Class of 2022 Curriculum Guide

Table of ContentsPolicies and Procedures pg 1

Grading Policies pg 2

Required State Testing pg 4

PE Waivers pg 4

Sample Four Year Plans pg 6

Elective Course Descriptions pg 12

Policies and Procedures

Schedule Changes

All student requests for schedule changes must be made by June 1st. Students may only request schedule changes for required classes after this deadline if he/she failed the first semester of a yearlong class or were possibly misplaced. Students are considered misplaced if multiple academic indicators such as previous grades and/or test scores demonstrate the student is not prepared for the rigor of the course. Students may not request to drop a course due to personal preference, teacher assignment, or period the course was scheduled into.

Alternate classes submitted during scheduling will be used if 1) an original choice is not offered due to low enrollment, 2) the student has selected two courses which can only be scheduled at the same time, or 3) no room is available in the elective course due to total number of requests.

Repeating a Course for Greater Achievement

Students may request to retake a course for greater achievement. The previously earned credit for the course is removed and the new credit replaces it. The new grade counts on the student’s grade point average. Both grades appear on the transcript.

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Grading PoliciesGrading Scale

% Letter Grade100-93 A

92-90 A-

89-87 B+

86-83 B

82-80 B-

79-77 C+

76-73 C

72-70 C-

69-67 D+

66-63 D

62-60 D-

59-0 F

Weighted Grades

Courses that are tied to a university and earn both high school and college credit are referred to as “dual credit courses.” Any dual credit course at WCHS receives a 0.5 GPA weight.

WCHS’s most difficult courses are Advanced Placement or AP courses. Students can earn college credit from AP courses if he/she performs well on the national end of year AP exam. AP courses at WCHS receive a full 1.0 GPA weight.

The chart on the next page indicates the GPA value of each letter grade earned in a non-weighted, half-weighted, and full weighted class.

No 0.5 Weight 1.0 Weight

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Weight

A 4.00 4.50 5.00

A- 3.67 4.17 4.67

B+ 3.33 3.83 4.33

B 3.00 3.50 4.00

B- 2.67 3.17 3.67

C+ 2.33 2.83 3.33

C 2.00 2.50 3.00

C- 1.67 2.17 2.67

D+ 1.33 1.83 2.33

D 1.00 1.50 2.00

D- 0.67 1.17 1.67

F 0.00 0.00 0.00

GPA Calculation

At the end of each semester, a cumulative GPA is calculated by adding all GPA point values earned and dividing by the number of credits attempted.

Class Rank

WCHS does not individually rank students, but instead reports rank during senior year as a percentile (top 5%, top 10%, top 25%, etc.) as needed for college and scholarship applications. After eight semesters, students will be recognized for academic achievement in the following manner:

GPA of 4.0 or greater will be recognized as High Distinction GPA of 3.83-3.99 will be recognized as Distinction GPA of 3.67-3.82 will be recognized as High Honors

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Academic Awards

After semester 1 of 9th grade at WCHS, students are eligible for an academic letter under the following conditions:

GPA of 3.5 or higher Enrolled in or successfully completed Alg. 1 and Bio. 1

After the 3rd quarter of senior year, the two students with highest GPAs in their class will be notified of their standing as valedictorian and salutatorian.

After the 3rd quarter of senior year, students with a GPA of 4.0 or above will be invited to the Scholars Banquet.

Required State TestingAs part of graduation requirements, students must pass ISTEP in both math and language arts. These exams are given for the first time in the spring of 10th grade. Students that do not pass may retest twice a year until graduation. Students that do not pass after two attempts should meet with his/her counselor to investigate completing graduation requirements for the new Graduation Pathways. The Graduation Pathways allow for flexibility in testing if a student has been involved in a school extracurricular activity for one full year and participates in Central 9 classes for two years.

Students are also required to take an ISTEP Science exam while they are enrolled in biology, which may be in grade 9 or grade 10.

PE WaiversStudents are required to take two semesters of PE- one semester in grade 9 and one semester in grade 10. If a student completes a PE waiver activity during 9th grade, the student earns a second PE credit and no longer needs to take PE during 10th grade. Students can take PE during summer 2018 to replace PE in his/her 9th grade schedule.

PE waiver activities include the following: Football, Volleyball, Cross Country, Soccer, Tennis, Competitive Cheer Squad, Marching Band, Basketball, Wrestling, Swimming, Rhythm Masters, Expressions, Winter Guard, Track & Field, Softball, Baseball, and Golf.

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Sample Four Year Plans

Core 40 with Academic Honors Sample 4 Year Planning ScheduleMany of these courses can be taken in an honors or pre-AP path

Freshman Sophomore Junior Senior

English 9 English 10 English 11 AS or AP English Lang and

Comp

English 12 electives, dual credit English, or AP English Literature

Algebra 1 Geometry Algebra II Math elective

Biology ICP or Chemistry Advanced Science elective or AP

Science

Elective

Health / PE World History, Geography and

History of the World or AP World History

US History, dual credit USH or AP

USH

Government / Economics

PCC/ elective PE/Elective Elective Elective

World Language 1 World Language 2 World Language 3 Elective

Fine Arts Elective Elective Elective

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Core 40 with Academic Honors 4 Year Personal Plan

Freshman Sophomore Junior Senior

English English English English

Math Math Math Math

Science Science Science

US History Government/ Economics

Health/ PE PE/ Elective

PCC/ elective

Instructions: Use this template to plot out potential courses over the next four years. Already completed boxes represent the school’s plan for these required courses. Blank boxes represent flexible class scheduling or elective courses.

Notes: Your student’s plan can be flexible on world history/ geography, world language, and fine arts. Plot out when your student will take the following:

world history/ geography (grade 9 or 10) world language (need three years) fine arts credits (need two semesters) 3rd year science courses can be taken in grades 11 or 12

Core 40 with Technical Honors Sample 4 Year Planning Schedule

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Many of these courses can be taken in an honors or pre-AP path

Freshman Sophomore Junior Senior

English 9 English 10 English 11 American Studies

English 12 Electives

Algebra 1 Geometry Algebra 2 Math elective or quantitative

reasoning course

Biology ICP or Chemistry Advanced Science

Elective

Health / PE World History or Geography and

History of the World

US History Government / Economics

PCC/ elective PE/Elective Central Nine Career Center

Central Nine Career Center

World Language 1 World Language 2 Central Nine Career Center

Central Nine Career Center

Elective Elective Central Nine Career Center

Central Nine Career Center

Core 40 with Technical Honors Personal Plan

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Many of these courses can be taken in an honors or pre-AP path

Freshman Sophomore Junior Senior

English English English English

Math Math Math Math or QR

Science Science Science

US History Government/ Economics

Health/ PE PE/ Elective C9 C9

PCC/ elective C9 C9

C9 C9

Instructions: Use this template to plot out potential courses over the next four years. Already completed boxes represent the school’s plan for these required courses. Blank boxes represent flexible class scheduling or elective courses.

Notes

World history or geography can be taken in grade 9 or 10 World language is not required for THD, but several colleges require two years of world

language for admission. 3rd year science courses can be taken in grades 11 or 12. C9 courses take up three elective spaces each year.

Core 40 Sample 4 Year Planning Schedule

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Many of these courses can be taken in an honors or pre-AP path

Freshman Sophomore Junior Senior

English 9

English 10 English 11 American Studies

English 12 Electives

Algebra 1

Geometry Algebra 2 Math Elective or quantitative reasoning course

Earth and Space Science

 

Biology ICP or Chemistry Elective

Health / PE  

World History or Geography and History of the World

US History Government / Economics

PCC/elective PE/Elective Elective Elective

Elective

Elective Elective Elective

Elective Elective Elective Elective

Core 40 Personal Plan

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Freshman Sophomore Junior Senior

English English English English

Math Math Math Math or QR

Science Science Science

US History Government/ Economics

Health/ PE PE/ Elective

PCC/ elective

Instructions: Use this template to plot out potential courses over the next four years. Already completed boxes represent the school’s plan for these required courses. Blank boxes represent flexible class scheduling or elective courses.

Notes

World history or geography can be taken in grade 9 or 10 World language is not required for Core 40, but several colleges require two years of

world language for admission. 3rs year science courses can be taken in grades 11 or 12. C9 courses take up three elective spaces each year

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Grade 9 Elective CoursesCourse Descriptions and Essential Learnings

AgricultureINTRODUCTION TO AGRICULTURE, FOOD, AND NATURAL RESOURCES:  Grade 9 and first- time agriculture students; two semesters, two creditsIntroduction to Agriculture, Food and Natural Resources is a two semester course that is a prerequisite to and a foundation for all other Agricultural Science classes. An activity and project based approach is used to enhance the effectiveness of student learning activities.

EL1.  Utilizing knowledge about the human population and world resources, discuss the necessity of agriculture to sustain a growing global population.EL2.  Recognize agricultural education is a component of a three circle model (Ag Ed, FFA, & SAE) and that participation in all three of these elements is essential for a well-rounded curriculum.EL3.  Discuss the purpose of the National FFA Organization and its beginnings; as well as discuss organizational information about the Whiteland FFA Chapter.EL4.  Using information about organisms and the characteristics of life, identify natural resources and wildlife in the world around us and its necessity for our survival.EL5. Recognize various species and breeds of livestock and companion animals and the proper care and management that is necessary to adequately raise these animals.EL6. Utilize the chemical properties of food to explain different processing, preparation, and manufacturing techniques used to maintain freshness and product appeal.EL7. Demonstrate proper care and maintenance of annual plants from seedling to grown product.EL8.  Utilize knowledge of plant and soil anatomy to provide plants with a healthy growing environment.EL9.  Effectively market agricultural products to appeal to a variety of audiences.EL10. Discuss current controversial agricultural issues in a diplomatic, non-offensive manner and participate in debates that discuss the positive and negative points of different Ag issues.

NATURAL RESOURCES*:  Grades 9-12; two semesters, two credits. Dual Credit with Ivy Tech Community College.Natural Resources is a two semester course that provides students with a background in natural resources and environmental management. Hands-on and laboratory based learning activities encourage students to investigate areas of environmental concern.  

EL1: Recall the 8 Natural Resources and recognize examples in daily surroundings.EL2: Recognize ways natural resources and humans have impact endangered and extinct organisms.EL3: Describe the basic components of a habitat and factors that can influence habitat health and fragmentation.EL4: Identify invasive species in an environment and predict their impact on habitat health and survival.

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EL5: Recognize relationships between ecosystem characteristics and their effects on population density.EL6: Understand the importance of water as a Natural Resource and issues pertaining to water purity and conservation.EL7: Utilize principles of wildlife management to solve over/under population scenarios and problems in forested areas.EL8: Analyze how human activity has affected our environment and natural resources.EL9: Utilize natural resources to create an ideal habitat for particular species of living organisms.EL10: Utilize natural resources for basic human survival needs.EL11: Recognize career opportunities in natural resources and skills needed to have a successful career in the field.

ArtART HISTORY (Ancient):  Grades 9-12; one semester, one creditStudents taking Art History engage in learning experiences that encompass art history, criticism, aesthetics, and production through study and art projects. This art history course includes Art of Early Civilizations (Prehistoric); Art of Rising Civilizations (Classical); Art of Asia, the Americas, and Africa; and Art in Quest of Salvation (Gothic). ADVANCED ART HISTORY (Modern):  Grades 9-12; one semester, one creditPrerequisite - Art History (Ancient) Students taking Advanced Art History engage in learning experiences that encompass art history, criticism, aesthetics, and production through study and art projects.  This art history course includes Art of an Emerging Modern Europe (Renaissance, Mannerism, Baroque, Rococo) and Art of the Modern Era (Neoclassicism, Romanticism, Realism, Impressionism, Post-Impressionism, American, Fauvism, German Expressionism, Cubism, Mexican, Surrealism, Regionalism, Abstract Expressionism, Pop Art, Op Art, Photo-Realism, Sculpture, Architecture, Digital Art, etc.)

INTRODUCTION TO 2D ART:  Grade 9-12; one semester, one creditStudents may bypass Intro to 2D with a Portfolio Review by a WCHS Art TeacherStudents enrolled in Introduction to 2D Art will focus on aspects of two-dimensional art.  Projects will focus on the elements of design using a variety of drawing and painting media.  Students will be introduced to realistic and abstract design as they work through creative projects and activities.  A sketchbook will be required.

INTRODUCTION TO 3D ART:  Grade 9-12; one semester, one creditStudents may bypass Intro to 3D with a Portfolio Review by a WCHS Art TeacherStudents enrolled in Introduction to 3D Art will focus on aspects of three-dimensional art. Projects will focus on the elements and principles of design using a variety of ceramic clay and sculpting media with paint and glaze finishes.  Students will be introduced to realistic and abstract design as they work through creative projects and activities. A digital portfolio will be created.

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CERAMICS I:  Grades 9-12; one semester, one creditPrerequisite - Intro to 3D Students taking Ceramics I create works of art in clay using hand-building construction methods of pinch pots, slab, and coil.  Glazing processes and potter’s wheel procedures are introduced at this level. Distinction is made between functional and sculptural ceramics. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit. CERAMICS II:  Grades 9-12; one semester, one credit Prerequisite - Ceramics I Ceramics II is designed to provide ceramics students with the opportunity to build on the skill and knowledge gained in Ceramics I while providing choice-based art education. Objectives become more open ended to allow for more freedom in design choices. Free-hand sculpting techniques are introduced and conceptual ceramics is explored in more depth.  Potter’s wheel skills are advanced.  Assignments are made for students with any level of skill sets. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit.

DIGITAL DESIGN I:  Grades 9-12; one semester, one credit Prerequisite - Intro to 2DStudents in Digital Design I engage in design learning experiences that encompass art history, art criticism, aesthetics, and production.  Students create works of art using computers and programs designed for creativity such as Adobe Creative Suite 6 Photoshop, Illustrator, and with an introduction to animation using Flash. Students will incorporate digitized imagery, drawing, and computer animation. A required digital design portfolio/binder is completed.

DIGITAL DESIGN II: Grades 9-12; one semester, one creditPrerequisite – Digital Design IStudents in Digital Design II engage in learning experiences that build upon Digital Design I and will encompass art history, art criticism, aesthetics, and production.  Students create works of art utilizing more advanced techniques with Adobe Creative Suite 6: Photoshop, Illustrator, and Flash. These will include 3-D rendering, graphic design, using digital plotter/cutters, and frame by frame animation.  A required digital design portfolio/binder is completed.

DRAWING I:  Grades 9-12; one semester, one credit

Prerequisite - Intro to 2D

Students enrolled in this course will engage in two-dimensional drawing experiences using a variety of media. Focus will be placed on design, composition, and creativity while increasing skill level.  Students will be given assignments that allow them to practice various drawing styles and techniques.  A sketchbook will be required.

DRAWING II:  Grades 9-12; one semester, one credit Prerequisite - Drawing I Students enrolled in this course will expand their knowledge of two-dimensional drawing experiences using a variety of media.  Focus will be placed on design, composition, and creativity while continuing to increase skill level.  Students will reflect on artwork and refine their knowledge of drawing media and techniques. Students at this level will begin to produce work for their portfolios and demonstrate a sincere desire to explore a variety of ideas and problems. A sketchbook is required for the course.

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PAINTING I:  Grades 9-12; one semester, one credit Prerequisite - Intro to 2DStudents enrolled in this course will engage in painting experiences that focus on design, composition and creative problem solving.  Basic color theory, color properties, and color schemes will be introduced, as well as introductory techniques for mixing and applying paint. Projects will revolve around application of this knowledge through various design activities. Students will use a variety of media, including acrylic and watercolor paint.

PAINTING II:   Grades 9-12; one semester, one creditPrerequisite - Painting I This course is designed to provide students with continued learning experiences in painting that focus on design, composition and creative problem solving. Students will create paintings with both abstract and realistic subject matter, reflect on artwork, and expand their knowledge of painting media and techniques. Students at this level will begin to produce work for their portfolios and demonstrate a sincere desire to explore a variety of visual arts ideas and problems.

PHOTOGRAPHY I: Grades 9-12; one semester, one credit Prerequisite - Intro to 2Dnote -students with multiple OAA offenses (Out of Assigned Area) may be restricted from  Photography IStudents in Photography I engage in learning experiences that encompass art history, art criticism, aesthetics, and production.  Photography students will recognize both digital and film photography as useful means of creative visual expression.  Students will explore historical connections, learn to use both digital and film camera equipment/ software, and investigate skills related to the Elements of Art, Principles of Design,  and image composition.  Projects will lead to a portfolio of the students’ best work. Photography students utilize equipment and follow processes that require sincere care, self-discipline, and demonstration of responsibility.  Information listed below will help students when scheduling for this course:

Students must provide their own digital camera or phone with camera at all times throughout the semester, and have cords in order to transfer photos onto their Shared Drive when required.

Although not necessary, it would be beneficial for a student to have their own manual film camera

Students will be held responsible for any damages incurred to cameras or equipment It is the nature of this course that students must be held accountable for being in an

assigned area determined by the teacher at all times.  Students will be on shooting assignments accompanied by the teacher.

PHOTOGRAPHY II:  Grades 9-12; one semester, one creditPrerequisite – Photography I,note -students with multiple OAA offenses (Out of Assigned Area) may be restricted from  Photography IIStudents in Photography II engage in learning experiences that build upon Photography I and will encompass art history, art criticism, aesthetics, and production.  Photography II students will utilize both digital and film photography as means of creative visual expression.  Students will explore historical connections, learn and experience more advanced  digital and film techniques,

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and improve skills related to design, composition, and subject matter.  Projects will lead to a portfolio of the students’ best work.

Photography II students utilize equipment and follow processes that require sincere care, self-discipline, and demonstration of responsibility.  Information listed below will help students when scheduling for this course:

Students must provide their own digital camera and/or phone with camera at all times throughout the semester, and have cords in order to transfer photos onto their Shared drive when required.

Although not necessary, it would be beneficial for a student to have their own manual film camera

Students will be held responsible for any damages incurred to cameras or equipment It is the nature of this course that students must be held accountable for being in an

assigned area determined by the teacher at all times.  Students will be on shooting assignments accompanied by the teacher.

PRINTMAKING: Grades 9-12; one semester, one credit.Prerequisite – Drawing 1Students in Printmaking engage in learning experiences that encompass art history, art criticism, aesthetics, and production. Printmaking students will create abstract and realistic prints using a variety of methods including  but not limited to embossment, relief cut, silkscreen, engraving, and lithography. Students will make an edition of prints for each method to create a portfolio of the students’ best work. SCULPTURE I:  Grades 9-12; one semester, one creditPrerequisite - Intro to 3DStudents in Sculpture I will engage in creating three-dimensional projects.  Projects will reflect design, problem- solving skills, and hands-on construction.  Students will be introduced to a variety of art materials, such as wire, plaster, variations of clay (not ceramic clay), found objects, etc.  They will also be introduced to a variety of techniques, such as modeling, carving, casting, assemblage, etc. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit.  SCULPTURE II:  Grades 9-12; one semester, one creditPrerequisite - Sculpture I Students in Sculpture II will engage in learning experiences that build upon Sculpture I. Application of three-dimensional design skill will be enhanced by a variety of new material such as wood, metal, Styrofoam board, fiber, and/or mixed media. Students will use both new and known materials and techniques to reflect, discuss, peer evaluate, collaborate, and refine work. All assignments will demonstrate lab safety, proficiency in craftsmanship, and artistic merit.

BusinessDIGITAL APPLICATIONS :  Grades 9- 12; one semester, one creditEL 1:  Become Proficient in the use of Microsoft Office Software (Excel spreadsheets, Access database, Word applications)EL 2:  Student can create an effective flyer that includes all of the following:

All necessary information in a headline, body, and signature line.

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Text that is formatted with different font sizes, font types and effects.Pictures are used to visually enhance the flyer (Text Wrap, Sizing, Picture Effects)

EL 3:  Student can create an effective research paper that that includes All of the following:Follows MLA formatting guidelines (Insert Page Number and Heading)Insert citations and footnotes.Concludes with an inserted Works Cited page.

EL 4:  Student can create an effective business letter that includes All of the following:Has a letterhead that includes the business name, logo, Return address and Border;Includes the major components of a business letter

date, inside address, salutation, introduction, complimentary closing and signature block

Has a table that is centered, formatted with an Auto Format and fitted to contents.EL 5:  Student can create a Spreadsheet that includes All of the following:  

Create a chart and Manipulate (Title, Data Labels, Moving to separate Tab)Insert formulas and functions into a spreadsheetFormatting  (Titles, Headings, Numbers, Tabs)

EL 6:  Student can Create a Database that includes All of the following:Can Create Tables in Design View and Enter Records in Datasheet ViewSearch and Sort Database Information using QueriesCreate Forms and Reports from Tables

INTRODUCTION TO BUSINESS: Grade 9; one semester, one creditIntroduction to Business introduces students to the world of business, including the concepts, functions, and skills required for meeting the challenges of operating a business in the twenty-first century on a local, national, and/or international scale. The course covers business management, entrepreneurship, marketing fundamentals, and business ethics and law. The course develops business vocabulary and provides an overview of business and the role that business plays in economic, social, and political environment. EL 1: Students will gain understanding and awareness by learning our economic environment which includes making economic decisions.EL 2: Students will study the theory of business operations and structures while adapting to managing as a leader.EL 3: Students will learn the importance of business communication and how to communicate effective as individuals and in teams.EL 4: Students will study the consumers of the economy which include the following: informed consumer, consumer buying decisions and consumer rights and responsibilities.EL 5: Students will learn the importance of risk management and how the fundamentals of insurance are vital to any business organization.

INTRODUCTION TO COMPUTER SCIENCE: Grade 9; two semesters, two creditsIntroduction to Computer Science allows students to explore the world of Computer Science. Students will gain a broad understanding of the areas composing computer science. Additionally, there will be a focus on the areas of computer programming, gaming/mobile development, and artificial intelligence/robotics.

EL 1:  Introduction to coding and logic using ScratchEL 2:  HTML Coding, Website DevelopmentEL 3:  Robot coding and application

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EL 4:  Data collection and ProcessingEL 5:  Visual Programming and Programming Logic

COMPUTER SCIENCE I*:  Grades 9-12; two semesters, two creditsDual credit is available through Vincennes University for juniors and seniorsComputer Science 1 is a basic programming course that will teach the structures and applications of visual programming. We will utilize Microsoft Visual Studio to create our programs and code them with the C# programming language. Students will be required to take notes, do worksheets, and ultimately create several programs that assess programming knowledge and programming logic.

EL 1:  Students will Design Forms through Microsoft Visual StudioStudents will learn simple coding including Data types, Variables and Math in the C# programming languageEL 2:  Students will use Decision Structures (if statements) in the C# programming language to design Visual programsEL 3:  Students will utilize Iterations using C# to create visual programsEL 4:  Students will learn to traverse through and use Arrays using C#EL 5:  Students will learn how to do simple Animations in Microsoft Visual StudioEL 6:  Students will use various methods relating to Strings to make programs

EnglishJOURNALISM:  Grades 9-12; one semester, one creditThis course is a prerequisite for students wishing to be part of the newspaper or yearbook staff. This course includes 1) interviewing sources and writing news stories; 2) the legal and social responsibilities involved in publications; and 3) the ethics of accurate and fair reporting. Students will read models of excellent journalistic techniques and will evaluate and analyze writing through discussions and critiques.

Journalism Essential Learnings1. Define the function of journalism and a free press in a democratic society and explain

how journalism in free societies [such as the United States] differs from journalism in non-free societies.

2. Explain and evaluate the impact of significant events and individuals on the development of journalism in the United States.

3. Describe the impact of key Supreme Court decisions affecting student expression and the student press.

4. Explain and apply the legal boundaries and concepts affecting scholastic journalism. 5. Analyze professional codes of ethics, explain essential ethical principles, and evaluate

ethical responsibilities in the media and case studies.6. Analyze and evaluate articles for newsworthiness, content, credibility, bias, structure,

style, and other elements.7. Perform adequate research, formulate effective interview questions, facilitate successful

interviews, and accurately integrate information and quotes into stories.8. Brainstorm, discuss, and explain newsworthy story ideas that are relevant and

interesting to readers.9. Evaluate, revise, and copy-edit articles for meaning, content, purpose, clarity, sentence

structure, style and grammar.

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10. Write an accurate and informative news article.11. Write a well-researched and persuasive opinion article.12. Write an engaging and creative feature article.

Family And Consumer Sciences (FACS)INTERPERSONAL RELATIONSHIPS:  Grades 9-12; one semester, one creditThis course assists students in achieving positive and respectful relationships in families, school, community, and the workplace.  The course focuses on building self-esteem, resolving conflicts, and developing effective decision making and communication skills through the use of discussion/small group activities.EL 1 How We Grow EL 2 Who You Are EL 3 PersonalityEL 4 Making DecisionsEL 5 Roles We PlayEL 6 Building RelationshipsEL 7 Communication SkillsEL 8 FamilyEL 9 Stress, Conflict and Grief

INTRODUCTION TO FASHION AND TEXTILES: Grades 9-12; one semester, one creditThis course fulfills a Fine Arts requirement for the Core 40 Academic Honors DiplomaA project-based approach integrates instruction and laboratory experiences including application of the elements and principles of design; selection, production, alteration, repair, and maintenance of apparel and textile productsEL 1  Making Clothing ChoicesEL 2  Using a Sewing MachineEL 3  Sewing Tools        EL 4  Construction TerminologyEL 5  Sewing TechniquesEL 6  Hand SewingEL 7  Reading Pattern InstructionsEL 8  Choosing Fabrics and other Textile NeedsEL 9  Using Technology

INTRODUCTION TO HOUSING AND INTERIOR DESIGN:  Grades 9-12; one semester, one creditThis course fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma.This course provides the foundation for further study and careers in the architecture, construction, housing, interior design, and furnishings industries.EL 1  Making Housing Choices EL 2  Evaluating Floor Plans EL 3  Arranging and Selecting FurnitureEL 4  Applying Elements and Principles of Design

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EL 5  Element of ColorEL 6  Kitchens and BathsEL 7  Furniture Styles EL 8  House/Architectural Styles

NUTRITION AND WELLNESS:  Grades 9-12; one semester, one credit The course emphasizes basic food preparation skills, food sanitation, kitchen safety, and healthy food choices. This laboratory-based course will prepare students for choosing good nutrition for long term health.  EL 1  Demonstrate knowledge of the process of safe food preparation, safe food handling, and kitchen safety.EL 2  Understand the importance of nutrients and their functions as they relate to the function of the human body. EL 3  Plan and prepare foods following proper techniquesEL 4  Define the importance of making nutritious food choices.  EL 5  Identify ways to introduce a variety of fruits and vegetables into meals and snacksEL 6  Identify the importance of incorporating dairy foods.EL 7  Identify reasons for including eggs in a healthy eating plan.EL 8  Identify the basic ingredients in baking and their functions.EL 9  Describe different types of desserts and how to prepare them   

ADVANCED NUTRITION AND WELLNESS:  Grades 9-12; one semester, one credit; Prerequisite - Nutrition & Wellness.Emphasis of this second-year, laboratory-based course is to develop proficiencies in food preparation and meal-planning.  Cultural and ethnic cooking are explored along with social, economic, and creative aspects of food presentation.EL 1  Examine the connection between careers and the world of food EL 2  Distinguish safe from unsafe food handling practices when preparing, transporting, and serving foodEL 3  Understand the concepts of how to prepare, cook, and store proteins and legumes EL 4  Understand concepts related to preparing baked goods. EL 5  Discover various international cuisines and their influence on eating patterns

MathSTATISTICS, ADVANCED PLACEMENT:  two semesters, two credits;AP Statistics is a two semester elective course. Students who have completed geometry honors in grade 8 may consider doubling up in math in grade 9 by taking AP Stats and algebra 2 honors concurrently. Because a 9th grade schedule may fill quickly with required classes, it is also a great plan to double up in math during grade 10 with AP Stats and pre-calculus honors. Students do not have to be top rate mathematicians because the course does not depend heavily on mathematics.  Rather, students are asked to explore and explain concepts with the help of hands-on investigation while technology lowers the drudgery of computation.  Students do not have to memorize formulas and they use a graphing calculator almost every day. Students will be strongly encouraged to take the Statistics AP Exam at the end of the course. Components of the course include the use of technology, projects, laboratories, cooperative group problem solving, and writing as a part of the concept-oriented instruction and assessment.  The topics for AP Statistics are divided into five major themes: exploratory data

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analysis, planning and conducting a study, probability, anticipating patterns, and statistical inference.

MusicMUSIC HISTORY AND APPRECIATION: Grades 9-12; one semester, one creditStudents receive instruction designed to explore music and major musical styles and periods through understanding music in relation to both Western and Non-Western history and culture. Activities include analyzing and describing music; evaluating music and music performances; and understanding relationships between music and the other arts, as well as disciplines outside of the arts. MUSIC THEORY AND COMPOSITION: Grades 9-12: one semester, one creditStudents develop skills in the analysis of music and theoretical concepts. They develop ear training and dictation skills, compose works that illustrate mastered concepts, understand harmonic structures and analysis, understand modes and scales, study a wide variety of musical styles, study traditional and nontraditional music notation and sound sources as tools for musical composition, and receive detailed instruction in other basic elements of music.

ELECTRONIC MUSIC/ MUSIC TECHNOLOGY: Grades 9-12; one semester, one creditMusic Technology provides students an opportunity to learn about the history and application of the equipment and techniques used in computer notation, electronic performance/ composition, and audio recording of music in the twentieth and twenty-first century.  

PERFORMANCE ENSEMBLES (BAND AND CHOIR)Instrumental groups perform in parades, contests, and concerts and at most home basketball and football games. Considerable expense should be anticipated by all band members for the following: uniform rental, book rental, band camp (mandatory for all band members), band shoes, instrument rental, band jackets, etc.

All of the music courses except theory, history, and electronic music are co-curricular, which means students are evaluated both during and outside of the school day.  Time outside of the school day will be scheduled for dress rehearsals and performances.  A limited number of public performances serve as a culmination of daily rehearsal and musical goals.  Students are required to participate in both rehearsal and performance opportunities outside of the school day that support and extend learning in the classroom.  

Students receive two credits per year for performance ensembles.  Music performance classes require students to remain in the class both semesters.

DANCE PERFORMANCE: MODERN JAZZ Grades 9- 12; two semesters, two credits; placement by audition or director appointment.  This class will focus on dance fundamentals that will serve both the Whiteland Guards (fall and winter) and Whiteland Dance Teams (both competitive and non-competitive).Sequential and systematic learning experiences are provided in modern jazz dance with a concentration on equipment used in performance.  Activities utilize a wide variety of materials

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and experiences consistent with modern jazz instruction including individual and group instruction in performance repertoire and skills.  Students develop the ability to express their thoughts, perceptions, feelings, and images through movement. The performance class provides opportunities for students to experience degrees of physical prowess, technique, and flexibility and the study of dance performance as an artistic discipline and as a form of artistic communication. Learning activities and experiences develop the students’ abilities to:•         understand the body’s physical potential, technical functions, and capabilities;•         understand and assimilate the basic elements of technique within the genre offered;•         demonstrate an understanding of the varied styles within the genre;•         develop listening, comprehension, and memorization skills;•         use simple to complex and compound dance patterns within the genre;•         identify and use, both orally and in writing, appropriate terminology related to style and technique; and•         understand musical phrasing, rhythmic structures, and meters. Students are able to describe, analyze, interpret, and judge live and recorded performances of professional dancers and companies in the genre.  Students become aware of the vocation and a vocational opportunity in dance.  Students are provided with opportunities to experience live performances by professionals during and outside of the school day.   This course must be taken for a full school year and may be taken for successive semesters/years.

PEADVANCED HEALTH EDUCATION:  Grades 9-12; one semester, one credit; prerequisite - Health EducationThis elective health education course includes an in-depth study of:  (1) health promotion and disease prevention; (2) accessing and evaluating health information, products, and services; (3) personal management skills; (4) the influence of family, culture, peers, community, media, and technology on health and health behaviors; (5) interpersonal communication skills; (6) decision making and goal setting; and (7) advocacy for personal, family, and community health

Radio and TelevisionBEGINNING RADIO AND TELEVISION I and II:  Grades 9- 12; two semesters, two creditsBeginning Radio/TV I is an introductory course that takes students through a curricular timeline from theory to application: Beginning Radio/TV I Essential Learning Components: ELA Skills 1.      Students will demonstrate mastery of ELC skillset: Field Equipment Operation/Safety. 2.      Students will demonstrate mastery of ELC skillset: Extracurricular Production. 3.      Students will demonstrate mastery of ELC skillset: Social Constructivism. 4.      Students will demonstrate mastery of ELC skillset: Professionalism. 5.      Students will demonstrate mastery of ELC skillset: Pre-Production. 6.      Students will demonstrate mastery of ELC skillset: Production. 7.      Students will demonstrate mastery of ELC skillset: Post-Production.

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Beginning Radio/TV I Essential Learning Components: ELA Content 8.      Students will demonstrate mastery of ELC curricular content: Marketing Theory/Demography 9.      Students will demonstrate mastery of ELC curricular content: History of Communication. 10.  Students will demonstrate mastery of ELC curricular content: Programming Theory. 11.  Students will demonstrate mastery of ELC curricular content: Camera Basics & Compositional Theory. 12.  Students will demonstrate mastery of ELC curricular content: The Production Model.

Beginning Radio/TV II is application-based course that focuses on specific nuances and facets of video production:

Beginning Radio/TV Essential Learning Components: ELC Skills 1.      Students will demonstrate mastery of ELC skillset: Extracurricular Production. 2.      Students will demonstrate mastery of ELC skillset: Social Constructivism. 3.      Students will demonstrate mastery of ELC skillset: Professionalism. 4.      Students will demonstrate mastery of ELC skillset: Pre-Production. 5.      Students will demonstrate mastery of ELC skillset: Production. 6.      Students will demonstrate mastery of ELC skillset: Post-Production. 7.      Students will demonstrate mastery of ELC skillset: Studio Equipment Operation/Safety. Beginning Radio/TV Essential Learning Components: ELA Content8.      Students will demonstrate mastery of ELC curricular content: Visual Narrative: Analysis.9.      Students will demonstrate mastery of ELC curricular content: Audio Production.10.  Students will demonstrate mastery of ELC curricular content: Interview Technique.11.  Students will demonstrate mastery of ELC curricular content: Visual Narrative: Application.12.  Students will demonstrate mastery of ELC curricular content: Studio Production.13.  Students will demonstrate mastery of ELC curricular content: Electronic Field Production.

ScienceANATOMY & PHYSIOLOGY (L):  Grades 9-12; two semesters, two creditsPrerequisite - Biology I

Anatomy and Physiology Essential Learnings

1. Define homeostasis, and cite examples of how the nervous and endocrine systems work as major regulators in maintaining homeostasis.  (AP 1.2)

2. Compare and contrast the structure, function, and location of cells that make up the various types of tissues.  (AP 2.2)

3. Describe the important physiological functions of the skin.  (AP 3.3)4. Name the major bones and joints of the body and explain the functioning of the various joint

types.  (AP 4.2)5. Identify the major muscles of the body and explain the molecular basis of contraction. (AP

5.5)6. Describe the structures and functions of neurons, components of the brain, and sensory

organs.  (AP  6.1, 6.2, 6.4, 6.8,7.1)7. Explain the nature of a hormone and its role in regulation through negative feedback.  (AP

8.2)

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8. Describe the composition of the blood, its role in immunity, and how the urinary system maintains blood composition.  (AP 9.1)

9. Analyze the cardiac cycle, and identify the major structures of the heart and blood vessels, explaining their functions.   (AP 10.3)

10. Identify and locate major and accessory organs of the digestive system and discuss their functions.  (AP Core Std. 12)

11. Identify and locate major organs of the respiratory system and discuss their functions.  (AP Core Std 13)

12. Identify and locate major organs of the female and male reproductive systems and discuss their functions.  (AP Core Std. 15)

ADVANCED SCIENCE, GENETICS (L):  Grades 9-12; one semester, one credit; Prerequisite - Biology I.  This lecture/lab course explores human genetics.

Genetics Essential Learnings

1. Students will understand that DNA codes for protein synthesis and the disruption of this process may lead to genetic disorders.

2. Students will understand the steps involved in the cell cycle and the formation of genetically diverse gametes. They will also be able to trace the steps of prenatal development.

3. Students will be able to complete crosses demonstrating and understanding of Mendelian traits and expected ratios.

4. Students will be able to track and analyze the mode of inheritance of a trait throughout generations using a pedigree.

5. Students will understand complex modes of inheritance that do not fit within Mendelian expected ratios.

6. Students will understand sex determination in humans is caused by the activation or inactivation of the SRY gene on either sex chromosome.

7. Students will be able to complete crosses demonstrating an understanding of sex-linked inheritance patterns as well as trace these traits through a pedigree.

8. Students will be able to analyze case studies to determine the mode of inheritance and predict expected genotypes and phenotypes of individuals within the study.

9. Students will be able to differentiate between multifactorial and polygenic traits.10. Students will be able to describe what empiric risk is and how it is used to determine

phenotypes.11. Students will be able to define population genetics and determine allelic frequencies.12. Students will be able to interpret Hardy-Weinberg equations.

ADVANCED SCIENCE, ZOOLOGY (L):  Grades 9-12; one semester, one credit; Prerequisite - Biology IRecommended prerequisite - Advanced Science, Anatomy & PhysiologyThis course will survey the animal kingdom from an evolutionary viewpoint.

Zoology Essential Learnings

1. Students will be able to explain and use the classification system for animals. Understand the binomial nomenclature system for naming animals Use the terms Kingdom, Phylum, Class, Order, Family, Genus, Specie correctly

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2. Students will be able to explain and use the patterns of animal organization. Know the levels of organization of an organism Know the different body plans & types of symmetry Know the terms of direction

3. Students will understand the major causes of species extinction or endangerment. List examples of extinction, endangerment, and threatened animals. Site specific examples of why animals become extinct or endangered. List & suggest possible ways to protect animals from extinction.

4. Students will observe how animals interact with their environment. Describe how animals live in different symbiotic relationships Design a food web for different ecological communities. Describe the effects of invasive species on the ecosystem.

5. Students will develop an understanding of the Phyla Porifera and Cnidaria. List the general characteristics for each phyla. Identify specific examples and compare the different classes. Compare the structure and function of organisms in each phyla.

6.  Students will develop an understanding of the Phyla Platyhelminthes, Nematoda,             and Annelida.

List the general characteristics for each phyla. Identify specific examples and compare the different classes. Compare the structure and function of organisms in each phyla.

7.  Students will develop an understanding of the Phylum Mollusca. List the general characteristics for the phylum. Identify specific examples and compare the different classes. Compare the structure and function of organisms in this phylum.

8.  Students will develop an understanding of the Phylum Echinodermata. List the general characteristics for the phylum. Identify specific examples and compare the different classes. Compare the structure and function of organisms in this phylum.

9.  Students will develop an understanding of the Phylum Arthropoda. List the general characteristics for the phylum. Identify specific examples and compare the different classes. Compare the structure and function of organisms in this phylum.

10.  Students will develop an understanding of the Phylum Chordata. List the general characteristics for the phylum. Identify specific examples and compare the different classes. Compare the structure and function of organisms in this phylum.

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Social Studies

INDIANA STUDIES: Grades 9-12; one semester, one ELECTIVE creditIndiana Studies is an integrated course that compares and contrasts state and national developments in the areas of politics, economics, history, and culture. The course uses Indiana history as a basis for understanding current policies, practices, and state legislative procedures. It also includes the study of state and national constitutions from a historical perspective and as a current foundation of government. Examination of individual leaders and their roles in a democratic society will be included and student will examine the participation of citizens in the political process. Selections from Indiana arts and literature may also be analyzed for insights into historical events and cultural expressions.

WORLD HISTORY AND CIVILIZATION: Grades 9-12; two semesters, two creditsEL 1  Human Development and Civilization (August)—Understand the progression from prehistoric hunter-gatherer communities to civilizations based upon systematic agriculture.

EL 2  Ancient Greece and the origins of Western Civilization (September)— Examine the development of Greek civilization including differing political and social structures as well as conflicts such as the Persian and Peloponnesian wars.

EL 3  Rome and Byzantine Empire (September and October)—Understand the continuation of the development of Western Civilization as the Romans build upon the foundations established by the Greeks, as well as primary reasons for both the expansion and decline of the Roman Empire.

EL 4  Developments and Beliefs of World Religions (August through October)—Explore the origins, central beliefs, growth & development, and impact upon history of major world religions, including:  the polytheistic religions of the Egyptians, Greeks, and Romans; Buddhism; Hinduism; Confucianism; Judaism; Christianity; and Islam.

EL 5  Africa, Asia, the Americas, and Events of Exploration (November)—Understand the major cultures and civilizations of Africa, Asia, and the Americas prior to colonization, as well as the causes and consequences of European exploration.

EL 6  Scientific Revolution, Protestant Reformation, Renaissance, and Enlightenment (December and January and February)—Explore the dramatic academic, societal, religious, and cultural changes that occur during this era of transformation.

EL 7  French Revolution and Napoleon (January)—Explain the causes and major events of the French Revolution and its consequences for the growth of liberty, equality, democracy, and nationalism, including the rise, rule, fall, and legacy of Napoleon.

EL 8  Industrial Revolution (January)—Understand the progression of social and technological changes from agriculture-based societies through the 1st and 2nd Industrial Revolutions.

EL 9  Imperialism & the 19th Century (February)—Identify the global impact of industrialization, both as it leads to societal changes and uneven distribution of  natural resources in global markets.

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EL 10  World War 1 and the Interwar Years (March)—Identify the primary causes, major events, and consequences of the first World War, as well as the social, political, and economic environment in the 1920s and 1930s.

EL 11  World War 2 and the Holocaust (April)—Identify the causes, major events, and global consequences of the second World War, to include the Holocaust and other atrocities.

EL 12  Cold War and Modern Conflict (May)—Analyze the post-WWII global order dominated by conflict between democratic and communist states, as well as major events from the years following the collapse of the Soviet Union.

GEOGRAPHY AND HISTORY OF THE WORLD:  Grades 9-12; two semesters, two creditsRegions of study include: North America, Latin America, Europe, Asia, Middle East, and Africa

EL 1  Understanding and Implementing the Basics of Geography

EL 2  Location: Students can consistently use absolute and relative location. (Latitude, Longitude, Absolute Location, Relative Location, Physical Maps, Political Maps, Hemispheres)

EL 3  Place and Region: Students can do a comparison between regions based on physical, natural, human, and cultural characteristics.

EL 4  Movement: Students can identify the ways people, products, information, and ideas move from place to place.EL 5  Environment Interaction : Students can analyze relationships and adaptations that people make based on each other and their environment. (Climate, Weather, Global Warming, Plate Tectonics, Earth Functions)

EL 6  Human Interaction: Students can compare basic differences between world governments, economies, and religions.

TechnologyINTRODUCTION TO ENGINEERING DESIGN : Grades 9-12; two semesters, two creditsIntroduction to Engineering Design is an introductory course which develops student problem solving skills using the design process. Students document their progress of solutions as they move through the design process. Students develop solutions using elements of design and manufacturability concepts. They develop hand sketches using 2D and 3D drawing techniques and Computer Aided Design (CAD). Eligible for dual credit through Ivy Tech Community College.

EL. 1 Identify and describe the steps in the design process.

EL. 2 Discuss the importance of the design process and how the process affects the

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outcome.

EL. 3 Verify sizes and shapes of objects utilizing differing measurement tools.

EL. 4 Recognize and identify the role of engineering and engineered products in society.

EL. 5 Select the appropriate modeling materials to complete a 3-dimensional prototype or mock-up.

EL. 6 Begin, define, and solve challenging visual problems, demonstrating skill and in-depth understanding of media and processes

EL. 7 Describe and apply problem solving techniques

EL. 8 Evaluate when geometric shapes can be utilized as a part of a design

EL. 9 Select appropriate annotation to appropriately document features within drawings. Recognize and explain the various tolerances and their purpose.

EL. 10 Communicate conceptual ideas through written and verbal formats

EL. 11 Demonstrate thoughtful revision and refinement of original design solutions based upon reflection, critique, practice, and research

EL. 12 Create multiple solutions in works that demonstrate competence in producing effective relationships between mathematical components, media, and function.

INTRODUCTION TO CONSTRUCTION:  Grades 9-12; two semesters, two credits

EL. 1 Work cooperatively.   Student will be able to perceive that better performance by individuals produces better performance by the entire group.

EL. 2 Use basic problem solving and decision making skills in your everyday construction duties.

EL .3 Brainstorming/developing activities. To formulate a series of new potential ideas in order to create & construct an object.

EL. 4 Using proper tools/equipment to complete a task.  The student shows a proficient level of competency which includes demonstrating safe use and knowledge of the tools and carpentry processes.

EL. 5 Small group work is a way to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. Working in small groups

EL. 6 Completing the task and being able to take personal responsibility for success and build self-confidence.

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EL. 7 Compare/Contrast.  Reflect on your own experiences with comparative thinking strategies.

EL. 7 Safety in using tools and equipment. Not only know how to use and what the equipment is used for, but operating tools in a way to keep themselves safe along with others around them.

EL. 9 Troubleshoot a problem by realizing both human performance and technical problems.

EL. 10 Student can effectively understand the importance and use of researching and developing a plan before the process begins.

EL .11 While working with measurements, students will be able to formulate any product using precise and accurate dimensions to create a product.

EL. 12 Careers choices:  Recognize and identify the role of construction and engineered products in society.

INTRODUCTION TO MANUFACTURING I :  Grades 9-12; two semesters, two credits

EL. 1 Students will build career skills by being able to recognize and identify the role of manufacturing products in society.

EL. 2 Using proper tools/equipment to complete a task.  The student shows a proficient level of competency which includes demonstrating safe use and knowledge of the tools and carpentry processes.

EL. 3 Safety in using tools and equipment. Not only know how to use and what the equipment is used for, but operating tools in a way to keep themselves safe along with others around them.

EL. 4 Working cooperatively is a way to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills.

EL. 5 Students can illustrate basic problem solving and decision making skills in your everyday manufacturing duties.

EL. 6 Students will be able to formulate and manage brainstorming activities. Students will do this to formulate a series of new potential ideas in order to create & manufacture an object.

EL. 7 Through the use of computer software, students will organize and verify sizes

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and shapes of objects utilizing differing measurement tools.

EL. 8 Students can illustrate the importance of research and development. It is accomplished in order to create new and innovative products and add features to old products.

EL. 9 Students will identify, apply, and select the appropriate modeling materials to complete a 3-dimensional prototype or mock-up.

EL. 10 While working with measurements students will be able to formulate any product using precise and accurate dimensions to create a product.

TheaterTHEATER ARTS I & II: Grades 9-12; two semesters, two creditsStudents may take Theater Arts I and not continue on with Theater Arts II. Students must complete Theater Arts I before moving on to Theater Arts II.Students enrolled in Theatre Arts may read and analyze theatrical works, create theatre pieces, conceive designs, and develop acting skills. These activities incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. Additionally, students explore career opportunities in the theatre, critique theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community.

Theater Arts I&II Essential Learnings1. Students will understand the significance of theatre and its history and culture.2. Students will identify, develop and apply criteria to make informed judgments about

theatre.3. Students will reflect on the nature of theatre and art.4. Students will create theatre pieces through collaboration, inquiry and improvisation.5. Students will develop acting skills.6. Students will develop lifelong commitment to the arts.7. Students will identify and make connections between the theatre and other disciplines.8. Students will develop critical thinking skills necessary to analyze, reflect, and interpret.

World LanguagesHow will students be assessed?

Students in all languages and levels will be assessed based on their performance in the following essential, communicative skills:Interpersonal Speaking: Students can exchange personal information and interact with others in everyday situations. Presentational Speaking: Students can present information about their lives, people, places or things.Presentational Writing: Students can write information about their lives and the lives of others in real world situations using practiced material.

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Interpretive Reading: Students can understand familiar words and phrases of the things they read. Interpretive Listening: Students can understand familiar words and phrases of the things they hear. Interculturality: Students can interact with people from different cultural backgrounds using authentic language appropriately in a way that demonstrates knowledge and understanding of the cultures.

FRENCH I:  Two semesters, two creditsPrerequisite: C or better in previous EnglishFrench 1 students will become familiar with why they should study French and develop strategies to do so successfully.  They will acquire basic listening, speaking, reading, and writing skills.  They will participate in conversations, read simple texts and authentic materials, and will write simple descriptions and narratives.  They will also learn about cultural aspects of France and francophone countries.  They will begin to acquire the vocabulary and etiquette needed to interact appropriately in a variety of social situations.

SPANISH I:  Two semesters, two creditsPrerequisite:  C or better in previous English courseSpanish 1 students will become familiar with why they should study Spanish and develop strategies to do so successfully.  They will acquire basic listening, speaking, reading and writing skills.  They will participate in conversations, read simple texts and authentic materials, and will write simple descriptions and narratives.  They will also learn about cultural aspects of Spain and Hispanic countries.  They will begin to acquire the vocabulary and etiquette needed to interact appropriately in a variety of social situations. SPANISH II:  Two semesters, two creditsPrerequisite: completion of Spanish I with C or betterIn Spanish II, students will further develop their listening, speaking, reading, and writing skills.  A variety of listening and speaking activities will help them speak about themselves and others with increasing fluency and accuracy.  They will compose simple, cohesive writings with teacher guidance.  They will investigate basic family and social practices as well as products and symbols of Spanish and Hispanic cultures and describe them in simple terms.

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