churubusco jr. sr. high school

Churubusco Jr.– Sr. High School Jim Folland, Principal ● Dan Hile, Assistant Principal ● Jeremy Dexter, Athletic Director ● Jodi Metzger, Guidance Director

Course Description Guide

2015-2016

Smith-Green Community Schools

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Table of Contents

Career Pathways ······································································· Page 3

School Mission & Vision ····························································· Page 4

Procedures for Registration & Schedule Changes ································· Page 4

Honor Roll Information ······························································· Page 5

Gifted Education ······································································· Page 5

Special Education ······································································ Page 5

Graduation Requirements ····························································· Page 7

Business Education ···································································· Page 8

Language Arts ·········································································· Page 10

Fine Arts ················································································ Page 11

World Languages ······································································ Page 12

Mathematics ············································································ Page 12

Health & PE ············································································ Page 13

Science ·················································································· Page 14

Social Studies ·········································································· Page 15

Vocational Education ·································································· Page 16

Technology Education ································································ Page 17

Agriculture ·············································································· Page 17

IMPACT Institute ······································································ Page 18

Post Secondary Opportunities ························································ 4

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CHURUBUSCO JR. - SR.

HIGH SCHOOL

CAREER PATHWAYS

Health &

Related

Sciences

Business &

Infor-

mation

Technology

Engineer-

ing &

Technology

Education

& Human

Services

Science Research

& Develop-

ment Careers

Health Care Careers

Science

Services

Careers

Business Manage-

ment

and Finance Careers

Computer Information

and

Operations Careers

Communi-

cation Careers

Construc-tion Careers

Manufac-turing

Careers

Engineering Careers

(PLTW)

Transporta-tion

Careers

Education Careers

Human Services

Careers

Public Service

Careers

Fine Arts Careers

Agriculture Careers

Bio-Medical

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School Mission and Vision Mission

The mission of Churubusco Junior/Senior High School is to

create a safe, respectful, inclusive learning environment that fosters

and develops in students the knowledge, skills, and citizenship neces-

sary for students to become active and positive members of a global

society.

Vision

Providing excellence in education, promoting lifelong learning, and

preparing students for an evolving world.

Slogan

“Preparing the students of today for the world of tomorrow!”

Churubusco Junior Senior High School believes:

Students

All students learn and achieve excellence in a safe, disciplined envi-

ronment where students feel trusted, supported and have a sense of

belonging.

All students will accept responsibility for setting high academic and

character goals and work to give their best effort in achieving those

goals.

All students will encourage each other and work together to create a

sense of belonging and commitment to community.

Staff

All staff members will create and maintain a learning environment

that is safe, motivating, student centered and focused on state aca-

demic standards.

All staff members will meet whole group and individual needs of

students which will foster a love of lifelong learning.

All staff members will encourage each other and work together to

create an atmosphere of collegiality and collaboration in all grade

levels.

NOTICE OF NONDISCRIMINATION AND INTERNAL COMPLAINT PROCE-DURES (INCLUDING TITLE II, TITLE VI, TITLE VII, AND TITLE IX, SECTION

504, AND ADA) Nondiscrimination The School Board does not discriminate on the basis of religion, race, color, national origin, sex, disability, age, or genetic infor-mation in its programs, activities, or employment. Further, it is the policy of this Corporation to provide an equal opportunity for all stu-dents, regardless of race, color, creed, age, disability, religion, gen-der, ancestry, national origin, place of residence within the bounda-ries of the Corporation, or social or economic background, to learn through the curriculum offered in this Corporation. Complaint Proce-dure Section I Any person who believes that s/he has been discrim-inated against or denied equal opportunity or access to programs or

services may file a complaint, which may be referred to as a grievance, with the Corporation’s Civil Rights Coordinator: Mr. Todd Fleetwood, Business Manager

Smith-Green Community Schools 222 West Tulley

Churubusco, IN 46723 260-693-2007

The individual may also, at any time, contact the U.S. Department of Educa-

tion, Office for Civil Rights, Chicago Office, Citigroup Center, 500 W. Madison Street, Suite 1475, Chicago, Illinois 60661; telephone: (312) 730-1530; Fax: (312) 730-1576; TDD: 877-521-2172; E-mail: [email protected]; Web: http://www.ed.gov/ocr.

Procedures for

Registration and Changes

1. Students should enroll in seven classes, however those stu-

dents who are taking a dual college credit course may enroll

in five classes at the high school and one college course for a

total of six courses. Students may have 2 periods “off” for

one college course. No study hall classes will be offered.

2. Students may change classes prior to the semester starting.

After the semester begins class changes will not be grant-

ed. 3. Students will start scheduling in January. A copy of their

schedule will be given to them before summer vacation.

4. Seniors will be allowed to graduate mid-year if they have

completed all graduation requirements including passing both

sections of the ECA’s.

5. Students will have the option of graduating after six semes-

ters only if they are planning to pursue post-secondary oppor-

tunities or plan to join the military. Documentation is re-

quired stating that the student has been accepted into the mili-

tary or a post-secondary institution. Students must also com-

plete all graduation requirements, including passing both sec-

tions of the ECA’s, by the end of their junior year. This will

allow students to be eligible for the Mitch Daniels Early

Graduation Scholarship. Special permission must be ob-

tained and paperwork must be completed in guidance prior to

the end of the student’s sophomore year.

NEW! Mitch Daniels Early Graduation Scholarship

Students who graduate from a publicly supported high school

at least one year early, after December 31, 2010, may apply

for the Mitch Daniel Early Graduation Scholarship. The

scholarship is a one-time $4,000 award that may be applied

toward tuition and fees at any SSACI eligible Indiana col-

lege.

Additional information regarding the scholarship is available at:

http://www.in.gov/ssaci/2504.htm.

New Diplomas

There are four different diplomas that students can earn:

the General Diploma, Core 40, Core 40/Technical Honors, or

Core 40/Academic Honors. The requirements for all of these di-

plomas are different so it is important that students and parents

take an active role in the four year plan. At Churubusco Jr. - Sr.

High School, we have the expectation that all students will work

toward, at a minimum, the Core 40 diploma.

Beginning with the class of 2011, students and parents

may only elect to receive a General Diploma after a conference

with principal or guidance counselor. Students who receive a

General Diploma will not be admitted to most Indiana four year

colleges.

mailto:[email protected]

http://www.ed.gov/ocr

http://www.in.gov/ssaci/2504.htm

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The completion of Core 40 is an Indiana graduation require-

ment. Indiana’s Core 40 curriculum provides the academic

foundation all students need to succeed in college and the work-

force.

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) must meet to discuss the student’s pro-

gress.

The student’s Graduation Plan (including four year 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.

Honor Roll Information

We publish the honor roll four times a year. Students who

achieve a grade point average of 9.6 or above are on the honor roll

list. Those who score below 9.6 but above 7.6 will be listed as hon-

orable mention. Academic excellence is not limited to the students

who make this list, but this award is indicative of hard work and

achievement.

Graduation With Honors

Any student who achieves a seven semester G.P.A. of 9.0 or

above will graduate with honors from Churubusco Jr. - Sr. High

School.

NCAA Eligibility

A student entering a Division I or Division II institution

directly out of high school, must have graduated with a mini-

mum grade point average of 2.0 on a 4.0 scale (5.0 on a 12.0

scale). This grade point average must be achieved in a core

curriculum of at least 14 academic full-year courses, including

at least 6 credits in English, 4 in math, 4 in social science, 4 in

natural or physical science (one must be a lab class), and 4 in

additional academic course work. None of these courses may

be vocational, remedial, or Special Education courses to qualify.

Along with these required academic courses, the student must

achieve at least 820 combined score on the SAT verbal and

math sections or a 68 combined score on the ACT. Students

must also register with the NCAA clearinghouse.

High Ability-Gifted Education

High Ability/Gifted students can take advantage of high-

ability opportunities during their high school years. One, stu-

dents have the opportunity to excel and challenge themselves in

many academic areas while taking high school courses at Chu-

rubusco Jr. - Sr. High School. Secondly, students have the

option of acquiring dual/concurrent credit during their junior or

senior year with area universities. These courses can be either

campus-related or online. In addition, we encourage students to

become involved in extra-curricular activities such as Destina-

tion Imagination, Future Problem Solvers, and other academi-

cally-related groups that promote academic and critical thinking

skills. Furthermore, we high encourage students to take full

advantage of summer opportunities: “gifted” camps, dual credit,

or travel opportunities. These options can be found on the

school website under Student Resources, entitled Enrichment

Opportunities.

Special Education

The senior high follows the inclusion model in its curricu-

lum with all students participating in regular classrooms. The

IEP (Individualized Education Plan) is implemented by teachers

in a team teaching environment and by Paraprofessionals

providing support to accommodate students needs. Additional

help is provided in the Resource Room.

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

Course and Credit Requirements

English/ Language Arts

8 credits

Including a balance of literature, compo-sition and speech.

Mathemat-ics

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 quanti-tative reasoning course each year in high school

Science 6 credits

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

Social Studies

6 credits

2 credits: U.S. History 1 credit: U.S. Government 1 credit: Economics 2 credits: World History/Civilization or Geography/History of the World

Directed Electives

5 credits

World Languages Fine Arts Career and Technical Education

Physical Education

2 credits

Health and Wellness

1 credit

Electives* 6 credits

(College and Career Pathway courses recommend-ed)

41 Total 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.

with Academic Honors (min. 47 crs)

For the Core 40 with Academic Honors diploma, students must:

Complete all requirements for Core 40.

Earn 2 additional Core 40 math credits.

Earn 6-8 Core 40 world language credits

(6 credits in one language or 4 credits each in two languages).

Earn 2 Core 40 fine arts credits.

Earn a grade of a “C” or better in courses that will count toward the diploma.

Have a grade point average of a “B” or better.

Complete one of the following:

A. Earn 4 credits in 2 or more AP courses and take corresponding AP

exams

B. Earn 6 verifiable transcripted college credits in dual credit courses

from the approved dual credit list.

C. Earn two of the following:

1. A minimum of 3 verifiable transcripted college credits from the

approved dual credit list,

2. 2 credits in AP courses and corresponding AP exams,

3. 2 credits in IB standard level courses and corresponding IB

exams.

D. Earn a combined score of 1750 or higher on the SAT critical read-

ing, 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.

For the Core 40 with Technical Honors diploma, students must:

Complete all requirements for Core 40.

Earn 6 credits in the college and career preparation courses in a state-

approved College & Career Pathway and one of the following:

1. State approved, industry recognized certification or creden-

tial, or

2. Pathway dual credits from the approved dual credit list result-

ing in 6 transcripted college credits

Earn a grade of “C” or better in courses that will count toward the

diploma.

Have a grade point average of a “B” or better.

Complete one of the following,

A. Any one of the options (A - F) of the Core 40 with Academic

Honors

B. Earn the following scores or higher on WorkKeys; Reading

for Information – Level 6, Applied Mathematics – Level 6,

and Locating Information-Level 5.

C. Earn the following minimum score(s) on Accuplacer: Writing

80, Reading 90, Math 75.

D. Earn the following minimum score(s) on Compass; Algebra

66, Writing 70, Reading 80.

with Technical Honors (mini. 47 crs)

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/

General Diploma

Course and Credit Requirements (Class of 2016 & Beyond)

English/Language Arts

Credits must include literature, composition and speech

8 credits

Mathematics

2 credits: Algebra I or Integrated Mathematics I

2 credits: Any math course

General diploma students are required to earn 2 credits in a Math or

a Quantitative Reasoning (QR) course during their junior or senior

year. QR courses do not count as math credits.

4 credits

Science

2 credits: Biology I

2 credits: Any science course

At least one credit must be from a Physical Science or Earth and

Space Science course

4 credits

Social Studies

2 credits: U.S. History

1 credit: U.S. Government

1 credit: Any social studies course

4 credits

Physical Education 2 credits

Health and Wellness 1 credit

College and Career Pathway Courses Selecting electives in a deliberate manner to take full advantage of

college and career exploration and preparation opportunities

6 credits

Flex Credit

Flex Credits must come from one of the following:

Additional elective courses in a College and Career Pathway

Courses involving workplace learning such as Cooperative Education

or Internship courses

High school/college dual credit courses

Additional courses in Language Arts, Social Studies, Mathematics,

Science, World Languages or Fine Arts

5 credits

Electives

Specifies the minimum number of electives required by the state.

High school schedules provide time for many more elective credits

during the high school years.

6 credits

41 Total Credits Required

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

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Dual credit courses through Ivy Tech

for 2014-2015:

1. Ivy Tech dual credit courses:

A. English Composition: ENGL 111 (11th grade English)

B. Introduction to Literature: ENGL 206 (12th grade English)

C. Pre-Calculus: MATH 136 & 137

D. Spanish III: SPAN 101 & SPAN 102

E. Calculus—Long 1: MATH 211 (Calculus AB AP)

F. American History I & II: HIST 101, 102 (U.S. History)

(30 dual credits available through these classes)

Important Information regarding dual

credit courses:

Students are required to meet the requirements for each indi-

vidual course in order to take the course as dual credit. Re-

quirements are different depending upon each course.

Students will need to meet the cutoff scores for PSAT, SAT,

ACT, or the Accuplacer test in order to enroll.

Students must complete an Ivy Tech dual credit application.

Students wanting to take ENGL 206 are required to take

ENGL 111 their junior year. It is a required prerequisite.

Students wanting to take MATH 211 are required to take

both MATH 136 & MATH 137 as a prerequisite.

New Courses Added

1. Horticulture Science (only offered 1st semester)

2. Landscape Management I (only offered 2nd semester)

Business Education

Business, Management, and Finance is a career and technical education

sequence that prepares students to plan, organize, direct, and control the

functions and processes of a firm or organization and to perform business-

related functions. Students are provided opportunities to develop attitudes

and apply skills and knowledge in the areas of business administration,

management, and finance. Individual experiences will be based upon the

student’s career and educational goals.

Instructional strategies should include in-baskets, minibaskets, LAPS, field

trips, guest speakers, Internet searches, simulations, internships, and coop-

erative ventures between school and community.

The Business Department provides instruction in the areas of gen-

eral and basic business education, office occupational education, computer

education, and vocational education.

General and basic business education develops individuals who are

knowledgeable of the American Business System and are competent in

managing their own personal business and financial affairs.

Office occupational and vocational education develops individuals

with positive work habits and the skills necessary for entry level employ-

ment.

The use of computers in our daily lives and in the work place con-

tinues to grow. Therefore, all students will learn computer skills. Tech-

nology impacts all citizens, and our students must be prepared to live and

succeed in a technological environment.

PREPARING FOR COLLEGE & CAREERS

(GRADE 9) 1 Credit; 18 Weeks

Preparing for College & Careers addresses the knowledge, skills, and

behaviors all students need to be prepared for success in college, career,

and life. The focus of the course is the impact of today’s choices on to-

morrow’s possibilities. Topics to be addressed include twenty-first centu-

ry life and career skills; high order thinking, communication, leadership,

and management processes; exploration of personal aptitudes, interests ,

values, and goals; examining multiple life rols and responsibilities as indi-

viduals and family members; planning and building employability skills ;

transferring school skills to life and work; and managing personal re-

sources.

Required for graduation and a prerequisite for ICE/PCI.

DIGITAL CITIZENSHIP

(CORE 40/TECHNICAL HONORS DIPLOMA)

GRADE 9; 1 Credit; 18 Weeks

Computer Applications is a course that provides instruction in software

concepts using Windows-based professional suite, which includes word

processing, spreadsheet, database, graphics, and presentation applications.

Additional concepts and applications dealing with software integration,

internet use, and information about future technology trends are included.

Required for graduation and recommended to be taken during fresh-

man year.

PERSONAL FINANCIAL RESPONSIBILITY—BMF


(GRADE 10, 11, 12); 1 Credit; 18 Weeks

Personal Finance is a course that focuses on personal financial plan-

ning. The content includes financial planning, income and asset protec-

tion, income and money management, and spending and credit manage-

ment. Students will learn the financial concepts and principles that pro-

vide a basis for avoiding financial pitfalls.

Required for graduation and recommended to be taken during Sopho-

more year.

BUSINESS LAW & ETHICS


(GRADES 11 & 12); 1 Credits; 18 Weeks

Offered in 2016-2017

Business law and ethics provides an overview of the legal sys-

tem in the business setting. Topics covered include: basics of the judicial

system, contract, persona, employment and property law. Application of

legal principles and ethical decision-making techniques are presented

through problem-solving methods and situation analyses.

Prerequisite: Digital Citizenship

ENTREPRENEURSHIP—BMF


(GRADES 10, 11, 12); 1 Credits; 18 Weeks

Offered in 2015-2016

Entrepreneurship 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 school-based enter-

prise, computer/technology applications, real and/or simulated occupation-

al experiences, and projects available through the BPA/DECA programs of

co-curricular activities.

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P.C.I.—CADET TEACHING EXPERIENCE (BMF)

(GRADE 11, 12) 2 Credits; 1 or 2 Semesters

This elective course provides students in grades eleven or

twelve organized exploratory teaching experiences in grades kindergarten

through grade five. All teaching experiences should be preplanned by the

high school Cadet Teaching Experience teacher-trainer and the cooperat-

ing teacher(s) who are interested in supervising prospective teachers and

providing them pre-training experiences in one or more classes. This

course provides a balance of class work relating to: classroom organiza-

tion, classroom management, the curriculum and instructional process,

observations of teaching, and instructional experiences.

Study topics and background reading provide the cadets infor-

mation concerning the teaching profession and the nature of the cadet

teachers’ assignments.

Evaluation is based upon the cadet teachers’ cooperation, day-to-

day practical performance, and class work including the cadets’ potential

ability to teach. The total workload of the Cadet Teaching course is com-

parable to those for other subjects in the high school curriculum.

PROFESSIONAL CAREER INTERNSHIP—BMF

NON-PAID


(GRADE 11*, 12); 2-4 Credits; 1 or 2 Semesters

Professional Career Internship is a career and technical education

business and information technology course that is designed to provide

opportunities for students to participate in workplace learning that is

reflective of a student’s career interest. *Grade 11 will need permission

from PCI Coordinator.

Upon completion of the internship, students will review and revise

their career plans. Students will participate in a workplace experience, in

regularly scheduled meetings with the supervising teacher, and in work-

shops or seminars that assist students in making the connections between

academic learning and workplace experiences. Internships can be tai-

lored to the unique needs and interests of the learner. A learning agree-

ment outlines the expectations of all parties: the student, parent, supervi-

sor, employer, and school.

INTERDISCIPLINARY COOPERATIVE

EDUCATION/RELATED


(Grade 12); 6 Credits; 36 Weeks

The ICE program is the cooperative vocational program approved

by the State of Indiana. The ICE school day will consist of one-half day

on the job training. Applications for the ICE program will be taken early

in the second semester year.

Juniors applying to the program will interview with the coordinator

of the program. Eligibility requirements include:

Full-time student (Must enroll in three academic classes

in addition to the ICE related class that meets daily during 4th

period.)

Senior Standing (If a student needs to repeat a class in

order to fulfill a graduation requirement, that student must

enroll in that class at a time which does not conflict with

ICE

obligations or he/she must take the class in high school.)

Good Attendance Record

Mature and Responsible

Specific Career Goal

Previous Coursework/Experience Related to

Student’s Career Goal

Three Teacher Recommendations

Driver’s License

After acceptance the student and coordinator will meet and decide upon

a career objective and begin the search for a work station that will meet the

guidelines of the program. ICE is a full-year program and during that year

the student will remain at the work station or accept changes according to

the coordinator’s instructions. In exchange for their work, the student’s

will earn an hourly wage and receive credits equivalent to 2 hours per

semester. Failure to comply with any of the ICE guidelines will result in a

forfeiture of all ICE credits, and the student will return to school on a full-

time basis.

Related Instruction will be taken in conjunction with the ICE pro-

gram. Related Instruction is designed to aid the students in the transition

into the post-high school years. Items discussed will include, but not lim-

ited to vocational education, safety, money management, careers, continu-

ing education, goal-setting, proper attitudes, taxes, insurance, and other

items dealing with being on your own. The Related Instruction class will

also be used to coordinate and discuss work stations and the ICE employer

banquet which requires mandatory participation and attendance.

Language Arts

Belief Statement

The English/Language Arts Department believes that with pro-

fessional growth, communication, and a commitment to our students

we can achieve greater continuity, build relationships with students,

and create a professional learning environment that supports the

learning of language, literature, written and oral communication, and

the development of 21st century skills.

ACADEMIC ENGLISH 9

(ACADEMIC HONORS DIPLOMA & CORE 40);

(GRADE 9) 2 Credits; 36 Weeks

English 9 is an integrated study of language, literature, writing,

vocabulary and oral communication. Writing assignments stress proper

organization and focus, as well as how to communicate with different

purposes, audiences, and styles. Essays of multiple paragraphs are

stressed, and process writing is used. A persuasive research paper, struc-

tured around a thesis statement, provides students with the opportunity to

learn and use research skills. Essay questions are also widely used in con-

nection with literature selections. Preparation for the English 10 ECA will

also be a component of this course. This course includes nonfiction, dra-

ma, poetry, short stories, and novels; all of which students are encouraged

to evaluate critically.

HONORS ENGLISH 9



Honors English 9 is an integrated study of language, literature,

writing, vocabulary, and oral communication. Students are given the op-

portunity for many self-directed activities to develop literacy skills. Crea-

tivity and self-expression are encouraged in writing activities, and empha-

sis on high level thinking is integrated throughout the curriculum. Writing

assignments stress analytical skills, proper organization, and increasingly

sophisticated style, as well as how to communicate with different purpos-

es, audiences, and styles. Essays of multiple paragraphs are stressed, and

process writing is used. A persuasive research paper, structured around a

thesis statement, provides students with the opportunity to learn and use

research skills. Essay questions are also widely used in connection with

literature selections. Oral communication assignments give students the

opportunity to listen and speak effectively. Vocabulary, which includes

Greek and Latin word roots, is also stressed. Honors English 9 literature

includes nonfiction, drama, poetry, short stories, and novels; all of which

students are encouraged to evaluate critically.

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ENGLISH LITERATURE & COMPOSITION AP/

INTRODUCTION TO LITERATURE (ENGL 206)

(ACADEMIC HONORS DIPLOMA

& CORE 40);

(GRADE 12) 2 high school credits & 3 college credits; 36 Weeks

Must complete application to enroll if taking it for dual credit

Literature and Composition is a college-level class with

college requirements. This course will provide you with intellec-

tual challenges and workload consistent with an undergraduate

college English literature course. The focus of this course is the

study of artistic use of language of increasing complexity as em

ployed by skilled authors to achieve specific effects on their read-

ers. Evaluation of your progress will be through in-class and out-

of class writing assignments and, timed writing prompts, as well

as content-related coursework throughout the grading peri-

od. This course includes a study of works from various genres

from British and America writers from the sixteenth to the twenti-

eth century. At the end of the Spring Semester you will have the

opportunity to earn college credit by taking the Advanced Place-

ment Examination in English Literature and Composition. A stu-

dent who earn as 3 or above in the exam will be granted college

credit at most colleges and universities throughout the United

States. Prerequisite: C average in English 11 Honors

Introduction to Literature (ENGL 206) is a college-level

course that emphasizes the development of basic strategies for

critically reading and interpreting poetry, fiction, and drama. It

also includes an introduction to the premises and motives of liter-

ary analysis and critical methods associated with various literary

concerns through class discussion and focused writing assign-

ments. Prerequisite: C average in ENGL 111

ACADEMIC ENGLISH 12



Academic English 12 is a study of language, literature, writing,

vocabulary, and oral communication, like previous English courses; but

students are expected to work with an increasing degree of independence

as they work to prepare for college and career. This course increases

students’ awareness and development of language arts skills and commu-

nication skills required of students to achieve success in post-secondary

experiences, either the world of work or education. With emphasis on

the needs of students, this course sharpens critical thinking and interpre-

tive skills, with an emphasis on higher level thinking skills. Oral com-

munication, such as interviewing, prepares students to adapt content,

presentation and delivery. A variety of writing experiences will occur,

including an extensive research paper. Students will critically study

complex works of British literature, including fiction, poetry, and essays.

Students will also read a variety of nonfiction pieces—both historical and

contemporary.

ACADEMIC ENGLISH 10



Through the integrated study of language, literature, composi-

tion, vocabulary, and oral communication, this course continues to devel-

op skills strengthened and acquired in Academic English 9. This course

includes the study of both fiction and nonfiction; thus including the com-

prehension and analysis of drama, poetry, short stories, articles, debate,

and novels. Each highlight various cultures, messages, authors, and

themes. Academic English 10 also continues to develop research, library

media skills, and technology use together with writing and speaking, so

as to prepare students for college-level study. Vocabulary study for the

impending SAT and ECA will also take place.

HONORS ENGLISH 10



Honors English 10 recognizes that these students are at mastery

level of many of the skills covered in Academic English 9. Through an

integrated study of language, literature, composition, vocabulary, and

oral communications, Honors English 10 emphasizes special projects and

assignments to showcase and continue to polish these skills. This course

includes the study of both fiction and nonfiction; thus including the com-

prehension and analysis of drama, poetry, short stories, articles, debate,

and novels. Each highlight various cultures, messages, authors, and

themes. Academic English 10 also continues to develop research, library

media skills, and technology use together with writing and speaking so as

to prepare students for college-level study. Extensive writing projects and

research assignments provide opportunities for self-directed activities,

and creativity is also encouraged.

Prerequisite: B average in Honors English 9

ACADEMIC ENGLISH 11



Through the integrated study of language, composition, and

oral communication, Academic English 11 further develops the skills and

knowledge previously learned. Its focus, however, is on American Liter-

ature. Understanding the relationship among literature, culture, and his-

tory is emphasized. Vocabulary, particularly in preparation for the SAT,

continues to be included. At least one major research project will be

included among the various composition assignments and projects. The

literacy emphasis of Honors English 11 is American Literature. Under-

standing the relationship between literature and the other core classes is

emphasized.

HONORS ENGLISH 11/ENGLISH COMPOSITION

(ENGL 111)




The first semester of this composition course (ENGL 111) is de-

signed to develop students’ abilities to think, organize, and ex-

press their ideas clearly and effectively in writing. This course

incorporates reading, research, and critical thinking. Emphasis is

placed on the various forms of expository writing such as process,

description, narration, comparison, analysis, persuasion, and argu-

mentation. A research paper is required. Numerous in-class writ-

ing activities are required in addition to extended essays written

outside of class.

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LIBRARY MEDIA

(GRADE 11 & 12) 1 Credit; 18 Weeks

This course is the study and application of procedures

based on library science theory. Students examine the role of the

library and technology in the current Information Age. Students

use electronic resources for specific research needs, including

preparing research guides for teachers to use with their classes,

and use multimedia presentation technology for practical applica-

tions, including creating book promotions and instructional tutori-

als for students and staff. Students will assist the librarian with

daily library tasks, including book circulation, shelving, and as-

sisting students and classes in the library. The course will be a

blend of one-to-one instruction and guidance with the librarian

and independent web-based study that will include asynchronous

online discussions with classmates from other class periods, com-

pletion of a short research paper and annotated bibliography, and

assignments designed to demonstrate understanding of library

procedures and the roles of libraries in society.

SPEECH

(ACADEMIC HONORS DIPLOMA

& CORE 40);

(GRADE 11, 12) 1 Credit; 18 Weeks

This class will provide practice and study in principle and tech-

niques of Speech and Public Speaking. Also included will be instruction

in adapting speeches for a given audience and purpose, with focus on

effectiveness and professionalism.

Students will make speeches in the areas of: viewpoint, instruction,

demonstration, information, persuasion, and impromptu. Writing will be

stressed when creating speeches for creative, analytical, or expository

purposes, while reading literature genres related to course content and

speaking assignments. Students will also have to do some research using

organization and preparation, and technology, while practicing critical

listening skills. (Grade 10 with special permission only.) This class can

be used for students behind in English credits.

FINE ARTS

Belief Statement

The Fine Arts Department of Churubusco Jr./Sr. High is com-

mitted to engaging students in a process that enables them to devel-

op the self-esteem, self-discipline, self-motivation, and cooperation

for success in life, as well as inspire students to become life-long

participants and supporters of the arts.

INTRODUCTION TO 2-D ART (Art 1-2) (GRADE 9, 10, 11, 12) 1 Credit; 18 Weeks

This course introduces students to the Elements of Art and Prin-

ciples of Design while developing artistic skills. Studio experiences in the

classroom will give students opportunities to experience a variety of media

(pencil, pen, ink, charcoal, pastel, watercolor, and tempera paint as well as

clay and printmaking) while developing student’s individual style and

creative problem solving skills. Students will demonstrate their ability to

respond, to analyze and to interpret their own artwork and the work of

others through discussions, critiques, and writings. This course is meant

to be taken for the entire year but can be taken for 1 semester.

1st Semester (fall): students focus on pencil, pen/ink, charcoal, pastels,

and watercolor.

2nd Semester (spring): students focus on hand built ceramics and glaz-

ing, printmaking, tempera painting, portrait and perspective drawing.

Course Requirements: Classroom projects, homework sketching,

art history, critiques, notes, tests, art kit, ART FEE.

ADVANCED 2-D ART (Art 3-4)

(GRADE 11, 12) 2 Credits; 36 Weeks

An advanced level course in drawing, painting, printmaking, and

ceramics with an emphasis on developing a greater depth of understanding

of art and application of the Elements of Art and Principles of Design to

their work in a variety of media. Each student will demonstrate progress

over time by developing a body of work and organizing a portfolio. This

course is meant to be taken for the entire year but can be taken for 1 se-

mester.

Studio experiences include:

1st Semester (fall): Watercolor , Canvas painting with oils/acrylics,

Graphite pencil drawing.

2nd Semester (spring): Hand-built ceramics, printmaking, mixed media.

Course Requirements: Classroom projects, homework journal draw-

ings, art history, critiques, art kit, ART FEE.

Prerequisite: Grade of a “B” or higher in Intro. to 2-D and completion

of 4 semesters (or 2 years) of Intro. to 2-D projects.

MUSIC/DRAMA

INTERMEDIATE CONCERT BAND

(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks

Open to all students interested in instrumental music in grades 9-

12, with the approval of the instructors. The class includes experience in

marching, concert, and jazz bands. The class stresses improvement in tone

production quality, intonation, breath control, posture, phrasing, rhythmic

and tonal accuracy and technical demands. Band meets five days per

week. The group performs at football games, basketball games, parades,

college band days, three concerts, and may participate in ISSMA contest.

This course is a one-year commitment unless otherwise approved by the

director.

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INTERMEDIATE CHORUS


Mixed chorus provides students with opportunities to develop

musicianship and specific performance skills through ensemble and solo

singing. The chorus will be compromised of male and female singers.

Activities create the development of quality repertoire in the 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. This class will provide instruction in creating, performing,

conducting, listening to and analyzing music. Students develop the abil-

ity to understand and convey the composer’s intent in order to connect

the performer performances by professionals during and outside of the

school day. A limited amount of time, outside 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 class-

room. Choral repertoire should be developmentally appropriate. Addi-

tional emphasis is placed in sight-reading, critical listening skills, and

vocal technique. Members of this ensemble must audition and be selected

by the director.

CHORAL CHAMBER ENSEMBLE: NEW ERA


New Era is a select vocal and instrumental ensemble whose

members must audition and be selected by the director. The choir studies

Classical, Popular, Vocal, Jazz, and Broadway Music. Each year New

Era will learn and perform a show choir stage production. Course em-

phasis will be on proper vocal production, sight-reading, dancing, as well

as choral and solo singing basics (blend, tone quality, dictation, etc.)

There will also be a select group of crew members who assist with props,

steps, and costumes (they do not receive credit for this course.)

Crew members are expected to be at all rehearsals and perfor-

mances unless given other instructions by the director. During the fall,

much emphasis is placed on preparing a complete show choir production;

i.e. a selection of various tempi and styles of music, choreography and

props, as well as individual solos and small ensembles made up of stu-

dents within the group. New Era is the touring ensemble of the Choral

Department. The group performs at various contests in and out of the

state. (New Era also takes a small or extended tour during the Spring

depending on the year, and at the discretion of the director.) All mem-

bers of New Era will purchase and maintain an outfit for the entire year.

This course is a one-year commitment.

World Languages

Belief Statement

The World Language Teachers believe that with professional

growth, communication, and a commitment to our students, we can

achieve greater continuity, build relationships with students, and create a

professional learning environment that supports our students’ acquisition

of a second language, appreciation for other cultures, and awareness of

how studying a second language connects many areas of their lives.

SPANISH I

(ACADEMIC HONORS DIPLOMA & CORE 40)

(Grade 9, 10, 11, 12); 2 Credits; 36 Weeks

In level I of Spanish, students will obtain basic oral and written

competencies which enable them to (1) answer/ask simple questions, (2)

exchange greetings, (3) make routine requests, (4) listen and respond to

simple directions and commands, (5) express likes and dislikes, (6) de-

scribe people, places, and things, (7) express agreement and disagree-

ment, and (8) state simple problems. Students will also make connec-

tions and comparisons with other cultures as they gain knowledge and

understanding of those cultures.

Prerequisite: Must have a C+ or better in English and Jr. High

Spanish teacher approval

SPANISH II


(Grade 9, 10, 11, 12) 2 Credits; 36 Weeks

In level II of Spanish, the above skills are further devel-

oped with the study of additional vocabulary and language struc-

ture, as we as exposure to elementary authentic literature. They

will concentrate on command forms, the use of reflexive verbs

and begin to use and refine the past tense.

Prerequisite: Must have a C+ or better in Spanish I, a clear

understanding of verb usage and conjugation must be

achieved, and Spanish teacher approval.

SPANISH III (SPAN 101 & 102)


(Grade 10, 11, 12) 2 high school credits & up to 8 college

credits; 36 Weeks


Spanish is the primary medium of instruction. The goal

of the course is to continue the development and reinforcement of

the skills of the target language: listening, speaking, reading and

writing at an intermediate level. The course continues the study

of grammar/syntax and vocabulary building and introduces Span-

ish and Latin American civilization through conversation coordi-

nated with the reading of cultural and literary texts as well as writ-

ten and oral reports. Conversational Spanish will be graded each

semester.

Prerequisite: Must have a C+ or better in Spanish II and in

English and meet Ivy Tech requirements.

SPANISH IV


(Grade 11 & 12) 2 Credits; 36 Weeks

Spanish IV will concentrate on some studies of art, the

Mayan culture and their reflection on our own culture. There will

be practice journals writings and sample advanced placement test-

ing use for college Spanish placement.

Prerequisite: Successful completion of preceding levels of

Spanish with a grade of a C+ or better and Spanish teacher

approval

Mathematics

Belief Statement

The vision and mission of the CJSHS Math Department is to

promote and encourage the understanding of mathematics as a field

of study as well as an integral part of an ever changing society.

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ALGEBRA I ENRICHMENT


This is a 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.

ALGEBRA I



Algebra I covers all of the Indiana Standards for a college prep alge-

bra course. Topics studied include equations and inequalities, polynomi-

als, radicals, exponents, rational expressions, functions, and graphing.

This course is a graduation requirement and all students who did not com-

plete Algebra in middle school must take this course.

ALGEBRA II



Algebra II will review Algebra I topics and study them in greater

detail. Additional topics that are covered include sequences and series,

logarithmic and exponential functions, conic sections, matrices, and an

introduction of trigonometry. Graphing calculators will be used through-

out this course.

Prerequisite: Algebra I and Geometry

GEOMETRY


(GRADE 10, 11, 12) 2 Credits; 36 Weeks

Geometry is study of points, lines, planes, triangles, polygons, cir-

cles, and special solids. Special topics studied include area, volume, con-

structions, similarity, congruence, and deductive reasoning. The Geome-

ter’s Sketchpad program will be used a great deal to investigate these geo-

metric topics on the computer. This course will cover all of the Indiana

Standards for a college prep geometry course.

Prerequisite: Algebra I

PRE-CALCULUS WITH TRIGONOMETRY (MATH 136 & 137)




This course will provide students with skills that will be useful

in Calculus or other college mathematics courses. Some topics covered

are theory of equations, sequences and series, logarithmic and exponential

functions, conic sections, graphing, and trigonometry. Some of the main

trigonometric topics studied are the basic trig functions, triangles, identi-

ties, polar coordinates, complex numbers, and inverse trig functions.

Some introductory Calculus topics will also be studied. Scientific and

graphing calculators will both be used. This course should be taken by

students who are planning on continuing their education in mathematics,

sciences, engineering, or business.

Prerequisite: Algebra II and Instructor approval

CALCULUS AB AP/CALCULUS I (MATH 211)




Reviews the concepts of exponential, logarithmic and inverse functions.

Studies in depth the fundamental concepts and operations of calculus in-

cluding limits, continuity, differentiation including implicit and logarith-

mic differentiation. Applies differential calculus to solve problems in

the natural and social sciences, to solve estimations problems and to

solve optimization problems. Applies differential calculus to sketch

curves and to identify local and global extrema, inflection points, increas-

ing/decreasing behavior, concavity, behavior at infinity, horizontal and

vertical tangents and asymptotes, and slant asymptotes. Applies the con-

cept of Riemann sums and antiderivatives to find Riemann integrals.

Applies the fundamental theorem of calculus to solve initial value prob-

lems, and to find areas and volumes and the average values of a function.

Prerequisite: Pre-Calculus for Calculus AB AP & MATH 136 & 137

for MATH 211 and meet Ivy Tech requirements


FINITE MATHEMATICS

(GRADE 10, 11 & 12) 1 Credit; 18 Weeks

Finite mathematics is an umbrella of mathematical topics. It is a

course designed for students who will undertake higher-level mathemat-

ics in college that may not include calculus. Topics include: counting

techniques, matrices, recursion, graph theory, social choice, linear pro-

gramming, and game theory.

Prerequisite: Algebra I, Algebra II, & Geometry

PROBABILITY & STATISTICS

(GRADE 10, 11 & 12) 1 Credit; 18 Weeks

Probability and statistics includes the concepts and skills needed to

apply statistical techniques in the decision-making process. Topics in-

clude: descriptive statistics, probability, and statistical inference. Practi-

cal examples based on real experimental data are used throughout. Stu-

dents plan and conduct experiments or surveys and analyze the resulting

data.

Prerequisite: Algebra I, Algebra II, & Geometry

Health & PE Belief Statement

The Churubusco Health and Physical Education Department is commit-

ted to preparing students to live healthy, productive, and physically active

lives for the 21st century. Our mission is to provide students with the

knowledge, skills (motor skills and life skills), and attitudes necessary for

living active, fit, and healthy lives. Ultimately it is our goal that our stu-

dents will take personal responsibility for practicing good health habits

and for engaging in regular physical activity, so as to develop them into

students who are healthy, fit and ready to learn today, and prepared to be

productive members of society tomorrow.

HEALTH & WELLNESS

(GRADE 9, 10) 1 Credit; 18 Weeks

This course provides the basis to help students adopt and

maintain healthy behaviors. Health education should contribute

directly to a student’s ability to successfully practice behaviors

that protect and promote health and avoid or reduce health risks.

Through a variety of instructional strategies, students practice the

development of functional health information (essential concepts);

determine personal values that support health behaviors; develop

group norms that value a healthy lifestyle; develop the essential

skills necessary to adopt, practice, and maintain health-enhancing

behaviors. This course includes the application of priority areas in

a planned, sequential, comprehensive health education curriculum

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PE I & PE II


(GRADE 9) 2 Credits, 36 Weeks

The emphasis of this course is based upon the integral role that

physical activity can play in the overall educational growth of each indi-

vidual student. The Goal of the Physical Education Curriculum is to de-

velop individuals who are proficient at movement and who can use physi-

cal activity to:

Maintain or develop fitness

Develop skills for sport and recreation

Use movement for self-expression, enjoyment, challenge,

and social interaction

This course will help promote general, overall physical fitness and an ap-

preciation of the further pursuit of team sports, dual sport activities, indi-

vidual physical activities, and outdoor pursuits.

ELECTIVE PE

(STRENGTH AND AGILITY TRAINING)


The emphasis on this class will be on the proper techniques and

programs used to increase an individual’s strength, flexibility, and agility.

The purpose being to decrease the possibility of serious injury and to im-

prove the physical and mental well being of the individual. This is not a

sports activity class. This is a training course for greater strength, agility,

and overall health.

Prerequisite: PE I & PE II

ELECTIVE PE

(AEROBICS)


Students will enhance their cardiovascular fitness, flexibility,

and muscular endurance through a variety of both high and low impact

exercises as well as core and muscle toning exercises.


ELECTIVE PHYSICAL EDUCATION

(LIFETIME SPORTS)


Advanced Physical Education promotes lifetime sport and recre-

ational activities and provides an opportunity for continued improvement

of physical fitness. Activities will include team sports, individual sports,

lifetime sports and fitness goals. It will also include principles of sport

and exercise, as well as, opportunities to develop or refine skills and atti-

tudes that promote lifelong fitness. All students will have the opportunity

to participate in a program that enables them to achieve a lifelong level of

fitness.


Science

Belief Statement

We believe that students learn best through hands-on, problems

solving, and discover-based learning. Science is best learned when

connected to real-life experiences. Overall, we believe that good

science curriculum should motivate students to pursue further science

education and science-related career fields.

BIOLOGY



Biology I is a course based on regular laboratory and field in-

vestigations that include a study of the structures and functions of living

organisms and their interactions with the environment. At a minimum,

students enrolled in Biology I explore the functions and processes of

cells, tissues, organs, and systems within various species of living organ-

isms and the roles and interdependencies of organisms within popula-

tions, communities, ecosystems, and the biosphere. Students work with

the concepts, principles, and theories of the living environment. In addi-

tion, students enrolled in this course are expected to: (1) gain an under-

standing of the history and development of biological knowledge, (2)

explore the uses of biology in various careers, and (3) investigate biologi-

cal questions and problems related to personal needs and societal issues.

INTEGRATED CHEMISTRY-PHYSICS



Integrated Chemistry-Physics is a laboratory-based course in

which students explore fundamental chemistry and physics principles.

Students enrolled in this course examine, through the process of scientific

inquiry, the structure and properties of matter, chemical reactions, forces,

motion, and the interactions between energy and matter. Working in a

laboratory environment, students investigate the basics of chemistry and

physics in solving real-world problems that may have personal or social

consequences beyond the classroom. Prerequisite: Algebra I or taking Algebra I concurrently with this

course. Scientific calculator required.

CHEMISTRY I



Chemistry I is a course based on regular laboratory investiga-

tions of matter, chemical reactions, and the role of energy in those reac-

tions. Students enrolled in Chemistry I compare, contrast, and synthesize

useful models of the structure and properties of matter and the mecha-

nisms of its interactions.

In addition, students enrolled in this course are expected to: (1)

gain an understanding of the history of chemistry, (2) explore the uses of

chemistry in various careers, (3) investigate chemical questions and prob-

lems related to personal needs and societal issues, and (4) learn and prac-

tice laboratory safety.

Prerequisite: A “C” in Algebra I and Biology. Approval by current

math and science teachers. Scientific calculator is required.

15

PLTW PRINCIPLES OF BIOMEDICAL SCIENCE



Principals of the Biomedical Science provides an introduction to

this field through “hands-on” projects and problems. Student work in-

volves the study of human medicine, research processes and an introduc-

tion to bioinformatics. Students investigate the human body systems and

various health conditions including heart disease, diabetes, hypercholester-

olemia, and infectious diseases. A theme through the course is to deter-

mine the factors that led to the death of a fictional person. After determin-

ing the factors responsible for the death, the students investigate lifestyle

choices and medical treatments that might have prolonged the person’s

life. Key biological concepts included in the curriculum are: homeostasis,

metabolism, inheritance of traits, feedback systems, and defense against

disease. Engineering principles such as the design process, feedback

loops, fluid dynamics, and the relationship of structure to function will be

included where appropriate. The course is designed to provide an over-

view of all courses in the Biomedical Sciences program and to lay the

scientific foundation necessary for student success in the subsequent

courses.

Prerequisite: Biology I

ANATOMY & PHYSIOLOGY (ACADEMIC HONORS DIPLOMA & CORE 40)


Anatomy & Physiology is a course in which students investigate

concepts related to health science, with emphasis on interdependence of

systems and contributions of each system to the maintenance of a healthy

body. Introduces students to the cell, which is the basic structural and

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

muscular and nervous systems as an integrated unit. Though instruction,

including laboratory activities, students apply concepts associated with

Human Anatomy & Physiology. Students will understand the structure,

organization and function of the various components of the healthy body

in order to apply this knowledge in all health related fields.

Prerequisite: Completion of Biomedical Science or Chemistry I

AP CHEMISTRY*



The AP Chemistry course is designed to be equivalent of the

general chemistry course usually during the first college year. AP students

should attain a depth of understanding of fundamentals and reasonable

competence in dealing with chemical problems. The course should con-

tribute to the development of the students abilities to think clearly and to

express their ideas, orally and in writing, with clarity and logic. The col-

lege course in general chemistry differs qualitatively from Chemistry I

with respect to the kind of textbook used, the topics covered, the emphasis

on chemical calculations and the mathematical formulation of principles,

and the kind of laboratory work done by students. Quantitative differences

appear in the number of topics treated, the time spent on the course of

students, and the nature and the variety of experiments done in the labora-

tory.

Prerequisite: Honors Chemistry or Chemistry II, and Chemistry

teacher recommendation.

* = counts as a quantitative reasoning course if taken during 11th or

12th grade

Social Studies

Belief Statements The primary purpose of Social Studies is to train all students for responsi-

ble and effective citizenship. To this end we embrace all disciplines

which are concerned with people and society, from earliest time to the

present, studying the history and social practices of all cultures through-

out the world.

WORLD HISTORY

(ANCIENT/WORLD HISTORY; 1095 TO PRESENT)

(ACADEMIC HONORS & CORE 40)


In this course students study the basic foundations of our culture

through the investigation of early civilizations. Students study the devel-

opment and relationships of design, government, philosophy, and religion

on historical events.

The second semester will be a survey of history since 1095 from a

Eurocentric viewpoint. Students will study the events, customs, laws,

and philosophies that had an impact on the development of our modern

society.

WORLD HISTORY AP

(ANCIENT/WORLD HISTORY; 1095 TO PRESENT)

(ACADEMIC HONORS & CORE 40)


This course follows the College Board curriculum for Advanced Place-

ment World History. The AP World History course content is structured

around the investigation of key concepts and course themes by applying

historical thinking skills to six chronological periods from approximately

8000 B.C.E. to the present. Students will need basic geographical

knowledge and map skills in order to understand world history. Students

will be given the opportunity to take the AP World History exam in the

spring.

Prerequisite: “B” in English, as well as permission from social stud-

ies teacher and English teacher

U.S. HISTORY



This course studies the development of the United States as a

nation. Major focus will be from the constitutional period to current

times. Students will study the formation of our Constitution and histori-

cal themes that influenced the nation. Students must participate in class

activities and discussions relating to issues presented.

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U.S. HISTORY AP/AMERICAN HISTORY I & II

(HIST 101 & HIST 102)




1st sem. - Covers major themes and events in history including exploration

of the New World; the colonial period; causes and results of the

American Revolutions; the development of the federal system of govern-

ment; the growth of democracy; early popular American culture; territorial

expansion; slavery and its effect; reform movements, sectionalism; causes

and effects of the Civil War

2nd sem. - Covers major themes including the post Civil War period, west-

ern expansion, industrial growth of the nation and its effects, immigration

and urban discontent and attempts at reform, WWI, the Roaring Twenties,

social and governmental changes of the thirties, WWII and its consequenc-

es, the growth of the federal government, social upheaval in the sixties and

seventies, and recent rends in conservatism, globalization, and cultural

diversity

Prerequisite: “B” in English and permission from Social Studies

Teacher and meet Ivy Tech requirements

ECONOMICS

(ACADMIC HONORS DIPLOMA & CORE 40)


In this course the student will study and compare the various

types of economic systems and their relationships with government. Spe-

cial emphasis will focus on the study of supply and demand, capitalism,

competition, and trade. Students will use practical business applications to

demonstrate their acquired skills.

U.S. GOVERNMENT



This course is the study of governments and political philosophies,

their design, function, and purpose. Students will participate in class ac-

tivities and discussions. Students will have to formulate and present their

viewpoints in relating to government and its role in society.

Career and Technical Education

Belief Statements

The belief of the Churubusco Vocational Department is to help em-

power students for effective participation in a global economy as

world-class workers and citizens.

We believe the knowledge, skills and ethics taught are necessary for

active, life-long participation in a comprehensive, technological

and informational society, fostering success in one’s personal

life, college study/or career path.

FAMILY & CONSUMER SCIENCES

Students may choose to take six credits of Family & Consumer

Science courses to fulfill the one credit Health & Safety course.

INTERPERSONAL RELATIONSHIPS

(CORE 40 WITH TECHNICAL HONORS)


Offered 2015-2016 school year

This class addresses the knowledge, skills, attitudes, and behaviors

all students need in order to have a positive, caring, and respectful rela-

tionship in a family and with individuals at school, in the community, and

in the workplace. Some of the topics include healthy relationships, re-

sponsibilities, self-esteem, communication, and leadership.

This class also includes a check book unit and a tie-dye project.

CLASS LIMIT: 24

CHILD DEVELOPMENT & PARENTING



This course addresses the knowledge, skills, attitudes, and behav-

iors needed for optimal growth and development of infants and children.

Several of the topics covered are prenatal development, preparation for

birth, the development needs of children, and meeting the social, emo-

tional, intellectual development of the child.

CLASS LIMIT: 24

ADVANCED CHILD DEVELOPMENT


(GRADE 10, 11, 12) 2 Credit; 36 Weeks

This course addresses more complex issues of child develop-

ment. There is emphasis on guiding physical, social, emotional, and

intellectual development throughout childhood and school age children.

CLASS LIMIT: 24

Prerequisite: Child Development. The completion of these two

courses may lead into internships within the Human Services career

pathway.

NUTRITION & WELLNESS


(GRADE 9, 10, 11, 12) 2 Credit; 36 Weeks

This course enables students to realize the benefits of a sound

nutrition and wellness practice. Topics include: impact of daily nutrition

practices on health, selection of nutritious meals and snacks, Food Guide

Pyramid, safety, sanitation, and storage. Laboratory experiences empha-

size these things.

LAB FEE

CLASS LIMIT: 24

ADVANCED NUTRITION AND FOODS


(GRADE 10, 11, 12) 2 Credit; 36 Weeks

Advanced Nutrition is a course that addresses more complex

concepts in nutrition and foods. Some of the advanced special topics are

emphasis on particular aspects of the food industry, such as baking and

catering, selecting and preparing nutritious meals, safety and sanitation in

food production, and using related tools and equipment. Laboratory ex-

periences with advanced applications are par of the course.

LAB FEE

CLASS LIMIT: 24

ADULT ROLES & RESPONSIBILITIES


(GRADE 11 & 12) 2 Credits; 36 Weeks

Offered 2016-2017 school year

This class builds knowledge, skills, attitudes, and behaviors

students will need as they prepare for adulthood. Several of the topics

covered deal with living independently, personal standards, needs, apti-

tudes, and goals; also family and career responsibilities. This includes

making a marriage notebook.

CLASS LIMIT: 24

17

Technology Education

INTRODUCTION TO ENGINEERING DESIGN (PLTW)*


This Project Lead The Way course develops student problem solv-

ing skills using a design development process. Models of product solu-

tions are created, analyzed, and communicated using solid modeling

computer software.

Students will learn design fundamentals and problem solving skills in

individual and group settings. Inventor Software is used for visualizing

3D CAD models.

Prerequisite: Introduction to Design Processes

INTRODUCTION TO DESIGN PROCESSES


A specialized course that explores the technological processes

and employs creative problem-solving in developing, engineering, test-

ing, and communicating, designs for products, structures, and systems.

Students will use Inventor Software.

INTRODUCTION TO MANUFACTURING


Introduction to Manufacturing is a course that specializes in

how people use modern manufacturing systems with an introduc-

tion to manufacturing technology and its relationship to society,

individuals, and the environment. An understanding of manufac-

turing provides a background toward developing engineering &

technological literacy. This understanding is developed through

the study of the two major technologies, material processing and

management technology, used by all manufacturing enterprises.

Students will apply the skills and knowledge of using modern

manufacturing processes to obtain resources and change them into

industrial materials, industrial products and consumer products.

Students will investigate the properties of engineered materials

such as: metallics; polymers; ceramics; and composites. After

gaining a working knowledge of these materials, students will

study six major types of material processes: casting and molding;

forming; separating; conditioning; finishing; and assembling. Prerequisite: Introduction to Design Processes

*=counts as a quantitative reasoning course if taken during 11th or

12th grade

CONSTRUCTION SYSTEMS

(GRADE 9, 10, 11, 12) 1 Credit; 18 Weeks

Specializes in how people use modern construction systems and the man-

agement of resources to efficiently produce a structure on a site. Stu-

dents will explore the application of tools, materials, and energy in de-

signing, producing, using, and assessing the construction of structures.

Classroom activities introduce students to the techniques used tin apply-

ing 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 the course.

Prerequisite: Introduction to Design Processes

Agriculture

INTRODUCTION TO AGRICULTURE, FOOD & NATURAL RE-

SOURCES

(TECHNICAL HONORS DIPLOMA & CORE 40)


Fundamentals of Agricultural Science and Business is a yearlong

course that is highly recommended as a prerequisite and foundation for all

other agricultural classes. The nature of this course is to provide students

with an introduction to careers and the fundamentals of agricultural sci-

ence and business. Units to be covered include: agricultural literacy, basic

principles of and employability in the agricultural/horticultural industry,

basic agribusiness principles and skills, developing leadership skills in

agriculture, and supervised experience in agriculture/horticulture purposes

and procedures. Student learning objectives are defined. Instruction in-

cludes not only agriculture education standards but many academic stand-

ards are included through the use of “hands-on” problem-solving individu-

al and team activities.

LANDSCAPE MANAGEMENT I *

(GRADE 9, 10, 11, 12) 1 Credit; 18 Weeks; Semester 1 Only

Landscape Management provides the student with an overview of the

many career opportunities in the diverse field of landscape management.

Students are introduced to the procedures used in the planning and design

of a landscape using current technology practices, the principles and pro-

cedures of landscape construction, the determination of maintenance

schedules, communications and management skills necessary in landscape

operations and the care and use of equipment utilized by landscapers. Stu-

dents will also participate in leadership development, supervised agricul-

tural experience and career exploration activities in the area of landscape

management.

HORTICULTURE SCIENCE

(GRADE 9, 10, 11, 12) 1 Credit; 18 Weeks; Semester 2 Only

Horticulture Science is designed to give students a background in the field

of horticulture and its many career opportunities. It addresses the biology

and technology involved in the production, processing and marketing of

plants and its products. Topics covered include: reproduction and propaga-

tion of plants, plant growth, growth media, management practices for field

and greenhouse production, marketing concepts, production of plants of

local interest and pest management. Students participate in a variety of

activities to include extensive laboratory work usually in a school green-

house, leadership development, supervised agricultural experience and

learning about career opportunities in the area of horticulture science.

AGRICULTURE POWER, STRUCTURE & TECHNOLOGY


(GRADES 10, 11, 12) 2 Credits; 36 Weeks

Agricultural Mechanization is a year long lab intensive course in

which students develop an understanding of basic principles of selection,

operation, maintenance, and management of agricultural equipment in

concert with utilization of safety and technology. Topics covered include:

small and large gas and diesel engine repair, power transfer systems in-

cluding hydraulic, pneumatic and robotic systems, arc- metal fabrication

such as MIG, TIG and SMAW welding, concrete, wood, metal, electricity

and electronics, re-circulating aquaculture systems, hydroponics systems,

surveying , precision farming equipment, remote sensing technology and

global positioning systems equipment, building agriculture related build-

ings and structures including greenhouses, tillage, planting, irrigation,

spraying, grain and forage harvesting, feed and animal waste management

systems, agricultural industry communications and customer relations,

safety and safety resources, career opportunities in the area of agricultural

mechanization and employability skills.

Prerequisite: Introduction to Agriculture, Food, & Natural Resources

or by permission of the teacher

18

ADVANCED AGRICULTURE POWER, STRUCTURE & TECH-

NOLOGY


(GRADES 11, 12) 2 Credits; 36 Weeks

Advanced Agriculture Power, Structure and Technology is a two

semester, lab intensive course in which students build on previous learning

experiences in the prerequisite class Agriculture Power, Structure and

Technology. Students must have passed this class with an above average

letter grade to be considered.

Advanced principles of selection, operation, maintenance, and man-

agement of agricultural equipment in concert with the utilization of tech-

nology will be the focus. Topics covered include: safety, electricity,

plumbing, concrete, carpentry, metal technology, engines, emerging tech-

nologies, leadership development, supervised agricultural experience, and

career opportunities in the area of agriculture power, structure, and tech-

nology.

Prerequisite: Agriculture Power, Structure, & Technology

NATURAL RESOURCES



This course is a yearlong program that provides students with a

background in natural resource management. Students are introduced to

career opportunities in natural resource management and related indus-

tries, understanding forest ecology importance, recognizing trees and their

products, tree growth and development, forest management, measuring

trees, timber stand improvement and urban forestry, soil features, erosion

and management practices, conservation practices, water cycles, uses,

quality standards, reducing water pollution, conducting water quality tests,

watersheds, and its importance to natural resource management, hazardous

waste management, native wildlife, waterfowl, wetlands, and fish manage-

ment, topography map use, management of recreational areas, game bird

and animal management, outdoor safety, and weather. “Hands-on” learn-

ing activities encourage students to investigate areas of environmental

concern including: identification and management of ecosystems, natural

succession identification, natural communities, recycling and management

of waste in the environment, soil conservation management practices, land

uses, and air quality.

ANIMAL SCIENCE



Offered 2016-2017 School Year

This course is a yearlong program that provides students with an

overview of the field of animal science. Students participate in a large

variety of activities and laboratory work including real and simulated ani-

mal science experiences and projects. Areas that the students study may

be applied to both large and small animals. Topics to be addressed in-

clude: anatomy and physiology, genetics, reproduction and biotechnology,

nutrition, aquaculture, careers in animal science, animal health, meeting

environmental requirements of animals, and management practices for the

care and maintenance of animals.

Prerequisite: Introduction to Agriculture, Food & Natural Resources

or by permission of teacher

FOOD SCIENCE


(GRADES 11, 12) 2 Credits; 36 Weeks

Offered 2015-2016 School Year

This course is a yearlong program that provides students with an

overview of food science and its importance. Introduction to principles

of food processing, food chemistry and physics, nutrition, food microbi-

ology, preservation, packaging, and labeling, food commodities, food

regulations, issues and careers in the food science industry help students

understand the role that food science plays in the securing of a safe, nutri-

tious, and adequate food supply. A project-based approach is utilized

along with laboratory, team building, and problem solving activities to

enhance student learning.

AGRIBUSINESS MANAGEMENT*



Agribusiness Management is a yearlong course that presents the

concepts necessary for managing an agriculture-related business from a

local and global perspective. Concepts covered in the course include:

exploring careers in agribusiness, global visioning, applying E-

commerce, risk management, understanding business management and

structures, entrepreneurship, the planning, organizing, financing, and

operation of an agribusiness, economic principles, credit, computerized

record keeping, budgeting, fundamentals of cash flow, federal, state,

property and sales tax, insurance, cooperatives, purchasing, the utilization

of information technology in agribusiness, marketing agricultural prod-

ucts, developing a marketing plan, advertising and selling products and

services, understanding consumers and buying trends, agricultural law

applications and employability skills. Prerequisite: Introduction to Agri-

culture, Food & Natural Resources or by permission of teacher.

*=counts as a quantitative reasoning course if taken during 11th or

12th grade

IMPACT INSTITUTE (Grades 11, 12); 6 Credits; 36 Weeks

AUTOMOTIVE TECHNOLOGY

The Automotive Technology program is designed to meet the needs of

those students who plan to pursue a career in automotive technology. An

Automotive Technician is someone with a high mechanical aptitude.

Students looking to apply for this program should be mature, accountable

and possess a professional attitude. If you want your car repair hobby to

turn into a career, this class is for you.

This course meets the guidelines of NATEF/ASE Certification in the

areas of Brakes, Electrical/Electronics, Engine Performance, Heating and

Air Conditioning, and Suspension and Steering. Students completing the

two-year program will earn one-year credit towards their ASE Certifica-

tion. Students also have the opportunity to participate in the AYES pro-

gram, in their 2nd year of instruction.

Program Duration:

The Automotive Technology program is a two (2) year program. No

prerequisites are required for this program; however, a strong desire to

pursue a career in the field of automotive repair is recommended.

19

Credits:

Students enrolled in Computer Aided Drafting (CAD) may be eligible to

apply for the following dual credits over the course of their 2 years of

instruction:

Ivy Tech Community College:

DESN113 Intermediate CAD-3 credits

DESN104 Mechanical Graphics-3 credits

DESN108 Residential Design-3 credits

Vincennes University

DRAF140 Introduction to CAD-3 credits

ARCH141 Introduction to Architectural CAD-3 credits

ARCH221 Advanced Architect Software Applications-4 credits

DRAF120 Computers for Technology-2 credits

CONSTRUCTION TRADES

The Construction Trades program exists for students who have an interest

in careers in the construction industry. Students in the program will learn

the many facets of the industry by taking part in the construction of new

home or commercial building. During the project, students will be ex-

posed to the latest in building technology and have the opportunity to see,

or be involved in, the project from start to finish. Areas of study within

the project will include: concrete work, framing, roofing, siding, window

installation, dry walling, finish work, some plumbing, heating, and all

electrical.

Program Duration:

The Construction Trades program is a two (2) year program. No prereq-

uisites are required for this program, however; a strong desire to pursue a

career in the construction industry is recommended.

Credits:

Students enrolled in Construction Trades may be eligible to apply for the

following dual credits over the course of their 2 years of instruction:


CONT101 Introduction to Construction Technology-3 credits

CONT102 Construction Material-3 credits

BCOT104 Floor & Wall Layout Construction-3 credits

BCOT113 Interior Trim-3 credits

BCOT114 Exterior Trim-3 credits

Vincennes University:

CNST100 Construction Seminar-1 credit

CNST120 Construction Safety-2 credits

COSMETOLOGY

A Cosmetologist is someone who is innovative and creative with a dedi-

cated attitude and the drive to work their way up in this competitive in-

dustry. Ideal students should be able to work independently and possess

above average communication skills to succeed in this customer service

driven industry.

Students enrolled in this program receive 1,500 hours of training during

the two-year program in areas such as hair cutting, coloring, perms, fa-

cials, facial makeup, bacteriology, nails and nail disorders, chemistry,

personal grooming, and many more areas. Training follows the state-

mandated curriculum with the goal of students earning their cosmetology

license upon successful completion of the State Board exam. Students in

the program are also highly active in community service projects.

Credits:

Students enrolled in Automotive Technology may be eligible to apply for

the following dual credits over the course of their 2 years of instruction:


AUTC101 Steering & Suspension-3 credits

AUTC109 Engine Performance-3 credits

AUTC113 Electrical & Electronics-3 credits

AUTC121 Braking Systems-3 credits

AUTO BODY COLLISION REPAIR

Students applying for the Auto Body Collision Repair program should

have a strong passion for automobiles. The ideal student must be hands

on and be a creative thinker, who strives to see the final product of his/

her labor and hard work.

Formal training in Auto Body Technology is highly desirable because

advances in technology in recent years have greatly changed the struc-

ture, components, and even materials used in automobiles. The program

is designed to provide the latest in practical, hands-on coursework driven

by current industry standards and the basic skills required for employ-

ment in the auto body industry. All phases of auto collision damage,

repair, replacement and repainting will be covered. Some techniques

include welding, masking, sanding, painting and uni-body frame straight-

ening.

Program Duration:

The Auto Body Collision Repair program is a two (2) year program. No

prerequisites are required for this program, however; a strong desire to

pursue a career in the automotive repair industry is recommended.

Credits:

Students enrolled in Auto Body Collision Repair may be eligible to apply

for the following dual credits over the course of their 2 years of instruc-

tion:


AUBR103 Automotive Paint Fundamentals-3 credits


Body100 Body Repair-5 credits

Body100L Body Repair Lab-4 credits

COMPUTER AIDED DRAFTING (CAD)

Classroom and lab experiences in the CAD Drafting program are orga-

nized to prepare students for college or employment in the broad area of

the drafting industry. Instruction covers CAD Drafting, Architectural

Drafting, Industrial Mechanical Drafting, Graphic Design and Civil

Drafting. The curriculum also includes 3D modeling technology, 3D

prototyping technology and multiple versions of CAD software. Current-

ly the CAD program utilizes AutoCAD 2012, Inventor, Pro-E, Solid

Works and Architectural Desktop to complete the competencies in either

mechanical or architectural drafting.

Program Duration:

The Computer Aided Drafting (CAD) program is a two (2) year program.

No prerequisites are required for this program, however; a strong desire

to pursue a career in the drafting industry is recommended.

20

Program Duration:

The Cosmetology program is a two (2) year program, following a State

mandated curriculum. No prerequisites are required for this program,

however; a strong desire to pursue a career in the beauty industry is rec-

ommended.

Credits:

Students enrolled in Cosmetology may be eligible to apply for the follow-

ing dual credits over the course of their two years of instruction:


COSM100 Cosmetology 1-7 credits




Students must pass required Accuplacer exam in year 1 in order to be eli-

gible for dual credits.

Enrollment Procedure:

The enrollment and interview processes for this course begins in late win-

ter each year, with due dates in mid-February. Contact your guidance

counselor for additional details and an application packet.

Fees:

Students are responsible for a one-time kit fee. This fee includes text-

books, supplies and smocks to complete the required skills. Full payment

is due no later than the first day of class in August.

CRIMINAL JUSTICE

Students wishing to enroll in the newly structured Criminal Justice pro-

gram must possess many qualities, such as being a good communicator

with above par written and listening skills. They should have an idea of

the many areas Law Enforcement serves and be aware that it isn’t like

what you see on TV; the Hollywood portrayal of law enforcement is be-

yond reality. Students must have high moral integrity, be courageous and

have a desire to serve and protect and to help those who either can’t or

won’t help themselves.

This course provides students with an introduction to Criminal Justice

professions such as police officer, FBI Agent, Secret Service Agent, Attor-

ney, Paralegal, Probation Officer, law clerk, State Trooper, Detectives and

others. Students will study criminal justice careers through classroom the-

ory, field trips, personal guest speakers, hands on experiences, and case

studies. Students will explore organized crime, fingerprinting, criminal

patterns, interrogations, arrest procedures, crime scene investigation, pa-

trol techniques, evidence and collection, traffic accident investigations,

report writing, constitutional rights, and many other areas related to crimi-

nal justice careers.

Program Duration:

The Criminal Justice program is a one-year program, available to Juniors

or Seniors. No prerequisites are required for this program, however; a

strong desire to pursue a career in the many areas of Criminal Justice is

recommended.

Credits:

Students enrolled in Criminal Justice may be eligible to apply for the

following dual credits during their year of instruction:


LAWE100 Survey of Criminal Justice - 3 credits

LAWE106 Introduction Traffic Control – 3 credits

CULINARY ARTS

Potential Culinary Arts students need to be hard working and understand

that the food service industry requires dedication. Students should be

team oriented, but also be able to complete task alone in an efficient man-

ner. He/she should also be creative with a good vision and imagination

and have a strong desire to learn the industry.

The Culinary Arts program is designed to prepare students to join the

workforce or continue their education in the area of food service opera-

tion, preparation, and ultimately, professional chef. Targeted areas of

curriculum will include: nutrition, sanitation and safety, basic food prepa-

ration, baking, pastries, meat and seafood, equipment utilization and

maintenance, purchasing, inventory and management. Students will have

an opportunity to earn their ServSafe Certification.

Program Duration:

The Culinary Arts program is a two (2) year program. No prerequisites

are required for this program, however; a strong desire to pursue a career

in the food service industry is recommended.

Credits:

Students enrolled in Culinary Arts may be eligible to apply for the fol-

lowing dual credits over the course of their 2 years of instruction:


HOSP101 Sanitation & First Aid-3 credits

HOSP105 Introduction to Baking-3 credits

HEALTH OCCUPATIONS EDUCATION (HOE)

The Health Occupations class is one for students who know they want to

pursue higher education in healthcare, but are unsure of which specific

area. These potential students should be prompt, mature and have a ma-

ture attitude. They must be a team player; goal oriented and possesses

leadership qualities.

This three hour, morning class provides high school seniors the oppor-

tunity to participate in the daily happenings at hospitals and health care

facilities within the community. Throughout the academic year, students

are introduced to basic patient care skills and a variety of careers by par-

ticipating in one to two week clinical rotations. They not only discover

the skills necessary for each career, they also explore the educational

requirements needed to reach certain levels of professional expertise.

Students will achieve CPR certification and First Aid training.

Program Duration:

The Health Occupations program is a one (1) year program open to sen-

iors only. Though there are no specific prerequisites, students must be

planning to attend college to pursue a career in health care.

21

Credits:

Students enrolled in Health Occupations may be eligible to apply for the

following dual credits while participating in the course:


HLHS100 Introduction to Health Careers-3 credits

HLHS101 Medical Terminology-3 credits

Students must pass an Ivy Tech assessment exam in order to receive this

credit.


The enrollment and interview processes for this course begins in late win-

ter each year, with due dates in mid-February. Contact your guidance

counselor for additional details and an application packet. All students

chosen for this program is subject to a limited criminal background check.

**NOTE: Students will need to provide their own daily transportation

because of training rotation locations.

HEATING, VENTILATION, & AIR CONDITIONING (HVAC)

The Heating, Ventilation and Air Conditioning program is a two-year

program. Basic skills taught in this program include the working and

installation systems of heating, ventilation, air conditioning and refrigera-

tion, basic electricity, sheet metal patterns, welding, soldering, and piping.

The goals of the program are to train the students for entry-level job posi-

tions, encouraging them to further their knowledge in following appren-

ticeship programs and technical school. Students completing the two-year

program earn one-year credit towards Association of Builders and Con-

tractors (ABC) apprenticeship training in heating, ventilation, air condi-

tioning and refrigeration.

Program Duration:

The HVAC program is a two (2) year program. No prerequisites are re-

quired for this program, however; a strong desire to pursue a career in the

heating and cooling industry is recommended.

Credits:

Students enrolled in HVAC may be eligible to apply for the following

dual credits over the course of their 2 years of instruction:


HVAC101 Heating Fundamentals-3 credits

HVAC103 Refrigeration-3 credits

HVAC107 Duct Fabrication & Installation-3 credits

INTERACTIVE MEDIA

The Interactive Media program is designed to teach creative individuals

how to improve their skills while helping to develop an eye for design and

translate that knowledge into a career. This course will teach students to

communicate ideas through different media with exposure in video, print,

motion graphics and the web. Some possible areas of study within the 2

years of instruction will include, but not be limited to: Music and Video

recording, editing and mixing, Game Design & Development including

motion graphics, 3D graphics and animation, Branding/Marketing through

computer graphics and more.

Some possible career paths with the program and post-secondary educa-

tion may include: Graphic Designer, Flash Designer, Illustrator, Web De-

signer, Web Developer, Production Artist, Digital Media Artist, 3D Mod-

eler, Visual Effects Artist, Web Content Developer and Video Editor.

Program Duration:

The Interactive Media program is a two (2) year program. No prerequi-

sites are required for this program, however; a strong desire to pursue a

career in digital media is recommended.

Credits:

Students enrolled in Interactive Media may be eligible to apply for the

following dual credits over the course of their 2 years of instruction: TBD

PRECISION MACHINING

A student looking to enroll in the Precision Machining class should be a

creative, productive and motivated craftsman. The program introduces

students to the basics of the precision tool making trade. Students will be

instructed in the use of lathes, mills, surface grinders, O.D. grinders, drill

press, saws and other machine shop equipment related to precision tool

making. More technically advanced machinery includes CNC mill, CNC

lathe, EDM Sinker and EDM Wire. Student projects are geared toward

building precision tools to use when they enter this career field. Second

year students will learn more advanced techniques of machining projects.

Program Duration:

The Precision Machining program is a two (2) year program. No prereq-

uisites are required for this program, however; a strong desire to pursue a

career in the machining industry is recommended.

Credits:

Students enrolled in Precision Machining may be eligible to apply for the



PMTD110 Manufacturing Processes-2 credits

PMTD110L Manufacturing Processes Lab-1 credit

PMTD117 Basic Machining I-3 credits

PMTD118 Basic Machining II-3 credits

Program Duration:

The Interactive Media program is a two (2) year program. No prerequi-


career in digital media is recommended.

Credits:

Students enrolled in Interactive Media may be eligible to apply for the

following dual credits over the course of their 2 years of instruction: TBD

PRECISION MACHINING

A student looking to enroll in the Precision Machining class should be a

creative, productive and motivated craftsman. The program introduces

students to the basics of the precision tool making trade. Students will be

instructed in the use of lathes, mills, surface grinders, O.D. grinders, drill

press, saws and other machine shop equipment related to precision tool

making. More technically advanced machinery includes CNC mill, CNC

lathe, EDM Sinker and EDM Wire. Student projects are geared toward

building precision tools to use when they enter this career field. Second

year students will learn more advanced techniques of machining projects.

22

Program Duration:

The Precision Machining program is a two (2) year program. No prerequi-


career in the machining industry is recommended.

Credits:

Students enrolled in Precision Machining may be eligible to apply for the



PMTD110 Manufacturing Processes-2 credits

PMTD110L Manufacturing Processes Lab-1 credit

PMTD117 Basic Machining I-3 credits

PMTD118 Basic Machining II-3 credits

MARINE MECHANICS

The Marine Mechanics program is looking for students who are excited to

learn to diagnose and repair complete marine systems. Ideal students will

be good with their hands and comfortable with tools, be a team player and

be open to completing tasks of all levels. The FCAVC Marine Mechanics

program is the only Marine Mechanics program in the United States to

have earned the Marine Industry Certification. Marine Mechanics is orga-

nized to provide classroom and lab experiences to prepare students for

employment in the broad area of the boating industry.

Students completing the two-year program will earn their MIC certifica-

tion. Instruction covers many facets of the industry including outboard

and stern drive engine repair, repair and testing of stern drive lower units,

steering mechanisms, hull repair and detailing, trailer adjustments, winter-

izing of engines, boat handling and safety of operation, trouble shooting

mechanical and electrical problems, customer relations, EFI troubleshoot-

ing and other areas.

Program Duration:

The Marine Mechanics program is a two (2) year program. No prerequi-


career in the marine/watersports industry is recommended.

Credits:

Students enrolled in Marine Mechanics receive credit based upon the type

of schedule offered at each school. Students also may be able to test out of

portions of the Marine Mechanic’s Institute marine mechanics programs

and also will have access to additional opportunities through Wyotech.

Students also receive 5 National Essentials Certifications from Bombardier

as well as Mercury E-Skills.

PRIMARY HEALTH CARE

Students looking to enroll in Primary Health Care will be involved in a

yearlong course of intensive training. Students should be team players,

have empathetic personalities, be organized and have great critical think-

ing and interpersonal communication skills.

Training in this program prepares students for a career in the health care

industry. Broken down into two sections, Primary Health Care is a year-

long course for students interested in nursing and directs patient/resident

care as well as learning the duties and responsibilities of administrative

and clinical medical assistants.

One semester of the course takes students through the Certified Nursing

Assistants (CNA) certification process with the Indiana State Department

of Health, Long Term Care CNA Curriculum. This curriculum includes a

required 30 hours of classroom instruction; demonstration and practice of

48 skills, and 75 hours of clinical work at a long term care facility.

The other semester of the course focuses on basic skills that one might

see performed in a doctor’s office or outpatient facility (Medical Assist-

ing). Various instructional strategies and technologies will be used to

give students the opportunity to gain additional knowledge of anatomy,

physiology and medical terminology. Health Care Provider CPR certifi-

cation and First Aid training are also obtained during this portion of the

class.

Program Duration:

The Primary Health Care program is a one (1) year program open to jun-

iors or seniors. Though there are no specific prerequisites, students

should be planning to attend college pursuing a career in health care.

Credits:

Students enrolled in Primary Health Care may be eligible to apply for the

following dual credits while participating in the course:


HLHS107 Certified Nursing Assistant (CNA)- 5 credits


The enrollment and interview processes for this course begins in late

winter each year, with due dates in mid-February. Contact your guidance

counselor for additional details and an application packet. All students

chosen for this program is subject to a limited criminal background

check.

WELDING

A Welder is a problem solver with an eye for detail. Students enrolling

in the Welding program should be self-motivated, be able to work alone,

be able to stay on task and accept and learn from constructive criticism.

The Vocational Welding program is designed to prepare students to join

the workforce or continue their education. The main emphasis is placed

on theory and practice of shielded metal arc welding, shielded metal gas

welding, gas tungsten, arc welding, plasma arc cutting and oxyacetylene

cutting. Students are also instructed on safely setting up and operating

horizontal saws, chop saws, ironworkers, power shears, drill presses and

brakes and hand grinders. The equipment used is of the latest technology

available with tigs and migs having computerized pulse capabilities. The

welding program follows the American Welding Society (AWS) curricu-

lum, which offers students the opportunity to earn AWS, Level I Certifi-

cation. This certification will be recognized throughout the United

States, Canada and much of the world.

Program Duration:

The Welding program is a two (2) year program. No prerequisites are

required for this program, however; a strong desire to pursue a career in

the welding industry is recommended.

23

Credits:

Students enrolled in Welding may be eligible to apply for the following

dual credits over the course of their 2 years of instruction:


WELD101 Oxyacetylene Welding-4 credits

WELD102 Shielded Metal Arc Welding-4 credits

WELD103 Gas Metal Arc Welding-3 credits

Notes:_____________________

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24

IPFW Collegiate Connection

Jump Start Your College Career

The Collegiate Connection program is a great way to get a taste of college! While still in high school, you can earn college credit at north-

east Indiana’s premier university—IPFW. The Collegiate Connection program is an exciting opportunity for students to earn dual credit

(college and high school); take more advanced courses or courses not offered at the high school level; explore a career direction; earn ac-

credited transferable university credit; and experience college.

IPFW also offers you FREE academic help. As a Collegiate

Connection Participant, you receive:

access to a reference librarian to assist with research and

access to all IU libraries.

career counseling services

Internet account and computer labs

help with reading and study skills

two hours of tutoring per class per week (one-on-one or drop-

in)

writing assistance

You also receive lots of other freebies:

access to Gates Athletic Center with fitness/conditioning

equipment, indoor track, basketball/volleyball/wallyball

courts

admission to all IPFW music, theatre, and fine arts events

discounts at various businesses with your Official University

ID

discounts for Rave Motion Pictures tickets

access to more than 80 student organizations and clubs

admission to all athletic home games, including those at the

Coliseum

access to hundreds of campus events, from comedians and

cookouts to distinguished lecturers

Financial Aid

Some financial aid is available based upon need and is made pos-

sible with the support of the Lincoln Financial Group Foundation,

Inc. Any student meeting the admission requirements and who

qualifies for free and/or reduced textbooks and lunches is eligible

to take up to two classes per semester (fall/spring) tuition-free.

Students are responsible for their textbooks and transportation.

Selection Criteria

Students must meet the following criteria for participation in the

Collegiate Connection program:

Passed both sections of the ISTEP

Maintain a B average

Top half of their class

Completed (or will be able to complete) enough high school

credits to meet CORE 40 or Academic Honors high school

graduation requirements

Approval from parent/guardian

Questions

Questions concerning your high school schedule should be directed

to your school guidance counselor. Questions concerning the Col-

legiate Connection program such as course selection, admission to

IPFW, financial aid, etc., should be directed to Ann Brown, IPFW,

260-481-5478 or email [email protected]. Visit the web site at

http://www.ipfw.edu/cconnect.

Suggested Class List

As a Collegiate Connection student, you may take any IPFW

course that is appropriate for a college freshman. Brief course de-

scriptions may be found at www.ipfw.edu/academics/courses. In

addition, courses are also available via video/DVD, Internet, Com-

cast Cable Channel 56, and on the weekend. For a complete listing

of these courses go to http://www.ipfw.edu/ce/credit.

25

University of Saint Francis

Achieving Credits Early (ACE)

Earn college credits at the University of Saint Francis while you’re still in high school.

Sample college life at the University of Saint Francis.

Earning up to six college credit hours each semester at the University of Saint Francis allows for academic, social, and intellectual experi-

ences that may be absent from a high school classroom. You will be challenged by college work, state-of-the-art facilities and top-notch

professors on a beautiful 72-acre campus surrounding Mirror Lake.

This is the perfect chance to see what college life is all about including social interactions, campus events and the opportunity to develop

memorable friendships.

We invite you to demonstrate that you can handle the rigors and expectations of college-level work.

Earning college credits while in high school is a great start on your college career.

This experience allows you to:

Take advantage of more rigorous course work than may be available in high school

Make a smooth transition from high school to college through a mentoring program

Enjoy a lighter course load in college

Benefit from a reduced cost per class of only $250 (excluding off-campus trips such as the Bahamas)

Earn a $1,000 scholarship if you choose to pursue a degree at USF after graduating from high school

Qualified students see your guidance counselor if you meet the following criteria:

A class rank in the upper half of your class

A grade point average of 3.0 on a 4.0 scale (must maintain a 2.7 while enrolled at USF)

Satisfactory results from the SAT/PSAT or ACT/PLAN tests

Home school requirements:

Satisfactory SAT or ACT scores (PSAT/PLAN if junior or below)

Personal reference is required (not from a family member)

Official high school transcript or its equivalent

List of extracurricular activities

Bibliography of what you have read during your high school years

Provide the University with:

An official high school transcript

A letter of recommendation from a guidance counselor or teacher

An essay expressing why you want to attend the University of Saint Francis and why you feel you would be successful in the ACE

program.

A completed application

Your guidance counselor will help you apply. Please visit us online at www.sf.edu. We look forward to seeing you.

University of Saint Francis

Office of Admissions

2701 Spring Street

Fort Wayne, IN 46808

1-800-729-4732 or (260) 434-3279 [email protected] www.sf.edu

26

INDIANA TECH

As a Junior or Senior in high school you can ENROLL IN COLLEGE NOW and start receiving college credit toward a four-year Bach-

elor’s degree or a two-year Associate’s degree. This program through Indiana Tech is called Early Start. Taking a college-level course

can not only make completing high school more interesting, it allows you to experience education in a different way, often challenging

you to apply what you are learning.

Early Start Scholarship

If you are in good standing at your high school with a GPA of at least 2.0, you are eligible to enroll in a course at Indiana Tech. You

will receive a scholarship that reduces your tuition to $50 per credit hour. Typical courses are 3 or 4 credit hours resulting in a tuition

charge of $150 or $200. All other fees are covered, including textbook rental.

Earning College Credit

You may want to take a course just to see what it is like or perhaps work on receiving your degree ahead of schedule. There are several

ways to make this happen.

1. Enroll as a high school student at Indiana Tech. Typical courses taken by Early Start student include:

*These courses may require a placement exam or prerequisites.

2. Several Cisco Networking courses can earn you college credits if successfully completed (see website for more details).

3. Credit may be obtained by scoring at certain levels on AP (Advance Placement) exams.

4. Proficiency credit may be obtained through programming courses already taken in high school.

Degree Programs

Check out the various degree programs at www.indianatech.edu. For questions about our Early Start program contact Professor Julie

Mansfield at [email protected].

Apply Now

Applying for our Early Start Program at Indiana Tech is as simple as going to our web page (www.indianatech.edu/earlystart) and filling

out a brief application. You will be contacted soon after your application has been submitted.

Accreditation

Indiana Tech is fully accredited by the High Learning Commission and is a member of the North Central Association. Credit courses

taken at Indiana Tech normally transfer to most colleges and universities.

CS1250 Problem Solving for Programmers

CS1200 Introduction to Computer Science

CS1300 Computer Science I *

IS1100 Introduction to Information Systems

EGR1710 Engineering Graphics and Design

IS1200 Digital Imaging

IS1300 Programming I *

MA1035 College Algebra *

MA1060 Trigonometry *

MA1100 Applied Calculus I *

NET1200 Network Design I

NET1250 Network Design II *

ACC1010 Accounting Principles

ACC1040 Managerial Accounting *

BA1400 Principles of Management

BA2500 Marketing

CH1000 Fundamentals of Chemistry

CH1220 General Chemistry *

ENG1250 English Composition I

ENG1270 English Composition II *

HUM2000 Humanities *

PSY1700 Introduction to Psychology

SS2200 Macroeconomics

SS2210 Microeconomics

CJ1100 Intro to Criminal Justice Systems

27

Churubusco Jr. - Sr. High School 1 Eagle Drive

Churubusco, IN 46723

260-693-2131

CHANGING LIVES. MAKING INDIANA GREAT. www.ivytech.edu

Ivy Tech Community College Northeast offers many opportunities for students to take classes while still in high school. If you are a

high school student who is 16 years or older, you may be able to get a jump start on college.

At $107.80 per credit hour, Ivy Tech’s tuition is the lowest in the state of Indiana. Most classes are 3 credit hours making a course

$323.40. Students are able to set-up payments plans with the college and spread their payments out over a semester if needed.

Ivy Tech is also regionally accredited by the North Central Association allowing are credits to transfer smoothly to other universities

and colleges.

To find out more about college-based dual credit opportunities or to register for a dual credit class, contact Jennifer Spurlock at jspur-

[email protected] or 260-481-2280.

Students can get registered for classes in as easy as four steps:

1. Complete a free admissions application online at www.ivytech.edu and click on the ‘Apply Now’ link located at the top

left.

2. Call the admissions office 260-480-4268 to request your Ivy Tech student ID number.

3. Meet course placement requirements for your course.

4. Contact Jennifer Spurlock 260-481-2280, [email protected] to set-up a time to register for your course/s.

Ivy Tech has two main campuses in Fort Wayne:

Coliseum Campus North Campus

3800 North Anthony Blvd. 4900 Saint Joe Road

Fort Wayne, IN 46805 Fort Wayne, IN 46825

Student Life Center – Location for the Office of Admissions



http://www.ivytech.edu


churubusco jr. sr. high school

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