Churubusco Jr.- Sr. High School - Course Description Guide 2017-2018 - Smith-Green Community Schools - Smith Green Community ...
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Churubusco Jr.– Sr. High School
Jim Folland, Principal ● Mark Fowerbaugh, Assistant Principal ● Paul Sade, Athletic Director ● Sondra Cook, Guidance Director Kim Burns, Jr High Counselor
Course Description Guide
2017-2018
Smith-Green Community SchoolsTable of Contents
Career Pathways ······································································· Page 3
School Mission & Vision ····························································· Page 4
Procedures for Registration & Schedule Changes ································ Page 4
Honor Roll Information ······························································ Page 5
High Ability/Gifted Education ······················································· Page 5
Special Education ····································································· Page 5
Graduation Requirements ···························································· Page 6
Business Education···································································· Page 8
Language Arts·········································································· Page 9
Fine Arts ················································································ Page 11
World Languages ······································································ Page 12
Mathematics············································································ Page 12
Health & PE ············································································ Page 14
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 ······················································· Page 24
2Indiana College & Career Pathways
Agriculture Architecture & Arts, AV Technology
Construction & Communication
Agribusiness Horticulture & Land-
scape Management Construction Trades Web & Digital
Visual Communications
Arts
Life Sciences Commercial & Res-
idential Facilities Drafting & Design
Education & Health Science
Business &
Training
Marketing Biomedical
Health Care
Specialties
Education & Early
Business Childhood Dental
Administration Nursing
Hospitality & Human Information Manufacturing &
Services Technology Logistics
Advanced
Cosmetology Culinary Arts Manufacturing Machine
Programming
Technology
Hospitality Human & Social Electronics
Management Services PC Networking Logistics & Supply
& Support Management
Welding
Public Safety STEM Transportation
Automotive
Collision repair
Criminal Fire and
Engineering Aviation
Justice Rescue
Diesel Service
Technology Recreational & Mobile
Equipment
EMT/Paramedics Automotive
Technology Tractor Trailer Operations
3School Mission and Vision Procedures for
Mission
The mission of Churubusco Junior/Senior High School is to Registration and Changes
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 1. Students should enroll in seven classes. However, those stu-
society. dents who are taking a dual college credit course may enroll
in five classes at the high school and one college course for a
Vision total of six courses. Students may have 2 periods “off” for
Providing excellence in education, promoting lifelong learning, and
one college course. No study hall classes will be offered.
preparing students for an evolving world.
2. Students will start scheduling in January. A copy of their
schedule will be given to them before summer vacation.
Slogan
Schedules may be changed until the end of the school year
“Preparing our students for the world of tomorrow!”
that year. After that, no changes for first semester will be
granted. Students may change second semester elective
Churubusco Junior Senior High School believes: classes prior to the semester starting, during a scheduled time.
Students You may not drop a year long elective. After the semester
will learn and achieve excellence in a safe, disciplined environment begins class changes will not be granted.
where students feel trusted, supported and have a sense of belonging. 3. Seniors will be allowed to graduate mid-year if they have
will accept responsibility for setting high academic and character completed all graduation requirements including passing both
goals and work to give their best effort in achieving those goals. sections of the ECAs. Special permission must be obtained
will develop a commitment to the community. and paperwork must be completed in guidance prior to the
end of the student’s junior year.
Staff 4. Students will have the option of graduating after six semes-
will create and maintain a learning environment that is safe, motivat- ters only if they are planning to pursue post-secondary oppor-
ing, student centered and focused on state academic standards. tunities or plan to join the military. Documentation is re-
will meet whole group and individual needs of students which will quired stating that the student has been accepted into the mili-
foster a love of lifelong learning. tary or a post-secondary institution. Students must also com-
will encourage each other and work together to create an atmosphere plete all graduation requirements, including passing both sec-
of collegiality and collaboration in all grade levels. 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-
NOTICE OF NONDISCRIMINATION AND INTERNAL COMPLAINT PROCE-
tained and paperwork must be completed in guidance prior to
DURES (INCLUDING TITLE II, TITLE VI, TITLE VII, AND TITLE IX, SECTION
504, AND ADA) the end of the student’s sophomore year.
Nondiscrimination
The School Board does not discriminate on the basis of religion, Mitch Daniels Early Graduation Scholarship
race, color, national origin, sex, disability, age, or genetic infor- Students who graduate from a publicly supported high school
mation in its programs, activities, or employment. Further, it is the at least one year early, after December 31, 2010, may apply
policy of this Corporation to provide an equal opportunity for all stu- for the Mitch Daniel Early Graduation Scholarship. The
dents, regardless of race, color, creed, age, disability, religion, gen- scholarship is a one-time $4,000 award that may be applied
der, ancestry, national origin, place of residence within the bounda- toward tuition and fees at any SSACI eligible Indiana col-
ries of the Corporation, or social or economic background, to learn
lege.
through the curriculum offered in this Corporation. Complaint Proce-
dure Section I Any person who believes that s/he has been discrim- Additional information regarding the scholarship is available at:
inated against or denied equal opportunity or access to programs or http://www.in.gov/che/4508.htm
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
Diplomas
222 West Tulley
Churubusco, IN 46723
260-693-1003 There are four different diplomas that students can earn:
The individual may also, at any time, contact the U.S. Department of Educa- the General Diploma, Core 40, Core 40/Technical Honors, or
tion, Office for Civil Rights, Chicago Office, Citigroup Center, 500 W. Core 40/Academic Honors. The requirements for all of these
Madison Street, Suite 1475, Chicago, Illinois 60661; telephone: diplomas are different so it is important that students and parents
(312) 730-1530; Fax: (312) 730-1576; TDD: 877-521-2172; E- take an active role in the four year plan. At Churubusco Jr. - Sr.
mail: OCR.Chicago@ed.gov; Web: http://www.ed.gov/ocr. High School, we have the expectation that all students will work
toward, at a minimum, the Core 40 diploma.
Students and parents may only elect to receive a General
Diploma after a conference with the principal and guidance coun-
selor. Students who receive a General Diploma will not be admit-
ted to most Indiana four year colleges.
4The completion of Core 40 is an Indiana graduation require-
ment. Indiana’s Core 40 curriculum provides the academic
NCAA Eligibility
foundation all students need to succeed in college and the work-
A student entering a Division I or Division II institution
force.
directly out of high school, must have graduated with a mini-
mum grade point average of 2.3 on a 4.0 scale (7.0 on a 12.0
To graduate with less than Core 40, the following formal opt-out scale). This grade point average must be achieved in a core
process must be completed: curriculum of at least 16 academic full-year courses. The
The student, the student’s parent/guardian, and the student’s NCAA recommends you do this by taking 4 years of English, 4
counselor (or another staff member who assists students in years of Math, 4 years of Social Science, and 4 years of Science.
course selection) must meet to discuss the student’s progress. None of these courses may be vocational, remedial, or Special
Education courses to qualify. Along with these required aca-
The student’s Graduation Plan (including four year course demic courses, the student must score an aligned score with
plan) is reviewed. your GPA on the ACT or SAT. Students must also register with
The student’s parent/guardian determines whether the student the NCAA Clearinghouse.
will achieve greater educational benefits by completing the
general curriculum or the Core 40 curriculum.
High Ability-Gifted Education
If the decision is made to opt-out of Core 40, the student is
required to complete the course and credit requirements for a High Ability students can take advantage of many oppor-
general diploma and the career/academic sequence the student tunities during their high school years. One, students have the
will pursue is determined. opportunity to excel and challenge themselves in many academ-
ic areas while taking high school courses at Churubusco 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
Honor Roll Information online. In addition, we encourage students to become involved
in extra-curricular activities such as Destination Imagination,
Academic Teams, and other academically-related groups that
We publish the honor roll four times a year. Students who promote academic and critical thinking skills. Furthermore, we
achieve a grade point average of 9.6 or above are on the honor roll highly encourage students to take full advantage of summer
opportunities: “gifted” camps (GERI Camp at Purdue Universi-
list. Those who score below 9.6 but above 7.6 will be listed as hon- ty, iD Tech camps at various locations, Culver Academies Sum-
orable mention. Academic excellence is not limited to the students mer Camp, etc.), dual credit, or travel opportunities. These
options can be found in the Smith-Green Community Schools
who make this list, but this award is indicative of hard work and High Ability booklet available in the office or upon request .
achievement.
Special Education
The senior high follows the inclusion model in its curricu-
lum with all students on a diploma track participating in regular
classrooms. The IEP (Individualized Education Plan) is imple-
mented by teachers and paraprofessionals providing support in
classrooms to accommodate students needs. Additional support
is provided in the Resource Room in the form of small group
instruction based on student need.
5Effective beginning with stu-
dents who enter high school with Academic Honors (min. 47 crs)
in 2012-13 school year (class
of 2016).
For the Core 40 with Academic Honors diploma, students must:
Complete all requirements for Core 40.
Course and Credit Requirements
Earn 2 additional Core 40 math credits.
English/ 8 credits
Earn 6-8 Core 40 world language credits
Language (6 credits in one language or 4 credits each in two languages).
Arts Including a balance of literature, compo-
sition and speech. Earn 2 Core 40 fine arts credits.
Earn a grade of a “C” or better in courses that will count toward the diploma.
Mathemat- 6 credits (in grades 9-12)
ics Have a grade point average of a “B” or better.
2 credits: Algebra I
2 credits: Geometry Complete one of the following:
2 credits: Algebra II A. Earn 4 credits in 2 or more AP courses and take corresponding AP
Or complete Integrated Math I, II, and III for 6 exams
credits.. Students must take a math or quanti- B. Earn 6 verifiable transcripted college credits in dual credit courses
tative reasoning course each year in high from the approved dual credit list.
school C. Earn two of the following:
Science 6 credits 1. A minimum of 3 verifiable transcripted college credits from the
approved dual credit list,
2 credits: Biology I 2. 2 credits in AP courses and corresponding AP exams,
2 credits: Chemistry I or Physics I or 3. 2 credits in IB standard level courses and corresponding IB
Integrated Chemistry-Physics exams.
2 credits: any Core 40 science course 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
Social 6 credits on each
Studies E. Earn an ACT composite score of 26 or higher and complete written
2 credits: U.S. History
1 credit: U.S. Government section
1 credit: Economics F. Earn 4 credits in IB courses and take corresponding IB exams.
2 credits: World History/Civilization or
Geography/History of the World
with Technical Honors (mini. 47 crs)
Directed 5 credits
Electives
For the Core 40 with Technical Honors diploma, students must:
World Languages
Fine Arts Complete all requirements for Core 40.
Career and Technical Education Earn 6 credits in the college and career preparation courses in a state-
approved College & Career Pathway and one of the following:
Physical 2 credits
1. State approved, industry recognized certification or creden-
Education
tial, or
Health and 1 credit 2. Pathway dual credits from the approved dual credit list result-
Wellness ing in 6 transcripted college credits
Earn a grade of “C” or better in courses that will count toward the
Electives* 6 credits diploma.
(College and Career Pathway courses recommend- Have a grade point average of a “B” or better.
ed)
Complete one of the following,
41 Total Credits Required 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.
Schools may have additional local graduation requirements that apply to C. Earn the following minimum score(s) on Accuplacer: Writing
all students 80, Reading 90, Math 75.
* Specifies the number of electives required by the state. High school D. Earn the following minimum score(s) on Compass; Algebra
schedules provide time for many 66, Writing 70, Reading 80.
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.
6In addition to the rigorous business curriculum, students will partake in
workshops throughout the year that highlight specific career paths within
Dual credit courses through Ivy Tech business, skills, and professional development themes. Upon completion
for 2016-2017: of the Busco Business Academy, students will receive a letter of recom-
mendation from the staff and an honor cord to wear at graduation.
1. Ivy Tech dual credit courses:
A. English Composition: ENGL 111 (11th grade English) Required Courses for Business Academy:
B. Introduction to Literature: ENGL 206 (12th grade English) 1) Principles of Marketing– 2 semesters
C. Pre-Calculus: MATH 136 & 137 2) Intro to Accounting- 2 semesters
D. Spanish III: SPAN 101 & SPAN 102 3) Business Law & Ethics - 1 semester, possibly two
E. Calculus—Long 1: MATH 211 (Calculus AB AP) 4) Principles of Business Management- 1 semester
F. American History I & II: HIST 101, 102 (U.S. History) Possible substitute course- ICE or WBL for 2 of the r equir ed cour ses
(30 dual credits available through these classes) Possible Additional Future Courses: Advanced Computer Applica-
tions and Business Math
Important Information regarding dual PREPARING FOR COLLEGE & CAREERS
credit courses: (GRADE 9) 1 Credit; 18 Weeks
Preparing for College & Careers addresses the knowledge, skills, and
Students are required to meet the requirements for each indi- behaviors all students need to be prepared for success in college, career,
vidual course in order to take the course as dual credit. Re- and life. The focus of the course is the impact of today’s choices on to-
quirements are different depending upon each course. morrow’s possibilities. Topics to be addressed include twenty-first centu-
Students will need to meet the cutoff scores for PSAT, SAT, ry life and career skills; high order thinking, communication, leadership,
ACT, or the Accuplacer test in order to enroll. and management processes; exploration of personal aptitudes, interests ,
Students must complete an Ivy Tech dual credit application. values, and goals; examining multiple life roles and responsibilities as
individuals and family members; planning and building employability
Students wanting to take ENGL 206 are required to take skills ; transferring school skills to life and work; and managing personal
ENGL 111 their junior year. It is a required prerequisite. resources.
Students wanting to take MATH 211 are required to take Required for graduation and a prerequisite for ICE/WBL.
both MATH 136 & MATH 137 as a prerequisite.
DIGITAL APPLICATIONS AND RESPONSIBILITY
(GRADE 9) 1 Credit; 18 Weeks
New Courses Added
1. Physics Digital Applications and Responsibility prepares students to use technolo-
2. Biology 2 (replaces PLTW Biomed) gy in an effective and appropriate manner in school, in a job, or everyday
3. Accounting life. Students develop skills related to word processing, spreadsheets,
presentations, and communications software. Students learn what it means
to be a good digital citizen and how to use technology, including social
Business Education media, responsibly. Students expand their knowledge of how to use digital
devices and software to build decision-making and problem-solving skills.
Business, Management, and Finance is a career and technical educa- Required for graduation and recommended to be taken during fresh-
tion sequence that prepares students to plan, organize, direct, and control man year.
the functions and processes of a firm or organization and to perform busi-
ness-related functions. Students are provided opportunities to develop PERSONAL FINANCIAL RESPONSIBILITY
attitudes and apply skills and knowledge in the areas of business admin-
istration, management, and finance. Individual experiences will be based
(GRADE 10-12); 1 Credit; 18 Weeks
upon the student’s career and educational goals.
Personal Finance is a course that focuses on personal financial plan-
The Business Department provides instruction in the areas of gen-
ning. The content includes financial planning, income and asset protec-
eral and basic business education, office occupational education, computer
tion, income and money management, and spending and credit manage-
education, and vocational education.
ment. Students will learn the financial concepts and principles that pro-
The use of computers in our daily lives and in the work place con-
vide a basis for avoiding financial pitfalls.
tinues to grow. Therefore, all students will learn computer skills. Tech-
Required for graduation and recommended to be taken during Sopho-
nology impacts all citizens, and our students must be prepared to live and
more year.
succeed in a technological environment.
PRINCIPLES OF MARKETING
Busco Business Academy (BBA) (GRADE 10-12); 2 Credits; 36 weeks
In 2016-2017, Churubusco High School will start offering a Offered 2018-2019
Business Academy. This Academy will motivate and assist students in
their journey to become the business leaders of tomorrow, with a rigorous Principles of Marketing provides a basic introduction to the scope and
business curriculum that prepares them for secondary-level business edu- importance of marketing in the global economy. Emphasis is placed on
cation and the professional world. Students will be selected based on per- oral and written communications, mathematical applications, problem
formance through Planning for College and Careers, as well as Digital solving, and critical thinking skills as they relate to advertising/promotion/
Citizenship. Students selected with be those that preform exceptionally in selling, distribution, financing, marketing information management, pric-
these courses, demonstrate the desire to study business or are undecided ing, and product/service management.
and have at least a 2.75 GPA (8.25/12 GPA). Students also must success- Prerequisite: Digital Applications and Responsibility
fully complete an interview with the panel of business education teachers.
7INTRODUCTION TO ACCOUNTING
(GRADE 10-12) 2 credits; 2 semesters WORK BASED LEARNING
Introduction to Accounting introduces the language of business NON-PAID
using Generally Accepted Accounting Principles (GAAP) and procedures (Grade 12); 6 Credits; 36 Weeks
for proprietorships and partnerships using double-entry accounting. Em- Work Based Learning is a career and technical education busi-
phasis is placed on accounting principles as they relate to both manual ness and information technology course that is designed to provide oppor-
and automated financial systems. This course involves understanding, tunities for students to participate in workplace learning that is reflective
analyzing, and recording business transactions and preparing, analyzing, of a student’s career interest. Upon completion of the internship, students
and interpreting financial reports as a basis for decision-making. will review and revise their career plans. Students will participate in a
Prerequisites: Digital Applications & Responsibility workplace experience, in regularly scheduled meetings with the supervis-
ing teacher, and in workshops or seminars that assist students in making
the connection between academic learning and workplace experiences.
CADET TEACHING
Internships can be tailored to the unique needs and interests of the learner.
(GRADE 11, 12) 2 Credits; 2 Semesters A learning agreement outlines the expectations of all parties: the student,
parent, supervisor, employer, and school.
This elective course provides students in grades eleven (11) or A minimum of 70 hours of workplace experience is required for one credit
twelve (12) organized exploratory teaching experiences in grades kinder- (2 credit max = 140 hrs)
garten (K) through grade nine (9). All teaching experiences should be A minimum of 15 hours of workshops, seminars, and/or classroom activi-
preplanned by the high school Cadet Teaching Experience teacher-trainer ties is required for one credit.
and the cooperating teacher(s) who are supervising prospective teachers Students will need to average at least 8 hours per week to earn the neces-
and providing them with pre-training experiences in one or more classes. sary credits for a semester
A one or two credit course over one semester
This course provides a balance of class work relating to: (1) classroom Work-Based Learnings are non-paid Internships
organization, (2) classroom management, (3) the curriculum and instruc- Training plans and agreements will be used to help the student have a
tional process, (4) observations of teaching, and (5) instructional experi- successful experience.
ences. Study topics and background reading provide the cadets with in-
formation concerning the teaching profession and the nature of the cadet
teachers’ assignments. Evaluation is based upon the cadet teachers’ coop-
eration, day-to-day practical performance, and class work including the Language Arts
cadets’ potential ability to teach. The total workload of the Cadet Teach-
ing course is comparable to those for other subjects in the high school
curriculum. Belief Statement
Students MUST be interested in the field of education to apply.
The English/Language Arts Department believes that with profes-
sional growth, communication, and a commitment to our students we can
INTERDISCIPLINARY COOPERATIVE EDUCATION
achieve greater continuity, build relationships with students, and create a
(ICE) professional learning environment that supports the learning of language,
(GRADE 12); 2-4 Credits; 1 or 2 Semesters literature, written and oral communication, and the development of 21 st
century skills.
Interdisciplinary Cooperative Education (ICE) spans all career and tech-
nical education program areas through an interdisciplinary approach to
training for employment. The following two components must be includ- ACADEMIC ENGLISH 9
ed as part of the Interdisciplinary Cooperative Education course.
(GRADE 9) 2 Credits; 36 Weeks
Related Instruction,
English 9 is an integrated study of language, literature, writing,
There is a classroom component of ICE. It will be organized and planned
vocabulary and oral communication. Writing assignments stress proper
around the activities associated with the student’s individual job and
organization and focus, as well as how to communicate with different
career objectives in a career cluster area; and shall be taught during the
purposes, audiences, and styles. Essays of multiple paragraphs are
same semesters as the student is receiving on-the-job training. The con-
stressed, and process writing is used. A persuasive research paper, struc-
cepts, skills, and attitudes basic to occupational competence are to be
tured around a thesis statement, provides students with the opportunity to
taught in school and are to be applied and tested on the job. Because
learn and use research skills. Essay questions are also widely used in con-
each student’s on-the-job activities will vary according to the types of
nection with literature selections. Preparation for the English 10 ECA will
occupations in which they have been placed, part of the related instruc-
also be a component of this course. This course includes nonfiction, dra-
tional time will be individualized. For a student to become occupationally
ma, poetry, short stories, and novels; all of which students are encouraged
competent and therefore employable, the related instruction should cover
to evaluate critically.
in varying proportions: (a) general occupational competencies, (b) specif-
ic occupational competencies, and (c) specific job competencies.
On-the-Job Training
This is the actual work experience in an occupation in any one of the
Indiana career clusters that relates directly to the student’s career objec-
tives. On-the-job, the student shall have the opportunity to apply the
concepts, skills, and attitudes learned during Related Instruction, as well
as the skills and knowledge that have been learned in other courses. The
student shall be placed on-the-job under the direct supervision of experi-
enced employees who serve as on-the-job trainers/supervisors in accord-
ance with pre-determined training plans and agreements and who assist in
evaluating the student’s job performance.
8HONORS ENGLISH 9
HONORS ENGLISH 11/ENGL COMPOSITION (ENGL 111)
(GRADE 9) 2 Credits; 36 Weeks
(GRADE 11) 2 high school credits & 3 college credits; 36 Wks
Honors English 9 is an integrated study of language, literature, Must meet specific criteria and complete an Ivy Tech applica-
writing, vocabulary, and oral communication. Students are given the tion to enroll if taking for dual credit
opportunity for many self-directed activities to develop literacy skills.
Creativity and self-expression are encouraged in writing activities, and The first semester of this composition course (ENGL 111) is designed to
emphasis on high level thinking is integrated throughout the curriculum. develop students’ abilities to think, organize, and express their ideas
Writing assignments stress analytical skills, proper organization, and clearly and effectively in writing. This course incorporates reading, re-
increasingly sophisticated style, as well as how to communicate with search, and critical thinking. Emphasis is placed on the various forms of
different purposes, audiences, and styles. Essays of multiple paragraphs expository writing such as process, description, narration, comparison,
are stressed, and process writing is used. A persuasive research paper, analysis, persuasion, and argumentation. A research paper is required.
structured around a thesis statement, provides students with the oppor- Numerous in-class writing activities are required in addition to extended
tunity to learn and use research skills. Essay questions are also widely essays written outside of class.
used in connection with literature selections. Oral communication as- Placement determined through student data and teacher recommen-
signments give students the opportunity to listen and speak effectively. dation.
Vocabulary, which includes Greek and Latin word roots, is also stressed.
Honors English 9 literature includes nonfiction, drama, poetry, short ENGLISH LITERATURE & COMPOSITION AP
stories, and novels; all of which students are encouraged to evaluate criti- (GRADE 12) 2 Credits; 36 weeks
cally.
Placement determined through student data and teacher recommen- Literature and Composition is a college-level class with col-
dation. lege requirements. This course will provide you with intellectual chal-
lenges and workload consistent with an undergraduate college English
ACADEMIC ENGLISH 10 literature course. The focus of this course is the study of artistic use of
(GRADE 10) 2 Credits; 36 Weeks language of increasing complexity as employed by skilled authors to
achieve specific effects on their readers. Evaluation of your progress will
Through the integrated study of language, literature, composi- be through in-class and out-of class writing assignments and, timed writ-
tion, vocabulary, and oral communication, this course continues to devel- ing prompts, as well as content-related coursework throughout the grad-
op skills strengthened and acquired in Academic English 9. This course ing period. This course includes a study of works from various genres
includes the study of both fiction and nonfiction; thus including the com- from British and American writers from the sixteenth to the twentieth
prehension and analysis of drama, poetry, short stories, articles, debate, century. At the end of the spring semester you will have the opportunity
and novels. Each highlight various cultures, messages, authors, and to earn college credit by taking the Advanced Placement Examination in
themes. Academic English 10 also continues to develop research, library English Literature and Composition. A student who earns a 3 or above in
media skills, and technology use together with writing and speaking, so the exam will be granted college credit at most colleges and universities
as to prepare students for college-level study. Vocabulary study for the throughout the United States.
impending SAT and ECA will also take place. Placement determined through student data and teacher recommen-
dation.
HONORS ENGLISH 10
INTRODUCTION TO LITERATURE (ENGL 206)
(GRADE 10) 2 Credits; 36 Weeks
(GRADE 12) 2 high school credits & 3 college credits; 36 Wks
Honors English 10 recognizes that these students are at mastery Must meet specific criteria and complete an Ivy Tech applica-
level of many of the skills covered in Academic English 9. Through an tion to enroll
integrated study of language, literature, composition, vocabulary, and
oral communications, Honors English 10 emphasizes special projects and Introduction to Literature (ENGL 206) is a college-level course
assignments to showcase and continue to polish these skills. This course that emphasizes the development of basic strategies for critically reading
includes the study of both fiction and nonfiction; thus including the com- and interpreting poetry, fiction, and drama. It also includes an introduc-
prehension and analysis of drama, poetry, short stories, articles, debate, tion to the premises and motives of literary analysis and critical methods
and novels. Each highlight various cultures, messages, authors, and associated with various literary concerns through class discussion and
themes. Academic English 10 also continues to develop research, library focused writing assignments.
media skills, and technology use together with writing and speaking so as Prerequisite: Completion of English 111 with a C average
to prepare students for college-level study. Extensive writing projects and
research assignments provide opportunities for self-directed activities, ACADEMIC ENGLISH 12
and creativity is also encouraged. (GRADE 12) 2 Credits; 36 Weeks
Placement determined by student data and teacher recommendation.
Academic English 12 is a study of language, literature, writing,
ACADEMIC ENGLISH 11 vocabulary, and oral communication, like previous English courses; but
(GRADE 11) 2 Credits; 36 Weeks students are expected to work with an increasing degree of independence
as they work to prepare for college and career. This course increases
Through the integrated study of language, composition, and students’ awareness and development of language arts skills and commu-
oral communication, Academic English 11 further develops the skills and nication skills required of students to achieve success in post-secondary
knowledge previously learned. Its focus, however, is on American Liter- experiences, either in the world of work or education. With emphasis on
ature. Understanding the relationship among literature, culture, and his- the needs of students, this course sharpens critical thinking and interpre-
tory is emphasized. Vocabulary, particularly in preparation for the SAT, tive skills, with an emphasis on higher level thinking skills. Oral com-
continues to be included. At least one major research project will be munication, such as interviewing, prepares students to adapt content,
included among the various composition assignments and projects. The presentation and delivery. A variety of writing experiences will occur,
literacy emphasis of Honors English 11 is American Literature. Under- including an extensive research paper. Students will critically study
standing the relationship between literature and the other core classes is complex works of British literature, including fiction, poetry, and essays.
emphasized. Students will also read a variety of nonfiction pieces—both historical and
contemporary.
9ART
SPEECH
(GRADE 11, 12) 1 Credit; 18 Weeks INTRODUCTION TO 2-D ART and
ADVANCED ART 1 & 2
This class will provide practice and study in principle and tech-
(GRADE 9, 10, 11, 12) 1 Credit; 18 Weeks
niques of Speech and Public Speaking. Also included will be instruction
in adapting speeches for a given audience and purpose, with focus on
This course introduces students to the Elements of Art and Prin-
effectiveness and professionalism.
ciples of Design while developing artistic skills. Studio experiences in the
classroom will give students opportunities to experience a variety of media
Students will make speeches in the areas of: viewpoint, instruction,
(pencil, pen, ink, charcoal, pastel, watercolor, and tempera paint as well as
demonstration, information, persuasion, and impromptu. Writing will be
clay and printmaking) while developing student’s individual style and
stressed when creating speeches for creative, analytical, or expository
creative problem solving skills. Students will demonstrate their ability to
purposes, while reading literature genres related to course content and
respond, to analyze and to interpret their own artwork and the work of
speaking assignments. Students will also have to do some research using
others through discussions, critiques, and writings. This course is meant
organization, preparation, and technology, while practicing critical listen-
to be taken for the entire year but can be taken for 1 semester.
ing skills. (Grade 10 with special permission only.)
1st Semester (fall): pencil, pen/ink, char coal, pastels, and water color .
LIBRARY MEDIA 2nd Semester (spring): hand built cer amics and glazing, pr intmaking,
(GRADE 11 & 12) 1 Credit; 18 Weeks tempera painting, portrait and perspective drawing.
Library Media is the study and application of procedures based Course Requirements: Classroom projects, homework sketching, art
on library science theory. Students examine the role of the library and history, critiques, notes, tests, art kit, ART FEE.
technology in the current Information Age. Students use electronic re-
sources for specific research needs and use multimedia presentation tech- ADVANCED 2-D ART (Art 3-4)
nology for practical applications. ELECTIVE CREDIT (GRADE 11, 12) 2 Credits; 36 Weeks
LANGUAGE ARTS LAB Students in this course build on the sequential learning experiences
(GRADE 10-12) 1 Credit; 18 weeks of Introduction to Two-Dimensional Art that encompass art history, art
criticism, aesthetics, and production and lead to the creation of portfolio
Language Arts Lab is a supplemental course that provides students with quality works. Students explore historical and cultural background and
individualized or small group instruction designed to support success in connections; analyze, interpret, theorize, and make informed judgments
completing course work aligned with the Indiana Academic Standards for about artwork and the nature of art; create two-dimensional works of art,
English Language/Arts focusing on the writing and reading standards. All reflect upon the outcomes, and revise their work; relate art to other disci-
students should be concurrently enrolled in an English course in which plines and discover opportunities for integration; and incorporate literacy
class work will address all of the Indiana Academic Standards. Students and presentational skills. They identify ways to utilize and support art
are required to be in this course if they do not pass the Eng 10 museums, galleries, studios, and community resources.
ISTEP+ or ECA. ELECTIVE CREDIT Studio experiences include:
1st Semester (fall): water color , canvas painting with oils/acr ylics,
graphite pencil drawing.
FINE ARTS 2nd Semester (spring): hand-built ceramics, printmaking, mixed media.
Belief Statement Course Requirements: Classroom projects, homework journal draw-
The Fine Arts Department of Churubusco Jr./Sr. High is com- ings, art history, critiques, art kit, ART FEE.
mitted to engaging students in a process that enables them to devel- Prerequisite: Grade of a “B” or higher in Intro. to 2-D and completion
op the self-esteem, self-discipline, self-motivation, and cooperation of 4 semesters (or 2 years) of Art projects.
for success in life, as well as inspire students to become life-long
participants and supporters of the arts. MUSIC
CONCERT BAND
(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks
Students taking this course are provided with a balanced com-
prehensive study of music through the concert band, which develops skills
in the psychomotor, cognitive, and affective domains. Ensemble and solo
activities are designed to develop elements of musicianship including tone
production, technical skills, intonation, music reading skills, listening
skills, analyzing music, studying historically significant styles of literature,
and integration of other applicable disciplines. Experiences include impro-
vising, conducting, playing by ear, and sight-reading. Students develop the
ability to understand and convey the composer's intent in performance of
music. Students are required to participate in performance opportunities
outside of the school day that support and extend learning in the class-
room. 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.
10INTERMEDIATE CHORUS SPANISH II
(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks (Grade 10, 11, 12) 2 Credits; 36 Weeks
Mixed chorus provides students with opportunities to develop In level II of Spanish, the above skills are further developed
musicianship and specific performance skills through ensemble and solo with the study of additional vocabulary and language structure, as well as
singing. The chorus will be compromised of male and female singers. exposure to elementary authentic literature. They will concentrate on
Activities create the development of quality repertoire in the diverse command forms, the use of reflexive verbs and begin to use and refine
styles of choral literature that is appropriate in difficulty and range for the the past tense.
students. Instruction is designed to enable students to connect, examine, Prerequisite: Must have a C+ or better in Spanish I, a clear under-
imagine, define, try, extend, refine, and integrate music study into other standing of verb usage and conjugation must be achieved, and Span-
subject areas. This class will provide instruction in creating, performing, ish teacher approval.
conducting, listening to and analyzing music. Students develop the abil-
ity to understand and convey the composer’s intent in order to connect SPANISH III (SPAN 101 & 102)
the performer performances by professionals during and outside of the (Grade 11, 12) 2 high school credits & up to 8 college
school day. A limited amount of time, outside the school day, may be
credits; 36 Weeks
scheduled for dress rehearsals and performances. Students must partici-
pate in performance opportunities, outside of the school day, that support
Must complete application to enroll if taking it for dual credit
and extend learning in the classroom. Choral repertoire should be devel-
opmentally appropriate. Additional emphasis is placed in sight-reading, Spanish is the primary medium of instruction. The goal of the
critical listening skills, and vocal technique. course is to continue the development and reinforcement of the skills of
the target language: listening, speaking, reading and writing at an inter-
mediate level. The course continues the study of grammar/syntax and
CHORAL CHAMBER ENSEMBLE: NEW ERA
vocabulary building and introduces Spanish and Latin American civiliza-
(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks tion through conversation coordinated with the reading of cultural and
literary texts as well as written and oral reports. Conversational Spanish
New Era is a select vocal and instrumental ensemble whose
will be graded each semester.
members must audition and be selected by the director. The choir studies
Prerequisite: Must have a C+ or better in Spanish II and in English
Classical, Popular, Vocal, Jazz, and Broadway Music. Each year New
and meet Ivy Tech requirements.
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.) SPANISH IV
During the fall, much emphasis is placed on preparing a complete show (Grade 12) 2 Credits; 36 Weeks
choir production; i.e. a selection of various tempi and styles of music,
choreography and props, as well as individual solos and small ensembles Spanish IV will concentrate on some studies of art, the
made up of students within the group. New Era is the touring ensemble Mayan culture and their reflection on our own culture. There will
of the Choral Department. The group performs at various contests in and be practice journal writings and sample advanced placement test-
out of the state. (New Era also takes a small or extended tour during the ing used for college Spanish placement.
Spring depending on the year, and at the discretion of the director.) All
Prerequisite: Successful completion of preceding levels of
members of New Era will purchase and maintain an outfit for the entire
year. This course is a one-year commitment.
Spanish with a grade of a C+ or better and Spanish teacher
approval
Mathematics
World Languages Belief Statement
The vision and mission of the CJSHS Math Department is to
Belief Statement promote and encourage the understanding of mathematics as a field of
The World Language teachers believe that with professional study as well as an integral part of an ever changing society.
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 ALGEBRA I LAB
of a second language, appreciation for other cultures, and awareness of (GRADE 9) 2 Credits; 36 Weeks
how studying a second language connects many areas of their lives.
This is a support course for Algebra I. The course provides stu-
dents with additional time to build the foundations necessary for high
SPANISH I school math courses, while concurrently having access to rigorous, grade
(Grade 9, 10, 11, 12); 2 Credits; 36 Weeks -level appropriate courses. Placement determined by student data and
In level I of Spanish, students will obtain basic oral and written teacher recommendation. ELECTIVE CREDIT
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
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