Course Catalog - Rantoul Township High School

Transcription

COURSE SELECTION
2015-2016
RANTOUL TOWNSHIP HIGH SCHOOL
200 S. Sheldon
Rantoul, IL 61866
Phone: 217-892-2151 Fax: 217-892-4442
Web Page: http://www.rths.k12.il.us
ADMINISTRATIVE STAFF
Scott Amerio
Todd Wilson
Sandy Davis
Megan Anderson
Brooke Billings
Travis Flesner
Superintendent
Principal
Director of Special Services & EA Principal
Assistant Principal
Assistant Principal
Athletic Director/Dean of Students
GUIDANCE STAFF
Julie Kavanaugh
Counselor
A-K
Cortni McCabe
Counselor
L-Z
RTHS MISSION STATEMENT
The mission of RTHS is to be caring, ethical and accountable in order to foster school and
community spirit; to create a safe, respectful community of learners; to encourage development
of intellectual, artistic and athletic interests; and to understand diverse cultures and viewpoints
in partnership with students, parents, and community.
RTHS DAILY SCHEDULE
DAY 1
Monday, Tuesday, Friday
1st
8:00 – 8:40
2nd
8:45 – 9:25
rd
3
9:30 – 10:10
4th
10:15 – 10:55
5th/1st L
11:00 – 11:30
5th/2nd L
11:35 – 12:05
th
6
12:10 – 12:50
7th
12:55 – 1:35
8th
1:40 – 2:20
th
9
2:25 – 3:05
DAY 2
Wednesday
1st
8:00 – 9:25
3rd
9:30 – 10:55
5th/1st L
11:00 – 11:30
5th/2nd L
11:35 – 12:05
6th
12:10 – 1:35
8th
1:40 – 3:05
DAY 3
Thursday
2nd
8:00 – 9:25
4th
9:30 – 10:55
5th/1st L
11:00 – 11:30
5th/2nd L
11:35 – 12:05
7th
12:10 – 1:35
9th
1:40 – 3:05
LATE START
1st/2nd
9:00 – 10:10
rd th
3 /4
10:15 – 11:25
5th/1st L
11:30 – 12:00
5th/2nd L
12:05 – 12:35
6th/7th
12:40 – 1:50
th th
8 /9
1:55 – 3:05
TABLE OF CONTENTS
Courses
Page Courses
Registering for Classes ................................. 1
Course Availability ....................................... 1
Changing Classes........................................... 1
Summer School ............................................. 1
Graduation Requirements ............................. 2
Alternate Credit ............................................. 2
Early Graduates ............................................. 2
4 yr. Planning Guide ..................................... 3
General Information ...................................... 4
Agriculture .................................................... 6
Business ........................................................ 9
Technology & Engineering ......................... 14
Family/Consumer Science .......................... 18
Art/Music .................................................... 21
English/Language Arts/Drama.................... 24
Page
Mathematics................................................ 30
Science ........................................................ 35
Social Studies ............................................. 41
P.E./Driver’s Ed .......................................... 46
Health/1st Aid .............................................. 47
Dual Credit/Early College
& Career Academy ........................ 48
Special Education ....................................... 51
Athletics/Student Organizations ................. 56
Testing ........................................................ 58
State College Admissions ........................... 59
NCAA Eligibility ........................................ 60
Local Scholarships ...................................... 63
REGISTERING FOR CLASSES
This course description booklet will help you plan your program of courses for your years at RTHS. The time you spend planning your
schedule will help you avoid a great many problems once school begins.
REGISTRATION PROCESS
2015-2016 Freshmen: Counselors will visit your school in late January or early February to help you choose classes based on
your 8th grade teacher recommendations for required classes and your personal preferences for electives.
Current RTHS Students: Your counselor will meet with you in January to help you choose classes for next school year.
All students:
◦ Know what graduation requirements are before you start planning. All students must enroll in eight (8) courses per
semester. All students need 28 1/2 credits for graduation. (See next page for specific graduation requirements.) Pre-requisites
are listed for each course—please keep these in mind when choosing classes.
◦ When your counselor meets with you to plan your courses, you will fill out a request form with all of your courses for the school
year. Be certain to fill in your alternate choices for electives (courses you would be willing to take if you can’t get your first
choice).
◦ Have your parent or guardian sign your course request form and return it to the Counseling Center (8th graders—return to your
teacher).
◦ A list of your requested courses will be given to you prior to the end of the school year so that you may double check for any
errors, omissions, etc. Changes will not be possible after this time.
◦ A final copy of your schedule of classes will be given to you at registration in August.
COURSE AVAILABILITY
Unless otherwise specified due to yearly rotation of courses, all of the courses listed in this guide are available when there is sufficient
student enrollment. In some instances, enrollment falls below desirable minimums and it becomes impossible to offer those courses.
We will only offer low enrollment courses when there is teaching staff available. In reference to changes, students may not be enrolled
in classes that have reached their maximum capacity.
CHANGING CLASSES
The last day for initial enrollment in a course (deadline to change a class) is the end of the second full day of classes first semester and
the last day before final exams in December for second semester classes. No changes will be allowed once 2nd semester begins. The
deadline for level changes for Honors & AP classes is two weeks after the start of each semester. Changes are dependent on course
availability and class size. Changes will not be accepted for the following reasons: teacher changes, to schedule classes with friends, to
change the order and/or time of classes. In order to be considered for a schedule change, students must obtain a Course Change Request
Form from their counselor. This form must be signed by the teacher whose class the student is withdrawing from, the teacher whose
class the student is adding, as well as the student and parent or guardian. The form must be turned in by the deadline listed. Completion of the form does not guarantee a course change.
SUMMER SCHOOL REGISTRATION
RTHS offers a variety of classes in summer school for those students who need to make up failed required classes. Registration for
Summer School begins in late April. Course availability is based on class size. A fee is required (fee waivers are honored).
2015-2016
1
GRADUATION REQUIREMENTS
All students must meet the following requirements to earn a diploma at Rantoul Township High School. Successful completion of each semester course results in 1/2 credit toward graduation. A total of 28 1/2 credits is
required for graduation.
CURRICULUM
MINIMUM CREDITS
English
4 credits
Social Studies (U.S. History-3 semesters, American Government)
2 credits
Science
2 credits
Health
1/2 credit
Mathematics
(Including Algebra 1 & Geometry content)
3 credits
Consumer Education (Intro. to Business or Applied Business)
1/2 credit
Fine Arts (Music, Art, Foreign Language, Theatre Arts)
1 credit
Speech
1/2 credit
Vocational/Technical ( Business, Agriculture, Industrial Arts, or
1 credit
Family Consumer Science classes)
Electives (May include 3 1/2 credits for Physical Education)
10 1/2 credits
Physical Education: Students must be enrolled in Physical Education for 3 1/2 years. Students will receive 1/2 unit of credit toward graduation for each semester successfully completed with a grade of "D" or
better.
TOTAL CREDITS
28 1/2
At least two credits worth of courses must be defined by the administration as writing intensive (must include 1 English class that is
classified writing intensive.)
ALTERNATE CREDIT
A student may earn and apply no more than two credits toward graduation from correspondence courses and adult education courses, or
any combination.
EARLY GRADUATES
A. A student may elect to graduate upon completion of required course work and satisfaction of graduation credit minimums. In
order to graduate prior to eight (8) semesters of high school attendance, the student and parents/guardians must submit a formal request to graduate early to the superintendent. Early graduates must be committed to either attending college or joining the military
in the spring of their graduation year. They must provide proof of college enrollment for spring semester. The request for early
graduation must include:
1. Written request for early graduation with justification.
2. Signatures of parents/guardians indicating their approval.
3. Endorsement of the counselor.
4. College class schedule or tuition bill (college acceptance letters will not be considered proof of enrollment).
5. Approval by the superintendent.
B. Any student who meets all of the course work requirements and the graduation credit requirements but does not make formal
application for early graduate status will not be officially considered a graduate until his/her class graduates after eight (8)
semesters.
C. Early graduates may return for the spring commencement activities provided all the arrangements are made with school
authorities prior to early graduation.
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2015-2016
FOUR YEAR PLANNING GUIDE
8 credits must be taken per year, with a minimum 28 ½ earned credits required for graduation. 1 credit in the Vocational/
Technical and Fine Arts areas, and ½ credit in Speech and Consumer Ed. (Intro to Business or Applied Business Practices) is
required for graduation. In addition, the 3 credits in Math include 1 credit in Algebra 1 and 1 credit in a course with Geometry content. Each successfully completed course is worth 1/2 credit per semester. Refer to the specific graduation requirements on facing page.
FRESHMAN:
SOPHOMORE: 1 semester American Government,
U.S. History 1, and Health is required.
Sem. 1
Sem. 2
Credit
Sem. 1
Sem. 2
Credit
1
English
English
1
1
English
English
1
2
Math
Math
1
2
Math
Math
1
3
Science
Science
1
3
Science
Science
1
4
Physical Ed.
Physical Ed.
1
4
Physical Ed.
Physical Ed.
1
5
U.S. History 1
5
6
7
7
8
8
TOTAL CREDITS __________
TOTAL CREDITS__________
SENIOR (plus other required credits not yet completed)
JUNIOR: One year U.S. History 2 is required.
Sem. 1
Sem. 2
Credit
Sem. 1
Sem. 2
Credit
1
English
English
1
1
English
English
1
2
Math
Math
1
2
Physical Ed.
3
Physical Ed.
Physical Ed.
1
3
4
U.S. History 2
U.S. History 2
1
4
5
5
6
6
7
7
8
8
2015-2016
3
GENERAL INFORMATION
EAGLE MENTORING PROGRAM (EMP)
The Eagle Mentoring Program is designed to help freshmen transition to high school successfully. All freshmen are enrolled in the program and each is assigned a mentor from the sophomore, junior, or senior class. The mentors work with the freshmen during study hall
every day and take on multiple roles to ensure the students have success their first year in high school. EMP provides an environment
conducive to learning and adds a positive social aspect through activity days each week. In order to become an EMP mentor, students
must be a sophomore, junior, or senior with adequate grades, enthusiasm, and must have a strong commitment to work with freshmen on
a daily basis.
TEACHER'S AIDES
Senior students may qualify for teacher's aide positions. Counselors will offer teacher's aide positions to those students who meet requirements for a limited number of open positions. Administrative approval for admission in this program will be on an individual basis.
Factors to be considered will include academic success, attendance, disciplinary record and reliability. Only one unit (two semesters) of
credit may be earned as a teacher's aide. Requirements for T.A.: Students must have least a 3.0 cumulative GPA, administrative approval, and availability of positions. T.A. is a Pass/Fail course (grade does not figure into gpa) and students will earn 1/2 credit per semester for each semester passed (maximum 1 credit).
END OF COURSE ASSESSMENTS
Assessments are given at the end of each semester, on designated days. No teacher will be permitted to release students from the classroom area during the examination period. Examinations will not be given early except in extreme hardship cases as determined by the
administration. Early departure for vacations is not reason for early exams.
EXAM EXEMPTIONS
All students who meet certain attendance requirements may be exempted from one or two semester exams. Students can not have any
unexcused absences. A student can have up to 1 excused absence to receive two exemptions and 1 1/2 to 3 excused absences to receive
one exemption. They may have no more than 2 unexcused lates. Students must also have earned a “C” or better in the class(es) they
wish to exempt from. Seniors meeting graduation requirements at the end of second semester may be exempt from semester examinations, provided they have earned a "C" average or better and are approved for exemption by the teacher.
GRADE REPORTS
Student report cards are issued at the end of each semester. Letter grades are used to present student progress and are explained as follows:
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
% Points Scale 1
99—100
95—98
93—94
91 –92
87—90
85—86
83—84
79—82
77—78
75—76
72—74
70—71
0—69
Scale 2
4.33
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
1.00
0.00
Scale 3
5.33
5.00
4.67
4.33
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
0.00
6.33
6.00
5.67
5.33
5.00
4.67
4.33
4.00
3.67
2.33
2.00
1.67
0.00
Special student interim reports (progress reports) are mailed to parents at least three times during each semester. A final semester report
card is mailed at the end of each semester. *An incomplete grade should be made up by the student within a two-week period of time following
the close of the nine-week period or the student may receive a failing grade. (Grading scale adopted school year 2006-2007.)
WEIGHTED COURSES
Certain designated courses receive weighted value when earning an A, B, or C. (A=6, B=5, C=4.) Courses receiving weighted values
are designated as Honors or AP level courses.
EAGLE ACADEMY
Eagle Academy is a credit recovery program that offers a non-traditional path towards a diploma. Students in the program have access
to flexible scheduling, tutoring, computer based learning and independently paced courses. To be considered for the program, students
must fill out an application and be interviewed by the staff of Eagle Academy.
COURSE NON-DISCRIMINATION
Vocational opportunities within our curriculum are available to all students without regard to race, color, national origin, sex or handicapping condition. All students, however, must meet the required prerequisites for each course level they may wish to schedule. Mr.
Scott Amerio, Superintendent, is the district coordinator students and parents may contact concerning any questions relative to compliance with TITLE IX and/or Section 504 of the REHABILITATION ACT OF 1973.
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2015-2016
GENERAL INFORMATION
EQUAL EDUCATIONAL OPPORTUNITIES
Equal educational and extracurricular opportunities shall be available for all students without regard to color, race, nationality, religion,
sex, sexual orientation, ancestry, age, physical or mental disability, gender identity, status of being homeless, order of protection status,
actual or potential marital or parental status, including pregnancy. Further, the District will not knowingly enter into agreements with
any entity or any individual that discriminates against students on the basis of sex or any other protected status, except that the District
remains viewpoint neutral when granting access to school facilities under School Board policy Use of Buildings and Facilities. Any
student may file a discrimination grievance by using Board policy 2:260, Uniform Grievance Procedure.
SEX EQUITY
No student shall, based on sex, sexual orientation, or gender identity be denied equal access to programs, activities, services, or
benefits or be limited in the exercise of any right, privilege, advantage, or denied equal access to educational and
extracurricular programs and activities.
Any student may file a sex equity complaint by using Board policy 2:260, Uniform Grievance Procedure. A student may ap
peal the Board’s resolution of the complaint to the Regional Superintendent (pursuant to 105 ILCS 5/3/10) and, thereafter, to
the State Superintendent of Education (pursuant to 105 ILCS 5/2-3.8).
ADMINISTRATIVE IMPLEMENTATION
The Superintnedent shall appoint a Nondiscrimination Coordinator. The Superintendent and Building Principal shall use
reasonable measures to inform staff members and students of this policy and grievance procedure.
NONDISCRIMINATION COORDINATOR:
Scott Amerio
Name
200 S Sheldon, Rantoul, IL 61866
Address
217-892-6001
Telephone
COMPLAINT MANAGERS:
Todd Wilson
Sandy Davis
Name
Name
Address
Address
217-892-6000
217-892-6000
Telephone
Telephone
RTHS LIBRARY
The library contains over 10,000 volumes, an audio-visual collection, a class set of Google Chrome Notebooks with internet and database access. The library houses all of the school’s computer carts which are used daily by the faculty and students. Any student has access to a computer in the library during school hours. The reference section contains a variety of dictionaries and encyclopedias to total
over 1200 volumes. The librarian, Miss Regan, is available during the school day as well as before and after school to assist with any
special reference problem or aid in the selection of materials for recreational reading.
Any student is allowed to use the library during study hall with a signed pass from both his/her student hall teacher and the librarian.
Freshmen are allowed to use the library depending on the current Eagle Mentoring program schedule.
Three daily papers and one weekly paper, as well as over 40 current periodicals, are available for use in the library. An online research
database, EBSCO, provides access to 8 databases. EBSCO refers students to thousands of magazines and journal and newspaper articles
which students can access in the library or from any off-site computer using the library password. The library also subscribes to Scholastic Scope, NY Times Upfront, Oxford English Dictionary, and The Institute for Career Research. All students have access to the online
and text resources available. The resources in the library are selected to be closely coordinated with the school curriculum, providing
strong support for each field of instruction and offering a wide range of recreational reading material. Additional materials are available
through the Lincoln Trail Libraries System of which RTHS is a member.
In addition to printed materials, CDs, DVDs, and other non-print sources are available for student use in the library. Students may borrow books from the circulating collection for a period of two weeks. Books on reserve may be checked out overnight. The reference
collection must be used in the library.
Student orientation pamphlets on library usage are available at the circulation desk. Classes using the library for research receive specific information skills instruction related to a particular assignment or project. Additional individual instruction is available by appointment before or after school.
The librarian is also the contact person for Skyward and Google usernames and passwords. Identification cards and replacement cards
are available for purchase in the library for the cost of $1.00.
2015-2016
5
AGRICULTURE
This program consists of courses for all students who wish to increase their knowledge and skill in agriculture. The program includes
introductory courses in animal and plant science along with specialized courses in agri-business, mechanics and horticulture. Joining
the FFA gives students the opportunity to develop leadership skills, participate in contests, and win awards.
Earned credit in Agriculture meets the vocational-technical requirement for graduation. RTHS requires a minimum 1 earned credit
in the vocational-technical area.
AVAILABLE 2015-2016 COURSES
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COURSE
CREDIT
PREREQUISITE
GRADE LEVELS FEES
Introduction to Agriculture
1 unit—two semesters
No
9, 10, 11
Yes
Advanced Agriculture Science 1 unit—two semesters
Yes (or consent of instructor)
10, 11, 12
Yes
Principles of Small Engines
1/2 unit—one semester
Yes (Grade Level)
10, 11, 12
Yes
Farm-Auto Power
Yes
10, 11, 12
No
Agricultural Mechanics
Yes (Grade Level)
11, 12
No
Horticulture Science 1
Yes (Grade Level)
10, 11, 12
Yes
Horticulture Science 2
Yes
11, 12
Yes
Agri-Business Management
Yes (Grade Level)
11, 12
No
Biological Science Applications in Agriculture
Yes
10, 11, 12
Yes
Natural Resources & Conservation Management
Yes
10, 11, 12
No
2015-2016
AGRICULTURE
INTRODUCTION TO
AGRICULTURE
FEES: $10.00
Prerequisite: An interest in agriculture
Grade Levels: 9, 10, 11
Credit: 1 unit - two semesters
ADVANCED AGRICULTURE
SCIENCE
(offered in even numbered years {2014-2015})
FEES: $10.00
Prerequisite: Introduction to Agriculture
or consent of instructor
PRINCIPLES OF SMALL
ENGINES (1st semester of Ag. Mech. & Tech)
Prerequisite: 10, 11, 12
Credit: 1/2 unit - one semester
FARM-AUTO POWER
(2nd semester of Ag. Mech. & Tech)
Prerequisite: Principles of Small Engines
AGRICULTURAL MECHANICS
FEES: $10.00
Prerequisite: Junior or senior standing
Credit: 1 unit - 2 semesters
HORTICULTURE SCIENCE 1
FEES: $10.00
Prerequisite:
Sophomore, junior or senior standing
2015-2016
Designed to help students learn the vital role agriculture plays in our society and in their
lives. Students will become aware of the many career opportunities available in the
agriculture industry and be eligible to win awards through FFA. Students will learn
about animal science, plant science, agribusiness, food science, and conservation.
Agriculture: The industry too big to ignore. Explore career opportunities in this country's largest and most important industry. Discuss environmental issues, do experiments, care for animals, grow plants, learn about conservation, manage an aquaculture
system, process food products, learn about food safety, develop basic mechanical skills,
and more. Through class instruction and involvement in FFA, students will have the
option of participating in sectional contests, applying for awards, and attending leadership conferences.
This course includes a study of the principles of operation, maintenance, trouble shooting, tune-ups, repair, and overhaul of small engines. Students work in pairs to tune-up,
repair, and overhaul engines in the shop.
This comprehensive machinery service course concentrates on the following areas: using service manuals, electrical applications for agricultural equipment, fundamentals of
multi-cylinder engines, reconditioning and repairing agricultural equipment, assembling
and adjusting agricultural equipment, organization and management of agricultural machinery dealerships, human relations, and sales techniques.
In this course, theory and hands-on experiences provide opportunities for students to
develop basic knowledge and skills in agricultural mechanics. Instructional areas include the basic fundamentals of surveying, welding, construction, cold metal work, and
operating agricultural equipment safely. Improving workplace and computer skills will
be a focus.
Horticulture course topics include lawn care and development, tree planting and care,
landscaping, gardening (vegetables, fruits, and flowers). Plant growth, plant propagation, managing the growing environment, and flower arranging. This applied agriculture science class gives students such experiences as seeding a lawn, sodding a lawn,
drawing landscape plans, planting trees, fertilizing trees, using herbicides and insecticides, testing soil, planting a garden, rooting cuttings, forcing bulbs, grafting woody
plants, breaking seed dormancy, sterilizing soil, mixing growing media, arranging flowers, and making corsages.
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AGRICULTURE
HORTICULTURE SCIENCE 2
FEES: $10.00
Prerequisite: Horticulture Science 1
Grade Levels: 11, 12
AGRI-BUSINESS
MANAGEMENT
BIOLOGICAL SCIENCE APPLICATIONS IN AGRICULTURE
FEES: $10.00
Prerequisite:
1 year of science (preferably Biology)
Credit: 1 unit - two semesters. (May be
used as a science credit.
NATURAL RESOURCES &
CONSERVATION
MANAGEMENT
Prerequisite: Introduction to Agriculture
8
This course will be offered to provide students an opportunity to expand their horticultural, agricultural, and FFA knowledge, experiences, and opportunities. Floral design,
hydroponics, greenhouse crop production, nursery production, plant propagation and
research will be some of the topics covered.
This course is designed to explore issues facing agriculture and business in today’s society. Students will learn agricultural business procedures and computer applications.
Establishing, managing, and financing the agribusiness along with marketing, advertising, and selling of products will be studied. Students will have a chance to create their
own business through the knowledge obtained in this course. Guest speakers and field
trips will help make students aware of career opportunities and develop a new perspective on agricultural opportunities. Students will also do lab activities such as creating
product displays, creating advertisements, and trying to sell a product.
This class is designed as a laboratory class that will help students understand science
concepts and principles by using relevant agriculture applications. The integration of
science and agriculture will give students the opportunity to see science at work in
plants, animals and the agriculture environment. Students will come to understand agriculture practices and the scientific principles that govern their use.
Students will learn to conduct agricultural research, see agriculture’s role in environmental issues, study plant and animal reproduction, and find the “how” and “why” balancing. Students will also do lab exercises dealing with mitosis, flowers, fruits, ruminant digestion, dairy products, and many more. First semester will focus on plant science with second semester devoted to animal science.
This course develops management and conservation skills in understanding the connection between agriculture and natural resources. Student knowledge and skills are developed in : understanding natural resources and its importance; fish, wildlife, and forestry
management & conservation; and exploring outdoor recreational enterprises. Hunting
and fishing as a sport, growing and managing tree forests, and outdoor safety education
will be featured.
2015-2016
BUSINESS
The Business Education Department prepares students to become responsible citizens capable of making economic decisions that will
benefit their personal and professional lives. This is achieved by providing a blend of academic and hands-on real world experiences
that groom students for further education, business careers, and future employment.
Earned credit in Business meets the vocational technical requirement for graduation (except for Intro. to Business and Applied Business Practices, which meet the Consumer Education requirement.) RTHS requires a minimum 1 earned credit in the vocationaltechnical area.
COURSE
CREDIT
PREREQUISITE
GRADE LEVELS
Introduction to Business
No
9, 10, 11, 12
Applied Business Practices
No
9, 10, 11, 12
Financial Record Keeping
Yes
10, 11, 12
Managerial Record Keeping
Yes
10, 11, 12
Keyboarding 1
No
9, 10, 11, 12
Keyboarding 2/DC Keybd 2
Yes
9, 10, 11, 12
Computer Applications
Yes
10, 11, 12
Word Processing (Dual Credit)
Yes
11, 12
Spreadsheets (Dual Credit)
Yes
11, 12
Web Page Dev. & Design
Yes
10, 11, 12
Digital & Interactive Media
Yes
11, 12
Accounting 1
Yes (Grade Level)
11, 12
Accounting 2
Yes
12
Business Law 1
Yes (Grade Level)
11, 12
Business Law 2
Yes
11, 12
Marketing
Yes
11, 12
Economics
Yes (Grade Level)
11, 12
Advanced Economics
Yes
11, 12
Entrepreneurship/DC Entren.
Yes
11, 12
DC Office Professional Topics 1/2 unit—one semester
Yes
11, 12
Cooperative Education
(work program)
Yes
11, 12
2015-2016
class = 1 unit, work = 2 units
9
BUSINESS
INTRODUCTION TO BUSINESS
Prerequisite: None
Grade Levels: 9, 10, 11, 12
APPLIED BUSINESS
PRACTICES
Prerequisite: None
FINANCIAL RECORDKEEPING
Prerequisite: Students who have received
credit in Accounting will not be eligible to
take this course
MANAGERIAL
RECORDKEEPING
Prerequisite: Students who have received
credit in Accounting will not be eligible to
take this course
KEYBOARDING 1
Prerequisite: None.
Credit: 1/2 unit - one semester.
KEYBOARDING 2
Prerequisite: Keyboarding I with a grade
of C or above
DUAL CREDIT
KEYBOARDING 2 (CIS 157)
Prerequisite: ,3.0 minimum GPA,
Keyboarding I with a grade of C or above
Grade Levels 11, 12
10
Students will learn how money affects their lives. Students will set goals and take the
necessary steps to reach those goals, take assessments to match their skills and interests
to career options, and create spending plans based on values, wants, needs and goals.
Students will examine the basic concepts of financial literacy, specifically those which
affect their personal lives. They will explore various factors which will help them make
informed decisions and judgments as responsible citizens in our economy.
Students will develop the skills and procedures necessary to create, calculate, store and
retrieve common business forms used in personal and business applications. Students
will examine work ethics and their importance in being successful workers and citizens.
Students will develop the skills and procedures necessary to create, calculate, store and
retrieve common business forms, focusing on account payable records and record keeping for a small business.
Students will develop skills in operating a computerized keyboard by using the touch
system to efficiently produce documents used in academic, personal, and business situations.
This course is designed to develop keyboarding skills to rapidly and accurately produce
business letters, memos, reports, and tables.
This course is designed to develop keyboarding skills to rapidly and accurately produce
business letters, memos, reports, and tables. 3 Parkland College credit hours can be
earned.
2015-2016
BUSINESS
COMPUTER APPLICATIONS
Prerequisite: Successful completion of
Keyboarding 1. Students with credit in
Word Processing or Spreadsheets are not
eligible to take this course.
WORD PROCESSING (Dual Credit)
Prerequisite: Keyboarding I with a grade
of C or above
SPREADSHEETS (Dual Credit)
Word Processing or Computer Applications
with a grade of C or above
WEB PAGE DEVELOPMENT
AND DESIGN
Keyboarding 1
DIGITAL & INTERACTIVE
MEDIA
Prerequisite: Approval from the instructor
and an application. Application includes:
student application and staff expectations
signed by both student and parent/guardian
Credit: 1 unit—two semesters
ACCOUNTING 1
2015-2016
Students will use application software in the Microsoft Office Suite to create documents, spreadsheets, graphs, and presentations. Students will also explore and produce
documents in various other applications.
Students will examine and become familiar with the basic and advanced features of Microsoft Word. Students will explore the benefits of Microsoft Word as it pertains to
their personal and professional lives. Students can earn 3 Parkland College Credits.
Students will examine and become familiar with the basic and advanced features of Microsoft Excel. Students will explore the benefits of Microsoft Excel as it pertains to
their personal and professional lives.
Students will be able to create their own working website by the end of this course by
manipulating: images, tables, menu bars, links, and CSS layouts and rules. Students will
learn about copyright laws and how they affect what they can and cannot include in
their websites.
Students will navigate the Premiere Pro workspace in order to produce new for the rest
of the school. Students decide what will be highlighted for the rest of the school to see
and how this year will look for the rest of the student body. This course will also allow
the students to engage in all aspects of video production; from the planning stages to the
implementation, editing and final production.
Students will plan, record, analyze, and interpret financial information to enable them to
more knowledgeably manage and understand financial resources. Students will also
explore work ethics and professional business ethics and their importance for success to
workers and citizens.
11
BUSINESS
ACCOUNTING 2
Accounting I
Grade Levels: 12
MARKETING
Introduction to Business or Applied Business
BUSINESS LAW 1
BUSINESS LAW 2
Business Law 1
DUAL CREDIT OFFICE
PROFESSIONAL TOPICS
(CIS 170)
Prerequisite: 3.0 GPA
ECONOMICS
ADVANCED ECONOMICS
Economics with a C or above
12
Students will expand their study of planning, recording, analyzing, and interpreting financial information according to generally accepted accounting practices using manual
and electronic methods.
Students will discover the foundations and functions needed to successfully market
goods, services, and ideas to consumers. Students will design a marketing plan for a
business that is suited for a specific target market that will meet the goals of the business.
Students will explore the foundations of business law while investigating personal law
topics. Students will demonstrate their understanding of the U.S. legal system and constitution through a mock trial.
Students will expand their knowledge by exploring more in depth topics related to personal and business law concepts. Students will demonstrate their knowledge of contract, labor, employment law through a mock trial.
This course is an overview of office careers. It looks at topics such as workplace attitudes, ethics, and responsibilities. This course focuses on soft skill including decisionmaking, communications, human relations, and business ethics. 3 Parkland College
credit hours can be earned in this class.
Students will examine how individuals, households and firms make decisions to allocate
limited resources. Students will focus on individual decisions and specific markets to
make better economic decisions and satisfy their needs and wants.
Students will examine the overall working of a national and global economy. Students
will focus on large-scale, general economic factors on both a national and international
level to better understand the economy as a whole. This is a continuation of Economics.
2015-2016
BUSINESS
ENTREPRENEURSHIP
Prerequisite: Preferred completion of
Introduction to Business or Applied Business
DUAL CREDIT
ENTREPRENEURSHIP (BUS 117)
Prerequisite: 3.0 GPA, reading placement
score of CCS099 or college level reading
This course takes students on a step-by-step journey through the process of owning a
business. This course focuses on the fundamentals of entrepreneurship and small business management with an emphasis on organization, financial, and marketing management. The main activities is business planning, and keys to business success.
This course is designed for all owners, managers, and employees of existing or proposed
small or independent businesses, including nonprofit organizations. This course focuses
on the fundamentals of entrepreneurship and small business management with an emphasis on organization, financial, and marketing management. The main activities are
business planning and keys to business success. 3 Parkland College credit hours can be
earned.
COOPERATIVE EDUCATION
COOPERATIVE EDUCATION 1
(offered in even numbered years {2016-2017})
Prerequisite: Instructor recommendation &
application process
Students will develop a clearer vision of a productive future and an understanding of
how to make that vision a reality through an extensive school-to-work program with a
close relationship between local businesses and school. Students will explore a wide
range of career options with increased motivation to stay in and to succeed in school.
(Students must follow all given state regulations for this type of work experience program.)
COOPERATIVE EDUCATION 2
[(offered in odd numbered years {2015-2016})
Prerequisite: Instructor recommendation
& application process
Students will examine additional topics in order to make the transition from school to
work a comprehensive experience.
(Students must follow all given state regulations for this type of work experience
program.)
COOPERATIVE EDUCATION
WORK PROGRAM
Prerequisite: Instructor recommendation
& application process
Credit: 2 units - two semesters.
2015-2016
This is the work portion of the Cooperative Education program. Students will obtain
and keep a job at an approved training station for the entire school year. They will leave
school before last period of each day and report to their job site. The hours spent at
their job per week shall number at least fifteen and no more than thirty. Students must
maintain employment in order to receive credit for any of the Work/Coop programs.
13
TECHNOLOGY & ENGINEERING
Earned credit in Technology & Engineering meets the vocational-technical requirement for graduation. RTHS requires a minimum
1 earned credit in the vocational-technical area.
COURSE
14
CREDIT
PREREQUISITE
GRADE LEVELS
FEES
Foundations of Technology & 1/2 unit—one semester
Engineering
No
9, 10, 11, 12
Yes
Electronics Technology 1
Yes
9, 10, 11, 12
Yes
Electronics Technology 2,
Robotics
Yes
10, 11, 12
Yes
Foundations of Drafting
Communication Technology
Yes
9, 10, 11, 12
Yes
Architectural Drafting 1 & 2
Yes
10, 11, 12
Yes
Mechanical Drafting 1 & 2
Yes
10, 11, 12
Yes
Precision Metal Production 1
Yes
9, 10, 11, 12
Yes
Precision Metal Production 2,
Welding
Yes
10, 11, 12
Yes
Foundation of Precision Wood 1/2 unit—one semester
Production
Yes
9, 10, 11, 12
Yes
Precision Wood Production 1
Yes
10, 11, 12
Yes
Precision Wood Production 2
Yes
11, 12
Yes
Home Maintenance & Repair
Yes (Grade Level)
10, 11, 12
Yes
2015-2016
FOUNDATIONS OF TECHNOLOGY & ENGINEERING (formerly
Orientation to Industrial Technology)
FEES: $10.00
Prerequisite: None
ELECTRONICS
TECHNOLOGY 1
(formerly Electricity 1)
FEES: $10.00
Foundations of Tech & Engineering
ELECTRONICS
TECHNOLOGY 2, ROBOTICS
FEES: $10.00
Electronics Technology 1
ELECTRONICS
TECHNOLOGY 3,
MECHATRONICS 3
(offered in even # years, 2016-2107)
FEES: $10.00
Electronics Tech 2 with a C- or better or
one semester of Chemistry or Physics and
one year of Algebra or permission of instructor
2015-2016
Introduction to Technology & Engineering is comprised of the following areas: Production, Transportation, Communication, Energy Utilization and Engineering Design but is
not limited to these areas only. This course will cover the resources, technical processes,
industrial applications, technological impact and occupations encompassed by that system
This course introduces students to the vocational fields of energy. In this class, students
are introduced to basic direct current circuits, theory of electricity operations, power
distribution, & the power of Ohm’s Law. Students also develop the skills needed to service, repair, and replace a wide range of equipment associated with automated or instrument-controlled manufacturing processes. The class work involves a variety of hands on
activities. Instruction also includes safety principles and practices, semi-conductors and
transistor theory, electrical parameters and circuits, electronic component function and
identification, and the use and care of related hand tools, power tools, and test equipment. In addition to the manipulative skills, students will use academic skills in math
and reading along with safe work habits.
This course develops and expands students’ skills and knowledge so that they can design and develop robotic devices. Topics covered in the course include mechanics, electrical and motor controls, pneumatics, computer basics, and programmable logic controllers.
This course provides planned learning activities designed to allow students to gain
knowledge and skills in testing, maintaining, and repairing electronic equipment and
systems used in the manufacturing industry. Learning activities in this course emphasizes the development of more advanced knowledge and skills than those provided in Electronics Technology 1. Skills introduced in this course include instruction in the interpretation of technical sketches, schematics, and circuit diagrams. Additional units of instruction include Electro-Mechanical systems provide students with instruction and experience in components and equipment that use electricity and the power of physical
forces. Students gain an understanding of the principles of electricity and mechanics and
their application to gears, including hydraulic /pneumatic equipment, cams, levers, circuits, and other devices used in the manufacturing process or within manufactured
goods.
15
FOUNDATIONS OF DRAFTING
COMMUNICATION
TECHNOLOGY
(formerly Drafting 1)
FEES: $10.00
Prerequisite: Passed Foundations of Tech
& Engineering
ARCHITECTURAL DRAFTING
1 & 2 (formerly Drafting 3)
FEES: $10.00
Foundations of Drafting with a C- or better
Credit: 1 unit - two semesters.
MECHANICAL DRAFTING 1 &
2 (formerly Elementary Drafting )
FEES: $10.00
Foundations of Drafting with a C- or better
16
Beginning Drafting is an introductory level drafting course. During this course students
will learn the basic fundamentals of drafting and /or computer aided drafting (CAD).
The instruction will include the care and use of drafting equipment, freehand sketching,
orthographic projection, lettering techniques, dimensioning standards, pictorial drawings, drawing reproduction, and an introduction to CAD. Students will also be exposed
to industry standard software such as; AutoCAD, Inventor, and Revit.
Architectural Drafting 1 (1 semester): This course is designed to provide students interested in a career in Architecture with information and practical experience needed for
the development of job-related competencies. Students are made aware of the career
opportunities available in the Architectural Drafting and Architectural Drafting CAD CADD field. Instruction is provided in the areas of planning and organizing activities,
researching information, performing general office procedures, preparing of preliminary
drawings, basic layout, detail drawings, reproduction techniques, producing working
drawings, and computer aided drafting. Students are also provided with instruction in
producing architectural drawings in the areas of presentation, floor plans, illustration of
landscape features, sketching preliminary floor plans, drawing foundation plans and
sections, exterior elevations, stair sections, chimney sections, roof sections, finish
schedules, preparing plumbing, HVAC and electrical plans, and structural drawings.
Architectural Drafting 2 (1 semester): Instruction is provided in the areas of locating
information using computer data files, determination of materials and availability, project conferences, checking plan dimensions, drawing schematic sketches, preparing
scale sketches, producing drawings from written /verbal instructions, application of coordinate dimensioning standards, creating drawings using a plotter/printer, producing
renderings and/or charts and graphs, and common plan features. Instruction is also provided in the areas of drawing framing plans, wall sections, fireplace sections, door sections, door and window schedules, dimensioning structural steel drawings, constructing
column detail drawings, preparation of structural foundation, slab and floor plans, drawing electrical, block, schematic, and electrical connection drawings. Skills relating to
CAD include preparation of a basic CAD drawing, building and editing a data base,
developing a 3-dimensional drawing and selecting appropriate line work, line weight,
and color.
Mechanical Drafting 1 (1 semester): This course introduces students to layout to
scale using specified tolerances, preparing detail drawing for individual parts from
drawings, layout and creating assembly drawings, and preparing mechanical orthographic subassembly drawings. This course also includes a sequence of CAD experiences in 2-dimensional and 3-dimensional dr awing gener ation to include vocabular y
development, system operation, entity creation, dimensioning and text insertion, plotting, three dimensional coordinate system, 3-D parts detailing and assembly drawings,
wire frame models, and system management relative to hard disk and tape storage systems. Primary focus will be using Autodesk Inventor.
Mechanical Drafting 2 (1 semester): Instruction is provided in the areas of identifying appropriate interfacing personnel (internal/external), producing renderings (3D
drawings) and pr oject time schedules, pr oducing str uctur al wor king dr awings as
structural steel plans, dimension structural steel drawings, and draw beam connections,
and producing electrical and electronic working drawings as electrical and electronic
schematic diagrams. Additional skills introduced in this program include determining
the requirements of a specific drafting job, preparing preliminary drawings such as freehand, isometric, orthographic, and oblique sketches; preparing detail drawings such as
creating assembly drawings, orthographic projections, sectional views, auxiliary views,
isometric views and letter drawings; producing mechanical working drawings such as
detailing components of mechanical orthographic assembly and subassembly drawings;
using CAD command processes as preparing a basic CAD drawing, start up, log on,
retrieve, save, log off and shut down CAD system; creating disk files, copying disk files,
and generating a grid on drawing. Advanced Autodesk Inventor will be the primary focus of this class. Other supplemental programs will also be used from time to time.
2015-2016
PRECISION METAL
PRODUCTION 1 (formerly Metals 1)
FEES: $15.00
PRECISION METAL
PRODUCTION 2, WELDING
(formerly Metals 2)
FEES: $15.00
Precision Metal Prod. 1
ENGINEERING BY DESIGN
(formerly Metals 3)
(offered in even # years, 2016-2017)
FEES: $20.00
Prerequisite: Successful completion of Precision Metal Prod. 2 with C- or better or
instructor consent
FOUNDATION OF PRECISION
WOOD PRODUCTION
(formerly Woods 1)
FEES: $15.00
PRECISION WOOD
PRODUCTION 1 (formerly Woods 2)
FEES: $15.00
Foundation of Precision Wood Prod
PRECISION WOOD
PRODUCTION 2
(formerly Woods 3)
(offered in odd # years {2015-2016})
FEES: $30.00
Precision Wood Prod. 1 with C- or better or
instructor consent
HOME MAINTENANCE & REPAIR
FEES: $10.00
2015-2016
This course offers a planned sequence of learning experiences which provide students
with the opportunities to develop competencies needed for employment in a variety of
manufacturing related occupations. This course introduces students to the skills common to many occupations, such as applying safety practices, selecting materials, performing bench work operations, performing precision measurement, performing layouts,
recordkeeping activities, and operating a variety of tools used for separating, forming,
and combining materials.
This course assists students in gaining the knowledge and developing the basic skills
needed to be successful in welding technology. Units of instruction include Arc, TIG
and MIG welding, metallurgy, cutting metal using arc, plasma, and oxy–gas. In addition, students learn the basics of blueprint reading, precision measuring, layout, and production process planning.
In this course, engineering scope, content, and professional practice are presented
through practical applications. Students in engineering teams apply technology, science,
and mathematics concepts and skills to solve engineering design problems and create
innovative designs. Students gain machining skills while working with lathes, milling
machines, surface grinders, drill presses, and other equipment. In addition, students
learn the basics of blueprint reading, precision measuring, layout, and machining process planning. Students research, develop, test, and analyze engineering designs using
criteria such as design effectiveness, public safety, human factors, and ethics. This
course is the capstone experience for students who are interested in Technology, Innovation, Design, and Engineering.
Beginning Cabinetmaking course provides students with experience in constructing cases, cabinets, counters, and other interior woodwork. Students learn how to use various
woodworking machines and power tools for cutting and shaping wood. This course can
cover the different methods of joining pieces of wood, how to use mechanical fasteners,
and how to attach hardware.
This course introduces students to the basic design and fabrication of residential cabinetry and custom furniture. The course also exposes students to the millwork and millwright industry. Instruction includes safety practices in using hand tools and power
equipment. In addition, there will be an added emphasis on Computer Numeric Control
(CNC) systems and the manufacturing process.
This course provides learning experiences related to the erection, installation, and
maintenance of commercial and residential cabinetry, and the repair and maintenance of
stationary woodworking machinery. Advanced CNC project planning skills will be developed and other planned learning activities emphasize the development of more advanced knowledge and skills than those provided in Cabinetmaking and Millwork I.
This course provides the student with the knowledge and skills necessary to perform
basic cabinetry construction and how it relates to the manufacturing process. In addition,
more advanced woodworking machine maintenance skills are introduced.
This course focuses on the knowledge, hands-on skills, and work place skills applicable
to the construction industry. Major units of instruction include: personal safety, hand
tools, power tools, construction skills in carpentry, plumbing, electricity, concrete, flooring, drywall and painting.
17
FAMILY & CONSUMER SCIENCE
The mission of family and consumer science education is to prepare students for lifelong learning in a diverse global society by focusing
on family life, work life and personal growth. The goals of these courses are to help students develop interests, knowledge and skills in
areas of foods, textiles, child care, parenting, housing and interior design, and consumerism. All students are permitted to enroll in the
course desired provided recommended prerequisites have been met.
Earned credit in Family & Consumer Science meets the vocational-technical requirement for graduation. RTHS requires a minimum 1 earned credit in the vocational-technical area.
COURSE
CREDIT
PREREQUISITE
GRADE LEVELS
FEES
Foods 1
No
9, 10, 11, 12
Yes
Foods 2
Yes
9, 10, 11, 12
Yes
Gourmet Cook./Food Services 1 unit—two semesters
Yes
11, 12
Yes
Clothing 1
No
9, 10, 11, 12
No
Clothing 2
Yes
9, 10, 11, 12
No
Clothing 3
Yes
11, 12
No
Clothing 4
Yes
11, 12
No
Housing & Interior Design
Yes (Grade Level)
10, 11, 12
No
Child Development & Care 1
No
9, 10, 11, 12
No
Child Development & Care 2
Yes
10, 11, 12
No
Parenting
Yes
11, 12
No
Independent Living
Yes
12
Yes
18
2015-2016
FOODS 1
FEES: $10.00
Prerequisite: None
FOODS 2
FEES: $10.00
Foods 1
GOURMET COOKING/FOOD
SERVICE
FEES: $10.00 per semester
Prerequisite:s Successful completion of
Foods 2
CLOTHING 1
Prerequisite: None
CLOTHING 2
Clothing I
2015-2016
Students will learn basic nutrition principles; explore the kitchen workplace and understand basic cooking principles and techniques. Students will interpret nutritional information and its effects on health as well as prepare basic food items using the proper
measuring techniques and use proper tools.
Students will expand nutrition principles; increase kitchen workplace knowledge and
increase knowledge of cooking principles and techniques. Students will expand their
practice in use of kitchen equipment, measurements and cooking items.
Students will explore and use advanced cooking principles and techniques applicable to
home and the food service industry. Students will recognize the effects of herbs, spices,
and additives in foods and cooking.
Students will explore clothing fashion and careers; comprehend textile properties for
project suitability; and develop basic sewing construction skills. (Students are responsible for supplying their own materials. Two required projects.)
Students will extend knowledge of fashion, synthetic textiles and project suitability,
alterations and sewing skills. (Students are responsible for supplying their own materials. Three required projects.)
19
CLOTHING 3
Clothing 1 and 2 or consent of instructor
CLOTHING 4
Clothing 1 ,2, & 3 or consent of instructor
HOUSING AND INTERIOR
DESIGN AND RESOURCE
MANAGEMENT
Students will be able to extend knowledge of sewing skills in garment construction.
Additional focus will include recycling garments and a service project. (Students are
responsible for their own materials.) Minimum three required projects.
Students will be able to extend knowledge of sewing skills by incorporating lapels,
bound buttonholes and simple flat pattern. Additional focus will include service projects, simple alterations, and a research paper on a designer. (Students are responsible
for their own materials.) Minimum three required projects.
Students will explore housing as a need and design implications. Students will use technology to assist in floor planning, learn the common trends in housing and implement
design principles.
CHILD DEVELOPMENT &
CARE 1
Prerequisite: None
CHILD DEVELOPMENT &
CARE 2
Prerequisite: Approval from the instructor.
Successful completion of Child Development and Care I and Foods I with a C or
higher.
Successful completion of 1st semester Child
Development and Care II with a C or higher to enter 2nd semester of Child Development 2.
PARENTING AND RESOURCE
MANAGEMENT
Child Development 1
INDEPENDENT LIVING AND
RESOURCE MANAGEMENT
Students will explore theories of development, reproduction, prenatal, pregnancy, birth
and infancy. Students will analyze the functions of families and parenthood and their
effect on children as well as the development of a child.
Students will explore areas of development for toddlers and preschoolers along with a
study of special needs and abuse concerns. Second semester students will explore the
working world of child care programs with a focus on preschool programs.
Students will comprehend the importance of parenting, including responsibilities and
skills needed. Students will examine parenthood and family structures, decision-making
as it applies to parenting, and explore the various health and safety practices applicable
to parenthood.
Students will explore a variety of areas to facilitate independent living. Students will
complete the budgeting process, learn to apply basic sewing, and cooking procedures,
FEES: $10.00
Prerequisite: Senior students who have
NOT had any previous foods or clothing
courses
Grade Levels: 12
20
2015-2016
ART/MUSIC
Art is an elective course and may be of interest to any student who would like to enter an art connected vocation. Art may also be of
interest to a student who merely enjoys drawing or construction for creative satisfaction. Successful completion of 2 years of art will
prepare a student for college as an art major or in related fields such as industrial design, architecture, advertising, fashion design, art
teaching, or commercial art.
Courses in music are available for academic credit. All students who are interested are welcome to take classes in instrumental, choral,
or general music. There is a place for everyone. The music department presents many performances throughout the year and all concerts are required for the participating student. Extracurricular opportunities in music are available in the form of smaller, independent
ensembles as well. These include the madrigal, singers, Collision (a percussion ensemble), small jazz groups, pep band, and much more.
Music is not an “easy A” and should be approached with an attitude of improvement. Hark work and dedication are required to be successful, but the rewards are immeasurable.
*Concert attire for all performing groups, unless otherwise specified, is the following:
Black socks, black shoes, black dress pants (or dress/skirt), black dress shirt. It is the responsibility of the student to acquire these
things BEFORE the concert.
Earned credit in Art/Music/Drama meets the Fine Arts requirement for graduation. RTHS requires a minimum 1 earned credit in
the Fine Arts area.
COURSE
CREDIT
PREREQUISITE
GRADE LEVELS
FEES
Art Foundations
No
9, 10, 11, 12
Yes
Intro. to Sculpture
Yes
10, 11, 12
Yes
Advanced Sculpture
Yes
11, 12
Yes
Drawing & Painting
Yes
10, 11, 12
Yes
Advanced Drawing/Painting
Yes
11, 12
Yes
Beginning Instrumental Music 1 unit—two semesters
No
9, 10, 11, 12
Yes
Eagle Band
Yes
9, 10, 11, 12
Yes
Jazz Band
Yes
9, 10, 11, 12
Yes
Concert Chorus
No
9, 10, 11, 12
No
Advanced Chorus
Yes
9, 10, 11, 12
No
Music Appreciation
No
9, 10, 11, 12
Yes
2015-2016
21
ART/MUSIC
ART FOUNDATIONS
FEES: $10.00
Prerequisite: None
INTRODUCTION TO
SCULPTURE
FEES: $10.00
Prerequisite:
C or above in Art Foundations
ADVANCED SCULPTURE
FEES: $10.00
Prerequisite:
C or above in Introduction to Sculpture
DRAWING AND PAINTING
FEES: $10.00
Prerequisite:
C or above in Art Foundations
ADVANCED DRAWING AND
PAINTING
FEES: $10.00
Prerequisite:
C or above in Drawing & Painting
BEGINNING INSTRUMENTAL
MUSIC
FEES: $10.00 (Essentials Elements Book)
Prerequisite: None
EAGLE BAND
FEES: Possible trip payments, marching
band polo/t-shirt (payable directly to the
band)
Prerequisite: Membership in band in middle school or consent of instructor
22
This course is an introduction to art where students are exposed to different forms of
visual culture and expression. Students will explore the elements and principles of art
and design through creating various two and three dimensional works. Emphasis is on
developing and exploring the visual language and skills which students can creatively
compose as well as read their visual environment. Students will learn and gain a basic
understanding of historical, analytical, and aesthetic issues in art.
This course is a studio exploration of basic sculpture materials, techniques, and ideas.
Students will investigate concepts such as scale, proportion, volume, balance, and texture in the composition of three-dimensional form. Using a variety of materials
(including wood, plaster, paper mache, and clay), students will create freestanding and
relief sculpture as they explore aesthetic and utilitarian approaches to the various media.
This course provides an opportunity for students interested in sculpture to explore three
dimensional materials in greater depth. More complexity in sculptural processes and
techniques will be introduced and emphasis will be placed on developing individual
style with various media.
Drawing and Painting presents figure, object, and spatial drawing and painting problems
that are designed to expand the student's knowledge of the application of the elements
and principles of design. Foundation drawing and painting techniques are introduced
and developed in each student. Technical skills learned in Art Foundations are reinforced and expanded upon by material and theme development in a sequential method.
Focus is on creating a quality art piece and mastering basic drawing and painting skills
in a variety of media. The influence of historical, critical and aesthetic issues in art will
also be presented to the student.
This class is focused on further developing the skills and techniques the serious art student learned about in Drawing & Painting. A more serious effort will be put on developing a portfolio for college entrance. Students will be expected to create quality works
with more depth in the finished image. Emphasis will also be placed on historical and
contemporary art movements through artwork and how we as artists can use visual culture to influence and learn about the world around us.
This course is for students who have never been in band and want to learn to play an
instrument or students who have not played an instrument in several years. This course
is also for students who wish to change instruments in high school in order to fill out a
satisfactory instrumentation or the student who wishes to begin learning “secondary
instruments” in preparation for majoring in music education in college. This class will
provide an opportunity for students to learn the basics of their new instrument as well as
note reading. If a student does not own an instrument, one may be rented through the
high school or a local shop.
Attendance at all rehearsals and performances is required.
This class focuses on each student’s contribution through exercises in music theory, ear
training, rhythms, and instrumental fundamentals. This class gives students the opportunity to perform intermediate to advanced level music in various styles as part of the
marching band, concert band, and athletic band. Students are required to participate in
all Eagle band activities. These activities will include concerts, programs, and festivals.
There are many opportunities for leadership as well. Repertoire is challenging and of the
highest standard.
All rehearsals and performances are mandatory. All band students are also members
of the marching and athletic bands. All students are expected to practice their instruments at home, before school, or after school. Memorization of music is mandatory.
(Marching Band Only).
2015-2016
ART/MUSIC
JAZZ BAND
band)
Prerequisite:
Audition for Jazz Band
CONCERT CHORUS
Prerequisite: None
ADVANCED CHORUS
Prerequisite:
Audition or consent of instructor
MUSIC APPRECIATION
band)
Prerequisite: None
2015-2016
Jazz Band is auditioned group for musicians that express an interest in learning about
and performing music of the jazz style. Students may be placed in Jazz Band through
audition with the band instructor, held during the spring semester. Music will include
intermediate to advanced literature from various periods in Jazz’s history. Students are
required to participate in all Jazz Band activities. This activities will include concerts,
programs, and festivals. Each student will learn the basics of jazz theory and jazz style,
while also learning the basics of jazz improvisation.
All rehearsals and performances are mandatory.
The emphasis of this course is to allow students an opportunity to participate in a choral
performing organization that promotes individual self-expression through singing in a
group experience. The primary function of this chorus is to actively prepare for formal
concerts and mini-concerts within the Rantoul and surrounding communities. Areas of
study include the basic fundamentals of music, singing technique and vocal production,
choral performance, sight reading, a cappella singing, and a wide variety of choral literature styles. This group is a feeder choir for the advanced choir, and students may audition after one semester to participate in advanced choir.
Attendance at all public performances is required.
This choir is designed to focus on the same techniques and skills presented in concert
choir at a more advanced level. The advanced choir sings at the same formal and miniconcerts as the concert chorus. Solo singing will also be studied in this choir. Previous
singing activities and musical knowledge is encouraged but not required. A singing
audition is necessary for entrance into the advanced choir. Attendance is required at all
rehearsals and performances and the same dress code as the concert chorus applies.
Attendance at all concerts and rehearsals is required.
This course offers students who would like to better understand music a
way of doing that. Styles of music, history, and lyric analysis are just a
few things discussed in this class. Music is presented and analyzed
through listening exercises, group discussion, videos of performances and
various projects throughout the semester. Also, the fundamentals of how
to read and write music are taught in this course.
23
ENGLISH/LANGUAGE ARTS/DRAMA
RTHS requires a minimum 4 earned credits in English.
*Grade level designations apply except when a student needs to make up previously failed required classes.
COURSE
CREDIT
PREREQUISITE
GRADE LEVELS
FEES
Strategic Literacy
Yes
9, 10, 11, 12
No
English 1
No
*9
No
Honors English 1
Yes
9
No
English 2
Yes
*10
No
Honors English 2
Yes
10
No
English 3
Yes
*11
No
Honors English 3
Yes
11
No
English 4
Yes
12
No
Dual Credit English 4
Yes
12
Yes (Book Fee)
Advanced Placement English
Literature
Yes (Grade Level)
12
Yes (test fee)
Creative Writing (English
credit)
Yes (Grade Level)
11, 12
No
Multi-Cultural Literature
(English credit)
Yes (Grade Level)
10, 11, 12
No
Introduction to Speech
Yes
9, 10, 11, 12
No
Advanced Public Speaking
Yes
10, 11, 12
No
Modern Media
Yes
10, 11, 12
No
Spanish 1
Yes
9, 10, 11, 12
Yes
Spanish 2
Yes
10, 11, 12
Yes
Spanish 3
Yes
11, 12
No
Spanish 4
Yes
12
No
Theater Arts
No
9, 10, 11, 12
No
Acting
Yes
10, 11, 12
No
**ACADEMIC HONESTY**
POLICY: Rantoul Township High School’s English depar tment believes that the basis for per sonal and academic development is honesty.
Personal commitment, honest work, and honest achievement are necessary characteristics for an educated person. Cheating, fabrication, and plagiarism
are unacceptable at Rantoul Township High School. The process of determining the consequences of academic dishonesty begins with the instructor
and may proceed to include the department chair or principal. The instructor will inform the student privately of his or her findings and attempt a resolution of the problem. Depending upon the nature of the case, such resolution could carry the penalty of a failing grade of that assignment, or for the
course. The instructor will notify the student and parent(s) of his or her decision and file incident reports with the chairperson, principal, and counselor.
Plagiarism: Plagiarism is the presentation of someone else’s ideas or words as your own. Whether deliberate or accidental, plagiarism is a serious and
often punishable offense.
Deliberate plagiarism:
Copying a phrase, sentence, or longer passage from a source and passing it off as your own.
Summarizing or paraphrasing someone else’s ideas without acknowledging your debt.
Handing in as your own a paper you have bought, had a friend write, copied from another student, or downloaded.
Submitting a previously submitted paper from another class.
Accidental plagiarism:
Forgetting to place quotation marks around another writer’s words.
Omitting a source citation for another’s idea because you are unaware of the need to acknowledge the idea.
Carelessly copying a source when you mean to paraphrase.
24
2015-2016
STRATEGIC LITERACY 1, 2, 3
Prerequisite: Placement basis
Grade Levels: SL 1-9, SL 2-10, SL 3-11, 12
ENGLISH 1
Prerequisite: None
Grade Levels: *9
*Open to 10, 11, 12 grade levels when
needing to make up previously failed
English 1 classes
HONORS ENGLISH 1
Prerequisite: Combined Reading Comprehension and Language Mechanics test
scores should be at 90% or above. Teacher
recommendation is also required. Must
maintain a grade of “B” or above.
Grade Levels: 9
ENGLISH 2
Prerequisite: English I
Grade Levels: *10
*Open to 11, 12 grade levels when needing
to make up previously failed English 2 classes
2015-2016
Purpose Statement: Students in Strategic Literacy will focus on strategies that will make
them more effective readers and writers. Students will use word origins and context
clues to construct the meaning of unfamiliar vocabulary and apply such words in their
own writing. Students will read comprehensively and apply situations in literature to
real-life situations. Students in Strategic Literacy will expand upon basic grammatical
structure as is necessary to write comprehensively. Strategic Literacy courses do not
count towards the 4 credit English requirement.
1. Students will develop their abilities to read with increased understanding.
2. Students will read and understand literature representative of various societies, cultures, eras, and ideas..
3. Students will develop their writing to better communicate their ideas for a variety of
purposes.
4. Students will work to improve fluency and comprehension using a variety of reading
strategies.
5. Students will use language arts skills to communicate information.
6. In Strategic Literacy 3, students will practice test-taking strategies to prepare for the
ACT and PSAE tests.
Purpose Statement: Students in English 1 will focus on developing a new or improved
note taking strategies to apply to various writing prompts and analytical questions derived from informational texts and nonfiction literature. Many of the readings given
throughout the year are designed to help students increase their cultural awareness and
broaden their views of the world. Daily writing promps and activities will help improve
writing skills, with a heavy focus on sentence and paragraph structure. Students will
also learn how to make sufficient claims backed up with evidence in their writing. Laptops and other classroom technologies will be used often in the classroom to enhance
student learning and develop skills that are essential to the modern day world we live in.
1. Students will read with understanding and fluency.
2. Students will read and understand literature representative of various societies, eras,
and ideas.
3. Students will write to communicate for a variety of purposes.
4. Students will listen and speak effectively in a variety of situations.
5. Students will use the language arts to acquire, assess, and communicate information.
Students in Honors English 1 will hone the craft of literary analysis through the rigorous
investigation of fiction, essays, drama, and poetry. After reading various forms of published texts, students will craft their own multi-modal projects in an online portfolio,
publishing different styles of writing appropriate to purpose and task. Students will
learn effective methods for analysis, critical thought, collaborative discussion, and creative investigation. A summer reading assignment is also required.
Purpose Statement: Students will review basic rules of capitalization and spelling, study
of the parts of speech, sentence structure and recognition, verbal usage, vocabulary, and
punctuation. Students will also acquire various skills-pre-reading, contextualizing, inferring, that will assist them in reading with understanding and fluency. Students will read
and analyze literature from a variety of genres. Students will write well-constructed paragraphs for a variety of purposes, particularly research-based informative and persuasive
essays using MLA format. Students will also complete projects and assignments outside
of class.
1. Students will go beyond comprehension-level reading and develop more complex
reading skills, such as inferring, interpreting, and analyzing various texts.
2. Students will read and understand literature representative of various societies, eras,
and ideas, and they will use this information to better interpret and analyze the literature.
3. Students will write well-constructed paragraphs for a variety of purposes, particularly
research-based informative and persuasive essays using MLA format.
4. Students will listen and speak effectively in a variety of situations, communicating
thoughts and ideas through group discussions about literature.
5. Students will acquire and assess information from a wide range of sources to clearly
communicate ideas in both verbal and textual formats.
25
HONORS ENGLISH 2
Prerequisite: Honors English I or exceptional performance in English I with G.P.A.
in the upper 15% and a writing sample.
Teacher recommendation also required.
Must maintain a grade of “B” or above
Grade Levels: 10
ENGLISH 3
Prerequisite: English 1 and 2
Grade Levels: *11
*Open to 12th grade level when needing to
make up previously failed English 3 classes
HONORS ENGLISH 3
Prerequisite: Success in Honors English
II, or exceptional performance in English II
with G.P.A. in the upper 15% and a writing
sample. Teacher recommendation also required. Must maintain a grade of “B” or
above
Grade Levels: 11
ENGLISH 4
English 3 or Honors English 3
Grade Levels: 12
26
Honors English 2 is a class for the highly motivated student who will enjoy the intense
examination of literature and composition. The course focuses heavily on the reading,
discussion, and analysis of various forms of literature and the composition of analytical
essays and written responses. Students will complete a research-based argumentative
essay applying proper MLA formatting guidelines. Students are expected to and will
complete vigorous reading and composition assignments during and outside of class and
will also continue building their online writing portfolio. A summer reading assignment
is also required to be completed within the first week of the fall semester.
Purpose Statement: English 3 is a class in which students will read and analyze American literature and explore its connection to their lives and society as a whole. Students
will work to expand their writing skills so that they are able to apply these skills in a real
-world setting. Students are expected to write compositions with proficiency. There will
be a chronological study of American literature and unifying themes with additional
study of modern literature forms: short stories, novels, essays, poetry, and dramas. Emphasis is additionally placed on developing interpretive skills.
1. Students will read American literature with understanding and fluency.
2. Students will read and understand literature representative of past and present American societies, eras, and ideas, and they will use this information to better interpret
and analyze the literature.
3. Students will use MLA format to write a research paper and various essays focusing
on American culture and literature to communicate for a variety of purpose.
4. Students will recognize the appropriate format to listen and speak effectively about
American literature for a variety of situations and audiences.
5. Students will use the language arts to acquire, assess, and communicate information
attained through the studying of American literature.
Purpose Statement: English 3 is an advanced American literature course which presents
students with a progressive study of various genres. Students will read and analyze
American literature and explore its connection to their lives and society as a whole. Students will work independently to expand on their analytical writing skills and apply
these skills in a real-world setting. Students in this course will learn to use analyzing and
critiquing literary style. Students will focus on interpretation and inference skills in
composition and discussion. Students are expected to use critical thinking skills to develop analytical papers. An analytical paper of 9-12 pages must be completed using
MLA format. This course is taught at a faster pace and has higher expectations of the
students. A summer reading assignment is required.
1. Students will read American literature independently and collaboratively with understanding and fluency.
2. Students will read and understand American literature representative of various societies, eras, and ideas and apply it to its respective historical period.
3. Students will use MLA format to write various complex types of compositions to
communicate for a variety of purposes.
4. Students will listen and speak effectively in a variety of situations in order to understand the meaning and significance behind different American texts.
analytically through the studying of American literature.
Purpose Statement: Students in English 4 will chronologically study British literature,
including poetry, short stories, dramas, and novels. A variety of writings will be done on
expository and analytical essays pertaining to the literature and other materials taught.
1. Students will read to develop critical thinking skills.
2. Students will read and understand British and world literature.
3. Students will use MLA format to write to communicate their ideas for a variety of
audiences.
4. Students will express and interpret information for a variety of situations.
5. Students will use the language arts to develop a documented essay.
6. Students will write compositions and various other papers that are clear and coherent
and make use of standard English.
2015-2016
DUAL CREDIT ENGLISH 4
FEES: $40—1st semester, $35—2nd
semester for required textbooks
Prerequisite: At least a 4.0 gpa and an
ACT composite score of at least 20 or Parkland assessment
Grade Levels: 12
ADVANCED PLACEMENT
ENGLISH LITERATURE
FEES: Registration cost for AP exam
(approximately $90)
Prerequisite: Senior standing
Credit: 1 unit—two semesters.
CREATIVE WRITING
Prerequisite: Junior or senior standing.
Strong interest in writing.
*May be counted as 1/2 English credit
MULTI-CULTURAL
LITERATURE
Prerequisite:
Sophomore, junior, or senior standing.
*May be counted as 1/2 English credit
2015-2016
Purpose Statement: Dual Credit English 4 is a Parkland College dual credit composition
and literature class in which students improve their writing skills and understanding of
literature with emphasis on analysis, argument, and research. Students will also develop
greater depth in writing style and composition, interpretation and analysis, critical thinking in argument, reading and research. Students will receive a full year (6 hours) of English credit that is accepted at Illinois colleges and universities if at least a “C” average is
maintained.
1. Students will read analytically.
2. Students will read and understand different genres.
3. Students will use MLA format to write analytical essays, research papers, and a
variety of written forms for various audiences.
4. Students will listen and speak critically for a variety of situations.
5. Students will use the language arts to understand techniques of argument and
research skills
6. Students will write various compositions that are organized, supported, and make use
of standard English.
Purpose Statement: AP English Literature is designed to give students experience in
analyzing complex literary themes and in making their own written argument in a clear
and concise manner. Students are expected to show progress in their analysis and writing over the course of the semester and to be writing at a beginning college level or beyond by the end of the course. Assessments are based largely on individual student progress. Three summer reading assignments are required.
1. Students will independently read a variety of works at a college level with under
standing and fluency.
2. Students will read and understand complex world literature representative of various
societies, eras, and ideas.
3. Students will use MLA format to write and revise complex essays to communicate
for a variety of purposes.
4. Students will listen and speak effectively in order to make an argument on an issue
from a text.
at a college level.
Purpose Statement: In Creative Writing, students will creatively and cooperatively explore image, voice, character, setting, and plot as it applies to their own writing. Students will write publishable pieces of nonfiction, fiction, poetry, and drama.
1. Students will read and deconstruct short works of literature representative of various
societies, eras, and ideas.
2. Students will write a variety of essays, poems, and stories to communicate for a
variety of purposes.
3. Students will listen and speak effectively in class discussion of writing techniques.
4. Students will use modern technology to correctly format a variety of personal works.
Purpose Statement: Multicultural Literature is a class in which students will study the
works of authors who are members of ethnic, racial, or gender-based minority groups.
Multicultural literature is designed to increase students’ awareness of cultural diversity
and sensitivity for that diversity so that they are better prepared to become tolerant and
active participants in a diverse society. The course provides students with a framework
that enables them to study materials that pique their interests, that are appropriate to
their abilities, and that motivate them to participate actively in the process of reading
and understanding literature.
1. Students will read and interpret literary passages.
2. Students will read and understand multicultural literature representative of various
cultures.
3. Students will write to communicate in a variety of modes and formats.
4. Students will listen and speak effectively for a variety of audiences.
5. Students will use language skills to develop a research report.
27
***The classes listed below do not count towards English credit***
INTRODUCTION TO SPEECH
COMMUNICATION (Speech)
Prerequisite: At least one semester of high
school English
In Introduction to Speech Communication, students will be required to give several formal speeches. These speeches are designed to give students experience in a range of
speaking situations and help them learn how to be competent, well-rounded communicators. Students will receive direct instruction on how to write outlines, present speeches,
use visual aids, and make audience-centered presentations. They will also be taught
skills on how to become an effective listener by providing verbal and non-verbal feedback and contribute to collaborative discussions.
Speech is a required course for graduation.
ADVANCED PUBLIC
SPEAKING (Speech 2)
Prerequisite: Introduction to Speech and
recommendation from previous Speech
teacher
THEATER ARTS
Prerequisite: None
ACTING 1
Prerequisite: None
28
This course is designed for students who have taken Introduction to Speech Communication and have a strong interest in refining public-speaking skills. In Advanced Public
Speaking, students will engage in learning various aspects of public speaking. The
course will be divided into two, nine-week parts. The first part will focus on a community-based service learning project while implementing and participating in a wide range
of real-world speaking situations. The second part will consist of an independent study
in which students will intensely explore a topic or issue they are passionate about and
present to a variety of audiences (i.e. classmates, educators, community members, etc.)
Purpose Statement: Theatre Arts is a class in which students will learn about theatre
through the ages, perform theatrical styles from various cultures, and design a theoretical theatrical production. While not a major focus, students in Theatre Arts will be given enough of a basic introduction to acting to write and perform original pieces and to
realize the realities of the stage which a designer must keep in mind. Students will learn
about cultural differences shown through the theatrical styles of various times and countries.
1. Students will know the language of drama.
2. Students will understand how works of drama are produced in past civilizations.
3. Students will understand the role of drama in past civilizations.
Purpose Statement: Acting I is a class where students will develop their performance
and acting skills. Students will be introduced to the Stanislavksi method as well as improvisation and mask work. Students will use character and scene analysis to break
down short scenes and create more detailed characters. Students in Acting I will perform monologues and short scenes, showcasing their knowledge of acting techniques.
1. Students will know the language and techniques of acting.
2. Students will perform and understand how works of drama are produced.
3. Students will understand differences in drama between past and current civilizations.
2015-2016
MODERN MEDIA
Prerequisite: Approval from the instructor.
An application must be filled out and approved. Students must maintain a grade of
C or higher in order to stay in the class
Purpose Statement: In Modern Media, students will write, photograph, and design for
the publication of the school’s yearbook and student newspaper. Modern technology
will be used to create this print media. Students will gain real-world experience in the
publication process.
1. Students will read with understanding and fluency to critique their own and other
students’ writing.
2. Students will write to communicate for a variety of purposes and audiences.
3. Students will listen and speak effectively in a variety of situations to communicate
ideas and work as a team.
to mass audiences.
FOREIGN LANGUAGE
As world boundaries continue to shrink with increased communication the study of foreign languages becomes increasingly important.
More and more Americans are coming into contact with non-English speaking peoples. A foreign language is especially valuable for
those who need a solid basic foundation for further language study and for those who desire a better than average understanding of their
own English language. Foreign languages offer preparation for many careers. It is urged that students who show an aptitude for foreign
languages pursue one language for four years to ensure competency.
Earned credit in Spanish meets the fine arts requirement for graduation
SPANISH 1
FEES: $20.00 workbook
Prerequisite:
Average to above average English skills
SPANISH 2
FEES: $20.00 workbook
Prerequisite: Spanish 1 successfully
completed
SPANISH 3
Prerequisite: Spanish 2 completed with a
grade of “C-” or better
SPANISH 4
Prerequisite: Spanish 3 completed with a
grade of “C-” or better
Grade Levels: 12
2015-2016
Conversation, reading, composition, usage, culture and civilization; learning to understand basic Spanish, written and spoken; learning to communicate in written and oral
forms are all emphasized in this course.
Included in Spanish II are reading, functional grammar, and conversation; general review of basic vocabulary and grammar; introduction of new grammar; advanced conversations; emphasis placed on hearing and speaking through learning practical conversations; cultural reports to develop knowledge and appreciation of Spanish-speaking peoples and their way of life.
This course includes practice in aural, oral, reading and writing skills; new vocabulary;
advanced grammar; study of Hispanic culture.
Spanish IV emphasizes further development of aural, oral, reading, writing skills; advanced grammar; more vocabulary; more emphasis is placed on Spanish culture, including literature and history.
29
MATHEMATICS
RTHS requires a minimum 3 earned credits in Math (including Algebra 1 & Geometry content.)
The mathematics department strongly recommends 4 years of math for any student planning to attend college. Because mathematics can
be very vigorous and demanding, we offer math support during study hall for any student who needs extra help.
*Registration fee for AP Exams approximately $90.00
*$10.00 calculator rental
COURSE
CREDIT
PREREQUISITE
GRADE LEVELS
Yes
9, 10, 11
No
*9
Yes
9
Honors Algebra 1
Yes
9
Geometry
Yes
*9, 10
Yes
10
Honors Geometry
Yes
9, 10
Math 98
Yes
12
Algebra 2
Yes
10, 11, 12
Honors Algebra 2
Yes
10, 11, 12
Pre-Calculus
Yes
11, 12
Dual Credit Statistics
Yes
11, 12
Trigonometry
Yes
11, 12
DC Honors Pre-Calculus
Yes
11, 12
DC AP Calculus
Yes
12
Math Lab
Doesn’t count towards 3
required Math credits
Algebra 1
Algebra 1 Lab
Geometry Lab
Doesn’t count towards
3 req Math credits
Doesn’t count towards
3 req Math credits
MATHEMATICS FLOW CHART
Geometry and Algebra 2 can be taken concurrently so long as students agree to take math their senior year.
Freshman
Sophomore
Algebra 1
Geometry
H Algebra 1
H Geometry
Junior
Algebra 2
Senior
Pre-Calculus &
Trig and/or
Statistics
H Algebra 2
H Pre-Calculus
Pre-Calculus &
Statistics
Geometry
Algebra 2
H Geometry
H Algebra 2
Math 98
Pre-Calculus &
Trigonometry
AP Calculus
H Pre-Calculus
30
2015-2016
MATHEMATICS
ALGEBRA 1 LAB
Prerequisite: Enrollment in Algebra 1,
MAP score below 225, Aleks score
below 85th percentile, teacher
recommendation
Grade Levels: *9
Algebra 1 Lab is taken concurrently with Algebra 1. This class re-teaches Pre-Algebra
skills that students may need to review. Algebra 1 Lab supports Algebra 1 by also preteaching some major concepts, providing homework assistance, and reviewing before
quizzes and tests.
making up previously failed Algebra 1 class
GEOMETRY LAB
Prerequisite: Enrollment in Geometry,
Geometry MAP score below 225, Aleks
score below 85th percentile, teacher
recommendation
Grade Levels: *10
Geometry Lab is taken concurrently with Geometry. This class re-teaches Algebra
skills that students may need to review. Geometry Lab supports Geometry by also preteaching some major concepts, providing homework assistance, and reviewing before
quizzes and tests. Concepts required for success in Algebra 2 are also reviewed.
*Open to 11, 12 grade levels when making
up previously failed Geometry class
MATH LAB
Math Lab is a combination of Algebra 1 Lab and Geometry Lab in one class.
Prerequisite: Enrollment in Algebra 1 or
Geometry, MAP score below 225,
teacher recommendation
ALGEBRA 1
Prerequisite: None
Grade Levels: *9
needing to make up previously failed
Algebra 1 class
HONORS ALGEBRA 1
Prerequisite: Must have demonstrated
success in mathematics, have a
recommendation from previous teacher and
have standardized test scores in at least the
85th percentile in mathematics.
The student must maintain a grade of “C”
or above to stay in honors
Grade Levels: 9
2015-2016
Purpose Statement: In Algebr a 1, students will be investigating relationships between values. These relationships can be described by using functions, equations,
graphs and tables. They will learn the role of the variable as they begin to learn a more
abstract and logical way of thinking. Students will…
 Create equations and inequalities in one variable and use them to solve problems and
justify steps
 Solve and interpret linear equations
 Understand bivariate data
 Construct and interpret scatter plots. Fit a line of best fit and use it to estimate values.
 Construct linear functions from different representations (i.e. rule of four)
 Move between different representations of two functions (i.e. rule of four) and
estimate rate of change from a graph (inc. “average rate of change”) from a table of
values in both linear and nonlinear situations
 Understand key features of a piecewise, absolute value, and step graph and evaluate
them
 Create and apply equations and inequalities (in one variable). Justify the process
 Understand, explain, and apply that systems of two linear equations can have no
solutions, one solution, or infinite solutions
 Use graphng technology to identify and interpret linear simultaneous equations (e.g.
TI-83 or geogebra)
 Use algebraic techniques to identify and interpret linear simultaneous equations
31
MATHEMATICS
GEOMETRY
Prerequisite: Credit in Algebra 1 (or Honors Algebra 1)
Grade Levels: *9, 10
*Open to 11, 12 grade levels when needing
to make up previously failed Geometry class
HONORS GEOMETRY
Prerequisite: Credit in Algebra 1 with a
grade of “A” or credit in Honors Algebra 1
with a grade of “B” or better or a recommendation from previous teacher. The student must maintain a grade of “C” or above
to remain in Honors Geometry
Grade Levels: 9, 10
ALGEBRA 2
Prerequisite: Credit in both Algebra 1 or
Honors Algebra 1 and Geometry or Honors
Geometry
HONORS ALGEBRA 2
Prerequisite: Credit in Honors Geometry
with a grade of “B” or better, or a grade of
“A” in Algebra 1 and a grade of “B” or
better in Geometry. The student must maintain a grade of “C” or above to remain in
Honors Algebra II
32
Purpose Statement: In Geometr y students will develop their ability to think logically. They will learn the commonly used terminology of geometry as they develop a
sense of the basic geometric properties. Below is a listing of the main concepts taught
in the course.
 Transformations
◦Formally construct two dimensional figures with a variety of tools
◦Identify and use various transformations
◦Construct viable arguments regarding transformations of two dimensional figures
 Triangles and Angles
◦Prove and apply theorems about lines and transversals
◦Identify and use relationships between angle pairs
◦Classify triangles and identify their properties to prove theorems and construct viable
conjectures about them
 Congruence
◦Construct a viable argument that uses rigid motions to bring a shape onto itself
◦Explain why SSS, SAS, ASA establishes congruence between triangles and
use them to prove congruence
 Similarity
◦Verify the properties of dilations given by a center and a scale factor; given 2
figures, use transformations to determine if they are similar and find the scale
factor; use the properties of similarity transformations to establish the AA
criterion for two triangles to be similar (multiple triangles some right, some not)
◦Perform dilation, find a center of dilation, using a scale factor; prove all circles are
similar
◦Prove theorems about triangles; use congruence and similarity criteria for triangles to
solve problems and to prove relationships in geometric figures
 Trigonometry
◦Demonstrate an understanding of the relationship between similarity and
trigonometric ratios
◦Explain and use the relationship between sine and cosine of complementary angles
◦Use trigonometric ratios and Pythagorean Theorem to solve applied problems in right
triangles
Purpose Statement: In Algebr a II, students will continue to investigate r elationships between values. They will learn various techniques that allow them to work with
more complicated expressions and equations. They will also develop their skills in graphing equations.
 Write a function to determine the geometric or arithmetic relationship between two
quantities.
 Create and solve a system of equations and inequalities (linear/quadratic) including
application problems.
 Analyze data sets and find linear or quadratic models discuss its relationship to the
parent function via translations.
 Show the connection between zeros, factors, graphs, and division and apply this
knowledge to modeled situations (quadratic, cubic, and quartic).
 Analyze a polynomial equations and inequalities from a graph.
 Identify general characteristics, transformations, and behaviors of rational functions.
 Solve rational equations from graphs, using the factorization, including real-world
situations.
2015-2016
MATHEMATICS
MATH 98
Fees: $10 for note guides
Prerequisite: Must have been previously
enrolled in Algebra 2 or Honors Algebra 2
Grade Levels: 12
PRE-CALCULUS (1st semester)
Prerequisite: Credit in Algebra 2 with a C
or better or credit in Honors Algebra 2
Credit: 1/2 unit—one semester
DUAL CREDIT STATISTICS (2nd
Semester)
Prerequisite: Must have completed Algebra
2. In order to receive Parkland credit, a
student must meet requirements set by Parkland.
TRIGONOMETRY (2nd Semester)
Prerequisite: Credit in Algebra 2 with C or
better or credit in Honors Algebra 2
2015-2016
This course is a 4th year math option perfect for a student who plans to go to college but
is not pursuing a degree which requires a lot of mathematics. This class will cover a
wide variety of topics in Algebra and prepare students for college entrance exams. Part
of the course will include taking the Parkland College Compass test during second semester. This course will give students a great head start as they prepare for the transition to college mathematics.
Purpose Statement: In Pr e-Calculus, students will investigate and analyze various
functions’ graphs and behavior. The students will be prepared to take a college level
calculus course.
1. Students will be able to find and relate to real-life problems different aspects of
functions.
2. Students will be able to identify all real and complex zeros of polynomial functions.
3. Students will be able to analyze and interpret solutions of exponential and
logarithmic equations.
4. Students will be using system of equations/inequalities to model real life situations
mainly focusing on money.
5. Students will solve systems of equations as well as analyze financial information
using matrices.
6. Identify, create, and use sequences to model and solve real-life problems. Recognize
a conic as the intersection of a double-napped cone and write parabolas, ellipses, and
hyperbolas in standard form.
In this course students will study a broad range of applications of statistics and probability. A list of possible topics that will be covered in the course is listed below.
1. Exploratory data analysis: graphical and numerical exploration of real data with a
heavy dose of common sense. Measures of center (mean, median) and spread
(quartiles, variance and standard deviation.)
2. Simulation (used throughout the course to develop an understanding of randomness,
even before an introduction to probability.) as an example, students might consider
the tradeoff between risk and reward in investments, using simulations to compare a
portfolio of risky stocks with a savings account.
3. Exploring relationships between variables (exploratory data analysis and an introduction to linear regression.)
4. Gathering data (understanding randomness, probability, surveys, and experiments.)
5. Randomness and probability (including the useful discrete and continuous probability distributions, expectations, conditional probability, Bayes Rule, and the Central
Limit theorem.)
6. Sampling distributions: a healthy mix probability theory and simulation helps students strengthen their understanding of randomness.
7. Statistical inference: confidence intervals and hypothesis tests. Power, sample size
calculations, and the associated tradeoffs.
In Trigonometry students will analyze trigonometric functions from different perspectives. The will see how trigonometry is used in real life and will use a lot of algebraic
skills.
1. Students will analyze trigonometric functions from different perspectives. They
will see how trigonometry is used in real life and will use a lot of algebraic skills.
2. Students will analyze trigonometric functions from the perspective of right triangles.
3. Students will analyze trigonometric functions from the perspective of the unit circle.
4. Students will graph a variety of trigonometric functions and identify properties of
those functions.
5. Students will develop their formal logic in this unit. They will use algebraic methods to prove a multitude of trigonometric identities.
6. Students will investigate realistic problems using advanced trigonometric identities.
33
MATHEMATICS
DUAL CREDIT HONORS PRECALCULUS
Prerequisite: Must have completed Algebra
2. In order to receive Parkland credit, a
student must meet requirements set by Parkland.
DUAL CREDIT AP CALCULUS
Fees: Registration cost for AP exam
(approximately $90)
Prerequisite: Must have completed PreCalculus. Calculus students will also be
expected to complete a problem set over the
summer due on the first day of class. In
order to receive Parkland credit, a student
must meet requirements set by Parkland.
Grade Levels: 12
34
Purpose Statement: In Honor s Pr e-Calculus, students will investigate and analyze
various functions’ graphs and behavior. The students will be prepared to take a college
level calculus course. They will also study trigonometry. In Trigonometry students will
analyze trigonometric functions from different perspectives. They will see how trigonometry is used in real life and will use a lot of algebraic skills.
1. Students will be able to find and relate to real-life problems different aspects of
functions.
2. Students will be able to identify all real and complex zeros of polynomial functions.
3. Students will be able to analyze and interpret solutions of exponential and
logarithmic equations.
4. Students will be using system of equations/inequalities to model real life situations
mainly focusing on money.
5. Students will solve systems of equations as well as analyze financial information
using matrices.
6. Identify, create, and use sequences to model and solve real-life problems. Recognize
a conic as the intersection of a double-napped cone and write parabolas, ellipses, and
hyperbolas in standard form.
7. Students will analyze trigonometric functions from the perspective of points in a
plane.
8. Students will analyze trigonometric functions from the perspective of right triangles.
9. Students will analyze trigonometric functions from the perspective of the unit circle.
10.Students will graph a variety of trigonometric functions and identify properties of
those functions.
11.Students will develop their formal logic in this unit. They will use algebraic methods
to prove a multitude of trig identities.
12.Students will investigate realistic problems using advanced trig identities.
Purpose Statement: In Calculus students will apply all of their algebr aic skills.
They will analyze the behavior of various functions and generalize the behavior of all
functions from an early transcendental perspective. The unifying theme in the course is
that the students will receive an authentic college experience of Calculus I.
1. Students will analyze the properties of limits. They will use these properties to find
many limits and define the derivative.
2. Students will develop the ability to take derivatives of some functions. They will use
their knowledge of algebra to begin building a new system of theorems and rules in
which to do calculus.
3. Students will further develop their understanding of derivatives. They will begin to
investigate some applications of the derivative.
4. Students will analyze functions using derivatives. They will investigate how to
sketch functions without calculator assistance.
5. Students will develop their knowledge of integration. They will compare different
integration techniques.
6. Students will investigate more integration techniques. They will broaden their
knowledge of integration and will be able to handle most integrals.
7. Students will find volume of obscure objects by applying integration techniques
learned previously.
2015-2016
SCIENCE
The science department strongly recommends a minimum of four science courses for those planning to attend college. It is recommended that of those four, three be biology, chemistry, and physics. Many students take two science courses in one year.
RTHS requires a minimum of 2 earned credits in Science.
*Some courses require the purchase of a Scientific Calculator
COURSE
CREDIT
PREREQUISITE
GRADE LEVELS
Biology
No
*9, 10
Honors Biology
Yes
9, 10
Honors Biology 2
Yes
11, 12
Chemistry 1
(Scientific Calculator needed)
Yes
10, 11, 12
Honors Chemistry 1
Yes
10, 11, 12
Chemistry 2
Yes
11, 12
Ecology
Yes
10, 11, 12
Environmental Science
Yes
10, 11, 12
Physics
Yes
11, 12
Honors Physics
Yes
11, 12
SCIENCE FLOW CHART
Freshman
Sophomore
Junior
Senior
Env Science
Ecology
H Biology 2
Biology
H Biology
Physics
H Physics
Chemistry 1
Chemistry 2
H Chemistry 1
Physics
Chemistry 2
H Physics
2015-2016
35
SCIENCE
BIOLOGY
Prerequisite: None
*Open to 11, 12 grade levels
HONORS BIOLOGY 1
Prerequisite: Teacher recommendation
Grade Levels: 9, 10
36
Purpose Statement: Students will be exposed to the fundamental facts and concepts of
the study of biology through exploring fields of the science, discovering various living
organisms, and conducting inquiry on life processes in order to gain a better understanding of the world around them.
1. Present universal facts and concepts for understanding science in connection to the
study of biology
2. Introduction of the cell theory and specific attributes of individual cells and
interactions among groups of cells that work together.
3. Students explore the occurrence of various types of cell division and understand the
significance of these processes.
4. Students explore the structural similarities and differences between DNA and RNA
and the processes of DNA replication, transcription, and protein synthesis.
5. Students explore Mendelian principles of heredity and the probable outcomes
through the application of Punnet squares.
6. Students will continue in their study of genetics by examining inheritance and gene
abnormalities responsible for genetic disorders.
7. Students will be introduced to the structures and life cycles of bacteria and viruses,
various diseases they cause, and the prevention and treatment of diseases.
Purpose Statement: Students will take an in depth exploration into the fundamental
facts and concepts of the study of biology through exploring fields of the science, discovering various living organisms, and conducting inquiry on life processes in order to
gain a better understanding of the world around them.
1. Present universal facts and concepts for understanding science in connection to the
study of biology
2. Introduction of the cell theory and specific attributes of individual cells and
interactions among groups of cells that work together.
3. Students explore the occurrence of various types of cell division and understand the
significance of these processes.
4. Students explore the structural similarities and differences between DNA and RNA
and the processes of DNA replication, transcription, and protein synthesis.
5. Students explore Mendelian principles of heredity and the probable outcomes
through the application of Punnet squares.
6. Students will continue in their study of genetics by examining inheritance and gene
abnormalities responsible for genetic disorders.
7. Students will be introduced to the structures and life cycles of bacteria and viruses,
various diseases they cause, and the prevention and treatment of diseases.
8. Students will be familiarized with the adaptation of plants which enable them to
survive on land by examining the seedless plants within the Kingdom Plantae.
9. Students will be study plant morphology focusing on the roots, stems, and leaves.
Students will also examine fertilization and pollination techniques that allow seed
plants to thrive on land.
2015-2016
SCIENCE
HONORS BIOLOGY 2
Prerequisite: 1 year of Chemistry with an
A or B or teacher recommendation
CHEMISTRY 1
FEES: Purchase of Scientific Calculator
Prerequisite: C or better in Algebra 1 or
Honors Algebra 1, & 1 year of Biology
2015-2016
Purpose Statement: Students will be introduced to the fundamental facts and concepts
of zoology through the study and dissection of the living organisms classified under the
kingdom of Anamalia. Students will attain a deeper understanding for the various components of biological and chemical life processes that make up the human body through
lecture, discussion, observation, dissection, and inquiry of the systems contained within
the human organism.
1. Students will be presented with universal facts and concepts for understanding
science in connection to the study of biology.
2. Students will survey the field of entomology, focusing on identification,
classification, life cycles, and anatomy of insects.
3. Students will survey the field of ichthyology, focusing on identification,
classification, and anatomy of fish.
4. Students will survey the field of herpetology, focusing on identification,
classification, and anatomy of amphibians and reptiles.
5. Students will survey the field of ornithology, focusing on identification,
classification, and anatomy of birds.
6. Students will be introduced to the basic ideas of anatomy and physiology.
7. Students will be introduced to the skeletal system and will study the bones and
ligaments that make up the human body.
8. Students will be introduced to the muscular system and will study the muscles and
their functions within the human body.
9. Students will explore the nervous system and all associated tissues and organs within
the system and their functions.
Purpose Statement: Students will gain an appreciation for and a greater understanding of
the fundamental composition of matter and the interactions that occur between and within substances.
1. Students will gain an understanding of the fundamental concepts and skills necessary
for understanding the study of chemistry.
2. Students will gain an understanding of the developments of the atomic model and the
particles that comprise the atom.
3. Students will gain an understanding of the behavior of electrons and how this
pertains to modern atomic theory.
4. Students will gain an understanding of the relationship between electrons’ placement
within the atom and the properties exhibited by the elements.
5. Students will gain an understanding of the nature of chemical bonds and their effect
on the macroscopic properties of a material as well as the naming conventions applied to materials based on the bonds holding them together.
6. Students will gain an understanding of the nature of chemical reactions.
7. Students will gain an understanding of the mass relationships between elements in a
compound and between compounds and elements in reactions.
8. Students will gain an understanding of the states of matter by relating their properties
to kinetic molecular theory and the energy changes involved.
9. Students will gain an understanding of the unique properties of gas and the effects
that varying characteristics, such as volume and temperature, have on other
characteristics.
10. Students will gain an understanding of the composition of solutions and the
interactions that dissolved particles have within solutions.
11. Students will gain an understanding of the characteristics of acidic and basic
solutions, ways of distinguishing between the two and the pH scale.
37
SCIENCE
HONORS CHEMISTRY I
Prerequisites: Credit in Honors Algebra 1
with a grade of A or B, or credit in Algebra
1 with a grade of A and 1 year of Biology.
CHEMISTRY 2
Prerequisites: Credit in Chemistry 1 or
Honors Chemistry 1 with a grade of A or B;
concurrent enrollment or credit in Algebra
2 or Honors Algebra 2 or teacher recommendation
38
This course covers the topics normally taught in a first-year high school chemistry
course but in more depth and in more mathematical terms than the regular chemistry
course. More quantitative labs will be performed.
the fundamental composition of matter and the interactions that occur between and within substances. Students will also gain a greater understanding for the driving forces behind chemical processes as well as the various reactions that occur in the molecules that
make up and are essential to living organisms.
1. Students will gain greater understanding of the fundamental concepts and skills necessary for understanding the study of chemistry. Students will understand the unifying ideas of property dependence on scale, separation of substances, and the importance of characterization.
2. Students will gain an understanding of the nature of chemical equilibrium and factors
that affect it.
3. Students will gain an understanding of the characteristics of acidic and basic
solutions, ways of distinguishing between the two, and the pH scale.
4. Students will gain an understanding of the factors affecting the spontaneity of
reactions, the rate at which they occur, and the energy changes associated with the
reactions.
5. Students will gain a greater understanding of the shapes of molecules, the forces
present within and between molecules, and the effects that those forces have on their
properties.
6. Students will gain an understanding of various forms of carbon and hydrocarbons,
as well as the properties that results from the arrangement of atoms within them.
7. Students will gain an understanding of the effects that functional groups have on the
properties of organic compounds as well as the structure and properties of polymers.
8. Students will gain an understanding of the structure of the chemicals present in food,
their properties, and how to isolate and characterize them.
2015-2016
SCIENCE
AP CHEMISTRY (Honors Credit)
(Offered in 2016-2017)
(approximately $90)
Prerequisite: A or B in Honors Chemistry
1 , A in Chemistry 1, credit or concurrent
enrollment in Honors Algebra 2 or Algebra
2, or teacher recommendation
ECOLOGY
Prerequisite: 1 year of high school science
Credit: ½ unit - one semester
ENVIRONMENTAL SCIENCE
Prerequisite: 1 year of high school science
Credit: ½ unit - one semester
2015-2016
Purpose Statement: Students will attain a depth of understanding of the fundamental
concepts of general chemistry, competence in solving chemistry problems, the ability to
think clearly and express their ideas orally and in writing, and experience in making observations of chemical substances and reactions, recording data, and calculating and interpreting the results of experimental data.
1. Students will gain a deeper understanding of the fundamental concepts and skills necessary for understanding the study of chemistry.
2. Students will gain a deeper understanding of the mass relationships between
elements in a compound and between compounds and elements in reactions.
3. Students will gain a deeper understanding of the composition of solutions, the interactions that dissolved particles have within solutions, and the effect that these dissolved
particles have on the properties of the mixture.
4. Students will gain a greater understanding of the unique properties of gas and the effects that varying characteristics, such as volume and temperature, have on other
characteristics.
5. Students will gain a greater understanding of the behavior of electrons and how this
pertains to modern atomic theory as well as a deeper understanding of the relationship
between electrons’ placement within the atom and the properties exhibited by the
elements.
6. Students will gain an understanding of the nature of chemical bonds and their effect
on the macroscopic properties of a material as well as the naming conventions applied
to materials based on the bonds holding them together.
7. Students will gain an understanding of the energy changes involved in chemical
reactions as well as the factors that influence the spontaneity of those reactions.
8. Students will gain an understanding of physical and chemical equilibria during changes of state, in the gaseous state, and in solutions.
9. Students will gain an understanding of the factors that affect the speed at which a reaction occurs.
10. Students will gain an understanding of the electron transfer processes occurring in
oxidation-reduction reactions and their relationship with electrochemistry.
11. Students will gain an understanding of the equilibria that occur in acidic and basic
solutions as well as the effects on those equilibria caused by acid-base interactions.
12. Students will gain an understanding of nuclear reactions as well as the naming of
simple organic molecules and those that include functional groups.
Purpose Statement: Students will explore the ecosystems in the world around them.
They will take an introductory look at the complex ways in which living things interact
with each other and their non-living environment.
1. Students will explore the concept of ecosystems and the idea that living things
depend on each other and on their environment for survival.
2. Students will examine the flow of energy through an ecosystem.
3. Students will explore the cycling of materials within an ecosystem as well as
examine the different types of succession within an ecosystem.
4. Students will survey an array of land and water ecosystems found throughout the
world.
Purpose Statement: Students are introduced with a balanced approach to the diverse
study of our environment. The emphasis is in the study of science and the development
of thinking and decision-making skills. The goal is to provide students with the scientific
background to analyze for themselves the environmental issues we are facing now and
will be facing in the future.
1. Presentation of broad overview of environmental problems and tools used to solve
them.
2. Introduction to our water resources and the dangers that confront them.
3. Students are introduced to the causes and effects of air pollution.
4. Introduction to concepts of population growth and relationship of those concepts to
human population growth.
5. Introduction to the concept of sustainable living, and how public policy can make a
difference in the health of our natural systems.
39
SCIENCE
PHYSICS
Prerequisite: Chemistry 1, completed or
enrolled in Algebra 2
HONORS PHYSICS
Prerequisite: Credit in Algebra 1 (or
Honors Algebra 1), and Geometry (or
Honors Geometry). Also credit in Algebra
2 (or Honors Algebra 2) and Chemistry (or
Honors Chemistry) is strongly recommended with concurrent enrollment in PreCalculus (or Honors Pre-Calculus). Must
maintain a grade of “C” or above
40
the Newtonian mechanics, wave behavior, electricity and subatomic physics.
1. Students will demonstrate the ability to apply appropriate mathematical processes to
solving problems.
2. Students will demonstrate the ability to define, describe, calculate, and differentiate
among position, displacement, speed, velocity, and acceleration.
3. Students will demonstrate the ability to state and apply Newton’s three laws of
motion.
4. Students will demonstrate the ability to apply vector concepts and vector math to appropriate physical situations encountered throughout the course.
5. Students will demonstrate the ability to describe the path of a projectile using motion
equations and vector components.
6. Students will demonstrate the ability to describe the law of universal gravitation.
7. Students will demonstrate the ability to apply the concepts of momentum, impulse,
conservation, and system to describe and numerically solve simple collision
problems.
8. Students will demonstrate the ability to explain the relationships between work and
energy.
9. Students will demonstrate the ability to discuss how energy in a system is transferred
from one form to another or from one object to another, and use the conservation of
energy to solve simple problems.
10. Students will demonstrate the ability to describe common forms of waves in terms of
basic wave characteristics and discuss the transportation and transformation of wave
energy.
11. Students will demonstrate the ability to explain wave behavior including reflection,
refraction, diffraction, interference, and the Doppler Effect.
12. Students will demonstrate the ability to explain the behavior of sound waves,
analyze resonant frequencies of open and closed ended pipes and stringed instruments.
The emphasis of this course is Newtonian physics; however, the modern viewpoints are
also stressed and discussed. The course begins with a general introduction to time,
space, and matter. The use of the calculator and lab techniques are studied. A detailed
study of mechanics is followed by atomic and nuclear physics. Topics for the second
semester include wave motion, sound, and light. Successful completion of this course
will prepare the student to meet the college entrance requirements for physics, engineering, or science. This course also gives equally good college preparation for students in
the humanities.
2015-2016
SOCIAL STUDIES
The following chart lists the courses the Social Studies Department offers to students in each of the four years of the high school career.
The United States History and American Government courses have an honors level option available. Although the graduation requirement is two units, the entering student should be aware that most graduating seniors have acquired three or more units of social studies.
Students planning college majors in the social science area are advised to take as many social studies credits as can be reasonably
planned.
RTHS requires two earned social studies credits for graduation. The two units must include one and one half units of United States
History and one-half unit of American Government.
Registration
fee for AP Exams approximately $90.00
COURSE
CREDIT
PREREQUISITE
GRADE LEVELS
World Geography 1
No
9, 10, 11, 12
World Geography 2
No
9, 10, 11, 12
American Government
Yes (Grade Level)
*9, 10
AP
No
10
U.S. History 1
Yes (Grade Level)
*10
Honors U.S. History 1
Yes
10
U.S. History 2
Yes (Grade Level)
*11
A.P.
No
11
World History
No
9, 10, 11, 12
Minority U.S. History
No
9, 10, 11, 12
Sociology
Yes (Grade Level)
11, 12
Psychology
Yes (Grade Level)
11, 12
Contemporary Issues
Yes (Grade Level)
12
Personal & Social
Responsibility
Yes
9, 10, 11, 12
2015-2016
American Government
U.S. History 2
41
SOCIAL STUDIES
WORLD GEOGRAPHY 1
Prerequisite: none
Credit: 1/2 unit – one semester
WORLD GEOGRAPHY 2
Prerequisite: None. World Geography 1 is
suggested, but not required
AMERICAN GOVERNMENT
Prerequisite: Sophomore standing
*Open to 11, 12 grade levels when still
needing American Government credit
AP AMERICAN GOVERNMENT
(Honors Credit)
(approximately $90)
Prerequisites: None
Grade Levels: 10
Credit: ½ unit – one semester.
42
Purpose Statement: Students will examine the fundamental building blocks of geography, as well as explore the physical and cultural geographic aspects of the U.S. and Canada, Latin America, and Europe.
1. Students will analyze the concepts of physical geography.
2. Students will examine the facets of human geography.
3. Students will apply the concepts of physical geography to the U.S. and Canada, Latin
American, and Europe.
4. Students will apply the concepts of human geography to the U.S. and Canada, Latin
America, and Europe.
5. Students will understand basic map and reading skills as they relate to geography.
Purpose Statement: Students will review the fundamental building blocks of geography
as well as, analyze the physical and geographic aspects of Southwest Asia, South and
East Asia, Africa, Russian and its Republics, and Southeast Asia, Oceania, and
Australia.
1. Students will review the concepts of physical and human geography.
2. Students will apply the concepts of physical geography to Russia and the Republics,
Africa, Asia, and Oceania.
3. Students will apply the concepts of human geography to Russia and the Republic,
Africa, Asia, and Oceania.
4. Students will understand key map and reading skills that apply to World Geography.
Purpose Statement: Students will examine the basics of federal, state and local government. Students will also become aware of their responsibilities as citizens of the United
States and the guardians of the ideals of the Constitution.
1.Students will identify the roles and structures of the three branches of US
government.
2. Students will understand the process of campaigns, elections and political parties in
the US
3. Students will distinguish between local, state, and federal government structures
4. Students will demonstrate recognize their constitutional rights.
5. Students will have the ability to analyze charts, graphs, and tables.
6. Students will know the motivations behind the flag code.
7. Students will enhance their comprehension of readings regarding governmental
processes.
American Government is a required course for graduation.
Purpose Statement: This course is designed to give students an in depth knowledge of
and an analytical perspective on government and politics in the United States. This
course includes both the study of general concepts used to interpret U.S. government
and politics and the analysis of specific examples. In addition, the course is designed to
prepare students for the Advanced Placement United States Government test given each
year in May. Students who score will on this test may receive up to six hours of college
credit. Students will be required to complete various readings and write numerous essays in order to prepare for the AP test. A majority of the work for this class will be
completed outside of school, and much of the reading will be college level. Students
who choose to take the AP exam in May, may do so in lieu of a final exam.
1. Students will analyze the interactions of the three branches of government, at the
state and federal level, while examining the influence of bureaucracy on all three.
2. Students will appraise the acts that created American government.
3. Students will assess the actions of the government in establishing and maintaining
constitutional rights.
4. Students will critique the process of campaigns and elections in terms of democracy.
5. Students will compare the differences in political parties and hypothesize the causes.
6. Students will debate the role of mass media and interest groups on government
7. Students will examine the policy making process and critique past and present
policies of the United States (Budget, Fiscal, Monetary, Social Welfare, Foreign
Relations, Military policies).
American Government is a required course for graduation.
2015-2016
SOCIAL STUDIES
U.S. HISTORY 1
Prerequisite: Sophomore standing
*Open to 11, 12 grade levels when still
needing U.S .History 1 credit
HONORS U.S. HISTORY 1
Prerequisite: Sophomore standing. Must
maintain a grade of “C” or above
U.S. HISTORY 2
Prerequisite: Junior standing
Credit: 1 unit – two semesters
*Open to 12 grade levels when still needing
U.S .History 2 credit
2015-2016
Purpose Statement: The student will gain an understanding of the national experience of
the United States from its founding through the eve of the Civil War. In doing so, students will examine how these events shaped the course of the nation.
1. Students will assess the effects discovery, exploration, and colonization had on the
North American continent.
2. Students will explore the formation of the American nation as a result of the American Revolution and the early republic.
3. Students will analyze the roles of Jefferson, Madison, and Monroe and their impact
on the expansion of the nation.
4. Students will examine the Jacksonian Era and the effects it had on the United States.
5. Students will focus on early reform movements, motivations for Westward
expansion, and the causes of the Civil War (1840-1860).
U.S. History 1 is a required course for graduation.
Purpose Statement: Students will examine the early history of the United States with
emphasis on critical analysis of early themes in American history. In addition, students
will learn to evaluate primary and secondary source material, develop historical perspectives, and present them in writing.
1. Students will assess the motivations for and affects of the European discovery,
exploration, and colonization of the North American continent (1492-1763).
2. Students will explain the formation of a new “American” identity and its role in
American independence and early government (1763–1800).
3. Students will examine the roles of Jefferson, Madison, and Monroe in further establishing and expanding the nation (1800-1828).
4. Students will evaluate the impact of the Jacksonian Democrats on the government
and the nation (1828–1840).
5. Students will examine early nineteenth century reform movements, motivations for
Westward expansion, and the causes of the Civil War (1840-1860).
Purpose Statement: The student will continue the exploration of the national experience
that was begun previously by examining events beginning with the Civil War through
the most recent historical events.
1. Students will understand the outcomes of the Civil War, Reconstruction, and the
further Westward expansion (1861–1877).
2. Students will summarize the implications of the Industrial Revolution and the Gilded
Age on the development of an industrial society. (1865-1900)
3. Students will identify Progressivism and how Imperialism shaped the role of the U.S.
in the world (1900-1920).
4 Students will trace American foreign policy during the First World War and societal
changes during the “Roaring Tweneties,” (1914-1929).
5. Students will explore the impact of the Great Depression and World War II on the
American system (1929-1945).
6. Students will articulate the origins and key figures of the early Cold War (1945–
1963).
7. Students will discuss the effects of World War II and the fears of Communism on
American society and culture during the 1950s.
8. Students will discover the implications of societal and governmental change in the
1960s.
9. Students will outline the events of recent history and their impact on today’s world.
43
SOCIAL STUDIES
ADVANCED PLACEMENT U.S.
HISTORY 2 (Honors Credit)
(approximately $90)
Prerequisite: None
Grade Levels: 11
WORLD HISTORY
Prerequisite: None
44
Purpose Statement: Students will examine the diverse history of the United States
through analysis of a multitude of key issues from American history. This analysis will
include the interpretation of primary and secondary source documents, the synthesis of
opinions, and the development of research-based historical perspective. Additionally,
this class will prepare the student for the Advanced Placement U.S. History test.
1. Students will examine the diversity of the American people and the relationships
among different groups.
2. Students will explain the development and views of the American national identity.
3. Students will analyze the causes of the demographic changes of the United States,
and the economic, social, and political effects of these changes.
4. Students will evaluate the changes in trade, commerce, and technology, and the effects of capitalist development, labor and unions, and consumerism.
5. Students will explain the factors that brought about the increasing engagement with
the rest of the world from the fifteenth century to the present.
6. Students will assess the growth of American political traditions.
7. Students will examine the causes and effects of diverse reform movements in American history.
8. Students will assess the impact of armed conflict on American foreign policy, politics, economy, and society.
9. Students will develop essential skills necessary for the advanced study of U.S.
History.
Purpose Statement: When taking World History, students learn, study, and research the
similarities and differences between the past and present. By taking this course students
will understand how the history of the world has developed and changed over time.
1. Students will study the early river valley civilizations of the world.
2. Students will study the impact of Greek and Roman culture on world society.
3. Students will study the effects of the Middle Ages in Europe, the Middle East, Asia,
and Africa.
4. Students will learn about the Renaissance, Reformation, and Age of Discovery.
5. Students will study the French Revolution and the Napoleonic Era and analyze how
these events changed history.
6. Students will study the rise of colonialism in the 19th and early 20th centuries and its
effect on native peoples.
7. Students will study how World War I, the Great Depression, and World War II
changed world society.
8. Students will study the Cold War and post-Cold War events, including the global
effect of the War on Terror.
2015-2016
SOCIAL STUDIES
MINORITY U.S. HISTORY
Prerequisite: None
SOCIOLOGY
Prerequisite: Junior or Senior standing
PSYCHOLOGY
Prerequisite: Junior or Senior standing
CONTEMPORARY ISSUES
Prerequisite: Senior standing
PERSONAL AND SOCIAL
RESPONSIBILITY
Prerequisite: Counselor/teacher/
administration recommendation; personal
commitment
2015-2016
Purpose Statement: This course is designed to give students an overview of U.S. History
through the eyes of diverse minority groups. Minority History will make use of short
readings and multimedia resources in conjunction with classroom experiences. The
student will be engaged in projects and activities which reinforce skills and knowledge
to understand multicultural societies.
1. Students will examine the accomplishments of African Americans in U.S. History.
2. Students will evaluate the role of women in American Society.
3. Students will identify significant contributions of Latino Americans to U.S. culture.
4. Students will distinguish the contributions of unique minority groups (Asian, Native,
Southern Asian, etc.).
5. Students will diagram connections between different minority groups and the issues
of today.
Purpose Statement: Students will create a better understanding in the future by exploring
values, roles, and different cultural backgrounds our students will develop a more holistic approach to their world.
1. Students will historically define Sociology.
2. Students will design the methods used by sociologists to determine behavior.
3. Students will determine how culture influences their own behavior.
4. Students will explore how ethnocentrisms and sanctions impact our lives.
Purpose Statement: The course in Psychology has been designed to give the student an
eclectic approach in order to develop an overall view of the subject. Students will explore philosophy, abnormality, personality, and recreational drugs in order to create a
better understanding of individual’s behavioral pattern.
1. Student will develop an understanding and history of Psychology.
2. Students will recognize the importance of personality influences.
3. Students will determine the varying degrees of abnormal behavior in our society.
4. Students will develop a better understanding of hoe dangerous “recreational drugs”
can be.
Purpose Statement: Students will examine and evaluate the world they live in on the
local, national and global scale. In addition, students will start to analyze their own feelings and values on issues that affect all Americans.
1. Students will examine current events at the local, national, and international level.
2. Students will assess typical teenage actions and life choices.
3. Students will characterize national concerns.
4. Students will evaluate international problems.
This course is designed to help students formulate an idea of what they want out of life
and to teach them the necessary skills to achieve their goals. Emphasis is placed on
developing skills in four basic areas: self-esteem, relating effectively, responsibility,
and problem-solving/goal-setting.
45
PHYSICAL EDUCATION/
DRIVER’S EDUCATION
Enrollment in 3 1/2 years of physical education is required for graduation from Rantoul Township High School.
FEES: Students are required to purchase a shirt and shorts from RTHS for Physical Education. The cost for each is $10.00
Classroom Driver’s Education workbook is $20.00
The goal of the Physical Education Department is to provide students with a variety of activities that promote a healthy lifestyle. Physical activity across ones lifespan is an important part of a persons well being, and the Physical Education Department will inspire students to find activities that serve them throughout their life. Classes are offered in Team Sports, Personal Fitness and Strength and Conditioning.
Driver Education is offered to students who are 15 years of age and older. The goal of Driver Education is to teach students safe, low
risk driving strategies. After successfully completing both phases of Drivers Education, satisfying the state requirements, and upon
reaching the age of sixteen, the student may take the driving test a receive a driver’s license at the DMV. NOTE: In the state of Illinois
no one under the age of eighteen may obtain a driver’s license unless he/she has been certified as having successfully completed both
phases of a Driver Education program.
STRENGTH & CONDITIONING
FEES: PE shirt and shorts required. $10
each
Prerequisite: Students must have a C or
higher in the previous semester
PERSONAL FITNESS
FEES: PE shirt and shorts required. $10
each
Prerequisite: None
TEAM SPORTS
FEES:
PE shirt and shorts required. $10 each
Prerequisite: None
46
The purpose of Strength & Conditioning is to develop strength, power, muscular endurance and flexibility. The course requires that students undergo weight training, plyometrics and cardiovascular exercise. The overall goals of this class are to enhance athletic
performance, prevent injury and develop skeletal muscle.
Personal Fitness is a combination of lifelong activities and knowledge of basic fitness
concepts. The curriculum is focused on target heart rate, proper lifting techniques with
free weights and machines, the essentials of yoga/pilates that can be found within health
facilities. Activities include but are not limited to: running, walking, step aerobics, yoga,
pilates, stability balls, and certified exercise programs. Fitness concepts: wellness, five
components of fitness, nutrition, FITT Principles, and target heart rate.
The purpose of Team Sports is to promote teamwork, game strategies and physical fitness. The games played in team sports are designed to provide knowledge on the rules
and strategies that will help promote a long and healthy life style through a variety of
different games. The physical fitness required in team sports will allow students to improve their health and level of fitness. Games include basketball, volleyball, soccer,
flag football, hockey…….
2015-2016
Physical Education/Driver’s Education
CLASSROOM DRIVER’S ED
FEES: $20 workbook fee
Prerequisite: State law requires students
to pass a minimum of eight courses during
the two semesters preceding enrollment in
Driver Education. The student must be fifteen years of age or older on the first day of
class
Credit: No credit
BEHIND THE WHEEL
FEES: $25
Prerequisite: Successful completion of the
classroom phase
Credit: No credit
HEALTH
Grade Levels: *9, 10, 11
Thirty hours of classroom instruction are offered by the district both semesters and in
the summer as needed. Students are taught special skills needed for efficient and safe
driving by the recognition of various hazards and the development of a concept of defensive driving. The need for communication and cooperation between drivers is emphasized. The textbook “Drive Right,” is used and is supplemented by films, videos and
other materials.
A behind the wheel course is offered to students who have completed the classroom
phase. Students receive six hours of driving in a dual-controlled car. This instruction is
given during PE period.
This course focuses on the mental, emotional, and social aspects of wellness. The physical health component includes the study of body systems, disease prevention, substances use, managing stress, developing effective decision making skills, and preventing
violence. Health is a required course for graduation.
*Open to 12 grade when still needing
Health credit
FIRST AID AND CPR
Prerequisite:
Must have passed Health or equivalent
Credit: 1/2 unit—one semester.
2015-2016
First Aid and CPR is a one semester class in which students will learn to care for persons with minor injuries and illnesses all the way up to caring for cardiac/breathing
emergencies. Students will be hands on to complete the requirements of this class and
should feel comfortable with other individuals in their personal space and vice versa.
This course teaches practical skills for emergency care including potential to earn certification in Responding to Emergencies (adult, child and pediatric) First Aid/CPR/AED.
Certification is only obtained if the student passes all written and skill assessments with
an 80% or higher throughout the semester and carries an overall class grade of 80% or
higher. Medical ethics and issues in science will also be discussed and students will
complete research on current issues/topics in order to analyze and evaluate information
to present as part of a project. This course also includes several other independent projects and is meant to allow students to become independent of their own learning in the
classroom environment.
47
DUAL CREDIT & EARLY COLLEGE AND CAREER ACADEMY
Students have the opportunity to earn college credit through Dual Credit and the Early College and Career Academy. Various classes
offered at RTHS and programs offered through the Education for Employment System via Parkland College are available in many subject areas.
DUAL CREDIT
Rantoul Township High School, together with Parkland College, offers a variety of classes where students can receive college credit in
addition to the credit received at RTHS at no cost to students. Current classes offered for Dual Credit are: Entrepreneurship, Keyboarding 2, Office Professional Topics, Spreadsheets, Word Processing, English 4, Pre-Calculus, Calculus, Statistics.
EARLY COLLEGE AND CAREER ACADEMY
The Education for Employment System #330 (EFE) and Parkland College partner to offer advanced career and technical education
courses to area high school juniors and seniors. These programs are endorsed for dual credit with Parkland College. Programs offered
in 2015-16 will include: Automotive, Advanced Manufacturing, Computer Science, Health professions (CNA), Health Professions
(EMS), and Criminal Justice.
Qualified students may enroll in these programs at no cost provided they maintain at least a C average while in the ECCA program. RTHS will provide a scholarship to students enrolled in the ECCA provided they finish the course with at least a C. Students
who finish with below a C will be required to pay back the full cost of tuition for the course.
In order to enroll in ECCA courses, students must be credit current. meaning students must never have failed a course while in high
school (credit current is not the same as on track to graduate). Students must also meet the prerequisites laid out for the applicable field
of study they choose to enter.
MANUFACTURING (2-year sequence available)
Year 1: The manufactur ing pr ogr am is located in the state-of-the-art Parkhill Applied Technology Center at Parkland College.
Instruction will include general machining procedures including operations of the drill press, lathe, and mill. Bench work operations
including layout and hand tools and basic machine tool projects using cross section of machine tool equipment will be covered. Architectural, mechanical, and electrical applications of AutoCAD software will be included in the program. Materials used by design engineers including ferrous metals, nonferrous metals, and plastics will be discussed. Included will be an introduction to computer numeric
control (CNC) and CNC programming, with an emphasis placed on the fundamentals of CNC lathe and mill operations.
Year 2: This pr ogr am will include inter pr eting documentation for assembly and installation r equir ements; fundamentals of
power transmission; basic and precision measuring tools; fasteners, tools, and torque specifications; bearing types and applications;
seals; gaskets, and lubrication. It will also include introduction to theory and applications of fluid and pneumatic power transfer and
control. Content will include the design process with practical and computer-aided evaluation of power transmission devices, including
gears, shafts, belts, chains, and other components using SolidWorks software.
Prerequisite: 3.0 GPA (RTHS 5.0 scale), successful completion of Foundations of Technology & Engineering (formerly Orientation
to Industrial Technology), Foundations of Drafting Communication Technology (formerly Drafting 1), and at least 2 of
the following courses: Precision Metal Production 1 (Metals 1), Foundation of Precision Wood Production (Woods 1),
Electronics Technology 1 (Electricity 1), and at least 1 of either Precision Metal Production 2-Welding (Metals 2), Precision Wood Production 1 (Woods 2), or Electrical Systems 1 (Electricity 2).
RTHS Credit: 1 1/2 units per semester
Year 1 Courses (13 credit hours)
48
CAD 124-Introduction to AutoCAD
WLD 111-Introduction to Welding
MFT 121-Basic Machine Processes
MFT 113-Introduction to Hydraulics and Pneumatics
CAD 121-Materials for Industry
MFT 110-Mechanical Assemblies
MFT 127-Introduction to CNC Programming
CAD 113-Computer-Aided Machine Design 1
2015-2016
DC/EARLY COLLEGE AND CAREER ACADEMY
AUTOMOTIVE TECHNOLOGY (2-year sequence available)
Year 1: This pr ogr am intr oduces students to the skills needed to inspect, maintain, and r epair automobiles and light tr ucks
with internal combustion engines. Instructional units include: Automotive industry overview, careers, advanced training options, and
workplace ethics; Vehicle safety, operation, inspection and maintenance; Hybrid vehicle operation and safety; Vehicle steering and suspension system operation, component inspection and repair, braking system operation, inspection and repair. Upon ICCB approval,
students who successfully complete both years of the automotive program will have completed the coursework necessary for the Parkland College Maintenance and Light Repair Certificate.
Year 2: This pr ogr am intr oduces students to the skills needed to inspect, maintain, and r epair automobiles and light tr ucks
with internal combustion engines. Instructional units include: Engine operation, testing and performance. Automotive electrical/
electronic system operation, inspection, testing and repair. Cooling system inspection, testing and maintenance; Drive axle inspection
and service. Second year students will have the opportunity to earn ASE student certifications. Upon ICCB approval, students who
successfully complete both years of the automotive program will have completed the coursework necessary for the Parkland College
Maintenance and Light Repair Certificate.
Prerequisite: Year 1 & 2: 3.0 GPA (RTHS scale). Year 2: Successful completion of Automotive Technology Year One
AFD 110-Automotive Maintenance & Light Repair
AFD 111-Automotive Powertrain Maintenance & Light Repair
AFD 210-Automotive Work Experience Seminar
AFD 115-Basic Chassis Electrical Systems
AFD 113-Automotive Chassis Systems Maintenance & Light Repair
COMPUTER NETWORKING (2-year sequence available)
Year 1: This pr ogr am will cover an intr oduction to micr ocomputer oper ating systems. Topics will include ever yday car e and
maintenance of your PC, introduction to computer operation and software use, networking fundamentals, programming, and logic. Also
included will be an introduction to local area networks, wide area networks, and the Internet. Program objectives will prepare the student to sit for the CompTIA Network+ and CompTIA A+ Essentials Certification Exams. Upon successful completion of a two-year
Academy program, student will have earned two certificates (Microsoft Administration, Computer Foundations) at Parkland College.
Year 2: Topics will include a compr ehensive study of Linux user commands and utilities. Also included will be the management of a Windows workstation including networking, operating system, installation, file system, profiles and policies, security, protocols, internetworking, remote access, printing, and troubleshooting. Other topics will include how to configure, customize, and troubleshoot Microsoft Network Operating Systems in a single-domain environment. Upon successful completion of a two-year Academy program, students will have earned two certificates (Microsoft Administration, Computer Foundations) at Parkland College. Second-year
students will have completed the listed objectives for the Microsoft Windows Workstation Certification Exam and the Microsoft Certified Technology Specialist Exam.
Prerequisite: Year 1 & 2: 3.5 GPA (RTHS scale) preferred, but exceptions can be made with departmental approval. Year 2: Successful
completion of Computer Networking Year One Academy Program.
CIS 137-Basic PC Maintenance/OS Concepts
CSC 128-Introduction to Linux
CIS 112-Computing Essentials
CSC 151-MS OS Workstation
CSC 130-Introduction to Computer Networks
CSC 153-MS OS Server
CSC 133-PC Hardware and OS Maintenance
CIS Elective, to be determined
CRIMINAL JUSTICE (1-year program)
This program provides a history of the development, philosophy, and constitutional aspects of criminal justice procedures and agencies.
Included will be an overview of the juvenile delinquency system and the United States correctional system. Other topics will be criteria
for criminal acts, requisite mental state, criminal parties, causation and defenses, common law crimes, and application of the Illinois
Criminal Code.
Prerequisite: 3.5 GPA (RTHS scale) preferred, but exceptions can be made with departmental approval. Must finish semester with a
C or better to continue into 2nd semester.
Semester 1 Courses (6 credit hours)
CJS 101-Intro to Criminal Justice
CJS 127-Juvenile Delinquency
CJS 104-Introduction to Corrections
CJS 203-Criminal Law
2015-2016
49
DC/EARLY COLLEGE AND CAREER ACADEMY
HEALTH PROFESSIONS
CNA (Certified Nursing Assistant) (1-year program)
1st Semester
Orientation to Health Occupations Course Description: The main pur pose of this cour se is to assist students in fur ther development of their self-concept and in matching personal abilities and interest to a tentative career choice within the healthcare field.
Course content will provide in-depth information regarding health occupations careers and trends, the occupational and educational
opportunities and the educational, physical, emotional and attitudinal requirements of careers in the medical field.
Medical Terminology Course Description: The pr imar y focus will be on developing both or al and wr itten skills in the language used to communicate within health care professions.
Legal Issues in Healthcare Course Description: This cour se focuses on law as it per tains to health pr ofessionals; consent for
medical services, invasion of privacy, malpractice, governmental regulations, actions for collecting patient bills, bioethical, and end of
life issues.
2nd Semester
Certified Nursing Assistant Course Description: The Basic Nur sing Assistant Tr aining Pr ogr am pr epar es students to car e for
patients under the direct supervision of a licensed nurse in a long-term care facility, a hospital, assisted living facility, or in the home.
The course is approved by the Illinois Department of Public Health. After successful completion of the program, students are eligible
to sit for the Illinois Nurse Assistants Certification exam.
Prerequisite: 3.5 GPA (RTHS scale), Assessment: Placement into CCS 099, ENG 099, MAT 080/095. Must have CPR card before
second semester course begins. Certification must be either American Heart Association Healthcare Provider or
American Red Cross Professional Rescuer.
HCS 112-Orientation to Health Careers
NAS 111-Basic Nursing Assistant Training Program
HCS 154-Medical Terminology
HCS 174-Legal Issues in Health Care
EMS (Emergency Medical Services) (1-year program)
1st Semester
Orientation to Health Occupations Course Description: The main pur pose of this cour se is to assist students in fur ther development of their self-concept and in matching personal abilities and interest to a tentative career choice within the healthcare field.
Course content will provide in-depth information regarding health occupations careers and trends, the occupational and educational
opportunities and the educational, physical, emotional and attitudinal requirements of careers in the medical field.
Medical Terminology Course Description: The pr imar y focus will be on developing both or al and wr itten skills in the language used to communicate within health care professions.
Legal Issues in Healthcare Course Description: This cour se focuses on law as it per tains to health pr ofessionals; consent for
medical services, invasion of privacy, malpractice, governmental regulations, actions for collecting patient bills, bioethical, and end of
life issues.
2nd Semester
Emergency Medical Technician Course Description: The Emer gency Medical Ser vices-Basic course prepares the student to provide pre-hospital assessment and care for patients of all ages with a variety of medical conditions and traumatic injuries. Areas of study
include an introduction to emergency medical services systems, roles and responsibilities of EMT-Basics, anatomy and physiology,
medical emergencies, trauma, special considerations for working in the pre-hospital setting, and providing patient transport. This
course prepares the student to take the State of Illinois EMT-Basic license examination.
Prerequisite: 3.5 GPA (RTHS scale), Assessment: Placement into CCS 099, ENG 099, MAT 080/095. Students will be able to sit for
the state exam upon graduation from high school and after reaching 18 years of age.
Grade Levels: 12
HCS 112-Orientation to Health Careers
EMS 110-Emergency Medical Services 1: EMT-B
HCS 154-Medical Terminology
HCS 174-Legal Issues in Health Care
50
2015-2016
SPECIAL EDUCATION
The goal of the Rantoul Township High School Special Education Department is to provide students with an education including a continuum of services within the general education environment whenever possible and also provide the students with similar educational,
social and vocational needs, the skills, knowledge and attitude necessary to reach their potential as independent functioning citizens.
While the program will vary according to each student’s Individualized Educational Program, there exists a general curriculum structure
universal to all Rantoul Township High School students. Included within this structure of academic requirements for graduation are
courses which develop daily living skills, personal skills, and occupational preparation skills.
*Grade levels are general guidelines and, when necessary, students not in the grade levels listed may enroll in those classes.
2015-2016
COURSE
CREDIT
GRADE LEVELS
Modified Strategic Literacy
9, 10, 11, 12
Functional English
9, 10, 11, 12
Modified Basic English
9, 10, 11, 12
Modified Speech Communications
9, 10, 11, 12
Modified Basic Health
*10, 11
Functional Science
*9, 10
Modified Basic General Science
*9, 10
Consumer Math
11, 12
Modified Algebra
*9, 10
Modified Geometry
*10, 11
Modified Careers
11, 12
Functional Careers
10, 11, 12
Modified Occupations
2 units—two semesters
11, 12
Modified Computers
9, 10, 11, 12
Modified Geography
9, 10, 11, 12
Functional American Government
*9, 10, 11,
Modified Basic American Government 1/2 unit—one semester
*10, 11
Functional U.S. History 1
*9, 10
Modified U.S. History 1
*10, 11
Modified U.S. History 2
11, 12
Functional Consumer Skills
9, 10, 11, 12
Everyday Life Skills 4
9, 10, 11, 12
Independent Skills
9, 10, 11, 12
Resource/Study Skills
9, 10, 11, 12
51
SPECIAL EDUCATION
MODIFIED STRATEGIC
LITERACY
Prerequisite:
Case manager recommendation
FUNCTIONAL ENGLISH
Prerequisite:
MODIFIED BASIC ENGLISH
Prerequisite:
FUNCTIONAL SPEECH
Prerequisite:
MODIFIED SPEECH
COMMUNICATIONS
Prerequisite: None
FUNCTIONAL HEALTH
Prerequisite:
*Open to 11, 12 grade levels when
necessary
MODIFIED BASIC HEALTH
Prerequisite:
*Open to other grade levels when
necessary
FUNCTIONAL SCIENCE
Prerequisite:
necessary
52
Purpose Statement: Students in Modified Strategic Literacy will focus on strategies that
will make them more effective readers. Students will use word origins and context
clues to construct the meaning of unfamiliar vocabulary and apply such words in their
own writing. Students will read comprehensively and apply situations in literature to
real-life situations. Students will expand upon basic grammatical structure as is necessary to write comprehensively.
1. Students will develop their abilities to read with increased understanding.
2. Students will develop their writing to better communicate their ideas for a variety of
purposes.
3. Students will work to improve fluency and comprehension using a variety of reading strategies.
4. Students will use language arts skills to communicate information.
Students improve their writing skills and mechanics through extensive writing practice.
Capitalization and punctuation, increasing vocabulary, and the ability to use functional
language in daily situations are emphasized. Instructional methods are developed to
relate to the personal need and experiences of the individual student. Novel study is
used to increase comprehensive and writing skills.
The purpose of this course is to increase skills in the area of vocabulary, reading comprehension, and written expression. A structured and comprehensive program is used to
develop basic writing skills using a systematic approach. Reading is addressed through
the use of short stories, novels, and computer programs.
This course is designed to help students understand and respond to questions, improve
their problem-solving abilities, improve their conversational skills, and also to help
them with their every day communications skills. Material is presented at an appropriate age and reading level.
This course helps students develop effective communication skills. Specifically, students study the communication process, improving listening and non-verbal communication, managing speech anxiety, and preparing and delivering different types of
speeches.
This course considers several issues of adolescent well-being and helps prepare students
to make wise and responsible health decisions and choices in their daily lives. Examples of topics may include coping with stress, relationships, avoiding problems with
food, medicine, illegal drugs, alcohol, STD's and AIDS, and consumer health. All instruction is presented at an appropriate reading level and is designed to meet the personal needs and experiences of the student.
This course considers several issues of adolescent well-being and helps prepare students
to make wise and responsible health decisions and choices in their daily lives. Examples of topics may include coping with stress, relationships, human body systems, medicine, illegal drugs, alcohol, STD's and AIDS, and consumer health.
This course covers topics in science presented at an appropriate reading level. Instruction includes hands-on activities and can be applied to practical daily tasks.
2015-2016
SPECIAL EDUCATION
MODIFIED BASIC GENERAL
SCIENCE (offered in odd # years {2015-2016})
Prerequisite:
necessary
MODIFIED BASIC BIOLOGY
(offered in even numbered years{2016-2017})
Prerequisite:
necessary
CONSUMER MATH
Prerequisite:
MODIFIED ALGEBRA
Prerequisite:
necessary
MODIFIED GEOMETRY
Prerequisite:
necessary
MODIFIED CAREERS
Prerequisite: Junior, senior or 16 years of
age
FUNCTIONAL CAREERS
Prerequisite: Sophomore, junior or senior
MODIFIED OCCUPATIONS
Prerequisite: Junior or senior standing or
16 years of age. Must be enrolled in
Modified Careers
Credit: 2 units - two semesters
2015-2016
The purpose of this course is to gain knowledge of concepts that describe properties of
matter and energy and the interactions between them. The student will gain knowledge
of and learn to apply concepts that describe force and motion and the principles that
explain them. In addition the student will gain knowledge of and apply concepts that
describe properties of matter and energy and the interactions between them. The material will be adapted to meet the individual needs of students.
This course is an introduction to all the life sciences. It begins with the characteristics
of life and a study of cells. Topics progress through the kingdoms of living things from
simple to complex and the interactions between them.
Students will learn the foundations of personal finance. They will be taught the concepts
of saving and investing, credit and debt, financial responsibility and money management, insurance/risk management and income/careers.
This course will teach students to use algebraic and analytical methods to identify and
describe patterns and relationships in data, solving problems and predicting results. Students will learn to describe numerical relation-ships using variables and patterns, and to interpret and describe numer-ical relationships using tables, graphs and
symbols. In addition students will solve problems using systems of numbers and their
properties. The material will be adapted to meet the individual needs of students.
This course is designed to help students understand geometry and more specifically to
teach students how to use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Students will learn to demonstrate and apply
geo-metric concepts involving points, lines, planes and space.
Students explore vocational interests and aptitudes. They participate in a structured
overview of the many and varied jobs that constitute the work field. Practical skills of
job application procedures and interviewing are emphasized. Further emphasis is place
on appropriate skills in dealing with co-workers and employers and necessary skills for
maintaining a job.
Students will learn and apply work skills and attitudes in various work related activities.
The skills assessed include attendance/punctuality, demonstrating a positive work attitude, displaying a work ready appearance, work quality, work rate, taking initiative/
following directions, co-worker relationships, supervisor relationships, and being open
to learning and improving.
This course is taken in conjunction with Modified Careers. Students maintain a parttime job for the school year. They apply the skills and attitudes that they have learned
to the work experience.
53
SPECIAL EDUCATION
MODIFIED COMPUTERS
Prerequisite:
MODIFIED GEOGRAPHY
(offered in odd # years {2015-2016})
Prerequisite:
FUNCTIONAL AMERICAN
GOVERNMENT
Prerequisite:
Grade Levels: *9, 10, 11
necessary
MODIFIED BASIC AMERICAN
GOVERNMENT
Prerequisite:
necessary
FUNCTIONAL U.S. HISTORY 1
Prerequisite:
necessary
MODIFIED U.S. HISTORY 1
Prerequisite:
necessary
FUNCTIONAL U.S. HISTORY 2
(Offered in 2016-2017)
Prerequisite:
54
Students will be taught the parts of the computer and their functions, as well as applying
their keyboarding skills. Students will use repetitious drills to meet their individual
computer needs. Students will learn how to use word, excel, and other programs to create a presentation for class.
This course is designed to help students understand world geography and the effects of
geography on society, with an emphasis on the United States. Students will learn
to locate, describe and explain places, regions and features on the Earth as well as analyze and explain characteristics and interactions of the Earth’s physical systems.
This course is a basic introduction to local, state, and national government with emphasis on the U.S. and Illinois Constitutions. While exploring citizenship and the criminal
justice system, students will acknowledge their rights and duties as citizens of the United States. Material is presented at an appropriate age and reading level.
This course is a basic introduction to local, state, and national government with emphasis on the U.S. and Illinois Constitutions. While exploring citizenship and the criminal
justice system, students will acknowledge their rights and duties as citizens of the United States.
This course covers the scope of American history from Early Discovery to Westward
expansion . Students will have the opportunity to learn how the United States developed and became a world leader. Maps, graphs, diagrams, and charts will be emphasized. All instruction is presented at an appropriate reading level and is designed to meet
the personal needs and experiences of the student.
This course covers the scope of American history from Early Discovery to Westward
expansion . Students will have the opportunity to learn how the United States developed and became a world leader. Maps, graphs, diagrams, and charts will be emphasized.
This course covers the scope of American history from the Civil War to the Depression
and W.W. II to Present. Students will have the opportunity to learn how the United
States developed and became a world leader. Maps, graphs, diagrams, and charts will
be emphasized. All instruction is presented at an appropriate reading level and is designed to meet the personal needs and experiences of the student.
2015-2016
SPECIAL EDUCATION
MODIFIED U.S. HISTORY 2
Prerequisite:
FUNCTIONAL CONSUMER
SKILLS
Prerequisite:
EVERYDAY LIFE SKILLS 1
Prerequisite:
Prerequisite:
Prerequisite:
Prerequisite:
INDEPENDENT SKILLS
Prerequisite:
RESOURCE/STUDY SKILLS
Prerequisite: None
2015-2016
This course covers the scope of American history from the Civil War to the Depression
and W.W. II to Present. Students will have the opportunity to learn how the United
States developed and became a world leader. Maps, graphs, diagrams, and charts will
be emphasized.
This course is a comprehensive development program for high school students interested in making a successful transition to life after high school. Areas of emphasis include:
household smarts, financial responsibilities, career planning, the employment setting,
the educational setting, and other areas of transition. Material is presented at an appropriate age and reading level. This course meets the Consumer Education requirement.
time-management, self-advocacy, the IEP, household smarts, and financial responsibilities. This course meets the Consumer Education requirement.
the post-secondary educational setting, post-secondary goal setting, and social awareness. The course will also build upon the transition skills covered in Everyday Life
Skills 1. This course meets the Consumer Education requirement.
community awareness/volunteerism, exploring the concepts of courage, commitment,
sacrifice, patriotism, and citizenship and how these values can be exemplified in daily
life. The course will also build upon the transition skills covered in Everyday Life
Skills 1 & 2. This course meets the Consumer Education requirement.
career planning, the employment setting, and the Six Pillars of Character. This course
meets the Consumer Education requirement.
Through classroom participation students learn important daily living skills which include: cooking, cleaning, and clothing care. An attempt is made to relate instructional
methods to the personal needs and experiences of the student.
This class provides structured practice in skills necessary to succeed in academic classes. It stresses organization, use of agenda book, and study strategies for learning materials.
55
STUDENT ORGANIZATIONS
Student organizations offer experiences for the student that both supplement and enrich the educational program. Student organization
programs are planned to develop desirable attitudes in situations providing opportunity for individual, small-group, and entire school
participation. With faculty and administrative guidance, students share responsibility for selecting, organizing, implementing, and evaluating a wide range of activities. The longest and fondest memories of one’s school years are often of the friends and experiences gained
while there. One of the best ways to enhance those memories for you is through your involvement in RTHS’s student organizations and
school activities.
ATHLETIC PROGRAM
The interscholastic athletic program at RTHS covers a variety of sports throughout the school year. All students who have an interest in
athletics are encouraged to participate in the sports of their choice. The program is designed to improve the students’ self-confidence,
physical abilities, stature, responsibility and sportsmanship. Among the chief benefits of the physical education and athletic programs
are the development of a poised, graceful, physically fit body and the development of interests in and skill for continued leisure time
activities. To retain athletic aligibility, an athlete must have passed 7 classes of academic course work in the semester preceding his or
her athletic eligibility and must have passed 7 classes of academic course work in the week preceding his or her athletic eligibility.
-Beginning 2014-15, RTHS became a member of the Okaw Valley Conference. Competition is available at various levels.
-Athletic awards (letters) are awarded to deserving varsity participants.
-Scholar Athlete awards are given to those athletes who have earned a minimum 4.0 cumulative GPA, are sophomore through junior
standing, and are a varsity letter winner.
-The following is a listing of the interscholastic sports that are offered:
FALL: Cross Country (Coed), F ootball (Boys), Golf (Co-ed), Tennis (Girls), Volleyball (Girls), Soccer (Co-ed)
WINTER: Basketball (Boys and Girls), Wrestling (Boys)
SPRING: Baseball (Boys), Softball (Girls), Track (Boys & Girls)
CHEERLEADERS
CHESS CLUB
DRAMA CLUB
PLAYING CARD GAME CLUB Students get together 1 hour a week to play games.
EAGLE DANCE TEAM
FAMILY, CAREER & COMMUNITY LEADERS OF AMERICA (FCCLA) A club that helps young people become leaders and addresses issues through Family & Consumer Sciences classes. Our club has traditionally focused on activities that
would help family and community groups. Members need to be in or have taken a FCS (Family & Consumer Sciences) classes.
FELLOWSHIP OF CHRISTIAN ATHLETES (FCA) Student led organization the holds weekly devotional meetings.
Open to all students.
FUTURE BUSINESS LEADERS OF AMERICA (FBLA) A national organization that brings business and education
together in a positive working relationship through innovative leadership and career development programs. We participate in leadership conferences, competitions, and community service projects. Any student at RTHS is encouraged to join for a small membership
fee.
FUTURE FARMERS OF AMERICA (FFA)
GSA
NATIONAL HONOR SOCIETY (NHS) An elite organization that upholds the highest standards of scholarship, leadership,
service, and character. Students admitted to NHS must carry a GPA of at least 4.75, be enrolled in higher level courses at RTHS, be
involved in school activities, and take part in service projects for the school and community. The NHS is responsible for many school
and community activities and attends a three-day leadership conference each year in Chicago-land. The NHS is an organization that
students must apply for their junior year, be chosen, and inducted.
56
2015-2016
STUDENT ORGANIZATIONS
INTERACT A school sponsored club that encourages community service. It is open to all RTHS students. Interact’s parent organization is the Rotary Club. Monthly activities include planning and organizing a school blood drive, Stuff-the-Truck, Clean-up Rantoul,
Halloween Extravaganza, making baby blankets, food and toy drives, cancer walks, and volunteering for local organizations. The services Interact participates in stem from the members-at-large.
MATH TEAM A group of students who like to look at math with a more “fun” approach. Instead of fearing the ideas of Algebra
and Calculus, students embrace them and tackle the fields head-on. As a group, Math Team members compete against one another to
better themselves in arithmetic skills and occasionally take time to assess obscure mathematical topics. Once a month, Math Team takes
state-wide tests to see how it stacks up against the competition. Regardless of knowledge, prowess, or skill in math. Math Team accepts
all who are willing and eager participants. Stop by and check us out!
SCHOLASTIC BOWL An IHSA sanctioned activity where teams compete against one another in a series of games of questions
and answers on all topics of human knowledge.
SPEECH TEAM
STUDENT COUNCIL Student Council a.k.a. StuCo (“stoo-co”) is a student-led organization that meets to organize activities for
the entire student body. These activities include: Homecoming, Spirit Weeks, Pep Assemblies, Community Service Projects, Freshman
Orientation, and other student-centered activities. We focus on creating unity among the student body.
TECH CLUB The purpose of Tech Club is to learn advanced technological techniques including electricity, woodworking, metallurgy, and computer numerical control (CNC) operations. Objectives are to increase the student’s ability to perform vocational tasks outside the classroom and increase student involvement through community service.
2015-2016
57
TESTING
MAP: Rantoul Township High School administer s the NWEA MAP test to all Fr eshman-Junior students two times per year and
three times a year for students enrolled in Strategic Literacy and any of the Math Lab classes. This test serves as a universal screener. Screening all students allows us to identify students who need intervention and place them in classes appropriately. The test is administered on the computer and is adaptive in nature. Parents will receive reports that detail their students’ performance at the end of
each semester with report cards.
PARCC: The Partnership for Assessment of Readiness for College and Careers (PARCC) is the new state assessment and accountability measure for Illinois students enrolled in a public school district. PARCC assesses the New Illinois Learning Standards Incorporating
the Common Core and will be administered to students in English Language Arts and mathematics.
At the high school level, students enrolled in English III will be assessed in English Language Arts, students enrolled in Algebra II will
be assessed in mathematics, and students enrolled in both English III and Algebra II will be assessed in English Language Arts and
mathematics, regardless of grade level.
PSAT: **RTHS administer s the PSAT in October only when ther e ar e students who sign up. The PSAT is a standar dized test
for sophomores and juniors that provides firsthand practice for the SAT. A fee is charged. Go to www.collegeboard.com for more information.
**While most students at RTHS take the ACT for college admissions, the PSAT is good practice for this type of testing. Check with
individual colleges for their preferred college entrance examination.
ACT: The ACT is a college entr ance exam taken by junior s and senior s who wish to attend college. Ther e ar e six national test
dates for the ACT. RTHS is a test site for the October ACT national test. All of the test dates are available at sites in Champaign County. The composite score range for the ACT is 1—36. In order to register for the ACT, students can log on to www.actstudent.org. Go
to www.act.org for complete information. Below is a list of the 2015-2016 ACT test dates—the registration deadlines and fees were not
available at the time of this publication. Last year’s registration fees were $38.00 (no writing), $54.50 (with writing test), add $24 for
late registration. Fee waivers are available for those who qualify.
September 12, 2015
October 24, 2015
December 12, 2015
February 6, 2016
April 9, 2016
June 11, 2016
REMEMBER: Standardized tests you will take in high school are important for college.
58
2015-2016
State Universities in Illinois – At a Glance
Summary of Minimum High School Course Requirements for Admission of Freshmen to Illinois Public Universities,
Effective 2014
(From IACAC website, iacac.org—click on “Publications”, “State Universities in Illinois—at a Glance” for further information)
Chicago State +
Eastern Illinois
total
English
Social
Studies
Mathematics
Science
Electives and other Requirements
15
4¹
3
3
3
2 years of foreign language, music, vocational education or art
4¹
35
3 10
315
2 years of academic or vocational electives.
5
10
3 15
2 years of foreign language (FL) or 2 years of fine arts (FA) or a
combination of 1 year FA/FL and 1 year of vocational education.
15
8
3
10
18
Northeastern Illinois
15
4¹
3
Western Illinois +
15
4¹
35
3 10
3 15
2 years of foreign language, music, vocational education, art, theatre,
film, religion, philosophy, speech or journalism
Illinois State
15
4
2
312
2 15
2 years of one foreign language or fine arts; and 2 years of electives
Northern Illinois
15
4²
36
311
3 16
2 units (one must be foreign language, art, or music); Up to three
units of the required fifteen units may be distributed throughout any
of the five categories of course work. Vocational education may
satisfy up to three of the units.
Southern Illinois University
Carbondale
15 or 16
4¹
38
3 or 4 12
3 18
Edwardsville
15
4¹
35
312
315
University of Illinois
Chicago
16
44
3
3
318
Springfield
15
44
37
312
3 18
2 years of one foreign language or 2 years of fine arts, selected from
art, music, dance and theatre are required.
Urbana-Champaign
15 or 15.5
44
28
3 or 3.5 14
2 18
2 years of one foreign language are required; and 2 years (flexible
academic units) from any of the five subject categories. Approved
art, music, or vocational education courses may be counted in the
flexible academic units category.
2 years chosen from foreign language, music, the visual arts, theatre,
dance and/or vocational education.
2 years of foreign language; 1 year of an elective.
NOTES:
+ Suggested Electives - includes other academic courses.
1. Emphasizing written and oral communication and literature.
2. Three units of English must be courses emphasizing written and oral
communication and literature.
3. Emphasizing grammar, composition, written and oral communication, and
literature; may include not more than 1 year of creative writing or journalism.
4. Studies in language, composition, and literature requiring practice in expository
writing in all such work. Coursework should emphasize reading, writing,
speaking, and listening.
5. Emphasize history and government.
6. One unit must be U.S. history or a combination of U.S. history and government.
7. At least 2 years of history and/or government; other acceptable subjects are
anthropology, economics, geography, psychology, and sociology.
8. History and government are preferred. Additional acceptable social studies in
clude anthropology, economics, geography, philosophy, political science,
psychology, and sociology.
9. One unit must be American History plus 1 unit of history, government,
psychology, economics or geography.
10. Introductory through advanced algebra, geometry, trigonometry, or
fundamentals of computer programming.
11. Three to four units of college preparatory mathematics, including one year of
geometry and one year of advanced algebra and/or trigonometry.
2015-2016
2 years of electives in foreign language, art , fine arts, music or
vocational education; if a foreign language is taken, it must include
two semesters of the same language.
12. Algebra I & II, and a proof-based geometry course. A fourth unit is highly
recommended: trigonometry and pre-calculus, or statistics, depending on the
student's area of interest.
13. One year of introductory algebra, 1 year of geometry, 1/2 year of algebra
beyond the introductory year, and 1/2 year of more advanced mathematics or
fundamentals of computer programming.
14. Algebra, geometry, advanced algebra, trigonometry. Typically, such courses as
career/occupational mathematics, consumer mathematics, applied business
mathematics, pre-algebra, and computer courses are not acceptable. 3.5 years of
mathematics including trigonometry are required in the following curricula:
Agricultural, Consumer and Environmental Sciences – agricultural engineering;
Business – all curricula; Engineering – all curricula; Fine and Applied Arts –
architectural studies; Liberal Arts and Sciences-specialized curricula in
biochemistry, chemical engineering, chemistry, geology, and physics.
15. Laboratory sciences.
16. Two units must be courses in the physical or biological sciences. One unit must
be a laboratory science.
17. One year of biology, 1 year of chemistry, and 1 additional year of earth science,
physics, biology, or chemistry. (All must be laboratory sciences.)
18. Laboratory courses in biology, chemistry, or physics are preferred. Laboratory courses in astronomy and geology are also acceptable. General science will not be acceptable.
59
NCAA INITIAL ELIGIBILITY
(information from NCAA website, www.NCAA.org)
Core Courses
Division I
Initial full-time collegiate enrollment before August 1, 2016:
◦Sixteen (16) core courses are required (see chart below for subject-area requirements).
Initial full-time collegiate enrollment on or after August 1, 2016:
◦Sixteen (16) core courses are required (see chart below for subject-area requirements).
Ten (10) core courses completed before the seventh semester; seven (7) of the 10 must be in English, math or
natural/physical science.
These courses/grades are "locked in" at start of the seventh semester (cannot be repeated for grade-point average
[GPA] improvement to meet initial-eligibility requirements for competition).
◦Students who do not meet core-course progression requirements may still be eligible to receive athletics aid and practice in
the initial year of enrollment by meeting academic redshirt requirements (see below).
Division II
Division II currently requires 16 core courses. See the char t below.
Beginning August 1, 2018, to become a full or par tial qualifier for Division II, all college-bound student-athletes must complete
the
16 core-course requirement.
Test Scores: (ACT/SAT)
Division I
Students must present a corresponding test score and core-course GPA on the sliding scale The sliding scale for those requirements
can be seen of the NCAA website (www.ncaa.org).
◦SAT: critical reading and math sections.
Best subscore from each section is used to determine the SAT combined score for initial eligibility.
◦ACT: English, math, reading and science sections.
Best subscore from each section is used to determine the ACT sum score for initial eligibility.
All ACT and SAT attempts before initial full-time collegiate enrollment may be used for initial eligibility.
Enter 9999 during ACT or SAT registration to ensure the testing agency reports your score directly to the NCAA Eligibility
Center. Test scores on transcripts will not be used.
Division II
Currently requires a minimum SAT score of 820 or an ACT sum score of 68. Beginning August 1, 2018, Division II will use a sliding
scale (ncaa.org) to match test scores and core-course grade-point averages (GPA).
The SAT score used for NCAA purposes includes only the critical reading and math sections. The writing section of the SAT is not
used.
The ACT score used for NCAA purposes is a sum of the following four sections: English, mathematics, reading and science.
When you register for the SAT or ACT, use the NCAA Eligibility Center code of 9999 to ensure all SAT and ACT scores are
reported directly to the NCAA Eligibility Center from the testing agency. Test scores that appear on transcripts will not be
used.
Core Grade-Point Average :
Only core courses that appear on the high school's List of NCAA Courses on the NCAA Eligibility Center's website
(www.eligibilitycenter.org) will be used to calculate your core-course GPA. Use this list as a guide.
Division I
Initial full-time collegiate enrollment before August 1, 2016:
◦Students must present a corresponding test score (ACT sum score or SAT combined score) and core-course GPA (minimum
2.000) on Sliding Scale A (ncaa.org).
◦Core-course GPA is calculated using the best 16 core courses that meet subject-area requirements.
Initial full-time collegiate enrollment on or after August 1, 2016:
◦Students must present a corresponding test score (ACT sum score or SAT combined score) and core-course GPA (minimum
2.300) on Sliding Scale B (ncaa.org).
◦Core-course GPA is calculated using the best 16 core courses that meet both progression (10 before seventh semester; seven
60
2015-2016
NCAA ELIGIBILITY
Core GPA, cont.
Division II
Be sure to look at your high school’s List of NCAA Courses on the NCAA Eligibility Center's website (www.eligibilitycenter.org).
Only courses that appear on your school's approved List of NCAA Courses will be used in the calculation of the core GPA. Use the list
as a guide.
The current Division II core GPA requirement is a minimum of 2.000. Division II core GPA required to be eligible for competition on
or after August 1, 2018, is 2.200 (sliding scale, ncaa.or g).
The minimum Division II core GPA required to receive athletics aid and practice as a partial qualifier on or after August 1, 2018, is
2.000 (sliding scale, ncaa.org).
Remember, the NCAA core GPA is calculated using NCAA core courses only.
DIVISION 1
Core-Course Requirement (16)
4 years of English
3 years of Math (Algebra 1 or
higher)
2 years of natural/physical science (1
year of lab if offered)
1 year of additional English,
math or natural/physical science
2 years of social science
4 years of additional courses (any
area above, foreign language, or
comparative religion/philosophy)
DIVISION 1—2016
Qualifier Requirement
*Athletics aid, practice, and competition
16 core courses
◦10 core courses completed before the
start of 7th semester. 7 of the 10
must be in English, math, or natural/
physical science
·”Locked in” for core-course GPA
calculation
Corresponding test score (ACT sum
score or SAT combined score) and
core-course GPA (miniumum 2.300)
on Sliding Scale (ncaa.org)
Graduate from high school
DIVISION 1—2016
Academic Redshirt Requirements
*Athletics aid, practice, and competition
16 core courses
◦No grades/credits “locked
in” (repeated courses after the 7th
semester begins may be used for
initial eligibility)
Corresponding test score (ACT sum
score or SAT combined score) and
core-course GPA (miniumum 2.000)
on Sliding Scale (ncaa.org)
Graduate from high school
DIVISION II
16 Core Courses
3 years of English
2 years of Math (Algebra 1 or
higher)
2 years of natural/physical science (1
year of lab if offered)
3 years of additional English,
math or natural/physical science
2 years of social science
4 years of additional courses (from any
area above, foreign language, or
comparative religion/philosophy)
For more information regarding NCAA Division I and Division II eligibility, please go to www.NCAA.org, or visit the Eligibility Center web site at www.eligibilitycenter.org.
2015-2016
61
High School and Beyond………….
“Reach high, for stars lie hidden in you. Dream deep, for every dream precedes the goal.”
Rabindranath Tagore
Portions of the information listed below were excerpted from the website www.knowhow2go.org**
Did you know that over a lifetime, a high school dropout working full-time will earn $300,000 less than a high school graduate,
and more than $1 million less than a college graduate? Here are a few good reasons why you should stay in school:
1. High school dropouts are four times more likely than college graduates to be unemployed.
2. Graduating from high school will most likely determine how well you live for the rest of your life.
3. On average, high school graduates earn $175 more per week than high school dropouts. College graduates earn $368 more per
week than high school graduates.
PLAN AHEAD
It’s never too early to start planning for your future. Planning your high school path, from the courses you take to the activities you participate in, will help you achieve your goals for the future. Whether you plan to attend college, join the military, or go directly to the
workforce, starting out with a comprehensive plan that includes realistic goals will help you be successful in all areas of your life. Stay
in close communication with your high school counselor to help you with your high school and future plans.
Freshmen: Choose courses keeping in mind your future goals, as well as electives that interest you.
 Colleges care about the courses you’re taking in high school, which shows them what kind of goals you set for yourself. Colleges are
more impressed by respectable grades in challenging courses than by outstanding grades in easy ones. Make sure you know what the
minimum requirements are to be accepted to the colleges of your choice (see page 61). If you plan to attend college, your schedule
should consist of at least 4 college preparatory classes per year.
 Colleges look at your permanent academic record for admissions beginning with freshman-year grades. It is very important to maintain adequate grades.
 Stay active in clubs, activities, and sports that you enjoy.
Sophomores: Continue to enroll in courses that will help you in your future endeavors. Think about the college you may
want to attend and what the requirements are for admission.
 Research college choices. Decide which characteristics are most important to you, such as the size of the school, distance from
home, cost, and extracurricular activities.
 Make sure your high school course selections meet the requirements of the colleges you are interested in attending.
 Work to keep your grades at a successful level.
 Stay involved in extra-curricular activities.
Juniors: Begin to gather information from colleges. Request brochures, catalogs, and attend college fairs. Talk to your counselor about your goals after high school. Make sure your chosen courses fulfill your high school and future requirements.
 If you are college-bound, research your college choices as well as financing for college.
 If you plan to join the military, communicate with a recruiter to find out what is required of you.
 Stay on top of your grades. Remember also that extra-curriculars play an important role in your success.
 Sign up for the ACT. You can also take the PSAT to help prepare you for the ACT.
Seniors: This year is a busy year and it is important to stay focused and organized in order to achieve your goals. There are
many resources available to aid you in all of your plans. Your counselor will help you with your schedule, your college applications, financial aid opportunities, and anything else you need to transition from high school.
 Make sure you are scheduled for all of the necessary courses needed for high school graduation and for college admission.
 Narrow down your college choices and begin the application process. If needed, ask for help completing the FAFSA.
 Attend college fairs, the high school financial aid night, and schedule college campus visits.
 Talk to the various college representatives who visit the high school.
 Re-take the ACT if you aren’t satisfied with your score.
 Work hard all year in your classes—second semester grades can affect your college admission and scholarship eligibility.
 Make sure to notify your counselor, once you are accepted, which college you will attend.
 Apply for scholarships—the high school Counseling Center offers a variety of local scholarships and can help you apply for others as
well.
**actstudent.org offers a “College Planning Checklist” that provides a year by year guide to help prepare for college.
62
2015-2016
SCHOLARSHIPS AVAILABLE IN THE RTHS COUNSELING CENTER
Below are scholarships offered through the RTHS Counseling Center. They are listed by month they are due and are subject to change.
The Parkland Board of Trustees Scholarship (not listed) is awarded to the top 10% of the senior class and provides 2 years of tuition and fees.
AXA Achievement
Burger King Scholars
Beta Sigma Psi
JANUARY
SAE Engineering
Elks Club Essay Contest
CBAI Foundation
DECEMBER
Coca-Cola Scholars
Stokes Educational
Illinois Electric Co-Op
NOVEMBER
VFW Voice of Democracy
Class of 1982
Eastern Illini Electric Co-Op “Youth
To Washington” Contest
OCTOBER
Horatio Alger
National Wild Turkey Federation
D.A.R. Scholarship
Prudential Spirit of Community
Wabash Valley CFS
Jack Kent Cook FS
Jaqueline Rudzinski Memorial
SSgt Christopher Rudzinski
Memorial
Beta Sigma Phi – Xi Eta Omicron
Bank of Rantoul
Rantoul P.E.O.
Parkland College Marilyn Huckaba
Champaign County Community
Services Block Grant
APRIL
American Legion Essay Contest
Business & Professional Women’s
Club
Rantoul Core Club
Rantoul Community
MARCH (cont.)
AMVETS
Carle Auxiliary
Rantoul Rotary 2-year
National Honor Society
MARCH
Champaign County Farm Bureau
Christie Foundation
Rantoul Rotary 4-year
FEBRUARY
Illinois Municipal Utilities
Association
CU Jr. Women’s Club
Calbert/Monroe Scholarship
Independent Order of Odd-
FFA Devin Fiedler Memorial
Rantoul Volunteer Firefighters
Memorial
Robert F. Charles Memorial
U of I Credit Union
Illinois Sheriff’s Association
Busey Bank Community
Reinvestment Act
MAY
Wiechman Scholarship
Sigma Phi Epsilon
RTHSEA
Champaign County Extension
Fellows
Don Myrick Memorial
John & Dorothy Schettler
Education
Kathryn G. Hansen (Secretariat)
Gifford Lion’s Club
Illinois Heartland Decorative Artists
Knights of Columbus
Mediacom
Marine Corps
UI Children of Veteran’s
Illinois Lumber & Materials Dealers
Freese Memorial
PTA Lillian Glover
Zeta Phi Beta
63
2015-2016
R.H.S. oh R.H.S., faithful to you we’ll be
All our hopes and all our fears
Will be for you, just you.
RAH! RAH! RAH!
Studious days throughout each year
Have kept our hearts aglow,
And until the end, we’ll be loyalists and friends
To the school that we love the best.
CHA HEE CHA HA, CHA HA HA HA
RANTOUL HIGH SCHOOL
RAH! RAH! RAH!
64
2015-2016
NOTES

Course Catalog - Rantoul Township High School

Transcription

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