding of the impact of human diversity in college, career and life experiences, develop, practice and apply critical thinking skills, and set academic goals and explore career options.

IVY 104 [CRITICAL THINKING] | Course #0500-1T | ONE IVY TECH CREDIT HOUR | GRADE: 10 DESCRIPTION: Assists students in developing critical thinking strategies with academic and workplace applications. Students are expected to do the following: Apply “brainstorming” and creative thinking techniques, Identify types of choices and applications, demonstrate and apply a broad set of thinking tools, identify patterns utilized for the purpose of making predictions, discern cause and effect thinking and applications, generate and test hypotheses, research and determine the relevancy of information applied to a given student, analyze the element of risk when making decisions.

IVY 105 [managing personal finances] | Course #4540-1E | ONE IVY TECH CREDIT HOUR | GRADEs: 11-12 DESCRIPTION: An overview of how to manage personal finances, the course includes information in the areas of personal finances, loans, credit, and investing. Upon successful completion of this course the student will be expected to: 1. Demonstrate the ability to maintain a checking and savings account; 2. Evaluate the components of loans and examine the process of a loan application; 3. Collect information concerning your personal credit status and options for alleviating credit stress; 4. Analyze different investing opportunities and prepare an investing plan. Topical areas of study include: Personal budgets, Checking accounts, Bank statement, Savings accounts, Saving options, Credit ratings, Simple interest, Compound interest, Loan applications, Loan types, Investing, and Bank Reconcile.

Ivy Tech dual credit classes also available* SPEECH – Course #1076-1C (see page 24) DIGITAL CITIZENSHIP – Course #4530-1E INFORMATION COMMUNICATIONS FOR TECHNOLOGY – Course #4528-2E COMPUTER PROGRAMMING – Course #4634-0E (see page 49)

*see counselors for additional dual credit courses

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World Lang.

Department 2013-2014

World Languages

Natasha Roe | Department Chair

Knowledge of other languages is a great asset in today’s increasingly global society. Students who wish to qualify for the honors diploma need three years of one world language or two years each of two languages.

While world language is not a graduation requirement at North, most colleges recommend that students take a world language in high school. College credit may be earned for knowledge demonstrated on placement exams. Please verify entrance requirements with each specific college or university, since these vary widely. When choosing a language, students should consider their individual interests and possible career directions.

Note: In accordance with the recommendations and policies of the Indiana Department of Education, all language classes are listed in academic sequence and should be taken as such. If a student must take a course out of sequence, then it must be done so with the approval of the classroom teacher, department chair, counselor, and an administrator following a parent-teacher conference.

FRENCH I | Course #2020-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITE: None DESCRIPTION: French I, a course based on Indiana’s Academic Standards for World Languages, introduces students to effective strategies for beginning French language learning, and to various aspects of French-speaking culture. This course encourages interpersonal communication through speaking and writing, providing opportunities to make and respond to basic requests and questions, understand and use appropriate greetings and forms of address, participate in brief guided conversations on familiar topics, and write short passages with guidance.

This course also emphasizes the development of reading and listening comprehension skills, such as reading isolated words and phrases in a situational context and comprehending brief written or oral directions. Additionally, students will examine the practices, products and perspectives of French-speaking culture; recognize basic routine practices of the target culture; and recognize and use situation-appropriate non-verbal communication. This course further emphasizes making connections across content areas and the application of understanding French language and culture outside of the classroom.

FRENCH II | Course #2022-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I, “C” average or higher in level one highly recommended.

DESCRIPTION: French II, a course based on Indiana’s Academic Standards for World Languages, builds upon effective strategies for French language learning by encouraging the use of the language and cultural understanding for self-directed purposes. This course encourages interpersonal communication through speaking and writing, providing opportunities to make and respond to requests and questions in expanded contexts, participate independently in brief conversations on familiar topics, and write cohesive passages with 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 | Course #2024-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in French I and II, “C” average or higher is highly recommended.

DESCRIPTION: French III, a course based on Indiana’s Academic Standards for World Languages, builds upon effective strategies for French language learning by facilitating the use of the language and cultural understanding for self-directed purposes. This course encourages 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.

Bloomington High School North

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2013-2014 Curriculum Guide

FRENCH IV | Course #2026-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in French I, II, III, “C” average or higher is highly recommended.

DESCRIPTION: Level IV French courses enable students to participate in classroom and extra-curricular activities related to the language studied, such as presentations to the student body and to parent groups and taking leadership roles in World Lang. language clubs. Students are willing to participate in conversations with native and advanced non-native speakers, either in Department their community or in the school. This course also enables students to: respond to factual and interpretive questions, inter2013-2014 act in complex social situations, and express opinions and make judgments; give presentations on cultural topics including: (1) traditions, (2) historical and contemporary events, and (3) major historical and artistic figures; paraphrase or restate what someone else has said; read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read; write well-organized compositions on a given topic; and begin using the language creatively in writing simple poetry and prose. Students are also: aware of the relationship between various art forms in at least one major historical period; aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken; able to adjust speech appropriate to the situation and audience; and able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, and using public transportation. The content of French IV and V is an alternating A and B curriculum.

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FRENCH V | Course #2028-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in French I, II, III & IV, “C” average or higher is highly recommended.

DESCRIPTION: Level V French courses enable students to participate in activities beyond the classroom that could include concerts, theater performances, and community activities. Students are willing to participate in conversations with native speakers in the community and promote among their peers, and others, the benefits of world language study and the study of the cultures in which the language is spoken. In addition, students are able to: initiate and participate in conversations on current or past events that are of significance in the world culture; develop and propose solutions to issues and problems that are of concern to members of their own culture and the world culture being studied; demonstrate an understanding of the principal elements of nonfiction, articles in newspapers, magazines, and e-mail on topics of current and historical importance to members of the culture; analyze the main plot, subplot, characters and their descriptions, roles, and significance in authentic literary texts; create stories and poems, short plays, and skits based on personal experiences and exposure to themes, ideas, and perspectives from the world cultures; and summarize the content of an article intended for native speakers in order to discuss the topics in writing for speakers of the language. Additionally, students: gain a general knowledge of the major literary and artistic movements within the cultures where the world language is spoken; become aware of the relationships in these periods among the various art forms; and demonstrate near native behaviors, using the appropriate verbal and nonverbal cues in a variety of cultural contexts, that reflect both peer-group and adult activities within the cultures studied. The content of French IV and V is an alternating curriculum. Curriculum A and curriculum B are presented every other year.

GERMAN I | Course #2040-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITE: None DESCRIPTION: Level I German courses provide instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students are able to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures. Within this context, the course provides students with opportunities to: respond to and give oral directions and commands and to make routine requests in the classroom and in public places; understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events; ask and answer simple questions and participate in brief guided conversations related to their needs and interests; read isolated words and phrases in a situational context, such as menus, signs, and schedules; comprehend brief written directions and information; read short narrative texts on simple topics; and write short narrative texts on simple topics; and write familiar words and phrases in appropriate contexts and respond in writing to various stimuli. Additionally, students learn: about nonverbal communication, such as gestures and body language; about awareness of current events in the cultures; the major holidays and geographical features of the countries being studied; greeting and leave taking behaviors in a variety of social situations; the appropriate way to respond to introductions and use courtesy behaviors; and appropriate etiquette in a variety of social settings.

GERMAN II | Course #2042-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I, “C” average or higher in level one highly recommended.

DESCRIPTION: Level II German courses enable students to participate in classroom and extracurricular activities related to the language studied as well as to participate in conversations dealing with daily activities and personal interests. Students are able to: ask questions regarding routine activities; participate in conversations on a variety of topics; relate a simple narrative about a personal experience or event; interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life; understand main ideas and facts from simple texts over familiar topics; read aloud with appropriate intonation and pronunciation; and write briefly in response to given situations, for example postcards, personal notes, phone messages, and directions, as well as write letters using culturally appropriate format and style. Additionally, students become: familiar with major geographical features, historical events, and political structures of the country or countries being studied; familiar with different aspects of the culture, including the visual arts, architecture, literature and music, using the world language where appropriate; able to extend and respond to hospitality as a host or a guest; and aware of time expectations, such as arriving for appointments and social engagements.

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GERMAN III | Course #2044-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I and II, “C” average or higher in level two highly recommended.

DESCRIPTION: Level III German courses provide instruction enabling students to understand and appreciate other World Lang. cultures by comparing social behaviors and values of people using the languages being learned. Students are willDepartment ing to initiate and participate in discussions concerning these cultures. In addition, students are able to: respond to 2013-2014 factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases; read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines, and cartoons and personal correspondence; read short literary selections of poetry, plays, and short stories; complete authentic forms and documents and take notes that require familiar vocabulary and structures; write paraphrases, summaries, and brief compositions; describe different aspects of the culture, using the world language where appropriate, including: (1) major historical events, (2) political structures, (3) value systems, (4) visual arts, (5) architecture, (6) literature, and (7) music; and seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries.

GERMAN IV | Course #2046-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I, II, and III, “C” average or higher in level three highly recommended.

DESCRIPTION: Level IV German courses enable students to participate in classroom and extra-curricular activities related to the language studied, such as presentations to the student body and to parent groups and taking leadership roles in language clubs. Students are willing to participate in conversations with native and advanced non-native speakers, either in their community or in the school. This course also enables students to: respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments; give presentations on cultural topics including: (1) traditions, (2) historical and contemporary events, and (3) major historical and artistic figures; paraphrase or restate what someone else has said; read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read; write well-organized compositions on a given topic; and begin using the language creatively in writing simple poetry and prose. Students are also: aware of the relationship between various art forms in at least one major historical period; aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken; able to adjust speech appropriate to the situation and audience; and able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, and using public transportation.

SPANISH PLACEMENT EXAM: All students entering BHSN who wish to take any level of Spanish higher than Spanish I must complete and pass a placement exam. Students will take the placement exam in their middle school, the previous spring. Transfer students must schedule a time to take the exam before entering North.

SPANISH I | Course #2120-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITE: None DESCRIPTION: Level I Spanish courses provide instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students are able to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures. Within this context, the course provides students with opportunities to: respond to and give oral directions and commands and to make routine requests in the classroom and in public places; understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events; ask and answer simple questions and participate in brief guided conversations related to their needs and interests; read isolated words and phrases in a situational context, such as menus, signs, and schedules; comprehend brief written directions and information; read short narrative texts on simple topics; and write short narrative texts on simple topics; and write familiar words and phrases in appropriate contexts and respond in writing to various stimuli. Additionally, students learn: about nonverbal communication, such as gestures and body language; about awareness of current events in the cultures; the major holidays and geographical features of the countries being studied; greeting and leave taking behaviors in a variety of social situations; the appropriate way to respond to introductions and use courtesy behaviors; and appropriate etiquette in a variety of social settings.

SPANISH II | Course #2122-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I, “C” average or higher in level one highly recommended.

DESCRIPTION: Level II Spanish courses enable students to participate in classroom and extracurricular activities related to the language studied as well as to participate in conversations dealing with daily activities and personal interests. Students are able to: ask questions regarding routine activities; participate in conversations on a variety of topics; relate a simple narrative about a personal experience or event; interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life; understand main ideas and facts from simple texts over familiar topics; read aloud with appropriate intonation and pronunciation; and write briefly in response to given situations, for example postcards, personal notes, phone messages, and directions, as well as write letters using culturally appropriate format and style. Additionally, students become: familiar with major geographical features, historical events, and political structures of the country or countries being studied; familiar with different aspects of the culture, including the visual arts, architecture, literature and music, using the world language where appropriate; able to extend and respond to hospitality as a host or a guest; and aware of time expectations, such as arriving for appointments and social engagements.

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SPANISH III | Course #2124-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I and II, “C” average or higher in level two highly recommended.

DESCRIPTION: Level III Spanish courses provide instruction enabling students to understand and appreciate other World Lang. cultures by comparing social behaviors and values of people using the languages being learned. Students are willing to Department initiate and participate in discussions concerning these cultures. In addition, students are able to: respond to factual and 2013-2014 interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases; read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines, and cartoons and personal correspondence; read short literary selections of poetry, plays, and short stories; complete authentic forms and documents and take notes that require familiar vocabulary and structures; write paraphrases, summaries, and brief compositions; describe different aspects of the culture, using the world language where appropriate, including: (1) major historical events, (2) political structures, (3) value systems, (4) visual arts, (5) architecture, (6) literature, and (7) music; and seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries.

SPANISH IV | Course #2126-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I, II, and III, “C” average or higher in level three highly recommended.

DESCRIPTION: Level IV Spanish courses enable students to participate in classroom and extra-curricular activities related to the language studied, such as presentations to the student body and to parent groups and taking leadership roles in language clubs.

Students are willing to participate in conversations with native and advanced non-native speakers, either in their community or in the school. This course also enables students to: respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments; give presentations on cultural topics including: (1) traditions, (2) historical and contemporary events, and (3) major historical and artistic figures; paraphrase or restate what someone else has said; read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read; write well-organized compositions on a given topic; and begin using the language creatively in writing simple poetry and prose. Students are also: aware of the relationship between various art forms in at least one major historical period; aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken; able to adjust speech appropriate to the situation and audience; and able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, and using public transportation.

SPANISH LANGUAGE, ADVANCED PLACEMENT | Course #2132-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Spanish I, II, III, IV DESCRIPTION: The Advanced Placement Spanish Language class is offered to students who have successfully completed Spanish IV and wish to pursue college level studies in Spanish, prepare for the Advanced Placement Spanish Language Examination as well as advanced language study. This course is based on the content established by the College Board and covers the equivalent of a third-year college course in Spanish composition and conversation. The course is designed to include an in-depth grammar review, study of Hispanic culture and society, and EXTENSIVE practice in listening comprehension, speaking reading comprehension and the organization and writing of compositions.

The objective is the development and fine-tuning of the following competencies: The ability to comprehend spoken Spanish in various contexts; a Spanish vocabulary sufficiently ample for reading newspaper and magazine articles, literary texts, and other non-technical writings without dependence on a dictionary; and the ability to express oneself coherently, resourcefully, and with reasonable accuracy and fluency in both written and spoken Spanish.

Course content will be based upon themes of interest to students and teacher, e.g., the arts, current events, literature, culture, sports, etc. The focus of the course is developing language skills that are useful in themselves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions should also be emphasized.

LATIN I | Course #2080-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITE: None DESCRIPTION: The Latin I course provides instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak or spoke them. Students have opportunities to apply effective strategies for language learning and show a willingness to experience various aspects of the culture(s) studied including foods, sports, and music. Students are able to: respond to and give oral directions and commands and make routine requests in the classroom; understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events; ask and answer simple questions; read isolated words and phrases in a situational context such as menus, signs, and schedules, as well as comprehend brief written directions and information; read all language they use orally; write familiar words and phrases in appropriate contexts; and respond in writing to various stimuli. Students will also be: aware of nonverbal communication through art and architecture and will demonstrate awareness of the contributions of important people; familiar with major holidays, geography, and history of the language and culture; and able to recognize the contributions of the Latin language and culture studies to American society and the world.

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Students in Giselle Phillips’ Spanish class use song to work on vocabulary and pronunciation.

-photo by Emily Mallory, 2012 Nikean Yearbook

LATIN II | Course #2082-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I of “C” or higher recommended.

DESCRIPTION: The Latin II course provides opportunities for students to participate in classroom and extracurricular activities related to Latin and to participate in conversations dealing with the influence of the classical world on modern culture. Students are able to: ask questions regarding activities, tell about daily routines and events, and relate a simple narrative about a personal experience or event; interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life; understand main ideas and facts from simple texts over familiar topics; read aloud, in Latin, with appropriate intonation and pronunciation; write short messages that respond to given situations and write letters using culturally appropriate format and style; and write simple guided texts on familiar topics. In addition, students become familiar with major geographical features, historical events, and political structures of the classical world and with different aspects of Roman culture, including the visual arts, architecture, and literature.

Bloomington High School North

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2013-2014 Curriculum Guide

LATIN III | Course #2084-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITES: Passing grade in Level I and II, highly recommended “C” average or higher in Latin II. DESCRIPTION: The Latin III course provides instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of the ancient Roman people. Students are willing to initiate and participate in discussions concerning the Roman culture and language. Students are able to: respond to factual and interpretive questions, restate what someone else has said, and give short presentations on cultural topics; read for comprehension from a variety of longer authentic materials and read short literary selections, such as simple poetry, short plays, and short stories; make judgments about what is read; use the language creatively in writing poetry, prose, and essays; and write a short well-organized composition on a given topic. In addition, students become familiar with major historical events, political structures, and value systems of the Roman culture. Using the Latin language where appropriate, they are able to describe different aspects of the culture including: (1) the visual arts, (2) architecture, (3) literature.

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LATIN, ADVANCED PLACEMENT | Course #2092-0A | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in Latin I, II, and III “B” average or higher in Latin III, highly recommend, approval by teacher for independent study.

DESCRIPTION: Latin: Vergil, Advanced Placement is a course based on the content established by the College Board. The AP Latin: Virgil exam is designed to test the student’s ability to read, translate, understand, analyze, and interpret the lines of the Aeneid that appear on the AP course syllabus in Latin. Familiarity with the content of Books 1 through 12 is also tested on the AP Latin: Virgil exam. The exam will test some or all of the following abilities: to write a literal English translation of a Latin passage on the syllabus; to identify the context and significance of short excerpts from the required books; to identify and analyze characteristic or noteworthy features of the poet’s mode of expression, including his use of word choice and placement, imagery, figures of speech, sound and metrical effects, as seen in specific passages; to discuss particular motifs or general themes not only suggested by specific passages but also relevant to the poem as a whole; and to analyze characters or situations as portrayed in specific passages.

Critical appreciation of the Aeneid as poetry implies the ability to translate literally, to analyze, to interpret, to read aloud with attention to pauses and phrasing, and to scan the dactylic hexameter verse. Students should be given extensive practice in reading at sight and in translating literally.

JAPANESE I | Course #2060-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITE: None DESCRIPTION: Level I Japanese courses provide instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students are able to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures.

Within this context, the course provides students with opportunities to: respond to and give oral directions and commands and to make routine requests in the classroom and in public places; understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events; ask and answer simple questions and participate in brief guided conversations related to their needs and interests; read isolated words and phrases in a situational context, such as menus, signs, and schedules; comprehend brief written directions and information; read short narrative texts on simple topics; and write short narrative texts on simple topics; and write familiar words and phrases in appropriate contexts and respond in writing to various stimuli. Additionally, students learn: about nonverbal communication, such as gestures and body language; about awareness of current events in the cultures; the major holidays and geographical features of the countries being studied; greeting and leave taking behaviors in a variety of social situations; the appropriate way to respond to introductions and use courtesy behaviors; and appropriate etiquette in a variety of social settings.

JAPANESE II | Course #2062-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I, “C” average or higher in level one highly recommended.

DESCRIPTION: Level II Japanese courses enable students to participate in classroom and extracurricular activities related to the language studied as well as to participate in conversations dealing with daily activities and personal interests. Students are able to: ask questions regarding routine activities; participate in conversations on a variety of topics; relate a simple narrative about a personal experience or event; interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life; understand main ideas and facts from simple texts over familiar topics; read aloud with appropriate intonation and pronunciation; and write briefly in response to given situations, for example postcards, personal notes, phone messages, and directions, as well as write letters using culturally appropriate format and style.

Additionally, students become: familiar with major geographical features, historical events, and political structures of the country or countries being studied; familiar with different aspects of the culture, including the visual arts, architecture, literature and music, using the world language where appropriate; able to extend and respond to hospitality as a host or a guest; and aware of time expectations, such as arriving for appointments and social engagements.

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JAPANESE III | Course #2064-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I and II, “C” average or higher in level one highly recommended.

DESCRIPTION: Level III Japanese courses provide instruction enabling students to understand and appreciate World Lang. other cultures by comparing social behaviors and values of people using the languages being learned. Students are Department willing to initiate and participate in discussions concerning these cultures. In addition, students are able to: respond 2013-2014 to factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases; read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines, and cartoons and personal correspondence; read short literary selections of poetry, plays, and short stories; complete authentic forms and documents and take notes that require familiar vocabulary and structures; write paraphrases, summaries, and brief compositions; describe different aspects of the culture, using the world language where appropriate, including: (1) major historical events, (2) political structures, (3) value systems, (4) visual arts, (5) architecture, (6) literature, and (7) music; and seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries.

JAPANESE IV | Course #2066-0H | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITEs: Passing grade in level I, II, and III, “C” average or higher in level one highly recommended.

DESCRIPTION: Level IV Japanese courses enable students to participate in classroom and extra-curricular activities related to the language studied, such as presentations to the student body and to parent groups and taking leadership roles in language clubs.

Students are willing to participate in conversations with native and advanced non-native speakers, either in their community or in the school.

This course also enables students to: respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments; give presentations on cultural topics including: (1) traditions, (2) historical and contemporary events, and (3) major historical and artistic figures; paraphrase or restate what someone else has said; read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read; write well-organized compositions on a given topic; and begin using the language creatively in writing simple poetry and prose.

Students are also: aware of the relationship between various art forms in at least one major historical period; aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken; able to adjust speech appropriate to the situation and audience; and able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, birthdays, weddings, funerals, and anniversaries, and using public transportation.

JAPANESE LANGUAGE & CULTURE, ADVANCED PLACEMENT | Course #2074-0A | FULL YEAR | GRADES: 11-12 | DIPLOMA: Fulfills a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma | RECOMMENDED PREREQUISITEs: Japanese I, II, and III. DESCRIPTION: Japanese Language and Culture, Advanced Placement is a course which follows the College Board course guidelines for AP Japanese Language and Culture and prepares students to be successful on the AP Japanese Language and Culture exam. Emphasizing the use of the Japanese language for active communication, the AP Japanese Language and Culture course has as its objectives the development of advanced listening comprehension, reading without the use of a dictionary, expanded conversational skills, fluent and accurate written expression, and strong command of vocabulary and structure of the Japanese language.

Course content might best reflect interests shared by the students and the teacher, e.g. the arts, current events, sports, etc.

Additional emphasis is given to exploration and understanding of both contemporary and historical Japanese culture, integrating the study of the Japanese language with the study of Japanese culture. The AP Japanese Language and Culture course seeks to develop language skills and cultural understanding that are useful in themselves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions and effective Japanese keyboarding skills should also be emphasized.

A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html GREEK I | Course #2220-0C | FULL YEAR | GRADES: 9-12 | DIPLOMA: Core 40 and AH, Elective or Directed Elective, Flex Credit or College & Career Pathway Course | PREREQUISITE: None DESCRIPTION: Greek I, a course based on Indiana’s Academic Standards for World Languages, Introduces students to effective strategies for beginning Greek language learning, and to various aspects of classical Greek culture. This course 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.

Though interpersonal communication is not an explicit emphasis of this course, opportunities may be provided for students to make and respond to basic requests and questions, understand and use appropriate greetings and forms of address, participate in brief guided conversations on familiar topics, and write short passages with guidance. Additionally, students will examine the practices, products and perspectives of classical Greek 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 Greek language and culture outside of the classroom.

Bloomington High School North

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2013-2014 Curriculum Guide

[ENGLISH AS A NEW LANGUAGE (ENL)] | Course #1012-0C | FULL YEAR ENG/ENL CREDIT | GRADES: 9-12 | DIPLOMA: General, Core 40, AH and TH, Flex Credit or College & Career Pathway | PREREQUISITES: All English Language Learners with a LAS Links score of 1, 2, 3, or 4.

DESCRIPTION: English as a New Language, an integrated English course based on Indiana’s English Language Proficiency (ELP) Standards, is 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.

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•Recommended Grade Level: 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.

•Recommended Prerequisites: English proficiency placement test results •Credits: A two-semester course, one credit per semester. The nature of this course allows for successive semesters of instructions at advanced levels (up to a maximum of four credits).

World Language credit (2188): If ENL course work addresses Indiana’s Academic Standards for World Languages and is taken concurrently with another English/Language Arts course, up to four (4) credits accrued may count as World Language credits for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas.

BASIC SKILLS DEVELOPMENT [ENL RESOURCE] | course #0500-0E | FULL YEAR | GRADE: 9-10 | Course #1012-0R | FULL YEAR | GRADE: 9-10 | DIPLOMA: Core 40 and AH, Elective All Diplomas, Flex Credit or College & Career Pathway Course | PREREQUISITES: All English Language Learners with a LAS Links score 1, 2, or 3. Students enrolled in ENL for English credit should be enrolled in this course, also.

DESCRIPTION: Basic Skills Development is a multidisciplinary course which provides ENL students continuing opportunities to develop the basic skills including: (1) reading, (2) writing, (3) listening, (4) speaking, (5) mathematical computation, (6) note taking, (7) study and organizational skills, and (8) problem-solving skills that are essential for high school course work achievement.

Determination of the skills to be emphasized in this course is based on the Indiana’s Academic Standards for English/Language Arts, the Indiana’s English Language Proficiency Standards, and the district’s general curriculum. Skills selected for developmental work provide students with the ability to continue to learn in a range of different life situations.

RECOMMENDATION: All English Language Learners with a LAS Links score of 1, 2 or 3 and those with a score of 4 who are not currently performing up to academic standards because of language.

ENGLISH 9 [ENL READ 180] | COURSE #1120-0E | BASIC SKILLS DEVELOPMENT [READ 180] – Core 40 elective | COURSE #0500-0R | FULL YEAR ENG/ENL | GRADE: 9 | DIPLOMA: General, Core 40, AH and TH, Flex Credit or Career Academic Sequence | PREREQUISITES: All English Language Learners with a LAS Links score of 1, 2, or, 3.

DESCRIPTION: English as a New Language provides English Language Learners with instruction in English to improve their proficiency in listening, speaking, reading and writing English and develop proficiency with language foundations. This is a yearlong course designed to fulfill the requirements and meet the standards of both English (Core 40) and ENL. REQUIREMENT: It is required that all students enrolled in this course also be enrolled in BASIC SKILLS READ 180.

•The curriculum for this course is designed and delivered using the Read 180 Computer program.

•Credits for this course may be taken concurrently with other courses in English/language arts area.

•Providing the ENL course work addresses Indiana’s Academic Standards for English/Language Arts, four (4) credits accrued can be counted as part of the eight (8) required English/language arts credits listed in the Core 40 curriculum.

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Hoosier Hills Career Center 2013-2014

Hoosier Hills Career Center Alan Dafoe | Director

Christi McBride | Assistant Director

The program descriptions that follow give very brief details about the programs available to Bloomington High School North students at the Hoosier Hills Career Center. If a student or parent/guardian needs more detail, they should contact the Career Center Office at 330-7730. NOTE: All Career Center courses count as Core 40 directed electives as part of a technical area and as Academic and Technical Honors Diploma electives.

Agriculture Cluster INTROduction TO AGRICULTURE FOOD & NATURAL RESOURCES (CC107) | COURSE #5056-0C | TWO SEMESTERS | GRADES: 9-12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS DESCRIPTION: A two semester course that is highly recommended as a prerequisite to and a foundation for all other agricultural classes. Topics to be covered include: animal science, plant and soil science, food science, horticultural science, agricultural business management, landscape management, natural resources, agriculture power, structure, and technology, careers in agriculture, leadership, and supervised agricultural experience.

ANIMAL SCIENCE (CC) CC107 | COURSE # 5008-0C | TWO SEMESTERS | GRADES: 9-12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS

DESCRIPTION: Animal Science provides an overview of the field of animal science. Students participate in a large variety of activities and laboratory work including real and simulated animal science experiences and projects. All areas that the students study can be applied to both large and small animals. Topics to be addressed include: anatomy and physiology, genetics, reproduction; nutrition, careers in animal science, common diseases and parasites, social and political issues related to the industry, and management practices for the care and maintenance of animals.

AGRIBUSINESS MANAGEMENT (CC107) | COURSE # 5002-0C | TWO SEMESTERS | GRADES: 9-12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS DESCRIPTION: Agribusiness Management provides foundation concepts in agricultural business. It is a course that introduces students to the principles of business organization and management from a local and global perspective, with the utilization of technology.

Concepts covered in the course include; food and fiber, forms of business, finance, marketing, management, sales, careers, leadership development, and supervised agriculture experience programs. This course offers dual credit for AGRI102 through IVY Tech.

LANDSCAPE MANAGEMENT (CC107) | COURSE # 5136-0C | TWO SEMESTERS | GRADES: 9-12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS DESCRIPTION: Landscape Management students are introduced to the procedures used in the planning and design of a landscape using current technology practices, the principles and procedures involved with landscape construction, the determination of maintenance schedules, communications and management skills necessary in landscaping operations, and the care and use of equipment utilized by landscapers. Offered every other year opposite Horticultural Science.

PLANT AND SOIL SCIENCE (CC) | COURSE # 5170-0C | TWO SEMESTERS | GRADES: 9-12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS DESCRIPTION: Topics covered include: the taxonomy of plants, the various plant components and their functions, plant growth, plant reproduction and propagation, photosynthesis and respiration, environmental factors affecting plant growth, diseases and pests of plants and their management, biotechnology, the basic components and types of soil, calculation of fertilizer application rates and procedures for application, soil tillage and conservation, irrigation and drainage, land measurement, cropping systems, precision agriculture, principles and benefits of global positioning systems, harvesting, and career opportunities in the field of plant and soil science.

ADVANCED LIFE SCIENCE: ANIMALS (CC) CC107 | COURSE # 5070-0C | TWO SEMESTERS | GRADES: 11-12 CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS | PREREQUISITE: BIOLOGY AND CHEMISTRY DESCRIPTION: Animals provides students with opportunities to participate in a variety of activities including laboratory work. Students investigate concepts that enable them to understand animal life and animal science as it pertains to agriculture. Through instruction, including laboratory and fieldwork, they recognize concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, evolution, ecology, and historical and current issues in animal agriculture.

ADVANCED LIFE SCIENCE: PLANT AND SOIL (CC) CC107 | COURSE # 5074-0C | TWO SEMESTERS | GRADES: 11-12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS | PREREQUISITE: BIOLOGY AND CHEMISTRY DESCRIPTION: Plants and Soils Students study concepts, principles, and theories associated with plants and soils. Knowledge gained enables them to better understand the workings of agricultural and horticultural practices. How plants are classified, grow, function, and reproduce. Students explore plant genetics and the use of plants by humans. They examine plant evolution and the role of plants in ecology.

Transportation Cluster INTRODUCTION TO TRANSPORTATION (CC106) | COURSE # 47980C | TWO SEMESTERS | GRADES: 9-12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS DESCRIPTION: An introductory course designed to help students become familiar with fundamental principles in transportation, including basic mechanical skills and processes involved in 2 and 4 stroke small engines and 4, 6 and 8 cylinder engines in the transportation of people, cargo and goods. Content of this course includes the study of how transportation impacts individuals, society, and the environment. This course allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of interesting and relevant transportation related activities, problems, and settings. This course provides an excellent foundation to our ASE Certified Automotive Technology programs.

Bloomington High School North

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AUTOMOTIVE SERVICE TECHNOLOGY I (CC102) | COURSE # 5510-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: Automotive Services Technology I is a first year course that encompasses the sub topics of the NATEF/ ASE identified areas of Steering and Suspension and Braking Systems. Additional areas of manual transmissions and differentials, automatic transmissions, air conditioning, engine repair will be included as time permits. This one year offering must meet the NATEF program certifications and provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course.

ASE certification will be available to students when competencies are met. Students will need to provide basic auto repair tools for this class. This course offers dual credit for AUTC 101 & 121 through IVY Tech. Advanced placement credits will be available through Ivy Tech Community College.

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AUTOMOTIVE SERVICE TECHNOLOGY II (CC102) | COURSE # 5546-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: Automotive Services Technology II is a second year course that encompasses the sub topics of the NATEF/AS identified areas of Electrical Systems and Engine Performance. Additional areas of manual transmissions and differentials, automatic transmissions, air conditioning, engine repair will be included as time permits. This one year offering must meet the NATEF program certifications and provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Students will need to provide basic auto repair tools for this class. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. Advanced placement credits will be available through Ivy Tech Community College. This course offers dual credit for AUTC 109 & 113 through IVY Tech.

AUTOMOTIVE COLLISION REPAIR I (CC104) | COURSE # 5514-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: Automotive Collision Repair Technology I is a first year course that covers all phases of the repair of damaged vehicle bodies and frames, including metal straightening; smoothing areas by filing, grinding, or sanding; concealment of imperfections; painting; and replacement of body components including trim. Students examine the characteristics of body metals including the installation of moldings, ornaments, and fasteners with emphasis on sheet metal analysis and safety as well as instruction in personal and environmental safety practices as well as measurement principles and automotive fasteners, computerized frame diagnosis, computerized color-mixing, and computerized estimating of repair costs. ASE certification will be available to students when competencies are met.

Advanced placement credits will be available through Ivy Tech Community College. This course offers dual credit for AUBR 101 & 103 through IVY Tech.

AUTOMOTIVE COLLISION REPAIR II (CC104) | COURSE # 5544-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: Automotive Collision Repair Technology II is a second year course that introduces concepts in auto paint considerations with emphasis on the handling of materials and equipment in modern automotive technologies. Instruction should also emphasize computerized frame diagnosis, computerized color-mixing, and computerized estimating of repair costs. Additional academic skills taught in this course include precision measurement and mathematical calibrations as well as scientific principles related to adhesive compounds, color-mixing, abrasive materials, metallurgy, and composite materials. ASE certification will be available to students when competencies are met. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. Advanced placement credits will be available through Ivy Tech Community College. This course offers dual credit for AUBR 104,105 & 110 through IVY Tech.

Architecture & Construction Cluster CONSTRUCTION TECHNOLOGY I (CC109) | COURSE # 5580-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A first year course that includes experiences with the formation, installation, maintenance, and repair of buildings, homes, and other structures. Plans, including the relationship of views and details, interpretation of dimension, transposing scale, tolerance, electrical symbols, sections, materials list, architectural plans, geometric construction, three dimensional drawing techniques, and sketching residential design and site work will be covered. Instruction in administrative requirements, definitions, building planning, foundations, wall coverings, roof and ceiling construction, and roof assemblies as well as the interpretation of the Indiana Residential Code for one and two-family dwellings and safety practices including OSHA Standards for the construction industry. Students need to provide basic building trades tools.

CONSTRUCTION TECHNOLOGY II (CC109) | COURSE # 5578-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A second year course that includes experiences materials, occupations, and professional organizations within the industry. Develops basic knowledge, skills, and awareness of interior trim. Provides training in installation of drywall, moldings, interior doors, kitchen cabinets, and baseboard moldings. Develop skills in the finishing of the exterior of a building. Skills development in the installation of the cornice, windows, doors and various types of sidings used in today’s market place. Studies the design and construction of roof systems. Use of the framing square for traditional rafter and truss roofing. A possible 6-week internship placement with local contractors, lumber companies, architects, and related businesses could be available during the senior year. Safety standards and proper use and care of equipment are stressed at all times. Students need to provide basic building trades tools. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year.

CONSTRUCTION TECHNOLOGY I (CC109) | COURSE # 5580-0D | TWO SEMESTERS | GRADES: 10-12 | AM OR PM (2 BLOCKS ALTERNATING DAY) DESCRIPTION: A first year course that includes experiences with the formation, installation, maintenance, and repair of buildings, homes, and other structures. Plans, including the relationship of views and details, interpretation of dimension, transposing scale, tolerance, electrical symbols, sections, materials list, architectural plans, geometric construction, three dimensional drawing techniques, and sketching residential design and site work will be covered. Instruction in administrative requirements, definitions, building planning, foundations, wall coverings, roof and ceiling construction, and roof assemblies as well as the interpretation of the Indiana Residential Code for one and two-family dwellings and safety practices including OSHA Standards for the construction industry. Students need to provide basic building trades tools.

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ARCHITECTURAL DRAFTING AND DESIGN I (CC119) | COURSE # 5640-0A | TWO SEMESTERS | GRADES: 10-12 | AM OR PM (DAILY) | RECOMMENDED PREREQUISITE: GEOMETRY DESCRIPTION: A first year course covering the basic understanding of lettering, sketching, proper use of equipment, geometric constructions with emphasis on orthographic (multi-view) drawings that are dimensioned and noted to ANSI standards. Methods of geometric construction, three dimensional drawing techniques, and sketching will be presented as well as elementary aspects of residential design and site work. Areas of emphasis will include print reading and drawing, basic understanding of the features associated with the operation of a computer-aided design (CAD) system. Students will gain valuable hands-on experience with Auto CAD. Topics include: 2D drawing commands, coordinate systems, editing commands, paper and model space, inquiry commands, layers, plotting, text, and basic dimensioning. This course will also include Basic Architectural AutoCAD practices. This course offers dual credit for ADMF 115 through IVY Tech.

ARCHITECTURAL DRAFTING AND DESIGN II (CC119) | COURSE # 5652-0A | GRADES: 10-12 | AM OR PM (DAILY) DESCRIPTION: A second year course that looks at problems of site analysis, space planning, conceptual design, proper use of materials, and selection of structure and construction techniques are covered. Basic architectural theory, related architectural styles, design strategies, and a visual representation of the student’s design process. Focus on advanced CAD features, including fundamentals of three dimensional modeling for design including overview of modeling, graphical manipulation, part structuring, coordinate system, and developing strategy of modeling. Advanced CAD will enable the student to make the transition from 2D drafting to 3D modeling. Various Architectural software packages and applications may be used. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. This course offers dual credit for ADMF 115 through IVY Tech.

ARCHITECTURAL DRAFTING AND DESIGN I (CC119) | COURSE # 5640-0B (1 BLOCK DAILY) / COURSE # 5640-0D (2 BLOCK ALTERNATING DAYS) | GRADES: 10-12 | TWO SEMESTERS | RECOMMENDED PREREQUISITE: GEOMETRY DESCRIPTION: A first year block course covering the basic understanding of lettering, sketching, proper use of equipment, geometric constructions with emphasis on orthographic (multi-view) drawings that are dimensioned and noted to ANSI standards. Methods of geometric construction, three dimensional drawing techniques, and sketching will be presented as well as elementary aspects of residential design and site work. Areas of emphasis will include print reading and drawing, basic understanding of the features associated with the operation of a computer-aided design (CAD) system. Students will gain valuable hands-on experience with Auto CAD. Topics include: 2D drawing commands, coordinate systems, editing commands, paper and model space, inquiry commands, layers, plotting, text, and basic dimensioning. This course will also include Basic Architectural AutoCAD practices. This course offers dual credit for ADMF 115 through IVY Tech.

MECHANICAL DRAFTING AND DESIGN I (CC119) | COURSE #4836-0A | GRADES: 10-12 | AM (DAILY) | RECOMMENDED PREREQUISITE: GEOMETRY DESCRIPTION: A first year course covering lettering, sketching, proper use of equipment, geometric constructions with emphasis on orthographic (multi-view) drawings that are dimensioned and noted to ANSI standards, basic understanding of the operation of a computer-aided design (CAD) system. Students will gain experience with Auto CAD. Topics include: 2D drawing commands, coordinate systems, editing commands, paper and model space, inquiry commands, layers, plotting, text, and basic dimensioning. This course offers dual credit for DESN 103 & 105 through IVY Tech.

MECHANICAL DRAFTING AND DESIGN II (CC119) | COURSE # 4838-0A | TWO SEMESTERS | GRADES: 10-12 | AM (DAILY) | RECOMMENDED PREREQUISITE: GEOMETRY DESCRIPTION: A second year course that looks at detailed working and assembly drawings including fastening devices, thread symbols and nomenclature, surface texture symbols, classes of fits, and the use of parts lists, title blocks and revision blocks. Focus on advanced CAD features, including fundamentals of three dimensional modeling for design. Includes overview of modeling, graphical manipulation, part structuring, coordinate system, and developing strategy of modeling in the transition from 2D drafting to 3D modeling. Theory and methods include graphic developments and the relationships between points, lines and planes, curved lines and surfaces, intersections, and development. This course offers dual credit for DESN 103 & 105 through IVY Tech.

MECHANICAL DRAFTING AND DESIGN I (CC119) | COURSE # 4836-0B | TWO SEMESTERS | GRADES: 10-12 | 1 BLOCK DAILY – SEE YOUR COUNSELOR TO EXPLORE THIS OPTION | RECOMMENDED PREREQUISITE: GEOMETRY DESCRIPTION: A first year block class covering lettering, sketching, proper use of equipment, geometric constructions with emphasis on orthographic (multi-view) drawings that are dimensioned and noted to ANSI standards, basic understanding of the operation of a computer-aided design (CAD) system. Students will gain experience with Auto CAD. Topics include: 2D drawing commands, coordinate systems, editing commands, paper and model space, inquiry commands, layers, plotting, text, and basic dimensioning. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. This course offers dual credit for DESN 103 & 105 through IVY Tech.

Manufacturing Cluster WELDING TECHNOLOGY I (CC103) | COURSE # 5776-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A first year course covering that includes classroom and laboratory experiences that develop a variety of skills in oxyfuel cutting and Shielded Metal Arc welding. This course is designed for individuals who intend to make a career as a Welder, Technician, Sales, Design, Research or Engineering. OSHA standards and guide lines endorsed by the American Welding Society (AWS) are used. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing. Students will need to provide some basic tools including safety glasses, welding helmet, leather welding gloves and tape measure. College credits may be earned through Ivy Tech Community College. This course offers dual credit for WELD 108 through IVY Tech.

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2013-2014 Curriculum Guide

WELDING TECHNOLOGY II (CC103) | COURSE # 5778-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A second year course including classroom and laboratory experiences that develop a variety of skills in Gas Metal Arc welding, Flux Cored Arc Welding, Gas Tungsten Arc welding, Plasma Cutting and Carbon Arc. OSHA standards and guide lines endorsed by the American Welding Society (AWS) are used. More in depth coverage of the properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing. Students will need to provide some basic tools including safety glasses, welding helmet, leather welding gloves and tape measure. College credits may be earned through Ivy Tech Community College. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. This course offers dual credit for WELD 207 & 208 through IVY Tech.

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WELDING TECHNOLOGY I (CC103) | COURSE # 5776-0C (1 BLOCK ALTERNATING DAYS) / COURSE #5776-0D (2 BLOCK ALTERNATING DAYS) | GRADES: 11-12 DESCRIPTION: A first year block course covering that includes classroom and laboratory experiences that develop a variety of skills in oxy-fuel cutting and Shielded Metal Arc welding. This course is designed for individuals who intend to make a career as a Welder, Technician, Sales, Design, Research or Engineering. OSHA standards and guide lines endorsed by the American Welding Society (AWS) are used. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing. Students will need to provide some basic tools including safety glasses, welding helmet, leather welding gloves and tape measure. College credits may be earned through Ivy Tech Community College. This course offers dual credit for WELD 108 through IVY Tech.

PRECISION MACHINING I (CC103) | COURSE # 5782-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A first year course providing students with a basic understanding of the precision machining processes used in industry, manufacturing, maintenance and repair including industrial safety, terminology, tools and machine tools, measurement and layout.

Students will become familiar with the setup and operation of power saws, drill press, lathe, milling machine, grinders and an introduction to CNC (computer controlled) machines. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing. Students will need to provide some basic tools including safety glasses, welding helmet, leather welding gloves and tape measure. College credits may be earned through Ivy Tech Community College.

PRECISION MACHINING II (CC103) | COURSE # 5784-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A second year course providing more in-depth study of skills learned in Precision Machining I with a stronger focus in CNC setup/operation/programming. Activities include precision set-up and inspection work as well as machine shop calculations. Students will develop skills in advanced machining and measuring parts involving tighter tolerances and more complex geometry. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing. Students will need to provide some basic tools including safety glasses, welding helmet, leather welding gloves and tape measure. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. College credits may be earned through Ivy Tech Community College.

Students work on two pieces of metal as a part of their Welding Technology coursework.

-photo by Kasey Huntley-Bouvier, 2012 Nikean Yearbook

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PRECISION MACHINING I (CC103) | COURSE # 5782-0C (1 BLOCK ALTERNATING DAYS) / COURSE #5782-0D (2 BLOCK ALTERNATING DAYS ) | TWO SEMESTERS | GRADES: 11-12 DESCRIPTION: A first year block course covering that includes classroom and laboratory experiences that develop a variety of skills in oxy-fuel cutting and Shielded Metal Arc welding. This course is designed for individuals who intend to make a career as a Welder, Technician, Sales, Design, Research or Engineering. OSHA standards and guide lines endorsed by the American Welding Society (AWS) are used. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing. Students will need to provide some basic tools including safety glasses, welding helmet, leather welding gloves and tape measure. College credits may be earned through Ivy Tech Community College.

Health Science Cluster FIRE AND RESCUE I (CC113) | COURSE # 5820-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A first year course providing instruction in five Indiana state fire certifications: (1) Mandatory, (2) Firefighter I, (3) Firefighter II, (4) Hazardous Materials Awareness, (5) Hazardous Materials Operations. An additional two industry certifications may be earned by adding (6) First Responder, and (7) Emergency Medical Technician-Basic to the curriculum. Firefighters and emergency services workers help protect the public against dangers by rapidly responding to a variety of emergencies. They are frequently the first emergency personnel at the scene of a traffic accident or medical emergency and may be called upon to put out a fire, treat injuries or perform other vital functions. TEAMWORK and RESPONSIBILITY are stressed throughout this program. This course offers dual credit for PSAF 115 & 120 through IVY Tech.

FIRE AND RESCUE II (CC113) | COURSE # 5826-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A full year course that is a continuation of Fire and Rescue I. The Fire and Rescue curriculum may include five Indiana state fire certifications: (1) Mandatory, (2) Firefighter I, (3) Firefighter II, (4) Hazardous Materials Awareness, and (5) Hazardous Material Operations. An additional two industry certifications may be earned by adding (6) First Responder, and (7) Emergency Medical Technician-Basic to the curriculum. TEAMWORK and RESPONSIBILITY are stressed throughout this program. This course offers dual credit for FIRE 100, 116 & 117 through IVY Tech.

HEALTH SCIENCE EDUCATION I (CC060) | COURSE # 5282-0A | GRADES: 10-12 | AM OR PM (DAILY) DESCRIPTION: A first year course with content common to specific health career topics such as patient nursing care, dental care, animal care, medical laboratory, public health, an introduction to health care systems, anatomy, physiology, and medical terminology. Lab experiences are organized and planned around the activities associated with the student’s career objectives. Job seeking and personal management skills, self-analysis to aid in career selection and completion of the application process for admission into a post-secondary program of their choice are also included in this course. Students will demonstrate competency in basic technical skills suitable for entry-level employment in the field of health care. Students will participate in the Health Occupations Students of America. Successful completion of this course provides students with CPR/First Aid Certification. The learning environment will include simulated in-school laboratory experiences, job shadowing, and guest speakers. Professional traits are taught which could apply to any career. College credit may be earned through Ivy Tech Community College. This course offers dual credit for HLHS 100 through IVY Tech.

HEALTH SCIENCE EDUCATION II (CC116) | COURSE # 5284-0A | TWO SEMESTERS | GRADE: 12 | AM OR PM (DAILY) | RECOMMENDED PREREQUISITEs: Biology and have at least a C average in academic subjects or successful completion of the competencies in Introduction to Health Care Systems with instructor recommendation.

DESCRIPTION: A second year course with extended laboratory experience at the student’s choice of clinical site designed to provide students the opportunity to assume the role of a health care provider and practice technical skills previously learned in the classroom.

Prepares students with the knowledge, skills and attitudes essential for providing basic care in extended care facilities, hospitals and home health agencies under the direction of licensed nurses. Provides students with the knowledge, attitudes, and skills needed to transition from school to work in health science careers. Involvement in HOSA, the health science student organization, encourages development of leadership, communication, community service and health care related skills. College credits may be earned through Ivy Tech Community College. This course offers dual credit for HLHS 101 through IVY Tech.

Project Lead The Way: Biomedical The Project Lead the Way® Biomedical Sciences™ program is a high school program divided into four sections, each section building upon the previous. This dynamic program uses hands-on, real-world problems to engage and challenge students. Students interested in math, science, and the human body will find the PLTW Biomedical Sciences™ program a great introduction to the numerous medical fields. It will also teach them how the skills they learn are used in the biomedical sciences. The Biomedical Sciences™ program is integrated into the high school curriculum. It is designed to augment the high school science and math college preparatory programs to establish a solid background in biomedical science.

PRINCIPLES OF THE BIOMEDICAL SCIENCES™ | COURSE # 5218-0C | ONE YEAR | GRADE: 9 | BHSN DESCRIPTION: Students explore the concepts of human medicine and are introduced to research processes and to bioinformatics.

Hands-on projects enable students to investigate human body systems and various health conditions, including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. Over the length of the course, students work together to determine the factors that led to the death of a fictional person. After pinpointing those factors, the students investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The course is designed to provide an overview of all the courses in the Biomedical Sciences Program and to lay the scientific foundation necessary for student success in the subsequent courses. The key biological concepts embedded in the curriculum include homeostasis, metabolism, and inheritance of traits, feedback systems, and defense against disease. Where appropriate, engineering principles are also incorporated into the curriculum. These include the design process, feedback loops, fluid dynamics, and the relationship of structure to function.

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2013-2014 Curriculum Guide

HUMAN BODY SYSTEMS™ | COURSE # 5216-0C | ONE YEAR | GRADE: 10 | BHSN DESCRIPTION: Students examine the processes, structures, and interactions of the human body systems to learn how they work together to maintain homeostasis (internal balance) and good health. Using real-world cases, students take the role of biomedical professionals and work together to solve medical mysteries. Hands-on projects include designing experiments, investigating the structures and functions of body systems, and using data acquisition software to monitor body functions such as muscle movement, reflex and voluntary actions, and respiratory operation. Important concepts covered in the course are communication, transport of substances, locomotion, metabolic processes, defense, and protection.

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MEDICAL INTERVENTIONS™ (CC115) | COURSE # 5217-0C | ONE YEAR | GRADE: 11 | 1 BLOCK ALTERNATE DAY DESCRIPTION: Student projects investigate various medical interventions that extend and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. The course explores the design and development of various medical interventions, including vascular stents, cochlear implants, and prosthetic limbs. In addition, students review the history of organ transplants and gene therapy, and stay updated on cutting-edge developments via current scientific literature. Using 3D imaging, data acquisition software, and current scientific research, students design a product that can be used as a medical intervention.

BIOMEDICAL INNOVATION™ (CC116) | COURSE # 52190C | GRADE: 12 DESCRIPTION: In this capstone course students design and conduct experiments related to the diagnosis, treatment, and prevention of disease or illness. They apply their knowledge and skills to answer questions or to solve problems related to the biomedical sciences.

They may work with a mentor or advisor from a university, hospital, physician’s office, or industry as they complete their work. Students are expected to present the results of their work to an adult audience, which may include representatives from the local healthcare or business community or the school’s PLTW® partnership team.

Hospitality & Human Services Cluster COSMETOLOGY I | COURSE # 5802-0A | TWO YEARS | GRADES: 11-12 | PM (DAILY) | CLASS MEETS AT INDIANA COSMETOLOGY ACADEMY MONDAY-FRIDAY 12:30-4:30 PM DESCRIPTION: A first year course offering an introduction to cosmetology with emphasis on basic practical skills and theories including roller control, quick styling, shampooing, hair coloring, permanent waving, facials, manicuring business and personal ethics, and bacteriology and sanitation. In the second semester greater emphasis is placed on the application and development of these skills. State of Indiana requires a total of 1500 hours of instruction for licensure. Upon acceptance into the program, students will need to provide uniform, shoes, and their own transportation. The cost to students will be approximately $500.00. During the senior year of the program, some Saturday hours will be required.

CULINARY ARTS AND HOSPITALITY MANAGEMENT (CC058) | COURSE # 5440-0A | THREE TRIMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A one year course for first year students. Prepares students for occupations and higher education programs of study. Topics include: introduction to the hospitality industry; food safety and personal hygiene; sanitation and safety; regulations, procedures, and emergencies; basic culinary skills; culinary math; and food preparation techniques and applications; principles of purchasing, storage, preparation, and service of food and food products; application of sanitation and safety principles to maintain safe and healthy food service and hospitality environments; use and maintenance of related tools and equipment; and application of management principles. Students will learn to operate a commercial kitchen where they select and prepare foods, serve customers, alter recipes, use quantity cookery, decorate cakes, and cater special events. General restaurant management is stressed while students learn portion control, cashier responsibilities, cleanliness standards, and safety procedures.

Students prepare and serve meals to the public in a restaurant setting. Students are required to attend 2 evening functions: the HHCC Fall Open House and the Spring Awards Ceremony.

Foods-related field trips are taken 2-3 times a year. Students in this program work closely with local chefs. Students participate in a one-week internship experience as well as compete in regional and state cooking contests. A notebook, recipe file, cake decorating kit, a chef’s coat, and a chef’s hat will be needed during the program. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. This course offers dual credit for HOSP 101 through IVY Tech.

Deva Hulsing works at the Dew Drop Inn restaurant as a part of the Hoosier Hills culinary program.

ADVANCED CULINARY ARTS (CC058) | COURSE # 5346-0A | ONE YEAR | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A one year course for second year students. Prepares students for occupa-photo by Kasey Huntley-Bouvier, tions and higher education programs of study. Arts builds upon skills and techniques learned 2012 Nikean Yearbook in Culinary Arts and Hospitality Management. Topics for this advanced course include: basic baking theory and skills, introduction to breads, introduction to pastry arts, nutrition, nutrition accommodations and adaptations, cost control and purchasing, and current marketing and trends. Instruction and intensive laboratory experiences include commercial applications of principles of nutrition, aesthetic, and sanitary selection; purchasing, storage, preparation, and service of food and food products; using and maintaining related tools and equipment; baking and pastry arts skills; managing operations in food service, food science, or hospitality establishments; providing for the dietary needs of persons with special requirements; and related research, development, and testing. Intensive laboratory experiences with commercial applications are a required component of this course of study. Student laboratory experiences may be either school-based or “on-the-job” or a combination of the two, which must be successfully completed before enrolling in this course. This course offers dual credit for HOSP 102 through IVY Tech.

Bloomington High School North

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2013-2014 Curriculum Guide

CULINARY ARTS AND HOSPITALITY MANAGEMENT (CC058) | COURSE # 5440-0B | THREE TRIMESTERS | GRADES: 11-12 | 1 BLOCK DAILY – SEE YOUR COUNSELOR TO EXPLORE THIS OPTION DESCRIPTION: A one year course for first year students. Prepares students for occupations and higher education programs of study. Topics include: introduction to the hospitality industry; food safety and personal hygiene; sanitation and safety; regulations, procedures, and emergencies; basic culinary skills; culinary math; and food preparation techniques and applications; principles of purchasing, storage, preparation, and service of food and food products; application of sanitation and safety principles to maintain safe and healthy food service and hospitality environments; use and Hoosier Hills maintenance of related tools and equipment; and application of management principles. Students will learn to operate Career Center a commercial kitchen where they select and prepare foods, serve customers, alter recipes, use quantity cookery, deco2013-2014 rate cakes, and cater special events. General restaurant management is stressed while students learn portion control, cashier responsibilities, cleanliness standards, and safety procedures. Students prepare and serve meals to the public in a restaurant setting. Students are required to attend 2 evening functions: the HHCC Fall Open House and the Spring Awards Ceremony.

Foods-related field trips are taken 2-3 times a year. Students in this program work closely with local chefs. Students participate in a one-week internship experience as well as compete in regional and state cooking contests. A notebook, recipe file, cake decorating kit, a chef’s coat, and a chef’s hat will be needed during the program. This course offers dual credit for HOSP 101 through IVY Tech.

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EARLY CHILDHOOD EDUCATION I | (CC061) COURSE # 5412-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A one year course for first year students. Prepares students for employment in early childhood education from birth to 8 years (3rd grade). Examines basic principles of child development, planning and guiding developmentally appropriate activities for young children in various childcare settings; developmentally appropriate practices of guidance and discipline; application of basic health, safety, and nutrition principles when working with children; overview of management and operation of licensed child care facilities or educational settings; child care regulations and licensing requirements; and employability skills. An annual TB test, a physical, and CPR training sessions are a required segment of this program. College credits may be earned through Ivy Tech Community College. This course offers dual credit for ECED 100 through IVY Tech.

EARLY CHILDHOOD EDUCATION II (CC061) | COURSE # 5406-0A | TWO SEMESTERS | GRADES: 11-12 | AM OR PM (DAILY) DESCRIPTION: A one year course for second year students. A sequential course that builds on the foundational knowledge and skills of Early Childhood Education I. Students further refine, develop, and document the knowledge, skills, attitudes, and behaviors gained in the foundational course. Major topics of ECE II include: overview of the Child Development Associate (CDA) credential, safe and healthy learning environment, physical and intellectual competence, social and emotional development, relationships with families, program management, and professionalism. Extensive experiences in one or more early childhood education settings are required: a minimum total of 480 hours must be accrued in ECE I and ECE II. These experiences may be either school-based or “on-the-job” in community-based early childhood education centers, or in a combination of the two. Second year students will work in the lab setting the first half of the school year. They will be taking a more active part in planning, leading and supervising activities. During the second half of the year, students will intern with childcare providers. When possible these providers will be within the student’s local community. All student contact with small children will be supervised by an adult. An annual TB test, a physical, and CPR training sessions are a required segment of this program. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. College credits may be earned through Ivy Tech Community College. This course offers dual credit for ECED 101 through IVY Tech.

Information Technology COMPUTER TECHNOLOGY SUPPORT (CC112) | COURSE # 5230-0A | TWO SEMESTERS | GRADES: 11-12 | AM (DAILY) DESCRIPTION: 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. A possible 6-week internship placement with local automotive service repair related businesses could be available during the senior year. Successful completion of this course may qualify the student to earn credit at Ivy Tech Community College.

NETWORKING FUNDAMENTALS (CC112) | COURSE # 5234-0C | TWO SEMESTERS | GRADES: 9-12 | PM (ALTERNATING DAYS) DESCRIPTION: A block class that Fundamentals 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. Security and data integrity will be introduced and emphasized throughout this course. The purpose of this course is to offer students the critical information needed to successfully move into a role as an IT professional supporting networked computers.

Concepts covered will include TCP/IP client administration, planning a network topology, configuring the TCP/IP protocol, managing network clients, configuring routers and hubs as well as creating a wireless LAN.problems. Successful completion of this course may qualify the student to earn credit at Ivy Tech Community College.

INFORMATION AND COMMUNICATION TECHNOLOGY (CC112) | COURSE # 4528-0C | TWO SEMESTERS | GRADES: 9-12 | PM (ALTERNATING DAYS) DESCRIPTION: A block class that introduces students to the physical components and operation of computers. Technology is used to build students decision-making and problem-solving skills. Students should be given the opportunity to seek an industryrecognized digital literacy certification.

Bloomington High School North

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2013-2014 Curriculum Guide

Project Lead The Way: Pre-Engineering PLTW’s premier high school program, Pathway To Engineering™, is a four-year course of study integrated into the students’ core curriculum. The combination of traditional math and science courses with innovative Pathway To Engineering courses prepares students for college majors in engineering and E/T fields and offers them the opportunity to earn college credit while still in high school. Pathway To Engineering™ courses engage high school students through a combination of activities-based, project-based, and problem-based (APPB) learning.

83

Hoosier Hills Career Center 2013-2014

INTRODUCTION TO ENGINEERING DESIGN BHSN (CC120) | COURSE # 4812-0C | FULL YEAR (BHSN) | GRADES: 9-12 DESCRIPTION: An introductory course which develops student problem solving skills with emphasis placed on the development of three-dimensional solid models. Students will work from sketching simple geometric shapes to applying a solid modeling computer software package. They will learn a problem solving design process and how it is used in industry to manufacture a product. The Computer Aided Design System (CAD) will also be used to analyze and evaluate the product design. The techniques learned, and equipment used, is state of the art and currently being used by engineers throughout the United States. This course offers dual credit for DESN 102 through IVY Tech.

PRINCIPLES OF ENGINEERING BHSN (CC120) | COURSE # 4814-0C | FULL YEAR (BHSN) | GRADES: 10-12 | 1 BLOCK ALTERNATING DAY DESCRIPTION: A course that helps students understand the field of engineering/engineering technology. Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use math, science, and technology in an engineering problem solving process to benefit people. The course also includes concerns about social and political consequences of technological change. This course offers dual credit for ADMF 115 through IVY Tech.

CIVIL ENGINEERING AND ARCHITECTURE (CC118) | COURSE # 4820-0C | FULL YEAR (BHSN) | GRADES: 11-12 | 1 BLOCK ALTERNATING DAY | PREREQUISITE: IED OR POE DESCRIPTION: This course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to solve real world problems and communicate solutions to hands-on projects and activities. This course offers dual credit for DESN 105 through IVY Tech.

ENGINEERING DESIGN AND DEVELOPMENT (CC118) | COURSE # 4828-0C | TWO SEMESTERS | GRADES: 11-12 | 1 BLOCK DAILY DESCRIPTION: This course is designed to introduce students to the fundamental aspects of engineering and engineering technology. Instruction will emphasize underlying principles of engineering processes and the development of three-dimensional solid models.

Instructional activities will build skills ranging from sketching simple geometric shapes to applying a solid modeling computer software package. Students will develop critical thinking and problem-solving skills through instructional activities that pose design and application challenges for which they develop solutions. The techniques learned, and equipment used, should be state of the art and reflect equipment and processes currently being used by engineers throughout the United States.

Interdisciplinary Cooperative Education INTERDICIPLINARY COOPERATIVE EDUCATION (CC) | COURSE # 5902-0C | TWO SEMESTERS | GRADE: 12 | CHECK WITH YOUR COUNSELOR FOR SCHEDULING OPTIONS | TAKEN CONCURRENTLY WITH TECHNICAL AREA COURSE | Required Prerequisite: A minimum of 4 credits in a logical sequence of courses from program areas related to the student’s career pathway.

DESCRIPTION: Interdisciplinary Cooperative Education (ICE) spans all career and technical education program areas through an interdisciplinary approach to training for employment. Time allocations are a minimum of fifteen hours per week of work-based learning and approximately five hours per week of school-based instruction. The following two components must be included as part of the Interdisciplinary Cooperative Education course. Related Instruction, that is classroom based, shall be organized and planned around the activities associated with the student’s individual job and career objectives in a career cluster area; and shall be taught during the same semesters as the student is receiving on-the-job training.

On-the-Job Training is the actual work experience in an occupation in any one of the Indiana career clusters that relates directly to the student’s career objectives. On-the-job, the student shall have the opportunity to apply the concepts, skills, and attitudes learned during Related Instruction, as well as the skills and knowledge that have been learned in other courses. Credits: Grades and credits for related instruction and on-the-job training experiences are reflected under one course title for a total of six credits for the year. If an articulation or dual-credit agreement is in effect, the student may receive credit from a post-secondary institution.

Bloomington High School North

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2013-2014 Curriculum Guide

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Career Clusters and Paathways through Career Cruising CareerCareer Clusters and Pathways through Cruising Clusters nd Pathways tCareer hrough Career Cruising

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B y s eeing t he c onnection ability to identify interest areas, careers, and Career Clusters and Pathways as early as middle school. By seeing the connection between future tiheir nterests and current class offerings, e hope wse tudents will be w mill otivated to continue their tlheir earning and and between future interests and current class ow fferings, hope students be motivated to continue learning Career their education by education selecting bcy ourses within their identified Career Cluster Pathway.

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Bloomington High School North

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2013-2014 Curriculum Guide

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Training check in the Bloomington High Landscape Arts, A V T echnology M anagement, L ife (Concentrations: Visual CPulinary Arts, & Cosmetology, Programming, C Networking School North and Hoosier Hills

Arts, AV Technology Sciences & C ommunication Communications, Commercial Hospitality M anagement (Concentrations in Cosmetology, Culinary Early C hildhood E ducation Career Center ACrts, urriculum Guides!

& C Support ommunication Photography) Hospitality M anagement Animal Science, Food Science, (Concentrations: Early

Childhood, Education Careers) Natural Resources, Plants &

Manufacturing

Soils)

Advanced Manufacturing, Electronics, Health Science High School North | 2013-2014 Curriculum Guide

Architecture & Engineering, Bloomington Machine Technology, Welding

Construction

Cougar Four-Year Plan For Graduation

86

Name___________________________________________________________________________ | Class______________________ Counselor / House:

Graduation Diploma Checklists Diploma Diploma English– ––8 88credits credits 2013-2014 English English credits Diploma Eng _____ _____ _____ Eng 9 99 _____ Eng _____ _____ English – 8 credits Eng 10 _____ _____ Eng Eng1010 _____ _____ _____ _____ 9 Comp _____ _____ Eng 2cr Comp _____ Diploma Eng 2cr Eng 2cr Comp _____ 10 Eng 2cr _____ _____ Eng 2cr _____ Eng 2cr _____ _____ English –_____ 8 credits Eng Comp _____ Eng 2cr 9 _____ _____ Eng 2cr _____ _____ Math –4 credits Math Math credits Eng –4 10–4credits _____ _____ Alg _____ _____ Eng Comp _____ Alg I II2cr _____ Alg _____ _____ Math –4 credits Other _____ _____ _____ Eng 2cr Other _____ Other _____ _____ Alg I _____ _____ Other _____ _____ Math –4 credits

.. . .

FRANKLIN / HOUSE A

Alg I _____ _____ Sciencecredits _____ ScienceSciencecredits Other 4 44credits _____ BiologyI _____ _____ _____ _____ Biology Biology II _____ _____ Science4 credits Other _____ _____ Other Other _____ _____ _____ _____ Biologyfrom I _____ _____ Choose Chem,Physics, Physics,Earth/Space, Earth/Space, Choose Choose from fromChem, Chem, Physics, Earth/Space, Other _____ _____ Integrated Chem/Physics, PLW Science- Chem/Physics, 4Chem/Physics, credits Integrated PLW Integrated PLW Choose from Chem,_____ Physics, Earth/Space, Biology I _____ Integrated_____ Chem/Physics, Other _____ PLW Choose from Chem, Physics, Earth/Space, SocialStudies Studies credits Social Social Studies – ––6 66credits credits Integrated Chem/Physics, PLW Electives ______ _____ Electives Electives ______ ______ _____ _____ Social Studies – 6 credits US History ______ _____ US ______ USHistory History ______ _____ _____ Electives ______ _____ _____ Gov/Econ Gov/Econ ______ Gov/Econ ______ _____ US History ______ _____ Social Studies – 6 credits Gov/Econ ______ PE/ Health Health-3-3 -3credits credits PE // Health credits PE Electives ______ _____ _____ Phys.

Ed.– ––2 22crcr cr _____ _____ _____ _____ Phys.

Ed. Phys.

Ed. _____ _____ US History ______ PE / Health -3 credits Health semester _____ Gov/Econ ______ _____ Health – ––1 11semester Health semester _____ Phys. Ed. – 2 cr _____ _____ Health – 1 semester _____ Technology –2 22credits credits PE / Health credits Technology credits Technology – –-3 _____________ _____ Phys.

Ed. – 2 cr _____ _____ _____ _____________ _____________ _____ Technology – 2 credits _____________ _____ _____________ _____ _____________ _____ Health – 1 semester _____ _____________ _____ _____________ _____ Electives– ––1515 15 Electives Electives credits Technology –credits 2credits credits 1 _______________ _____ 1 1_____________ _______________ _____ ____________________ _____ Electives – 15 credits 2_______________ _______________ _____ _____ 2 2_____________ _____ _______________ _____ 1 _______________ _____ 3 33_______________ _______________ _____ _____ _______________ _____ 4_______________ – 15 credits_____ 4 42Electives _______________ _____ 3 _______________ _____ 5 5 51_______________ _______________ _____ _____ 4 _______________ _____ 6 6 62_______________ _______________ _____ _____ _______________ _____ _____ 7 7537_______________ _______________ _____ _____ _______________ _____ 8 8486_______________ _______________ _____ _______________ _____ _____ 9 9579_______________ _______________ _____ 8 _______________ _____ 10_______________ 6 _______________ _____ 10_______________ 10_______________ _____ _______________ _____ 7911_______________ _______________ 11_______________ _____ 11_______________ _____ _____ 12_______________ _____ 810_______________ _______________ _____ _____ 12_______________ 12_______________ _____ 11_______________ _____ 13_______________ _____ 9 _______________ _____ _____ 13_______________ 13_______________ _____ 12_______________ _____ 14_______________ _____ 14_______________ 14_______________ _____ 10_______________ _____ 13_______________ _____ 15_______________ _____ 15_______________ 15_______________ _____ 11_______________ _____ 14_______________ _____ _____ 12_______________ 15_______________ _____ Minimum of 42 credits required Minimum ofof4242credits Minimum creditsrequired required 13_______________ _____ Diploma does not meet admissions 14_______________ _____ Diploma does Diploma doesnot notmeet meetadmissions admissions Minimum of for 42 credits required requirements four-year colleges.

15_______________ _____ requirements for colleges. requirements forfour-year four-year colleges.

Diploma does not meet admissions Student will not be eligible for Student Studentwill willnot notbebeeligible eligiblefor for requirements four-year colleges. maximumfinancial financial aidfrom from Indiana.

Minimum of for 42 credits required maximum aid Indiana. maximum financial aid from Indiana.

Student will not be eligible for Opt-out form required Opt-out form Opt-out form required Diploma doesrequired not meet admissions maximum financial aid from Indiana. requirements for four-year colleges.

Opt-out form required Student will not be eligible for

CHAFFIN / HOUSE B

HIMM / HOUSE C

Core4040 40* ** Core Core

English– ––8 88credits credits English English Core 40_____ *credits_____ Eng _____ _____ Eng Eng 9 99 _____ _____ English – 8 credits Eng 10 _____ _____ Eng Eng1010 _____ _____ _____ _____ 9 40 _____ Eng 2cr Comp _____ Core * Eng Eng 2cr 2cr Comp Comp _____ _____ Eng cr_____ _____ _____ Eng Eng 2 2210 crcr _____ _____ English –_____ 8 credits Eng _____ Eng 2cr 9 Comp _____ _____ Eng 2 cr _____ _____ Math – 3 years (Minimum creditsinin inH.S.) H.S.) Math years(Minimum (Minimum credits H.S.) Math Eng –10–3 3years _____ _____ 6 66credits Alg I _____ _____ Eng Comp _____ Alg Alg I I2cr _____ _____ _____ Math2 –cr3 _____ years (Minimum Geometry _____ 6 credits in H.S.) Eng Geometry Geometry _____ _____ _____ _____ I Alg II _____ _____ Alg AlgIIII _____ _____ _____ _____ Geometry _____ _____ 6 credits in H.S.) _______ ______ Math – ______ 3 ______ years (Minimum _______ _______ _____ _____ Alg II _____ _____ Alg I _____ _____ _______ Science credits _____ Science Science – ––6 ______ 66credits credits Geometry _____ _____ Biology _____ _____ _____ Biology Biology _____ _____ Alg II I II _____ _____ Science – 6 credits Chemistry/Physics _____ _____ Chemistry/Physics Chemistry/Physics _____ _____ _____ _______ ______ _____ Biology IScience _____ Core 40Science _____ Core Science _____ _____ _____ _____ Core 4040 Chemistry/Physics _____ _____ AP Bio, Choose from AP Chem, AP Physics, Science – 6 AP credits Choose Choose from from APChem, Chem,AP APPhysics, Physics,AP APBio, Bio, Core 40 Science _____ _____ Science, IPC, Earth/Space, Chemistry, Env. Biology I IPC, _____ _____ Env. Science, IPC,Earth/Space, Earth/Space, Chemistry, Env. Science, Chemistry, Choose fromGenetics AP Chem, AP Physics, PLW, Human Genetics Chemistry/Physics _____ _____ AP Bio, PLW, PLW, Human Human Genetics Env. Science, IPC, Earth/Space, Chemistry, Core 40Studies Science _____ _____ SocialStudies credits PLW, Human Social Social Studies –Genetics ––6 66credits credits Choose from AP Chem, AP Physics, WGeog/W Geog/WHistory History_____ _____ _____ _____ AP Bio, Geog/W History _____ _____ WW Env. Science, IPC, Earth/Space, Chemistry, Social Studies – 6 _____ credits USHistory History _____ _____ _____ US US History _____ _____ PLW, Human Genetics W Geog/W History _____ _____ Gov/Econ Gov/Econ Gov/Econ _____ _____ _____ _____ US History _____ _____ Social Studies – 6 credits Gov/Econ _____ PE/ Geog/W Health–History credits PE // Health ––3 33credits credits PE Health W _____ _____ _____ Phys.

Ed. – 2 cr _____ _____ Phys.

Phys.

Ed. Ed.– –2 2crcr _____ _____ _____ US History _____ _____ _____ PE / Health – 3 credits Health – 1 semester _____ Gov/Econ Health Health – –1 1semester semester _____ _____ _____ Phys. Ed. – 2 cr _____ _____ Health – 1 semester _____ Directed Electives – 8 additional credits PE / Health – 3 credits Directed Electives additionalcredits credits Directed Electives – –8 8additional 1_________________ _________________ 2_________________ _________________ Ed. – 2 cr _____ 2 2_____ 1 1Phys. _________________ _________________ Directed credits 3_________________ 4_________________ _________________ 3_________________ 3_________________ 4 4_____ _________________ Health – 1Electives semester– 8 additional _________________ _________________ 5 515_________________ _________________ 6 626_________________ _________________ _________________ 7_________________ _________________ 7 73_________________ _________________ 8 848_________________ _________________ Directed Electives – 8 additional credits 51 _________________ 6 _________________ _________________ 2 _________________ 75 _________________ 84 _________________ additionalcredits credits _________________ 5 53_________________ additional additional credits 1 _________________ _________________ 1 15_________________ _________________ 2 262_________________ _________________ additional credits _________________ _________________ 3 3573_________________ _________________ 4 484_________________ _________________ 15__________________ _________________ 2 _________________ 5__________________ 5__________________ 3 _________________ 4 _________________ Minimum of 42 credits required Minimum Minimum ofof42 42credits creditsrequired required 5 additional credits 5__________________ of2.0 2.0GPA GPArequired required forState StateAid Aid Minimum Minimum ofof 2.0 GPA required for State Aid 1Minimum _________________ 2 for _________________ Minimum of 42 credits required GPA _______ GPA GPA _______ _______ 3 _________________ 4 _________________ Minimum of 2.0 GPA required for State Aid 5__________________ GPA Goal _______ Remediation __________ _____ Minimum of 42 credits required Goal Goal Remediation Remediation _____ _____ _____ Activities _____ _____ Minimum of 2.0 GPA required for State Aid Activities Activities _____ _____ _____ _____ Goal Remediation __________ _____ Work _______ _____ GPA Work Work _____ _____ _____ Activities _____ _____ _____ College College College _____ _____ _____ Work _____ Goal Remediation _____ _____ _____ College _____ _____ SAT: Spring of Grade 11 SAT: SAT: Spring SpringofofGrade Grade1111 Activities _____ _____

Work _____ _____ SAT: Spring of Grade 11 IU: one semester ofPre-calculus Pre-calculus IU: IU: one one semester semester ofof Pre-calculus College _____ _____ twoyears yearsWorld WorldLanguage Language two two years World Language IU: semester of Pre-calculus SAT:one Spring of Grade 11 two Honors years World Language Technical Honors Technical Technical Honors 1.Work WorkKeys, Keys, Accuplacer,Compass Compass IU: one1.semester of Pre-calculus 1.

Work Keys, Accuplacer, Accuplacer, Compass Technical Honors 2.

6 Dual Credits in technical area 2.6 6Dual Dual Credits Credits inintechnical technicalarea area two2.years World Language 1.

Work Keys, Accuplacer, Compass 3.

Career/technical program 8 credits2014/15 2014/15 3.3.

Career/technical Career/technical 8 8credits credits 2014/15 2.Honors 6 Dual Credits program inprogram technical area Technical4.

3.0 GPA 4.4.

3.0 GPA GPA 3. programCompass 8 credits 2014/15 1.3.0Career/technical Work Keys, Accuplacer, 5.

Core 40,Credits nogrades grades of“D” “D”accepted accepted 5.5.

Core Core 40, 40, no no grades of of “D” accepted 2.

6 Dual in technical area 4. 3.0 GPA 6.

6 credits College/Career Pathway 2016/17 3.

Career/technical program 8accepted credits 2014/15 6.6. credits College/Career College/Career Pathway Pathway 2016/17 2016/17 5.6 6credits Core 40, no grades of “D”

ECA ECA ECA maximum financial aid from Indiana.

Eng10____ Alg._____Bio____ _____Bio____ Eng10____ Eng10____ Alg. _____Bio____ Opt-out required ECA formAlg. SAT______/______ ______/______ACT ACT____ ____ SAT SAT ______/______ ACT ____ Eng10____ Alg. _____Bio____ _____________________________ _____________________________ _____________________________ ECA 4.

GPA College/Career Pathway 2016/17 SAT ______/______ ACT ____ 6. 63.0 credits Bloomington High School North | 2013-2014 Curriculum Eng10____ Alg. _____Bio____ 5.

Core 40, noGuide grades of “D” accepted _____________________________

RILLO / HOUSE D

AcademicHonors Honors* ** Academic Academic Honors

English– ––8 88credits credits English English credits Academic Honors * Eng9 99 _____ _____ _____ Eng Eng _____ _____ _____ English – 8 credits Eng 10 _____ _____ Eng Eng1010 _____ _____ _____ _____ 9 Comp _____ Eng 2cr Comp _____ Academic Honors * Eng Eng 2cr 2cr Comp _____ _____ 10 Eng 2cr _____ _____ Eng Eng 2cr 2cr _____ _____ _____ English –_____ 8 credits Eng _____ Eng 2cr 9 Comp _____ _____ Eng 2cr _____ _____ Math – 8 credits Math Math credits _____ Eng –10–8 8credits _____ Alg _____ _____ _____ EngI 2cr Comp Alg Alg II _____ _____ _____ Math2cr – 8 _____ credits Geometry _____ _____ _____ Eng Geometry Geometry _____ _____ _____ AlgIIII III _____ _____ _____ _____ Alg Alg _____ _____ Geometry _____ _____ _____ PrCal/Trig Math – 8_____ credits PrCal/Trig PrCal/Trig _____ _____ Alg II _______ _____ _____ _______ _______ _____ _____ _____ Alg I _____ PrCal/Trig _____ Science credits _____ Science Science – ––6 66credits credits Geometry _____ _____ _______ Biology _____ _____ _____ Biology Biology _____ _____ Alg II I II _____ _____ _____ Science – 6 credits Chemistry/Physics _____ _____ Chemistry/Physics Chemistry/Physics _____ _____ _____ PrCal/Trig _____ _____ Biology I _____ _____ Other _____ _______ Other Other _____ _____ _____ _____ Chemistry/Physics _____ _____ Choose from AP Chem, AP Physics, Science – 6 AP credits Choose Choose from from APChem, Chem,AP APPhysics, Physics, Other _____ _____ AP Bio, Env Science, IPC, Chemistry Biology I Science, _____ _____ AP AP Bio, Bio,Env Env Science, IPC, IPC,Chemistry Chemistry Choose from AP Chem, AP Physics, Earth/Space, PLW, Human Genetics Chemistry/Physics _____Genetics _____ Earth/Space, Earth/Space, PLW, PLW,Human Human Genetics AP Bio, Env Science, IPC, Chemistry Other _____ _____ SocialStudies Studies credits Earth/Space, PLW, Human Social Social Studies – ––6 66credits credits Choose fromHist AP Chem, APGenetics Physics, W Geog/W _____ _____ WW Geog/W Geog/W Hist Hist _____ _____ _____ _____ AP Bio, Env Science, IPC, Chemistry Social Studies – 6 credits US History _____ _____ US US History History PLW,_____ _____ Genetics _____ _____ Earth/Space, Human W Geog/W Hist _____ _____ _____ Gov/Econ Gov/Econ Gov/Econ _____ _____ _____ US History _____ _____ Social Studies – 6 credits Gov/Econ _____ _____ PE/ Geog/W Health–Hist credits PE PE Health // Health ––3 33credits credits W _____ _____ Phys.

Ed.– ––2 22crcr cr _____ _____ _____ Phys.

Phys.

Ed. Ed. _____ _____ US History _____ _____ _____ PE / Health – 3 credits Health – 1 semester _____ Gov/Econ Health Health – –1 1semester semester _____ _____ _____ Phys. Ed. – 2 cr _____ _____ Health – 1 semester _____ Fine arts – 2 credits PE arts / Health –credits 3 credits Fine Fine arts– –2 2credits _______________ _____ _____ _____ Phys.

Ed. – 2 cr _____ _______________ _______________ _____ _____ _____ _____ Fine arts – 2 credits Art, Music, Theatre, or Dance Art, Art, Music, Music, Theatre,ororDance Dance _____ Health – 1Theatre, semester _______________ _____ _____ Art, Music, Dance World Language cr ofone onelang. lang.

World World Language Language – ––6 or 66crcr ofof one lang.

Fine arts – 2Theatre, credits or 4 cr in one and 4 cr in another oror 4 4crcrininone oneand and4 4crcrinin_____ another another_____ _______________ World Language 6 cr of one lang. ________________ ______ _____ Art, Music, Theatre,– or Dance ________________ ________________ ______ ______ _____ _____ or 4 cr in one and 4 cr in another _____ ________________ ______ ________________ ________________ ______ ______ _____ _____ ________________ ______ _____ World Language – 6______ cr of one_____ lang. ________________ ________________ ______ _____ ________________ ______ _____ or 4 cr in one and 4 cr______ in another_____ ________________ ________________ ______ _____ ________________ ______ _____ Elective 8 credits Elective Elective 8 8credits credits ________________ ______ _____ ______ _____ 1________________ _APand andexam exam 2 22_AP _AP andexam exam 1 1________________ _AP _AP and exam _AP and and exam ______ _____ Elective 8 credits 3 _ACP_______ 4 _ACP_______ 3 3________________ _ACP_______ _ACP_______ 4 4_ACP_______ _ACP_______ ______ _____ 15_____________ _AP and exam 6 266____________ _AP and exam _____________ ____________ 5 5________________ _____________ ____________ ______ _____ 3 _ACP_______ 4 _ACP_______ 7 _____________ 8 ____________ 8 credits 8 8____________ 7 7Elective _____________ _____________ ____________ _____________ 6ACT= ____________ SAT= 1200 ACT= 26 exam 1514/15 _AP and exam 2ACT= _AP 14/15 14/15 SAT= SAT= 1200 1200 26and 26 7 _____________ 8 ____________ 16/17 SAT= 1750 (530) 3 _ACP_______ 4 _ACP_______ 16/17 16/17 SAT= SAT=1750 1750(530) (530) 14/15 SAT= 1200 26 of47 47credits credits required 5Minimum _____________ 6ACT= ____________ Minimum Minimum ofof 47 credits required required SAT= 1750 (530) Minimum of3.0 3.0GPA GPA required Minimum Minimum ofof 3.0 GPA required 716/17 _____________ 8required ____________ Minimum of“D” 47 credits required Nogrades grades “D” accepted No No grades ofof “D” accepted accepted 14/15 SAT= 1200 ACT= 26 Minimum 3.0 GPA GPA________ ________ GPA GPA ________ 16/17 SAT=of1750 (530)required No grades of of 47 “D” accepted Minimum credits required st GPA ________ st st Century 21 Scholar _______ Minimum of 3.0 GPA required 2121 Century Century Scholar Scholar _______ _______ Nostgrades of “D” accepted 21 Century Scholar _______ GPA ________ CREDITS CREDITS CREDITS Scholar _______ 21st Century

_____ 9CREDITS 99_____ _____ 10_____ _____ 10 10 _____ 9 _____ 11 _____ 11 11 _____ CREDITS 10_____ _____ 12 _____ 9_____ _____ 12 12 _____ 11 _____ Revised11/27//2012 Revised11/27//2012 Revised11/27//2012 10 12 _____ _____ 11 _____ Revised11/27//2012