3 - Bremen High School District 228

Transcription

Bremen Community
High School
District 228
BREMEN HIGH SCHOOL
HILLCREST HIGH SCHOOL
OAK FOREST HIGH SCHOOL
TINLEY PARK HIGH SCHOOL
Curriculum
Handbook
2008-2009
TABLE OF CONTENTS
INTRODUCTION
PAGE
Bremen District 228 Philosophy And Learner Exit Outcomes..................................................................................... 3
Board of Education and Administration ....................................................................................................................... 4
General Information
The Guidance Program............................................................................................................................................ 5
Definitions ................................................................................................................................................................ 5
Pupil Load ................................................................................................................................................................ 5
Physical Education Exemption ................................................................................................................................ 7
Consumer Education Proficiency Test..................................................................................................................... 8
Ability Groups (Levels)............................................................................................................................................. 8
Advanced Placement ............................................................................................................................................... 8
Weighted Grades ..................................................................................................................................................... 8
Planning Information
College Admission Requirements............................................................................................................................ 8
Career Exploration ................................................................................................................................................. 12
Tech Prep............................................................................................................................................................... 13
Graduation Requirements...................................................................................................................................... 15
Pathways
Introduction ............................................................................................................................................................ 15
Liberal Arts Pathway .............................................................................................................................................. 16
Agriculture and Natural Resources........................................................................................................................ 17
Arts and Communications...................................................................................................................................... 17
Business, Management and Technology............................................................................................................... 18
Human Services..................................................................................................................................................... 19
Industrial, Scientific and Engineering Technology................................................................................................. 19
Program Planner.................................................................................................................................................... 20
Pupil Personnel Services Department....................................................................................................................... 20
Instructional Materials Center Department................................................................................................................ 21
COURSE DESCRIPTIONS
Fine Arts Department............................................................................................................................................. 22
English Department ............................................................................................................................................... 31
Social Studies Department .................................................................................................................................... 41
Mathematics Department....................................................................................................................................... 49
Science Department .............................................................................................................................................. 59
World Languages Department............................................................................................................................... 69
Business Technology Department......................................................................................................................... 77
Industrial Technology Department......................................................................................................................... 84
Family & Consumer Science Department.............................................................................................................. 93
Physical Education Department............................................................................................................................. 98
Special Education Department ............................................................................................................................ 105
DISTRICT 228 SUMMER SCHOOL ........................................................................................................................... 115
2008 EVENING HIGH SCHOOL................................................................................................................................. 119
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BREMEN DISTRICT 228 PHILOSOPHY OF EDUCATION
The role of education is to foster the intellectual, personal and social development of the individual student. Since
students in District 228 represent a variety of ethnic, cultural, socioeconomic and educational backgrounds, the district
believes that the total school community has a shared responsibility in this role.
The Board of Education will establish written policies designed to achieve the purpose of education.
The administration, through effective educational leadership, will administer the board's policies, and establish a
positive district/ school climate to facilitate the achievement of district goals.
The professional and support staff will maintain a high level of commitment to the district's educational program and
also maintain a high level of expectation for student achievement.
The parents and the community will participate in a partnership with the schools to support district policies and goals.
The students will be responsible to take advantage of the opportunities provided to them in the total school program.
Based on this philosophy, our mission is to provide each student with core values, knowledge, and skills in
order to thrive academically, socially, emotionally, and physically in our diverse world; to develop character;
and to achieve full potential in one’s personal and professional life. Through high academic standards,
accountability, and a safe, caring environment, we will challenge our students to become self-directed learners and
global citizens with the ability to utilize literacy skills and competencies to enrich their lives within the workplace,
community, and family.
BREMEN DISTRICT 228 LEARNER EXIT OUTCOMES
Effective Communicator
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Effectively sends and receives written, spoken and symbolic information and ideas through a variety of methods.
Adapts messages to various audiences and purposes.
Interprets and evaluates all forms of communication.
Uses technology to enhance communication.
Responsible Citizen
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Understands and respects the diversity and the interdependence of people in local and global communities.
Demonstrates respect for life and the environment.
Works to improve the welfare of others.
Makes informed decision, takes appropriate action and assumes responsibility for his/her actions.
Self-Directed Learner
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Sets goals, priorities and methods of achievement based on changing needs.
Pursues personal, academic, and career growth.
Applies technology to enhance life-long learning.
Acquires, organizes and applies information appropriately.
Develops and maintains a physically and mentally healthy lifestyle.
Effective Worker
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Works independently, is self-motivated and self-directed.
Contributes as a team member in the pursuit of goals and the production of products.
Works efficiently to produce quality products and services while taking pride and satisfaction in doing so.
Uses appropriate resources and technology.
Demonstrates reliability, dependability and adaptability.
Complex Thinker
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Analyzes problems and applies a variety of problem solving techniques.
Demonstrates flexibility, persistence, and creativity and objectivity in the thinking process.
Applies and evaluates strategies of creative and critical thinking.
Uses technology to enhance thinking.
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BREMEN COMMUNITY HIGH SCHOOL DISTRICT 228
BOARD OF EDUCATION
Deborah Stearns, President
Marc Turner, Vice President
Rev. David Mensing, Secretary
William Browne
Evelyn Gleason
John Kirkton
Gail Reister
ADMINISTRATION
Bill Kendall, Superintendent
Dr. Marcia Mendenhall, Assistant Superintendent – Instruction
Dr. Anthony Edison, Assistant Superintendent – Personnel/Student Services
Thomas O’Malley, Assistant Superintendent – Finance
Dr. David Corbin, Director of Educational Support Services
Curtiss Strietelmeier, Director of Educational Technology
(708) 389-1175
BREMEN HIGH SCHOOL
TINLEY PARK HIGH SCHOOL
Dr. David Kibelkis, Principal
Mr. Ed Lipowski, P.P.S. Coordinator
(708) 371-3600, Extension 2206
Dr. Theresa Zielinski, Principal
Ms. Laura Berry, P.P.S. Coordinator
(708) 532-1900. Extension 2806
HILLCREST HIGH SCHOOL
OAK FOREST HIGH SCHOOL
Ms. Renee Simms, Principal
Ms. Beatrice Haynes, P.P.S. Coordinator
(708) 799-7000, Extension 2406
Dr. David Wilson, Principal
Ms. Jane Dempsey, P.P.S. Coordinator
(708) 687-0500, Extension 2606
DEPARTMENT SUPERVISORS
Business Technology
English
Family & Consumer Science
Fine Arts
World Languages
I.M.C.
Industrial Technology
Mathematics
Physical Education
Pupil Personnel Services
Science
Social Science
Special Education
Asst Coordinator, Special Education
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Dwayne Mentgen
Dr. Maurice Young
April Nykaza
Keith Anderson
Brad Sikora
Cynthia Marshall
Jerry Ward
Rhonda Cracco
Kathryn Welsh
Laura Berry
Corinne Williams
Eric Mollin
John Krapf
Evisha Ford
532-1900, Extension 2832
799-7000, Extension 2511
371-3600, Extension 2271
799-7000, Extension 2455
687-0500, Extension 2661
371-3600, Extension 2275
371-3600, Extension 2280
687-0500, Extension 2641
687-0500, Extension 2620
532-1900, Extension 2806
532-1900, Extension 2921
371-3600, Extension 2291
389-1175, Extension 2011
389-1175, Extension 2030
GENERAL INFORMATION
This handbook contains a description of the curricular program of Bremen Community High School District 228 for the
2008-2009 school year. Each school provides a comprehensive, varied curricular program with teachers who are
specialists in their respective fields. In selecting your courses for the school year, you need to think about your high
school objectives and your career goals (further education and/or work). In making your decisions, involve your
parents, counselors, teachers and administrators.
THE GUIDANCE PROGRAM
Each student is placed with a counselor who will continue to serve the student until graduation. This makes it possible
for each student to have a close, continuing relationship with his/her counselor. This continuous relationship among
the students and counselors is of great value in making the guidance program effective.
The counselors are ready to counsel with students and parents about educational, vocational, behavioral, and
personal problems. Students and parents are encouraged to take advantage of these counseling services.
DEFINITIONS
The school year consists of two semesters. Each semester is divided into two terms, each consisting of two quarters,
for reporting marks to parents. In addition, there is an alternative Evening High School Program and a summer term.
A credit is earned by the satisfactory completion of two semesters of work in a course, which meets daily for one
period and requires outside study. The credit value of each course is indicated in the course descriptions included in
this handbook.
A prerequisite is a course and/or other criteria, which must be completed before certain other courses may be taken.
PUPIL LOAD
The general rules for course selection are:
1.
Students must register for five courses plus physical education for a total of six courses and must be in
attendance for a minimum of 300 minutes, excluding lunch.
2.
Students must have a “C” average (3.0 GPA) for a seventh course request in addition to parent permission.
Participation in band and chorus will not be limited by grade point average.
3.
Once selected, a course cannot be dropped from any student's schedule unless the student is transferred to
another course within the first two weeks of the semester, and the transfer option will only be made available if the
course is inappropriate and if the student did not make the request as evidenced by the course selection sheet.
This includes seventh course requests, which have been granted. After the first two weeks, any withdrawal
requires the authorization of the principal. Course changes will not be made to accommodate choice of teacher or
to allow early dismissals, which are not required by career cooperative programs.
4.
To achieve sophomore standing, a student must have earned six credits; a junior must have earned twelve
credits; and a senior must have earned eighteen credits. For purposes of the PSAE, a junior is identified as
having earned 12 credits prior to the first day of the student’s third year of high school. If a student does not meet
the credit benchmark, he or she will take the PSAE the following school year. As of August 8, 2004, Illinois
requires all students to take the PSAE in order to graduate from high school.
5.
For some courses, like advanced levels of mathematics, science, world languages, industrial technology, fine
arts, family and consumer science, and English, enrollment in one of our four high schools may be insufficient to
offer the course. In order to allow students to take this course, students from two, three, or even four schools may
be combined to form a section. Often this course is offered as a first period course at 7:00 a.m. or an eighth
period course at 2:00 p.m. to allow maximum enrollment. Your counselor will tell you if you are enrolled in such a
course.
6.
Students may take one elective per semester as pass/grade. Core courses, which are identified as English
(excluding electives), math, science (excluding electives), and social studies (excluding electives), honors
courses, and A.P. courses must be taken for a letter grade. Students must receive an A, B, or C for the pass
option; any grade lower than a C- will become a grade. Performing music and physical education may be taken as
pass/grade in addition to the one elective per semester. Students should meet with their counselors to obtain a list
of eligible career electives/elective courses and a Pass/Grade Form. The Pass/Grade Form must be completed
within the first two weeks of school. Taking a course Pass/Grade in an NCAA core course will eliminate that
course from the GPA calculations to satisfy NCAA core requirements.
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“Students may take one elective per semester as pass/grade. Core courses, which are identified as English (excluding
electives), math, science (excluding electives), and social studies (excluding electives), honors courses, and A.P.
courses must be taken for a letter grade. Students must receive an A, B, or C for the pass option; any grade lower
than a C- will become a grade. Performing music and physical education may be taken as pass/grade in addition to
the one elective per semester.”
NOTE: Taking a course Pass/Grade in an NCAA core course will eliminate that course from the GPA calculations to
satisfy NCAA core requirements.
The following electives may be taken as pass/grade:
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English
124 Performing Arts Media
134 Information Media
135 Investigative Research &
Writing
137/753 Communication Arts &
Technology
Science
421 Plant Science
437 Horticulture
436/834 Food Science
434 Human Anatomy &
Physiology (Reg.)
Social Studies
231 Minority Studies
234 Sociology/Psychology
239 History in the Making
Business
610 Microcomputer
Interdisciplinary Applications
621 Advanced Microcomputers
622 Accounting I
624 Web Design
638/640 B.P.A./Internship
639/641 D.E.C.A./Internship
642 Entrepreneurship
Fine Arts
010 Art 1
020 Art 2
021 Multi Media Design
030 Studio Art
034/752 Commercial Art
011 Band 1
022 Band 2
012 Band 3
031 Symphonic Band Reg.
013 Mixed Chorus 1
023 Mixed Chorus 2
032 Concert Choir Reg.
033 Jazz Ensemble Reg.
040 Music Technology I
042 Music Technology II
043 Vocal Show Ensemble
World Languages
510 French 1
520 French 2 Reg.
512 Spanish 1
522 Spanish 2 Reg.
Industrial Arts
710 Mechanics & Technology
713 Technical Design
714 Material Processing
715 Computer Repair
729 Network Technician
733 Technical Drafting Reg.
735 Auto Mechanics
736 Automotive Technology
725 Production Tech. Reg.
738 Building Trades
748/749 I.C.E./Internship
752/034 Commercial Art
753/137 Communication Arts &
Technology
Family & Consumer Science
810 Exploring Human Services
822 Child Care I
823 Hospitality & Recreation
821 Child Care II
824 Teaching Internship
825 Hospitality & Recreation II
834/436 Food Science
835 Social Changes & Relations
848/849 F.C.C.L.A./Internship
P.E.
All P.E. Courses
PHYSICAL EDUCATION EXEMPTION
Students, on an individual basis, may be excused from physical education for the reasons listed below:
Each request for exemption from Physical Education instruction is to be verified and eligibility determined on a caseby-case basis. Every student excused from physical education course requirements will be provided with a schedule,
which meets minimum school day requirements (300 minutes). Approval of exemptions will be for one semester only
but may be renewed for additional semesters if circumstances warrant. All exemptions must be approved by the
student, parent, athletic director, P.P.S. Coordinator and/or band director. In all cases, if the student drops the course,
sport or marching band, the student must return to physical education.
Exemption For Marching Band
9-10
• For the first semester, the student must be enrolled in Concert Band, Intermediate Band or Symphonic Band.
• For the first semester, the student will be exempted from P.E. and enrolled in the Marching Band course.
• During the second semester, the student must return to Health and Driver Education/P.E.
• To qualify for the tenth grade, the student must have attained six credits and passed health and band.
11-12
• Students must be enrolled in Concert Band, Intermediate Band or Symphonic Band.
• Students must be enrolled both semesters in Concert Band, Intermediate Band or Symphonic Band. With this
exemption, the student may take another course as their sixth course.
• To qualify for the eleventh grade, the student must have attained twelve credits and passed all physical education
and band classes.
• To qualify for the twelfth grade, the student must have attained eighteen credits and passed all physical education
classes and band classes.
Exemption For Sports – 11-12
One Sport – 11-12
• Students must have been involved in the sport during the previous school year.
• Students must have attained twelve credits by the eleventh grade and passed all physical education courses taken.
Students must have attained eighteen credits by the twelfth grade and passed all physical education courses taken.
• Students must enroll in a semester course.
Two Sports – 11-12
• Students must have been involved in the sport during the previous school year.
• Students must have attained twelve credits by the eleventh grade and passed all physical education courses taken.
Students must have attained eighteen credits by the twelfth grade and passed all physical education courses taken.
• Students must enroll in a full year course.
Exemption for Academics – 11-12
• Students must have attained twelve credits by the eleventh grade and passed all physical education
courses taken. Students must have attained eighteen credits by the twelfth grade and passed all physical
education courses taken.
• Students must enroll in a full-year course.
• A course designed to prepare the student to meet the entrance requirements of an institution of higher learning may
be taken. An institution of higher learning is defined to mean: any accredited school which provides bonafide
programs for educational and/or career preparation beyond high school. The physical education requirement may
be waived for other coursework.
• For trade schools and other institutions, the student should have completed and passed orientation courses for
his/her specific career interest. Articulated courses between the post-secondary institutions and District 228 should
also be strongly considered.
Exemption for Courses Required for Graduation – 11-12
• Students must enroll in a semester or full-year course. If the student enrolls in a semester course, the student will
return to P.E. for the other semester.
• The course “required for graduation” is a required course previously failed, one which could not be built into the
student’s schedule previously or one needed by a student new to the district.
• Counselors should encourage students to repeat required courses in summer school or evening high school.
During course registration, a student may request to be excused from engaging in physical education for the above
reasons by filling out a Physical Education Exemption Request Form. The Physical Education Exemption Request
Form can be acquired in the Guidance Office of your school.
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CONSUMER EDUCATION PROFICIENCY TEST
The State Board of Education will furnish to District 228 a Consumer Education Proficiency Test for pupils in grades 9
to 12. Students who elect to take the test, which may be taken only once a year and who achieve at least the minimum
score specified by the State Board of Education, may be excused from receiving the state-required amount of
instruction in Consumer Education.
The Consumer Education Proficiency Test will be given in your school during the months of October and January. See
your counselor for further information.
ABILITY GROUPS (LEVELS)
For many years, it has been the practice of Bremen District 228 to group students according to ability. This is done to
better adapt the subject matter content, materials of instruction and teaching methods to the aptitudes, abilities and
needs of the students. Students are placed in ability groups for specific subjects according to their ability in particular
academic areas. For example, a student with superior ability in mathematics and science and typical ability in other
academic subjects would be placed in honor sections in mathematics and science and in regular sections in English,
social studies and world languages. In other classes, students work at a pace slower than that of a regular class, a
pace that is more suited to their individual needs. Class size is smaller, and primary emphasis is placed on attaining
and refining fundamental skills.
The following factors should be taken into consideration by students and parents in determining the appropriate ability
groups:
1.
teacher and counselor recommendations.
2.
past academic achievement in the relevant subject areas.
3.
test results.
4.
reading and math ability.
5.
personal factors--study habits, motivation, attendance record.
ADVANCED PLACEMENT
Students who have done well in Honors level courses in their first two or three years should consider enrolling in
Advanced Placement courses. These courses are college-level courses and give students a head-start on their college
years. Students who take Advanced Placement examinations may receive college credit while in high school. THE
ADVANCED PLACEMENT EXAMINATION FEES (APPROXIMATELY $87.00) WILL BE COLLECTED IN
FEBRUARY OF 2008.
WEIGHTED GRADES
Advanced Placement and Honors courses receive a higher number of grade points than those subjects classified as
regular or essential. In calculating class rank, an "A" in an Advanced Placement course will be weighted at 6.4 points;
honors will be 6 points; regular courses will be 5 points; and those classified as essential will be awarded 4 points.
Class rank will be calculated at the end of each semester. In each course description that follows, the level and weight
of the grade is listed in the "Credit" section. The district encourages eligible students to take additional courses, but in
student comparisons, additional courses may affect the overall student GPA. Senior awards are based on seventh
semester ranking.
PLANNING INFORMATION
COLLEGE ADMISSION REQUIREMENTS
Among American colleges, there are great variations in admissions requirements and in the academic demand made
on students. Published information about these variations is readily available in the counselors’ offices. The counselors
are prepared to discuss these differences with students and parents.
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The principle factors about a candidate considered by college admissions officers are the following:
1.
high school grades because they are used to compute grade point average and class rank, both of which are
extremely important predictors of post-secondary success.
2.
test results, administered by the American College Testing (ACT) Program and the College Entrance Examination
Board (SAT). In its catalogue, each college lists the required tests.
3.
personal factors, such as motivation, enthusiasm for learning, social adjustment, emotional maturity, sense of
integrity and responsibility, special aptitudes and skills, achievement and leadership (not mere membership) in
school and community activities, attendance record, work experience, and accurate self-assessment of aptitudes
and abilities.
4.
subjects studied in high school.
5.
NCAA DIVISION I A, IAA, II or III and NAIA I and II
All collegiate athletes must take the ACT to qualify. The PSAE/ACT will be accepted for any NCAA or NAIA
Division.
For students first entering an NCAA institution on or after August 1, 2005, computer science courses cannot
be used to meet initial eligibility requirements.
Freshman-Eligibility Standards, College Entrants 1996-97 and Thereafter
All Student-Athletes Must Register With The NCAA Initial-Eligibility Clearinghouse
QUALIFIER:
Can practice, compete and receive athletic scholarship as a freshman.
ACADEMIC-ELIGIBILITY REQUIREMENTS:
DIVISION I 2005 THROUGH 2008:
If you enroll in a Division I college between 2005 and after 2009 and want to participate in athletics or receive an
athletics scholarship, you must meet the following academic standards:
•
•
•
•
graduate from high school;
complete the 16 core courses listed below;
present a minimum required grade-point average in your core courses; and
achieve a combined SAT or ACT sum score that matches your core-course grade-point average in the grade point
average and test score index.
16 Required Core Courses
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•
•
•
•
•
four years of English;
two years of mathematics (algebra I or higher level);
two years of natural or physical science (including one year of lab science if offered by your high school);
one extra year of English, mathematics or natural/physical science;
two years of social science; and
three years of extra core courses (from any category above, or world languages, nondoctrinal religion or
philosophy).
Please see your high school’s excluded courses at: http://www.ncaaclearinghouse.net
You will be a nonqualifier if you do not meet the academic requirements listed above. As a nonqualifier, you:
•
•
•
may not participate in athletics competition or practice during your first year in college;
may receive financial aid based only on need (not athletics-based financial aid) in your first year in college.
may play only three seasons (to earn fourth season you must graduate before your fifth year of college).
DIVISION I 2008 AND LATER:
If you enroll in a Division I college in 2009 or later and want to participate in athletics or receive an athletics
scholarship, you must meet all NCAA requirements for 2005-2008 and have completed two additional core courses
(new total of 16) as shown below:
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•
•
•
•
•
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four years in English;
three years of mathematics (algebra I or higher level);
one extra year of English, mathematics or natural/physical science;
four years of extra courses (from any category above, or world languages, nondoctrinal religion or philosophy).
DIVISION II 2005 AND LATER:
If you enroll in a Division II college in 2005 or later and want to participate in athletics or receive an athletics
scholarship, you must meet the following academic standards:
•
•
•
•
graduate from high school;
complete the 14 core courses listed below;
present a 2.000 grade-point average in your core courses; and
achieve a combined SAT score of 820 or a sum score of 68 on the ACT.
•
•
•
•
•
•
three years of English;
two years of mathematics (algebra I or higher level);
two extra years of English, mathematics of natural/physical science;
three years of additional courses (from any category above, or world languages, nondoctrinal religion or
philosophy).
You will be a partial qualifier if you do not meet the academic requirements listed above, but you have graduated
from high school and meet one of the following:
•
•
the specified minimum SAT or ACT score; or
completion of the required 14 core courses with a 2.000 grade-point average in your core courses.
As a partial qualifier, you:
•
•
•
•
may practice with your team at its home facility;
may receive an athletics scholarship during your first year;
may not compete during your freshman year; and
may compete in the four seasons remaining.
If you have not graduated from high school or have not presented the core-course grade-point average, SAT or ACT
scores required for a qualifier, you will be considered a nonqualifier.
As a nonqualifier, you:
•
•
•
may not participate in athletics competition or practice during your first year in college;
may receive financial aid based only on need (not athletics-based financial aid) in your first year in college.
may play in four seasons.
DIVISION III:
Contact your Division III college regarding its policies on financial aid, practice and competition.
NAIA ELIGIBILITY REGULATIONS
As an entering freshman you must meet two of three of the following entry level requirements:
1. achieve a minimum of 18 on the ACT, or 860 on the SAT. The test must be taken at a national test site.
2. achieve a minimum overall high school grade point average of 2.000 on a 4.000 scale.
3. graduate in the top half of your high school graduating class.
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Core GPA and Test Score Index for Division I
Core GPA and Test Score Index for Division I
Core GPA
3.550 & above
SAT
400
ACT
37
Core GPA
2.775
SAT
710
ACT
58
3.525
410
38
2.750
720
59
3.500
420
39
2.725
730
59
3.475
430
40
2.700
730
60
3.450
440
41
2.675
740-750
61
3.425
450
41
2.650
760
62
3.400
460
42
2.625
770
63
3.375
470
42
2.600
780
64
3.350
480
43
2.575
790
65
3.325
490
44
2.550
800
66
3.300
500
44
2.525
810
67
3.275
510
45
2.500
820
68
3.250
520
46
2.475
830
69
3.225
530
46
2.450
840-850
70
3.200
540
47
2.425
860
70
3.175
550
47
2.400
860
71
3.150
560
48
2.375
870
72
3.125
570
49
2.350
880
73
3.100
580
49
2.325
890
74
3.075
590
50
2.300
900
75
3.050
600
50
2.275
910
76
3.025
610
51
2.250
920
77
3.000
620
52
2.225
930
78
2.975
630
52
2.200
940
79
2.950
640
53
2.175
950
80
2.925
650
53
2.150
960
80
2.900
660
54
2.125
960
81
2.875
670
55
2.100
970
82
2.850
2.825
2.800
680
690
700
56
56
57
2.075
980
83
2.050
990
84
2.025
1000
85
2.000
1010
86
What are core courses?
For a definition of core courses, see your high school’s core course list at www.ncaaclearinghouse.net.
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CAREER EXPLORATION
Through the Developmental Guidance Program, district counselors provide students with a four-year guidance
curriculum, which addresses the personal/social, academic, and career domains of development. Students develop
their career decision-making skills through self-knowledge, educational and occupational exploration, and career
planning. Activities include identification of work values, interests, and abilities. Each student is given the Pictorial
Inventory of Careers assessment, which identifies career areas of interest they may wish to explore and prepare for
during high school. From this assessment, students receive course selection information and learn how to connect
their career choices to our Pathways program of studies. In addition, based on their PIC results, students are asked to
research their top career interests in the IMC or the Guidance office. The Freshman and Sophomore students also
participate in the Interest Inventory provided by Explore and PLAN tests. The students additionally have access to
Discover, a career/college web site. Current labor market information is provided along with opportunities to attend
district-held college and career fairs. Options after high school are reviewed in addition to admission requirements to
post-secondary schools. All students are provided with a Life and Career Planning Folder to assist them in the career
decision-making process. Freshmen and Sophomores take the Explore and PLAN tests in the fall that include
career/interest inventories.
In the following table, these careers are among those that will need an increasing number of workers through 2005.
Like most of our country's fastest growing occupations, these jobs require vocational training.
Occupations with the largest job growth
2004-2014
Employment
Number
(in thousands)
2004 - 2014
Registered nurses
Accountants and auditors
Computer software engineers, applications
Postsecondary teachers
Carpenters
Medical assistants
Executive secretaries and administrative assistants
Nursing aides, orderlies, and attendants
Teacher assistants
Child care workers
Most significant source of
postsecondary education
or training
2,394
3,096
Associate degree
1,176
1,440
Bachelor's degree
460
682
Bachelor's degree
1,628
2,153
Doctoral degree
1,349
1,535
Long-term on-the-job training
387
589
1,547
1,739
1,455
1,781
1,296
1,478
Moderate-term on-the-job
training
Moderate-term on-the-job
training
Postsecondary vocational
award
Short-term on-the-job training
1,280
1,456
Short-term on-the-job training
"Occupational employment projections to 2014," Bureau of Labor
Occupational employment
1. Professional and related occupations and service occupations are projected to add the most jobs, accounting
for 6 out of 10 new jobs created over the 2004-14 period.
2. Business and financial operations occupations, professional and related occupations, and service occupations
are projected to grow faster than the 13 percent average for all occupations.
3. Production occupations and farming, fishing, and forestry occupations are projected to lose employment over
the period.
4. Nine of the 10 fastest growing occupations are health or computer (information technology) occupations.
5. Five of the 10 occupations adding the most jobs are service occupations.
12
TECH PREP
Congratulations:
This “Tech Prep College Credit in High School” Award Certificate is proof that earning an “A” or “B” was
worth the hard work.
3 easy steps to follow:
1. read the Tech Prep Award rules listed below.
2. request that your high school send an official copy of your transcript to South Suburban College.
3. (OPTIONAL) If you have questions about using your Tech Prep Award for college credit, call the office of
the Dean of Career Education, 708-596-2000, ext. 2665, or the office of the Tech Prep Advisor, 708-5962000, ext. 2597, at South Suburban College. You may be asked to make an appointment in order to
answer all your questions. (Bring your Tech Prep Award Certificate to the appointment.)
Tech Prep Award Rules
1. The intent of this articulated agreement is designed to lead to the AAS Degree or Certificate in a Career or
Technical Program.
2. Applicants must meet all participating Community College admissions requirements.
3. All college credit awarded under this agreement will be held in escrow until the student has earned a minimum
of six (6) credits at the community college.
4.
If a student scheduled to receive college credit under the terms of this agreement fails to make satisfactory progress in the
next higher level course, the student may be required to transfer back to a lower level course at the discretion of the
community college.
5.
In order for credit to be granted, the student must enroll at the community college within 24 months following high school
graduation.
1.
Students who have completed high school with a minimum overall high school grade point average of 2.0 on a 4.0
scale and who have completed the high school course listed with a 3.0 on a 4.0 scale (a “B” average will be
accepted provided a “C” was earned in the first semester and an “A” the second semester) will be granted college
credit for the South Suburban College course listed which is part of the occupational program.
2.
Applicants for credit must meet all South Suburban College admissions requirements and must be an
enrolled/registered student in good standing with South Suburban College.
3.
All college credit awarded under the provisions of the agreement will be held in escrow until the student has
earned a minimum of six (6) credits at the college.
4.
Should a student scheduled to receive college credit under the terms of this agreement fail to make satisfactory
progress in the next higher level course, if any, the student may be required to transfer back to a lower level
course at the discretion of South Suburban College.
5.
In order for credit to be granted, the student must enroll at South Suburban College within 24 months following
high school graduation.
6.
This agreement is subject to review and renewal biannually.
7.
The college course covered by this articulated agreement is designed to lead to the AAS degree or certification of
proficiency in this program.
13
Credit for Tech Prep courses taken in Bremen District 228 will be posted on the student's community college transcript
upon completion of 12 credits in the approved program. Below is a listing of Bremen District 228's Tech Prep courses
and approved programs.
228 Course Title
College
College Course Title
College
Credit
South Suburban College Dual Credit Classes
729 Network Technician Plus Evidence of Passing the
NET + Certification Exam
137/753 Communication Arts & Technology
729 Network Technician
715 Computer Repair PLUS Evidence of Passing the A+
Exam
715 Computer Repair
610 Microcomputer Interdisciplinary Applications
631 Computerized Accounting 2
738 Building Trades
SSC
CIS 180 Networking Plus
3
SSC
SSC
SSC
COM 201 TV Production 1
CIS 180 Networking Plus
ELC 132 A+ Certification Prep
3
3
4
SSC
SSC
SSC
SSC
ELC 225 PC Systems Servicing
OAT 100 Basic Keyboarding Skills
ACC 110 Financial Accounting, Part 1
BLD 101 Construction Materials &
Methods, Woods
BUS 123 How to Start Your Own Small
Business
BUS 133 Organization for Small Business
BUS 134 Marketing for Small Business
CAD 100 Introduction to CADD
CAD 101 Basic Drawing and Design
CAD 109 Architectural Design & Drafting I
CHD 105 Introduction to Early Childhood
Education
CIS 101 Computer Literacy and
Applications
4.5
1.5
2
4
SSC
733/734 CAD Technical Drafting
821 Child Care II
SSC
SSC
SSC
SSC
SSC
SSC
610 Microcomputer Interdisciplinary Applications AND
621 Advanced Microcomputers
SSC
1
1
1
1.5
2
4
3
3
Moraine Valley Community College Articulation Agreements
736 Automotive Technology
MVCC
725/726 Production Technology
725/726 Production Technology
MVCC
MVCC
AUT 112 Introductory Automotive
Technology
IST 101 Introduction to Machine Tools
IST 109 Prints for Industry
4
3
3
Prairie State College Articulation Agreements
Automotive Technology
PSC
Auto 101 Basic Automobile Service &
Systems
3
Joliet Junior College Articulation Agreements
Plant Science
JJC
Horticulture
823 Hospitality & Recreation
JJC
JJC
HORT 100 Introductory Horticulture
Science
HORT 280 Floral Design I
HOSP 120 Exploring the Hospitality
Industry
3
3
3
Dual Credit Courses
Courses listed that are taken at South Suburban College now fall under dual credit guidelines. In dual credit situations
the student is issued a transcript from South Suburban College upon completing the affected course with a grade of A
or B (pending proper enrollment procedures). There is no cost to the student, and the transcript is a fully recognizable
and transferable document. Students wishing to apply these credits to an educational institution other than South
Suburban College should check with the designated institution as to their policies on transfer credits.
Students will earn high school credit at their home school if a passing grade is achieved in the affected class. Each
instructor of a dual credit class is a Bremen High School District 228 teacher who issues and explains all documents
related to the dual credit process.
14
GRADUATION REQUIREMENTS
The Regular Curriculum fulfills all state course requirements for graduation. Successful completion leads to the regular
diploma.
The Challenge Curriculum requires twenty-four credits and places an emphasis on world languages courses taken in
high school. Successful completion leads to the challenge diploma.
In addition, a student must take the Prairie State Achievement Examination as a condition for graduation as stipulated
by the Illinois State Board of Education.
REGULAR CURRICULUM
English
Mathematics
Science
Social Studies
Physical Education/Health
Microcomputers1
Electives/Career Electives
Total Credits Needed for Graduation
4 credits
3 credits (For the Class of 2010, 1 credit must be in Algebra and 1
credit in Geometry)
3 credits
3 credits (1 must be in American History and Pass Constitution Exam,
and ½ must be in Economics)
4 credits (Pass Health and a course with a Personal Wellness Plan
component.)
1 credit
4 credits
22 credits2
CHALLENGE CURRICULUM
English
Mathematics
Science
Social Studies
World Languages
Physical Education/Health
Microcomputers1
Electives/Career Electives
Total Credits Needed for Graduation
NOTE:
1
2
4 credits
3 credits (For the Class of 2010, 1 credit must be in Algebra and 1
credit in Geometry)
3 credits
3 credits (1 must be in American History and Pass Constitution Exam,
and ½ must be in Economics)
2 credits (Two credits must be attained in high school – 9 to 12)
4 credits (Pass Health and a course with a Personal Wellness Plan
component.)
1 credit
4 credits
24 credits2
To participate in Commencement Exercises, a student must have earned 22 credits as defined above and
must have taken the Prairie State Achievement Examination.
If a student passes a proficiency test, the student may be excused from receiving instruction in this course. The
student will not receive credit for the course, and he/she must enroll in another course.
All students must take six courses each school year for a total of twenty-four credits. However, students may
graduate with twenty-two credits, provided all course requirements for graduation are met.
PATHWAYS
Introduction
In an increasingly more complex and technical work world, new jobs will require increased levels of education. With
this rapidly changing work world, the workers of the future will need advanced technical, communication and
mathematics skills, greater problem-solving abilities and teamwork skills. Many jobs will require training beyond high
school. Students who want to be prepared for a future of many opportunities instead of a future with closed doors must
start preparing now. The answer for them may be PATHWAYS, a program that has been developed to prepare them
for lifelong learning, including: apprenticeship, advanced study at colleges/universities, community colleges, technical
schools, work force entry, and/or any combination of the above.
15
PATHWAYS is a challenging program of studies designed to guide students into higher level academic courses and
career courses which will give them the strong technical and academic foundation on which to build their futures.
The program of studies is organized by PATHWAYS: Agriculture and Natural Resources, Arts and Communications,
Business, Management and Technology, Human Services, Industrial, Scientific and Engineering Technology, and
Liberal Arts. Courses recommended for each PATHWAY include a strong academic core (four years of English and
three years each of math, science and social studies) and career/technical courses and/or elective courses.
Choices
Parents, teachers, and counselors need to assist students in selecting the course of study for which they have the
aptitude, ability and interest. Each pathway allows students an expansion of choices in a cross-departmental
approach. While it is recommended that students select a course of study before entering ninth grade, they may enter
or change their PATHWAY program at any grade level as long as they are able to meet the minimum requirements.
Options
Students who complete the PATHWAY program of studies have many options. Some students will pursue a bachelor’s
degree. Many will choose to attend a community college for two years, receive an associate degree, and then transfer
to a university. Others will complete an apprenticeship program. Still others will attend technical schools and/or
complete various kinds of post-secondary training required for the job of their choice. Some students will enter the
work force immediately after high school graduation but will receive additional training while on the job.
Articulation
Students who participate in the PATHWAY program may receive college credit for courses taken in high school as a
result of articulation agreements between Bremen District 228 schools and area post-secondary institutions.
Completion
With the completion of the PATHWAY, it symbolizes that the graduates have completed a rigorous program of
academic and technical courses and provides recognition for the effort and commitment of graduates and their
parents.
LIBERAL ARTS PATHWAY
Students in this pathway have not chosen as of yet a career path based on their interests, talents and abilities. This
pathway provides for a successful transition from high school to post secondary education.
9
English
Mathematics:
Algebra
Hon. Geometry
10
English
Geometry
Hon. Algebra 2
11
English
Algebra 2
Hon.
Trig/PreCalc
12
English
Science:
Biology or
Earth Science
OR
Social Studies: Geography
Physical Education/
Health
Microcomputers1
World Languages or2
Elective
Chemistry
Biology
Physics
Chem./Physics
World History
Physical Education
Driver Ed.
American History
Physical Education or
Personal Wellness
Government/Economics1
Personal Wellness
Elective2
Elective2
Elective
Elective
Elective
1
Student may take a proficiency test for this course. If the student proficiencies out of the course, the student must take
another elective.
2
Level 2:
Incoming freshmen who have had two or more years of a language in junior high, achieved required junior
high grade, received a passing score on the District 228 World Languages Proficiency Test, and want to
attain credit for junior high/middle school foreign language must enroll in Level 2 of the world languages
during the ninth grade. In order for a student to complete the requirements of the Challenge Curriculum, a
student must pass two years of high school world languages.
Level 1:
In order for a student to take two years of a world language, a student must enroll in Level 1 of a world
language during either ninth, tenth or eleventh grade.
16
AGRICULTURE and NATURAL RESOURCES
9
10
11
English
English
English
Science:
Chemistry
Physics
Biology or
Biology
Chemistry
Earth Science
OR
Social Studies:
World History
American History
Geography
Mathematics:
Geometry
Algebra 2
Algebra
Physical Education/
Physical Education
Health
Driver Ed.
Personal Wellness
Microcomputers1
Career Elective
Career Elective
Career
or Elective
or Elective
Elective
Note: A world language may be required for enrollment in some college programs.
12
English
Career Elective
or Elective
Career Elective
or Elective
Physical Education
or Personal Wellness
Career
Elective
1
another elective.
CAREER PATHWAYS
Careers in this pathway are related to the environment and natural resources and include occupations in agriculture,
agribusiness, forestry, horticulture, wildlife management and animal science. Careers include those from farmer to
veterinarian. This pathway provides for a successful transition from high school to post secondary education and/or to
work.
Agriculture:
Plant Science
Horticulture
I.C.E.
1 credit*
1 credit
2 credits
*College Credit in High School--See Tech Prep on pages 11 & 12.
ARTS and COMMUNICATIONS
9
10
11
English
English
English
Science:
Chemistry
Physics
Biology or
Chemistry
Biology
Earth Science
OR
Social Studies:
World History
American History
Geography
Mathematics:
Geometry
Algebra 2
Algebra
Physical Education/
Physical Education
Health
Driver Ed.
Personal Wellness
Microcomputers1
Career Elective
Career Elective
Career
or Elective
or Elective
Elective
12
English
Career Elective
or Elective
Career Elective
or Elective
Physical Education
Career
Elective
1
another elective.
17
CAREER PATHWAYS
Careers in this pathway are linked to the humanities and include performing, visual and literary arts as well as the
communications media. Some occupations include those in theater, fine arts, music, graphic arts and dance. This
pathway provides for a successful transition from high school to post secondary and/or to work.
Artist:
Art I
Art II or Application
through Design
Studio Art
A.P. Studio Art
Commercial Art:
Art I
Art II or Application
through Design
Technical Design
Commercial Art
1 credit
1 credit
1 credit
1 credit
1 credit
1 credit
1 credit
1 credit*
Instrumental:
Beginning Instrumental
Ensemble
Band 1 - Freshmen
Band 2 - Intermediate
Symphonic Band
Jazz Ensemble
Vocal:
Mixed Chorus 1
Mixed Chorus 2
Concert Choir
Vocal Show Ensemble
1 credit
1 credit
1 credit
1 credit
1 credit
Communication Arts:
Performing Arts Media
Information Media
Investigative Research
and Writing
Communication Arts &
Technology*
1 credit
1 credit
1 credit
2 credits
1 credit
1 credit
1 credit
1 credit
BUSINESS, MANAGEMENT and TECHNOLOGY
9
English
Science:
Biology or
10
English
Chemistry
Biology
11
English
Physics
Chemistry
12
English
Earth Science
OR
Social Studies:
World History
American History
Geography
Mathematics:
Geometry
Algebra 2
Algebra
Physical Education/
Physical Education
Health
Driver Ed.
Personal Wellness
Microcomputers1
Career Elective
Career Elective
Career
or Elective
or Elective
Elective
Career Elective
or Elective
Career Elective
or Elective
Physical Education
Career
Elective
1
another elective.
CAREER PATHWAYS
Careers in this pathway are in the fields of business, management and technology. Some occupations include those in
finance, insurance, real estate, computer science, office support staff, management, accounting, personnel, sales,
merchandising, marketing research, advertising, packaging, distribution and purchasing. This pathway provides for a
successful transition from high school to post secondary and/or to work.
Accounting:
Advanced
Microcomputers
Accounting I
Computerized
Accounting II
Business
Professionals
1 credit*
1 credit
1 credit*
2 credits*
Secretarial:
Microcomputer
Inter. Appl.
Web Design/Internship
Advanced
Microcomputers
Accounting I
Business
Professionals
18
1 credit*
1 credit*
1 credit*
1 credit
2 credits*
Marketing/Management:
Advanced
Microcomputers 1 credit*
Accounting I
1 credit
Entrepreneurship 1 credit
Distributive
Education
2 credits
HUMAN SERVICES
9
English
Science:
Biology or
Earth Science
OR
10
English
11
English
12
English
Chemistry
Biology
Physics
Chemistry
Career Elective
or Elective
Social Studies:
World History
American History
Geography
Mathematics:
Geometry
Algebra 2
Algebra
Physical Education/
Physical Education
Health
Driver Ed.
Personal Wellness
Microcomputers1
Career Elective
Career Elective
Career
or Elective
or Elective
Elective
Career Elective
or Elective
Physical Education
Career
Elective
1
another elective.
CAREER PATHWAYS
Careers in this pathway are linked to family and life sciences. Some occupations in this pathway include those in hotel
and restaurant services, child care, food services and recreation. This pathway provides for a successful transition
from high school to post secondary and/or to work.
Culinary Cluster:
Exploring Human Services
Hospitality and Recreation
Hospitality and Recreation II
Food Science
F.C.C.L.A.
1 credit
1 credit*
1 credit
2 credits
2 credits
Human Development:
Exploring Human Services
Child Care I
Child Care II
Food Science
F.C.C.L.A.
Teaching Internship
1 credit
1 credit
2 credits*
2 credits
2 credits
2 credits
INUSTRIAL, SCIENTIFIC and ENGINEERING TECHNOLOGY
9
English
Science:
Biology or
Earth Science
OR
10
English
Chemistry
Biology
11
English
Physics
Chemistry
Social Studies:
World History
American History
Geography
Mathematics:
Geometry
Algebra 2
Algebra
Physical Education/
Physical Education
Health
Driver Ed.
Personal Wellness
Microcomputers1
Career Elective
Career Elective
Career
or Elective
or Elective
Elective
12
English
Career Elective
or Elective
Career Elective
or Elective
Physical Education
Career
Elective
1
another elective.
19
CAREER PATHWAYS
Careers in this pathway are related to engineering, science, technology, construction, manufacturing and
transportation. Some occupations include architects, mechanics, engineers of all types (automotive, electrical, etc.)
carpenters, tool and die makers, drafters, machinists, assemblers, radio, television and graphic arts. The pathway
provides for a successful transition from high school to post secondary and/or to work.
Automotive:
Mech. & Tech.
1 credit
Technical Design
1 credit
Auto Mech.
1 credit
Auto Tech
2 credits*
I.C.E.
2 credits
Electrician:
Mech. & Tech.
1 credit
Technical Design
1 credit
Network Tech.
2 credits*
I.C.E.
Precision Metalworking/Robotics:
Machine Tools/Welding
Mech. & Tech.
1 credit
Materials Processing
1 credit
Production Tech
2 credits*
I.C.E.
2 credits
Carpentry:
Mech. & Tech.
1 credit
Materials Processing
1 credit
Building Trades
2 credits*
I.C.E.
2 credits
Drafting:
Mech. & Tech.
1 credit
Technical Design
1 credit
Tech. Drafting
2 credits*
I.C.E.
2 credits
Communication Electronics:
Mech. & Tech.
1 credit
Technical Design
1 credit
Communication Arts &
2 credits*
Technology
I.C.E.
2 credits
PROGRAM PLANNER
In selecting your courses for the 2008-2009 school year, you need to think about your high school objectives and your
career goals. Use the following Program Planner to help select your courses for the 2008-2009 school year.
Course Selected
Credit
1.
2.
3.
4.
5.
6.
7.
TOTAL CREDITS
PUPIL PERSONNEL SERVICES DEPARTMENT
The counselor is a professional educator with specialized training in counseling and related guidance services, whose
major concern is the normal developmental needs and problems of all the pupils for whom he or she is responsible.
Counselors provide support and information to assist students in their choices and decision making, understanding
that the final responsibility for decisions rests with the student.
20
INSTRUCTIONAL MATERIALS CENTER DEPARTMENT
The primary responsibility of the Instructional Materials Centers in Bremen Community High School District 228 is to
provide maximum access to resources which foster the intellectual and cultural development of the individual and
which support the curriculum. Instruction in research methods and the utilization of the latest retrieval sources to
enhance the research process will facilitate access and reinforce reasoning skills.
Instructional Materials Center Department Outcome
The learner will identify, locate, recognize the organizational patterns, use and evaluate appropriate resources to fulfill
his/her informational need.
To assist students in fulfilling their informational needs, the Media Specialists have expanded their role to include the
use of technology by:
• incorporating computers as an IMC resource
• providing software databases appropriate to the curriculum
• selecting and encouraging the use of online resources
• creating a web site, which provides easy access to IMC resources from the students’ homes or any Internet
connection
• encouraging multiple access points to resources by linking the IMC web site to the district and building home
pages
• collaborating with individual teachers to develop and reinforce concepts in interdisciplinary units of instruction
• assisting groups of students with their class activities
• helping individual students in their research assignments
21
FINE ARTS DEPARTMENT
The Fine Arts curriculum is comprised of art and music courses that are designed to meet both the individual and
collective aesthetic, artistic, creative, and expressive needs of students. Individual courses have as objectives the
development of skills used in art construction and in musical performance, the development of artistic and aesthetic
perception and sensitivity, and the development of the understanding of self-expression as an integral component of
one's creative self. The courses that are included in this curriculum provide the opportunity for students to develop
basic skills and understandings as well as advanced perceptions and abilities.
Fine Arts Department Outcomes
1.
The learner will identify, understand, and/or evaluate sensory, formal, technical and expressive elements and
principles dealing with either visual art, music, drama or dance.
2.
The learner will understand proper procedures or design principles and/or use the appropriate tools, machines or
equipment to produce quality products or performances.
3.
The learner will communicate knowledge of visual art, music, drama and dance by demonstrating basic skills
through creation and/or performance in one of the arts.
4.
The learner will categorize and evaluate major works in either visual art, music, drama or dance according to
styles and historical periods.
5.
The learner will identify and evaluate how culture is reflected through significant works in either visual art, music,
drama or dance.
6.
The learner will identify, compare and contrast the characteristics of either visual art, music, drama or dance
through vocabulary and symbols.
FINE ARTS DEPARTMENT FLOWCHART
Freshman
Sophomore
Art 2
Junior
Studio Art
Senior
AP Studio Art
Commercial Art
Art 1
Multi-Media Design
Commercial Art
Studio Art
Band 1 –
Beginning
Instrumental
Ensemble
Band 2 –
Intermediate
Band
Symphonic Band
Band 3 – Concert Band
Jazz Ensemble
Vocal Show Ensemble
Concert Choir
Mixed Chorus 1
Mixed Chorus 2
Music
Technology 1
Music
Technology 2
Placement in Band is determined by audition. Students with no previous experience will be placed in Beginning
Instrumental Ensemble. Students with developed skills will be placed in Band 2, Band 3 or Symphonic Band.
22
ART COURSES
010 ART 1
Art 1 is a course of study open to all District 228 students. Art 1 is the course, which is the prerequisite for enrollment
in all other art courses. Students enrolled in Art 1 will investigate art from four perspectives: Production, Criticism,
Aesthetics, and Culture. The Art 1 learning process will involve students with the acquisition and expansion of
knowledge, skills, ideas, and values, and will provide ample opportunity for directed practice and self-development
After successfully completing this course, the student will understand:
1. works of art are created using a variety of materials, applications, and resources.
2. how and why people create works of art.
3. the design elements and principles utilized to create a work of art.
4. how careers in music are expanding based on new technology and social changes.
5. the relationship of arts knowledge and skills within and across academic subjects.
Credit:
Level:
Prerequisite:
1--Regular
9, 10, 11, 12
None
020 ART 2
Art 2 is the second level art course in the 4-year sequence of art courses open to all students of the district. Art 2 deals
with both the 2-dimensional and 3-dimensional aspects of visual art, and students can be expected to apply the
knowledge of design gained in Art 1 to the creation of works of art in both areas. A student's artistic skills and
techniques, and the application of mood and content in works of art will be expanded in the year-long course of study.
After successfully completing this course, the student can be expected to:
1. create works in 2-dimensional media employing various styles, techniques, and types of composition.
2. create works in 3-dimensional media employing various styles, techniques, and types of composition.
3. develop and improve technical skills, and develop a process for selecting, planning, executing, and improving
works of art.
4. create realistically, abstractly, and non-objectively utilizing painting, drawing, sculpture, ceramics, and other art
production.
Credit:
Level:
Prerequisite:
1--Regular
10, 11, 12
Art 1
021 MULTI-MEDIA DESIGN
Multi-Media Design is a project-based course designed to introduce customary art forms to the visual learner through
traditional applications and 21st century technology. Both traditional and modern art forms will be explored through the
use of computer generated imaging/animation, digital photography, and graphic design techniques. The course will
focus specifically with the elements of line, shape, texture, color, unity, variety, mass, space, balance, emphasis
rhythm, proportion, scale and careers in the field of design. Primary software will include Adobe Illustrator, Photoshop,
Indesign, Imageready, and GoLive. Multi-Media Design will offer students a creative, hands-on approach to creating
artwork in addition to a foundation to further studies in the rapidly growing field of technology. A variety of creative
projects will be produced using basic art fundamentals. Both fine art and commercial art aspects will be explored.
After successfully completing this course, the student will understand that:
1. computer technology can be utilized as an effective means of communicating ideas and self-expression.
2. digital art production utilizes many techniques and skills that require basic art fundamentals and applications.
3. planning, decision-making and critical-thinking are all important components in today’s work environment.
4. art is created using a wide variety of applications and tools.
5. technology has expanded and enhanced careers in both Fine and Commercial art.
Credit:
Level:
Pre-requisite:
Text:
1
10, 11, and 12
“C” average or better in English and Math
Design Through Discovery, The Element and Principals by Margorie Bevlin
23
030 STUDIO ART
Studio Art is an advanced level course for students who have attained at least a “B” average in all previous art
courses, and who have displayed the ability and self-discipline to succeed in an independent-study oriented course
structure. The focus of the Studio Art instruction will be on independent 2-D and/or 3-D art projects, investigation into
new approaches in art production, and portfolio preparation. Students are required to research the history of art
development and will produce projects from at least four different art mediums for portfolio completion. In addition to
portfolio preparation, students will also review and analyze major works of art and present both oral and written
critiques. Students will also explore careers in art and understand art’s place in civilizations, past and present.
1. continue to investigate personal composition interests in various media.
2. display a number of approaches to original creative methods and concepts.
3. develop a portfolio of representative student art work.
4. analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.
5. explore the relationship of arts knowledge and skills within and across the arts.
Credit:
Level:
Prerequisites:
1--Regular
11, 12
Art 1, Art 2
034/752 COMMERCIAL ART
Students enrolled in Commercial Art will have the opportunity to develop his/her abilities in visual communication by
exploring levels of professionalism and expertise necessary for success in the world of advertising. Through graphic
design students will explore logos, promotional materials, basic layout techniques, letter techniques, typographical
standards and specifications and the basis of effective communication and design style. Students will also explore
computer illustrative techniques including animation for cartoons and web pages and audio/video effects for movie
production. Commercial Art students will be enrolled in two hours of experimental coursework and instruction centered
on the techniques and skills demanded of the commercial artist. This is a DISTRICT vocational course, and enrollment
is open to all district students. This course will be offered at Tinley Park High School, and transportation will be
provided by the district. Students will attain two credits by successfully completing this course.
1. display abilities and understanding in areas of commercial art production.
2. acquire basic computer graphic operational skills and understandings.
3. develop skills in the use of the following: air brush, camera, and silk screening.
4. display an understanding of advertising design.
5. develop skills using research to complete illustration assignments.
6. acquire creative and critical thinking skills.
Credit:
2--Regular: 1 credit Fine Arts, 1 credit Industrial Technology
Level:
11, 12
Prerequisites:
Art 1 and Art 2 or Technical Design.
Time:
2 hours per day
Site of Course: Tinley Park High School
041 ADVANCED PLACEMENT--STUDIO ART
Advanced Placement Studio Art may be taken by students who have completed the Art 1, Art 2, Studio Art sequence
of courses and who have secured the instructor’s permission as per the prerequisites below. To be approved, it must
be determined that the student can independently create original fine art at least equal to good college level work.
Students enrolled in Advanced Placement Studio Art are required to prepare a portfolio for evaluation and assessment.
Most colleges will accept excellent portfolio scores and grant 3 credit hours of college art credit.
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1. continue to investigate personal composition interests in various media.
2. display a number of approaches to original creative methods and concepts.
3. analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.
5. develop a portfolio that will meet the requirements for college credit.
Credit:
Level:
Prerequisites:
1.
2.
3.
4.
1
12
Successful completion of Art 1, Art 2, and Studio Art with a grade average of "B" or better.
Recommendation of the art teacher in the course prior to the A.P. course.
Submission of an acceptable art portfolio (done before registration).
Approval of the current A.P. teacher who will consider the above prerequisites along with other
criteria such as overall G.P.A. and other pertinent information.
Students may take the Advanced Placement Examination for possible college credit.
INSTRUMENTAL COURSES
Performing instrumental classes include, as part of the course of study, performances and practice sessions which
occur outside of the regularly scheduled school day. Student attendance at these performances and rehearsals is
considered a part of the course requirements and is a grade component.
011 BAND 1 - BEGINNING INSTRUMENTAL ENSEMBLE
Beginning instrumental ensemble is an introductory level class, which is designed for the student with little or no
previous musical experience. Basic instruction in note reading, music terminology, and musical performance on
selected band instruments is provided for students electing the class. Instruments selected for study may be available
from the band inventory, or may be student-owned.
After successfully completing the course, the student will:
1. demonstrate proper care and maintenance of a designated instrument.
2. produce a variety of musical tones on a designated instrument.
3. recognize music symbols and terms, and translate these components to musical performance.
4. perform on a selected instrument in solo, small ensemble, and large ensemble contexts.
Credit:
Level:
Prerequisite:
1—Regular
9, 10, 11, 12
None
022 BAND 2 - INTERMEDIATE BAND
Band 2 is an intermediate level performing ensemble. The course represents level two of five levels of instrumental
music classes. Placement in Band 2 will be determined by testing and recommendation of the director. All students
enrolled in Band 2 will participate in combined marching band practice/performance activities in the Fall. The course
offers a pass/grade option.
After successfully completing the course, a student will:
1. perform music of various musical periods and composers.
2. perform scales, arpeggios, and interval in major and minor keys.
3. display individual performance technique prerequisite to symphonic band enrollment.
Credit:
Level:
Prerequisite:
1--Regular
9, 10, (11, 12)
None
012 BAND 3 – CONCERT BAND
Band 3 is a course of study designed for the student having previously developed musical performance skills. The
course represents level three of five levels of instrumental music classes. Placement in Band 3 will be determined by
testing and the recommendation of the director. All students enrolled in Band 3 will participate in combined marching
band practice/ performance activities in the Fall. The course offers a pass/grade option.
25
1. produce musical tones, which are clear, tonally centered, and correctly tuned.
2. produce a series of musical tones with correct application of rhythm and meter, articulations, and tonal
terminations.
3. perform music of various styles and difficulty levels.
4. perform scales, arpeggios interval studies, and rudiments.
Credit:
Level:
Prerequisite:
1--Regular
9, (10, 11, 12)
None
031 OPTION #1 - SYMPHONIC BAND - REGULAR CREDIT
Symphonic Band is a select (by audition), performance-oriented instrumental ensemble. Symphonic Band represents
the highest level of instrumental music classes. Placement in Symphonic Band will be determined by testing and the
recommendation of the director. Symphonic Band course content emphasizes the development of group performance
techniques, and advanced individual performance skills. Composition, form and analysis, basic research and music
theory are required and presented in an instrumental music perspective. Review/analysis of performance(s) and/or
performance literature is also required. Students will be expected to complete a major term project. All students
enrolled in Symphonic Band will participate in combined marching band practice/performance activities in the fall. The
course offers a pass/grade option. If selected, a student may enroll in Symphonic Band each of his/her four years of
high school attendance.
1. the performance techniques of various musical styles, periods, and composers.
2. intervals, scales, chords, and harmonic progressions.
3. how music shape and reflect ideas, issues or themes of a particular culture or historical period.
Credit:
Level:
Prerequisite:
1--Regular
(9, 10), 11, 12
None, but no student may enroll in the course without prior testing and the recommendation of
the director.
037 OPTION #2 – HONORS SYMPHONIC BAND
Honors Symphonic Band curriculum option offers students expanded opportunities for the development of
performance and performance-related capabilities. Students enrolled in the honors credit course option will be
expected to complete all requirements for the regular course as well as the following special course components: 1)
the student will be enrolled in an ongoing program of private instruction for a minimum of three lessons per month
(alternatives: music theory programmed insurrection, college-level course work, etc.); 2) completion of a major term
project: a research paper, a musical composition, a review/analysis of performances) and/or performance literature;
3) completion of performance proficiency level four of the Symphonic Band curriculum. Students are required to
audition for the IMEA District I Ensembles and perform a solo or small group recital.
After successfully completing the course, a student will be able to:
1. perform music of various styles, musical periods, and composers.
2. utilize advanced performance techniques including alternate and trill fingerings, positions, etc.
3. display an awareness and basic understanding of intervals, scales, chords, and harmonic progressions.
4. analyze how music shape and reflect ideas, issues or themes in a particular culture or historical period.
5. analyze how careers in music are expanding based on new technologies and social changes.
Credit:
Level:
Prerequisite:
26
1 Honors
11, 12
Successful completion of previous instrumental music courses with a grade average of "B",
audition and/or music theory test, and teacher recommendation.
VOCAL COURSES
Performing vocal classes include, as part of the course of study, performances and practice sessions which occur
outside of the regularly scheduled day. Student attendance at these performances and rehearsals is considered a part
of the course requirements and is a grade component.
013 MIXED CHORUS 1
Mixed Chorus is an entry-level choral ensemble for male and female students. Although Mixed Chorus is primarily
intended as a freshman training ensemble, any sophomore, junior, or senior may enroll in the course. Mixed Chorus
course content will include preparatory voice training and ensemble experience leading to participation in Concert
Choir. Students may be asked to sing in a public performance each semester. A student may enroll in Mixed Chorus in
any two years of his/her high school attendance.
1. produce vocal tones, which are clear, tonally centered, and controlled.
2. produce vocal tones utilizing correct vowel and consonant techniques.
3. produce a series of vocal tones with correct application of rhythm and meter.
4. produce a series of vocal tones with correct application of internal intonation.
Credit:
Level:
Prerequisite:
1--Regular
9, 10, 11, 12
None
023 MIXED CHORUS 2
Mixed Chorus 2 is an intermediate level performing ensemble. The course represents level two of three levels of vocal
music classes. Placement in Mixed Chorus 2 will be determined by testing and recommendation of the director. Mixed
Chorus 2 course content will include extended preparatory voice training including both ensemble and solo
experiences leading to participation in Concert Choir. Students will be required to perform in several public
performances each semester. A student may enroll in Mixed Chorus 2 in any two years of his/her high school
attendance.
1. produce vocal tones utilizing correct vowel and consonant techniques.
2. produce a series of vocal tones with correct application of rhythm and meter.
3. perform music of various musical periods, styles and composers.
4. display individual performance technique prerequisite to Concert Choir enrollment.
Credit:
Level:
Prerequisite:
1--Regular
9, 10, (11, 12)
Completion of Mixed Chorus 1 and/or recommendation of the director.
032 OPTION #1 - CONCERT CHOIR - REGULAR CREDIT
Concert Choir is a select (by audition), performance-oriented choral ensemble for male and female students.
Placement in Concert Choir will be determined by testing and the recommendation of the director. Concert Choir
course content emphasizes the development of group performance techniques and advanced individual performance
skills. Students will be expected to complete sightsinging activities, form and analysis, basic research and music
theory. Review/analysis of performance(s) and/or performance literature is also required. Students will be expected to
complete a major term project. Students will sing at least one public performance each semester. The course offers a
pass/grade option. If selected, a student may enroll in Concert Choir each of his/her four years of high school
attendance.
1. the performance techniques of various musical styles, periods, and composers.
2. how to display performance capability, which utilizes advanced vocal performance techniques.
3. intervals, scales, chords, and harmonic progressions.
4. how music shape and reflect ideas, issues or themes of a particular culture or historical period.
Credit:
Level:
Prerequisite:
1--Regular
(9, 10), 11, 12
Completion of Mixed Chorus and/or recommendation of the director.
27
038 OPTION #2 - CONCERT CHOIR - HONORS CREDIT
The Honors Concert Choir curriculum option offers students expanded opportunities for the development of
performance and/or performance-related capabilities. Students enrolled in the honors credit course option will be
expected to complete all requirements for the regular course as well as the following special course requirements: 1)
(Alternatives: music theory programmed instruction, college level course work, etc.); 2) completion of a major term
project: a research paper, a musical composition, a review/analysis of performance(s) and/or performance literature;
3) completion of a performance proficiency level four of the Concert Choir curriculum, and 4) completion of the
advanced level cognitive skills unit – of the Concert Choir curriculum. Students are required to audition for the IMEA
District I Ensembles and perform a solo or small group recital.
Credit:
Level:
Prerequisite:
1 Honors
11, 12
043 VOCAL SHOW ENSEMBLE
Vocal Show Ensemble is a select (by audition), performance-based music ensemble of male and female students.
Traditional and contemporary literature including swing, jazz, pop, blues, gospel, and urban are researched, studied
and performed with emphasis placed upon stylistic treatment, advanced vocal techniques and advanced musicianship.
Movement, dance, drama and choreography are essential components of this course. Composition, form and analysis
and music theory are required and presented from a vocal perspective. Review/analysis of performance and/or
performance literature is also required. Students will review and analyze contemporary literature and complete both
oral and written critiques of performances. Public performances are utilized as an outgrowth and culmination of the
classroom learning experience. Placement in Vocal Show Ensemble will be determined by performance audition.
After successfully completing this course, the student will:
1. be able to demonstrate and translate to performance an understanding of traditional and contemporary jazz
phrasing, articulations, rhythms and stylistic treatments.
2. utilize advanced performance techniques including improvisation, “scat singing”, and theatrical production.
3. display an advanced knowledge of intervals, scales, chords and harmonic progressions.
Credit:
Level:
Prerequisite:
1-Regular
(9) 10, 11, 12
Audition/Recommendation of Director
044 HONORS VOCAL SHOW ENSEMBLE
Honors Vocal Show Ensemble is a select (by audition), performance-based music ensemble of male and female
students. Traditional and contemporary literature including swing, jazz, pop, blues, gospel, and urban are researched,
studied and performed with emphasis placed upon stylistic treatment, advanced vocal techniques and advanced
musicianship. Movement, dance, drama and choreography are essential components of this course. The Honors
Vocal Show Ensemble curriculum option offers students expanded opportunities for the development of performance
and/or performance-related capabilities. Students enrolled in the honors credit course option will be expected to
complete all requirements for the regular course as well as the following special course requirements: 1) the student
will be scheduled in an after school program of private instruction (Alternative: private lessons with outside instructor,
music theory programmed instruction, college level course work); 2) completion of a major term project; a research
paper, a musical composition, a solo recital, and/or an analysis of performance(s) and/or performance literature; 3)
completion of a performance proficiency level four of the vocal music curriculum, and 4) completion of the advanced
level cognitive skills unit of the music curriculum.
1. show music utilizes various performance techniques including contemporary jazz phrasing, articulations,
improvisation, “scat singing”, and theatrical production.
2. show music requires the knowledge of and the advanced performance skills in intervals, scales, chords and
harmonic progressions.
3. there are relationships of arts knowledge and skills within and across the arts.
4. careers in music are expanding based on new technologies and social changes.
5. music shapes and reflects ideas, issues and themes in a particular culture or historical period.
Credit:
Level:
Prerequisite:
28
1-Honors
11-12
Audition/Recommendation of Director
OTHER INSTRUMENTAL COURSES
Performing instrumental classes include, as part of the course of study, performances and practice sessions which
occur outside of the regularly scheduled day. Student attendance at these performances and rehearsals is considered
a part of the course requirements and is a grade component.
033 OPTION #1 - JAZZ ENSEMBLE - REGULAR CREDIT
Jazz Ensemble is a select (by audition), performance-based ensemble of vocalists and/or instrumentalists. Traditional
and contemporary scores including swing, blues, rock and Latin are researched, studied and performed with emphasis
placed upon stylistic treatment, advanced instrumental techniques, and advanced musicianship. Composition, form
and analysis, advanced research and music theory are required and presented in an instrumental music perspective.
Review/analysis of performance(s) and/or performance literature is also required. Students will be expected to
complete a major term project. Public performances are utilized as an outgrowth and culmination of the classroom
learning situation. Placement in Jazz Ensemble will be determined by performance audition.
Credit:
Level:
Prerequisite:
1--Regular
9, 10, 11, 12
None, but no student may enroll in the course without prior testing and the recommendation of
the director.
039 OPTION #2 – HONORS JAZZ ENSEMBLE
The Honors Jazz Ensemble curriculum option offers student expanded opportunities for the development of
performance and performance-related capabilities. Students enrolled in the honors credit course option will be
expected to complete all requirements for the regular course as well as the following special course components: 1)
(alternatives: music theory programmed instruction, college-level course work, etc.); 2) completion of a major term
project: a research paper, a musical composition, a review/analysis of performances) and/or performance literature; 3)
completion of performance proficiency level four of the Jazz Ensemble curriculum, and 4) completion of the advanced
level cognitive skills unit of the Jazz Ensemble curriculum. Students are required to audition for the IMEA District I
Ensembles and perform a solo or small group recital.
Credit:
Level:
Prerequisite:
1 Honors
11, 12
040 MUSIC TECHNOLOGY I
This course is designed to provide students with a basic knowledge in electronic music. Students will explore sound
production, music theory, studio recording techniques, and basic musical keyboarding skills in a creative environment.
The utilization of computer concepts including keyboarding techniques, word-processing and software applications are
significant areas of study. Students will develop, reproduce and organize electronic musical sounds using Musical
Instrument Digital Interface (M.I.D.I.) applications. During the 2008-2009 school year, this course will only be offered at
Bremen High School and Hillcrest High School.
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1. demonstrate knowledge and understanding of basic computer applications.
2. demonstrate knowledge and understanding of primary music theory concepts.
3. display an awareness of musical sound production and organization.
4. demonstrate the ability to manipulate M.I.D.I. instruments and software.
Credit:
Level:
Prerequisite:
1-- Regular
10, 11, 12
“C” average or better in English and Math.
042 COURSE TITLE: MUSIC TECHNOLOGY II
Advanced Studio Techniques is the second level music technology course designed to provide students with advanced
training in music technology and electronic music production. Students will explore digital audio recording, sound
production, studio recording techniques, web-authoring applications, video and film development and CD and DVD
creation in a studio environment. The utilization of computer concepts and studio recording applications are balanced
with student creativity to produce electronic musical projects through web-authoring and other media.
1.
Demonstrate knowledge and efficient applications of music technology.
2.
Create using advanced functions of MIDI sequencing and digital audio recording techniques.
3.
Produce projects that incorporate numerous audio, video, and web-authoring data formats.
4.
Combine software programs including Sonar, Reason, Adobe Audition, Studio 8, and Vegas 6 to produce
multiple tasks applications.
5.
Demonstrate efficient use of music synthesizers, scanners, digital camcorders, digital cameras as well as all
hardware used in MIDI , audio, and web-authoring production.
6.
Combine and integrate Adobe Studio 8 to create products for web-based implementation .
Credits:
Level:
Prerequisites:
30
1-Regular
11, 12 This course may be taken for two academic school years.
Completion of Music Technology I with grade of C or better.
ENGLISH DEPARTMENT
The English Department recognizes that each student enters high school with unique abilities and interests in
language arts. Therefore, the department offers courses at various levels of difficulty addressing a wide scope of skills
and concepts. These courses are designed to develop the student's skills, concepts, and appreciations in each of five
language arts areas--reading (literature), writing, listening, speaking, and research. In addition, the content of the
courses reflects the sequential development of language arts skills. The student may follow one of three course
sequences and may also enroll in elective courses for additional work in language arts. The student may change
course sequence if the prerequisites of courses are met.
English Department Outcomes
1.
The learner will read, comprehend, analyze and evaluate in English a variety of informational, literary, technical
and self-enrichment materials for diverse real-life situations.
2.
The learner will listen to, interpret, analyze and evaluate spoken communications accurately, purposefully and
critically in English.
3.
The learner will develop and create for various audiences formal and informal written communications using
effective language conventions to inform, to narrate, and to persuade in English.
4.
The learner will develop and deliver oral communication using effective language conventions to inform, to
interact socially, to entertain and to persuade in English.
5.
The learner will distinguish, analyze and evaluate various forms of literature to discover themes, eras, cultures
and self.
6.
The learner will recognize and understand diversity in the patterns and usage in English.
7.
The learner will use a variety of information sources to locate, organize, analyze and evaluate a wide variety of
information resources in order to frame questions of inquiry, organize information and communicate the
information effectively in a variety of formats.
Students will be required to take four years of English; however, additional English courses can also aid students who
need help with language arts skills as well as enrich students who desire a more extensive background in language
arts.
Guidelines for Placement in Entry Level English Courses
Entering freshmen who are deficient in reading skills (reading achievement scores two years or more below actual
grade placement) should be placed in 112 ENGLISH SKILLS.
Entering freshmen who have average reading skills (reading achievement scores between two years below actual
grade placement and one and one-half years above actual grade placement) and average writing skills should be
placed in 113 INTRODUCTION TO ENGLISH.
Entering freshmen who have above average reading skills (reading achievement scores one and one-half years or
more above actual grade placement) and above average writing skills should be placed in 114 STUDIES IN ENGLISH.
31
ENGLISH DEPARTMENT FLOWCHART
Freshman
Sophomore
Junior
Senior
Essential Sequence
English Skills
Language Arts Skills
Regular Sequence
Introduction to
English
Language Arts
American
Literature
Cultural Perspectives
Speculative Literature
Contemporary Literature
Writing About Social
Issues
Honors Sequence
Studies in English
Studies in Language
Arts
Studies in British
& American
Literature
Studies in Contemporary
Literature
Advanced Placement
English
Electives
(10, 11, 12)
Performing Arts
Media
32
(10, 11, 12)
Information Media
(12) Communication Arts
& Technology (TV Pro)
ESSENTIAL COURSE SEQUENCE
112 ENGLISH SKILLS
This course is intended for students with below average reading and writing skills. It is designed to improve students’
basic reading skills and to develop high school writing skills. Activities include English classroom instruction and
computer lab work where students use reading and writing skills. Students will study word parts and origins as well as
analyze and interpret a variety of reading materials, including young adult literature representing various countries,
cultures and eras. Students will also write narrative, persuasive and expository compositions with standard English
grammar.
After successfully completing this course, the student is expected to:
1. use word parts and origins to understand content area vocabulary, analyze personal, academic and career
reading materials and interpret special text features such as tables, graphs, maps and charts.
2. follow complex oral directions and apply listening skills as an individual and group member in personal, academic
and career contexts.
3. write narrative, persuasive and expository compositions incorporating personal experience and research.
4. use standard English grammar and usage in written and oral communication with emphasis on spelling,
punctuation, sentence parts, agreement and pronoun case.
Credit:
Level:
Prerequisite:
121
1--Essential
9
Reading achievement two years or more below actual grade placement; adequate to
minimal writing skills.
LANGUAGE ARTS SKILLS
This course is intended for students with below average reading and writing skills. It is designed to improve students’
basic reading skills and to develop high school writing skills. Activities include English classroom instruction and
computer lab work where students use reading and writing skills. Students will study the relationships among words as
well as interpret and evaluate the content of a variety of reading materials, including young adult literature. Students
will also write a variety of compositions with standard English grammar and usage and deliver formal speeches.
Finally, students will use verbal and non-verbal communication in practical listening situations.
After successfully finishing this course, the student will understand that:
1. using word parts and origins can assist in understanding vocabulary, analyzing various genres, and making
generalizations.
2. strong writing skills can be helpful in a variety of personal and academic contexts.
3. strong non-verbal communication and listening skills can be useful in a variety of personal and academic contexts.
4. strong speaking skills are necessary in planned and impromptu oral presentations.
5. standard English grammar should be utilized in all written and oral communication.
6. literary elements and techniques are used to convey meaning in both prose and poetry
7. research requires one to assess materials, choose relevant information and sources, and analyze and synthesize
the information.
8. technology can be used for research, communication, and to produce projects.
Credit:
Level:
Prerequisite:
1--Essential
10
Reading achievement two years or more below actual grade placement; adequate
writing skills; and successful completion of English Skills or equivalent.
REGULAR COURSE SEQUENCE
113 INTRODUCTION TO ENGLISH
This course is intended for students with average reading and writing skills. It is designed to help students use
language arts skills. Students will study word parts and origins as well as analyze and interpret a variety of reading
materials, including literature from various countries, cultures and eras. Students will also write narrative, persuasive
and expository compositions with standard English grammar and participate in group and individual oral presentations.
Finally, students will practice following complex oral directions and apply their listening skills in practical situations.
33
4. use speaking skills in group and individual presentations incorporating personal experience and research.
6. analyze literary elements, techniques and themes in oral, written and viewed works from various countries,
cultures and eras.
Credit:
Level:
Prerequisite:
1--Regular
9
Reading achievement within two years below and one and one-half years above actual
grade placement; average writing skills.
122 LANGUAGE ARTS
This course is intended for students with average reading and writing skills. It is designed to help students develop
language arts skills. Students will study the relationships among words as well as interpret and evaluate the content of
a variety of reading materials, including classic and contemporary literature. Students will also write a variety of
compositions with standard English grammar and usage and deliver formal speeches. Finally, students will use verbal
and non-verbal communication in practical listening situations.
generalizations.
the information.
Credit:
Level:
Prerequisite:
1--Regular
10
grade placement; average writing skills; and successful completion of Introduction to English
or equivalent.
132 AMERICAN LITERATURE
This course is intended for students with average reading and writing skills. It is designed to help students apply
language arts skills to personal and academic purposes as well as discover how historical context shapes literature.
Students will use knowledge of word parts and origins, analyze various genres, and make generalizations from the
study of American literature. Students will also write a variety of compositions using standard English grammar,
participate in planned and impromptu oral presentations, and evaluate verbal and non-verbal communication in
practical listening situations. Finally, students will utilize technology and develop research skills.
generalizations.
6. literature may be directly influenced by the events of its time period.
the information.
34
Credit:
Level:
Prerequisite:
146
1--Regular
11
Reading achievement up to one and one-half years above or below actual grade
placement; average writing skills; and successful completion of Language Arts Skills, Language
Arts,or an equivalent course.
SENIOR ENGLISH I: CULTURAL PERSPECTIVES
This course is intended for students with average reading and writing skills. This course examines cultural themes in
American literature to enhance students’ awareness and appreciation of the multi-ethnic nature of the American
culture. Students will engage in close reading, discussion, analysis, and interpretation of texts written by individuals
from a variety of ethnic and cultural backgrounds. Students will also write essays that examine cultural themes
including ethnic identity, cultural assimilation, generational conflict, and prejudice.
1. a variety of cultural groups have contributed to the canon of American literature.
2. beliefs about American society can be culture-dependent.
3. written literary criticism is essential when judging and analyzing text.
Credit:
Level:
Prerequisite:
147
½ --Regular. Students cannot receive credit for taking the same course twice.
12
A fourth year student who has taken American Literature (Course 132) or Studies in
British and American Literature (Course 133).
SENIOR ENGLISH II: WRITING ABOUT SOCIAL ISSUES
This course is intended for students with average reading and writing skills. The course is designed to increase the
analytical writing skills of students through an investigation of current social issues including, but not limited to, cloning,
assisted suicide, genetic testing, intellectual property (piracy), cyber crimes, gay marriage, gambling, and social
security reform. Students will compose argumentative and persuasive essays in order to prepare for written expression
beyond high school.
1. social and moral conflict are a part of the American structure.
2. taking sides on social and moral issues requires critical and informed thought.
3. reconsidering personal judgment is required for mature subject analysis.
Credit:
Level:
Prerequisite:
12
148 SENIOR ENGLISH III: SPECULATIVE LITERATURE
This course is intended for students with average reading and writing skills. This course is meant to cover a span of
fantasy fiction, science fiction, epic fantasy, ghost stories, horror stories, folk stories, fairy tales, magic realism, and
modern myth-making. This literature will be studied in terms of its historic, social, and literary contexts. In addition, the
literature will be explored in terms of the influences that created them and how the literature achieves its effects.
Students will complete several literary analysis essays that examine the human equation and ideological thought.
1.
2.
3.
4.
5.
speculative literature is the literature of ideas.
speculative literature sometimes requires the reader to suspend belief.
speculative literature can show us a world which does not exist, has not existed, but could come into being.
speculative literature can mirror our thoughts, fears and hopes about the future.
speculative literature is a literary laboratory by which one can investigate ideas, questions and possibilities, as well
as offer different solutions or eventualities to a situation.
35
Credit:
Level:
Prerequisite:
149
12
SENIOR ENGLISH IV: CONTEMPORARY LITERATURE
This course is intended for students with average reading and writing skills. Students will read a variety of literature
written primarily after 1950 that reflects the literary response to the contemporary society. In their study, students will
focus on authors, themes, concerns of the times, structures, and techniques that have influenced the development of
contemporary literature. The bulk of selections are novels, complemented by plays, poems, and short stories. Regular
essay assignments will focus intensely on literary analysis.
1. studying literature requires one to analyze the relationship of the text to its contemporary culture.
2. contemporary literature can be evaluated in terms of the literary techniques and elements used by the author.
Credit:
Level:
Prerequisite:
12
HONORS COURSE SEQUENCE
114 STUDIES IN ENGLISH
This course is intended for students with above average reading and writing skills. It is designed to help students use
language arts skills. Students will study word parts and origins as well as analyze and interpret a variety of reading
materials, including literature from various countries, cultures and eras. Students will also write narrative, persuasive
and expository compositions with standard English grammar and participate in group and individual oral presentations.
Finally, students will practice following complex oral directions and apply their listening skills in practical situations.
Because this is an honors course, the product, process and/or content will be differentiated. This might include such
things as alternative requirements, independent study, reduced timelines and complementary and/or supplementary
materials.
4. use speaking skills in group and individual presentations incorporating personal experience and research.
6. analyze literary elements, techniques and themes in oral, written and viewed works from various countries,
cultures and ears.
Credit:
Level:
Prerequisite:
1--Honors
9
Reading achievement one and one-half years or more above actual grade placement;
above average writing skills.
123 STUDIES IN LANGUAGE ARTS
This course is intended for students with above average reading and writing skills. It is designed to help students
develop language arts skills. Students will study the relationships among words as well as interpret and evaluate the
content of a variety of reading materials, including classic and contemporary literature. Students will also write a variety
of compositions with standard English grammar and usage and deliver formal speeches. Finally, students will use
verbal and non-verbal communication in practical listening situations. Because this is an honors course, the product,
process and/or content will be differentiated. This might include such things as alternative requirements, independent
study, reduced timelines and complementary and/or supplementary materials.
36
generalizations.
the information.
9. literary artists convey emotions and ideas through skillful arrangements of words.
10. writers make conscious choices about how to use words, phrases, sentences, and elements of language to
communicate meaning and effect.
11. literary analysis are created by having a strong grasp of all literary devices.
12. reflective readers experience an interaction between themselves and what is read through a dynamic process of
doubt, question, response, ponder, and revision.
Credit:
Level:
Prerequisite:
1--Honors
10
Reading achievement at least one and one-half years above actual grade placement;
average writing skills; and successful completion of Studies in English or equivalent.
133 STUDIES IN BRITISH AND AMERICAN LITERATURE
This course is intended for students with above average reading and writing skills. It is designed to help students apply
language arts skills. Students will use knowledge of word parts and origins, analyze various genre, and make
generalizations from the study of American and British literature. Students will also write a variety of compositions with
standard English grammar and usage and participate in planned and impromptu oral presentations. Finally, students
will evaluate verbal and non-verbal communication in practical listening situations. This honors course might include
such things as alternative requirements, independent study, reduced timelines and complementary and/or
supplementary materials.
1. use word parts and origins to understand vocabulary, analyze various genre, and make generalizations from
school- and work-related reading materials.
2. evaluate verbal and non-verbal communication and apply listening skills as an individual and group member in
personal, academic and career contexts.
3. write a variety of compositions incorporating research and technology.
4. use speaking skills in planned and impromptu group and individual oral presentations incorporating research and
technology.
5. use standard English grammar and usage in written and oral communication with emphasis on rhetorical style.
6. analyze and evaluate literary forms, purposes, themes and historical contexts of oral, written and viewed works in
British and American literature.
Credit:
Level:
Prerequisite:
1--Honors
11
above average writing skills; and successful completion of Studies in Language Arts
or equivalent.
144 STUDIES IN CONTEMPORARY LITERATURE
This course is intended for students with above average reading and writing skills. It is designed to help students use
language arts skills to evaluate historical and contemporary issues. Students will evaluate and use a variety of reading
materials, analyze the World Literature, and evaluate the effect of language and genre on purpose and meaning, and
apply ideas in literature to real-life issues. Students will also use technology to produce written documents based on
personal experience and research. Finally, students will participate in oral presentations and evaluate various literary
media.
37
1. analyze, evaluate and use information from a variety of school- and work-related reading materials.
2. analyze and evaluate a variety of oral messages and apply listening skills as an individual and group member in
3. write a variety of compositions on community, school and career problems incorporating research and technology.
4. use speaking skills to lead group discussions and participate in group oral presentations incorporating research
and technology.
5. use written and oral language appropriate for various cultures, groups and regions.
6. analyze and evaluate literary elements, devices, forms, themes and historical contexts of oral, written and viewed
works from various countries, cultures and eras.
Credit:
Level:
Prerequisites:
1--Honors
12
above average writing skills; and successful completion of Studies in British & American
Literature or equivalent.
145 ADVANCED PLACEMENT ENGLISH
This course is intended for college-bound students with above average reading and writing skills who plan to take the
Advanced Placement Exam in English Literature & Composition. It is designed to help students develop the language
arts skills equivalent to a freshman college course. Students will develop their reading and writing vocabularies while
analyzing and evaluating a wide range of literary classics of various genre. Students will write numerous in-depth,
impromptu literary analyses as well as other compositions using research and technology. The student may take the
examination in Advanced Placement English Literature and Composition given in the spring by Educational Testing
Services.
1. analyze, evaluate and use information from a variety of school- and work-related reading materials.
2. analyze and evaluate a variety of oral messages and apply listening skills as an individual and group member in
3. write a variety of compositions on community, school and career problems incorporating research and technology.
4. use speaking skills to lead group discussions and participate in group oral presentations incorporating research
and technology.
5. use written and oral language appropriate for various cultures, groups and regions.
6. analyze and evaluate literary elements, devices, forms, themes and historical contexts of oral, written and viewed
works from various countries, cultures and eras.
Credit:
Level:
Prerequisites:
1--Advanced Placement
12
1. Successful completion of three years of English, two of which were honors level courses,
with a grade average of “B” or better in all of these previous courses.
2. Recommendation of the English teacher in the course prior to the A.P. course.
3. Submission of an acceptable writing portfolio by the end of first semester of 11th grade.
4. Agreement to complete a summer reading list to be finished by the fall.
5. Approval of the current A.P. English teacher who will consider the above prerequisites
along with other criteria such as overall G.P.A. and other pertinent information.
ELECTIVES
124 PERFORMING ARTS MEDIA
This course is designed to help students refine their language arts skills through the study of various entertainment
media. Students will study how oral and visual media use language to communicate ideas. Students will interpret the
content of media, including dramatic works, theatrical productions, and films. Students will also produce and/or
perform adaptations of classic and contemporary works as well as write formal compositions and creative works.
38
1. compare and contrast words as well as interpret and evaluate content of various entertainment media.
2. use verbal and non-verbal communication and apply listening skills in creative situations.
3. write a variety of compositions and creative works, incorporating research and technology.
4. deliver formal oral and visual presentations, incorporating research and technology.
5. use standard English grammar and usage in written and oral communication.
6. analyze literary elements, techniques, and themes in classic and contemporary entertainment media forms.
7. contribute to the schools performing arts program – group interpretation - play, readers theater, speech.
Credit:
Level:
Prerequisites:
1--Regular
10, 11, and 12
1. Reading achievement within two years below and one and one-half years above actual
grade placement; completion of Introduction to English or equivalent and concurrent
enrollment in a required English course.
2. Good attendance and disciplinary records.
134 INFORMATION MEDIA
This course is intended for students with average or above average reading and writing skills. It is designed to help
students refine their language arts skills through the study of various information media. Students will study how
various forms of broadcast and print media use language to communicate information. Students will interpret the
content of media, including newspapers, magazines, and radio and television productions. Students will also produce
and/or perform various radio and television scripts, using digital and computer technology, as well as write formal
compositions and non-fiction works.
1. compare and contrast words as well as interpret and evaluate content of various information media.
2. use verbal and non-verbal communication and apply listening skills in personal, academic, and career situations.
3. write a variety of compositions and scripts, incorporating research and technology.
4. produce formal broadcast presentations, incorporating research and technology for the district television program.
5. use standard English grammar and usage in written and oral communication.
6. analyze themes in contemporary print and broadcast media forms.
7. contribute various products to any/all school publications- yearbook, newspapers, and literary magazines.
Credit:
Level:
Prerequisites:
1--Regular
10, 11, and 12
1. Reading achievement within two years below and one and one-half years above
actual grade placement; completion of Introduction to English or equivalent and concurrent
enrollment in a required English course.
135 INVESTIGATIVE RESEARCH AND WRITING
This course is intended for students with an interest in journalistic writing and print media. It is designed to help
students refine their language arts skills through the study of print media. Students will study how to research,
evaluate, edit, and write about information on current school and community events. Students will write journalistic
pieces, including media reviews, in-depth news reports, analyses of current events, in-depth interviews, and editorials.
Students will also produce various written works for submission and publication as well as read various fiction and nonfiction works.
1. research information for written publication from various sources.
2. write multi-page research articles with appropriate documentation.
3. design page layout and complete paste-up for a news publication
4. contribute various products to any/all school publication – yearbook, newspapers, and literary magazines.
Credit:
Level:
Prerequisites:
1--Regular
12
1. Successful completion of three years of required English and enrollment in or completion
of a fourth year of required English.
39
137/753 COMMUNICATION ARTS AND TECHNOLOGY
This course is intended for students with an interest in journalistic writing and television media. It is designed to help
students refine their language arts skills through the study of television media. Students will study the principles,
techniques, and procedures for creating radio and television productions. Students participate in program
development, planning, analysis, research, writing, production, and evaluation of projects, including interviews,
advertisements, news programs, and documentaries. Students will also write and produce a District 228 television
show to be aired on local cable networks. This is a District 228 vocational course and enrollment is open to students
from all four high schools. The district will provide transportation to Bremen High School, where the Television Studio
is located. The course is two hours in length, and students will receive two high school credits and three college
credits in Communication from South Suburban College, where they are concurrently registered.
1. research and write scripts for various broadcast productions.
2. direct and/or edit production projects such as interviews, advertisements, demonstrations, news shows, and
documentaries.
3. operate a variety of broadcast equipment.
Credit:
Level:
Prerequisites:
2--Regular – 1 credit in Industrial Technology and 1 credit in English
12
1. Successful completion of three years of required English and enrollment in or completion
of a fourth year of required English.
3. Career objectives in keeping with course objectives.
TECH PREP:
This program has been articulated with South Suburban College. A student taking this
course can earn college credit toward a community college program if the student meets the
Tech Prep requirements on pages 11 & 12.
Time:
Site of Course:
40
2 hours per day
Bremen High School
SOCIAL STUDIES DEPARTMENT
Social Studies is the integrated study of the Social Sciences and Humanities to promote civic competence. The
primary purpose of Social Studies is to help young people develop the ability to make informed and reasoned
decisions in their personal lives and for the public good as citizens of a culturally diverse, democratic society in an
interdependent world.
Social Studies Department Outcomes
1.
2.
3.
4.
5.
The learner will understand the United States governmental systems, compare them to other governmental
systems, and demonstrate civic competence in a democratic society.
The learner will analyze the United States free-market system, compare it to other economic systems, and
demonstrate consumer skills in the selection of products and/or services.
The learner will analyze and interpret the history of the world with an emphasis on the United States and Illinois.
The learner will understand world geography and the effects of geography on society with emphasis on the United
States.
The learner will understand human behavior in terms of individual and/or group behavior.
SOCIAL STUDIES DEPARTMENT FLOWCHART
Freshman
Sophomore
Junior
Senior
Regular
Geography
Applications
World History
Applications
American History
Applications
American
Government/Economics
Geography
World History
American History
Honors
American
Government/Economics
Global Studies
A.P. Geography
Honors American
History
Honors Psychology
World Civilizations
A.P. American
History
A.P. European History
Electives
Sociology/
Psychology
Sociology/Psychology
Minority Studies
Minority Studies
History in the
Making
History in the Making
41
210 GEOGRAPHY APPLICATIONS
This course is intended for students who are deficient in basic reading skills. It introduces the five fundamental themes
of Geography and includes both the study of the physical systems of the earth and the interaction of man with these
physical systems. The study of the U.S. and the major cultural regions of the world is a major part of the course. This
course also emphasizes the applications of learning: communicating, problem solving and thinking skills, teaming,
technology, researching and the interpretation of graphs, charts, maps and other data sources.
1. develop an appreciation for the variety of cultures that exist throughout the world.
2. analyze the relationship between the physical environment and the development of the material culture.
3. identify, on a map, the geographical locations of the major world cultures.
4. demonstrate knowledge of the physical features and political divisions of the continents.
Credit:
Level:
Prerequisite:
1--Regular
9
None
212 GEOGRAPHY
This course is recommended for the freshman students reading at grade level. It introduces the five fundamental
themes of Geography and includes both the study of the physical systems of the earth and the interaction of man with
these physical systems. The study of the U.S. and the major cultural regions of the world is a major part of the course.
This course also emphasizes the applications of learning: communicating, problem solving and thinking skills,
teaming, technology, researching and the interpretation of graphs, charts, maps and other data sources.
1. geography involves the study of five fundamental themes of Geography, the interaction of humans and the
environment, and the tools used by geographers.
2. complex processes at work above the earth, on the surface of the earth, and below the surface of the earth impact
the earth and life on it.
3. Anglo-America combines many cultures from around the world on the North American continent, which contains a
wide variety of physical landscapes.
4. Latin America reflects the merger of the native population with the European and African influences in an area that
contains the largest rainforest in the world.
5. Europe has been an economic and cultural center for centuries on a continent that is influenced by water.
6. North Africa and the Middle East is a center of world religions in a region dramatically influenced by deserts.
7. Africa south of the Sahara is struggling with the effects of European colonialism on their traditional tribal societies
on a continent noted for Savanna and the Great Rift Valley.
8. Asia is a region with areas of dense population and the birthplace of major religions/philosophies on a continent
significantly impacted by mountains and other tectonic activities.
Credit:
Level:
Prerequisite:
1--Regular
9
Reading at grade level
213 GLOBAL STUDIES
This course is designed for freshmen performing above grade level. It focuses on the surface features, climate,
resources, and cultural characteristics of world cultures. Special emphasis will be placed on an examination of the
relationship between geographical features and the development of the specific political, economic, and social systems
that characterize each country and its impact on international affairs. This course also emphasizes the applications of
learning: communicating, problem solving and thinking skills, teaming, technology, researching and the interpretation
of graphs, charts, maps and other data sources. Skills in evaluating, analyzing, and interpreting data and information
are stressed.
1. analyze the relationships between the physical environment and the traditional, transitional, and technologically
advanced cultures throughout the worlds.
2. evaluate the social, political, and economic consequences of cultural variation.
3. analyze the relationship between the physical environment and the development of culture.
4. demonstrate proficiency in reading and using such graphic materials such as maps, charts, and graphs.
Credit:
Level:
Prerequisite:
42
1--Honors
9
A record of high academic achievement.
214 A.P. GEOGRAPHY
This course is designed for students reading above grade level and who have demonstrated high levels of academic
achievement in their junior high school. This course will introduce students to a systematic study of patterns of
interaction and processes that have shaped human understanding, use, and alteration of the earth’s surface. This
course also studies the development of economic systems, governmental systems and humanities. It also
emphasizes the applications of learning: communicating, problem solving and thinking skills, teaming, technology,
researching and the interpretation of graphs, charts, maps and other data sources. Students will be expected to read
at least one novel as part of the course curriculum.
1. examine the relevance of academic geography and apply it to their view of the world.
2. examine issues related to population policies and other demographic issues related to population.
3. examine the factors that contribute to the use of land and resources, both natural and human, in economic
development, including the various economic systems that exist.
4. examine the development of and current trends in urban geography.
5. examine the geographic factors that have influenced history up to the present.
6. trace the development of political systems throughout history and analyze how this development affects political
systems in the world today.
7. examine the major cultural and philosophical developments in history and discuss their impact on the world today.
8. make connections between a piece of literature and the world in which they live.
Credit:
Level:
Prerequisites:
9
1. Reading achievement at least one and one-half years above actual grade placement
and above average writing skills.
2. Concurrent enrollment in honors level freshman English.
220 WORLD HISTORY APPLICATIONS
An understanding of the roots and development of the major cultures and societies in today’s world is essential to
prepare for the 21st century. This course studies chronological eras of World History with an emphasis on the topics of
Geography, Economic Systems, Foreign Policy/Wars, Science/Technology, Governmental Systems and Humanities. It
also emphasizes the applications of learning: communicating, problem solving and thinking skills, teaming,
technology, researching and the interpretation of graphs, charts, maps and other data sources. This course is intended
for students who are deficient in basic reading skills. As a part of the curriculum students will read at least two short
novels.
1. geographic location plays an important role in the development and history of a civilization.
2. the need to answer the basic economic questions has resulted in the development of different economics systems
that often times have caused conflict in the world.
3. there has been a constant struggle throughout history between more democratic and less democratic philosophies
of government.
4. historical trends will often repeat themselves revealing similarities between historical events.
5. the human search for answers has led to conflict between established ideas and new beliefs.
6. many of the ideas that provide the foundations of American society are rooted in previous civilizations.
7. historical events can be viewed differently based on the perceptions of the people involved and the person doing
the analysis.
Credit:
Level:
Prerequisite:
1--Regular
10
None
222 WORLD HISTORY
technology, researching and the interpretation of graphs, charts, maps and other data sources. This course is
designed for students reading at or above grade level. As a part of the curriculum students will read at least two short
novels.
43
2. the need to answer the basic economic questions has resulted in the development of different economics
systems that often times have caused conflict in the world.
of government.
the analysis.
Credit:
Level:
Prerequisite:
1--Regular
10
Reading at grade level
223 WORLD CIVILIZATIONS
technology, researching and the interpretation of graphs, charts, maps and other data sources. This course is intended
for students reading and writing above grade level. Students will demonstrate skill in evaluating, analyzing, and
interpreting historical sources and positions. As a part of the curriculum students will be expected to read at least four
novels.
2. the need to answer the basic economic questions has resulted in the development of different economics systems
that often times have caused conflict in the world.
of government.
the analysis.
Credit:
Level:
Prerequisite:
1--Honors
10
Reading and writing above grade level and a record of high academic achievement
230 AMERICAN HISTORY APPLICATIONS
Responsible citizenship requires knowledge of and appreciation for the basic principles and traditions of the society in
which one lives. This course is designed to prepare students to assume the role of active participants in a democratic
society through the study of their nation's history. The course covers the major chronological periods of American
History and stresses the topics of Geography, Government, Economics, Expansion/Immigration, Wars/Foreign Policy,
Social Changes and Reform, and Humanities. It also emphasizes the applications of learning: communicating,
problem solving and thinking skills, teaming, technology, researching and the interpretation of graphs, charts, maps
and other data sources. Students in this course will study the U.S. Constitution and the Illinois Constitution. This
course is designed for students who are deficient in reading skills (two or more grade levels below actual grade level).
44
1. geography has influenced the development of America.
2. American democracy is a work in progress.
3. conflicting political philosophies have shaped the course of American history.
4. American capitalism has evolved over time.
5. America’s role in the world has changed as we have evolved economically and politically.
6. America’s diversity, both ethnically and socially, has helped to shape American History.
Credit:
Level:
Prerequisite:
1--Regular
11
World History
232 AMERICAN HISTORY
course is designed for students reading at grade level.
Credit:
Level:
Prerequisite:
1--Regular
11
World History
237 HONORS AMERICAN HISTORY
course is designed for students reading above grade level who are not prepared for Advanced Placement American
History.
Credit:
Level:
Prerequisite:
1--Honors
11
World History or World Civilizations
A past record of high academic achievement in Social Studies and English classes.
45
233 ADVANCED PLACEMENT AMERICAN HISTORY
This course is designed for students reading above grade level and who have demonstrated high levels of academic
achievement. This is the study of American History with an emphasis on major historical eras and on the topics of
expansion and immigration, economics, government, social change and reform, foreign policy and wars, and the
humanities. The course will demand skill in mastering historical analysis, interpretation and evaluation. This course will
require students to demonstrate skills in reading, writing, listening, and speaking on the college level.
1. demonstrate knowledge and understanding of the major historical eras in American History and to communicate
this understanding with historical analysis, interpretation and evaluation.
2. demonstrate knowledge and understanding of selected topics of American History: geography, expansion and
immigration, economics, government, social change and reform, foreign policy and wars, and the humanities.
3. demonstrate skill in using primary source materials in historical investigations.
Credit:
Level:
Prerequisites:
11
1. Successful completion of Global Studies and World Civilizations with a grade of "B" or better.
2. Successful completion of one honors level English class with a grade of "B" or better.
3. Recommendation of the Social Studies teacher in the course prior to the A.P. class.
4. Submission of an acceptable writing assessment as prescribed by the Social Studies
department.
5. Approval of the current A.P. teacher who will consider the above prerequisites along with other
236 AMERICAN GOVERNMENT/
240 ECONOMICS
This course is designed to help students understand the operations of the federal, state and local governments. It will
help students understand their rights in a representative democracy and will emphasize the responsibilities the citizens
have in this system. The U.S. and Illinois Constitutions will be integral parts of this course.
1. governments are necessary to serve the people.
2. knowledge of the political spectrum will help students determine who best represents their views.
3. the media has bias.
4. active political participation in the governmental process is needed to make democracy work.
5. all branches and levels of government are needed for the American governmental system to work.
6. you have rights that are designed to protect you from the government.
Economics is also a semester course for seniors, which is designed to acquaint students with the concepts of
Production, Consumption, Exchange, Saving and Investing in a Free-Market economy. Another important part of the
course involves students in the consumer economic concepts of banking, insurance, housing and credit purchasing.
Students will do performance assessments to reinforce consumer and economic concepts. This course meets the
state mandated consumer education curriculum for graduation.
1. individual economic decisions will affect them over the course of their life.
2. economics is based on a variety of theories.
3. financial planning is essential for shared monetary success.
4. free market place is dictated by supply and demand.
5. government intervention plays an important role in our economy.
6. he/she is one of the components of the American Labor Force.
Credit:
Level:
Prerequisite:
46
1--Regular
12
American History
238 ADVANCED PLACEMENT EUROPEAN HISTORY
Advanced Placement European History is designed to provide an in-depth study of the impact more recent European
history has on the world today. Students are expected to read, write, analyze, interpret, and evaluate on the college
level. The course will concentrate on the Renaissance, Commercial and Geographic Revolutions, Age of Absolutism,
Enlightenment, French Revolution, Napoleonic Era, Rise of Nation States, European Imperialism, World War I,
Russian Revolution, Depression and the Rise of Totalitarianism, World War II, Cold War, End of the Cold War and
Transition to the future.
1. demonstrate an understanding of the social, cultural, economic, and political systems that developed in Europe.
2. analyze and evaluate the impact of European history and culture on the world today.
3. demonstrate college level proficiency in historical reading, writing, research, analysis, interpretation, evaluation,
and other thinking skills.
Credit:
Level:
Prerequisite:
1
12th Grade Advanced Placement
1. Successful completion of Global Studies, World Civilizations, and A.P. American History
with an average of “B” or better.
2. Successful completion of one honor’s level English class with an average grade of “B” or
better.
3. Recommendation of the Social Studies teacher in the course prior to A.P. European History.
4. Submission and approval of A.P. European History admission packet.
5. Approval of current A.P. teacher who will consider the above prerequisites along with
other criteria such as overall GPA and other pertinent information.
ELECTIVES
231 MINORITY STUDIES
Minority Studies is a course open to junior and senior students that examines the background, the current condition
and future prospects for selected minorities in the United States. Topics of discussion include minorities and politics,
economics, education, justice systems, changing demographics and contributions.
1.
2.
3.
the diversity of racial and ethnic groups in America can result in cultural tensions.
despite the difference that exist between racial and ethnic groups, there is still much more that we have in
common.
learning about different racial and ethnic groups can bridge differences.
Credit:
Level:
Prerequisite:
1--Regular
11, 12
In the 11th grade, a student must have concurrent enrollment in an American History course.
234 SOCIOLOGY/PSYCHOLOGY
Sociology is a study of people and their interactions with groups and institutions. It focuses on roles within groups and
institutions and the interpersonal relationships of these roles. This course also contains sociological theory and the
topics of social disorganization, cultural variations, and social problems.
1. key terms, core concepts and major theories of sociology are crucial in understanding society.
2. concepts and implications in the field of sociology are applicable to one’s life.
3. basic principles of sociological research and experimentation assists in understanding society and group
behavior.
4. the importance and significance sociologists place on high ethical and professional standards help shape
research.
47
Psychology presents the science and profession concerned with the behavior of humans and animals. It focuses on
learning theories, intelligence, human growth and development, mental illness, motivation and emotion, psychological
testing and therapeutic approaches. This course also enables students to better understand themselves and others.
1. key terms, core concepts and major theories are the building blocks of psychology.
2. physiological concepts and implications in this area of study are applicable to increasing one’s self awareness.
3. there is a high level of importance and significance that psychologists place on high ethical and professional
standards.
4. the basic principles of psychological research and experimentation assists in comprehending psychological
principals.
Credit:
Level:
Prerequisite:
1--Regular
11, 12
In the eleventh grade, a student must have concurrent enrollment in an American History course.
235 HONORS PSYCHOLOGY
Honors Psychology is a full year course covering the content matter and taught at the difficulty level of a General
Psychology college course. It stresses basic facts, concepts and generally accepted principles in psychology. Subject
areas to be covered are physiology and behavior, perceptual and sensory experiences, motivation and emotion,
learning, cognition, life-span development, personality and adjustment, behavioral disorders, social psychology and
measurement and statistics.
1. major terms, core concepts, and theories comprise psychology.
2. basic skills of psychological research helps one understand psychology.
3. psychological principals play a key role in the ability to recognize one’s and others behavior in everyday life.
4. sociologists place importance and significance on high ethical and professional standards.
Credit:
Level:
Prerequisites:
1--Honors
11, 12
In the eleventh grade, a student must have concurrent enrollment in an American History
course. Cumulative GPA of 4.0 or better attained in regular, honors, or A.P. classes.
239 HISTORY IN THE MAKING
This is a current events class open to junior and senior students. This course will examine the history and background
of the last few decades as it relates to current major news topics. Students will use as a text one of the major national
weekly news magazines and will study major selected national and world problems, issues and events. Other selected
news media and sources will be used to supplement the weekly news magazine as the students examine whatever the
relevant issues and problems are during the particular year in which this class is taken.
1. location and other geographic factors play an important role in the development of current events.
2. there are different philosophies that underpin the major political/economic systems of the world and that these
differences play a crucial role in the development of current events.
3. there are often long term underlying historical and political issues that influence international conflicts in the year's
news.
4. the world's major religions serve as an important influence, both directly and indirectly, on the issues of the year's
news.
5. the basic concept of energy and specific energy concerns are reflected in the year's news.
6. the major problems and issues pertaining to the ecology of the earth impact the year's news.
7. moral and ethical issues play a key role in the many major events in the news of the year.
8. racism and prejudice remains relevant, both as an underlying issue, and as a direct driving force to many events
in the news of the year.
Credit:
Level:
Prerequisite:
48
1--Regular
11, 12
In the 11th grade, a student must have concurrent enrollment in an American History course.
MATHEMATICS DEPARTMENT
The Mathematics curriculum is designed so that the degree of rigor and abstraction in our courses meets the needs of
all students. Each freshman will enter one of the following possible sequences.
The Essential Sequence which begins with PreAlgebra is for students who are performing below grade level as
determined by the Freshman Placement Examination.
The Regular Sequence, which begins with Algebra 1, is for students who are at or above grade level as determined by
the Freshman Placement Examination.
The Honors Sequence is for students who test significantly above grade level on the Freshman Placement
Examination. The first course in this sequence is either Honors Algebra or Honors Geometry. The scores obtained on
Algebra 1 examinations administered by the high school will determine placement into Honors Geometry. Approved
credit for eighth grade Algebra will only be granted if the student passes the District 228 Algebra 1 exam at 70% or
above, is placed in Honors Geometry during his/her freshman year, and receives a "C" or better grade for both
semesters in Honors Geometry.
In addition to Mathematics, the department also offers a sequence of courses in Computer Science. These courses
concentrate on programming skills and Computer Science concepts. These are elective courses, and will not satisfy
college entrance requirements for mathematics.
Completion of prerequisites is essential. If a student fails either semester of a math class, he/she may not continue in
the next course in the sequence until the failed semester has been made up. In general, the student is advised to go
to summer school to make up the failed semester. The only exception to this policy is for students who fail
PreAlgebra. If a PreAlgebra teacher recommends that the student do so, he/she may move on to Algebra 1 for
Upperclassmen with Support the following year.
Students will be required to take and pass three years of math. Students wishing to complete the general minimum
mathematics requirement for admission into a state university in Illinois should have completed Algebra 1, Geometry
and Algebra 2. Essential level classes most likely will not satisfy college entrance requirements.
TECHNOLOGY USAGE
The Mathematics Department supports the recommendations of our parent body, The National Council of Teachers of
Mathematics, regarding the use of calculators in the classroom. It is their recommendation that calculators be used
throughout mathematics instruction. Additionally, all students will also be expected to achieve and maintain a level of
non-calculator based computational proficiency.
Calculators will be used for conceptual and procedural
understandings of numbers, operations, and estimation as well as to judge the reasonableness of results in order to
strengthen the context of applications and problem solving.
The district requires all freshman students to purchase a Texas Instruments (TI) scientific calculator, model
TI-30X IIS, (approximate cost $15) during August registration. All Honors Algebra 2 students will be required
to purchase a TI-84 PLUS graphing calculator (approximate cost $100) during August registration.
The Math department believes that the integration of technology into the classroom enhances the learning experience
for all students. The technology used by the department includes but is not limited to TI scientific and graphing
calculators, the TI Calculator Based Laboratory (CBL), the Smartboard Quizdom, Geometers Sketchpad, the Internet,
textbook publisher software, standardized test preparation software, and other miscellaneous computer-based
software.
MATH DEPARTMENT OUTCOMES
The Illinois Learning Standards (ILS) define what all students in all Illinois public schools should know and be able to
do as a result of their elementary and secondary schooling. The ILS for Mathematics, developed by Illinois teachers
for Illinois schools, encompass arithmetic, measurement, algebra, geometry, trigonometry, statistics, probability and
other fields. The Math department has aligned its curriculum with the ILS. As a result, after completing the required
three years of mathematics, all Bremen District 228 students should know and be able to:
49
ILS 6
Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition,
subtraction, multiplication, division), patterns, ratios and proportions.
ILS 7
Estimate, make and use measurements of objects, quantities and relationships and determine acceptable
levels of accuracy.
ILS 8
Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve
problems and predict results.
ILS 9
Use Geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space.
ILS 10 Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using
concepts of probability.
MATHEMATICS DEPARTMENT FLOWCHART
Freshman
Sophomore
Junior
Senior
Possible Essential Sequences
Algebra 1 for
Upperclassmen
Topics in Geometry
PreAlgebra
Geometry
Topics in Algebra 2
Algebra 1
Geometry
Algebra 2
Possible Regular Sequences
Algebra 2
College Algebra/Trig
Topics in
Algebra 2
Algebra 2
Geometry
Algebra 1
Topics in Geometry
Topics in Algebra 2
Geometry
Possible Honors Sequences
Honors Geometry
Honors Algebra 2
Trig/Pre Calc
Geometry
Algebra 2
College Algebra/Trig
Honors Algebra 2
Trig/Pre Calc
AP Calc AB
Algebra 2
College
Algebra/Trig
Trig/Pre Calc
Honors Algebra 1
Honors Geometry
Possible Elective Sequence
Honors Computer
Science
50
AP Computer Science A
ESSENTIAL LEVEL CLASSES
These courses are designed for students who are deficient in computational and/or problem solving skills as
determined by the math portion of the high school placement exam given in 8th grade. The courses will not satisfy
requirements for admission into a state university in Illinois.
313 PREALGEBRA
This course is designed for students who enter high school one year below grade level. It will provide high school
students with the foundation necessary for success in future courses in Algebra and Geometry. Units of study include
the fundamentals of Algebra, integers, rational and real numbers, factors, ratio and proportion, linear equations and
inequalities, right triangles, two-dimensional figures, and probability and statistics. Use of calculators is encouraged
throughout the course, while at the same time emphasis is placed on the improvement of non-calculator computational
skills. Students will be expected to bring a TI-30X IIS scientific calculator to class on a daily basis.
After successfully completing this course, students can be expected to:
1. understand and use integer and rational number arithmetic, ratios, and proportions.
2. apply arithmetic and algebraic concepts to the solution of real-life problems.
3. perform actual and estimated measurements using appropriate measuring instruments.
4. recognize and apply the concepts of Geometry using angles, triangles and polygons.
5. understand and use the basic concepts of data manipulation, charts and graphs.
Credit:
Level:
Prerequisite:
1--Essential
9
This is a freshman only class. Placement in this course will be determined by the 8th grade
high school placement examination. No student who has passed Algebra 1 may take
this course.
313S PREALGEBRA with SUPPORT
A special section of PreAlgebra will be offered for freshman students who enter high school two or more years below
grade level. Students placed in this section will be given additional support through one or more of the following
accommodations: smaller class sizes, tutoring during study hall periods, computer software for remediation and
reinforcement of basic skills, a teacher aide to assist the classroom teacher, the assignment of a second Math teacher
to team-teach the class. All other aspects of the course remain the same.
Credit:
Level:
Prerequisite:
1--Essential
9
This is a freshman only class. Placement in this course will be determined by the
8th grade high school placement examination. Students that fail this course will not be allowed
to repeat it; instead, they must take PreAlgebra (313).
REGULAR LEVEL CLASSES
Students entering high school at or above grade level on the mathematics portion of the freshman placement exam
should begin their mathematics program at this level. Students who have had Algebra in 8th grade will be placed in
Algebra 1, Honors Algebra 1 or Honors Geometry, depending on their placement scores, previous Math grades and 8th
grade teacher recommendations. These courses satisfy college entrance requirements. Computation, problem
solving, and abstract reasoning are emphasized, and geometric proofs are an integral part of this program. In order to
take a succeeding course in this sequence, it is necessary to have passed both semesters of the previous course.
Computer Science courses should be taken in addition to, not instead of, regular math courses.
316 ALGEBRA 1
This is the first course in a college preparatory mathematics sequence for freshmen. Units of study include the
fundamentals of Algebra, real numbers, equations and inequalities, proportional reasoning, linear functions, absolute
value functions, systems of equations and inequalities, exponents and radicals, polynomials and factoring, quadratic
functions, square root functions, and statistics. Students will be expected to bring a TI-30X IIS scientific calculator
to class on a daily basis.
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1. understand the structure of Algebra and perform algebraic manipulations.
2. apply the structure of Algebra to the solution of real-life application problems.
3. understand functions and use graphs to interpret these functions.
4. apply algebraic concepts to the solution of problems involving measurement and geometry.
5. collect, interpret, and use data, and apply probability and statistical concepts to this data.
Credit:
Level:
Prerequisite:
1--Regular
9, 10
This is primarily a freshman class; however, sophomores receiving an “A” both semesters
in PreAlgebra (313) may take this class with a teacher recommendation. Freshman placement
will be determined by the 8th grade high school placement examination.
316E ALGEBRA 1 – EXTENDED
A special section of Algebra 1 will be offered for freshman students who enter high school slightly below grade level.
Students placed in this section will be given extended time to master the curriculum; the class will meet for 1 ½ periods
per day for the entire school year. Students will also be given additional support through one or more of the following
accommodations: smaller class sizes, tutoring during study hall periods. All other aspects of the course remain the
same.
Credit:
Level:
Prerequisite:
1--Regular
9
This is a freshman only class. Placement will be determined by the 8th grade
high school placement examination.
315 ALGEBRA 1 FOR UPPERCLASSMEN
This course is designed for upperclassmen who have passed PreAlgebra. The course will cover the same topics as
Algebra 1, but will be less rigorous, placing more emphasis on general concepts and their applications. Units of study
include the fundamentals of Algebra, integers, rational and real numbers, equations and inequalities, proportional
reasoning, linear functions, absolute value functions, systems of equations, powers, roots and radical expressions,
polynomials and factoring, quadratic functions, exponential root functions, probability and statistics. Students will be
expected to bring a TI-30X IIS scientific calculator to class on a daily basis.
1. understand the structure of Algebra and perform algebraic manipulations.
2. apply the structure of Algebra to the solution of real-life application problems.
3. understand functions and use graphs to interpret these functions.
4. apply algebraic concepts to the solution of problems involving measurement and geometry.
5. collect, interpret, and use data, and apply probability and statistical concepts to this data.
Credit:
Level:
Prerequisite:
1--Regular
10, 11, 12
Sophomores, juniors or seniors who passed both semesters of PreAlgebra (313)
with a C or better, OR sophomores that passed both semesters of PreAlgebra with Support (313S)
with a grade of “A” or “B”. Freshmen may not take this course. Students who failed Algebra for
Upperclassmen with Support (332) may take this course; however, credit cannot be received
for the same semester of both courses.
315S ALGEBRA 1 FOR UPPERCLASSMEN with SUPPORT
A special section of Algebra 1 for Upperclassmen will be offered for students who passed PreAlgebra, but struggled
with the more advanced concepts. Students placed in this section will be given additional support through one or more
of the following accommodations: smaller class sizes, tutoring during study hall periods, a teacher aide to assist the
classroom teacher. All other aspects of the course remain the same..
Credit:
Level:
Prerequisite:
52
1--Regular
10, 11, 12
Sophomores, juniors or seniors who passed PreAlgebra (313) with at least one D, OR
sophomores that passed PreAlgebra with Support (313S) with at least one “C” or “D”. Freshmen
may not take this course. Students that fail this course will not be allowed to repeat it; instead, they
must take Algebra for Upperclassmen (315).
317 GEOMETRY
This is the second course in the college preparatory mathematics sequence. Units of study include fundamentals of
geometry, logic and proof, polygons, perpendicular and parallel lines, applying right triangles and trigonometry, circles,
ratios and proportion, area, surface area and volume, transformations and triangles. Students will be expected to
defend, demonstrate, or prove conjectures, and will be instructed in methods to produce reasoned and logical
explanations. Throughout the course, students will be expected to maintain previously learned algebra skills.
Students will be expected to bring a TI-30X IIS scientific calculator to class on a daily basis.
1. points, lines and planes are the essential building blocks for creating the shapes, dimensions and beauty of our
world.
2. proportions and ratios, including trigonometric ratios, are used to create maps, artwork, architecture and many
other things in the real world.
3. polygons and circles are the fundamental building blocks for the aesthetic and structural world around us.
4. in order to form logical arguments, complex ideas are developed through the connection of smaller, previously
accepted or proven ideas.
5. measurement is used to describe and analyze the sizes, area and capacities of many things in our world.
Credit:
Level:
Prerequisite:
1--Regular
10, 11, 12
Passed both semesters of either Algebra 1 with a “C” or higher or Algebra 1
for Upperclassmen with a “C” or higher, or passed both semesters of Topics in Geometry.
314 TOPICS IN GEOMETRY
This course will cover many of the same topics as traditional Geometry, but will be less rigorous, placing more
emphasis on general concepts and their applications. Units of study include fundamentals of geometry, logic and
proof, polygons, perpendicular and parallel lines, applying right triangles and trigonometry, circles, ratios and
proportion, area, surface area and volume, transformations and triangles. Students will be expected to support their
conclusions with substantiated reasoning and logical arguments. Throughout the course, students will be expected to
maintain previously learned algebra skills. Students will be expected to bring a TI-30X IIS scientific calculator to
class on a daily basis.
world.
Credit:
Level:
Prerequisites:
1--Regular
10, 11, 12
Passed both semesters of Algebra 1 or both semesters of Algebra 1 for Upperclassmen
with at least one “D”. No student who has passed Geometry (317) may take this course.
318 ALGEBRA 2
This is the third course in the college preparatory mathematics sequence. Units of study include a review of
Algebra 1 topics, matrices, quadratic functions, polynomials and polynomial functions, rational functions, exponential
and logarithmic functions, radical equations and functions, and conic sections. Probability and statistics are integrated
throughout the course. TI graphing calculators will available for student use during class to promote both discovery
and problem solving. Students will be expected to bring a TI-30X IIS scientific calculator to class on a daily
basis.
1. functions are mathematical models of real world applications.
2. the graphs of different types of functions have specific shapes.
3. the critical points of a function correspond to significant events in the real world.
4. conic sections are geometric figures formed by slicing a double cone with a plane.
53
Credit:
Level:
Prerequisite:
1--Regular
10, 11, 12
Passed both semesters of Algebra 1 and both semesters of Geometry, all with
a 'C' or higher, OR passed both semesters of Topics in Algebra 2 with a grade of “C” or higher,
OR passed Honors Geometry with a “C” or lower.
330 TOPICS IN ALGEBRA 2
This course will cover many of the same topics as traditional Algebra 2, but will be less rigorous, placing more
emphasis on general concepts and their applications. Topics of study include a review of Algebra 1, linear functions,
systems of equations, polynomial functions, radical expressions, quadratic functions, exponents and exponential
functions, basic logarithmic functions, basic trigonometric functions, conic sections, probability and sequences. TI
graphing calculators will available for student use during class to promote both discovery and problem solving.
4. conic sections are geometric figures formed by slicing a double cone with a plane.
Credit:
Level:
Prerequisite:
1--Regular
11, 12
Passed both semesters of Algebra 1, and passed both semesters of Geometry or passed
both semesters of Topics in Geometry with a ‘B’ or higher, and who do not meet the
prerequisites for Algebra 2. No student who has passed Algebra 2 (318) may take
this course.
319 COLLEGE ALGEBRA AND TRIGONOMETRY
This is the fourth course in the college preparatory mathematics sequence. Units of study include linear equations,
polynomials, rational functions, conics, exponential and logarithmic functions, trigonometric functions, linear
programming and sequences and series. Technological tools, such as the TI graphing calculator, will be used for both
discovery and problem solving. Classroom sets of graphing calculators will be provided. Students will be expected
to bring/purchase a TI-30X IIS scientific/graphing calculator to class on a daily basis.
1. there are various methods to determine the roots of polyonomical functions, the graphs of which have specific
shapes.
2. rational functions are ratios of polynomials, have points of discontinuity, and some solutions are extraneous.
3. exponential functions increase or decrease rapidly, and their inverse is logarithms.
4. creating a parabola, circle, ellipse or hyperbola requires specific technical components and exist in the real world.
5. the graphs of the sine and cosine functions are related to the unit circle.
6. there are logical steps that are taken to solve problems involving trigonometric identities.
Credit:
Level:
Prerequisite:
1--Regular
11, 12
Algebra 2 with a 'C' or higher or Honors Algebra 2 with a 'C' or lower. No student
who has passed Honors Trigonometry/Pre Calculus (323) may take this course.
HONORS LEVEL CLASSES
This level of courses is for academically talented students who are performing significantly above grade level in
reading and mathematics on the freshman placement exam. This is a very demanding curriculum, which will take
students through either Pre Calculus or Calculus.
There are two courses available to honors level freshmen. The first course is Honors Algebra 1. This course is for any
student who had a full-year Algebra 1 course in 8th grade, and who scores significantly above grade level on the high
school placement exam, but scores below 70% the Algebra 1 semester exam to be administered by the high school.
Any student who begins with Honors Algebra 1 can be expected to take Pre Calculus during his/her senior year.
54
The second course is Honors Geometry. This course is for any freshman who has had a full-year Algebra 1 course in
8th grade, scores significantly above grade level on the high school placement exam, and scores 70% or higher on the
Algebra 1 exam to be administered by the high school. Only students who pass this exam and receive a grade of 'C' in
both semesters of Honors Geometry will be given high school credit for 8th grade Algebra. Any student who begins
with Honors Geometry can be expected to take Calculus during his/her senior year.
Students enrolled in Honors Geometry may take Honors Computer Science 1 as freshmen. Students enrolled in
Honors Algebra 1 may not take Honors Computer Science 1 until sophomore year.
320 HONORS ALGEBRA 1
This course will prepare talented mathematics students for success in areas requiring a rigorous development of
algebra. The course not only stresses manipulative skills but students will explore the language of algebra in verbal,
tabular, graphical and symbolic forms. Problem-solving and real-life application will help students model patterns and
relationships with variables and functions. Sports, world cultures and consumerism are just a few of the real-life
settings that students will investigate. Algebraic concepts will be applied to geometry, data analysis, probability and
statistics. Finally, students will connect algebra to other topics they are studying, like biology, geography, art, history,
and health, through problems that are rich in algebraic content. Students will be instructed in the use of a graphing
calculator, which will be used throughout the course. Students will be expected to bring a TI-30X IIS scientific
calculator to class on a daily basis.
1. do arithmetic using multiple approaches including estimation, approximations and exact values
2. perform actual, estimated, and computed measurements using appropriate methods and instruments
3. use and apply multiple representations of algebraic expressions, functions and equations
4. use and apply algebraic concepts and procedures to the solution of application problems taken from consumer
and real-life situations
5. construct, analyze and/or draw conclusions from charts, tables, and/or data graphs and apply the concepts of
probability and statistics to the solution of theoretical and/or real-life problems
Credit:
Level:
Prerequisite:
1--Honors
9
Freshman placement will be determined by the 8th grade high school placement examination.
321 HONORS GEOMETRY
This course is designed to prepare talented mathematics students for success in all areas that require rigorous
development of traditional Geometry topics. Students will relate and apply geometric concepts to algebra, statistics,
data analysis, probability and discrete mathematics. This course implements the shift from geometry as a course in
proof only to include geometry as a representation of the world around us. The course incorporates hands-on
manipulatives for discovery, problem solving and modeling. Topics include points, lines and planes, the connection
between reasoning and proof, parallel and perpendicular lines, congruent triangles, polygons, proportions and
similarity, right triangle trigonometry and circle geometry, coordinate geometry and transformations. In addition,
students will perform actual measurements using both appropriate measuring instruments and geometric methods.
After successfully completing this course, the student will understand that::
world.
5. measurement is used to describe and analyze the sizes, area and capacities of many things in our world
Credit:
Level:
Prerequisite:
1--Honors
9, 10
Freshman placement will be determined by the 8th grade high school placement examination.
In addition, freshmen will have taken a full-year Algebra 1 course in 8th grade as well as scored
70% or higher on the Algebra 1 exam to be administered by the high school. Sophomores
entering this class must have received a “B” or higher in Honors Algebra 1, or an “A” in Algebra 1
(with teacher recommendation).
55
322 HONORS ALGEBRA 2
This honors level course is a rigorous and in-depth study of Algebra 2. Topics covered will include real numbers,
equations and inequalities, functions and graphs, systems of equations and inequalities, matrices and determinants,
polynomial manipulation, rational expressions, irrational and complex numbers, quadratic functions, polynomial
functions requiring theory of equations, conic sections, exponential and logarithmic functions, sequences and series,
probability and statistics. Students will be required to purchase a TI-84 Plus graphing calculator during August
registration at an approximate cost of $100.
4. conic sections are geometric figures formed by slicing a double cone with a plane
Credit:
Level:
Prerequisite:
1--Honors
10, 11
Passed Honors Geometry with a "C" or higher, and have passed Honors Algebra 1
with a “B” or higher or Algebra 1 with an “A.”
323 HONORS TRIGONOMETRY/PRE-CALCULUS
This is the fourth honor-level course in the college preparatory mathematics sequence. Units of study include
functions and their graphs, polynomial, rational, exponential and logarithmic functions, systems of equations, matrices,
trigonometry, sequences and series, analytic geometry, and other select topics such as the Binomial Theorem.
Technological tools, such as the TI graphing calculator, will be used for both discovery and problem solving. Students
will be expected to purchase and bring a TI-84+ graphing calculator to class on a daily basis.
1. there are various methods to determine the roots of polynomial functions, the graphs of which have specific
shapes
2. rational functions are ratios of polynomials, have points of discontinuity, and some solutions are extraneous
3. exponential functions increase or decrease rapidly, and their inverse is logarithms
4. creating a parabola, circle, ellipse or hyperbola requires specific technical components and exist in the real world
5. the graphs of the sine and cosine functions are related to the unit circle
6. There are logical steps that are taken to solve problems involving trigonometric identities
7. vectors are units that describe force
Credit:
Level:
Prerequisite:
1--Honors
11, 12
Honors Algebra 2 with a “B” or higher, Algebra 2 with an “A” (with teacher recommendation),
or College Algebra with a “B” or higher.
324 ADVANCED PLACEMENT CALCULUS AB
This is the last course in a four-year honors sequence in mathematics. This course is comparable in scope to that of a
first semester college-level course in differential and integral Calculus. Topics covered include functions, graphs and
limits, derivatives and integrals. Students will be required to purchase a workbook for this class. The approximate
cost is $20, which will be assessed at registration. Students will be required to bring a TI-84 Plus graphing
calculator to class on a daily basis.
1. work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal, and understand
the connections among these representations.
2. understand the meaning of the derivative in terms of a rate of change and local linear approximation and they
should be able to use derivatives to solve a variety of problems.
3. understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of
change, and be able to use integrals to solve a variety of problems.
4. understand the relationship between the derivative and the definite integral as expressed in both parts of the
Fundamental Theorem of Calculus.
5. communicate mathematics both orally and in well-written sentences and should be able to explain solutions to
problems.
6. model a written description of a physical situation with a function, a differential equation, or an integral.
56
Credit:
Level:
Prerequisite:
1.
2.
3.
4.
5.
1-Advanced Placement
12
Successful completion of 3 years of Math, two of which must have been honors level,
including Honors Trigonometry/Pre-Calculus.
“B” or higher in all previous math courses.
Recommendation of the math teacher in the course prior to the A.P. course.
Submission of a math portfolio (done before registration).
criteria such as overall GPA and other pertinent information.
329 ADVANCED PLACEMENT CALCULUS BC
This one-semester, independent study course is available for the exceptional student who completes the AP Calculus
AB course prior to his/her senior year. During the fall term, the student will work with the AP Calculus teacher to
review the concepts studied during the AB-level course. During the second semester, students will continue their
study of the Calculus of functions of a single variable. Additional topics include parametric, polar and vector functions,
and polynomial approximations and series. Students will be required to purchase a workbook for this class. The
approximate cost is $20, which will be assessed at registration. Students will be required to bring a TI-84 Plus
graphing calculator to class on a daily basis.
Credit:
Level:
Prerequisite:
1/2 - Advanced Placement (1 semester course)
12
Passed AP Calculus AB with a “B” or higher, and approval of the current AP Calculus teacher.
COMPUTER SCIENCE CLASSES - ELECTIVE
With the advent of the microcomputer, all students should become computer literate. This course, while providing
"literacy", will apply computer science principles to programming and computer science problems. Students who have
been successful in their college preparatory mathematics courses are likely to be successful in this sequence of
courses.
It is the intention of the math department to provide students with the opportunity to learn commonly used
programming languages as well as introduce them to the concepts of computer science. This sequence of courses will
prepare a student for further college level work in computer science as well as give a student a background for
entrance into a technical school that specializes in courses for a student who wants to pursue computer related
occupations. These courses are elective, and will not satisfy college entrance requirements.
325 HONORS COMPUTER SCIENCE 1 -- ELECTIVE
This course covers the fundamentals of computer science and the C++ programming language. The course covers
important data structures and algorithms, including decisions, looping and arrays. The course will include hands-on
exercises, programs, problems, and interdisciplinary projects. The course builds a strong foundation of structured
programming before introducing students to the concept of object-oriented programming.
1. implement different data structures and looping algorithms.
2. design the algorithms necessary to solve a programming problem and draw a logic diagram for each program.
3. write a structured computer program.
4. discuss the major developments in the history of computing from past to present.
Credit:
Level:
Prerequisite:
1--Honors
10, 11, 12 - Elective
To take this course you must satisfy AT LEAST ONE of the following conditions:
1. Completed Honors Algebra, or is enrolled in Honors Geometry or Honors Algebra 2 as a
sophomore.
2
Received an 'A' in Algebra 1 (314) and is concurrently enrolled in Geometry (317).
3.Passed Geometry (317) with a ‘C’ or higher.
57
326 ADVANCED PLACEMENT COMPUTER SCIENCE A - ELECTIVE
This course is comparable in scope to that of a first semester college-level course in computer programming. It
emphasizes object-oriented programming methodology, problem solving, algorithm development, decision making and
loops, and the abstraction of data into heirarchies. Topics include: Object-Oriented Program Design, Program
Implementation, Program Analysis, Standard Data Structures, Standard Algorithms, and Computing in Context.
1. design and implement computer based solutions to problems in several application areas.
2. learn well-known algorithms.
3. develop and select appropriate algorithms to solve problems.
4. code fluently in a well-structured fashion using Java.
Credit:
Level:
Prerequisite:
327
11, 12 - Elective
1. Successful completion of Honors Computer Science I and previous math classes with a grade
average of "B" or better.
2.Recommendation of the Honors Computer Science 1 teacher.
3. Submission of an acceptable computer program portfolio (done before registration).
ADVANCED PLACEMENT COMPUTER SCIENCE AB -- ELECTIVE
This one-semester, independent study course is available for the student who completes the AP Computer Science A
course prior to their senior year. During the fall term, the student will work with the AP Computer Science teacher to
review the concepts studied during the A-level course. During the second semester, students will continue their study
of computer programming using Java. Additional topics include a more formal and in-depth study of algorithms, data
structures, and data abstraction, and the use of recursive data structures and dynamically allocated structures.
Credit:
Level:
Prerequisite:
58
1/2 - Advanced Placement (one semester course)
12 - Elective
Passed AP Computer Science A with a grade of “B” or higher and approval of the
current AP Computer Science teacher. Students may take the Advanced Placement Examination f
for possible college credit.
SCIENCE DEPARTMENT
The Science Department offers a curriculum designed to meet a variety of student needs. College bound students
must be careful to select classes that will not limit their future options either in terms of the institution they will attend or
the program they will pursue within that institution. The Illinois Board of Higher Education has recommended that all
public universities require a minimum of three years of a laboratory science for admission to their institution. Certain
programs (engineering, premedical, predental, etc.), may have even stricter entrance requirements. The regular and
honors level science classes offered by high school District 228 meet the university requirements as laboratory
courses. A traditional sequence of courses might consist of biology, chemistry and physics.
In an increasingly more complex and technical society, it is important for all students to understand the nature of
science and the impact that it has on their lives. This understanding is promoted by a variety of activities within the
department. Field trips allow the students to make firsthand observations of objects and phenomena they might
otherwise experience only in books. The laboratory programs allow students to design experiments, test hypotheses,
and collect and analyze data using the latest technologies available to the teaching laboratory. Classroom
demonstrations provide concrete illustrations of abstract concepts. The total program is designed to promote higher
level thinking skills and challenge all students to reach the full limits of their intellectual potential.
Science Department Outcomes
1.
2.
3.
4.
5.
6.
The learner will understand the terminology and concepts of science to explain scientific phenomena.
The learner will understand how science affects everyday life, and/or evaluate current societal issues.
The learner will recognize how technological, environmental and/or ecological concepts impact on contemporary
life, and will be able to apply these concepts to real life and theoretical issues.
The learner will be able to demonstrate and apply the scientific method to real life and/or laboratory situations by
collecting, analyzing and evaluating data in either a safe, accurate and objective manner.
The learner will understand basic mathematical concepts to solve scientific problems.
The learner will understand and use scientific and/or technological instruments to make observations and/or
measurements.
59
SCIENCE DEPARTMENT FLOWCHART
Freshman
Sophomore
Junior
Senior
Honors Level
AP Chemistry
Honors Biology
Honors Chemistry
Honors Physics
AP Biology
Honors Physics
AP Biology
Honors Anatomy &
Physiology
Honors Biology
Honors Forensics
Regular Level
Biology
Chemistry
Physics
Physics
Chemistry in the
Community
Biology
Earth Science
Biology
Chemistry
Earth Science
Applications
Applied Biology
Chemistry/
Physics
Anatomy
& Physiology
Food
Science
Plant Science
Horticulture
Anatomy & Physiology
Food Science
Physics
Career Electives
REGULAR LEVEL CLASSES
409 EARTH SCIENCE APPLICATIONS
This is an introductory science course designed for freshmen who are deficient with basic reading skills. Earth Science
is the study of the earth, its history, the forces that affect it and its place in the universe. The topics covered include
meteorology, oceanography, astronomy, cosmology, historical geology and physical geology. An extensive laboratory
program is provided which includes mineral, fossil, and rock identification as well as map reading and weather
prediction.
1. explain the major features of the Earth, including its oceans and atmosphere.
2. identify and explain the operation of the erosive and constructive forces that alter the features of the Earth.
3. name the geologic eras and identify the major events that occurred during each era.
4. identify the major objects in our solar system and universe, and explain their relationship to the Earth.
Credit:
Level:
Prerequisite:
60
1--Regular
9
Freshman placement and concurrent enrollment in pre-algebra.
411
EARTH SCIENCE
Earth Science is the study of the earth, its history, the forces that affect it and its place in the universe. The topics
covered include meteorology, oceanography, astronomy, cosmology, historical geology and physical geology. An
extensive laboratory program is provided which includes mineral, fossil, and rock identification as well as map reading
and weather prediction. Students will receive a study guide, which accompanies the textbook.
1. explain the major features of the Earth, including its oceans and atmosphere.
2. identify and explain the operation of the erosive and constructive forces that alter the features of the Earth.
3. name the geologic eras and identify the major events that occurred during each era.
4. identify the major objects in our solar system and universe, and explain their relationship to the Earth.
Credit:
Level:
Prerequisite:
1--Regular
9
Freshman placement and concurrent enrollment in pre-algebra
420 APPLIED BIOLOGY
This is a general biology class for the student who does not plan to pursue biology in college. The course will survey
such topics as the scientific method, metrics, cell, basic biological chemistry, cell reproduction, genetics, ecology and
evolution.
1. the scientific method provides a systematic way to investigate questions and acquire valid and useful information.
2. science is crucial to the understanding of everyday life, the functions of all living organisms and their effect on the
world as a whole unit.
3. science is the foundation of a process that produces innovation for the progress of humankind.
4. science is not just a body of knowledge. It is a process by which many people continuously develop and refine our
knowledge of the world around us.
Credit:
Level:
Prerequisite:
1--Regular
10
Sophomore placement (credit in Earth Science Applications or Earth Science preferred)
412 BIOLOGY
Biology is the study of life and life processes. Topics covered include the cell and its structure, and functions,
biochemistry, classification, genetics, DNA and heredity, evolution, and ecology. Students will receive a study guide,
which accompanies the textbook. This course is recommended for college bound students.
1. use common laboratory equipment to perform biological experiments.
2. understand the concepts of modern cell theory and organelle function.
3. describe the functions of living organisms in terms of biological and ecological systems.
4. understand how genetic concepts can be used to analyze personal histories, improve society and make
predictions about future generations.
5. explain the various components that affect ecosystems and keep them in balance.
Credit:
Level:
Prerequisite:
1--Regular
9, 10, 11 (Physics First students only)
Freshman placement and credit or co-registration in Algebra I
422 CHEMISTRY
Chemistry is the study of matter and its changes. The topics covered include measurement, metrics, graphing, lab
safety, atomic structure and theory, chemical and physical changes, states of matter, periodicity, chemical bonding,
equations stoichiometry and acids and bases. This course is recommended for the college bound student. A scientific
calculator (TI-30X IIS or equivalent) is required. Students will receive a study guide, which accompanies the course.
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2. matter and energy’s behavior on the microscopic level will explain how matter behaves in the macroscopic world.
3. application of chemical knowledge will foster a greater understanding of societal, ethical, and technological issues
such as alternative energy sources, chemical weaponry, etc.
5. science is not just a body of knowledge. It is a process by which many people continuously develop and refine
our knowledge of the world around us.
Credit:
Level:
Prerequisite:
1--Regular
10, 11
Successful completion of Biology and Algebra 1
424 CHEMISTRY/PHYSICS
The Chemistry/Physics course is a concept based class taught with a real-world approach. Both chemistry and
physics concepts will be addressed during the course of this class. Topics will include the periodic table and trends,
states of matter, chemical bonding and reactions, speed, acceleration and projectiles, Newton’s Laws and simple
machines.
2. inquiry and design can lead to a deeper understanding and use of technology and how it changes over time to
improve our lives.
5. various factors influence the relative motion of objects
7. science applies to every day life through the emphasis of connections between physics theory & technology.
Credit:
Level:
Prerequisite:
428
1--Regular
11, 12
Successful completion of Biology or Applied Biology; NOT open to students who have
successfully completed Chemistry (422) or Physics (431).
CHEMISTRY IN THE COMMUNITY
This is a chemistry course that emphasizes the impact of chemistry on society. It is intended for non-science majors
as an alternative to a traditional chemistry course. It consists of six units, which center on issues such as science
skills, atomic theory and the properties of matter, the environmental impact of energy, types of energy and properties,
water supply and quality, and the atmosphere and air quality. The major concepts, vocabulary and skills usually
expected in introductory chemistry are included, but there is an emphasis on decision-making, problem-solving and
team activities. A scientific calculator (TI-30X IIS or equivalent) is highly recommended.
such as alternative energy sources, chemical weaponry, etc
Credit:
Level:
Prerequisite:
62
1--Regular
10
Successful completion of Biology
431 PHYSICS
Physics is the study of energy, matter and their relationship to each other. The main focus of this course is the study of
motion, mechanics, Newton’s Laws, waves, sound, light and electricity. These topics will be integrated with issues of
experimental design, to include scientific method and associated error analysis techniques. Classroom activities
include lectures, demonstrations, lab experiments, problem solving, computer simulations, and audio-visual
presentations. This course is highly mathematical and students should have considerable facility with algebra,
geometry, and introductory trigonometry concepts. A calculator (TI-80 or equivalent) is required.
1. the scientific method can be used to solve any problem in a logical and safe manner.
2. a source of relative error in data lends to or subtracts from credibility in reported conclusions.
improve our lives.
4. various factors influence the relative motion of objects.
5. energy influences people’s every day lives.
7. in addition to inquiry, social, economic and ethical concerns drive the scientific community.
Credit:
Level:
Prerequisite:
1—Regular
11, 12
Successful completion of one year of a laboratory science (chemistry recommended), Algebra 1
and Geometry. Credit or co-registration in Algebra 2 is recommended.
430 PHYSICS FIRST
mechanics, with additional instructor selected topics from the areas of heat, light, optics, electricity, magnetism, sound
and nuclear physics. These topics will be integrated with issues of experimental design, to include scientific method
and associated error analysis techniques. Classroom activities include lectures, demonstrations, lab experiments,
problem solving, computer simulations, and audio-visual presentations. This course is differentiated from the honors
course by the use of a more conceptual and less rigorous mathematical approach. A scientific calculator (TI-30X IIS or
equivalent) is required. Additionally, this course will engage extensive computer-based laboratory experiments.
improve our lives.
5. energy influences people’s every day lives.
Credit:
Level:
Prerequisite:
1 – Regular
9
Co-registration in Algebra I
HONORS LEVEL CLASSES
413 HONORS BIOLOGY
Biology is the study of life and life processes. Topics covered include an introduction to science, which includes
laboratory safety, the scientific method and metrics, basic biochemistry, the cell and its structure, function and
metabolism, classification, genetics, evolution and ecology. Students will receive a study guide, which accompanies
the textbook.
1. use common laboratory equipment to perform biological experiments and dissections.
2. understand the concepts of modern cell theory and organelle function.
3. describe the functions of living organisms in terms of biological systems.
4. explain the differences between the major plant and animal phyla.
Credit:
Level:
Prerequisite:
1--Honors
9, 10 (if first science course)
Based on EXPLORE scores and/or Eighth Grade Placement Exam
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423 HONORS CHEMISTRY
Chemistry is the study of matter and its changes. The topics covered include measurement, metrics, graphing, lab
safety, atomic structure and theory, chemical and physical changes, states of matter, periodicity, chemical bonding,
equations stoichiometry and acids and bases. This course is recommended for the college bound student. A
calculator (TI-3X IIS or TI-34 or equivalent) is required.
Credit:
Level:
Prerequisite:
1--Honors
10, 11 (if second science course)
Successful completion of Honors Biology, Algebra 1, and credit or co-registration in a second year
of mathematics.
432 HONORS PHYSICS
include lectures, demonstrations, lab experiments, problem solving, computer simulations and audio-visual
presentations. This course is highly mathematical and students should have considerable facility with algebra,
geometry and introductory trigonometry concepts. Additionally, this course will engage extensive computer-based
laboratory experiments. Mathematically and conceptually rigorous error analysis techniques are applied to laboratory
data. A graphing calculator (TI-83 or equivalent) is required.
improve our lives.
5. energy influences people’s every day lives
7. addition to inquiry, social, economic and ethical concerns drive the scientific community.
Credit:
Level:
Prerequisite:
1—Honors
11, 12
Successful completion of Honors Chemistry and credit or co-registration in Honors Algebra 2.
439 HONORS PHYSICS FIRST
include lectures, demonstrations, lab experiments, problem solving, computer simulations and audio-visual
presentations. Additionally, this course will engage extensive computer-based laboratory experiments. A graphing
calculator (TI-84 PLUS or equivalent) is required.
improve our lives.
5. energy influences people’s every day lives
Credit:
Level:
Prerequisite:
64
1 – Honors
9
Co-registration in Honors Algebra or Honors Geometry.
438 HONORS FORENSICS
Forensic science is the application of science as it applies to the law. This course is based on scientific inquiry and
problem solving. The student will learn techniques for analyzing clues based on physical evidence. Topics include:
serology, hair analysis, fabric and fiber analysis, fingerprint identification, document analysis, DNA fingerprint and
toxicology. A “mock crime” scene and forensic career research are included projects for the course.
4. the use of scientific claim plays a vital role in determining the outcome of legal matters or issues.
Credit:
Level:
Prerequisite:
1-Honors
11, 12
Successful completion of Honors Algebra, Honors Biology, Honors Chemistry AND credit or
co-registration in Honors Physics
435 ADVANCED PLACEMENT BIOLOGY
Advanced Placement Biology is designed to be the equivalent of a college general biology course. It is recommended
for the college bound junior or senior who desires to earn undergraduate credit by passing the Advanced Placement
Biology Examination. The course includes all of the recommended disciplines of biological study prescribed by the
Advanced Placement Committee on Biology. The Advanced Placement Examination will be given in the spring, and
students who perform well on the examination may be granted credit and/or placement by their college or university.
All students will pay the fee for the examination at the August registration. Due to the time required (by the College
Board) for laboratory experience, this course will be scheduled as a double period class. Students will receive a lab
manual, which accompanies the textbook.
The Advanced Placement exam will be given in the spring, and students who perform well on the examination may be
granted credit and/or placement by their college or university. Students in this course may take the Advanced
Placement Examination, and students who take the exam will pay the fee for this examination. Due to the time
required (by the College Board) for laboratory experience, this course will be scheduled as a double period class.
1. relate and explain the unity, diversity, and characteristics of all living things.
2. explain homeostasis as a basic biological phenomenon at the cellular, organismal, and ecological level.
3. collect, analyze, and interpret data as part of the experimental process.
4. define succession, explain why it occurs, and differentiate between primary and secondary succession.
5. examine the current thinking on DNA research, including The Human Genome Project, new processes and uses
for genetic engineering in agriculture, animal husbandry and human health.
6. review of problems and current issues in DNA/RNA research.
Credit:
Level:
Prerequisite:
12, 11 with Instructor approval and successful completion of Biology and Chemistry, at least one
at the honors level (Grade “B" or better).
1. Successful completion of two years of science, at least one course at the honors level, with a
grade average of "B" or better in previous science courses.
2. Recommendation of the science teacher in the course prior to the A.P. course.
3. Completion and submission of application.
440 ADVANCED PLACEMENT CHEMISTRY
Advanced Placement Chemistry is designed to be the equivalent of the general chemistry course usually taken during
the first year of college. Students in this course should attain a depth of understanding of fundamental principles and a
competence in solving chemical problems. Topics include structure of matter (atomic theory and structure, bonding,
and nuclear chemistry), the states of matter (gases, liquids, solids, and solutions), reactions (types of reactions,
stoichometry, equilibrium, kinetics, and thermodynamics), descriptive chemistry (reaction characteristics, periodic
properties, group properties, and organic chemistry), qualitative and quantitative laboratory experiments. Students will
receive a laboratory manual and study guide, which accompanies the textbook. A scientific calculator (TI-30X IIS or
equivalent) is required.
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The Advanced Placement exam will be given in the spring, and students who perform well on the examination may be
granted credit and/or placement by their college or university. Students in this course may take the Advanced
Placement Examination. Due to the time required (by the College Board) for laboratory experience, this course will be
scheduled as a double period class.
1. explain the properties of the elements on the basis of their atomic structure as well as the principles of atoms,
molecules and ions.
2. solve quantitative problems based on stoichiometric relationships.
3. predict the products of chemical reactions.
4. perform qualitative and quantitative laboratory experiments.
5. understand basic principles of gas laws, reactions and chemical bonding.
Credit:
Level:
Prerequisite:
12, 11 with Instructor approval and successful completion of Biology and Chemistry, at least one at
the Honors level (Grade “B” or better).
1. Successful completion of Biology and Chemistry, with at least one course at the honors level,
with a grade average of "B" or better in previous science courses.
2. Successful completion of one honors or regular mathematics class with a grade average of
"B" or better.
3. Recommendation of the science teacher in the course prior to the A.P. course.
4. Completion and submission of application.
CAREER ELECTIVES/ELECTIVES
421 PLANT SCIENCE
This class involves a combination of classroom, laboratory, field study, and occupational orientation to the study of
plants. The areas of study include plant structure and functions, the plant cell, plant tissues, leaves, plant metabolism,
photosynthesis, roots, flowers, plant improvement, plant classification, beneficial aspects of plants, soils and fertilizers,
and plant identification. This course is designed to be a practical one, providing students with experience in plant
maintenance, identification and control of pests and plant growth and reproduction.
1. process of investigation enhances and assists in understanding the techniques of science, the use of scientific
models, and the analyzing and reporting conclusions based on data.
2. newly observed biotic and abiotic factors, such as nutrient deficiencies and invasive species, are related to prior
scientific knowledge.
3. both biotic and abiotic factors have a significant impact upon the plants in their environment
4. using proper scientific practices can ensure one’s safety and the validity and reliability of experimental results.
5. the inherent ethical responsibilities of some technological practices may modify the environment in complex and
significant ways.
Credit:
Level:
Prerequisite:
TECH PREP:
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1--Regular
10, 11, 12
12--Successful completion of 1 year of science.
11—Successful completion of 1 year of science AND co-registration in EITHER a chemistry OR
physics OR chemistry/physics course.
10—Successful completion of 1 year of science AND co-registration in EITHER a biology OR
chemistry course.
This program has been articulated with Joliet Junior College. A student taking this course can earn
college credit toward a community college program if the student meets the Tech Prep
requirements on pages 11 & 12.
437 HORTICULTURE
This course is designed to introduce students to the floriculture and landscaping industries. The first semester is
devoted to the study of floral designing. Students have the opportunity to learn the various floral design techniques
and practice these techniques with live flowers. Topics covered include care and conditioning of flowers, principles of
floral design, basic floral shapes, corsages and boutonnieres, and pricing methods. The second semester is an
introduction to the field of landscaping. Students learn the principles of a good landscape design, landscaping
drawing, plant selection and maintenance. Students complete a major project in the field each semester. Students will
receive a floral handbook and landscape workbook, which accompanies the textbook.
1. the ability to apply mathematical knowledge is useful in practical situations, such as the calculation of floral
charges and determination of amount of mulch to cover a flower bed.
2. the structure and organization of plant cells and tissues affects various metabolic processes.
3. all forms of art are comprised of sensory elements, organizational principles, and expressive qualities.
4. artists use a variety of tools and technologies to convey meaning in their work.
5. the arts play a role in civilization, both past and present, and they are forms of expression, a way to convey ideas
or intent.
6. self-assessment of personal skills, abilities, aptitudes, strengths and weaknesses is useful when exploring careers,
such as floral and landscape designing.
7. knowledge and use of financial competencies is important in running a successful business.
8. the floral market is a global industry relying on production farmers, (floral stock) market, wholesalers and
independent business.
Credit:
Level:
Pre-Requisite:
TECH PREP:
1--Regular
11, 12
12—Successful completion of Plant Science.
11—Successful completion of Plant Science AND co-registration in EITHER a chemistry OR
physics, OR chemistry/physics course.
college credit, for Floral Design I only, toward a community college program if the student meets
the Tech Prep requirements on pages 11 & 12.
433 HONORS HUMAN ANATOMY AND PHYSIOLOGY
This honors level class involves the study of the basic structure and function of the organs and systems of the human
body. Both class and laboratory work will be geared to teach the principles of body interaction and integration, control,
motion, metabolism, and reproduction. Both structural and functional concepts will be covered. This class is
recommended for students interested in the career areas of nursing, medicine, dentistry, and other related medical
fields. Students will receive a study guide and laboratory manual, which accompanies the textbook.
2. the application of chemical and biological knowledge will foster a greater understanding of physiology.
3. medical research is a continual process through which new information may lead to the improvement of human
life.
Credit:
Level:
Prerequisite:
1--Honors
11, 12
12—Successful completion of Honors Biology and Honors Chemistry.
11—Successful completion of Honors Biology AND co-registration in EITHER Honors
Chemistry OR Honors Physics.
436/834 FOOD SCIENCE
This is an interdisciplinary course that stresses the scientific principles that are involved in the preparation, processing,
and storage of food. Chemical and biological principles will be applied to the concepts of fermentation, food
preservation, food processing, food preparation, and human nutrition. These principles will be taught through the use
of lecture, laboratory, audio-visual, writing and research activities. Thinking skills, especially classification and
prediction, will be stressed. Laboratory work will consist of experiments with chemicals as well as with food.
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1. a working knowledge of laboratory/kitchen equipment is necessary for the development of emerging food
technologies.
2. the integration of knowledge, skills, and practices are required to understand food safety and sanitation
procedures and overall nutrition in the laboratory/kitchen.
3. there are several factors that affect food safety, from production through consumption.
4. changes made to certain components of a process will alter the results of a final product.
5. knowledge of human physiology and chemical properties is important in the development of new food products.
Credit:
Level:
Prerequisites:
Time:
2--Regular: 1 credit in Science and 1 credit in Family and Consumer Science
12
2 credits in science, preferably Chemistry or Chemistry in the Community
2 hours
434 HUMAN ANATOMY AND PHYSIOLOGY
This regular class involves the study of the basic structure and function of the organs and systems of the human body.
Both class and laboratory work will be geared to teach the principles of body interaction and integration, control,
motion, and metabolism. Both structural and functional concepts will be covered. This class would be intended as a
regular level class for those students who do not wish to participate in the rigor and detail of the honors class, but are
interested in career areas related to the medical field. Dissection would be in a virtual way or by teacher
demonstration. Students will receive a laboratory manual, which accompanies the textbook.
2. the application of chemical and biological knowledge will foster a greater understanding of physiology.
3. medical research is a continual process through which new information may lead to the improvement of human
life.
Credit:
Level:
Prerequisites:
68
1--Regular
11, 12
12—Successful completion of a biology and a chemistry course.
11—Successful completion of biology AND co-registration in EITHER a chemistry, physics OR
chemistry/physics course.
WORLD LANGUAGES DEPARTMENT
A complete education includes the knowledge of and ability to communicate in a second language. The National and
Illinois State Standards recommend the study and mastery of a world language. The ability to speak a world language
is invaluable in today's global society. Knowing a second language is a great accomplishment, an employability skill
and it also enables one to better understand the English language. The general goals in modern world language study
are effective communication and cultural understanding. The degree of accomplishment of these goals is dependent
upon the level, course content and student effort. The specific goals are:
World Languages Department Outcomes
1.
The learner will listen to, interpret, analyze and evaluate spoken communications accurately, purposefully and
critically in a second language.
2.
The learner will develop and deliver oral communication using effective language conventions to inform, to
interact socially, to entertain and to persuade in a second language.
3.
The learner will read, comprehend, analyze and evaluate in English or in a second language a variety of
informational, literary, technical and self-enrichment materials for diverse real-life situations.
4.
The learner will develop and create for various audiences formal and informal written communications using
effective language conventions to inform, to narrate, and to persuade in a second language.
5.
The learner will recognize the interdependence of people in global and local communities, identify differences
between cultures, and demonstrate an understanding of tolerance for those differences.
6.
The learner will recognize and understand diversity in the patterns and usage in English and in a second
language.
7.
The learner will use the second language and/or culture as a medium for creative and personal expression.
Guidelines for Taking a World Language
1.
A genuine interest in the language and its culture is necessary for a successful learning experience. Interest may
be related to such factors as family background, educational goals, and career plans.
2.
In deciding which language to take, students should understand that there is no "easiest language". All language
learning is a sequential process requiring daily preparation and consistent study.
3.
There is a strong correlation between success in learning a world language and one's English scores on
achievement tests.
4.
To successfully complete a level of world language study, the student must pass both semesters of work. Only
then will the student have the necessary skills for the next level.
5.
To progress into the next level of language study and be successful, it is recommended that a student have at
least a 'C' average in the previous level of language instruction.
6.
World language skills are acquired by taking sequential courses-Level 1 - AP. If a student passes one level, he
can progress to the next level to continue his study of a particular language.
7.
Students are advised to check college admissions and graduation requirements in regard to world language
study. Many colleges require a minimum of two years of high school world language study in the same language.
Students who take several years of a language in high school may fulfill university language requirements and
receive college credit.
8.
To develop one's language skills to a workable proficiency requires a minimum of four years at the high school
level.
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WORLD LANGUAGES DEPARTMENT FLOWCHART
Freshman
Sophomore
Junior
A.P. French
Honors Level
Honors French 2
Senior
Honors French 3
Honors French 4
Honors French 5
A.P. Spanish
Honors Spanish 2
Honors Spanish 3
Honors Spanish 4
Honors Spanish 5
A.P. French
Regular Level
French 2
French 3
Honors French 4
Honors French 5
A.P. Spanish
Spanish 2
Honors Spanish 3
Honors Spanish 4
Honors Spanish 5
French 1
French 2
French 3
Honors French 4
Spanish 1
Spanish 2
Spanish 3
Honors Spanish 4
Electives
Heritage Spanish 1
Heritage Spanish 1
Heritage Spanish 1
Heritage Spanish 1
Level 2 Honors is for students who have completed Level 1 of the language and have maintained a B+ average in
Level 1 with teacher recommendation or placed into Level 2 Honors after taking Jr. High Proficiency test with teacher
recommendation.
FRESHMAN HONORS PROGRAM
This program is for incoming freshmen who have had 2 or more years of language in junior high with a grade average
of 'B+' or better and have received both an above average score on a language proficiency test and teacher
recommendation.
Freshmen who have received a minimum grade average of C in junior high foreign language, a passing score on a
District 228 World Languages Proficiency Test and have the teacher recommendation will be placed in Level 2 of the
language.
Approved credit for junior high school foreign language will be granted if the freshman student passes a District 228
Proficiency Exam in January of the 8th grade and takes the next sequential course Level 2/2 Honors in the language in
his/her freshman year in District 228 receiving a grade of 'C' or better for each semester of study at that time.
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FRENCH
510 FRENCH 1
This beginning French course focuses on the progressive and integrated learning of language, culture, and
communication. Class activities are grouped around these three areas and are enhanced by authentic documents,
media-videos, CD Rom, CD cassette and a variety of enrichment activities.
1. develop listening and comprehension skills in French using vocabulary and language structure appropriate to this
beginning Level 1.
2. develop speaking skills in French using expressions and vocabulary in language structure appropriate for this
entry level. Topics include numbers, time expressions, weather, relatives, activities, transportation and foods.
3. read and comprehend written selections in French using material (vocabulary and language structures)
appropriate to this entry level course.
4. write words, phrases, and sentences to create short paragraphs or dialogs using learned vocabulary and
structures appropriate to this introduction level.
5. be introduced to a variety of cultural topics focusing on France.
Credit:
Entry Level:
Prerequisite:
1--Regular
9, 10, 11, 12
None
513 HONORS FRENCH 2
This course is designed for freshmen who have studied two or more years of French in the junior high and have
received an above average score on a world languages proficiency test. It may also be taken by second level students
who have maintained at least a 'B+' average in the Level 1 course of study. The course builds on achievement and
proficiency objectives of French 1. Class activities integrate the four skills of listening, speaking, reading, and writing
and expand on the culture and civilization introduced in French 1. In this honors course the student must earn the
teacher-stipulated number of “hyperpoints”.
1. further develop listening and comprehension in this foundation level or Level 2 of French using the vocabulary
and language structure appropriate for this work.
2. further develop the speaking skills in French using expressions and language structure appropriate for level 2 of
language learning.
3. read with comprehension written selections in French using material (vocabulary and language structures)
appropriate to this basic foundation Level 2 course. Visual cues and stimuli may be used to assist in reading for
comprehension.
4. write and construct simple narratives and dialogs on familiar topics using guided vocabulary, punctuation and
capitalization.
5. model and apply cultural information attained through projects throughout the year. The focus will be on French
speaking countries.
6. develop self-motivation and independent thinking skills leading toward in-depth knowledge and extensive learning
activities in the language.
Credit:
Entry Level:
Prerequisite:
1--Honors
9, 10, 11, 12
An 'A' or 'B+' average in 2 years of French in the junior high school with a high score on the world
languages proficiency test and junior high teacher recommendation or an 'A' or 'B+' average in
Level 1 with a high score on the CRTs and teacher recommendation.
520 FRENCH 2
This second level of instruction builds on the achievement and proficiency objectives of French 1. Class activities
integrate the four skills of listening, speaking, reading, and writing. Cultural and civilization topics are expanded upon.
Videocassette tapes, and computer programs may supplement the core program.
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1. further develop listening and comprehension in this foundation level or Level 2 of French using the vocabulary
and language structure appropriate for this work.
2. further develop the speaking skills in French using expressions and language structure appropriate for Level 2 of
language learning.
3. read with comprehension written selections in French using material (vocabulary and language structures)
comprehension.
capitalization.
5. model and apply cultural information attained through projects throughout the year. The focus will be on French
speaking countries.
Credit:
Entry Level:
Prerequisite:
1--Regular
9, 10, 11, 12
Successful completion of French 1
560 FRENCH 3
The third level French course is primarily for students who want to continue developing skills of listening, speaking,
reading, and writing the French language, without the accelerated pace and rigidity of an honors level course. Regular
French 3 will concentrate on communication proficiency and provide exposure to French culture.
1.
understand short conversations about most survival needs and limited social conventions.
2.
communicate in short conversations dealing with survival skill, classroom activities, descriptions and
directions.
3. read and comprehend written conversations, description, directions and narratives within the scope of learned
patterns.
4.
write responses to routine social situations and written material with increased facility.
5.
evidence increased acquaintance with Francophone cultures.
Credit:
Entry Level:
Prerequisite:
1—Regular
10, 11, 12
Successful completion of French 2.
530 HONORS FRENCH 3
The French 3 curriculum builds on the knowledge and skills in the areas of listening, speaking, reading and writing that
form the basis of the French 1 and 2 curricula. In French 3, the student will solidify his command of knowledge already
learned, integrate new materials and begin to use the language more spontaneously with more variety and individual
style. There will be expanded opportunity for each student to express himself in less structured language activities.
1. understand short conversations about most survival needs and limited social conventions.
2. communicate in short conversations dealing with survival skill, classroom activities, descriptions and directions.
3. read and comprehend written conversations, description, directions and narratives within the scope of learned
patterns.
4. write responses to routine social situations and written material with increased facility.
5. evidence increased acquaintance with Francophone cultures.
Credit:
Level:
Prerequisite:
1--Honors
10, 11, 12
Successful completion of Levels 1 and 2 with a grade of 'A' or ‘B+’.
540 HONORS FRENCH 4
In this intermediate level the curriculum builds on a solid command of the areas of reading, writing, listening and
speaking achieved in the French 3 Honors course. The student will use all four language skills as the tool and basis for
learning and expressing himself/herself. The course will focus on cultural areas stressing either French history or
French literature in an alternating year pattern. There will be continued study of French syntax and usage.
72
1. respond with increased spontaneity and accuracy to written and spoken French.
2. speak and write in French with a facility appropriate to this intermediate level.
3. have an acquaintance with the heritage of French history or literature.
Credit:
Level:
Prerequisite:
1--Honors
11, 12
Successful completion of Levels 1, 2 and 3 of the language with a grade average of 'B' and teacher
recommendation.
546 HONORS FRENCH 5
In this advanced level the curriculum builds on a solid command of the areas of reading, writing, listening and speaking
achieved in the preceding French 4 Honors course. The student will use all four language skills as the tool and basis
for learning and expressing himself/herself. The course will focus on cultural areas stressing either French history or
French literature in an alternating year pattern. There will be continued study of French syntax and usage at the
college level.
1. respond with increased spontaneity and accuracy to written and spoken French.
2. speak and write in French with a facility appropriate to this advanced level using college materials and
contemplating college placement.
3. have an acquaintance with the heritage of French history and/or literature.
Credit:
Level:
Prerequisite:
1--Honors
12
Successful completion of Levels 1, 2, 3 and 4 of the language with a grade average of 'B' and
teacher recommendation.
543 ADVANCED PLACEMENT FRENCH
Advanced Placement French is only available to seniors who have successfully completed three years of high school
French. The curriculum will focus on the course of study prescribed for college placement in French. The course offers
advanced study in French grammar and usage and culture focusing on French literature or history. Upon completion of
this course the student may take the A.P. French Language Exam for possible credit, and the student will pay the
approximate fee of $87.00 for this examination.
1. respond with increased spontaneity and accuracy to written and spoken French on an intermediate level.
2. speak and write French with a facility appropriate to this advanced level.
3. have an acquaintance with the heritage of French thought, history and/or literature including the contributions to
our own society.
4. have an opportunity for college level placement in French.
Credit:
Level:
Prerequisite:
1.
2.
3.
4.
5.
12
Successful completion of three years of high school study with a grade average of "B" or
better.
Recommendation of the language teacher in course prior to A.P. course.
Submission of an acceptable writing portfolio in the target language (done before registration).
Demonstration of comprehension and oral proficiency in the target language (done before
registration).
Approval of the current A.P. teacher who will consider the above prerequisites along with
other criteria such as overall G.P.A. and other pertinent information.
SPANISH
512 SPANISH 1
The main objective of this course is to introduce students to the skills of speaking, listening, reading, and writing of the
Spanish language. Conversational skill and language comprehension are developed through the use of dialogues,
written exercises, puzzles and games. Students will be introduced to the Hispanic culture and civilization through such
supplementary materials as: videotapes, computer programs, and audio-video cassettes.
73
1. demonstrate an understanding of minimal functional Spanish.
2. communicate basic needs in the target language.
3. demonstrate reading comprehension and written phrases within the scope of Spanish studied.
4. demonstrate knowledge of cultural differences.
Credit:
Entry Level:
Prerequisite:
1--Regular
9, 10, 11, 12
None
515 HONORS SPANISH 2
This course is designed for freshmen who have studied two or more years of Spanish in the junior high, maintained at
least a 'B+' average and scored successfully on a language proficiency test and for those students who have
maintained at least a 'B+' average in Level 1 and scored successfully on a world languages proficiency test. The first
two to three weeks of the course will include a review of basic material covered in Level 1. The student will then
continue to develop speaking, reading, writing, and critical thinking skills. Completion of a variety of in-depth projects
will be required. Completion of this course will provide the student with a sound background for Honors Level 3.
1. further develop listening and comprehension skills using the vocabulary and language structure appropriate for
work at this level.
2. further develop the speaking skills in Spanish using expressions and language structure appropriate for Level 2 of
language learning.
3. read with comprehension written selections in Spanish using material (vocabulary and language structures)
appropriate to this level. Visual cues and stimuli may be used to assist in reading for comprehension.
capitalization.
5. apply cultural information attained through projects throughout the year. The focus will be on the Hispanic world.
6. develop self-motivation and independent critical thinking skills
7. develop knowledge, respect, and understanding of cultural diversity issues and populations.
Credit:
Entry Level:
Prerequisite:
1--Honors
9, 10, 11, 12
An 'A' or 'B+' average in 2 years of Spanish in the junior high school with a high score on the world
languages proficiency test and junior high teacher recommendation or an 'A' or 'B+' average in high
school Level 1 with a high score on the world languages proficiency tests and teacher
recommendation.
522 SPANISH 2
This second level course is designed primarily for those who have successfully completed one year of Spanish. The
first two to three weeks of the course will include a review of basic material covered in Level 1. The student will then
continue to develop comprehension, speaking, reading, and writing skills. Units and projects in the Spanish culture will
be undertaken. The completion of this course will provide the student with a background for the Level 3 course.
1. further develop listening and comprehension skills using the vocabulary and language structure appropriate for
this work.
2. further develop the speaking skills in Spanish using expressions and language structure appropriate for Level 2 of
language learning.
3. read with comprehension written selections in Spanish using material (vocabulary and language structures)
comprehension.
capitalization.
5. apply cultural information attained through projects throughout the year. The focus will be on the Hispanic world.
Credit:
Entry Level:
Prerequisite:
74
1--Regular
9, 10, 11, 12
Successful completion of Spanish 1
562 SPANISH 3
The third level Spanish course is primarily for students who want to continue developing skills of listening, speaking,
reading, and writing the language, without the accelerated pace and rididity of an honors level course. Regular
Spanish 3 will concentrate on practical communication proficiency and provide exposure to Spanish culture.
1. listen with comprehension to Spanish spoken with expanded vocabulary context and speed appropriate to the
early intermediate level.
2.
speak at a level of proficiency appropriate for the early intermediate level.
3.
read and interpret a variety of material with comprehension at the early intermediate level.
4.
write and compose organized grammatical material at this early intermediate level.
5.
be knowledgeable and able to discuss cultures of Spanish speaking cultures.
Credit:
Entry Level:
Prerequisite:
1—Regular
10, 11, 12
Successful completion of Spanish 1 and 2 with a grade of ‘C’ or better.
In the third level of Spanish the student will continue to develop skills of listening, speaking, reading and writing the
language. A variety of materials are used to assist him in reaching a higher level of proficiency. The student will have
an overview of the Spanish grammar and exposure to the culture of the Spanish-speaking world. Special projects will
expand the student's knowledge of both the Spanish culture and language.
1. listen with comprehension to Spanish spoken with expanded vocabulary context and speed appropriate to the
early intermediate level.
2. speak at a level of proficiency appropriate for the early intermediate level.
3. read and interpret a variety of material with comprehension at the early intermediate level.
4. write and compose organized grammatical material at this early intermediate level.
5. be knowledgeable and be able to discuss cultures of Spanish speaking cultures.
Credit:
Level:
Prerequisite:
1--Honors
10, 11, 12
Successful completion of Level 1 and 2 of Spanish with a grade of 'A' or B+’.
In this intermediate level the curriculum builds on a solid command of the areas of reading, writing, listening and
speaking achieved in the Spanish 3 Honors curriculum. The course material includes a thorough review of the first
three years plus continuance and expansion of grammar, language usage and themes in the culture, literature,
geography, history and politics of Spain or Latin America. The focus on Spain or Latin America will be taught in an
alternating year curriculum.
1. understand intermediate grammatical structures in Spanish.
2. read and discuss more expansive topics appropriate to this early intermediate level in Spanish building upon
previous experience.
3. evidence knowledge of Spanish or Latin American culture through cultural, literature, and geopolitical topics.
Credit:
Level:
Prerequisite:
1--Honors
11,12
Successful completion of Level 1, 2 and 3 with a 'B' average and teacher recommendation.
Honors Spanish 5 is designed for a senior who wishes to be qualified for college Spanish. In this advanced level the
curriculum builds on a solid command of the areas of reading, writing, listening and speaking achieved in the
preceding Spanish 4 Honors course. The student will have a review and continuance in the study of the Spanish
language and syntax and a focused study of the literature, geography, culture and history of Spain or Latin America.
The themes will be taught in an alternating yearly pattern.
75
1. understand both basic and intermediate grammatical structures and vocabulary clusters in Spanish for possible
college placement.
2. read and converse on basic and more expansive topics appropriate to this intermediate level.
3. evidence knowledge of Spanish and/or Latin American culture through cultural, literary and geopolitical topics.
Credit:
Level:
Prerequisite:
1--Honors
12
Successful completion of Levels 1 – 4 of Spanish with a grade average of “B” or better and
teacher recommendation.
545 ADVANCED PLACEMENT SPANISH
A.P. Spanish will further expand and reinforce language skills. A high level of proficiency in all skill areas is required.
Course content includes a variety of materials on the advanced level preparing the student for an easy transition into a
college Spanish program. The student will participate in a focused study of either Spain or Latin America including
cultural, literary and geopolitical topics. The topics will be taught in an alternating year pattern. Upon completion of the
course the student may take the A.P. Spanish Language Exam for possible college credit, and the student will pay the
approximate fee of $87.00 for the examination.
1. understand and have a grasp of both advanced Spanish language and syntax.
2. discuss more expansive topics in Spanish building upon previous experience.
3. evidence knowledge of Spanish and/or Latin American culture, literature and geopolitical topics.
4. have an opportunity for college placement in Spanish.
Credit:
Level:
Prerequisite:
1.
2.
3.
4.
5.
6.
12
Successful completion of Level 2, Level 3 and Level 4 with a grade average of "B" or better.
Recommendation of the language teacher in course prior to A.P. course.
Submission of an acceptable writing portfolio in Spanish (done before registration).
Demonstration of comprehension and oral proficiency in the target language (done before
registration).
523 HERITAGE SPANISH 1
The focus of the Heritage Spanish 1 course is to improve written and oral communication in Spanish, to enhance
Spanish reading comprehension and analytical skills, to build on students’ historical and literary knowledge of the
Hispanic cultures and traditions around the world, and to prepare students to use their bilingual ability in professional
settings. Readings will include selections from the Advanced Placement Spanish Literature list. Grammar studies will
include work on accents, punctuation, spelling, ense usage and sentence structure in Spanish, in early preparation for
the Advanced Placement Spanish language exam.
1. improve an sophisticate spoken and written Spanish skills.
2. enhance reading, writing, and communicative skills in English and Spanish.
3. demonstrate historical and literary knowledge of the many Hispanic cultures and traditions.
4. be prepared to use their bilingual ability in professional settings.
Credit:
Entry Level:
Prerequisite:
76
1—Regular
9, 10, 11, 12
Students must successfully complete the “Spanish Placement Test” and demonstrate a mastery of
Spanish 2 grammar at the native-speaker level. Student must come from a setting where Spanish
is used as the primary language at home.
BUSINESS TECHNOLOGY DEPARTMENT
The Business Technology curriculum is designed to meet the needs of individual students in a technological society.
Students who plan to enter the business world when they graduate will find a course sequence that will provide the
skills for employment in entry-level positions. Students who plan to continue their education at a business college,
community college, four-year college or university will find that the department offers an essential foundation for further
study and preparation. Every student will find courses within the Business Technology Department that will give them a
practical working knowledge of the business world and fundamental skills such as the use of microcomputer
technology, (MS Office) Quick Books accounting technology, web site design and implementation, Internet research
skills, presentation software skills, and written and oral communication skills so that students will be successful in
college and in their career field.
Business Technology Department Outcomes:
1.
The learner will identify, access and evaluate multiple forms of input technology to process, research, evaluate
and communicate information.
2.
The learner will analyze the free market system and demonstrate consumer skills in the selection of products
and/or services.
3.
The learner will utilize computer technology to process information and evaluate technologies to communicate in
academic, career and personal situations.
4.
The learner will understand the United States Governmental Systems, compare them to other Governmental
Systems, and demonstrate civic and legal responsibilities in a democratic society.
5.
The learner will apply career skills, which prepare him/her for employment, provide a foundation for further study
and/or may be used for personal growth.
6.
The learner will understand his/her learning style and apply it to enhance study and research skills for future
academic, personal and career success.
7.
The learner will understand and use a variety of strategies for successful career choice and career plan
development.
8.
The learner will understand and/or apply interpersonal skills in academic and career settings.
BUSINESS DEPARTMENT FLOWCHART
Freshman
Sophomore
Advanced
Microcomputers
Microcomputer
Interdisciplinary
Applications
Junior
Web Design and
Internship
Senior
Economics
Business Professional
Internship
Accounting 1
Computerized
Accounting II
(Honors)
Entrepreneurship
DECA Marketing
Management
Internship
77
COURSE OFFERINGS
610 MICROCOMPUTER INTERDISCIPLINARY APPLICATIONS
Computer technology has revolutionized every aspect of communication. Microcomputer Interdisciplinary Applications
provides individuals with an understanding of technology that can be used both in the present and the future. This
course provides individuals with the knowledge and skills to use computers successfully in high school, college and/or
employment, and personal life. Unless the student passes a proficiency test, this course is required during the
freshman year.
In the first semester, students will be presented with keyboarding techniques, applications in word processing, and the
proper use of microcomputers. In preparation for life-long learning, students will take an individualized learning-style
assessment and homework prescription that will help them better gauge how they learn so that they can maximize
their learning potential. Throughout the school year, using KeyTrain, students will learn strategies for improving in the
following areas: study skills, organization skills, time management skills, listening, test taking and note taking. These
strategies will help students improve their performance on state exams, college entrance exams and pre-employment
exams.
During the second semester, students will become proficient in the applications of word processing, database,
graphics and spreadsheet applications software. Emphasis will be placed on the development of writing skills with
attention being paid to paragraph structure and topic. The student will also apply problem-solving skills through the
integrated capabilities of the applications software programs and performance activities.
1. demonstrate efficient use of microcomputer technology and software applications.
2. produce letters, create multi-page reports with a work cited page, maintain and develop databases and
spreadsheets.
3. know and use study skills strategies.
4. demonstrate use of the PowerPoint program to present and display information in an organized and informative
manner.
5. apply problem-solving strategies in microcomputer simulations as well as in the completion of performance
activities and assessments.
Credit:
Level:
Prerequisite:
TECH PREP:
1--Regular
9
None
This course has been articulated with South Suburban College. A student taking this course can
earn college credit toward a community college program if the student meets the Tech Prep
621 ADVANCED MICROCOMPUTERS
Advanced Microcomputers is designed to provide students with an understanding of current business and education
software applications. Components presented in detail will include: 1) Microsoft Office software—Word, Access,
PowerPoint and Excel; 2) Microsoft Publisher software for desktop publishing, and 3) Advanced Internet research.
Proficiency gained in these software applications will provide learners with a competitive edge for high school, post
secondary education, and in the work arena. A student lab fee of $5.00 per semester will be assessed at registration.
This course is highly recommended for students who have passed the Microcomputer Interdisciplinary Application’s
Proficiency Test or the Microcomputer Interdisciplinary Applications Course. Second semester, a culminating
performance activity will be used to engage students in a career research project using the Microsoft Office tools and
the Internet.
1. demonstrate efficient use of microcomputer technology in a Windows environment.
2. apply Microsoft Office 2000 or higher software (Word, Excel, Power Point and Access and Publisher) to create,
produce and merge word processing documents, prepare spreadsheet/worksheet documents and databases, and
create slide presentations, etc.
3. create and use worksheet databases with various sorts/queries.
4. solve problems utilizing built-in formulas.
5. use Microsoft Publisher software for culminating desktop projects.
78
Credit:
Level:
Prerequisite:
Tech Prep:
1--Regular
10, 11, 12
Successful completion of or proficiency of Microcomputer Interdisciplinary Applications.
This program has been articulated with South Suburban College. A student taking this course can
earn early college credit toward a Community College program if the student meets the
Tech Prep requirements on pages 11 & 12.
622 ACCOUNTING 1
Accounting 1 is recommended for all students who plan careers as accountants as well as individuals planning a
career as an Administrative Assistant or Office Supervisor. This course is also strongly recommended for students
considering a college major in the business area (i.e.: Computer Science, Finance, Management, Marketing or PreLaw). This course will prepare students to keep the accounting records of a business. The microcomputer will be
used to show how accounting principals and skills can be combined with computer technology. Students are able to
obtain entry level career positions with knowledge and skills obtained in this class. A workbook fee of approximately
$25.00 will be assessed at registration.
1. understand and apply accounting principals and concepts such as the accounting cycle.
2. analyze and record/post a variety of business transactions associated with a merchandising and service business.
3. demonstrate the ability to adjust accounts and prepare financial statements for sole proprietorships, partnerships
and corporations.
4. know and apply the importance of accounting for cash and explain a variety of internal control measures to
protect business assets.
5. know and utilize accounting for short-term investments/receivables.
6. apply inventory calculation methods.
7. use a microcomputer program to process transactions and create financial reports, as well as perform functions
manually.
Credit:
Level:
Prerequisite:
1--Regular
10, 11, 12
None
624 WEB DESIGN AND INTERNSHIP
There are many reasons web sites are created. Some are created for business, others for the purpose of sharing
information, still others for career development. Individuals who are proficient in Web Publishing could find themselves
publishing web pages for the Internet as well as the Intranet of thousands of companies.
During the first semester, students will learn the techniques of creating a Web page using Front Page and other Web
Publishing Software. Links and embedded graphic files will be imported to web pages. Formatting text and the page,
“Hard Coding” or HTML, creating links, and importing graphics will also be taught for enhancement of the web page.
The second semester is designed for development of advanced web design and building techniques. Students will also
further develop the ability to import graphics and audio/video with animation, and will create a Web page using
Dreamweaver. Using a cooperative team learning approach, students will develop, design, post and learn how to
maintain Web sites for business/industry and school district partners.
1. apply an understanding of Internet concepts including use of state-of-the art technology found in District 228 labs.
2. understand the power of the Internet, hypertext, transport protocol, and use of HTML.
3. apply simple programming concepts as they relate to HTML of web page design.
4. understand and use principles of effective Web Design to evaluate Web pages.
5. design and refine Web pages in District 228 labs (through the use of software, computers, digital cameras,
scanners, etc., to enhance web page designs.)
Credit:
Level:
Prerequisite:
Tech Prep:
1--Regular
11, 12
Successful completion of or proficiency of Microcomputer Interdisciplinary Applications.
Students can continue course work at South Suburban College and take the National
Certificate test.
79
631 COMPUTERIZED ACCOUNTING 2 (HONORS)
Concepts learned during the first semester include the study of a merchandising business operation and its financial
status. A review of departmentalized accounting of a merchandising business will include posting to various journals,
recording payroll, and use of microcomputer technology for accounting. Advanced topics covered this semester
will include accounting for uncollectable accounts, depreciation, handling notes payable/receivable and accrual of
revenue/expenses.
During the second semester students will learn about accounting for sole proprietorships, partnerships and a
corporation. Advanced concepts such as inventory planning, valuation, and control will be covered. Cost accounting for
a merchandising and manufacturing business will also be covered with the use of cash flow analysis. Practice-sets and
problems will be completed using microcomputer technology.
1. financial planning is an important aspect in planning a budget and for retirement planning.
2. adjusting entries must be made to adjust asset accounts.
3. special account journals help to simplify the accounting process.
4. adjustments need to be made to certain accounts to maintain accurate financial records.
5. a business needs to close certain accounts in order to prepare fiscal period financial statements and be able to
begin a new fiscal period.
6. prompt payment may save money.
7. depreciation is a vital component in accounting for assets.
8. the board of directors controls dividends.
9. there are benefits from dividends.
10. the more allowances they claim the larger the paycheck and the less allowances the claim the smaller their
paycheck.
11. there is a difference between employee and employer payroll taxes.
12. there are three valuation methods of calculating inventory.
13. source documents are the bases for most financial accounting information.
14. it is important to explore some managerial aspects of accounting by performing financial analysis and
comparisons.
15. the account equation is the foundation for all accounting principles and must always be in balance.
16. in the accounting process transactions are separated into debit and credit parts.
17. there are special journals and special columns for accounting transactions.
18. accounting concepts and practices relate to financial reporting for a departmentalized business.
Credit:
Level:
Prerequisite:
Tech Prep:
1--Honors
11, 12
Successful completion of Accounting I course with a grade of C or better.
Students can continue course work at South Suburban Community College for the completion
of an AAS or A.S. degree.
240 ECONOMICS
236 AMERICAN GOVERNMENT
Economics is a semester course for seniors which is designed to acquaint students with the concepts of Production,
Consumption, Exchange, Saving and Investing in a Free-Market economy. Another important part of the course
involves students in the consumer economic concepts of banking, insurance, housing and credit purchasing. Students
will do performance assessments to reinforce consumer and economic concepts. This course meets the state
mandated consumer education curriculum for graduation.
1. demonstrate an understanding of the Free-Market economy and the roles of individuals as consumers, citizens
and workers.
2. define the role of supply/demand in a Free-Market economy.
3. classify needs/wants and the relationship of production/consumption and saving/investing.
4. define and utilize a decision-making process to solve typical purchasing problems of a Free-Market economy.
5. identify and demonstrate the skill needed to determine methods of purchasing products and services.
Credit:
Level:
Prerequisite:
80
1--Regular
12
World History and American History
American Government is a semester course for seniors. This course is designed to acquaint students with the
structure and functions of American government on the federal, state, and local levels. The course focuses on political
philosophies, the U.S. Constitution and federal government, the Illinois Constitution and Illinois government, local
governments, the responsibilities of citizens, and international governments. This course includes a performance
assessment that involves students directly in local government.
1. discuss the major political philosophies that are used in governments today.
2. demonstrate an understanding of the U.S. Constitution and the impact the federal government has on peoples’
lives.
3. demonstrate an understanding of the Illinois Constitution and impact Illinois government has on peoples’ lives.
4. demonstrate personal involvement in local government.
5. understand the role and responsibilities of individual citizens in a democracy.
6. understand the increased importance of international governments and agencies in today’s interdependent world.
638/640
BUSINESS PROFESSIONALS OFFICE CLASS/
BUSINESS PROFESSIONALS OFFICE INTERNSHIP
Business Professionals is a cooperative program involving a class, which is related to an on-the-job work experience.
Students earn one credit for the related class and another credit for the work experience. All students learn office and
business related skills, develop human relations skills, and pursue an individualized training plan that takes into
consideration where the student is employed and the individual's career goals. All students must enroll in both the
classroom and work experience phases of the program. All internship placements must be arranged by, or approved
by, the teacher/coordinator. Students will be required to join and participate in the Business Professionals of America
Organization. Students must also compete at the area competitive events.
1. demonstrate entry-level job competencies in technical skills related to their career goals and work experience, as
well as the personal and business traits necessary for office careers of the future.
2. demonstrate workplace skills such as resource utilization, interpersonal skills, generation and use of technical
information, and an understanding of social organization and technological systems as outlined in the SCANS
Report.
3. apply and demonstrate effective writing, speaking and researching skills through a culminating electronic portfolio
project.
4. relate and evaluate workplace literature for purpose, structure, content, and details.
5. critically evaluate information including tables and graphs and challenge arguments from workplace literature.
6. compare and evaluate workplace literature for character, plot, setting, theme, conflict, resolution and
contemporary/historical perspective.
Credit:
Level:
Prerequisite:
2--Regular
11, 12
Before being accepted in the program, students are required to pass a district proficiency test
(typing/keyboarding with a 70% or better score). The student must have also completed,
or be currently enrolled in, an Introduction or Beginning level CAREER COURSE related to
their employment placement. Accounting I or II, Advanced Microcomputer Applications
(Microcomputer Applications) and/or Web Design Internship are strongly recommended.
639/641
MARKETING/MANAGEMENT CLASS/
DECA MARKETING MANAGEMENT INTERNSHIP
Distributive Education is a school-to-work cooperative education program containing both an in-school class and an
on-the-job worksite experience. One credit is earned in each portion of the program. Students must enroll in both
semesters simultaneously. The job worksites must be arranged by, or approved by, the instructor/advisor. Students in
the program will work in jobs related to sales, marketing, management training, or business ownership
(entrepreneurship). The classroom includes instruction in marketing and how marketing integrates with English and
Mathematics concepts, plus students will apply management principles, demonstrate leadership strategies, enhance
communication skills, and create a portfolio related to individual career goals and worksite experiences. All students
are required to join DECA--an Association of Marketing Students and participate in club- related activities. Students
must also compete at the DECA Area 6 and 25 competitive events. Each student will be accountable to the District 228
work agreement and will follow a training plan unique to his/her work experience and career objectives.
81
1. marketing research is critical for making sound business decisions.
2. the nature and scope of branding, packing, and labeling and licensing of a product are critical to product success.
3. there are several steps involved in the sales process.
4. the development of a professional career is vital in the career building process.
Credit:
Level:
Prerequisite:
2--Regular
11, 12
A 'C' average in English and Math. Accounting I or II, Advanced Microcomputer Applications, and
Microcomputer Interdisciplinary Applications are highly recommended as courses that would
provide a better background and increase job opportunities. The student must have completed,
or be currently enrolled in, an Introduction or beginning level CAREER COURSE related to their
employment placement.
642 ENTREPRENEURSHIP
Entrepreneurship is a course designed for students interested in owning their own business. It will prepare students
with the knowledge and skills to create an innovative idea, write a business plan, and successfully develop their own
business. The course will focus on the functions of entrepreneurship as they relate to both business ownership and
business management. Students will be introduced to the following: requirements for going into business for yourself,
research and planning prior to a business venture, management of marketing strategies and the business itself,
finances of a business, risk management, labor laws, employee/community relations, etc. Students will use the Internet
to access Web sites of entrepreneurs, small business services, and government resources. They will also use email to
communicate globally with entrepreneurs, as well as others studying entrepreneurship.
1. identify the unique characteristics of an entrepreneur and evaluate the degree to which they possess those
characteristics.
2. identify the role and responsibilities of an entrepreneur.
3. use the Internet to access Web sites of entrepreneurs, small business services, and government resources.
4. use email to communicate globally with entrepreneurs, as well as others studying entrepreneurship.
5. successfully complete a simulation in which the student encounters real-world scenarios, applies the course’s
content, uses real-world technology, and makes decisions that actual small business owners face.
6. develop an innovative idea and write a business plan for an entrepreneurship venture.
7. describe how cultural differences, export/import opportunities, and current trends in a global marketplace can
affect an entrepreneurship.
8. apply marketing, economic, financial, management, and legal strategies to entrepreneurship ventures.
9. integrate/increase critical thinking skills through the use of case study questions, photograph caption questions,
chapter and section reviews, unit labs, worksheets, etc.
10. relate academic skills learned in Entrepreneurship to many other courses, and develop connections between
school and the “real world.”
Credit:
Level:
Prerequisite:
82
1 Regular
10-12
Successful completion or proficiency of Microcomputer Interdisciplinary Applications, current
or future enrollment in any of the following: Accounting, Advanced Microcomputer
Applications, DECA Marketing Management.
RECOMMENDED BUSINESS TECHNOLOGY COURSE SEQUENCES
If Your Career
Choice is:
Freshman Level:
Small
Retail
Management
**Microcomputer
Interdisciplinary
Applications
Accounting
**Microcomputer
Interdisciplinary
Applications
Microcomputer
Applications
Specialist
Secretary:
General,
Legal or
Medical
Information
Processing
General Office
Clerk/Typist
High School
College Bound
Personal Use
**Microcomputer
Interdisciplinary
Applications
**Microcomputer
Interdisciplinary
Applications
**Microcomputer
Interdisciplinary
Applications
**Microcomputer
Interdisciplinary
Applications
**Microcomputer
Interdisciplinary
Applications
**Microcomputer
Interdisciplinary
Applications
**Microcomputer
Interdisciplinary
Applications
Sophomore Level:
Junior Level:
Senior Level:
Entrepreneurship
*DECA Marketing
Management
**Computerized
Accounting 2(H)
*Business
Professionals
Accounting I
*Business
Professionals
**Web Design and
Internship
*Business
Professionals
**Advanced
Microcomputers
**Web Design and
Internship
*Business
Professionals
Accounting I
**Web Design and
Internship
*Business
Professionals
Accounting I
**Advanced
Microcomputers
Accounting I
**Advanced
Microcomputers
**Advanced
Microcomputers
**Advanced
Microcomputers
Accounting I
This course will assist you in achieving success throughout
your high school career in all academic areas.
**Advanced
Microcomputers
Accounting I
Accounting I
Entrepreneurship
**Web Design and
Internship
**Web Design and
Internship
**Computerized
Accounting 2(H)
Economics
Entrepreneurship
*Cooperative Education Courses
**College Bound - Articulation Agreements
These courses can be used for college credit at South Suburban College
If you meet the requirements, you may qualify to receive college credit for the following courses: Microcomputer
Interdisciplinary Applications, Advanced Microcomputers, and Computerized Accounting 2.
83
INDUSTRIAL TECHNOLOGY DEPARTMENT
The goal of Industrial Technology Education is to help students become technologically literate and develop the skills
necessary to cope with, live in and work in today’s society.
The Industrial Technology department course offerings can be divided into four distinct areas of purpose. The first is
one of orientation. These are the courses that are offered to freshman and sophomore level students. The material is
broad in scope and the skills are adaptive in nature. Students will be required to demonstrate and apply previously
learned concepts while developing projects and personal skills.
The junior and senior level career training courses are the department's second area of purpose. These courses are
either one or two credits each and are specifically designed to broaden a students knowledge base while at the same
time provide the necessary experience to further develop the skills of career directed students.
In addition, the Industrial Technology department recognizes that there is a distinct need to provide ambitious students
the opportunity to explore technology and the implications it will have on their futures. Therefore, junior/senior level
honors course options in drafting, production technology, automotive technology and building trades, along with a
regular course in Science and Technology have been included for college bound or technologically inclined students.
The fourth area of purpose of the Industrial Technology department is to provide students practical experience in the
application and development of personal life skills. Beginning level courses are offered to students to assist in the
development of practical life skills. These courses are open to all upper-class students of the district.
Most of the courses offered in the Industrial Technology department are project or activity oriented. Student skills will
be developed by participating in a variety of hands on exercises and constructing numerous projects. The initial
materials needed to complete these exercises and build projects will be provided by a combination of district support
and a student lab fee. However, budget restrictions will not allow unlimited consumption of materials by students. In
some cases, students may choose to exceed their "budgeted" allotments. When this happens, they will be charged for
the extra materials consumed. Because costs very from course to course and year to year, one should contact the
instructor of the specific course being selected for cost estimates and details.
Industrial Technology Department Outcomes
1.
The student will understand computer technology to process information and evaluate techniques to communicate
in academic, career and personal situations.
2.
The student will understand the field of knowledge and/or technology in working cooperatively to solve problems
and/or accomplish goals.
3.
The student will understand and apply a variety of problem-solving techniques to arrive at solutions in life
situations.
4.
The student will understand that proper procedures or design principles and/or use the appropriate tools,
machines or equipment to produce quality products or performances.
5.
The student will understand technological, environmental and/or ecological concepts impact on contemporary life,
and will be able to apply these concepts to real life and/or theoretical issues.
6.
The student will understand and use a variety of strategies for successful career choice and career plan
development.
7.
The student will understand and apply career skills, which prepare him/her for employment, provide foundation for
further study and/or may be used for personal growth.
8.
The student will understand and/or apply interpersonal skills through school-to-work internships.
84
INDUSTRIAL TECHNOLOGY DEPARTMENT FLOWCHART
Freshman
Sophomore
Junior
Building Trades
Senior
Production
Technology (R)
Production
Technology (H)
Material Processing
I.C.E.
Production
Technology (R)
Production
Technology (H)
Technical Drafting (R)
Technical Drafting (H)
Building Trades
Mechanics &
Technology
Automotive
Mechanics
Technical Design
Technical
Drafting (R)
Technical
Drafting (H)
Automotive Technology
Production
Technology (R)
Production
Technology (H)
I.C.E.
Computer Repair
Network Technician
Commercial Art
Commercial Art
Communication Arts
and Technology
710 MECHANICS AND TECHNOLOGY
Students enrolled in this course will explore a variety of topics related to technology including the basic theory and
operation of electrical, mechanical, structural, fluid, pneumatic and computer controlled systems. Activities will include
the extensive use of computers and microprocessors to manipulate and control both machines and graphic images. In
addition to the above, students will solve problems, complete experiments and construct projects using common tools,
instruments and material processing techniques.
85
1.
2.
3.
4.
5.
how to disassemble, evaluate and reassemble a small gas engine.
how to demonstrate the proper use and care of common drawing, cutting, and assembly tools.
how to capture, manipulate and create digital images and then use them in a variety of applications.
how to work in teams to solve problems in electrical, mechanical, structural, fluid, pneumatic and computer
controlled systems.
how to describe occupational opportunities and explain how technology has affected change in our society.
Credit:
Level:
Prerequisite:
1--Regular
9,10
None
713 TECHNICAL DESIGN
Electricity, electronics and graphic communications are at the core of modern technologies and industries. Automotive
connections to these areas are intermingled throughout this course. Everyone from automotive mechanics to computer
repair technicians and CAD operators need a sound background in electronics and the ability to read drawing and
schematics. In this course, students will use both conventional and computer based methods to solve problems and
develop solutions while working in the electrical and graphic communications areas. They will develop the personal
skills and knowledge necessary for further study in a variety of occupational areas and careers.
1. how to describe the size and shape of objects by using both conventional and (CAD) computer aided drafting
techniques.
2. how to design, construct and analyze basic electrical circuits as they relate to common occupational applications
including automotive, computer, communications, control systems, etc.
3. how to calculate and predict electrical quantities and develop graphic solutions by applying electrical laws,
mathematical formulas and geometric developments.
4. how to describe occupational opportunities and explain how technology has affected change in the areas of auto
mechanics, electronics, drafting and graphic communications.
Credit:
Level:
Prerequisite:
1
10, 11, 12
Mechanics & Technology or Junior Status
714 MATERIAL PROCESSING
This course will provide students an opportunity to develop personal skills and knowledge while working with wood,
metal, plastic, and manufactured materials. Students will be instructed in the safe and proper use of tools, machines
and the materials commonly used in the manufacturing and construction industries. Material Processing students will
develop the personal skills and knowledge necessary to form a foundation for further study in a variety of occupational
areas and careers.
1. how to safely use, adjust and care for common hand tools, power tools and machines.
2. how to follow directions, plans and prints by reading manuals, instructions and drawings.
3. how to design, build and construct products made with various materials.
4. how to describe occupational opportunities and explain how technology has affected change in the manufacturing
and construction industries.
Credit:
Level:
Prerequisite:
TECH PREP:
86
1
10, 11, 12
Mechanics & Technology or Junior Status
This program has been articulated with South Suburban College. A student taking this course
can earn college credit toward a community college program if the student meets the Tech Prep
715 COMPUTER REPAIR
The computer service & repair industry is experiencing explosive growth that will continue well into this millennium. By
the year 2005, over 220,000 new computer technician jobs will be created. The Computing Technology Industry
Association (CompTIA) along with 7,500 computer hardware and software companies have defined the competencies
needed by computer technicians. This certification is known as “A+.” Most employers will require their technicians to
be A+ certified.
This course will provide knowledge, experience and skill development for students planning a career as a computer
technician. Both hardware and software design will be studied with heavy emphasis on troubleshooting procedures
and techniques. A+ competencies will be strongly emphasized throughout the course. Instruction will include teacher
demonstrations, interactive CD-based computer instruction, and hands on work with hardware trainers. Each student
will be required to purchase a workbook.
After successfully completing this course the student will understand:
1. how to setup, configure and operate a computer system.
2. how to demonstrate industry standard procedures to troubleshoot common problems in computer software
configurations.
3. how to demonstrate industry standard procedures to troubleshoot common faults in computer hardware systems.
4. and possess the basic knowledge and skills necessary for advanced study and training required to pass A+
certification examinations.
Credit:
Level:
Prerequisite:
1
11, 12
Technical Design or Advanced Microcomputers or “C” or better in Algebra.
NETWORK TECHNICIAN
729 NETWORK TECHNICIAN
The computer industry is experiencing unprecedented growth. The Department of Labor Statistics reports that the six
fastest growing occupations will be computer related. This course will provide knowledge, experience and skill
development for students planning a career in computer networking and its related electronics and technical fields. The
content of the course is twofold. First, students will develop skills using a variety of electronic diagnostic and test
equipment. Electronic theory and troubleshooting will be emphasized. Secondly, the Computing Technology Industry
Association (CompTia) has defined the competencies needed by computer network administrators. “Network+” is a
vendor neutral certification that is accepted by leading networking vendors. This course will provide students with the
concepts and skills necessary for advanced study in the electronics and computer networking fields. Network+
competencies will be emphasized throughout the course.
This is a DISTRICT course open to all qualified students from each of the four high schools. It will be taught at Oak
Forest and the district will provide transportation.
1. how to setup, configure and operate a computer network.
2. how to analyze electronic circuits and determine operating characteristics and functions of individual elements.
3. how to construct complex electronic circuits and projects.
4. how to demonstrate industry standard procedures to troubleshoot common problems in computer networks.
5. and possess the basic knowledge and skills necessary for advanced study and training necessary to pass
Network+ and related network certifications.
Credit:
Level:
Prerequisite:
TECH PREP:
Time:
Site:
2 - Regular
12
Computer Repair or Honors Computer Science
can earn college credit toward a community college program if the student meets the Tech
Prep requirements on pages 11 & 12.
2 hours per day
Oak Forest High School
87
TECHNICAL DRAFTING
733 OPTION #1 - TECHNICAL DRAFTING - REGULAR CREDIT
This course will provide experience and skill development for students planning a career in drafting or a drafting
related profession. Conventional drafting processes will be introduced, however the use of COMPUTER AIDED
DRAFTING (CAD) equipment will be the predominate instructional medium. Students will complete a series of problem
solving exercises prior to directing their emphasis toward one of two drafting specialties; e.g. Architectural or
Engineering drawing. Engineering drawing will emphasize abstract thinking skill development and problem solving.
Both detailed multi-view and presentation drawings will be developed. Architectural drafting will concentrate a student’s
efforts on the design process and the development of building plans. Typical architectural drawings will be done using
numerous mediums and a variety of forms. This is a DISTRICT course open to all qualified students from each of the
four high schools. It will be taught at Bremen and the district will provide transportation.
1. how to make architectural and engineering drawings that conform to current industry standards.
2. how to demonstrate projection techniques and apply them in problem solving situations.
3. how to use computer aided drafting equipment to develop plans and drawings including 3-D computer models.
Credits:
Level:
Prerequisite:
TECH PREP:
Time:
Site:
2--Regular
11, 12
Technical Design or successful completion of an Honors level math course.
2 hours per day
Bremen High School
734 OPTION #2 - TECHNICAL DRAFTING - HONORS CREDIT
Students selecting the HONORS credit option will be required to complete selected assignments in each of the major
concept areas addressed in regular credit Technical Drafting. In addition, the instructional pace will be accelerated and
expanded. A major emphasis on 3-D computer model development will be stressed. The materials included in the
HONORS option will emphasize abstract thinking skills and problem solving techniques to a much greater extent than
that in the regular course. Any student planning a career in a technical/professional field including engineering would
benefit from the advanced problem solving and computer operating experiences offered by this option. This is a
DISTRICT course open to all qualified students from each of the four high schools. It will be taught at Bremen and the
district will provide transportation.
1. how architectural and engineering drawings that conform to current industry standards.
2. how to demonstrate projection techniques and apply them in problem solving situations.
3. how to use computer aided drafting equipment to develop plans and drawings including 3-D computer models.
Credit:
Level:
Prerequisite:
TECH PREP:
Time:
Site:
2--Honors
11, 12
Technical Design or successful completion of an Honors level math course.
can earn college credit toward a community college program if the student meets the Tech
Prep requirements on pages 11 & 12.
2 hours per day
Bremen High School
AUTOMOTIVE
735 AUTO MECHANICS
This course will provide students an opportunity to develop the knowledge base and skills necessary for advanced
study or entry into a variety of automobile related careers. Trouble shooting and diagnosis will be emphasized
throughout the course. The topics studied will include the theory and repair of electronic controls, emission control
systems, ignition systems, lubrication systems, cooling systems, fuel systems, drive trains and break systems.
88
1. how to work accurately and safely with mechanical devices.
2. how to diagnose problems common in today’s automobiles.
3. how to demonstrate the skillful use of automotive related tools and diagnostic equipment.
Credit:
Level:
Prerequisite:
1--Regular
11, 12
Technical Design strongly recommended but not required.
736 AUTOMOTIVE TECHNOLOGY
This course will emphasize the development of auto-related diagnostic, troubleshooting, and repair skills. Students will
participate in a simulated business environment to affect necessary repairs of automobiles. They will develop
advanced skills and knowledge in numerous areas of the automotive repair industry. Along with other topics, this
course will include: All wheel alignment, four gas emission analysis, computerized wheel balancing, along with
business organization and employment practices. The latest computerized diagnostic equipment will be used to assist
students in the development of personal repair skills and diagnostic abilities. This is a DISTRICT course open to
qualified students from each of the four high schools. It will be taught at Tinley Park High School and the district will
provide transportation.
1. how to display job entry skills and competencies as they relate to the automotive repair industries.
2. how to use modern automotive diagnostic equipment safely and effectively.
3. how to troubleshoot problems associated with computer controlled systems in a modern automobiles and affect
appropriate repairs.
Credit:
Level:
Prerequisite:
TECH PREP:
Time:
Site:
2--Regular
12
Auto Mechanics
This program has been articulated with Moraine Valley Community College and Prairie State
College. A student taking this course can earn college credit toward a community college program
if the student meets the Tech Prep requirements on pages 11 & 12.
2 hours per day
Tinley Park High School
PRODUCTION TECHNOLOGY
725 OPTION #1 - PRODUCTION TECHNOLOGY - REGULAR CREDIT
Automated production techniques and the integration of computers and microprocessors in the work place have
greatly influenced the production and manufacturing industries of today. CNC (Computer Numerical Controls) and the
concepts involved in this technology are now at the core of many manufacturing processes. This capstone course will
allow students to demonstrate use of a variety of these modern manufacturing technologies. They will develop skills
using modern automated metalworking machines and will explore the integration of these machines with computer
controllers and robots. This is a DISTRICT course open to all qualified students from each of the four high schools. It
will be taught at Oak Forest and the district will provide transportation.
1. how to set up and operate Computer Numerical Controlled machines.
2. how to program computer controlled machines using a variety of input methods.
3. how to plan and implement the automated production of metal parts and products.
Credits:
Level:
Prerequisite:
TECH PREP:
Time:
Site:
2--Regular
11, 12
Material Processing or Technical Drafting
2 hours per day
89
726
OPTION #2 - PRODUCTION TECHNOLOGY - HONORS CREDIT
Students selecting the HONORS credit option will be required to complete selected assignments in each of the major
concept areas addressed in regular credit. In addition, the instructional pace will be accelerated and expanded. The
activities and assignments included in the honors option will emphasize abstract thinking skills and problem solving
including to a much greater extent than the regular credit option. Any student planning a career in a
technical/professional field including engineering and manufacturing would benefit from the advanced problem solving
and computer operating experiences offered by this option. This is a DISTRICT course open to all qualified students
from each of the four high schools. It will be taught at Oak Forest and the district will provide transportation.
1. how to set up and operate Computer Numerical Controlled machines.
2. how to write and troubleshoot computer code commonly used in automated manufacturing systems.
3. how to program computer controlled machines using a variety of input methods.
4. how to plan and implement the automated production of metal parts and products.
Credits:
Level:
2--Honors
11, 12
Prerequisite:
Material Processing or Technical Drafting, or successful completion of an Honors level math
course.
can earn college credit toward a community college program if the student meets the Tech Prep
2 hours per day
TECH PREP:
Time:
Site:
BUILDING TRADES
738
BUILDING TRADES
This course will provide experience and skill training for students planning a career in the building trades industry.
Students will participate in a variety of construction activities and will become familiar with the materials and processes
commonly used in the building industry today. Areas of instruction will include frame construction, masonry, plumbing,
heating and ventilation along with basic electrical installation and wiring. This is a DISTRICT course open to all
qualified students from each of the four high schools. It will be taught at Hillcrest and the district will provide
transportation.
1. how to display safe and skillful work habits as they relate to the construction industry.
2. how to demonstrate dependability and reliability necessary for successful and continued employment in the
construction industry.
3. how to follow both oral and written directions accurately.
4. how to read and interpret blueprints and plans commonly associated with the construction industry.
Credit:
Level:
Prerequisite:
TECH PREP:
Time:
Site of Course:
90
2--Regular
11, 12
Material Processing
2 hours per day
Hillcrest High School
748/749
INTERRELATED COOPERATIVE EDUCATION CLASS (I.C.E.)
INTERRELATED COOPERATIVE EDUCATION INTERNSHIP (I.C.E.)
Interrelated Occupations is a capstone cooperative education program. It is presented in two separate but related
ways. Each student will attend an in school class that is related to on the job experiences. This allows students the
opportunity to obtain real life work experience along with job training experience for future employment. The program
prepares students for careers in the trades, industry and other technical occupations. This includes careers such as
auto mechanics, electronics, computer repair and networking, the building trades, welding occupations and many other
related fields. Each student is introduced to a broad family of occupations. General information regarding employment,
entry level skill requirements, occupational outlook and personal finance are but a few of the topics covered in the
classroom portion of the course. Each student, along with an employer and the instructor will analyze the on the job
training experience and develop a plan to provide employees varied work experiences that would typify real job
situations.
Credit:
Level:
Prerequisite:
2--Regular
12
1. A 'C' average in Math and English
2. Good attendance and disciplinary records
3. Career objectives in keeping with the program
4. Senior status
5. The student must have completed, or be currently enrolled in, an Introduction or Beginning
level CAREER COURSE related to their employment placement.
752/034 COMMERCIAL ART
See description contained in Fine Arts section, page 22.
753/137 COMMUNICATION ARTS AND TECHNOLOGY
See description contained in English section, page 37.
91
INDUSTRIAL TECHNOLOGY CAREER SEQUENCES
Machine
Tool
Operations
Brick
Block &
Stone
Masonry
Plumbing &
Pipefitting
Electronics
Graphics
&
Printing
Welding
Brazing &
Soldering
Millwork &
Cabinet
Making
Heating
Air Cond.
& Refrig.
Freshman
Mechanics
&
Technology
Mechanics
&
Technology
Mechanics
&
Technology
Mechanics
&
Technology
Mechanics
&
Technology
Mechanics
&
Technology
Mechanics
&
Technology
Mechanics
&
Technology
Sophomore
Technical
Design
Technical
Design
Material
Processing
Material
Processing
Material
Processing
Material
Processing
Material
Processing
Material
Processing
Junior
Computer Repair
**Technical
Drafting
**Production
Technology
**Building
Trades
Beginning
Trades
**Production
Technology
**Building
Trades
**Production
Technology
Senior
Network
Technician
OR
*Interrelated
Cooperative
Education
OR
Communication
Arts
& Technology
Commercial
Art
OR
*Interrelated
Cooperative
Education
*Interrelated
Cooperative
Education
*Interrelated
Cooperative
Education
**Building
Trades
OR
*Interrelated
Cooperative
Education
*Interrelated
Cooperative
Education
*Interrelated
Cooperative
Education
**Building
Trades
OR
*Interrelated
Cooperative
Education
Technical Drafting
Technical
Drafting
Building
Trades
OR
Technical
Drafting
Production
Technology
OR
Technical
Drafting
Production
Technology
OR
Technical
Drafting
Building
Trades
OR
Technical
Drafting
Production
Technology
OR
Technical
Drafting
Building
Trades
OR
Technical
Drafting
Career
Program
Choice
Communications
Also
Recommended
But Not
Required for
Program
Completion
Career Program Choice
Automotive
Mechanics
Automotive
Body Repair
Carpentry
Precision
Metalwork
Drafting
General
Resident
Commercial
Electrician
Freshman
Mechanics &
Technology
Mechanics &
Technology
Mechanics &
Technology
Mechanics &
Technology
Mechanics &
Technology
Mechanics &
Technology
Sophomore
Technical
Design
Material
Processing
Material
Processing
Material
Processing
Technical
Design
Technical
Design
Junior
Auto Mechanics
Production Tech
**Building
Trades
**Production
Technology
**Technical
Drafting
Material
Processing
Senior
Automotive
Technology
OR
*Interrelated
Cooperative
Education
*Interrelated
Cooperative
Education
*Interrelated
Cooperative
Education
OR
Production
Technology
*Interrelated
Cooperative
Education
OR
Building Trades
*Interrelated
Cooperative
Education
OR
**Production
Technology
*Interrelated
Cooperative
Education
OR
**Production
Technology
Also Recommended But
Not Required for Program
Completion
Material
Processing
Technical
Design
Technical
Design
Technical
Design
Material
Processing
** Courses offered at one school only
92
*Cooperative Education Courses
FAMILY & CONSUMER SCIENCE DEPARTMENT
The Family and Consumer Science Department will give you the tools you need to manage your life. As you grow and
change, you are gaining independence. This time can be exciting for you, but it also brings new challenges and
responsibilities. Being prepared with the right skills that can lead to satisfying and challenging careers can help you get
the most satisfaction from the changes you face. In the Family and Consumer Sciences Department, you will be
challenged to improve your leadership skills and explore career possibilities that will help you build a satisfying life now
and in the future. The Family and Consumer Science Department will give you skills for LIFE: Learning for Independence,
Family, and Employment.
Family & Consumer Science Department Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
The learner will identify, choose and evaluate the components of proper nutrition and exercise.
The learner will identify, explain and analyze characteristics of child development and parenting skills.
The learner will understand proper procedures and use the appropriate tools, machines or equipment to produce
quality products or performances.
The learner will understand and apply a variety of problem solving techniques to arrive at solutions in life situations.
The learner will understand and apply career skills, which prepare him/her for employment, provide a foundation for
further study and/or may be used for personal growth.
The learner will understand and demonstrate consumer skills in the selection of products and/or services.
The learner will understand and/or apply interpersonal skills through school to work internships.
The learner will use a field of knowledge and/or technology in working cooperatively to solve problems and/or
accomplish goals.
810 EXPLORING HUMAN SERVICES
This is an orientation course designed to help young students become familiar with future career choices in the Family
and Consumer Science field. Variety is the key feature in the area of human services. Occupations such as: lodging and
recreation, food services, childcare, and public and community services serve important functions in our community.
1. there are various causes of food borne illnesses and will be aware of what impact the danger zone has on food
preparation.
2. they must demonstrate the correct use of food preparation equipment.
3. they must demonstrate correct measuring and techniques in food preparation.
4. physical, intellectual, emotional and social changes take place during adolescence.
5. interpersonal skills, decision-making skills, and communication skills are important skills for daily living.
6. there are important physical, intellectual, emotional and social changes that take place during early childhood from
birth to 5 years.
7. there are various career options available in the hospitality and service industries.
Credit:
Level:
Prerequisite:
1--Regular
9, 10
None
822 CHILD CARE I
This intermediate level course open to sophomores, juniors and seniors is designed to assist students in the exploration of
career opportunities available in childcare. Students in this class will participate in an actual pre-school program held in
the high school. Good parenting skills will be stressed throughout this course. Students will experience daily hands-on
activities that will prepare them for the world of work. Students who are interested in elementary and pre-school teaching,
and any other careers relating to children should enroll in this class.
1. a variety of career opportunities are available in the area of childcare.
2. it is important to evaluate external support systems for childcare.
3. there are important physical, intellectual, emotional and social changes that take place during early childhood.
4. developing skills necessary for working with children involves practice and observation.
5. there are specific responsibilities involved in becoming an early childhood teacher.
Credit:
Level:
Prerequisite:
1--Regular
10, 11, 12
None
93
823 HOSPITALITY AND RECREATION
This course is open to sophomore, junior and senior students who are interested in the Food and Beverage, Lodging,
Recreation, and Travel and Tourism Industries. Students will explore the world of hospitality including kitchen safety and
sanitation, proper knife skills, quantity foods cooking, cake decorating, food science, hotel/motel establishments, the
restaurant business, and careers related to the field. Students will enjoy preparing, catering, and eating a variety of foods.
Hospitality and Recreation offers students a chance to explore careers in a field that is growing steadily and where the
outlook for employment is excellent.
1. the hospitality industry has four segments; food and beverage, recreation, lodging, and travel and tourism.
2. there are important sanitation methods to keep a kitchen and food safe from contamination of bacteria that cause
food borne illnesses.
3. proper measuring and following a recipe directly will result in a satisfactory end product.
4. operating, cleaning, and maintaining kitchen equipment is important to creating a satisfactory product.
5. there is a proper process for planning, preparing, and presenting different types of food for various occasions.
6. there are a variety of job opportunities in food service, travel and tourism, recreation, and lodging.
Credit:
Level:
Prerequisite:
TECH PREP:
1--Regular
10, 11, 12
None
college credit toward a community college program if the student meets the Tech Prep requirements
on pages 11 & 12.
821 CHILD CARE II
Childcare II is a one-year course with two credits. This course is open to junior and senior students who truly enjoy the
challenge of working with children. Students in this class will have the opportunity to operate a childcare center from
October until May. The day-to-day theory and laboratory experiences in this class will be based on the philosophy that
“children learn through play”.
1. there are specific responsibilities involved in becoming an early childhood teacher.
2. different types of early childhood programs exist.
3. there are important physical, intellectual, emotional and social changes that take place during early childhood.
4. guidelines and limits must be set for children.
5. there are important reasons for lesson planning.
6. childcare providers have a responsibility to ensure the health and safety of children. This includes choosing
appropriate materials and equipment as well as planning nutritious snacks.
Credit:
Level:
Prerequisites:
TECH PREP:
Time:
2--Regular
11, 12
Child Care I
2 hours per day
824 TEACHING INTERNSHIP
This two-hour course is open to juniors and seniors who are interested in teaching or working in an educational
environment. In this class, students will gain practical experiences through placement in local elementary, middle, or junior
high schools, and will be assisting their cooperating teachers in the classroom. Students will learn about various theories
and issues in education, as well as, the characteristics of the school-aged child. The Department of Labor forecasts
indicate that there is a great need for teachers.
94
1.
2.
3.
4.
5.
6.
7.
8.
specific qualities are needed in a person in order for him/her to be a successful teacher.
it is the responsibility of the teacher to develop learning materials, which meet the needs of the students in the
classroom.
child development affects education practices.
each learning theory gives specific insight into how children develop.
there are important ethical and legal issues regarding education in the United States.
there are many different classroom management systems.
there are many important reasons for lesson planning.
there are specific techniques for creation and presentation of portfolios.
Credit:
Level:
Prerequisite:
2--Regular
11, 12
1.
A ‘C’ average.
2.
Good attendance and disciplinary record.
3.
A strong desire to become a teacher.
4.
Successfully completed the interview process.
5.
Able to provide his/her own transportation.
825 HOSPITALITY AND RECREATION II
This class is open to juniors and seniors who have had previous experiences in food preparation. Students will prepare
various types of foods and explore areas of study related to Hospitality and Recreation. Career opportunities include
occupations in Food Services, Recreation, Hotel and Motel Management, Hospitality, Tourism and Travel. The
Department of Labor Forecast indicates that there is a significant need for employment for those with skills and abilities
related to Hospitality and Recreation and a service attitude.
1. there are laws and codes that monitor the flow of food in the food service business.
2. special work-stations, equipment, procedures and teamwork are essential to an efficient work environment.
3. the Food Service Industry includes businesses that prepare, package, serve, sell or provide food for people to eat.
4. various utensils and mixing and cooking methods are used to produce nutritious, versatile and high profit foods that
meet the needs and wants of customers.
5. the Hospitality Industry is the largest service industry and is challenging; however, has many advantages and career
opportunities at various levels.
Credit:
Level:
Prerequisite:
1-Regular
11, 12
Exploring Human Services or Hospitality and Recreation
834/436 FOOD SCIENCE
This is an interdisciplinary course that stresses the scientific principles that are involved in the preparation, processing,
and storage of food. Chemical and biological principles will be applied to the concepts of fermentation, food preservation,
food processing, food preparation, and human nutrition. These principles will be taught through the use of lecture,
laboratory, audio-visual, writing and research activities. Thinking skills, especially classification and prediction, will be
stressed. Laboratory work will consist of experiments with chemicals as well as with food.
1. a working knowledge of laboratory/kitchen equipment is necessary for the development of emerging food
technologies.
2. the integration of knowledge, skills, and practices are required to understand food safety and sanitation procedures
and overall nutrition in the laboratory/kitchen.
3. there are several factors that affect food safety, from production through consumption.
4. changes made to certain components of a process will alter the results of a final product.
5. knowledge of human physiology and chemical properties is important in the development of new food products.
Credit:
Level:
Prerequisites:
Time:
2--Regular: 1 credit in Science and 1 credit in Family and Consumer Science
12
2 credits in science, preferably Chemistry or Chemistry in the Community
2 hours
95
835 SOCIAL CHANGES AND RELATIONS
This course is open to seniors. It is designed to help students learn about life after high school. This course will help
students develop skills for understanding themselves and others as well as develop personal characteristics needed for
success in the work world and family life. Students will also learn about relationships, communication, the importance of
taking care of oneself, and how to deal with problems and conflicts in life.
1. families take many different forms, each with special concerns and beliefs.ilies
2. friendships make important contributions to people’s lives.
3. communication is an important skill.
4. relationships play an important role in life and involve commitment in order to make them last.
5. there are basic guidelines for healthy eating.
6. personal choices contribute to a person’s health.
7. parenting has emotional, legal and moral obligations – it cannot be undone.
8. there are different levels of impact that problems have an each will affect your life differently.
Credit:
Level:
Prerequisite:
1--Regular
12
None
848/849 F.C.C.L.A. - FAMILY, CAREERS AND COMMUNITY LEADERS OF AMERICA
This class is open to seniors who want a head start in their career field. This paid student-internship program provides
hands-on experience and earns the students two credits toward graduation. This course is designed to help students
prepare for employment using the specialized skills and knowledge learned in class. Occupational fields include:
childcare, education, fashion apparel, food service, hospitality, interior design and health occupations. F.C.C.L.A. has
incorporated the Certified Nursing Assistant (C.N.A.) Program into its curriculum. Students who are enrolled in the C.N.A.
program will receive their State Nursing Assistant Program Certification.
Students will participate in units involving career assessment, employer-employee relationships, skill development, safety
in the workplace, locating and obtaining a job and employability skills.
1. appropriate employment practices are necessary in order to obtain a job in a Family and Consumer Science related
field.
2. developing an employment plan involves matching interests, aptitudes, abilities and personality to a career area.
3. good work ethic and behavior is demonstrated by identifying established rules, regulations and policies.
4. in order to maintain a safe and healthy work environment one must identify health and safety rules and practices.
5. exhibiting proper verbal, non-verbal, written and listening skills is necessary for successful employment.
6. identifying styles of leadership used in teamwork and learning how to work well with team members is important in the
workplace.
7. it is necessary to develop the ability to adapt to and cope with change through problem solving and critical thinking
skills in the workplace.
8. employment skills used in locating a job include the preparation of a portfolio with the assistance of current
technology.
Credit:
Level:
Prerequisite:
Course
Expectations:.
96
2--Regular
12
1
A 'C' average in Math and English and Senior status.
2.
3.
4.
5.
Good attendance and disciplinary record.
Career objective in keeping with the program.
Provide own transportation.
The student must have completed, or be currently enrolled in an introduction or beginning level
Career Course related to their employment placement.
1. In order to participate in a work program, the student must be gainfully employed.
2. The student is subject to removal from the work program with loss of credit if the student has (9)
absences, excused or unexcused, in a semester in the classroom.
3. If the student fails either the work related or classroom portion of the program, he/she risks the
consequence of a failing grade for the other portion of the program as well.
933 PERSONAL WELLNESS
Personal Wellness is a junior/senior level course. This interdisciplinary Physical Education (PE) and Family and
Consumer Sciences (FACS) course is designed to help students understand the importance of exercise and healthy
eating habits for a lifetime. Students will participate in a wide variety of exercise activities, as well as cook, and prepare
healthy and delicious food. This course will enhance students’ understanding of their fitness needs and guide them in
making wise decisions to improve their health and wellness. Students will analyze and compare healthy food choices, as
well as, analyze their health risks, fitness levels, nutritional habits, lifestyles and attitude toward wellness. A personal
wellness plan will be developed and implemented by the student during this yearlong class. This course fulfills the
requirements as one of the four years of physical education taken towards graduation and contains the school’s required
wellness plan component.
1. through self-evaluation of fitness levels, health habits including nutrition and exercise, attitudes toward wellness and
family health history, the effects of fitness choices and heredity on wellness can be determined.
2. analyzing, preparing, and tasting healthy food choices will help promote healthy decision-making about food.
3. the effectiveness of health promotion, treatment options and wellness prevention methods, including health policies,
laws and media in managing contagious, chronic or degenerative illnesses and promoting wellness must be evaluated
depending on the individual.
4. emergency care skills that can be used in the home, workplace, or community, including first-aid and lifesaving skills,
must be practiced continually to ensure safety and proper procedures.
5. technology can be used to assess, evaluate and develop personal wellness plans.
6. in order to evaluate personal wellness, it is important to set goals to improve or maintain a level of wellness, and
develop and implement a long-term plan to reach such goals.
Credit:
Level:
Prerequisite:
1--Regular
11, 12 -- Co-educational
None
FAMILY & CONSUMER SCIENCE DEPARTMENT FLOWCHART
If Your Career Choice Is
Freshman
Chef
Fast Food Manager
Dietitian
Food Service
Hotel, Motel Manager
Nutritionist
Exploring
Human
Services
Social Worker
Family Counselor
Homemaker Coordinator
Exploring
Human
Services
Sophomore
Hospitality &
Recreation I
Hospitality &
Recreation I
Child Care I
Junior
Senior
Personal
Wellness
F.C.C.L.A.
Hospitality &
Recreation II
Food
Science
Childcare II
F.C.C.L.A.
Personal
Wellness
Social
Changes &
Relations
Hospitality &
Recreation II
Child Care Director
Child Care Assistant
Child Care Teacher
Teacher
Personal Skills
F.C.C.L.A.
Exploring
Human
Services
Child Care II
Child Care I
Teaching
Internship
Exploring
Human
Services
Social
Changes &
Relations
Social
Changes &
Relations
97
PHYSICAL EDUCATION DEPARTMENT
Physical Education provides an opportunity for each student to develop as a total person. The uniqueness of Physical
Education, as an active learning laboratory, provides an opportunity to develop desirable character and social traits as
well as define responsibilities toward the physical growth and maintenance of fitness throughout life.
The Physical Education Department has designed its curriculum so each student can develop a sound foundation of skill
and understanding of a variety of sport activities. It also intends to contribute to the development of social interaction and
tolerance skills, a lifelong fitness attitude, and positive outlet for physical and psychological tension. The sequence of
courses will allow each individual to expand upon their foundation and seek recreational activities that will meet their
individual needs of fitness, social, or interest in future life.
Physical Education Department Outcomes
1.
2.
3.
4.
5.
6.
7.
The learner will identify the characteristics of psychological, emotional, and physical wellness, and/or analyze
preventative and treatment measures of illness.
The learner will identify the stages of physical development and/or analyze changes in human body structure and
functions throughout the life cycle.
The learner will identify, choose and evaluate the components of proper nutrition and exercise.
The learner will identify and apply basic safety and/or health enhancing practices in his/her environment.
The learner will analyze and apply the principles of physical movement to daily activities of work and leisure.
The learner will identify the components of and develop a personal wellness plan.
The learner will use a field of knowledge and/or technology in working cooperatively to solve problems and/or
accomplish goals.
Physical Education Locks
At registration, students must purchase a school physical education lock at an approximate cost of $6.00. After the
students receive their locks, the students are expected to use the same lock for the remainder of their high school years.
Lost locks must be replaced at an approximate cost of $6.00.
COURSE OFFERINGS
911/912 FRESHMAN PHYSICAL EDUCATION (CO-ED)
This course is for all Freshman students. It is designed to help students develop the necessary understanding and skills to
enhance their performance in physical activities and their decisions regarding personal health and wellness. Students will
develop skills for individual and team sports and participate in various physical activities. In addition, students will study
the effects of health habits, illnesses, injuries and aging on the body systems. During the course, students will evaluate
personal fitness levels and analyze the consequences of personal health choices. Students are required to pass this
course to meet State mandated and District graduation requirements.
The following physical education activities will be taught during 18 weeks of the freshman (9th Grade) year and Health
education activities are taught during the other 18 weeks. These activities listed may be altered by a school according to
resources and availability of facilities.
•
•
•
Fitness I
Basketball I
Track I
•
•
•
Weight Training I
Dance/Rhythms I
Tumbling I
•
•
•
Volleyball I
Swimming I
Health Education
1. identify signs and causes of illnesses, explain short and long-term effects of health habits upon the body systems
and analyze the outcomes of health practices on individuals and society.
2. understand structures and functions of the human body systems, how they interrelate and how illness, injury,
aging and health practices (nutrition and exercise) influence body system functions.
3. develop basic skills to efficiently perform individual and team sports, create movement patterns and to participate
in various health-related fitness activities.
4. demonstrate knowledge of decision-making and safety skills and procedures for physical activity participation,
injury prevention, first-aid care, problem solving and goal setting.
Credit:
Level:
Prerequisite:
98
1--Regular
9--Co-educational
None
921/922 SOPHOMORE PHYSICAL EDUCATION (CO-ED)
This course is for all Sophomore students and will include three nine-week sessions of physical activities and one nineweek session of driver education. During the course, students will participate in various types of physical activities and
fitness training and will evaluate skill performance and levels of fitness. Students will record data on the effects of
various activities upon health-related levels of fitness, interpret the data, evaluate personal fitness levels, determine
short-term fitness goals and design a plan to achieve identified goals. In addition, students will demonstrate proper
safety procedures and appropriate game strategies necessary to achieve individual and group goals in a safe physical
activity setting. Students are required to pass this course to meet State mandated and District graduation
requirements. Each student is also required to purchase a driver education workbook. The approximate cost at
registration is $10.00.
The following physical education activities will be taught during the sophomore (10th Grade) year. These activities
listed may be altered by a school according to resources and availability of facilities.
•
•
•
•
•
•
•
•
•
•
Softball I
Tennis I
Fitness II
Swimming II
Badminton I
Basketball II
Weight Training II
Football I
Floor Hockey I
Soccer I
•
•
•
Driver Education
Volleyball II
Aerobics I
1.
participate in various types of physical activities and fitness training, interpret the effects of activities and training
upon individual health-related levels of fitness and through evaluation, determine personal needs and develop a
plan to achieve individual health goals.
2.
demonstrate safe practices in the physical activity setting and in other situations as well as apply proper
procedures to reduce health risks and prevent injuries.
3.
evaluate physical movement skills for efficiency and effectiveness and apply proper principles in order to improve
skill performance.
4.
record personal fitness data over a period of time, interpret the data, set realistic, short-term health-related fitness
goals based upon identified needs, design a personal fitness program to reach goals and implement that
program.
5.
work cooperatively with others to select and apply appropriate game strategies and to achieve group goals in a
competitive and non-competitive situation.
Credit:
Level:
Prerequisite:
1--Regular
10--Co-educational
None
923 SOPHOMORE CONDITIONING (CO-ED)
This course for sophomore students is designed to meet the individual needs of students who wish to physically
improve their fitness level for various sports and fitness related activities. Students wishing to enroll in this course will
need a recommendation from a physical education teacher, or their coach, and a parent signature. Resistance bands,
exercise machines and conditioning activities will be incorporated to promote to improvement in endurance, balance,
agility, and speed. During this course students will participate in various activities involving health-related levels of
fitness, interpreting the data, evaluating personal fitness levels, determining short-term fitness goals and designing a
plan to achieve identified goals. In addition, students will demonstrate proper safety procedures and appropriate game
strategies necessary to achieve individual and group goals in a safe physical activity setting. Students are required to
pass this course to meet state mandated and district graduation requirements.
The following physical education activities will be taught during the sophomore (10th Grade) year. These activities
listed may be altered by a school according to resources and availability of facilities.
• Intro to Fitness/Beginning Fitness
• Weight Training I
• Swimming
• Weight Training II
• Intermediate Fitness
• Driver’s Education
• Advanced Fitness
• Team Building Activities
99
After successfully completing this course the student is expected to:
1.
participate in various types of physical activities and fitness training, interpret the effects of activities and
training upon individual health-related levels of fitness and through evaluation, determine personal needs and
develop a plan to achieve individual health goals.
2.
demonstrate safe practices in the physical activity setting and in other situations as well as apply proper
procedures to reduce health risks and prevent injuries.
3.
evaluate physical movement skills for efficiency and effectiveness and apply proper principles in order to
improve skill performance.
4.
record personal fitness data over a period of time, interpret the data, set realistic, short-term health-related
fitness goals based upon identified needs, design a personal fitness program to reach goals, and implement
that program.
5.
work cooperatively with others to select and apply appropriate game strategies and to achieve group goals in a
competitive and non-competitive situation.
Credit:
Level:
Prerequisite:
1 – Regular – Pass/Grade
10—Co-educational
Department Recommendation
JUNIOR/SENIOR ELECTIVE PHYSICAL EDUCATION COURSE OFFERINGS
The Physical Education Department has designed several courses for Junior and Senior students, which meet various
individual fitness, social and recreation needs. Students must have at lease one course, which meets the department’s
required wellness plan component. In these courses, students will develop a Personal Wellness Plan. These courses
are identified as meeting the department’s requirement.
931/932 CO-ED PHYSICAL EDUCATION ACTIVITIES
This course is designed around individual and team sport activities and will involve the teaching of intermediate and
advanced skills, techniques and strategies. Competition will be the means by which recreational enjoyment and fitness
benefits are obtained. While this course includes fitness evaluation, it does not contain the required personal wellness
plan component and can only be taken once during a student’s academic career. This course fulfills the Physical
Education District graduation requirement but does not fulfill the department’s required wellness plan component.
The following physical education activities may be taught during this Junior/Senior course:
•
•
•
•
•
•
•
•
•
Swim Activities
Weight Training III
Badminton II
Tennis II
Pickleball I
Soccer II
Football II
Roller Blading I
Water Polo I
•
•
•
•
•
•
•
•
•
Volleyball II
Aerobics II
Biking I
Bowling I
Floor Hockey II
Basketball III
Flickerball I
Dance/Rhythms II
Golf I
•
•
•
•
•
•
•
•
•
Archery I
Softball II
Speedball I
Team Handball I
Conditioning/Fitness
Ultimate Frisbee
Fitness Assessment
Lifetime Sports
Recreational Skills
Activities and options listed may be altered by a school according to resources and availability of facilities.
1. demonstrate knowledge and skill in a variety of physical activities.
2. apply offensive, defensive and cooperative strategies during games and sports.
3. identify components, which promote participation in lifetime sport activities.
4. collect personal fitness data and use data to monitor individual wellness.
Credit:
Level:
Prerequisite:
100
1--Regular
This course can only be taken once during a student’s academic career.
933 PERSONAL WELLNESS: INTEGRATING EXERCISE AND NUTRITION INTO LIFESTYLES
Personal Wellness is a Junior/Senior course. This interdisciplinary Physical Education (PE) and Family And Consumer
Sciences (FACS) course is designed to help students understand the importance of exercise and healthy living habits
for their lifetime. Students will participate in a wide variety of exercise activities. This course will enhance students’
understanding of their fitness needs and guide them in making wise decisions to improve their health and wellness.
Students will also analyze and compare healthy food choices, which meet daily dietary standards as well as analyze
their health risks, fitness levels, nutritional habits, lifestyles and attitudes toward wellness. A personal wellness plan will
be developed and implemented by the student during this year long class. This course fulfills the requirements as one
of the four years of physical education taken towards graduation and contains the department’s required wellness plan
component.
The following activities may be included during the year long Personal Wellness course:
•
•
•
•
•
•
•
•
•
•
•
•
Cardio-Exercise Equipment
Walking/Hiking
Aerobic Activities
Skating/Roller Blading
Biking
Weight Training
Challenge Activities
Stress Reduction and
Relaxation
Fitness Evaluation and
Analysis
First Aid and CPR
Diet Analysis
Healthy Food Preparation
101
1. evaluate the effects of fitness choices and heredity on wellness through self-evaluation of fitness levels, health
habits including nutrition and exercise, attitudes toward wellness and family health history.
2. understand the immediate and long-term effects of health decisions and healthy living on individuals, family, future
generations and the community.
3. evaluate the effectiveness of health promotion, treatment options and wellness prevention methods, including
health policies, laws and media in managing contagious, chronic or degenerative illnesses and promoting
wellness.
4. demonstrate emergency care skills that can be used in the home, workplace or community, which will include firstaid and lifesaving skills.
5. use technology to assess, evaluate and develop a plan for personal wellness.
6. evaluate their personal wellness, set goals to improve or maintain their level of wellness and develop and
implement a long-term plan to reach such goals.
7. research a health-related career of choice.
Credit:
Level:
Prerequisite:
1--Regular
None
934 AQUATICS LIFESAVING (CO-ED)
This course is designed for students who wish to obtain certification in American Red Cross Lifesaving and
Lifeguarding. Detailed knowledge, skills in pool safety and aquatics conditioning is expected in this course. This is a
year long course which will provide for an expanded repertoire of aquatics skills and detailed knowledge of aquatic
facility management and operation. In addition, students will evaluate their fitness levels, set goals, improve or
maintain their level of wellness and incorporate aquatic activities into a wellness plan, which reflects a healthy lifestyle.
This course fulfills the requirements as one of the four years of physical education taken towards graduation and
contains the department’s required wellness plan component.
This course will be limited to those demonstrating proficiency in swimming.
1. have practical lifeguarding involvement during class supervised activity.
2. achieve an American Red Cross Certification in lifeguarding.
3. have necessary preparation for ultimate certification as a water safety instructor.
4. develop a high level cardiovascular and respiratory efficiency (conditioning) for use in practical lifeguarding.
5. evaluate their personal wellness, set goals to improve or maintain their level of wellness and incorporate aquatic
activities into a wellness plan designed to reflect a healthy lifestyle.
Credit:
Level:
Prerequisite:
1--Regular
Instructor's Approval
936 CONDITIONING AND WEIGHT TRAINING (CO-ED)
This course is designed to meet the individual needs of students who wish to physically improve their fitness level
through specific efforts of training. Free weights, exercise machines and cross training activities will be incorporated.
Proper technique, safety precautions and the proper application of the Principles of Training will be emphasized.
Students will evaluate their level of fitness regularly and set goals to improve or maintain their fitness. A plan to
achieve goals will be developed and implemented during this year long course. This course fulfills the requirements as
one of the four years of physical education taken towards graduation and contains the department’s required wellness
plan component.
1. demonstrate knowledge, proper technique and safety precautions during activity.
2. use technology to assess fitness levels and evaluate progress toward attainment of goals.
3. design a long-term wellness plan to reach identified fitness goals.
4. implement an individualized fitness plan, which includes the Principles of Training.
Credit:
Level:
Prerequisite:
102
1--Regular
Instructor Approval
937 STRENGTH AND CONDITIONING (CO-ED)
Strength and Conditioning class is designed to meet the individual needs of students who wish to physically improve
their fitness level for various sports and fitness related activities. Students wishing to enroll in this course will need a
recommendation from a Physical Education teacher, or their coach, and a parent signature. Free weights, exercise
machines and conditioning activities will be incorporated to promote improvement in strength, endurance, balance,
agility, and speed. Students will follow the “Bigger, Faster, Stronger” strength program on M-W-F, and will participate
in conditioning activities on T-TH. Proper technique, safety precautions and proper application of the Principles of
Training will be emphasized. Students will be tested every nine weeks in 7 different areas to monitor physical progress
and to determine nine week grades. A plan to achieve goals will be developed and implemented during this year long
course. This course fulfills the requirements as one of the four years of physical education taken towards graduation
and contains the department’s required wellness plan component.
1. demonstrate knowledge, proper technique and safety precautions during activity.
2. use technology to assess fitness levels and evaluate progress toward attainment of goals.
3. evaluate their personal wellness, set goals to improve or maintain their level of wellness, and develop a plan to
reach such goals.
4. improve their Core Strength.
5. strive for balanced muscular development
Credit:
Level:
Prerequisite:
1—Regular
11, 12 – Co-educational
Department Recommendation
939 JUNIOR LEADERSHIP PHYSICAL EDUCATION (CO-ED)
Junior Leadership is limited to those juniors who have applied by the designated date and have been accepted into the
program. Applicants must have a 3.0 GPA, have been recommended by faculty members and have demonstrated
leadership qualities. This course is a two-year commitment as it is designed to prepare the student for senior
leadership responsibilities the following year. This preparation is accomplished by developing the skills necessary for
analyzing skill development, officiating of games, administering fitness and skill tests, assisting and leading students in
safe class activity and aiding the teacher. In order to develop necessary skills, students will participate in a variety of
activities, including individual and team sports, rhythm activities, swimming, recreational games and fitness activities.
Students will demonstrate their learned skills on a continual basis throughout the course by completing tasks and
assignments as directed by the teacher. In addition, students will evaluate their personal wellness, set goals and
design a wellness plan which incorporates activities learned and reflects a healthy lifestyle. This course fulfills the
requirements as one of the four years of physical education taken towards graduation and contains the department’s
required wellness plan component.
103
1. perform, with reasonable skill, various games included in the program of study.
2. achieve an understanding of the department rules and its application to a physical education class.
3. apply the learned skills, knowledge and safety considerations within each unit learned.
4. understand the concepts of sequential learning in carrying out a unit or lesson plan.
5. use technology to assess and evaluate fitness and skills.
6. evaluate their personal wellness, set goals to improve or maintain their level of wellness and develop a plan to
reach such goals.
7. demonstrate learned skills through written and teaching assignments, the proper use of equipment and the
application of technology equipment, and the development of a personal wellness plan, which reflects a healthy
lifestyle.
Credit:
Level:
Prerequisite:
1--Regular
11 -- Co-educational
3.0 GPA and Department Recommendation
949 SENIOR LEADERSHIP PHYSICAL EDUCATION (CO-ED)
Senior Leadership is an extension of the Junior Leadership Program. This class fulfills the two-year commitment to the
Physical Education Leadership Program as well as the graduation requirement as one of the four years of physical
education. This is a year long course that will provide the student with an expanded application of physical education
skills and leadership techniques. Students will be assigned to physical education staff to assist with various classes
within the physical education curriculum. Students must maintain a 3.0 GPA and will demonstrate leadership qualities
within the total school environment. In addition, a senior leadership uniform must be purchased for this class after
successfully completing Junior Leadership. This does not fulfill the department’s required wellness plan component.
1. perform, with reasonable skill, various games included in the program of study.
2. apply leadership skills, knowledge learned and safety considerations to the classes assigned.
3. demonstrate proper officiating techniques when required.
4. demonstrate proper use of equipment including technology equipment.
5. demonstrate leadership qualities through a positive role model example, effective task completion and by working
cooperatively with students to accomplish goals.
Credit:
Level:
Prerequisite:
1--Regular
12 -- Co-educational
Successful completion of Junior Leadership; 3.0 GPA
900 ADAPTIVE PHYSICAL EDUCATION (CO-ED)
This course is designed to meet the needs of students who are medically excused from Physical Education on a long
term basis, and also for those students who are temporarily unable to participate for a particular length of time.
Participation may be acceptable within limits in certain activities with a doctor's approval.
Students who are excused from Physical Education for a period of three weeks or less will stay with their class and do
daily written work for the teacher. Students excused for a period of three weeks or less, and who are staying with their
class, will be expected to dress in a regulation physical education attire. Students excused over three weeks and up to
the end of the semester, will be programmed into a study hall with daily written work assigned by the classroom
teacher. A packet of sport related materials will be available for excused students to work from when doing
assignments. This course does not fulfill the school’s required wellness plan component.
Students excused for a full semester or for a full year will have the requirement waived for that semester or year.
Credit:
Level:
Prerequisite:
104
1--Regular—pass/fail There will be no credit if the requirement is waived.
9, 10, 11, 12 -- Co-educational
Doctor's Medical Excuse
SPECIAL EDUCATION DEPARTMENT
The Special Education curriculum is designed to meet the needs of students with special learning requirements. While
the general nature and content of the curriculum is designed to conform with the graduation requirements of Bremen
District 228, the specific levels of instruction, materials and strategies are selected to meet the individual learner's
needs, consistent with his/her Individualized Education Plan (IEP). Whenever appropriate to the learner's needs
he/she is enrolled in regular rather than special education courses. During the Junior and Senior year considerable
emphasis is placed upon developing an appropriate, post-secondary plan for each identified special education student.
The special education program provides a wide range of related services to support the learner (eg. speech-language,
occupational and/or physical therapy, social work, psychological services, counseling and health services). District 228
provides a full continuum of services including, but not limited to: consultant, resource/itinerant, instructional
programs. The majority of special needs students are provided services within the same school as their regular
education peers. Remaining students are provided appropriate services in programs located as near to their "home"
schools as possible.
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SPECIAL EDUCATION DEPARTMENT FLOWCHART
Freshman
Sophomore
Junior
English 1 - 457
English 2 - 458
English 3 - 459
Foundations of
Pre-Algebra &
Geometry – 479
or
Math 1 - 471
Foundations of
Algebra – 480
or
Math 2 - 472
Foundations of
Geometry – 481
or
Math 3 - 473
World
Geography – 465
Social
Studies - 466
World
Geography – 465
Social
Studies - 466
American
History - 468
General
Science 1 - 475
General
Science 2 - 476
General
Science 3 - 477
Senior
English 4 - 460
Health or
Functional
Health - 488
Economics/
Career Survey 484
Adult Living - 489
Occupations 1/
WS 1 - 490
Occupations 1/
WS 1
Occupations 2/
WS2 - 491
Occupations 1/
WS1
Occupations 2/
WS2 – 491/492
Adaptive PE - 496
Adaptive PE - 496
Adaptive PE - 496
Adaptive PE - 496
Learning
Applications - 453
Performance
Projects - 454
Performance
Projects – 454
or Topical
Studies - 455
Topical
Studies - 455
Micro Int. Appl.
Differentiated/REI/
or Regular sections
SPECIAL EDUCATION COURSE OFFERINGS
453 LEARNING APPLICATIONS
This course is intended to further develop the strengths of students whose skill level may inhibit their success in
regular division classes and to support mainstreamed special education students complete assignments from their
regular division classes.
106
1. demonstrate organizational skills within a variety of situations and content areas.
2. implement appropriate study skill strategies.
3. choose and construct strategies for improved school performance – academically, socially, and behaviorally.
4. develop a repertoire of study strategies, based on individual learning styles.
5. formulate personal strategies for interpersonal and intrapersonal relationships.
Credit:
Level:
Prerequisite:
1
9
Eligibility for Special Education placement.
454 PERFORMANCE PROJECTS
This course is intended for students whose academic and/or learning needs require the continuing supports of review,
reinforcement, and an individualized program. The student will further develop his/her academic skills by completing
projects related to global themes that center on social studies course content. Such projects may include, but are not
limited to, research papers, speeches, surveys, panel discussions, debates, presentations, displays, and other
products.
1. identify his/her preferred learning style.
2. demonstrate his/her method of note taking.
3. present material to a small group of students orally or via a display.
4. listen to and provide accurate feedback to speakers/presenters.
5. organize thoughts to support an opinion or report information in a written paper at least three paragraphs long.
Credit:
Level:
Prerequisite:
1
10, 11
Eligibility for Special Education Placement
455 TOPICAL STUDIES
This course is intended for students whose academic and/or learning needs require the ongoing supports of review,
reinforcement, and an individualized program. The student will continue to develop his/her academic skills by
completing projects related to global themes, which center on science content. Such projects may include, but are not
limited to, research papers, speeches, panel discussions, debates, presentations, displays, and other products.
1. identify his/her learning style.
2. demonstrate his/her method of note taking.
3. demonstrate use of adaptive strategies as they apply to learning (use of planner, etc.)
Present material to a small group of students orally or via a display.
4. listen to and provide accurate feedback to speaker/presenters.
5. organize thoughts to support an opinion or report information in a written paper at least five paragraphs long.
Credit:
Level:
Prerequisite:
1
11, 12
457 ENGLISH 1
This course is intended for students whose academic and/or learning needs require the implementation of a focused
instructional program. Activities include functional spelling, vocabulary, grammar, and composition. Students add to
their basic reading, writing, listening, speaking, and research skills in addition to being introduced to the basic
elements of literature.
After successfully completing this course the student can be expected to:
1. demonstrate mastery of functional spelling and vocabulary skills.
2. improve basic reading skills by comprehending, analyzing, and evaluating a variety of reading materials.
3. listen to oral communications to better analyze a speaker’s message and provide accurate feedback.
4. demonstrate skills in sentence and beginning paragraph writing in order to develop and create written
communication that conveys the writer’s intent.
5. identify literary elements of selected reading materials.
107
Credit:
Level:
Prerequisite:
1
9
Eligibility for Special Education Placement.
458 ENGLISH 2
This course is intended for students whose academic and/or learning needs require the implementation of an
individualized program. Activities include: further development of spelling and vocabulary skills, broadening of
grammar and composition skills, the mechanics of language and writing; and continued development in reading,
listening, speaking, and research skills.
1. demonstrate mastery of functional spelling and vocabulary skills.
2. demonstrate skills in multiple paragraph writing in order to develop and create written communication that
conveys the writer’s intent.
3. improve reading skills by choosing and reading selections with increased comprehension, analyzation, and
evaluation of themes and basic literary elements.
4. listen to speakers and respond orally to communicate effectively.
Credit:
Level:
Prerequisites:
1.
2.
1
10
Successful completion of English 1 or equivalent course.
459 ENGLISH 3
This course is intended for students whose academic and/or behavioral needs require the implementation of an
individualized program. Activities include functional spelling, vocabulary, expand grammar and composition skills in
syntax, mechanics, language, vocabulary and writing. Reading skills will be enriched through the study of literature.
1. demonstrate mastery of Level III functional spelling and vocabulary skills.
2. demonstrate skills in composition writing.
3. expand reading skills through literature.
Credit:
Level:
Prerequisites:
1.
2.
1
11
460 ENGLISH 4
This course is designed to improve special education students’ abilities to read, write, speak, and do research.
Students will then apply reading, writing, correct grammar, and problem solving skills to practical situations.
1. analyze, evaluate, and apply information from a variety of school and work-related reading materials.
2. demonstrate effective speaking and listening skills in personal, academic, and career contexts.
3. write a variety of compositions using standard English grammar for personal, academic, and career purposes,
incorporating research and technology.
Credit:
Level:
Prerequisites:
1.
2.
1
12
471 MATH 1
individualized program. Instruction includes the four basic math operations in whole numbers, fractions and decimals.
Work with percentages, ratios, proportions, estimation, measurement, and reading of charts, graphs, and tables will
be included. Students will be taught to use pocket calculators for basic functions.
108
1. add, subtract, multiply and divide whole numbers, fractions, and decimals.
2. solve problems using number facts, ratios, percents, estimation, and problem solving skills.
3. apply arithmetic to real life situations.
4. use formulas to calculate area and perimeter.
5. participate in a survey, tabulate the data, then construct, read, and understand charts and graphs.
Credit:
Level:
Prerequisites:
1
9
Eligibility of Special Education Placement.
472 MATH 2
individualized program. Practical application of basic math skills will be covered. Topics may include: money, actual
and estimated measurement, taxes, wages and sales. Additional topics will include problem solving, describing
numerical and algebraic relationships with variables, integers, equations, factors, and exponents, making predictions,
and determining probabilities. Utilization of calculators will be reinforced through guided practice.
1. perform four basic math operations.
2. compute percentages, taxes, wages, and sales.
3. investigate, represent, and solve practical math problems involving whole numbers, integers, and rational
numbers.
4. select computational procedures and solve problems with whole numbers, fractions, decimals, and proportions.
5. use basic algebraic methods to identify and describe patterns and relationships in data, solve problems and
predict results.
Credit:
Level:
Prerequisites:
1
10
1. Eligibility for Special Education Placement.
2. Successful completion of Math 1 or equivalent course.
473 MATH 3
individualized program. Application of basic math skills will be continued with a vocational emphasis. Topics may
include: banking, comparison shopping, budgeting, time, insurance and taxes. An additional emphasis of study will
focus on geometry’s general concepts and their applications: the fundamentals of logic and proof, polygons,
perpendicular and parallel lines, applying right triangles, circles, ratios and proportion, area, surface area and volume.
1. apply four basic math operations.
2. solve job related math problems.
3. solve math problems related to independent living.
4. apply basic principles of geometry in everyday life applications.
Credit:
Level:
Prerequisite:
1.
2.
1
11, 12
Successful completion of Math 2 or equivalent course.
479 FOUNDATIONS OF PRE-ALGEBRA AND GEOMETRY
This course is designed to introduce algebraic and geometric concepts to special needs learners. Areas of study will
include basic operations with whole numbers, fractions, and decimals, the practical application of basic math concepts,
percents, ratios, customary and metric measurement, and the reading of charts, graphs, and tables. They will also be
introduced to algebraic expressions and variables, which can lead to the solution of real life problems. Students will
also use measurement techniques to find areas and volumes of various geometric figures, such as angles, triangles,
and polygons.
1. the application of arithmetic, algebraic, and geometric concepts solves real life problems.
2. measurement is used to accurately accomplish every day tasks.
3. solving problems can occur when complex problems are broken down into smaller tasks.
4. individuals can practice and develop problem solving strategies.
109
5. technology is a valuable tool to help solve problems.
Credits:
Level:
Prerequisites:
1
9
480 FOUNDATIONS OF ALGEBRA
individualized program. Practical application of basic algebraic math skills will be covered. Topics may include:
variables, integers, expressions, equations, factors, rational numbers, and ratios / proportions / percents. Emphasis is
placed on the improvement of overall math skills by applying algebraic concepts to solve problems and represent reallife situations. Use of calculators is encouraged throughout the course while an emphasis is placed on the
maintenance of non-calculator arithmetic skills.
1. the application of arithmetic and algebraic concepts provides solutions to real-life problems.
2. the ability to use technologies and manipulatives solves problems.
3. conclusions can be drawn from tables, charts, and graphs.
Credit:
Level:
Prerequisite:
1.
2.
1
9,10
Successful completion of Foundations of Algebra and Geometry or equivalent course.
481 FOUNDATIONS OF GEOMETRY
individualized program. Practical application of basic geometric knowledge will be covered. Students will apply the
following concepts to geometric figures and measurement including: proportions, areas, surface areas, circumference,
perimeter, volume, and the Pythagorean Theorem. Emphasis is placed on the application of geometric principles and
measurement concepts to every day living. All students will be expected to bring a designated scientific calculator to
class every day.
1. geometric principles are applied to situations encountered in every day life.
2. conclusions can be drawn from tables, charts, and graphs.
3. the ability to use technologies and manipulatives (tools) solves problems.
Credit:
Level:
Prerequisite:
1
10, 11
Successful completion of Foundations of Algebra or equivalent course.
465 WORLD GEOGRAPHY
individualized program. Learning activities include the study of geography, the earth’s processes, world cultures, how
the peoples of various continents manage their lives economically and socially, and the characteristics of and the
contrasts between the regions of the world.
1. demonstrate skills in map usage and graph / chart reading.
2. improve basic reading skills through this content area.
3. explain the interrelationships of people, things, and the earth.
Credit:
1
Level:
9, 10
Prerequisite:
466 SOCIAL STUDIES
individualized program. The relationship between the individual and his role within the world community will be
explored. Topics may include the characteristics of culture, the diversity of a global society, environmental influences,
economics, how social systems form/develop, and political systems.
110
1. demonstrate an awareness of and an appreciation for the variety of cultures that exist throughout the world.
2. explain how individuals and groups interact with and within institutions.
3. recognize how environmental influences effect human life and various cultures.
4. explain a variety of major political systems.
5. compare and contrast how different societies are organized.
6. identify the characteristics of a variety of economic systems.
7. explain how diverse groups have contributed to social systems over time.
Credit:
Level:
Prerequisite:
1
9, 10
468 AMERICAN HISTORY
individualized program. Topics may include colonization, Revolutionary War, establishing a new country, Civil War,
Constitution, government, and the role of the U.S. as a leader among the global community.
1. explain colonization and how it led to independence.
2. explain and interpret the factors that led to the Civil War.
3. pass the U.S. and Illinois constitution tests.
4. analyze and interpret the role of the U.S. and its impact on a global society.
Credit:
Level:
Prerequisite:
1
11, 12
475 GENERAL SCIENCE 1
individualized program. Topics include: basic foundations of earth science, the solar system, rocks and minerals, the
three parts of the earth: the lithosphere, the atmosphere and the hydrosphere, the constructive and destructive forces
on earth, along with space and the solar system. Basic laboratory experiences will be included.
1. know the scientific method, its definition and how to apply it on a basic level.
2. recognize/describe basic interactions of energy and matter.
3. name and describe the three parts of the earth.
4. identify and describe the physical characteristics of matter.
5. know rock types, natural resources, and the dynamic forces that effect the earth
6. describe the organization and physical characteristics of the solar system on a basic level.
7. demonstrate an understanding of how to handle lab equipment.
Credit:
Level:
Prerequisite:
1
9, 10
individualized program. Topics include: the scientific method, characteristics of life, cells, photosynthesis, respiration,
human systems, reproduction, and the environment. Laboratory experiences will be included.
1. demonstrate an understanding of the scientific method by formulating hypotheses that can be tested by collecting
data.
2. compare and contrast photosynthesis and respiration.
3. list and describe the systems of the human body.
4. understand man's role in the environment.
111
5.
6.
identify physical features of plants and animals that help them live in different environments.
describe the interdependency of living things in an environment.
Credit:
Level:
Prerequisite:
1.
2.
1
10, 11
Successful completion of General Science 1 or equivalent course.
individualized program. Topics include: physical principles as they are found in the student’s environment, basic
machines, comparison, classification, investigation, and the application of physical science principles.
1. understand the properties and structure of matter.
2. classify elements.
3. identify properties of compounds.
4. understand how matter changes.
5. understand the properties of: motion, machines, heat, sound, light, electricity and magnetism.
Credit:
Level:
Prerequisite:
1
11, 12
484 ECONOMICS/CAREER SURVEY
This course is designed for students whose academic and/or behavioral needs require the implementation of an
individualized program. This course is intended to meet the state requirement for consumer education. The
relationship between career options and financial goals will be explored. Topics may include the role of the consumer
in society, including the concepts of production, consumption, exchange, and saving/investing, decision making, and
goal setting for personal needs.
1. explain their role as a consumer in various situations.
2. identify and apply steps in the decision making process.
3. establish personal short and long term financial and career goals.
4. identify and prioritize personal needs.
5. summarize the basic principles of economics.
Credit:
Level:
Prerequisite:
1
11, 12
488 FUNCTIONAL HEALTH
This course was developed to provide a basic understanding of human health concepts and issues while providing a
practical life skill approach to the decision making process the student will experience as an adult. Topics will include
personal hygiene, first aid, substance abuse, healthy self-concepts, proper nutrition, exercise, disease prevention,
human sexuality, STD's and HIV.
1. plan for healthy, nutritional choices for independent living.
2. design a personal health plan.
3. make informal decisions regarding sexual behavior and substance abuse.
4. develop a sense of responsibility as a health consumer.
Credit:
Level:
Prerequisite:
.5--Pass/Fail--Semester Course
9, 10, 11, 12
Recommendation of IEP team.
489 ADULT LIVING
individualized program. Topics of study may include: the various roles and responsibilities he/she may assume during
his/her lifetime, decision making, verbal and non-verbal communication, and development of self awareness. This
course is specifically intended to develop the interpersonal and social skills needed for successful employment.
112
1. define himself/herself as a person within various roles.
2. demonstrate appropriate decision-making skills.
3. demonstrate appropriate forms of verbal and non-verbal communication.
Credit:
Level:
Prerequisite:
490/493
1
12
OCCUPATIONS 1/WORK STUDY 1
OCCUPATIONS 1 MAY BE TAKEN AS A PRE-VOCATIONAL COURSE WITHOUT TAKING WORK STUDY 1, OR
THE STUDENT MAY TAKE OCCUPATIONS 1 CONCURRENTLY WITH WORK STUDY. If the student takes
Occupations 1 as a pre-vocational course, the next course in the sequence would be Occupations 2/Work Study 2.
This course is intended to prepare and develop the workplace skills of students whose functional levels may inhibit
success in regular division classes and the work environment. Occupations I may include a Work/Study I component.
Topics of study may include: career research in areas of personal interest, choosing an appropriate career, job search
and application skills, skills for success on the job and self-improvement skills.
Work Study 1 is intended to provide the special education student with his/her initial employment experience. The
learner will be placed either on an in-school or community job site.
In-school jobs are coordinated/monitored by the special education staff. Community work experience is monitored by a
vocational coordinator. The vocational team consists of the classroom teacher, vocational coordinator and Special
Education Supervisor.
1. determine appropriate personal career goals.
2. identify realistic vocational options, based upon his/her interests, aptitudes and abilities.
3. demonstrate appropriate skills for the job search process.
4. demonstrate the ability to satisfactorily complete a job application.
5. identify characteristics of successful workers.
6. demonstrate appropriate "on the job" conduct and social skills.
7. demonstrate an appropriate attitude toward employment and co-workers.
8. demonstrate a basic understanding of life, management skills
Credit:
Level:
Prerequisites:
1--Occupations 1 as a pre-vocational course only.
2--Occupations 1/Work Study 1
10, 11, 12
1. Eligibility for Special Education Placement.
2. Occupations 1 may be taken separately as a pre-vocational course (1 credit).
3. Concurrent enrollment in Occupations 1/Work Study 1 (2 credits).
491/494 OCCUPATIONS 2/WORK STUDY 2
This course is intended to further prepare and develop the workplace skills and employment opportunities of students
whose functional levels may inhibit success in regular division classes and the work environment. Occupations II must
include a Work/Study component. Specific topics to be covered may include: review of the job search skills,
development of employer/employee relationships, personal qualities needed for the job success, development of
personal long-range career plans, changing jobs and retirement options.
Work Study 2 is intended to provide the special education student with continuing employment experience. The learner
is required to participate in the job seeking process.
In-school jobs are coordinated/monitored by the special education staff. Community work experience is monitored by a
vocational coordinator. The vocational team consists of the classroom teacher, vocational coordinator and Special
Education Supervisor.
113
1. develop personal long-range career plans.
2. demonstrate the ability to successfully participate in a job interview.
3. investigate career opportunities and outlook related to current job placement.
4. demonstrate improved "on the job" conduct and social skills.
5. demonstrate an improved attitude toward employment and co-workers.
6. discuss and analyze methods to improve work relationships in specific situations where problems exist.
7. develop life management skills.
Credit:
Level:
Prerequisites:
1.
2.
2
11, 12
Enrollment in both Occupations 2/Work Study 2
3.
Successful completion of Occupations 1 or
Occupations 1/Work Study 1.
496 ADAPTED PHYSICAL EDUCATION (CO-ED)
This course is intended to serve those students whose cognitive, physical or emotional needs make participation in the
regular physical education program inappropriate. Emphasis is placed upon coordination of the objectives of the
Adapted Physical Education program with goals/objectives of the student's Individual Education Program (I.E.P.).
Activities included in this program shall be coordinated with therapy program where prescribed for the individual
learner.
1. demonstrate mastery of goals identified on his or her individual education program (I.E.P.).
2. demonstrate increased awareness of the capabilities of his/her body.
3. demonstrate an increased awareness of appropriate fitness activities and an increased ability to participate in
such activities on a regular basis.
4. explore options for leisure/recreation community accessibility.
Credit:
Level:
Prerequisites:
114
1.
2.
1—pass/fail
9, 10, 11, 12 -- Co-educational
Recommendation of an I.E.P. Conference.
SUMMER SCHOOL COURSE OFFERINGS FOR THE SUMMER OF 2008
Students who cannot attend every day SHOULD NOT REGISTER. Each day is equivalent to more than a full week's
work. There are no excused absences! Students must furnish their own transportation. The registration dates,
semester dates and fees for the 2008 Summer School and Driver Education Program will be announced at a later
date. Registration will originate with each student's counselor, with the exception of Driver Education and Swimming
Classes. Registration in these areas is handled through the Physical Education Department of the individual high
school.
The academic and disciplinary policies under which school operates during the regular school term will prevail during
the summer session. Student insurance purchased during 2007-08 includes coverage for accidents related to the
classroom courses or school related activities. Students enrolled in district sponsored swim lessons, summer camps,
and Physical Education for credit are required to participate in a special summer insurance program which will be
added to the registration/tuition fee. This fee will be announced at a later date. Summer School tuition is a nonrefundable fee (unless the course is not offered due to insufficient enrollment) and must be paid in full before students
will be admitted to class. Payment should be made by check or money order. The summer school tuition will be
announced at a later date.
Driver Education registration dates will be announced at a later date. Prior to signing up for summer Behind-TheWheel, a student should have completed Driver Education Classroom. Summer Behind-The-Wheel applicants will be
assigned available openings according to year in school, their date of birth, and available space. The district will
charge all Behind-The-Wheel students and classroom students an "excess cost" charge at the time of registration, and
this charge will be announced at a later date. This is a non-refundable fee unless the student is not assigned a car due
to lack of available space. The procedure to follow in applying for an instruction permit will be given to each student at
the time of Behind-The Wheel registration. Questions concerning driver education, swim lessons, and summer camps
should be directed to the school's athletic director at his/her respective school.
The following Bremen District 228 classes will be offered in the 2008 Summer School Program. Additional courses
may be offered if the enrollment requests warrant. Most courses (except Driver Education and Physical Education) will
be taught at Bremen High School. All courses will carry full credit for meeting District 228 high school graduation
requirements. However, summer school credit does not necessarily fulfill prerequisites for courses offered during the
regular school year. Questions concerning the summer school program should be directed to the student's counselor.
852/853 INTRODUCTION TO ENGLISH
This course is intended for students with average reading and writing skills who have not successfully completed the
regular Introduction to English course. It is designed to help students use language arts skills with personal, academic
and career materials. Students will study word parts and origins as well as analyze and interpret a variety of reading
materials, including literature. Students will also write narrative, persuasive and expository compositions with standard
English grammar and participate in group and individual oral presentations. Students may also practice following
complex oral directions and apply their listening skills in practical situations.
Credit:
Prerequisite:
1/2 semester--Regular
grade placement; average writing skills and failing grade in one or both semesters of
Introduction to English.
872/873 LANGUAGE ARTS
regular Language Arts course. It is designed to help students develop language arts skills in personal, academic and
career situations. Students will study the relationships among words as well as interpret and evaluate the content of a
variety of reading materials, including classic and contemporary literature. Students will also write a variety of
compositions with standard English grammar and usage and deliver formal speeches. Students may also practice
verbal and non-verbal communication in practical listening situations.
Credit:
Prerequisite:
1/2 semester--Regular
grade placement; average writing skills and a failing grade in one or both semesters of
Language Arts (122) or Language Arts Skills (121).
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882/883 AMERICAN LITERATURE
regular American Literature course. It is designed to help students apply language arts skills to personal, academic
and career purposes. Students will use knowledge of word parts and origins and analyze various genre in their study
of American literature. Students will also write a variety of compositions with standard English grammar and usage and
participate in oral presentations. Finally, students may also evaluate verbal and non-verbal communication in practical
listening situations.
Credit:
Prerequisite:
1/2—semester—Regular
Reading achievement within two years below and one and one-half years above actual grade
placement; average writing skills; and a failing grade in one or both semesters of
American Literature (132).
856/857 PREALGEBRA
This summer school course is intended for those students who failed one or both semesters of PreAlgebra (313) or
PreAlgebra with Support (328) during the normal school year. Units of study include the fundamentals of Algebra,
integers, rational and real numbers, factors, ratio and proportion, linear equations and inequalities, right triangles, twodimensional figures, and probability and statistics. Use of calculators is encouraged throughout the course, while at
the same time emphasis is placed on the improvement of non-calculator computational skills. All students will be
expected to bring a TI-30X IIS scientific calculator to class every day.
Credit:
Prerequisite:
1/2 per semester—Essential
Failing grade in PreAlgebra (313) or PreAlgebra with Support (328).
858/859 ALGEBRA 1 FOR UPPERCLASSMEN
This summer school course is intended for those students who failed one or both semesters of Algebra 1 or Algebra 1
for Upperclassmen during the normal school year. The course will cover many of the same topics as Algebra 1, but
will be less rigorous, placing more emphasis on general concepts and their applications. Units of study include the
fundamentals of Algebra, integers, rational and real numbers, equations and inequalities, proportional reasoning, linear
functions, absolute value functions, systems of equations, powers, roots and radical expressions, polynomials and
factoring, quadratic functions, exponential root functions, probability and statistics. All students will be expected to
bring a TI-30X IIS scientific calculator to class every day.
Credit:
Prerequisite:
1/2 per semester—Regular
Failing grade in Algebra 1 (316), Algebra 1 for Upperclassmen (315) or Algebra 1 for
Upperclassmen with Support (332).
866/867 TOPICS IN GEOMETRY
This summer school course is intended for those students who failed one or both semesters of Topics in Geometry or
Geometry during the normal school year. The course will cover many of the same topics as traditional Geometry, but
will be less rigorous, placing more emphasis on general concepts and their applications. Units of study include
fundamentals of geometry, logic and proof, polygons, perpendicular and parallel lines, applying right triangles and
trigonometry, circles, ratios and proportion, area, surface area and volume, transformations and triangles. Students
will be expected to support their conclusions with substantiated reasoning and logical arguments. Throughout the
course, students will be expected to maintain previously learned algebra skills. All students will be expected to bring a
TI-30X IIS scientific calculator to class every day.
Credit
Prerequisite:
Failing grade in Topics in Geometry (314) or Geometry (317).
868/869 GEOMETRY
This summer school course is intended for those students who failed one or both semesters of Geometry during the
normal school year. Units of study include fundamentals of geometry, logic and proof, polygons, perpendicular and
parallel lines, applying right triangles and trigonometry, circles, ratios and proportion, area, surface area and volume,
transformations and triangles. Students will be expected to defend, demonstrate, or prove conjectures, and will be
instructed in methods to produce reasoned and logical explanations. Throughout the course, students will be expected
to maintain previously learned algebra skills. Students will be expected to bring a TI-30X IIS scientific calculator to
class on a daily basis.
Credit
Prerequisite:
116
Failing grade in Geometry (317).
317
GEOMETRY (for non-failures)
This summer school course is intended for those students who started high school below grade level. As a result, the
students took PreAlgebra as freshmen, Algebra 1 or Algebra for Upperclassmen as sophomores, and need to take
Geometry prior to taking Algebra 2 as juniors in order to be better prepared to take the ACT test for college admission.
Units of study include fundamentals of geometry, logic and proof, polygons, perpendicular and parallel lines, applying
right triangles and trigonometry, circles, ratios and proportion, area, surface area and volume, transformations and
triangles. Students will be expected to defend, demonstrate, or prove conjectures, and will be instructed in methods to
produce reasoned and logical explanations. Throughout the course, students will be expected to maintain previously
learned algebra skills. All students will be expected to bring a TI-30X IIS scientific calculator to class every day.
world.
Credit:
Level:
Prerequisite:
1—Regular—Students must enroll in both semesters of this summer course
10, 11
Students must apply and be approved by the Math department supervisor to take this
course. They must meet the normal course prerequisites (passed both semesters of either
Algebra 1 with a “C” or higher, Algebra 1 for Upperclassmen with a “C” or higher, or passed both
semesters of Topics in Geometry), have an above average work ethic and be recommended by
their Algebra 1 or Topics in Geometry Math teacher.
898/899 TOPICS IN ALGEBRA 2
This summer school course is intended for those students who failed one or both semesters of either Algebra 2 or
Topics in Algebra 2. This course will cover many of the same topics as traditional Algebra 2, but will be less rigorous,
placing more emphasis on general concepts and their applications. Topics of study include a review of Algebra 1,
linear functions, systems of equations, polynomial functions, radical expressions, quadratic functions, exponents and
exponential functions, basic logarithmic functions, basic trigonometric functions, conic sections, probability and
sequences. All students will be expected to bring a TI-30X IIS scientific calculator to class every day.
Credit
Prerequisite:
1/2 per semester—Regular
Failing grade in Algebra 2 (318) or Topics in Algebra 2 (330).
860/861 EARTH SCIENCE
Earth Science is an introductory course for freshmen. This course is for students who have not successfully completed
the regular Earth Science course. Earth Science is the study of the Earth, its history, the forces that affect it and its
place in the universe. The topics covered include meteorology, oceanography, astronomy, cosmology, historical
geology and physical geology. An extensive laboratory component is included. A lab manual must be purchased by the
student (approximate cost: $10 - $12).
Credit:
Prerequisite:
1/2—semester - Regular
Failing grade in Earth Science (411).
862/863 BIOLOGY
Biology is the study of life and life processes. This course is for students who have not successfully completed the
regular Biology course. The various kingdoms of organisms are examined in terms of the uniformity of life functions
that they perform. The topics include the cell and cell structures, functions and metabolism, taxonomy, plant and
animal diversity, anatomy, physiology, and genetics, and evolution. An extensive laboratory component is included.
Students are required to purchase a lab manual (approximate cost: $10 - $12).
Credit:
Prerequisite:
Failing grade in Applied Biology (420) or Biology (412).
117
878/879 AMERICAN HISTORY
course is for students who have not successfully completed regular American History.
Credit:
Prerequisite:
1/2--semester - Regular
Failing grade in American History (232) or American History Applications (230).
874/875 WORLD HISTORY
technology, researching and the interpretation of graphs, charts, maps and other data sources. This course is for
students who have not successfully completed regular World History.
Credit:
Prerequisite:
Failing grade in World History (222) or World Civilization (223) or the equivalent.
884 ECONOMICS
Credit:
1/2--for one semester only - Regular
885 HEALTH
This course meets state mandate. Course content includes personal health, anatomy, physiology, nutrition, drugs,
mental health and first aid. A one semester course offered both semesters.
Credit:
Prerequisites:
1/2--for one semester only - Regular
Failing grade in Health.
888 PHYSICAL EDUCATION - (CO-ED)
A program of co-educational physical education meeting each day. These classes include at least six separate
physical activities. A one semester course offered both semesters.
Credit:
Prerequisites:
118
1/2--semester -- Co-educational - Regular
Failing grade in physical education courses.
EVENING HIGH SCHOOL COURSE OFFERINGS 2008-2009 SCHOOL YEAR
It is the policy of the Board of Education to provide a program that is designed to provide an alternative form of
education. The Evening High School Program offers courses that seniors can complete for credit that they may need
for graduation, but cannot fit into their day school schedule. The program also provides an alternative means of
enabling students whose education was disrupted to receive credit that can be applied towards a high school diploma.
Students admitted to the Evening High School Diploma Program shall qualify for admission in one of the following
categories:
1.
Students who have dropped out of day school for at least one semester (defined as not having earned credits the
previous semester).
2.
Students who are third year (8 or less credits) or fourth year day school students, but will be otherwise unable to
graduate with the class due to insufficient credits.
Students will receive one-half credit per semester for any course successfully completed. All classes are graded on the
basic level.
A student who is attending day school on a full time basis may register for a maximum of one credit per semester.
All classes are dependent upon enrollment. A minimum number of students must be enrolled prior to the first class
meeting in each semester. Classes with restricted enrollment are open on a first-come basis due to limitation of
facilities and equipment. All fees must be paid at the time of registration and before a student may attend class.
Students who are in attendance at any district high school must register with their counselor. Registration forms are
available in the counseling offices. Counseling services will be provided at the time of registration for those students
who are not presently attending any of our four district high schools. THE REGISTRATION DATES, SEMESTER
DATES AND FEES WILL BE ANNOUNCED AT A LATER DATE.
Students are expected to be in attendance each day the class is offered. Students will be dropped from class for
excessive absences.
Student fees are refundable only if the class is canceled and the student chooses not to take another class or if the
student withdraws before the first day of a new semester. If the student attends a class or does not request a refund
until after the semester has begun, fees are non-refundable.
Textbooks are the same as used in the regular day school classes at Bremen District 228 Community High Schools.
There will be no charge for the textbook unless the book is either lost or destroyed.
All classes will meet for a period of thirteen weeks. Classes will meet from 6:00 to 9:30 p.m. Monday classes will meet
at Bremen High School, and Wednesday classes will meet at Hillcrest High School. The following classes will be
offered in the District 228 Evening High School Program during the 2008-2009 school year:
766 ENGLISH GRAMMAR
This course is designed for students to develop language arts skills in reading, writing and speaking. Activities will
include critical reading, techniques in grammar usage, and expository writing. In addition, the students will read
literature and examine particular themes.
Credit:
1/2—semester
Monday
768 ENGLISH
This one semester course is intended for the Evening High School student as a basic class in the Language Arts
curriculum. The course features a broad overview of basic skills in oral communication, literature techniques and
writing competencies.
Credit:
1/2—semester
Wednesday
119
770 ENGLISH DRAMA
This course is designed for students to develop language arts skills in reading, writing and speaking. Activities will
include critical reading, expository writing and an introduction to speech and drama. In addition, the student will deliver
at least one speech to inform.
Credit:
1/2—semester
Monday
774 MATHEMATICS – 1st Semester
Evening School Math is a course designed to increase the students’ computational skills and allow them to apply those
skills to meaningful application problems. During the first semester of this course, students will cover the topics of
decimal notation, large and small numbers, measurement and the use of variables. All students will be expected to
bring a TI-30X IIS calculator to class every day.
Credit:
1/2—semester
Monday
775 MATHEMATICS – 2nd Semester
Evening School Math is a course designed to increase the students’ computational skills and allow them to apply those
skills to meaningful application problems. During the second semester of this course, students will cover the topics of
patterns leading to addition and subtraction, displays and problem-solving strategies. All students will be expected to
bring a TI-30X IIS calculator to class every day.
Credit:
1/2—semester
Wednesday
751 AMERICAN HISTORY - 2nd semester
The course covers the major chronological periods of American History and stresses the topics of Geography,
Government, Economics, Expansion/Immigration, Wars/Foreign Policy, Social Changes and Reform, and Humanities.
It also emphasizes the applications of learning; communicating, problem solving and thinking skills, teaming,
technology, researching and the interpretation of graphs, charts, maps and other data sources. Students in this course
will study the U.S. Constitution and the Illinois Constitution. This course will cover material from 1900 to the present.
Credit:
1/2--for one semester only
Wednesday
778 PSYCHOLOGY
This course presents psychology as the science and profession concerned with the behavior of humans and animals.
It focuses on learning theories, intelligence, human growth and development, mental illness, motivation and emotion,
psychological testing and therapeutic approaches. This course also helps students learn to better understand
themselves and others.
Credit:
Wednesday
754 AMERICAN GOVERNMENT
This course is designed to help students understand the operations of the federal, state and local governments. It will
help students understand their rights in a representative democracy and will emphasize the responsibilities the citizens
have in this system. The U.S. and Illinois Constitutions will be integral parts of this course.
Credit:
Wednesday
776 PHYSICAL EDUCATION (CO-ED)
Evening physical education consists of a variety of activities. Each class begins with calisthetics to promote better
cardiovascular performance by all students. All activities are co-educational ranging from track and field to volleyball
and basketball. Attendance is required by all class members as well as participation in each activity which is offered on
that given day.
Credit:
1/2--semester -- Co-educational
Monday
764 ECONOMICS
Credit:
120
Wednesday
780 ENVIRONMENTAL SCIENCE
This course is designed to offer the student an opportunity to obtain one full year of credit in science, or one separate
semester. Topics will include the inter-relationships of environmental issues historically approached through political,
economic, and social implications with scientific information. This course will include scientific facts dealing with the
physical and biological processes of the world and how they are ecologically related.
Credit:
1/2—semester
Monday
782 PHYSICAL SCIENCE
This course is designed to give a student one semester of science. The beginning properties of physical science will
be covered with focus on motion and energy topics. This course will include scientific facts about the physical world
around us.
Credit:
1/2—semester
772 HEALTH
The evening high school health curriculum will consist of the following areas:
1.
2.
3.
4.
5.
6.
7.
fitness for life
substance abuse
human sexuality
first aid and safety
mental and emotional health
consumer health
good nutrition and you.
Credit: 1/2--for one semester only
Wednesday
121
NOTES
122

3 - Bremen High School District 228

Transcription

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