2013–2014 PROGRAM OF STUDIES
HIGHLAND PARK HIGH SCHOOL
TABLE OF CONTENTS
Graduation Requirements ................................................................................................. 3
Link Crew ......................................................................................................................... 5
Service Opportunities……………………………………………………………………..5
Course Options.................................................................................................................. 7
Assessment ........................................................................................................................ 8
Academic Policies ........................................................................................................... 10
Registration and Scheduling ........................................................................................... 15
Course Placement Process……………………………………………………………….17
Program Planning ............................................................................................................ 18
DEPARTMENTS
CHAIRPERSON
ROOM
PHONE
PAGE
Applied Arts
Mr. Nelson
C105
(224)-765-2160
22
Tech Campus
Mr. Wright
A233
(224)-765-2003
32
Counseling
Ms. Margetis
A221
(224) 765-2052
-
English
Ms. McMahon
A335
(224) 765-2121
33
Fine Arts
Mr. Nelson
C105
(224) 765-2160
39
Library
Ms. Isaacson
D102
(224) 765-2211
-
Mathematics
Ms. Finn
A203
(224) 765-2221
52
Mr. Butler
H101A
(224) 765-2091
59
Science
Ms. Bain
G104
(224) 765-2261
65
Social Studies
Ms. Stillwell
A311
(224) 765-2291
72
World Languages
Ms. Arreguin
A308
(224) 765-2181
79
Special Education
Ms. Gutwillig
A102
(224) 765-2311
96
Ms. Murphy
A102
(224) 765-2312
Mr. Weingartner
C125
(224) 765-2351
-
Mr. Arreguin
A308
(224) 765-2181
98
Ms. Hebson
-
(224) 765-1016
104
Physical Education/Traffic Safety
Technology
Transitional Program of Instruction
Summer School
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2013 – COURSE REGISTRATION &
2014 SCHEDULING TIMETABLE
Mid-January
Program of Studies is published on the website.
January
Course registration for incoming freshmen. Incoming freshmen and parents select courses
on Naviance.
February
Current high school students adjust course selections with counselors. Course placements
are made by staff, and reviewed with students. Course overrides are due.
Audit: Students must complete second semester audit applications by the end of the third
week of the semester.
Independent Study: Students must complete second semester independent study applications
by the end of the third week of the semester.
March
Course verification for the following year is available on Infinite Campus.
Pass/Fail: Students must complete second semester pass/fail applications by the end of the
eighth week of the second semester.
Course Placement Change: Students must complete 2nd semester course change applications
by the end of the third week of the second semester.
Dropped 5th Subject: Students can drop a 5th subject without penalty by the end of the
eighth week of the semester.
May
Conflicts in following year schedules are resolved.
August
Class schedules available on Infinite Campus.
Arena for schedule changes.
September
Audit: Students must complete first semester audit applications by the end of the third week
of the semester.
Independent Study: Students must complete first semester independent study applications by
the end of the third week of the semester.
October
Pass/Fail: Students must complete first semester pass/fail applications by the end of the
eighth week of the first semester.
Dropped 5th Subject: Students can drop a 5th subject without penalty by the end of the
eighth week of the semester.
November
Students may apply for course placement change between 9 and 12 weeks.
December
Freshmen complete four-year plans with their counselors.
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Graduation
Requirements
Minimum Credit Requirements:
Credit is granted for passing work at the end of each semester of study. Most courses, unless
stated differently, are assigned one credit per semester. Forty-one (41) credits are required
for graduation.
Minimum Course Requirements:
Credits must be earned in the following areas to fulfill the graduation requirements of HPHS.
Course Areas
* English
Credits
8
** Physical Education
7
*** Mathematics
6
Health Education
1
Science
4
Social Studies Electives
2
U.S. History
2
Fine Arts Electives
1
Applied Arts Electives
1
* 2 years of English must be writing intensive; all English classes are writing intensive.
** Students may be excused from Physical Education under the Interscholastic Athletic Waiver Program.
*** A year of Algebra and some Geometry are required.
Other Requirements:
Traffic Safety: Students must successfully complete this non-credit course or show evidence that
they have taken it privately.
Constitution: This requirement is fulfilled by successfully completing the Constitution unit
in U.S. History, AP U.S. History or American Studies or by passing a separate examination.
Consumer Education: Students at HPHS can meet this state requirement by earning credit in
any of the following courses:
Introduction to Business
Economics
Consumer Economics (Summer School)
Personal Living or Family Living
AP Economics
Work Partnership Program
Individual and Career Development
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Business Law
TPI Lifeskills
Business Math Fundamentals
Accounting Honors
Interscholastic Athletics/
Physical Education Option:
Juniors and Seniors who participate in varsity interscholastic sports may opt to be released
from Physical Education and placed in a supervised study hall while their sport is in
season. Partial PE credit is awarded for students using this option based on number of days
of attendance in physical education during that semester. Application for this option must
occur during the first three weeks of the student’s athletic season. Students must be enrolled
in at least 5 courses as well as obtain approval from their teacher, coach, counselor, the
Athletic Director and PE Department Chair. Please note under state law PE waivers for noninterscholastic athletic programs are not permissible.
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Link Crew: Orientation & Transition
Program for Freshmen
The Link Crew program has been designed to ease the transition from middle school to high
school. It provides an opportunity for freshmen to adjust to the high school community in a
supportive, caring environment.
Link Crew provides freshmen with a fun and interactive “Freshmen Orientation” program on
the first day of freshmen attendance. During the orientation, freshmen learn about the high
school, meet other members of the freshmen class, take tours of the building, and participate
in a number of activities designed to welcome them into the high school.
To better support the transition of freshmen throughout the school year, all freshmen are
assigned at least two junior or senior Link Leaders. The role of the Link Leader is to serve as
peer mentor to freshmen; Link Leaders help freshmen learn to navigate the various demands
of high school life.
Each week throughout the year, during the students’ 74 minute PE class, Link Crew Days are
conducted. The goal of Link Crew days are to reconnect freshmen with their Link Leaders,
to expose freshmen to various aspects of the school, and to work on a variety of activities
which foster educational, social and personal wellness.
All incoming freshmen are automatically assigned a Link Crew and Link Leaders.
Information regarding Orientation Day will be mailed home to students and parents in early
August.
Service
Opportunities
There are many credit and non-credit service opportunities available to students during the
school day. Students are encouraged to see teachers, counselors, librarians, or Department
Chairs to learn more about how to volunteer during a free period.
Non-Credit
Non-credit opportunities are available in many subject areas. Peer Tutors are needed for all
subjects. Specific subject tutors are needed in The Learning Center and World Language
Lab. Peer Mentors are needed for music, drama and dance classes. Students may also
volunteer to mentor special needs students.
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Credit
Peer Mentoring
Peer Mentoring is a one year elective class with two goals: (1) to teach students about
disabilities and (2) to provide quality peer interactions with the students in our Essentials and
ELS programs who have been identified as having a variety of cognitive impairments.
Students spend the first semester in the classroom learning about a variety of topics,
including special education law, various disability areas, assistive technology, and strategies
for teaching students who have moderate to severe disabilities. In addition, each peer mentor
will spend time during the first semester building relationships with the students in our
Essentials and ELS programs. During the second semester, students are placed in the
Essentials/ELS classroom(s) where they work daily as peer mentors and participate in a
variety of learning experiences. Assessment methods include a reflective journal, in-class
activities, unit tests, and a case study project. One credit is awarded each semester.
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Course Options
Course Designation:
Students enroll in courses based on standardized test scores, prior achievement and
prerequisites, teacher placement, and counselor recommendations.
College Preparatory courses demand high levels of cognitive and problem-solving
processes. The instructional pace is rigorous and emphasizes curricular depth, breadth and
enrichment. College Preparatory Survey courses provide instruction to enhance skills in
reading comprehension, writing and research, critical thinking and reasoning.
Honors and Advanced Placement courses require students to work independently and
demonstrate high levels of critical and analytical thinking.
Township High School District 113 uses a 4.0 grading scale.
Grade
Percentage
Honor Points*
A
100 - 93
4.00
A-
92 - 90
3.67
B+
89 - 87
3.33
B
86 - 83
3.00
B-
82 - 80
2.67
C+
79 - 77
2.33
C
76 - 73
2.00
C-
72 - 70
1.67
D+
69 - 67
1.33
D
66 - 63
1.00
D-
62 - 60
0.67
F
59 - 0
0.00
P
(PASS) is not computed for GPA
R
(REPEATED) is not computed for GPA
*All AP and Honors courses will receive one additional honor point.
Grade Point Average is computed by dividing the total points earned by the total number of credits. See page 6
for additional information. See page 6 for additional information.
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Assessments
Final Assessments:
Final examinations, or other assigned culminating projects, are usually given for each course
at the end of each semester. The grade for this experience is averaged in with quarter grades
in order to arrive at a final evaluation grade for the semester. Special school days are set
aside for the administration of these exams. It is expected that students will take their exams
when they are scheduled. The only acceptable reasons for early exams are: (A) early
matriculation into college (B) family moving from this area, and (C) a conflict with a school
recognized educational program. Graduating seniors with an average of “B-” or better in a
class are excused from taking that exam. The exemption occurs only in the semester of
graduation.
Grade Point Average:
At the end of each semester, a grade point average (GPA) is calculated for each student based
on the grading system listed above. The GPA becomes a part of the student’s permanent
record. All courses are included except Physical Education, Traffic Safety, Fine Arts Dance
when taken for Physical Education credit, and courses taken pass/fail. A cumulative GPA is
also calculated.
Grading Policy for ESL (English as a Second Language) and TPI (Transitional Program of
Instruction) students:
Mainstream teachers may award identified ESL and TPI students in their classes “A” - “F”,
“P” (pass), or “Audit” on assignments or tests, as quarter grades, or as semester grades.
Grades of “A” - “F” and “P” are related to mastery of content; “F” is used when the absence
of mastery is not related to a lack in English proficiency. “Audit” is used to protect a student
who has been actively engaged in the learning process but has been unable to master content
due to lack of proficiency in English. Teachers determine the appropriateness of any of the
grades. A student may not claim a right to them. Under the circumstances delineated above,
students who earn a “P” may continue in sequence and/or use the course to satisfy a
graduation requirement. The “Audit” grade would allow the student to repeat the course for
credit and a grade. Students earning an “Audit” would not be able to continue a sequence at
that time.
Grade Reporting:
Grades are reported on Infinite Campus at the midpoint and conclusion of each quarter.
Summer School grades are also available on Infinite Campus. Cumulative transcripts are
also available on Infinite Campus.
Grading System:
The following grades are used in the evaluation process: A, A-, B+, B, B-, C+, C, C-, D+, D,
D-, F (failing), G (dropped without penalty), I (incomplete), R (replacement grade), P (passing,
in a course taken pass/fail) and X (doctor’s excuses).
Progress Reports:
Parents are notified on the Notice to Parents form if their child needs improvement or
produces commendable work. These reports are available on Infinite Campus at the midpoint
of the quarter and at any time during the year at the teacher’s discretion.
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Honor Roll:
At the end of each grading period, a student’s quarter grades are used to compute an Honor
Roll, recognition for high achievement. The achievement is communicated to parents on the
student’s quarterly grade report as Honors or High Honors. The unweighted gpa is used to
determine honor roll.
This academic honor is recognized at two levels - Honors which represents a “B-” average
(2.67 average) in all courses and High Honors which represents “B+” average (3.33) in all
courses. All averages are based on a 4.0 system. High Honors will not be granted to a
student with a “D” in any course. An “F” in any course omits a student from consideration
for either Honors or High Honors.
Students must attempt at least five credits to be considered for the Honor Roll.
HPHS Scholars:
Seniors with a minimum of a 3.80 grade point average on the unweighted scale or a 4.40 on
the weighted will be named HPHS Scholars.
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Academic Policies
Audits:
Students may choose to audit a class for the purpose of enrichment or to repeat a course that
is a prerequisite to another. The audit agreement is made between the student and teacher
once the semester has begun but no later than the end of the third week. Teachers are not
required to accept auditors. If an audit agreement is made, teachers are not required to
evaluate student work or progress. The course audit when completed will appear on the
permanent record but no credit will be issued.
Correspondence/Electronic Courses:
A maximum of eight semester credits earned through the satisfactory completion of
correspondence courses offered by a college or university extension division accredited by
the North Central Association or other regional accrediting association may be applied
toward graduation requirements.
The following guidelines will be used in approving correspondence/electronic credit:
1) Courses required for graduation or used to meet graduation requirements are not eligible
to be taken as correspondence or electronic courses.
2) Correspondence/electronic courses may not be used in lieu of regular courses offered by
the school. They are for enrichment purposes only.
3) Correspondence/electronic courses must be approved in advance of enrollment by the
assistant principal.
4) The institution offering the correspondence/electronic work must be approved by the
department of education of the state in which it is located.
Financial Assistance:
Any student unable to pay any special course costs or purchase required textbooks may apply
for financial assistance.
Independent Study:
In order to provide an opportunity for students to pursue educational programs that are of
special concern and interest to them, most departments offer credit opportunities in
Independent Study. Independent study courses may earn up to one credit per semester. These
creative programs exceed only reading and writing pursuits; the possibilities for student
designed programs are open-ended. Departments have agreed on the following guidelines
for the program:
A. Requisites for Selection:
1. Students will design and develop their program in conjunction with a faculty sponsor.
2. The independent study course will be a course above the minimum load.
3. The students will be sophomores, juniors, or seniors.
4. The processing of the request must be completed prior to the third week of the
semester.
5. Courses required for graduation may not be selected for independent study.
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6. Independent study courses may be taken pass/fail.
B. Proposal Process:
1. Students will discuss their qualification for independent study with their counselor.
2. Students will complete an application form which includes identification of learning
objectives, content selected to meet these objectives, and assessment strategies.
3. The proposal must be approved by the department chairperson and assistant principal
supervising the Independent Study program.
4. Most Independent Study courses earn college prep credit. An Independent Study
course may earn honors credit if:
• The student has exhausted the honors curriculum in that department, and
• The student has not exceeded the total number of honors credits available in the
department.
5. Teachers have the option of accepting or not accepting an independent study request.
Pass / Fail:
The purpose of the Pass / Fail program is to encourage students to explore areas of potential
interest, to relieve pressure on students carrying a rigorous program, and to allow students to
enroll in courses that may appear too difficult.
1. Students may elect any course offered in the school for a pass / fail grade under this
policy except those required for graduation, or those used for meeting a graduation
requirement.
2. All students must have at least 37 credits in regularly graded courses to fulfill
graduation requirements.
3. Any student taking six courses may elect one of them on a pass / fail basis (except
those exempted in item 1). A student taking seven courses may elect any two of them on
a pass / fail basis. Once a student has earned 37 regularly graded credits, he may elect to
take two courses on a pass / fail basis if he is enrolled in six courses, or one course on a
pass / fail if he is enrolled in five or fewer courses (except those exempted in item 1).
4. Any student may elect to take any or all of his summer school courses on a pass / fail
basis (except those exempted in item 1).
5. A student elects to take a course on pass / fail basis before the end of the eighth week
of the semester. This decision cannot be changed later in the semester. Summer School
decisions must be made before the end of the fifth day of school.
6. To obtain a “pass” in a course, the student must obtain a grade of “D-” or better in
accordance with the standards of that course. If special arrangements regarding the pass /
fail course are requested by the student and approved by the teacher, then these special
arrangements should be stated in written contractual form. No special arrangements may
be made in the area of classroom attendance: pass / fail students must meet the same
attendance requirements as regularly graded students.
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7. Students must not enroll in a course for which the prerequisite was taken pass / fail.
Only the last semester in an intended sequence may be taken pass / fail.
8. Parents must approve decisions to take courses on a pass / fail basis.
Proficiency Examinations:
Students may receive placement (but not high school credit) in sequential courses by passing
a proficiency examination in place of taking a course that is the prerequisite. Students
interested in further information regarding proficiency examinations should contact the
appropriate department chairperson.
Retaking Courses/Replacement Grades:
When students take a course for the second time, only the higher of the two grades will be
counted for GPA, with both attempts appearing on the transcript.
• The policy must be applied no later than the school year after the course has been taken.
• The option requires approval of both the counselor and the department chair.
• The policy may only be used in cases where the grade in the course to be repeated is “C+”
or lower.
• Students must request this option by filing a form with their counselors.
• Students cannot repeat a course for double credit.
• Courses taken for a replacement grade must be identical.
Student Records:
The Family Rights and Privacy Act of 1975 along with the State Student Records Act
permits parents / guardians access to their child’s school records. Copies of the procedures
regarding student records are available upon request.
In summary the policy states:
1. A student’s school records may be examined upon request by natural parents /
guardians or any person designated as a representative by them. Students, 14 years or
older, may examine their records. Younger students must have parental consent.
2. Official student records may not be released to other persons or institutions without
written permission of the parent / child, except as otherwise authorized by law.
3. Procedures for challenging the contents of student records are included in the policy.
Any questions regarding this law or the school’s policy should be directed to the High School
for clarification.
Middle School Course Credit:
Seventh and eighth grade students who take a high school course at Highland Park High
School will receive high school credit and grades. This credit will be entered on their
transcript once they begin their high school career, and the grade(s) will be factored into the
their grade point average (GPA) the first time high school GPA is calculated.
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Transferring Credit:
1) Credit earned by Highland Park High School students in educational programs outside
High School District 113 is subject to review prior to acceptance.
2) Coursework taken by students at a District 113 high school prior to their matriculation as
freshmen shall not receive high school credit.
3) For non-transfer students a maximum of eight (8) credits offered by an institution other
than District 113 and accredited by regional accrediting associations or the State
Department of Education may be applied to the total credits required for graduation.
Earning additional credits (beyond 8) may be approved by the Superintendent in
extenuating circumstances.
• Evening high school, foreign study programs, and junior college coursework may be accepted
as credit toward graduation with the prior approval of the Principal.
• Correspondence and electronic courses (including those offered by the Illinois Virtual High
School) may be accepted toward graduation with prior approval of the Principal. The courses
may not be used in lieu of regular courses offered by the school, but may be used to enrich a
student’s program where the school feels this to be appropriate and useful to the student
concerned. Courses required for graduation or used to fulfill graduation requirements are not
eligible to be taken as correspondence or electronic courses.
• Coursework taken at an ethnic language school will be accepted as credit toward graduation
with the prior approval of the Principal. The school must have an Illinois Board of Education
Certificate of Non-Public School Recognition or a comparable certificate from another state.
Credits will be awarded on a pass/fail basis, but will not apply toward the total number of
pass/fail credits allowed per semester as outlined elsewhere in this publication. Sixty hours
of classroom instruction will equal one credit. Credits will be shown as transfer credit, and
must be earned during the summer immediately preceding freshman year or while the student
is enrolled in high school.
I. Policy for grade transfer for students who enter HPHS midterm directly from another
school:
1. The registrar will inform each teacher of the grade earned by the student in the similar
course at the previous school.
2. The teacher will use that grade in conjunction with the grades earned at HPHS to
determine quarter and semester grades.
II. Policy for grade transfer for students who enter midterm without having attended school
previously that semester.
1. A student who enters school during the first three weeks of the semester without
having attended school previously that semester will be required to do make-up work in
each of his/her courses.
2. A student who enters after the third week but before the end of the twelfth week
without having attended school previously that semester can get credit for courses if:
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a.
he/she satisfactorily passes required work from the date of entry, and
b.
he/she passes the final examination, and
c.
the teacher recommends that full credit be awarded. The teacher will recommend that
full credit be awarded if the student is judged to be ready to move onto the next course in
the sequence, or has achieved a level of learning similar to other students in the course.
3. A student entering after the end of the twelfth week without having attended school
previously that semester will not be eligible for credit. He/she will receive a semester
grade of “Audit.”
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Registration and Scheduling
Role of the Counselor:
Counselors are important in assisting students to register for academic programs and
schedule their classes. The counselor’s role varies depending upon a student’s year in
school, type of program, and post high school plans. However, the counselors usually act as
facilitators in the decision making process: explaining curriculum, interpreting course
content, accounting for school policies and procedures, and assessing student interests and
needs. A counselor’s knowledge of students, the high school curriculum, and college and
technical school requirements are used with individuals or groups of students to plan
appropriate programs each semester. Registration occurs in February. When academic or
scheduling problems arise, counselors are available to help students and parents develop
alternative solutions.
Student Class Load:
All students must register for a minimum of five full credit courses each semester (including
PE).
Performing music classes (Band, Orchestra, and Chorus) may not be used to fulfill the
minimum class load.
All students must schedule a lunch period.
Enrollment in Courses:
Any course listed in this book that does not receive the necessary minimum enrollment may
be cancelled. Students who registered for any cancelled course will be given the opportunity
to select an alternate course.
Study Hall:
Study Hall allows students an opportunity to work in a quiet environment during the school
day and will be assigned based upon the number of courses scheduled. All freshmen who are
enrolled in 6 or 7 classes will be assigned to one or two study halls; sophomores, juniors and
seniors who are enrolled in 7 classes or less AND who have a cumulative GPA of less than
3.0 will be assigned to study hall. Upperclassmen who have above a 3.0 GPA will not be
assigned to a study hall. Parents or students may request to be placed in study halls by
contacting the school counselor.
Freshman
6 class periods + lunch + 2 study halls = 9 periods
7 class periods + lunch + study hall = 9 periods
8 class periods + lunch = 9 periods
Sophomores/Juniors/Seniors (cumulative GPA below 3.0)
5 class periods + lunch + study hall + 2 free periods= 9 periods
6 class periods + lunch + study hall + 1 free period = 9 periods
7 class periods + lunch + free = 9 Periods
8 class periods + lunch = 9 Periods
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Schedule Change Process:
In some situations, e.g., dropping a fifth solid or adding a fifth solid (if a course was not
previously dropped), changes can be accomplished through the counselor.
Allowable course drops must be processed prior to the end of the eighth week each semester
in order to avoid the assignment of a failing grade for that course. Allowable course adds
must be processed prior to the end of the second week of the semester. Students may not
drop a course and then add another.
A student may add a performing music class during a free period any time in the semester
with the teacher’s permission. Credit will be given only if the class is added before the 5week deadline. However, the drop policy from a performing organization will be in keeping
with the all-school policy.
Opportunities to change schedules will be offered through the Arena process in August for
the first semester, and in January for the second semester.
Parental approval is required for all program changes.
Course Placement Changes:
Course change requests may be initiated by a teacher, student, counselor, or parent. A
student’s performance in present and past courses plus any relevant test scores and current
progress can be used in deciding on a course change. The student must pick up a course
change application in the Counseling Department, and obtain teacher, department chair,
parent, and counselor signatures. It is expected that a conversation will happen at each level
to make certain that the change is appropriate. Students and parents must be aware that the
student’s schedule may change. In some cases, class size may prohibit change.
Course changes may occur between 9 weeks and 11 weeks of the first semester. Please see
your counselor during February registration for an application to override a placement.
Second semester course changes will only be considered during the first six weeks of second
semester.
English as a Second Language (ESL) and Transitional Program of Instruction (TPI):
Township High School District #113 provides a transitional program of instruction for
students with no or limited English. The program is housed at Highland Park High School.
Students who might benefit from limited English proficiency classes are identified when they
enroll in Deerfield or Highland Park High School. A battery of language-related tests is
administered to incoming students by the program coordinator or an English teacher to
determine students’ eligibility for the program.
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Course Placement Process
Incoming 9th grade students:
All incoming 9th grade students and parents are invited to attend a registration meeting in January. At this
meeting, all of the necessary HPHS enrollment forms are distributed and the Department Chairs explain
and outline the course placement process. In general, all incoming 9th grade students are placed into core
academic courses based upon data that includes: student MAP scores, results of 8th grade placement
assessments, and teacher recommendations.
Current HPHS students:
Teachers of all current 9th, 10th, and 11th graders will submit student course placement recommendations
in January. During the month of February, all current students meet with their counselors to review
teacher placements and determine final course selections for the following school year. A letter
identifying all of a student’s course placements for the following school year is emailed home to
parents/guardians to review in March. Placement and course selection is available to students and parents
on Naviance Family Connection. Contact the Counseling Office for more information on Naviance
Family Connection.
Placement Changes
Placement override forms are available in the Counseling Office and on the HPHS website for students
and parents who wish to override a course placement. Override forms are due by March 2 for incoming
freshman, and at the time of registration (February) for current students. Once school begins, level
placements cannot be adjusted until the end of the 1st quarter.
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Program Planning
Many opportunities and resources exist at Highland Park High School which can be helpful
to students in their long-range planning. In addition to the help the faculty can give, defined
programs are coordinated and materials are maintained by the Counseling Department.
Course Selection:
Sound educational planning for each student in the high school is central to the counseling
program. Through the Freshman English classes, counselors will work with ninth graders to
develop a four year educational plan which serves as a blueprint for meeting high school
graduation requirements, college admissions recommendations, and individual student
interests.
Career Planning:
Career planning is a continuous process. The goal of the counseling staff is to assist each
student in preparing for the future, both during high school and beyond.
Each decision concerning course selection has an impact upon potential career choices. In
addition to developing an educational plan, students are encouraged to use both the human
and material resources available in this comprehensive high school and in the community.
The Counseling Resource Center houses an extensive collection of career exploration
resources. The Counseling Department offers several Internet based career exploration
resources for students. This includes Career Cruising, a program designed to explore career
choices and preparation advisable for each career. Also, an extensive collection of printed
materials is housed in the resource center, information which is used by students, parents,
and classroom teachers. The counselors assist students individually and in small groups to
utilize the available resources. Work-study programs, the Lake County High Schools
Technology Campus, work experience, numerous courses in the curriculum, and a variety of
extra-curricular activities, allow students to pursue specific career interests throughout their
tenure in the high school.
College Planning:
The college-planning curriculum is a developmental program designed to assist students in
the college search, selection, and application process. The curriculum, which is multi-faceted,
consists of a wide range of evening presentations for students and parents, several minicourses, services provided through the Counseling Resource Center, and individual
counseling with a college counselor and the student’s counselor. For a complete list of
evening programs, visits by college representatives, and hotlinks to helpful college-related
resources, log on to the HPHS Counseling Department website.
http://www.dist113.org/hphs
College planning curriculum formally begins with a meeting for sophomores and their
parents that focus on the interpretation of the PLAN test. Parents of sophomores are invited
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back toward the end of sophomore year for an evening presentation called Anticipating
College Planning. The cornerstone of the college planning curriculum is the mini-course,
College Planning 101, which takes place during the spring semester of junior year. College
Planning 101 focuses on academic and personal self-assessment that helps juniors to identify
the characteristics they need in the college or university they will attend. The course also
provides the research skills needed to conduct meaningful college research in the Counseling
Resource Center and via the HPHS counseling web site.
Naviance is a Web-based guidance management system that collects, organizes, and analyzes
detailed information about student’s post-secondary plans to help students and families make
well informed decisions. Family Connection links counselors and schools with students and
parents to improve post-secondary planning. Students are registered for Family Connection
through the registration process and receive access to college data junior year. Specifically,
this program allows students and families to search for colleges, research schools of interest,
analyze how past HPHS grads have fared at colleges and universities across the country,
track applications through the process at HPHS, and much more.
The Counseling Department has two college counselors on its staff, both skilled
professionals trained to assist students and parents in all aspects of the college search and
application process. Parents are encouraged to join their children when meeting with a
college counselor. Students and parents may choose to meet with either college counselor. In
addition, Mr. Bill Morrison specializes in working with athletes and students with special
needs. Ms. Aliza Gilbert works with Latino students.
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Student Support Services
ACADEMIC RESOURCES
PROGRAM
SERVICE
TARGET GROUP
Alternative Learning
Community (ALC)
A computer based alternative
program (E2020)
Any junior or senior who is struggling in
a traditional high school framework
Computer Lab
Open labs for individual use and
class assignments
All students
Counseling Resource Center
Full-service reference library
focusing on college and career
All students and their parents
ESL Resource Center
Tutoring and resource room for TPI
students
All students currently enrolled or
previously enrolled in the TPI program
Guided Study
Small group instruction in learning
strategies, tutoring, academic
monitoring
All mainstream students experiencing
academic difficulties by recommendation
of HP intervention team
Homebound Instruction
Instruction in academic subjects for
students who cannot attend school
due to medical reasons
Students must be absent from school for
at least ten consecutive days due to illness
and have medical certification
Homework Club
A place for students to receive
homework assistance after school
For students who struggle with homework
completion or who have skill deficits
Language Lab (A309)
Required aural language practice and
extension of the curriculum
All students enrolled in foreign
language classes
Library
Full Service library with 24,000+
books, 75+ magazine subscriptions
and a host of online resources on the
library homepage. Staff is available
to help students with research,
editing, brainstorming, etc.
All students
The Learning Center (TLC)
Trained peer tutors provide tutoring
before, during, and after school in
A218 in all academic subject areas.
All students
Media Center
Camera equipment and editing
facilities for video and multimedia
productions. Staff is available to
assist students working on media
projects for class and announcements
All students
Quiet Study Hall
Supervised silent study area
All students
Special Education
Programs
Specially designed instruction for
students with identified disabilities
Students determined to be eligible for
services through a full and individual
assessment and Individualized Education
Plan (IEP) process
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Student Support Services
ACADEMIC RESOURCES
PROGRAM
SERVICE
TARGET GROUP
Section 504 Accommodations
Classroom and testing
accommodation plan developed to
meet individual student needs
Students determined to be eligible
through an intervention team review
process
Test Center
Supervised make-up and extended
time test center
All students
Transitional
Program of Instruction (TPI)
Classroom instruction
simultaneously in English language
skills and content
All students with limited capabilities in
speaking, reading, and writing English
and for whom English is a second
language
World Languages Peer
Tutoring
All students enrolled in foreign language
Language honor society members
provide peer tutoring before and after classes
school in B306
COUNSELING RESOURCES
PROGRAM
SERVICE
TARGET GROUP
Connections
Support through staff led student
focus groups, including: girls’ issues,
divorce, COA, recovery, grief, loss,
chronic illness & gay/lesbian support
All students with a capacity to relate
interpersonally with peers
Counseling
Full range of counseling services in
the personal, academic, & college
domains
All students and parents
Drop-in Center
Unscheduled staff and peer support
services in a casual setting, peer
mediation
All students who participate in the Connections
program and for crisis intervention
Health Service
Emergency health care as well as
information regarding general
medical services
All students
Psychological/Social
Work Services
Individual and group support to
students. available through the DropIn Center, IEP, or intervention team
process
All students
Intervention Team
Faculty assessment team to consider
underlying causes of student
difficulties
All students exhibiting learning or
behaviors of concern
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Applied Arts
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Financial Accounting I Honors
2
10-12
None
Managerial Accounting II Honors
2
11-12
Financial Accounting I H
Business Law
1
11-12
none
Work Partnership Program
4
11-12
none
Computer Applications/Keyboarding
1
9-12
none
Management Leadership
1
10-12
none
Entrepreneurship
1
10–12
none
Introduction to Business
2
9-10
none
Marketing for Sports & Entertainment
1
10-12
none
Preschool Lab: Intro to Teaching
1
9-12
none
Child Development
1
9-12
none
Creative Cuisine
1
9-12
none
Family Living
1
12
none
Individual and Career Development
1
9-10
none
Fashion & Interior Design
1
9-12
none
Personal Living
1
12
none
3D Animation
2
9-12
none
Architectural Drafting
2
9-12
None
Architectural Design II*
2
11-12
Architectural Design I
Architectural Design III*
2
12
Architectural Design II
Intro to Engineering Design (IED) Honors
2
9-12
none
Principles of Engineering (POE) Honors
2
10-12
IED Honors or senior status
BUSINESS
FAMILY AND CONSUMER SCIENCES
DESIGN TECHNOLOGY
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
Graphic Design Applied Arts (2nd Semester)
1
9-12
Graphic Design Fine Arts
Advanced Graphic Design (2nd Semester)
1
10-12
Adv. Graphic Design Fine Arts
Technology Drawing
1
9-12
none
Technology of Energy and Transportation
1
9-12
none
1
9-12
none
Technology of Communication
and Manufacturing
PREREQUISITE
* Honors credit available
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BUSINESS
FINANCIAL ACCOUNTING II HONORS
This full year course is designed for students planning to major in any area of business in
college. This is a dual credit course that offers students the opportunity to receive 4 credit
hours of college credit at the College of Lake County which may be transferable to the
college of your choice. Students will learn accounting theory and practice as well as use
technology to simulate a virtual business accounting environment. Students will visit an
accounting firm to learn about the accounting workplace. This course fulfills the state
consumer education requirement.
MANAGERIAL ACCOUNTING II HONORS
This is the second full year, dual credit course that offers students the opportunity to
receive 4 credit hours of college credit at the College of Lake County which may be
transferable to the college of your choice. The course examines the principles,
techniques, and uses of accounting in the planning and control of business organizations
from a management perspective. The focus is on the internal rather than the external
aspects of business transactions. Topics include cost accounting terminology, job
costing, process costing, activity-based costing, activity-based management, costvolume-profit analysis, budgeting, standard costing, variance analysis, responsibility
accounting, variable costing, transfer pricing, and decision making.
Managerial
accountants help managers make the important decisions to turn the company in a new
direction, or help it continue on as a profitable and respected organization. It takes the
company and breaks it into parts that can be studied and analyzed.
BUSINESS LAW
Business Law stresses the rights and duties arising from such contractual situations as
sales, employment, credit, insurance, bailment, and a variety of other business activities
a consumer encounters. Legal documents are reviewed and court cases and current
events are discussed. The course includes discussion, group work, guest speakers, and
a field trip to the Lake County Courthouse, Jail, and Coroner’s Office. This course
develops thinking skills, abilities to reason and argue an issue. For any student, this
course has practical applications in daily living situations and is appropriate for collegebound students. This one semester course fulfills the consumer education requirement.
WORK PARTNERSHIP PROGRAM
Work Partnership Program is a self-exploration career course for juniors and seniors that
allow students to gain real world work experience and identify paths to pursue during and
after high school. There are two components to this course: classroom and employment.
Classroom instruction involves learning and exploring various careers. Students establish
goals, work in teams, and develop leadership skills. The course includes units in
personality development, self-assessment, work attitudes, job seeking and job keeping
skills, and career planning through career research projects in the computer lab. Students
receive a letter grade for the classroom portion of the course and one pass/fail credit for
the employment portion of the class. This full year course fulfills the consumer education
requirement.
COMPUTER APPLICATIONS/KEYBOARDING
This course stresses proficiency at the computer keyboard in speed and accuracy. In
addition, students use a variety of Microsoft applications including Word, Excel, and
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PowerPoint. Students are introduced to proper formatting of business and personal
communication documents (resume, cover letter, research paper, tables, and graphs).
MANAGEMENT LEADERSHIP
Management and Leadership skills are required for any career path. This one semester
course will prepare students for their future, regardless of their college majors. This is a
project based class that utilizes real life management and leadership case studies.
Stimulating topics include Emotional Intelligence, (the art of knowing and understanding
behavior in the workplace), Leadership Styles, Transitional vs. Transactional
Management, and Time Management. Exciting methodologies include 360 degree
feedback, real world case studies from sources like the Harvard Review, and a weekly
“Hot Topic” to examine current management issues. This class will help students bridge
the gap from high school to college.
ENTREPRENEURSHIP
Entrepreneurship is a one semester course that engages students in a real world
simulation. Using independent research skills, students design a plan for developing a
business of their choosing. Background instruction in financing, managing, promoting,
selling, buying, marketing, hiring, training, credit operations, record keeping, analyzing
the possibility of international trade and the day-to-day operations of a business is
included. Students interview and work with business owners to develop a plan or a
business. Entrepreneurship follows the DECA Entrepreneurship Written Event guidelines
and students are encouraged to submit their plan.
INTRODUCTION TO BUSINESS
This course contributes to a student’s practical understanding of economics, personal
finance and the aspects of running a business. Major areas of study include the role of a
consumer in society, banking, investments, credit, budgeting, insurance, taxes, college
savings planning, retirement planning, bankruptcy, advertising, accounting, and
computers in business.
During second semester, students will operate a real class business for profit and
students will operate their own virtual business simulation on the computer. Specific
business topics addressed include product research and pricing, staffing, record keeping,
marketing, sales and inventory. This full year course fulfills the consumer education
requirement.
MARKETING FOR SPORTS AND ENTERTAINMENT
This semester course introduces the student to the fascinating area of
sports/entertainment marketing by presenting the fundamental principles and concepts of
the industry. This fast-growing industry employs athletes, musicians, advertising agents
and a variety of entertainment related careers. Students will have the opportunity to
interact with industry specialists from the various Chicago-area sports teams, Ravinia and
other local businesses. Students will create a variety of marketing plans and projects,
with a culminating semester project to be presented using all concepts and technology
learned throughout the semester.
BUSINESS MATH/INTRO TO BUSINESS FUNDAMENTALS
Business Math/ Intro to Business Fundamentals is a small group instructional class that
gives an overview of many aspects of business. It provides students with an opportunity
to understand their role as a consumer, producer and citizen so they will become more
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competent and efficient individuals in society. Business and math principles are
incorporated in every unit. Major areas of study include money management, computers
as a business tool is integrated into the curriculum, including the Internet Stock market
Game. Students take part in a career internship during second semester. Enrollment in
this class is made through the Individualized Education Plan (IEP) process. As
determined in the IEP meeting, this class may fulfill math, applied art, and /or consumer
education credit. Open to students in grades 9-12
CAREER DEVELOPMENT FUNDAMENTALS
Career Development Fundamentals is a small group instructional course where students
learn to plan for life after high school. Students will identify their career interests’,
aptitudes, and abilities as they relate these findings to exploring career options. The
focus of this course will be on the development of vocational skills including: completing
job applications, conducting mock interviews, and resume writing. The class will also
touch on topics such as budgeting and money management. Both applying to college and
funding for college will also be addressed Instructional methods include cooperative
learning, class projects, and the use of technology. Enrollment in this class is made
through the Individualized Education Plan (IEP) process.
WORK STUDY FUNDAMENTALS
Work Study Fundamentals is a small group instructional class focusing on the
identification and development of those attributes and skills that lead to success in
securing integrated employment. Emphasis is placed on acquiring knowledge of
appropriate work place safety, social behaviors, and the methods employers use to
compensate employees. Resume writing, practicing computer skills along with office and
clerical skills are introduced. Daily living skills related to independent time management
and devising, prioritizing and adhering to schedules are also included in the curriculum.
Also included are: budgeting, banking, consumer education, comparison shopping,
investing, insurance, saving, taxation, retirement planning and selecting a residence.
Private sector and public sector employment opportunities are discussed. Career
interest, personality and learning style inventories are completed to assist students in
determining their personal strengths, career interests and preferences. Students and
parents complete a functional daily living skills assessment. Enrollment in this class is
through the Individual Education Plan (IEP) process.
Open to students in grades 10-12
WORK FUNDAMENTALS
Work Fundamentals is a small group instructional class designed to connect classroom
activities to work place experiences. This experience provides students with an
opportunity to acquire and practice marketable career skills focusing on job readiness
and the technical language associated with related professions and occupations.
Networking strategies are identified, developed, and practiced. Students spend time
performing daily tasks assigned to them at job sites both in the school and out in the
community. Student evaluations are completed by the work-site supervisor. Enrollment
in this class is through the Individual Education Plan (IEP) process.
Open to grades 10-12.
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FAMILY &
CONSUMER SCIENCES
PRESCHOOL LAB: INTRODUCTION TO TEACHING
Preschool Lab: Introduction to Teaching is a semester course that provides opportunities
for freshman through seniors to develop skills in working with preschool children. Study
includes learning about the intellectual, physical, social and emotional development of the
preschool child. Students will create and teach lesson plans, recognize and measure
growth through observation, and work one on one with a preschool child. Students will
create a complete case study on one preschool child as a final project. HPHS boasts
one of the first preschool programs in the state.
CHILD DEVELOPMENT
Child Development is a semester course that provides opportunities for freshmen through
seniors to focus on the development of children from conception through adolescence.
Study includes learning about the intellectual, physical, social and emotional
development of children. Students will have the opportunity to observe at the on-site
daycare for four weeks and will experience a variety of classroom projects and
observations. Students will find Child Development beneficial in future parental or career
roles, especially teaching, health occupations, counseling, social work, and child care.
CREATIVE CUISINE
This one semester introductory course in food preparation, nutrition, and creative
presentation incorporates both scientific and artistic principles of effective cookery. Basic
food preparation techniques are stressed. Students explore meal planning, consumer
awareness, use of convenience foods, management strategies, and diet techniques as
well as careers in food service and culinary arts. Students experience the artistry and
mastery of restaurant culinary arts and management.
FAMILY LIVING
This one semester senior course emphasizes couple and family relationship
management. Introductory topics include goal setting, career exploration, financial
awareness and consumer economics. Students also explore various relationship
dynamics, current family trends, lifestyles, and life cycles. Students participate in a
partner simulation to create a budget, understand financial management, personal/family
challenges, and preparation for life after high school. This course fulfills the state
consumer education requirement.
INDIVIDUAL AND CAREER DEVELOPMENT
Individual and Career Development introduces students to a variety of family and
consumer science courses including: personal and family living, consumerism and
budgeting, career exploration, child care, foods and nutrition, and fashion and interior
design. Students will experience a variety of classroom projects, group work and
classroom discussion. This one semester course fulfills the consumer education
requirement.
FASHION AND INTERIOR DESIGN
Fashion and Interior Design students discover many technologies encountered in the
fields of fashion apparel and interior design. This course includes the study of design
principles, historical influences, fashion designing, computer drafting, designing interiors,
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and career opportunities. Students create innovative projects utilizing proper effective
time management skills. Throughout this one semester course students learn effective
presentation methods that are helpful in school and future careers.
PERSONAL LIVING
This one semester senior course focuses on individual decision-making and problem
solving skills as a means for students to understand self, life planning, and personal
management. Topics include goal-setting, personal identity, consumer decision-making
and career exploration. Students have opportunities to learn about various relationships,
communications skills, and personal wellness. There is a thorough study of consumer
education in financial planning and resource management. This course fulfills the state
consumer education requirement.
DESIGN TECHNOLOGY
3D ANIMATION I
Students use 3DS Max to create and manipulate 2D graphic images and 3D computer
models for the purpose of developing quality renderings and animated films. Students
learn how to create 3D models, use the material editor, add lighting and use cameras to
create animations. This course is recommended to those wishing to pursue a career in
computer animation, computer game making, film production, and advertising.
3D ANIMATION II, III
3D ANIMATION III HONORS
In 3D Animation II & III students develop the 3D skills gained in 3D Animation I. Areas of
expanded development include: materials, specifically specular highlights, opacity,
shader basic parameters, extended parameters, multi/sub-object, raytrace and UVW map
modifiers. In addition students will further develop their global illumination skills such as
Photometric lighting, radiosity, and Point lighting.
3D ANIMATION IV
3D ANIMATION IV HONORS
In 3D Animation IV students develop the 3D skills gained in 3D Animation I - III. Areas of
specialized instruction include: special effects (volume lights, standard particles, spray,
superspray, pArray, static vs. dynamic in pFlow), IK (IK/FK, Parent/Child hierarchy,
Introduce HI Solver, Use of Helpers), dynamics, and nurb creation.
ARCHITECTURAL DESIGN I
Architectural Drafting consists of the study of architecture in general with special
emphasis on residential architecture. Students learn architectural design principles and
extend their knowledge of REVIT in the development and preparation of a set of
residential drawings for a home of their own design. Students create a 3D model of their
house on the computer and create a booklet illustrating their work. Students gain an
understanding of architectural history as well as an appreciation for industrial and
commercial architecture.
ARCHITECTURE DESIGN II
ARCHITECTURE DESIGN II HONORS
This is an advanced course in which students interested in pursuing a career related to
architecture can further develop their architectural projects from Architecture I. Areas of
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expanded development include perspectives, rendering, model-making, and 3D
walkthroughs.
ARCHITECTURE DESIGN III
ARCHITECTURE DESIGN III HONORS
In this advanced class students interested in pursuing a career related to architecture
further develop the skills learned in Architecture II. Students develop building plans for an
actual client while working with professionals in the industry. Students gather information
from the client, analyze the information and assess how they can meet the needs/goals
of the client in a culminating project.
INTRODUCTION TO ENGINEERING DESIGN (IED) HONORS
Project Lead the Way Have you ever tried to design something new or draw up an idea
you wanted to share with your friends and wondered how you could communicate your
idea? Or, have you wondered how someone designed that new IPod player or gaming
device? Then Introduction to Engineering Design (IED) is the course for you. The major
focus of the course is learning how to take an idea through a design process that will
eventually be manufactured or produced. As you learn about various aspects of
engineering and engineering design, such as how engineers communicate through
drawing, you will apply what you learn through various activities, projects, and problems.
For example, after learning about the different techniques engineers use in determining
how to design a product, you and your teacher will have the flexibility to explore the
design and engineering processes to solve problems that are of interest to you. The
course covers the following:
• The Role of an Engineer
• The Design Process
• Product Design
• Product Analysis and Improvement
• Designing as an Engineer
In addition, you will use Inventor, which is a state of the art 3-D design software package
from AutoDesk, to help you design solutions to different design projects. Working in
teams, you will learn about documenting your solutions, solving problems, and
communicating your solutions to other students and members of the professional
community of engineering and engineering design.
Introduction to Engineering Design (IED) is intended to serve as a foundation course
within the Project Lead The Way® course sequence. All of the topics learned in this
course will be used in future courses.
PRINCIPLES OF ENGINEERING (POE) HONORS
This second course in the PLTW curriculum exposes students to some of the major
concepts they’ll encounter in a postsecondary engineering course of study. Students
have an opportunity to investigate engineering and high-tech careers and to develop
skills and understanding of course concepts. Students employ engineering and scientific
concepts in the solution of engineering design problems. They develop problem-solving
skills and apply their knowledge of research and design to create solutions to various
challenges. Students will explore how the mechanical advantages gained by using simple
machines such as wheels, gears, cams and linkages are used to produce powerful and
sophisticated industrial machines and equipment. Students will learn how engineers and
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technicians use math, science and technology to solve engineering problems that benefit
people. The math applications phase of the course will focus on using basic trigonometry
and algebra to explore physics concepts such as force vectors, free body diagrams,
moments of inertia, reaction forces, truss designs as well as actual dynamic forces such
as compression, tension, stress, strain, velocity, deflection and deformation. Students will
also learn to perform basic electrical circuit analysis and will also be required to actually
wire switches to control lights, motors and assorted devices. Students also learn how to
document their work and communicate their solutions to peers and members of the
professional community. This course is designed for 10 th, 11th and 12th grade students.
Some specific areas of study are Robotics, Mechanisms, Energy Sources, Energy
Applications, Machine Control, Fluid Power, Statics, Material Properties, Material Testing,
Statistics, and Kinematics.
Robotics. Students learn how to control mechanical processes using computer
software and hardware.
Overview and Perspective of Engineering. Students learn about the types of
engineers and their contributions to society.
Design Process. Students learn about problems solving and how products are
developed to include how engineers work in teams.
Communication and Documentation. Students collect and categorize data,
produce graphic representations, keep an engineer’s notebook and make written
and oral presentations.
Engineering Systems. Students learn about the mechanical, electrical, fluid and
pneumatic and control systems.
Statics. Students learn about measurement, scalars and vectors, equilibrium,
structural analysis, and strength of materials.
Materials and Materials Testing. Students learn the categories and properties of
materials, how materials are shaped and joined, and material testing.
Thermodynamics. Students will learn about units and forms of energy, energy
conversion, cycles, efficiency and energy loss, and conservation techniques.
Engineering Quality and Reliability. Students will use precision measurement
tools to gather and apply statistics for quality and process control. Students will
also learn about reliability, redundancy, risk analysis, factors of safety, and
liability and ethics.
Dynamics. Students will be introduced to linear and trajectory motion.
GRAPHIC DESIGN APPLIED ARTS
In these multi-disciplinary courses, students develop a working knowledge of graphic
design and its many applications. In addition to developing proficiency in computer
software skills, students widen their understanding of the elements and principles of art &
design, expand upon creative thinking skills, and gain basic advertising and marketing
know-how. Current industry-standard software such as Adobe Photoshop, Adobe
Illustrator and Macromedia Dreamweaver are used to create a variety of projects that
relate both to business applications and artistic development. Projects include logo
design, layout design, website design, package design, advertising design, and more.
Traditional print media such as silkscreen is also explored. Students are able to apply
their new skills to future school or work assignments. A full year of Graphic Design fulfills
the graduation requirements for Applied Arts and Fine Arts credit.
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ADVANCED GRAPHIC DESIGN APPLIED ARTS
Students further explore the concepts and applications of graphic design with an
emphasis on web design, interactive, animation, and streaming media. Students expand
creative thinking skills while creating real-world printed designs such as posters and
logos in connection to HPHS student activities and athletics as well as the Highland Park
community. In addition, students develop skills for uploading, maintaining and hosting
websites along with refining their knowledge of industry standard software such as Adobe
Illustrator, Adobe Photoshop, Macromedia Dreamweaver and Flash. Students also
develop portfolios which can be used for work and college applications. Fine Arts credit is
received for first semester and Applied Arts credit for second semester.
TECHNICAL DRAWING
Technical Drawing is a one-semester, exploratory course that provides students with a
basic knowledge of design procedures. Students learn the graphic language used by
industry to communicate ideas. Students learn the principles of isometric and
orthographic drawing as well as 3-D modeling. All assignments are completed using
AutoCAD.
TECHNOLOGY OF COMMUNICATION AND MANUFACTURING
This course covers principles, processes, and conventional practices used to
communicate industrial design ideas through the use of AutoCAD, MS Publisher,
PhotoShop and Illustrator. After successful completion of the design and drafting
process, students are introduced to the manufacturing process. Using Computer
Numerical Control (CNC) machinery enables students to complete a project that includes
initial design, production drawings, object production and packaging. The classroom is
modeled on an actual engineering design studio and the course projects offer students
realistic projects and simulations.
TECHNOLOGY OF ENERGY AND TRANSPORTATION
This course examines energy sources, power generation, power transmission and control
systems, resistance, power measurement, and devices that provide mechanical force.
Students concentrate on applying energy to various transportation systems: marine,
atmospheric, terrestrial, and space systems.
Technology Essentials
Technology Essentials is a small group instruction class taught by a special education
teacher. Students will utilize iPad technology, accessibility features and apps to improve
their functional academic and life skills. Areas of focus include: safe/basic handling of the
iPad, composing an e-mail, utilizing text to speech technology, functional math skills and
iBooks. Enrollment in this class is made through the IEP process.
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Lake County High School
Technology Campus
The Tech Campus is located next to the campus of the College of Lake County in Grayslake. The
Tech Campus offers excellent educational opportunities to Highland Park students who wish to obtain
specialized vocational technical skills. Students taking courses at LCHSTC divide their school day
between Highland Park and LCHSTC. Transportation to and from the Tech Campus is provided by
the high school. Students are not permitted to drive their own cars. Credits earned apply to
graduation credits at Highland Park High School. Interested students or parents who have questions
can obtain information from a counselor. Brochures describing each program are available in the
Counseling Resource Center. Information may also be obtained at:
http://www.techcampus.org
Most programs are two year programs; however, students may take only a first year of the sequence if
they desire. The HPHS Student/Parent Handbook discusses attendance guidelines between tech
campus and home school courses. Most courses give two credits per semester. Some courses also
grant college credit.
HUMAN SERVICES PROGRAMS
Cosmetology I, II
Culinary Arts I, II
Firefighting I, II
Early Childhood Education I, II
Medical Assisting I, II
Certified Nurse Assisting I, II
(Senior Only)
Emergency Medical Services I, II
Criminal Justice I, II
All LCHSTC courses
are open to juniors
and seniors.
TRANSPORTATION PROGRAMS
Automotive Service I, II
Collision Repair I, II
COMMUNICATIONS PROGRAMS
Graphic/WebDesign I, II
Game/Java/C++ Programming I, II
Photographic Design I, II
Computer Support Services I, II
MANUFACTURING/INDUSTRIAL PROGRAMS
Building Trades I, II
Computer Networking (Cisco Networking Academy) I, II
Computer Support Services I, II
Welding Fabrication I, II
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English
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
English I
2
9
none
English I: Seminar
2
9
co-enrollment in World
History: Seminar
English I + Reading
4
9
none
English II
2
10
English I or English I +
Reading
English II Honors
2
10
English I
English II + Reading
4
10
English I Freshman Team or
English I + Reading
American Lit & Composition
2
11
English II or English II +
Reading
American Lit & Composition Survey
2
11
English II or English II +
Reading
American Studies: English
2
11
English II and co-enrollment
in American Studies: US
History
American Studies: Survey English
2
11
English II and co-enrollment
in American Studies Survey:
US History
AP English Language and Composition
2
11
See description
Comedy & Tragedy
2
12*
English I
Reading, Writing and Producing Media
2
12*
English I
Exploring Diversity
2
12*
English I
Contemporary Literature
2
12*
English I
Immigrant Voices in Literature
2
12*
English I
Reading and Writing Survey
2
12
English I
Writing and Composition
2
12*
English I
AP English Literature and Composition
2
12
See description
* These courses may be taken by sophomores and juniors as a second English course.
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ENGLISH I
Freshman English is a thematically organized course that utilizes inquiry as a primary
strategy for learning. Students engage in activities that promote competency in reading,
writing, listening, speaking and technology. This course focuses on introducing students
to a range of literary genres, giving them opportunities to write in a variety of forms, and
developing speaking and listening skills. Emphasis is placed upon the development of
scholarship and citizenship. Additional features of this course include community building,
study skills, planning for life in high school and beyond, and developing skills for decisionmaking and problem-solving. Students will read texts by authors such as Harper Lee and
William Shakespeare.
.
ENGLISH I: SEMINAR
English I: Seminar, along with its companion course, World History: Seminar, provides
the opportunity to explore recurring themes of human experience in an interdisciplinary
context. Designed for students who are independent readers ready for expressing
analytical thinking through writing, this course uses inquiry as a strategy to develop highlevel critical thinking. As students experience literature and other media and examine the
historical roots of significant events and ideas, they encounter the contributions of
civilizations around the world and broaden their own perspectives. Using primary and
secondary sources from each discipline, many assignments and assessments synthesize
historical and literary concepts. Students develop habits of mind that extend the skills of
research, text analysis, discussion and group processing. Students will read texts by
authors such as Lee, Dickens, and Shakespeare. Additional features of this course
include: community building, planning for the future in high school and beyond, and
developing skills for decision-making. Freshman Seminar is taught in two consecutive
periods by an English teacher and a social studies teacher. Because of the
interdisciplinary nature of Freshman Seminar, the classes may often meet together.
ENGLISH I + READING
English I + Reading is structured to support students as they become increasingly aware
of their preferences and growth as readers. Students use a variety of strategies to access
and interpret information from multiple texts. Students will compose a variety of texts for
different purposes (interviews, reflections, summaries, letters, descriptions, logs, journals,
posters, oral presentations). In addition, they will develop confidence with complex
thinking, goal setting, and habits of mind that promote school success. A goal for this
course is for students to develop a spirit of collaboration and curiosity about their own
and other students’ thinking and growth in the classroom. Possible texts for this course
include The House on Mango Street, To Kill a Mockingbird, and Romeo and Juliet.
ENGLISH II
ENGLISH II HONORS
English II is a thematically organized course that promotes competency in reading,
writing, listening, speaking, and technology. Student interaction with a variety of literary
texts provides a springboard for both analytic and creative writing and prepares them to
explore persuasive expression and debate. Habits of mind for good scholarship and good
citizenship are emphasized. Possible texts for this course include Lord of the Flies,
Frankenstein, and Macbeth. English II Honors, taught at an accelerated pace, is
designed for students with excellent skills in reading and analytical writing. Possible texts
for this course include The Canterbury Tales and Their Eyes Were Watching God.
Summer reading is required for this course.
ENGLISH II + READING
English II & Reading is structured to continue to support students as they continue to
grow as readers. Students engage in a variety of activities that promote the same
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34
competencies as in English II. These activities include guided practice, structured support
for reading and writing, and the teacher’s use of concrete examples to help students
apply their learning. Smaller class sizes promote the opportunity for more individualized
learning to take place. Possible texts include Like Water for Chocolate, Of Mice and Men,
Our America, and Lord of the Flies.
AMERICAN LITERATURE AND COMPOSITION
American Literature and Composition is a course in which students continue to build
competency in reading, writing, listening, speaking and using technology. Using inquiry
as a primary strategy for learning, students analyze the styles and themes prevalent in
the literature of the United States. Students will develop and acquire skills in independent
reading, process writing, style analysis, and self-reflection. The study of argumentation
guides literary analysis in both reading and writing. Assignments may require reading and
writing out of class. Students will read works by such authors as Toni Morrison, F. Scott
Fitzgerald, Tim O’Brien and Luis Valdez.
AMERICAN LITERATURE AND COMPOSITION SURVEY
This two-credit per semester program offers an interdisciplinary approach to the study of
United States history and literature. By combining historical and literary investigation,
students analyze the social, political, cultural, and economic development of the
American character. Course materials include both primary and secondary sources from
history and literature. Most assignments and projects in each unit synthesize historical
and literary themes. Students may read such works as The Great Gatsby, The Things
They Carried, and Zoot Suit. In order to take American Studies Survey: English, students
must enroll in the companion American Studies Survey: History. American Studies
Survey is taught in two consecutive periods by both an English and a social studies
teacher. Because of the interdisciplinary nature of American Studies Survey, the classes
frequently meet together. This class may move at a slower pace and may include guided
practice, structured support for reading and writing, and the teacher’s use of concrete
examples to help students apply their learning. Smaller class sizes promote the
opportunity for more individualized learning to take place.
AMERICAN STUDIES: ENGLISH
This two-credit per semester program offers an interdisciplinary approach to the study of
United States history and American literature. By combining historical and literary
investigation, students analyze the social, political, cultural, and economic development
of the American character.
Writing assignments emphasize argument and the
development of analytic skills. Course materials include both primary and secondary
sources from history and literature. Most assignments and projects in each unit
synthesize historical and literary themes. Students may read such works as The Scarlet
Letter, The Great Gatsby, and The Things They Carried. In order to take American
Studies: English, students must enroll in the companion course, American Studies:
History. American Studies is taught in two consecutive class periods by both an English
and a history teacher.
AP ENGLISH LANGUAGE AND COMPOSITION
AP English Language and Composition is designed to build upon previously honed skills
in reading, analytic writing, and style analysis. This course emphasizes analysis of
abstract concepts and challenging texts. Students will explore a variety of literary critical
lenses with the expectation of independent analysis and processing. The study of
argumentation guides literary analysis in both reading and writing. Assignments may
require reading and writing out of class. Students will read works by such authors as Toni
Morrison, Willa Cather, Phillip Roth, Ralph Ellison and Nathaniel Hawthorne. Summer
reading is required, and students are prepared for, and encouraged to take, the AP
English Language Examination in May.
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SOPHOMORE, JUNIOR, AND SENIOR OPTIONS
Full-year English electives are available for sophomores and juniors who wish to take an English course
in addition to their required sophomore or junior English course. Seniors may select any of these electives
to complete their fourth year of English. All of these electives use inquiry as the primary strategy for
learning and provide opportunities for students to enhance their skills in reading, writing, listening,
speaking, and using technology.
COMEDY AND TRAGEDY
Comedy & Tragedy is a fast-paced elective that exposes students to an extensive
number of dramatic works. In addition to reading the literature for the insights it holds,
students will continue to develop critical reading, speaking, listening and analytical skills
as they experience these outstanding plays from the times of ancient Greece and
Shakespeare to the present day. The course will focus a great deal of attention on
students’ abilities as thinkers and writers while exploring topics of particular relevance to
seniors. Because plays are meant to be performed, students will study a variety of movie
versions of the plays they read. Plays studied in this class may include Cat on a Hot Tin
Roof, Equus, Laramie Project, Midsummer Night’s Dream, Othello, Doubt, and Twelfth
Night.
READING, WRITING, AND PRODUCING MEDIA
In this course, students will read and analyze the written and visual texts communicated
through the various media that they consume on a daily basis, and they will explore the
impact that these messages have on our society and on their own personal lives. In
addition, they will have multiple opportunities to write and produce authentic, real-world
media products, including objective news pieces, short features, public service
announcements, websites, and radio programs. Students will be exposed to a range of
written texts, such as In Cold Blood, Nineteen Eighty-Four, Thank You For Smoking: A
Novel, and a variety of short works that focus on ethical issues in media, as well as films,
documentaries, radio programs, and other forms of visual and auditory media.
EXPLORING DIVERSITY
Exploring Diversity is a course designed to heighten students’ awareness of a variety of
cultural issues. Topics for exploration may include: varying perspectives related to
gender, generation, religion, race, ethnicity, class, sexual orientation, and disability. The
literature has been carefully chosen to promote thinking, discussing, and writing about
issues that students confront in our increasingly global society. Writing instruction
focuses on skill building in sentence variety, language awareness, organization,
mechanics and style.
*note that Exploring Diversity will not be offered in the 2012-13 school year
CONTEMPORARY LITERATURE
Contemporary Literature is a two-semester course in which students read, analyze and respond to
a representative selection of award-winning literature of the twentieth and twenty-first century.
Because the literature deals with issues of contemporary relevance, students are expected to
explore their understandings of these issues through class discussions, oral presentations, and
written response in a variety of forms. Possible texts include The Human Stain, No Exit, A
Thousand Splendid Suns, Beloved, and Interpreter of Maladies.
IMMIGRANT VOICES IN LITERATURE
This course uses literature to explore the social, political, economic, and emotional
concerns and experiences of marginalized immigrants in America. The course begins
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36
with a case study of the Latino experience and progresses to self-directed learning in
which students investigate a marginalized group of immigrants of their own choosing.
Independent research includes interviews of primary sources and culminates in a project
exhibition.
READING AND WRITING SURVEY
Reading and Writing Survey is a senior course in which students continue to build
competency in reading, writing, listening, speaking, researching, and using technology.
The course explores the essential questions of who/what creates the narratives we
consume and who/what creates our own narrative and why. Second semester features
an extended independent research project. Smaller class sizes promote the opportunity
for more individualized learning to take place. In addition to reading short fiction, nonfiction, and poetry, possible texts include: Dawn by Elie Wiesel, The Translator by Daoud
Hari, and Zeitun by Dave Eggers.
WRITING AND COMPOSITION
Writing and Composition is a year-long, workshop-style writing class that will help
students develop their skills as writers and readers. Students will read a variety of texts
and analyze them through a writer’s lens to see what they offer to writers. In combining
the analytical/critical work of expository writing with the strategies and techniques
associated with creative writing, students will explore the wide range of possibilities for
written communication. They will pursue individualized goals while discovering their
distinctive voices and strengths as writers. Emphasis is placed on the process of writing,
ways of revision, and working in a collaborative writing community. The craft of writing
and the kinds of feedback that can help writers are also central. At the end of the year,
students should exit the course with confidence, the ability to manage the writing process
for complex assignments, and the capability of writing for a variety of audiences and
purposes. Students may read such works as The Diving Bell and The Butterfly and
Extremely Loud and Incredibly Close as well as a collection of essays. Open to
sophomores, juniors and seniors, the course welcomes students of all skill levels and
interests who are willing to write and challenge themselves to grow as writers.
AP ENGLISH LITERATURE AND COMPOSITION
In Advanced Placed English Literature and Composition, students develop analytic skills
through an inquiry-based approach to literature, composition, rhetoric, etymology,
speech, and media studies. Reading a variety of genres such as fiction, nonfiction,
poetry, plays, tragedies, short stories, speeches, essays, and film, students incorporate
theories from psychology, philosophy, history, and political science into this rigorous
seminar class. Classical and contemporary authors such as Sophocles, Shakespeare,
Dostoevsky, Austen, Bronte, McCarthy, Bulgakov, Sontag, and Rulfo represent this
course’s emphasis on world literature and stylistic analysis. Texts and assignments are
thematically organized to promote abstract thinking, e.g. “Can Goodness Sustain a
Complex World?”, “What Are the Ethics of Interpretation?” and “How Do We Develop Our
Personal Humanity?” Students will advance their individual writing processes and styles
in analytic and creative composition assignments. Instruction is frequently differentiated
to best meet the individual tastes and needs of students. Summer reading is required and
students are encouraged to take the AP English Literature and Composition test in May.
English Fundamentals
English Fundamentals is a small-group, instructional class focused on developing reading
and writing skills. In addition, listening and speaking skills are addressed. Vocabulary,
reading fluency and comprehension are some of the aspects addressed and supported
through instruction and technology. Curriculum provides models of various genres.
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Writing instruction focuses on sentence structure, essays, outlining, and editing literature
responses. Instruction is differentiated based on students' needs. Enrollment in this class
is made through the Individualized Educational Plan (IEP) process.
thematically taught so students interact with a variety of literature with a requirement of
responding in multiple forms. Curriculum also emphasizes the development of the writing
process by concentrating on the basic principles of writing, especially brainstorming,
outlining, editing, as they relate to analytic essays and presentations. Writing is further
elongated and adjusted for word choice specific to the audience. Enrollment in this class
is through the Individual Education Plan (IEP) process.
Reading Fundamentals I , II
Reading Fundamentals is a small group instruction course focusing on strategies to build
reading comprehension. Texts are differentiated for skill or interest levels using whole
group, small group, and individualized instruction. Reading skills highlight vocabulary,
fluency, and even phonemic awareness. Instructors consult the structure of programs
that may include but are not limited to other double-period English programs, silent
sustained reading, REWARDS, GREAT LEAPS, or even READ 180. In addition to
reading skills, students practice basic grammar and spelling by brainstorming, outlining,
and editing written responses to text. Accommodations are provided in-class as much as
possible for students to grow in confidence and independence of basic skills. Enrollment
in this class is through the Individual Education Plan (IEP) process. As determined in the
IEP meeting, freshman enrolled in Reading Fundamentals I or II also take English
Fundamentals I or II.
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Fine Arts
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Art Studio I
1
9-12
none
Art Studio II
1
9-12
Art Studio I
Art Studio I - II
2
9-12
none
Drawing/Painting
2
10-12
Art Studio I - II
AP Studio Art: Drawing
2
11-12
Drawing/Painting
Ceramics/Sculpture I
1
9-12
none
Ceramics/Sculpture II
1
9-12
Ceramics/Sculpture I
Ceramics/Sculpture I - II
2
9-12
none
Ceramics/Sculpture III
1
10-12
Ceramics/Sculpture II
Ceramics/Sculpture IV
1
10-12
Ceramics/Sculpture III
Ceramics/Sculpture III - IV
2
10-12
Ceramics/Sculpture I - II
AP Studio Art: 3-D Design
2
11-12
Ceramics/Sculpture III - IV
Graphic Design Fine Arts
1
9-12
none
Graphic Design FA-AA
2
9-12
none
Advanced Graphic Design Fine Art
1
10-12
Graphic Design FA-AA
Advanced Graphic Design FA-AA
2
10-12
Graphic Design FA-AA
AP Studio Art: 2D Design
2
11-12
Advanced Graphic Design
Photography I
1
9-12
none
Photography II
1
9-12
Photography I
Photography I - II
2
9-12
none
Photography III
1
10-12
Photography II
Photography IV
1
10-12
Photography III
Photography III - IV
2
10-12
Photography I - II
AP Studio Art: 2D Design
2
11-12
Photography III - IV
Art History
2
11-12
none
VISUAL ARTS
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
2
11-12
none
Acting I
1
9-12
none
Acting I - II
2
9-12
none
Acting III
1
10-12
Acting II
Directing for the Stage
1
10-12
Acting III
2
11-12
Acting III
Technical Theatre
2
9-12
none
Design for the Stage
2
10-12
Technical Theater
Film Making I
1
9-12
none
Film Making I - II
2
9-12
none
Advanced Production
2
10-12
Film Making I-II or Design
for the Stage
Dance I
2
9-12
none
Dance II
2
10-12
Dance I
Dance III, Dance III Honors
2
11-12
Dance II, teacher
recommendation
Dance IV,
Dance IV Honors
2
10-12
audition
AP Art History
PREREQUISITE
THEATRE ARTS
Advanced Theatre Performance, ATP
Honors
DANCE
In all full year courses, first semester is a prerequisite for second semester.
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Concert Band
2
9-12
see description
Wind Ensemble, Wind Ensemble Honors
2
10-12
audition
Wind Symphony, Wind Symphony Honors
2
9-12
audition
Jazz Lab Band
2
9-12
audition
Jazz Ensemble, Jazz Ensemble Honors
2
10-12
audition and co-enrollment
Percussion Ensemble
2
9-12
audition, see description
Guitar I-II
2
9-12
none
Concert Orchestra
2
9-12
none
Symphony Orchestra,
Symphony Orchestra Honors
2
9-12
audition
Chamber Orchestra,
Chamber Orchestra Honors
2
9-12
audition and co-enrollment in
Symphony Orchestra, see
description
Concert Choir
2
9
Treble Ensemble, Treble Ensemble Honors
2
10-12
none, see description
Chorale, Chorale Honors
2
10-12
audition
Swing Choir
2
10-12
audition and enrollment in
another chorus
Digital Music Production
1
9-12
none
Music Theory
2
9-12
see description
AP Music Theory
2
9-12
see description
MUSIC
none
1. Many visual arts courses require that students augment basic supplies with purchases of additional
materials. In case of loss or damage of school tools or equipment, the student is responsible for repair or
replacement costs.
2. Additional programs in the department enrich students experiences in the arts. Some of these include
special workshops, exhibits, Focus on the Arts, and field trips to the many galleries, museums, plays and
concerts in the Chicago area and abroad.
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VISUAL ARTS
ART STUDIO I (SEMESTER)
ART STUDIO II (SEMESTER)
ART STUDIO I – II (FULL YEAR)
This studio art course offers all students instruction in the methods and media related to
visual art. Theories and practices of art making are introduced emphasizing imagination,
creativity and the hand skills necessary to achieve personal expression. Media includes
pencil, pen, ink, charcoal, pastels, chalks, paints.
Drawing, painting, collage,
printmaking and design are explored in relation to color, shape, light, form and space.
Artists from world cultures are introduced to illustrate the rich variety of stylistic diversity
in art. No previous art experience necessary.
Second semester provides further
instruction in the visual arts with emphasis on three-dimensional space and sculpture.
1st semester is a prerequisite to 2nd semester.
CERAMIC/SCULPTURE I (SEMESTER)
CERAMIC/SCULPTURE II (SEMESTER)
CERAMIC/SCULPTURE I – II (FULL YEAR)
Ceramic/Sculpture will explore the 3-dimentional world of art through clay, fused glass,
cast metal, and other materials. Students will work with their hands to create many
different works of art including vases, sculptures, wheel thrown vessels, and fused glass
pendants while deepening their appreciation of art-making through a global and historical
perspective. Students will work with concepts ranging from functional to non-functional
and representational to abstract, emphasis being placed on originality and craftsmanship.
Ceramic/Sculpture II extends clay knowledge while emphasizing the student’s ideas and
concepts behind each artwork. Ceramics I is a prerequisite for Ceramics II.
CERAMIC/SCULPTURE III (SEMESTER)
CERAMIC/SCULPTURE IV (SEMESTER)
CERAMIC/SCULPTURE III– IV (FULL YEAR)
In this course, students will continue to explore the methods and materials of the 3dimensional art world. Students will be introduced to more advanced sculptural, hand
building, and wheel throwing techniques while exploring how to use 3-dimensional art to
creatively express thoughts and emotions. Students have the opportunity to work more
independently in developing the ideas and concepts they use in their artwork. This is an
important class to prepare for AP Studio Art: 3D Design.
ART HISTORY (FULL YEAR)
Art History is a survey course which provides students with a basis to understand artwork
from a variety of different eras. Study begins with Prehistoric art and travels through to
the Renaissance during 1st semester. During 2nd semester the course travels outside of
the European tradition to non-western art as well as bringing us through the Age of
Enlightenment, Industrial Revolution, and into Modern and Contemporary art. No
previous art experience is required. Field trips play an important role in this course.
AP ART HISTORY (FULL YEAR)
In addition to the work of the Art History course, students will prepare 4 researchedbased papers on additional study, field trips and gallery exhibits. AP Art History students
will prepare for the AP Art Exam in class as well as in study groups.
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DRAWING / PAINTING (FULL YEAR)
This course investigates the relationship between drawing and painting by combining the
methods and materials of each. Beginning with drawing, students develop ways of
organizing ideas, emotions and image making using a wide variety of media. Advancing
to painting, students build upon their technical skills to draw personal expression. The
basis of instruction is oil painting and different painting palettes facilitate the illusion of
depth and atmospheric light. Students stretch and prepare their canvases and work on
easels in an authentic studio environment. Exhibitions are offered throughout the year.
PHOTOGRAPHY I (SEMESTER)
PHOTOGRAPHY II (SEMESTER)
PHOTOGRAPHY I – II (FULL YEAR)
Photography I allows students to see the world in a new way: through the lens of a
camera. Students will be introduced to the basics of digital and black & white film
photography. Students will develop camera skills, work in the darkroom and learn the
basics of Adobe Photoshop. Students will study photographic composition, problem
solving and photographers from past to present. Students will need to purchase photo
paper and film as needed (approximately $45). Optional SLR film camera rental
available through the bookstore for $10. Photography I is a prerequisite for Photography
II.
PHOTOGRAPHY III (SEMESTER)
PHOTOGRAPHY IV(SEMESTER)
PHOTOGRAPHY III – IV (FULL YEAR)
Photography III and IV students will continue to use their film and digital cameras as a
means of expression. Students will explore a variety of photo materials including: 120
film, Holga cameras, Photoshop, emulsion lifts, photo transfers, and photo-collage.
Students will need to purchase photo paper and film as needed (approximately $45).
Optional SLR film camera rental available through the bookstore for $10. Photography II
is a prerequisite for Photography III-IV
PHOTOGRAPHY V (SEMESTER)
PHOTOGRAPHY VI (SEMESTER)
PHOTOGRAPHY V-VI (FULL YEAR)
Students will continue to investigate and create using new photographic techniques in
both film and digital media while developing their own photographic style. Students will
create a digital portfolio of their work each semester. This class emphasizes making art
as an ongoing, independent process that requires student participation in formal and
informal critiques, research, and in and out of class photo assignments. Students will
need to purchase photo paper and film as needed (approximately $45). Optional SLR
film camera rental available through the bookstore for $10. Photo III-IV is a prerequisite
for this class.
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43
GRAPHIC DESIGN FA-AA (FULL YEAR)
GRAPHIC DESIGN FA (SEMESTER)
In this multi-disciplinary course, students develop a working knowledge of graphic design
and its many applications. In addition to developing proficiency in computer software
skills, students widen their understanding of the Elements and Principles of Art & Design,
expand upon creative thinking skills, and gain basic advertising and marketing know-how.
Current industry-standard software such as Adobe Photoshop, Adobe Illustrator and
Adobe Flash are used to create a variety of projects that relate both to business
applications and artistic development. Projects include logo design, layout design,
website design, package design, advertising design, and more. Traditional print media
such as silkscreen is also explored. Students apply their new skills to future school and
work assignments. Successful completion of Graphic Design FA (1st Semester) fulfills
graduation credit for Fine Arts. Successful completion of Graphic Design AA (2nd
Semester) fulfills graduation credit for Applied Arts.
ADVANCED GRAPHIC DESIGN FA-AA (FULL YEAR)
ADVANCED GRAPHIC DESIGN FA (SEMESTER)
Throughout this course, students further explore the concepts and applications of graphic
design with an emphasis on web design, interactive, animation, and streaming media.
Students expand creative thinking skills while creating real-world printed designs such as
posters and logos in connection to HPHS student activities and athletics as well as the
Highland Park community. Students also develop portfolios which can be used for work
and college applications. Graphic Design FA-AA is a prerequisite for Advanced Graphic
Design FA-AA,
AP STUDIO ART:DRAWING (FULL YEAR)
AP STUDIO ART:2D DESIGN (FULL YEAR)
AP STUDIO ART:3D DESIGN (FULL YEAR)
Advanced Placement Art offers the highly motivated high school student the opportunity
to work at a degree of depth and intensity more commonly found in a university setting.
Students demonstrate their ability to select and develop work which requires sustained
effort carried out independently within a class structure.
All advanced placement art students are required to keep a journal/sketchbook for idea
development and exploration of the work of professional artists. Studio students work on
selected problems dealing with drawing, painting, color, space and concept development
Photo students continue to develop technical and conceptual skills through assignments
and portfolio development. Students may create their photos using traditional darkroom
techniques, digital photography and with mixed media. AP Studio 3-D students will have
the opportunity to find and perfect their own unique voice in clay. All students are
expected to complete a portfolio of 24 works following the AP College Board guidelines.
Evaluation of this portfolio by the College Board will require an $80 fee. This course may
be repeated.
DANCE
DANCE I
Modern Dance is a uniquely American Dance Form that encourages the “artist” within
each of us to create new movement vocabulary to express ourselves through movement.
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Students will learn Modern Dance technique, improve their performance skills, develop
musicality and grace and overall become physically stronger and more flexible. Students
will explore dance improvisation and learn tools to choreograph their own creations.
Dancers of all backgrounds will gain confidence and poise in this course. Also, actors,
musicians, gymnasts and athletes can gain new skills that will help them develop
neuromuscular coordination. Juniors and seniors may take this course in place of
physical education if they register using the PE course number. Attendance at all public
performances is required.
DANCE II
This is a continuation of Dance I with the addition of advanced choreography and
improvisation opportunities. Students will develop intermediate Modern Dance skills and
continue to improve their performance skills, develop musicality and grace and overall
become physically stronger and more flexible. Juniors and seniors may take this course
in place of physical education if they register using the PE course number. Attendance at
all public performances is required.
DANCE III
DANCE III HONORS
Dance III is a course designed for students who have successfully completed Dance I
and Dance II. Students will develop advanced Modern Dance skills and grow as
performers, athletes and confident dancers. There is an opportunity to perform in the
annual Dance Concert if the students all elect to dedicate the class time to create a
suitable dance piece. Juniors and seniors may take this course in place of physical
education if they register using the PE course number. Honors credit is available by
application. Attendance at all public performances is required.
DANCE IV
DANCE IV HONORS
Students who are sophomores, juniors or seniors desiring to be a member of this
ensemble will need to have successfully taken at least one of the above mentioned
dance courses and successfully audition the year prior to be eligible to take this course.
A Collage dancer must have advanced dance technique in a variety of dance styles and
be able to perform with confidence and learn repertoire quickly. Performance and
rehearsals outside of school are required. Juniors and seniors may take this course in
place of physical education if they register using the PE course number. Honors credit is
available by application.
THEATRE ARTS
ACTING I
ACTING I, II
Acting provides opportunities for students to investigate the craft of acting, while
encouraging each student to explore his or her imagination and unique creative
expression. Study includes guided practice of improvisation, scenes from comic and
dramatic plays, and acting training techniques which develop performance and
storytelling skills. This one semester course cultivates team spirit among the participants
and heightens each student’s self confidence.
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ACTING III
Acting III is designed to meet the needs of the inspired theatre student who is interested
in furthering acting skills and training of the actor’s instrument. The concentration during
this semester is placed on in-depth character analysis, movement, creative play writing,
and advanced scene performance.
DIRECTING FOR THE STAGE
This semester course provides highly creative projects designed to offer students
structured support in developing directing skills. Study includes application of staging
techniques, actor coaching, and script analysis. Each student will direct a piece of theatre
to be performed for an invited audience at the end of the semester. Acting I and II are
prerequisites for this course.
ADVANCED THEATRE PERFORMANCE
ATP is a yearlong course which provides a dynamic and creative laboratory for
performers to apply their acting training and playwriting skills. All projects are designed
to inspire and challenge the actor’s imaginative power, develop confidence in diverse
performance styles, and promote intellectual inspection of acting theory and philosophy.
In addition, each actor will create and perform a 30 minute solo show for an invited
audience. Acting I-II and III are prerequisites for this course. ATP may be taken for
honor credit.
TECHNICAL THEATRE
Tech Theatre provides opportunities for students to investigate all of the “backstage”
aspects of theatre production at HPHS. Students are given the opportunity to work
“hands on” with set construction, stage lighting, sound, special effects, set painting and
production planning. Working in small group; students will develop skills organizational
skills while utilizing creative problem solving techniques to complete group projects. The
class splits it’s time between information sharing and class labs working on the current
production. There is no after school requirement for this class. Tech Theatre may be
taken for a full year or for a semester.
DESIGN FOR THE STAGE
Design for the Stage provides students with an opportunity to develop skills in all aspects
of theatre design (Scenic, Lighting, Sound and Costumes). The design process takes
then from script analysis to design presentation. Creative problem solving is applied to
the unique challenges of each production.
Students are given opportunities to
investigate all of the “backstage” aspects of theatre production at HPHS. Students are
given the chance to design actual HPHS productions like Stunts, Dance HP in Concert
and The Short Play Festival.
FILM MAKING I, FILM MAKING I-II
Film Making offers students with an interest in cinema the opportunity to explore “hands
on” the film making process. Film is explored as both a form of artistic expression and
entertainment. The class starts with script writing and shot planning and then explores
the process of transferring from the page to the screen. During first semester students
make a 3 minute short film, “a stop action film” and a short genre film. During second
semester a 90 second film, a silent film, a music video and a genre film are the focus.
Students also view films from the AFI Top 100 list to help develop an eye for visual story
telling
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ADVANCED PRODUCTION
This course offers students who have taken the first year of Film Making to continue the
exploration of the film making process. Working in small groups, the class explores a
variety of film genres and techniques. Specifically the focus is in the use of the camera in
composing each shot and in the concept of continuity in storytelling. Some potential
projects are: a short film noir, a short live action/stop action film, a scored silent film and
more. Students also view films from the AFI Top 100 list to help develop an eye for
visual story telling
MUSIC
CONCERT BAND
Concert Band is open to all freshmen wind and percussion instrumentalists, or beginning
instrumentalist from all grade levels, and is designed to further the musical development
of the student through concentrated study on music fundamentals and performance
techniques. Appropriate high school literature of various musical styles and historical
periods will be studied and performed at concerts. Regular practice outside of rehearsals
is expected, and private lessons are strongly recommended. Attendance at all public
performances is required. Prerequisite: Previous experience on a band instrument or
teacher approval.
WIND ENSEMBLE
WIND ENSEMBLE HONORS
Wind Ensemble is open for intermediate to advanced wind and percussion
instrumentalists of all grade levels. The course emphasizes development of performance
skills, musical interpretation and individual technique. Through rehearsals, clinics and
performances, students will broaden their musical abilities with the study of intermediate
to advanced literature of various musical styles and historical periods. Regular practice
outside of rehearsals is expected, and private lessons are strongly recommended.
Attendance at all public performances is required. Honors credit for this course is
available by application. Prerequisite: Audition required
WIND SYMPHONY, WIND SYMPHONY HONORS
Wind Symphony is designed for the most advanced wind and percussion
instrumentalists. The course emphasizes advanced performance skills, musical
interpretation and individual technique. Through rehearsals, clinics and performances,
students will broaden their musical abilities with the study of the finest wind literature of
various musical styles and historical periods. Regular practice outside of rehearsals is
expected, and private lessons are strongly recommended. Attendance at all public
performances is required. Honors credit for this course is available by application.
Prerequisite: Audition required
JAZZ LAB BAND
Jazz Lab Band is open to instrumentalists of all grade levels interested in the study and
performance of jazz. Through rehearsals, clinics and performances, students will broaden
their musical abilities with the study of improvisation and various jazz styles. Regular
practice outside of rehearsals is expected, and private lessons are strongly
recommended. Attendance at all public performances is required. Prerequisite: Audition
required or teacher approval; concurrent enrollment in a concert organization if
performing on a wind, brass, or percussion instrument.
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JAZZ ENSEMBLE
JAZZ ENSEMBLE HONORS
Jazz Ensemble is designed for the most advanced wind and percussion instrumentalists
interested in jazz.
The course emphasizes advanced jazz performance skills,
interpretation and techniques. Through rehearsals, clinics and performances, students
will broaden their musical abilities with the study of improvisation and various jazz styles.
Regular practice outside of rehearsals is expected, and private lessons are strongly
recommended. Attendance at all public performances is required. Honors credit for this
course is available by application. Prerequisite: Audition required; concurrent enrollment
in a concert organization.
PERCUSSION ENSEMBLE
Percussion Ensemble is open by audition to all percussion students and is designed to
further the musical development of the student through concentrated study on music
fundamentals and performance techniques. Appropriate high school percussion literature
of various musical styles and cultures, utilizing standard percussion instruments and
world percussion, will be studied and performed at concerts. Regular practice outside of
rehearsals is expected, and private lessons are strongly recommended. Attendance at
all public performances is required. Prerequisite: Previous experience on a percussion
instrument or teacher approval.
GUITAR I-II
Guitar I-II is designed for the beginning guitarist and students seeking to continue their
study of music on guitar. Students will receive guidance and direction in solving
problems related to playing the guitar and will learn many of the various styles, skills, and
techniques required to play guitar. Areas of focus include posture and hand positions,
guitar maintenance, reading and notating music, picking and strumming styles, playing
melodies and chords, theory, improvisation, and performance. In short, Guitar offers
students a hands-on opportunity to study the guitar and its related music. There is no
prerequisite.
CONCERT ORCHESTRA
Students develop performance skills through a study of music theory and history,
appropriate technical studies, and representative orchestral literature. Students perform
in two to three concerts per year. Attendance is required at all curricular and
extracurricular rehearsals and performances. Instruments are provided during in-school
rehearsals.
Placement in the appropriate orchestra is by audition with the HPHS Director of
Orchestras and by recommendation of the middle school or junior high school orchestra
director.
SYMPHONY ORCHESTRA
SYMPHONY ORCHESTRA HONORS
Students study more advanced orchestral repertoire requiring increased performance
skill levels and musicianship. In addition, elements of music theory and history are an
integral component of the curriculum. Performance opportunities include concerts, tours,
musical pit orchestra, and small ensemble participation. Attendance is required at all
curricular and extracurricular rehearsals and performances. Students are expected to
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prepare the music outside of class. Cellos and basses are provided during in-school
rehearsals with violins and violas available on a limited basis. Placement in Symphony
Orchestra is by audition. Honors credit is available by application requiring additional
projects and/or participation in extra orchestra related activities.
CHAMBER ORCHESTRA, CHAMBER ORCHESTRA HONORS
Chamber Orchestra is a performance-based course composed of advanced string
students selected by audition. This course will emphasize the achievement of high levels
of ensemble performance through the study of chamber orchestra repertoire. In addition
to regular performances as members of the HPHS Symphony Orchestra, students in the
Chamber Orchestra will function as a showpiece ensemble for the Fine Arts Department
and community. This course will be offered earlybird. Student may apply for honor credit.
CONCERT CHOIR
Concert Choir provides opportunities for freshmen and other first year choral students to
develop their musical potential through singing in a choral ensemble. Study includes the
care and cultivation of beautiful tone, the ability to read music, the building of technical
skills, team spirit, and responsible rehearsal habits. Students will develop listening skills
and their ability to evaluate music performances. Private lessons are encouraged.
Attendance at all public performances is required.
TREBLE ENSEMBLE, TREBLE ENSEMBLE HONORS
Treble Ensemble provides opportunities for sophomore girls and junior/senior girls who
are new to the choral program to further their musical potential and aesthetic
understanding through singing in a choral ensemble. Study includes the care and
cultivation of beautiful tone, aesthetic awareness, the ability to read music, the refinement
of technical skills, team spirit, and responsible rehearsal habits. Students will strengthen
listening skills and their ability to analyze and evaluate music and music performances.
Private lessons are encouraged. Attendance at all public performances is required. No
prerequisite course required. Honors credit is available by application.
CHORALE, CHORALE HONORS
Chorale provides opportunities for advanced choral students to refine their musical
production and aesthetic understanding through singing in a choral ensemble. This
advanced ensemble further develops the cultivation of beautiful tone, aesthetic
awareness, and the ability to read music at a more advanced level, the refinement of
technical skills, team spirit, and responsible rehearsal habits. Students will strengthen
listening skills and their ability to analyze and evaluate music and music performances.
Private lessons are encouraged. Attendance at all public performances is required.
Honors credit is available by application. Membership is by audition.
SWING CHOIR
Swing Choir combines advanced singing and dancing technique to perform a wide variety
of musical styles, including pop, musical theatre and jazz. Singing and dancing
experience are strong assets for students who choose to audition for this performance
ensemble. Private lessons are encouraged. Attendance at all public performances is
required. Membership is by audition only. Concurrent enrollment in another choral
ensemble is required.
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DIGITAL MUSIC PRODUCTION
This class offers the student an opportunity to express individual creativity by composing
and mixing their own music using a wide variety of digital instrument sounds. Students
will acquire fundamental keyboard skills and knowledge of music production software in
the school’s music computer lab. No prior musical experience is required; this course
can be taken by any student who enjoys music. This course provides a foundation to
students who are interested in film making and/or television production.
MUSIC THEORY
AP MUSIC THEORY
This course addresses the basic elements of music including rhythm, scales, ear training,
notation, aural and rhythmic dictation, intervals, triads, chord structure, and harmonic
progressions. Each semester, a student project relating to music theory and/or music
history is required. In addition, students examine the historical development of music
from the Renaissance through the 20th Century. The AP students will be required to do
more in-depth assignments and research. This class is highly recommended for those
students planning to major or minor in music during their post-secondary studies.
NON-CREDIT MUSIC GROUPS
MARCHING BAND
The Marching Giants bring color and pageantry to fall athletic events. The Marching
Giants is one of the largest and most spirited organizations on campus, performing at all
home football games and important community events. Marching Band is offered during
the first quarter only; practices are three times each week outside of school time during
the marching season. Attendance at all practices and performances is required.
Prerequisite: enrollment in a concert band organization or teacher approval.
PEP BAND
The Pep Band performs at many of the men’s and women’s basketball games and
occasionally at other winter or spring athletic events. The Pep Band is part of the color
and excitement of basketball and brings music, enthusiasm, and spirit to Highland Park
athletics. The Pep Band practices one time each week outside of school time during the
basketball season. Attendance at all practices and performances is required.
Prerequisite: enrollment in a concert band organization or teacher approval.
MUSICAL ORCHESTRA
Musical Orchestra is a voluntary extracurricular ensemble (pit) which accompanies the
all-school musical. Students have the opportunity to participate depending on part
availability. Generally, auditions are necessary, but often this depends on the show
selected. Rehearsals are after school and evenings for about five weeks before the
opening.
MADRIGAL SINGERS
These singers are an auditioned and highly select group of voices. Much skill and
experience are required because of the style and difficulty of the music performed. Most
of the literature studied is early music. However, because of many performance
opportunities, Madrigal Singers do perform a wider variety of literature. Madrigal Singers
is an extra-curricular activity which meets before school.
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PRIVATE STUDY
Lessons are available on voice, piano, string, brass, wind and percussion instruments for
a fee. For further information contact a music instructor in the Fine Arts Department.
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Math
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Algebra I Survey
2
9 - 12
Completion of Pre-Algebra and
teacher recommendation/department
approval
Algebra I
2
9 - 12
Completion of Pre-Algebra and
teacher recommendation/department
approval
Geometry Survey
2
9 – 12
Completion of Algebra I and teacher
recommendation/department approval
Geometry
2
9 – 12
Completion of Algebra I and teacher
recommendation/department approval
Geometry Honors
2
9 – 12
Completion of Algebra I Honors and
teacher recommendation/department
approval
Algebra II
2
9 - 12
Completion of Geometry Survey and
teacher recommendation/department
approval
Algebra II with Trigonometry
2
9 - 12
Completion of Geometry and teacher
recommendation/department approval
Algebra II with Trigonometry Honors
2
9 - 12
Completion of Geometry Honors and
teacher recommendation/department
approval
Algebra/Geometry III with Trigonometry
Survey
2
11 - 12
Completion of Algebra/Geometry II
or Algebra II and teacher
recommendation/department approval
Pre-Calculus
2
10 – 12
Completion of Algebra II Trig. and
teacher recommendation/department
approval
Pre-Calculus Honors
2
10 - 12
Completion of Algebra II Trig.
Honors and teacher
recommendation/department approval
Trigonometry & Related Topics
2
11 - 12
Completion of Algebra II or
Alg./Geom. III with Trig. and teacher
recommendation/department approval
Discrete Math
2
12
Completion of Trig. and Rel. Topics
and teacher
recommendation/department approval
Calculus
2
11 - 12
Completion of Pre-Calculus and
teacher recommendation/department
approval
AP Calculus AB
2
10 – 12
Completion of Pre-Calculus and
teacher recommendation/department
approval
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
AP Calculus BC
2
10 – 12
Completion of Pre-Calculus Honors
and teacher
recommendation/department approval
AP Statistics
2
10 - 12
Completion of Algebra II Trig. or PreCalculus and teacher
recommendation/department approval
Multivariable Calculus Honors
2
10 - 12
Completion of AP Calculus BC and
teacher recommendation/department
approval
AP Computer Science
2
9 – 12
Completion of Algebra II and teacher
recommendation/department approval
We offer many mathematics courses at Highland Park High School. Teachers make recommendations for
each student based on overall performance in the previous course. We make every effort to place students
in the appropriate course that best meets their skills.
Incoming freshman are placed in their math class based on their standardized test scores, Algebra
assessment and their eighth grade math teacher’s input.
Sophomores, juniors and seniors are placed by their current math teacher. Students are expected to have
access to a graphing calculator.
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ALGEBRA I SURVEY
Algebra I Survey is a first year algebra course that expands on the rules of arithmetic
learned in pre-algebra. Core topics are the same as Algebra I, but students will receive
greater support and receive more individualized instruction. Content will include:
identifying the number systems; simplifying expressions using algebraic
symbols, formulas, arithmetic operations, and properties of exponents; solving, writing,
and graphing linear equations and inequalities; solving systems of linear equations;
simplifying, rationalizing, and solving problems containing radicals; introducing function
notation; solving and graphing quadratic equations; and introducing elementary
probability and statistics concepts. A graphing calculator will be used as a teaching aid to
visualize algebraic concepts.
ALGEBRA I
This course gives the student his/her first experience in a formalized study of algebra. All
other mathematics courses build upon the foundation of concepts and structures of basic
algebra.
Topics include simplifying expressions, factoring, solving equations,
inequalities, systems of equations, exponents, quadratics, and data analysis. The
curriculum will be presented in a format that makes class as active as possible, utilizing a
wide variety of instructional strategies. This includes interactive lecture, cooperative
learning, mathematical discourse, discovery learning, projects, math labs, and
technology. Daily homework assignments will be given to extend learning.
GEOMETRY SURVEY
This course is an introduction to the fundamentals of Euclidean geometry including a
review of basic skills of algebra. Through structured support with reading, time
management, organization, note-taking and problem solving, students have the
opportunity to learn key definitions, symbols, notations, theorems, and properties of
geometric figures that serve as the foundation of the course. There will be no emphasis
on formal geometric proof. Content explored includes: basic definitions, lines, angles,
triangles, quadrilaterals, circles, polygons, solids congruence, similarity, and formulas for
perimeter, area surface area and volumes. The curriculum will be presented in format
making the class as active as possible, utilizing a wide variety of instructional strategies,
including cooperative learning, mathematical discourse, discovery learning, projects math
labs, and technology. There will be homework to extend learning, but the assignments
will generally be started in class under the teacher’s supervision.
GEOMETRY
This course is an introduction to the basic principles of Euclidean geometry. Students
have the opportunity to learn key definitions, symbols, notations, theorems, and
properties of geometric figures that serve as the foundation of the course. Emphasis is
placed on developing deductive reasoning and logical thinking skills through the use of
geometric proof. Content explored includes: basic definitions, lines, angles, triangles,
quadrilaterals, circles, polygons, solids, congruence, similarity, proportion, elementary
trigonometry, and formulas for perimeter, area, surface area and volume. The curriculum
will be presented utilizing a wide variety of instructional strategies, which could include
cooperative learning, mathematical discourse, discovery learning, projects, math labs,
and technology. Students are expected to complete daily homework assignments which
may include projects and labs.
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GEOMETRY HONORS
In this course, students study the properties of geometric figures including area and
volume of two and three dimensional figures. Emphasis is placed on the Pythagorean
Relationship.
Students investigate the deductive reasoning and critical thinking
processes through the study of formal proofs. Algebra and geometry are studied as
analytical geometry (combining equations and graphs) to solve problems in the
coordinate plane.
ALGEBRA II
This course covers topics typical for a second year algebra course. This course is
intended to prepare students for Trigonometry and Related Topics. There will be daily
homework assignments and occasional projects and labs. Topics in this course include,
but are not limited to, solving and graphing linear, quadratic, and polynomial equations
and inequalities, solving systems in two and three variables, properties of exponents, as
well as solving and graphing rational, logarithmic, exponential, and radical equations. A
graphing calculator is required for this course.
ALGEBRA II WITH TRIGONOMETRY
This course covers topics typical for a second year algebra course, including
trigonometry. This course is intended to prepare students for Pre-Calculus. There will be
daily homework assignments and occasional projects and labs. Topics in this course
include, but are not limited to, solving and graphing linear, quadratic, and polynomial
equations and inequalities, solving systems in two and three variables, properties of
exponents, as well as solving and graphing rational, logarithmic, exponential, and radical
equations. This course also includes topics in trigonometry such as right triangles,
introductory graphing, and solving basic trigonometric equations. A graphing calculator is
required for this course.
ALGEBRA II WITH TRIGONOMETRY HONORS
This course covers topics typical for a second year algebra course, including
trigonometry. This fast-paced course is intended to prepare students for Pre-Calculus
Honors. There will be daily homework assignments and occasional projects and labs.
Topics in this course include, but are not limited to, solving and graphing linear,
quadratic, and polynomial equations and inequalities, solving systems in two and three
variables, properties of exponents, conic sections, as well as solving and graphing
rational, logarithmic, exponential, and radical equations. This course also includes topics
in trigonometry such as right triangles, graphing, and solving trigonometric equations. A
significant amount of time is devoted to the derivation and proof of many trigonometric
properties. A graphing calculator is required for this course.
ALGEBRA/GEOMETRY III
WITH TRIGONOMETRY III SURVEY
This course is designed to provide a strong foundation for future coursework in
mathematics. Students study algebra, geometry, probability, and trigonometry using an
integrated approach.
Consequently, students will gain an understanding of the
relationships that exist between these mathematical topics. They will also develop the
content and problem solving skills needed for success in college, careers, and daily life.
Students increase their abilities to explore and solve mathematical problems, think
critically, work cooperatively with others, and communicate ideas clearly.
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PRE-CALCULUS
Students have the opportunity to revisit previously learned topics using an application
based approach, while also extending their knowledge into unexplored curricula.
Students explore content such as higher order polynomial functions, trigonometry,
inequalities, logarithms, conic sections, probability and statistics, sequences and series,
as well as an introduction to the fundamentals of calculus. Curriculum is presented
utilizing a variety of instructional strategies including cooperative learning, mathematical
discourse, discovery learning, and the use of technology primarily through a graphing
calculator. There is an expectation of daily homework, including reading the text. A
graphing calculator is required for this course.
PRE-CALCULUS HONORS
This course’s intent is to provide a thorough preparation for the study of college Calculus.
Students have the opportunity to revisit previously learned topics using an application
based approach, all while extending mathematical knowledge into new concepts.
Content explored includes: higher order polynomial functions, additional circular
trigonometry, inequalities, logarithms, finance applications, basic probability and
statistics, polar equations and graphs, vectors, series and sequences, as well as an
introduction to the fundamental concepts of calculus including limits, derivatives, and
integrals. The curriculum will be presented utilizing a wide variety of instructional
strategies, including cooperative learning, mathematical discourse, discovery learning,
and technology. There is an expectation of daily homework, including reading the text. A
graphing calculator is required for this course.
TRIGONOMETRY & RELATED TOPICS
This course develops the concepts of trigonometry including unit circle trigonometry,
graphing of trigonometric functions, solving triangles, and verifying trigonometric
identities. There is an introduction to pre-calculus topics including conic sections;
sequences and series; exponential and logarithmic functions; statistics and data analysis.
The curriculum will be presented utilizing cooperative learning, discovery learning and
technology. Teachers expect students to have a graphing calculator and complete daily
homework. Students demonstrate learning through assignments, group/partner work,
tests, quizzes, lab activities and projects.
DISCRETE MATHEMATICS
This course focuses on revealing mathematics as used in the fields of government, law,
project management, lotteries and games. Other topics may include logic, sequences
and series, recurrence relations, and introduction to derivatives and integrals. In addition
to taking traditional tests and quizzes, students will complete projects which demonstrate
knowledge of the topics and how the topics relate to daily life.
CALCULUS
This course is designed for students wishing to continue their preparation for calculus.
This is not an AP course and therefore provides the teacher the flexibility to determine
pace and content. Students will study various topics including functions and their graphs;
mathematical modeling; polynomial and rational functions; limits and their properties;
applications of differentiation; exponential, logarithmic, and trigonometric functions with
calculus; and an introduction to integration. A graphing calculator will be required. The
curriculum is presented utilizing a wide variety of instructional strategies including
interactive lecture, cooperative learning, discovery learning and use of technology.
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Students should refer to the
recommendations/requirements.
teacher’s
rules
and
procedures
for
exact
AP CALCULUS AB
This course is equivalent to one semester of college calculus. Students will learn topics
using an application based approach while extending mathematical knowledge into new
concepts. Content includes the study of differential and integral calculus. Topics are
presented algebraically, numerically, graphically, and verbally, aligning with the College
Board’s recommendations. The curriculum is presented utilizing a wide variety of
instructional strategies including interactive lecture, cooperative learning, discovery
learning, and use of technology. There is an expectation of daily homework, including
pre-reading the text. A graphing calculator is required.
AP CALCULUS BC
This course is equivalent to two semesters of college calculus. Students will learn topics
using an application-based approach while extending mathematical knowledge into new
concepts. Content explored includes the study of differential and integral calculus.
Topics are presented algebraically, numerically, graphically, and verbally, aligning with
the College Board’s recommendations. The curriculum is presented utilizing a wide
variety of instructional strategies, including interactive lecture, cooperative learning,
discovery learning, and use of technology. There is an expectation of daily homework,
including pre-reading the text. A graphing calculator is required.
AP STATISTICS
There are four major themes in AP Statistics: data analysis, planning a statistics study,
probability, and statistical inference. This course places a strong emphasis on statistical
concepts and real world applications. Students make extensive use of technology,
including graphing calculators and Fathom. There is an expectation of daily homework
throughout the year. Additionally, students are expected to complete several projects
requiring the planning of statistical studies, data collection and analysis. A graphing
calculator is required.
MULTIVARIABLE CALCULUS HONORS
This course is an advanced course in mathematics which covers topics from third
semester college calculus. Students expand their study of vector and parametric
functions. Students use technology to explore plots of three dimensional surfaces and
paths. Course includes the study of partial derivatives, double and triple integrals, line
integrals and surface integrals. Students are expected to learn independently through
reading the text and resources found on the internet. Students must be able to grasp
abstract mathematical concepts, as well as follow and make valid mathematical
arguments.
Classroom structures include computer lab work, lecture, student
presentations, and cooperative group investigations. A graphing calculator is required.
AP COMPUTER SCIENCE
AP Computer Science is a dynamic course designed to develop the fundamental skills
necessary for success on the AP Computer Science A Exam. It is also a course that
provides motivated students the opportunity to experience firsthand the enjoyment,
challenge, and artistry of programming. Students who invest the necessary level of effort
and time should expect to enjoy a significantly increased ability to solve complex and
abstract problems in both programming and non-programming contexts. In particular, the
essence of this course is split into three general concentrations:
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1.) By writing code, solving problems, and completing individual and team projects,
students can expect to develop an understanding of the JAVA programming language
sufficient for preparation to take an Advanced Placement Computer Science A exam.
2.) By analyzing real-world case studies of written code, students can expect to receive
an introductory glimpse of the project-development process commonly found in the real
world.
3.) By studying and mastering well-known programming algorithms and strategies,
students can expect to develop good programming techniques that are independent of
the particular programming language used.
This is a course that demands students be both independent and team workers. What is
done from day to day in class will vary depending on the individual needs and ability
levels of each student. Thus, both independence and teamwork are prerequisites for
students wishing to do well in this course, and on the accompanying AP test.
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Physical Education
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Freshman Physical Education
2
9
none
Dual Language Physical Education
2
9
Conversational Spanish
Sophomore Physical Education
1
10
none
Unique PE
2
11-12
none
Outdoor Adventure PE
2
12
Dual Language Unique PE
2
11-12
Conversational Spanish
Lifetime Sports
2
11-12
none
Co-ed Team Sports
2
11-12
none
Team Sports for Boys
2
11-12
none
Strength and Conditioning
2
11-12
none
Group Fitness
2
11-12
none
Yoga
2
11-12
none
Lifeguarding
1
11-12
none
Dance I
2
11-12
none
Dance II
2
11-12
Dance I
Dance III
2
11-12
Dance II
Dance IV
2
11-12
Dance III
Adapted PE
2
9-12
departmental approval
Junior PE Leaders /Lifeguarding
2
11
departmental approval
Senior PE Leaders
2
12
departmental approval
Peer Teaching PE to Special Needs Students
2
11-12
departmental approval
Traffic Safety
0
10-12
must be 15 years old
Unique PE & teacher
recommendation
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GENERAL INFORMATION:
1. A student must be enrolled in Physical Education during each semester of
attendance. Exceptions are outlined on page 1, Health/Physical Education Option and
Interscholastic Athletics/Physical Education Option.
2. All PE students are required to wear HPHS physical education uniforms. Uniforms are
available for purchase at the bookstore.
SPECIFIC SCHEDULING INFORMATION:
1. All courses are open to both boys and girls. The only exception is Team Sports for
Boys; for safety reasons, this class is only offered to junior and senior boys.
2. Students are required to take freshman and sophomore PE. In subsequent years
students must choose four semesters of activities to meet graduation requirements.
3. Students may enroll in more than one Physical Education class per semester for
make-up of a failure or for enrichment.
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FRESHMAN PHYSICAL EDUCATION
This course is an introduction to the high school Physical Education program. Freshmen
learn fitness concepts, experience a variety of aerobic activities, and participate in
basketball, eclipse ball, tumbling, weight training, swimming, track and field, dance,
volleyball, badminton and tennis. By keeping journals, students learn to track their fitness
progress and physical and health habits.
DUAL LANGUAGE FRESHMAN PHYSICAL EDUCATION
This course follows the same curriculum as Freshman Physical Education. The intended
population of this course includes; dual language students who wish to hone their
Spanish conversational language skills, students studying Spanish who are seeking
authentic opportunities to utilize language with native speakers, and native Spanish
speakers who wish to share their language and culture with peers. Instruction in this
course is conducted in both English and Spanish.
SOPHOMOREPHYSICAL EDUCATION
The sophomore curriculum is designed to meet state standards for physical development
and health. Students develop a fitness plan by setting fitness goals and then following
their plan. Students acquire knowledge necessary for developing good personal health
habits and making good decisions about personal wellness. The course also explores the
activities of soccer, badminton, and pool games while preparing students to enter the
elective Physical Education program in junior year.
UNIQUE PE
Unique P.E. is an exciting adventure where students are able to participate in a variety of
traditional and non-traditional activities. Through these activities, students will have the
opportunity to build a sense of personal confidence, increase mutual support within a
group, and develop an increased joy in one’s physical self and in being with others. The
curriculum framework includes: Ultimate Frisbee, Outdoor Games, Pool Games, Circus,
Darts, Ping Pong, Bowling, Archery, Kayaking, Buka Ball, Eclipse Ball, Rock Climbing
and Team Building.
DUAL LANGUAGE UNIQUE PE
This course follows the same curriculum as Unique PE. The intended population for this
course includes: former dual language students who wish to hone their Spanish
conversational language skills, students studying Spanish who are seeking authentic
opportunities to utilize language with native speakers, and native Spanish speakers who
wish to share their language and culture with their peers. All students will benefit from
the opportunity to work with students from diverse cultural backgrounds. Instruction for
this course is conducted using both English and Spanish. Students are not eligible to
receive an athletic waiver from this course.
OUTDOOR ADVENTURE PHYSICAL EDUCATION
This course is an expansion of Unique P.E. where curriculum focuses on outdoor
education while challenging student’s physical abilities while integrating
scientific/environmental skills needed to survive in the wilderness.
This course will
provide students with adventure experiences that will help them in many future
endeavors as the premise is on team building and cooperative problem solving, self
confidence and much more. Students will be assessed on their participation of all
activities and their ability to apply learned techniques in a variety of areas. The curricular
framework will include: climbing, high ropes challenge courses, kayaking, canoeing,
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camping, shelter building, fire science, orienteering, outdoor cooking, plant identification,
wilderness first aide, and water purification.
LIFETIME SPORTS
This course instructs students in individual skills that have lifetime value. Playing sports
as an individual or with a partner, students learn to balance competition and cooperation
as well as to develop a higher level of personal fitness. Activities may include golf,
tennis, pickleball, badminton, paddleball, bowling, handball, racquetball, and table tennis.
Students will learn to monitor and improve their personal fitness levels throughout the
course.
CO-ED TEAM SPORTS
This course gives students an opportunity to develop sports skills and personal fitness
through participation in team sports. While working together on coeducational teams,
students learn cooperation, sportsmanship, and teamwork through the challenge of
competition. Activities include flag football, indoor and outdoor soccer, volleyball,
basketball, floor hockey, softball and various pool sports.
TEAM SPORTS FOR BOYS
This advanced course for junior and senior boys develops personal skills and fitness
levels and teaches the strategies of team sports.
Concepts of teamwork and
sportsmanship are learned through challenging, very competitive sports experiences.
Activities include flag football, indoor and outdoor soccer, volleyball, basketball, floor
hockey, softball, and various pool sports.
STRENGTH AND CONDITIONING
The course will focus on providing the student’s knowledge and practice of
cardiovascular fitness, strength and resistance training, and nutrition. The students will
then be instructed and personally monitored by the teacher. The workout and nutritional
plan will be based on the students goals based on the following possible options;
Strength gain, weight loss, athletic enhancement, weight gain, and muscle definition and
bodybuilding. Students will keep a log to monitor their fitness progress as well as their
nutrition patterns both in and out of school.
GROUP FITNESS
Group Fitness is a full-year personalized cross training course for juniors and seniors.
The curriculum centers on creating and building personalized wellness goals for each
student to focus on and achieve. Through a variety of group exercise activities like
aerobics, kick-boxing, body toning, hand held weight training, step, Bosu, elastic
resistance, power walking, Pilates and yoga the students will begin a journey towards
lifelong wellness. In addition, this class focuses on increasing self-awareness, stress
management, nutrition, self-defense and mind-body techniques.
YOGA
Yoga is a complete science that anyone can practice. Students develop muscle strength,
endurance, flexibility, and cardiovascular endurance while moving progressively through
a series of poses and breathing techniques. Yoga is a year-long course.
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LIFEGUARDING
This semester course covers; injury prevention, emergency medical situations, disease
prevention, and American Red Cross certifications in Lifeguarding, CPR, and AED.
Students are not eligible to waive from this course.
DANCE I, DANCE II, DANCE III, DANCE IV
Juniors and seniors electing these courses may take them in place of their physical
education credit for a total of four credits. See the Fine Arts descriptions of these
courses.
ADAPTED PE
This class is offered for students who cannot participate in the regular physical education
programs be-cause their activity is restricted by recommendation of a doctor or physical
education teacher. Students may enroll on a permanent or temporary basis and receive
instruction in a program of prescribed exercises and activities adapted to their particular
needs. Students expecting to receive a doctor’s excuse (grade of X) must enroll in this
program.
JUNIOR PE LEADERS / LIFEGUARDING
This year-long course is designed to prepare students to become senior PE leaders and
Freshman Link Crew Leaders. Experiences include skill analysis, teaching methodology,
and practical class application. Students participate in, as well as teach, team and
individual sports, fitness activities and gain their life-guarding certification. Additional
instruction and certifications earned during the year include: injury prevention; emergency
medical situations; disease prevention; communication skills; safety awareness and
certification to administer CPR, AED and give oxygen. Students must have departmental
approval to register this course. Students are not eligible to waive from this course.
SENIOR PE LEADERS
This course gives leadership roles in physical education classes to those seniors who
have successfully completed the Junior PE Leaders class. Students must have
departmental approval to register for this course. Students are not eligible to waive from
this course.
PEER TEACHING PHYSICAL EDUCATION TO SPECIAL NEEDS STUDENTS
This full-year course provides students an opportunity to teach physical education
activities to classmates who have special needs. Peer teachers work under the
supervision of the Physical Education Department and Special Education Department
teachers with support from the resources of Stratford School. To be considered for this
course, the student must be a junior or senior, have a year of experience with the
functional program at the high school, and requires approval by both the Physical
Education and Special Education Departments.
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TRAFFIC SAFETY
Traffic Safety is a two-phase semester long course with classroom and behind the wheel
experiences. Both classroom and behind the wheel lab will take place during the same
assigned class period for the duration of the semester. Students will complete 30 hours
of classroom instruction and 6 hours of behind the wheel driving instruction. Additionally,
students are required to complete 50 hours of driving time with a parent or guardian.
Students are assigned to either first or second semester based on seniority of birth date.
Students must be 15 years old at the start of the semester. Due to Illinois Drivers
Education requirements there is a strict attendance policy for this course. There is a
$200.00 lab fee for this course.
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Science
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Physics Survey
2
9-10
Placement by department
chair
Physics
2
9-10
Placement by department
chair
Physics Honors
2
9-12
Placement by Department
Chair See course description
Chemistry Survey
2
10-12
Physics Survey or Physics or
teacher placement
Chemistry
2
10-12
Physics or Physics Honors or
teacher placement
Chemistry Honors
2
10-12
Physics Honors or teacher
placement
Biology Survey
2
11-12
Chemistry Survey or teacher
placement
Biology
2
11-12
Chemistry Honors or
Chemistry or teacher
placement
Biology Honors
2
11-12
Chemistry Honors or teacher
placement
AP Biology**
2
12
AP Chemistry**
2
11-12
AP Environmental Science **
2
12
“B-” in Chem, Biology
Honors or “B-” in Chem,
Biology ***
AP Physics C : Mechanics** (semester 1)
1
11-12
“B-” in Physics Honors,
enrollment in Calculus,
AP Physics C : Electricity & Magnetism **
(semester 2)
1
11-12
must be enrolled in semester 1
- Mechanics and semester 2Electricity & Magnetism
Anatomy & Physiology
1
12
1 yr of Biology
Environmental Science
2
11-12
2 yr of Science
“B-” in Chem Honors,
Biology Honors, or “A-” in
Chem, Biology***
“B-” in Chem Honors or “A-”
in Chem***
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Astronomy
1
12
none
Health*
1
10
none
Project Health*
1
10-12
none
* 4 days per week, 1 extended period
** 5 days per week, 5 extended periods
*** or departmental approval
The Science Department strongly believes that students should be exposed to both physical and life science
coursework during their high school experience.
All science courses meet 5 days per week with 2 extended periods. In year long courses the first semester
is a prerequisite for the second. No laboratory fee for material is charged in any class, but students are
responsible for returning, in good condition.
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PHYSICS SURVEY
In Physics Survey, students investigate Physics concepts through laboratory-based
experimentation of motion, force, work, power, energy, electricity & magnetism, and wave
properties through acoustics, light, and optics. Designed for enhanced support to
strengthen science skills through problem solving, gathering and interpreting data,
experimental design, communicating results and connecting their learning to real life
applications, this class provides a greater variety of accommodations made within the
context of this course to meet varied learning styles and mathematical abilities.
Development of algebraic skills, scientific reasoning, and written communication through
laboratory write-ups will be supported and progressively developed throughout this
course.
PHYSICS
Students investigate Physics concepts through laboratory-based experimentation of
motion, force, work, power, energy, electricity & magnetism, and wave properties through
acoustics, light, and optics. Students strengthen science skills through problem solving,
experimental design, gathering and interpreting data, communicating results and
connecting their learning to real world applications. Designed for students who are
independent learners ready to gather and analyze data, express this data graphically,
and draw conclusions, this course develops conceptual understanding of physics. Written
communication will be progressively developed through the completion of formal
laboratory write-ups. A strong foundation of algebraic skills and scientific reasoning is
highly recommended.
PHYSICS HONORS
Success in Physics Honors is most impacted by the ability of the student to think
abstractly as well as manipulate and apply algebraic equations to these abstract
concepts. The topics studied in this course include kinematics, dynamics, wave theory,
and electricity. It is intended for students who are planning to study a science-related field
in college. Physics Honors is a rigorous course that moves at a fast pace through a mathbased physics curriculum. Although success in past science experiences and
motivational level are factors, they are not always indicators of success within the
Physics curriculum. Placement in Physics Honors requires a student to take the Science
Assessment.
CHEMISTRY SURVEY
Chemistry is the study of the materials that make up the world around us. Topics of this
course include gases, the nature of matter, reaction types, stoichiometry, solutions and
chemical bonding. A familiarity with algebra is important for success in this course.
Students learn the chemistry topics through laboratory experiences, writing reports,
problem solving, guided practice, reading, discussion, and the use of technology. With
structured support, students develop skills to independently read, write, problem solve,
and analyze data.
CHEMISTRY
Chemistry is the study of the materials that make up the world around us. Topics of this
course include the nature of matter, solutions, reaction types, stoichiometry, equilibrium,
acid base theory, gases, periodicity, and chemical bonding. A command of algebra is
important for success in this course. Students learn the chemistry topics through
laboratory experiences, writing reports, problem solving, guided practice, reading,
discussion, and the use of technology. Students develop skills to independently read,
write, problem solve, and analyze data.
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CHEMISTRY HONORS
Chemistry is the study of the materials that make up the world around us. Topics of this
course include the nature of matter, the mole, reaction types, stoichiometry, solutions,
gases, quantum mechanics, periodicity, chemical bonding, thermodynamics, kinetics,
equilibrium, acid base theory, and oxidation reduction. Students study these topics from
a mathematical and theoretical standpoint. A strong math background is important for
success in this course. Students learn the chemistry topics through laboratory
experiences, writing reports, problem solving, guided practice, reading, discussion, and
the use of technology. Students develop skills to independently read, write, problem
solve, and analyze data.
BIOLOGY SURVEY
In this course students will learn the unifying themes of biology including ecology,
evolution, microbiology and genetics. Students learn through projects, cooperative
learning, differentiated instruction, weekly laboratory experiments, and guided analysis
and processing. The class focuses on strengthening the students’ understanding of the
relationships found within biology and application of these concepts to the world around
them. Some independent reading and writing outside of class time will be required.
BIOLOGY
Biology explores a variety of topics including cellular chemistry, the biology of the cell,
bacteria and viruses, DNA, genetics and evolution. The course will connect these ideas
to modern applications. The students are required to work with the lab manual and
textbook and complete real world applications projects connected to each unit. Students
should expect homework three to four nights per week and will have two laboratory
exercises each week. Students will write both formal and informal lab reports, conduct
research and develop both group and individual presentations.
BIOLOGY HONORS
This course covers the central ideas of Biology including evolution, biochemistry, cellular
processes, microbiology, and molecular and Mendelian genetics. Students are expected
to independently read a college level text and a variety of challenging materials, including
recent scientific publications and essays. Inter-relationships among science, history,
literature, psychology, math, technology and sociology are integrated into discussions,
laboratory, and assignments. In inquiry laboratory experiments, students will make
observations, predict outcomes, synthesize the main ideas with their data and base
conclusions on sound scientific principles. Students will be required to do daily
independent work and are expected to communicate scientific information through
various forms.
AP BIOLOGY
In AP Biology, students will explore the four big ideas of biology; the process of evolution,
how biological systems use energy to grow, reproduce and maintain homeostasis, how
living systems respond to information, and how biological systems interact with the
environment. Students will learn to successfully discuss and write college level essays
regarding the four big ideas and laboratory experiences. Students should expect
extensive laboratory work with independent analysis and processing, teacher and student
led discussions, small group work and some projects and presentations. Students are
expected to do independent study outside of class. Classes meet for double periods or
extended periods each day and involve substantial independent work outside of class
time.
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AP CHEMISTRY
AP Chemistry is a course in university-level chemistry with special emphasis on the
development of theoretical physical chemistry as well as qualitative and quantitative
analysis. Topics include advanced bonding theories, the structure of matter, nuclear
chemistry, kinetics, thermodynamics, and equilibrium of gas, acid/base, solubility, and
oxidation reduction. Students learn the chemistry topics through laboratory experiences,
writing reports, problem solving, guided practice, reading, discussion, and the use of
technology. The laboratory work is designed to complement and help with the
understanding of lecture material. Students use newer instrumental techniques with
some computer analysis of data. Classes meet for double periods or extended periods
each day and involve substantial independent work outside of class time. Enrollment in
Calculus is desirable, but not required.
AP ENVIRONMENTAL SCIENCE
AP Environmental Science is a university-level environmental science course that
integrates earth science, ecology, chemistry, biology and physics concepts with social,
ethical, and economic considerations. The course will be of interest to students with a
significant level of curiosity in the environment and how its systems work together.
Course work includes data analysis, social system analysis, discussion, presentation and
independent research. Field laboratory work will be extensive even during periods of
adverse weather conditions. Field and lab experiences, including technology based data
collection and analysis systems will augment the concepts learned and discussed in the
classroom. Classes meet for double periods or extended periods each day.
AP PHYSICS C: MECHANICS
Students in this college-level semester course will study kinematics in one two and three
dimensions, Newton’s laws of motion, work, energy, momentum, rotational kinematics
rotational dynamics, universal gravitation and oscillations. These areas are explored
through in-depth problem solving, laboratory experiments, and demonstrations designed
to enhance students appreciation of the relationship between physics and the world
around them. This rigorous course will require students to work independently outside of
class on daily assignments. Students must be concurrently or previously enrolled in
Calculus and have a strong grasp of mathematics concepts leading up to Calculus.
Concurrent enrollment in BC Calculus is preferred but not required. A minimum grade of
a B- in Physics Honors is required. Enrollment in the second semester course AP
Physics C: Electricity and Magnetism is required. Classes meet for double periods or
extended periods each day.
AP PHYSICS C: ELECTRICITY AND MAGNETISM
Students in this college-level semester course will study electrostatics, conductors,
electric circuits with capacitors, resistors and inductors, magnetostatics, electromagnetic
induction and electromagnetic waves. These areas are explored through in-depth
problem solving, laboratory experiments, and demonstrations designed to enhance
students appreciation of the relationship between physics and the world around them.
This rigorous course will require students to work independently outside of class on daily
assignments. Students must be concurrently or previously enrolled in Calculus and have
a strong grasp of mathematics concepts leading up to Calculus. Concurrent enrollment
in BC Calculus is preferred but not required. A minimum grade of a B- in Physics Honors
is required.
Enrollment in the first semester course AP Physics C: Mechanics is
required. Classes meet for double periods or extended periods each day.
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ANATOMY AND PHYSIOLOGY
Anatomy and Physiology is a one semester course that centers around the structure and
function of the human body. It provides students with the opportunity to study the human
body and tissues, organs and systems in detail. A center piece of the class is the use of
dissection to illustrate a variety of concepts. Cat anatomy is closely examined as well as
other structures such as sheep’s hearts, brains, kidneys and eyes. Projects, field trips
and guest speakers are used to help to deepen student’s understanding of the field of
anatomy. This course provides a very meaningful experience for those students who may
be interested in a career in the medical profession or for those who are simply interested
in learning more about the human body.
ASTRONOMY
This course is a one semester course that enables a student to become familiar with the
known origin and make-up of the universe. This is done through direct observation of the
heavens using telescopes, photography, and internet sites. Computer simulations are
also used to enhance understanding of spatial relationships and course content. Topics
that are covered include light, motion of the heavens, evolution of stars, our solar system,
and basic cosmology. Evening viewing sessions are a required part of the course along
with attendance at planetarium field trips. In addition students should be able to work
independently on projects, readings, and research related to the class.
ENVIRONMENTAL SCIENCE
This course is for students with a strong interest in the science of the environment. The
content, oriented toward environmental issues, draws from the fields of ecology,
chemistry, earth science, biology and physics. Laboratory and fieldwork may involve
physical activity and will include experiences at local natural areas such as Heller Nature
Center, Prairie Wolf Slough, Lake Michigan and Chicago Botanic Garden. Student
projects will include journaling, making observations, building models, reporting on
current issues and researching. The course content includes the natural history of Illinois,
earth systems and cycles, population dynamics, pollution, water chemistry, ecosystems,
resource use and environmental monitoring.
HEALTH
Health is a one semester course which involves the investigation of many contemporary
health issues confronting society and students today. Through projects, readings and
discussions, students will be asked to investigate and examine their current lifestyle
choices and practices. Topics are selected to allow students to develop opinions
regarding important issues and integrate these into making informed decisions. The
curriculum covers a variety of topics such as wellness, consumer health, nutrition,
exercise, mental health, disease recognition and control, substance abuse, first aid
(including C.P.R.), and reproduction.
BIOLOGY FUNDAMENTALS
Biology Fundamentals is a small group instructional course that teaches the basic units of
biology including ecology, energy relationships, genetics, and evolution. Students learn
through group work and a project based curriculum. The class focuses on strengthening
the students’ understanding of the relationships found within biology and application of
these concepts to the world around them. Enrollment is through the Education Plan (IEP)
process. Open to grades 9-12.
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CHEMISTRY FUNDAMENTALS
Chemistry Fundamentals is the study of the materials that make up the world around us
and answers questions about how scientists arrive t their explanations for the nature of
matter and emphasizes both theory and application. It is intended to be more
conceptual, and somewhat less quantitative than more traditional chemistry courses.
Topics include the atomic structure of matter, acid-base theory, stoichiometry, the
periodic table, solubility, and gas laws using laboratory and technology based
investigations. Enrollment in this class is made through the Individualized Education
Plan (IEP) process. Open to grades 10-12.
ENVIRONMENTAL SCIENCE FUNDAMENTALS
Environmental Science Fundamentals is a small group instructional class that focuses on
the science of the environment. The content, oriented toward environmental issues,
draws from the fields of ecology, chemistry, earth science, biology, and physics.
Laboratory and fieldwork are an important part of this course. Fieldwork may involve
physical activity possibly under adverse weather conditions. Student projects include
building models, reporting on current issues, and researching. The course content
includes the natural history of Illinois, earth systems and resources, and environmental
monitoring. Enrollment in this class is made through the Individual Education Plan (IEP)
process.
PHYSICS FUNDAMENTALS
Physics Fundamentals is an introductory laboratory science course designed to provide
students with an understanding of the ever expanding role of science. In the course
students investigate Physics concepts through laboratory-based experimentation of
motion, force, work, power, energy, electricity & magnetism, and wave properties through
acoustics, light, and optics. Physics Fundamentals provides students with a foundational
science background upon which all other science courses can build. Laboratory skills
include making and recording measurements, constructing and interpreting graphs, and
forming conclusions from group data. Enrollment in this class is made through the
Individual Education Plan (IEP) process.
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Social Studies
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Patterns in World History
2
9
none
Patterns in World History: Seminar
2
9
co-enrollment in English I
Seminar
Dual Languages Patterns in World History:
Spanish Seminar
2
9
department placement, coenrollment in Spanish seminar
World History: Ancient to Modern
2
10
none
World History Survey: Ancient to Modern
2
10
teacher placement
AP European History
2
10-12
none
U.S. History
2
11
none
U.S. History Survey
2
11
teacher placement
AP U.S. History
2
11
none
American Studies: History
2
11
co-enrollment in American
Studies: English
American Studies Survey: History
2
11
teacher placement and coenrollment in American
Studies: English
Economics
1
10-12
none
AP Macroeconomics/ AP Microeconomics
2
10-12
none
Political Science
1
11-12
none
Sociology
1
12
none
Psychology
1
10-12
none
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
AP Psychology
2
10-12
Topics in World Affairs
2
12
teacher placement
International Relations Since 1945
1
12
none
Urban History: Chicago
1
12
none
none
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PATTERNS IN WORLD HISTORY
This course provides students with the opportunity to explore concepts common to
cultures throughout time. Students will explore such concepts as the effect of different
forces on people, the effects of change and why it occurs, and how multiple perspectives
shape our understanding. These concepts are explored using case studies from both
historical and contemporary societies. In order to examine these thoughtful concepts,
time is spent on the process of historians and the way historians make meaning of the
past. This course uses inquiry to develop high-level critical thinking. Additionally,
students practice and extend skills of questioning, discussion, collaboration, text analysis,
research and writing. A primary focus will be placed on the study of the Middle East,
Latin America and Africa.
PATTERNS IN WORLD HISTORY: SEMINAR
Seminar provides students the opportunity to explore concepts common to cultures
throughout time in an interdisciplinary context.
Designed for students who are
independent readers ready for expressing analytical thinking through writing, this course
uses inquiry to develop high-level critical thinking. Students will explore such concepts
as the effect of different forces on people, the effects of change and why it occurs, and
how multiple perspectives shape our understanding. These concepts are explored using
case studies from both historical and contemporary societies. In order to examine these
thoughtful concepts, time is spent on the process of historians and the way historians
make meaning of the past. Using primary and secondary sources from each discipline,
many assignments and assessments synthesize historical and literary concepts.
Students will develop habits of mind that extend the skills of research, text analysis,
discussion and group processing. A primary focus will be placed on the study of the
Middle East, Latin America and Africa. Additional features of this course include
community building, planning for the future in high school and beyond and developing
skills for decision making. Freshman Seminar is taught in two consecutive periods by an
English teacher and a Social Studies teacher. Because of the course’s interdisciplinary
nature, the classes may often meet together.
DUAL LANGUAGE PATTERNS IN WORLD HISTORY: SPANISH SEMINAR
Dual Language Patterns in World History: Spanish Seminar, along with its companion
course, Spanish Seminar: Dual Language Patterns in World History provides students
the opportunity to explore recurring themes of human experience in an interdisciplinary
context. Designed for students who wish to study in English and Spanish as well as
pursue more independent reading and work Students will explore such concepts as the
effect of different forces on people, the effects of change and why it occurs, and how
multiple perspectives shape our understanding. This course will place a strong emphasis
on the study of Latin America and its relationship to select regions around the world.
Using both primary and secondary sources from each discipline, many assignments and
assessments synthesize important concepts in history, literature and language.
Additionally, students develop habits of mind that practice and extend the skills of
questioning, discussion, collaboration, text analysis, research, and writing. Freshman
Spanish seminar is taught in two consecutive periods by a Spanish teacher and a social
studies teacher. Because of the interdisciplinary nature of the course, the classes often
meet together.
WORLD HISTORY: ANCIENT TO MODERN
World History: Ancient to Modern will examine history of the world through different
historical frames each quarter—geographic/environmental, philosophical/theological,
socio/economic, and political/ideological. Within these frames, students will study a
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selection of ancient, medieval, and modern civilizations and cultures. It will also focus on
major historical topics such as: the History of Food, Disease, and Environmental
Collapse, Greek and Asian Thought, Religions around the World, Medieval South
America, Africa, Asia, and Europe, Early Modern Revolutions in Art, Religion, Science,
and Government, and the Growth of Modern Political Ideology and World War. There is
an expectation of independent reading, writing, and analysis skills.
WORLD HISTORY SURVEY: ANCIENT TO MODERN
World History: Ancient to Modern survey will guide and support students through different
historical frames each quarter—geographic/environmental, philosophical/theological,
socio/economic, and political/ideological. Within these frames, students will study a
selection of ancient, medieval, and modern civilizations and cultures. It will also focus on
major historical topics such as: the History of Food, Disease, and Environmental
Collapse, Greek and Asian Thought, Religions around the World, Medieval South
America, Africa, Asia, and Europe, Early Modern Revolutions in Art, Religion, Science,
and Government, and the Growth of Modern Political Ideology and World War. This class
will offer a variety of activities that promote the same competencies as World History:
Ancient to Modern. This class may move at a slower pace and may include guided
practice, structured support for reading and writing, and the teacher’s use of concrete
examples to help students apply their learning. Smaller class sizes promote the
opportunity for more individualized learning to take place.
AP EUROPEAN HISTORY
This course in European history from the Renaissance to the present approximates a
college-level introductory history course. Students should anticipate a multi-media
seminar environment focused on the discussion of materials including traditional texts,
primary source documents, artwork, music, film, literature, and historiography. This
course will emphasize argumentation, analytical writing, and historical perspective-taking.
This course is ideal for those sophomores, juniors, and seniors interested in a historical
and intellectual tour of Europe and in possession of strong reading skills. Students may
be expected to complete a summer reading assignment. Students who register for this
course are urged to take the A.P. exam given in May.
UNITED STATES HISTORY
This course offers students an introduction into US history. Students have the
opportunity to explore development of themes over time, including concepts of freedom,
citizenship, equality, diversity, the role of government, and the role of the United States in
the world. Emphasis is placed on recognizing cause and effect throughout time in US
history, and the way it impacts life today. Additionally, the course provides structured,
guided practice in reading, writing, study skills, vocabulary development, goal setting,
research skills, and group collaboration. The course works to develop student
confidence in the study of history and beyond.
UNITED STATES HISTORY SURVEY
This course offers students an introduction into US history. Students have the
opportunity to explore development of themes over time, including concepts of freedom,
citizenship, equality, diversity, the role of government, and the role of the United States in
the world. Emphasis is placed on recognizing cause and effect throughout time in US
history, and the way it impacts life today. This class will offer a variety of activities that
promote the same competencies as United States History. This class may move at a
slower pace and may include guided practice, structured support for reading and writing,
and the teacher’s use of concrete examples to help students apply their learning.
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Smaller class sizes promote the opportunity for more individualized learning to take
place.
AP UNITED STATES HISTORY
This is a comprehensive course in United States history with emphasis on the social,
political and cultural developments which have shaped this nation’s identity. Students
selecting this course should have an excellent academic record, along with the ability to
read and write analytically. This Advanced Placement course makes demands on
students equivalent to those of an introductory college course with the textbook, collateral
readings and written assignments at the academic level of a college course. Students
may be expected to complete a summer reading assignment in preparation for their AP
history class in the fall. Students who register for this course are urged to take the AP
Exam given in May. Teachers of United States History work closely with teachers of
American Literature and Composition to help students make connections between the
curricula in both classes.
AMERICAN STUDIES: HISTORY
This two-credit per semester program offers an interdisciplinary approach to the study of
United States history and literature. By combining historical and literary investigation,
students analyze the social, political, cultural, and economic development of the
American character. Course materials include both primary and secondary sources from
history and literature. Most assignments (exams, essays, major projects) synthesize
historical and literary themes in each unit. American Studies meets the state requirement
for study of the Constitution. In order to take American Studies/History, students must
enroll in the companion American Studies/English, 2773. American Studies is taught in
two consecutive periods by both an English and a history teacher. Because of the
interdisciplinary nature of American Studies, the classes frequently meet together.
AMERICAN STUDIES SURVEY: HISTORY
This two-credit per semester program offers an interdisciplinary approach to the study of
United States history and literature. By combining historical and literary investigation,
students analyze the social, political, cultural, and economic development of the
American character. Course materials include both primary and secondary sources from
history and literature. Most assignments (exams, essays, major projects) synthesize
historical and literary themes in each unit. American Studies meets the state requirement
for study of the Constitution. In order to take American Studies/History, students must
enroll in the companion American Studies/English, 2773. American Studies is taught in
two consecutive periods by both an English and a history teacher. Because of the
interdisciplinary nature of American Studies, the classes frequently meet together. This
class will offer a variety of activities that promote the same competencies as American
Studies: History. This class may move at a slower pace and may include guided practice,
structured support for reading and writing, and the teacher’s use of concrete examples to
help students apply their learning. Smaller class sizes promote the opportunity for more
individualized learning to take place.
ECONOMICS
Economics is the study of choices made by individuals, businesses, and governments
about the use of resources. The course presents the importance of the individual’s role
in economic decision-making in the United States - as consumer, producer, and voter.
The first half of the course introduces topics such as scarcity, supply and demand, and
business organization. The second half of the course examines topics related to
economic performance, taxes, banking, inflation, unemployment and trade. This course
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leads students to a more comprehensive understanding of current events and helps them
prepare for college economics courses. Economics meets the state consumer education
requirement. Students who choose Economics may not enroll in A.P. Economics.
AP MICROECONOMICS / AP MACROECONOMICS
This one-year sophomore, junior or senior elective course is designed to approximate an
introductory college course in both micro- and macro-economics. The units of study,
which include scarcity, supply and demand, profit, economic performance, and
international trade, are analyzed in greater depth than in the college prep Economics
course. Students are encouraged to apply economic principles to case studies and
current events. Any student who is registered is urged to take the A.P. exam given in
May. A.P. Economics meets the state consumer education requirement. Students who
choose AP Economics may not enroll in Economics.
POLITICAL SCIENCE
This one semester course deals with political issues and problems facing our society on
the national level. The course’s primary purposes are to help students see their political
system more clearly, to develop some of the skills necessary for analysis and evaluation,
and to enable students to act more effectively in order to gain their ends in politics. To do
this requires one to look critically at many of our institutions and values, and to challenge
some familiar myths. Course content includes the philosophy of the American ideological
consensus, the election process, the trends and patterns in the electorate’s behavior, and
the impact of political players on the system and its components. Students who are part
of this elective will also engage in a Senior Inquiry Project that involves deeper topical
research, writing and presentation.
SOCIOLOGY
This one-semester senior elective introduces students to Sociology as the study of
human society and human behavior. In this course, the primary focus of exploration will
be American society, although some case studies of other cultures may be included.
Topics of study include understanding sociology as a discipline; societal and individual
cultural development; values and moral development; deviance; socialization; gender
development; race, ethnic, and gender stratification; and social class. Students who are
part of this elective will also engage in a Senior Inquiry Project that involves deeper
topical research, writing and presentation.
PSYCHOLOGY
This one-semester course offers students an opportunity to investigate human behavior
and mental processes. Students explore a sampling of topics emphasizing historical
contributions to psychology as well as current research. The course incorporates a
variety of learning opportunities through reading, visual aids, discussion and hands-on
demonstrations. Assessments include tests, projects, and written reflections. Students
who choose Psychology may not enroll in A.P. Psychology. Students who are part of this
elective will also engage in a Senior Inquiry Project that involves deeper topical research,
writing and presentation.
AP PSYCHOLOGY
This course is designed for students who wish to study human behavior and mental
processes at an advanced level. The course exposes students to a wide range of
concepts, psychological theories, and current research while emphasizing real world
connections and personal relevance. The course is fast paced and rigorous with an
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emphasis on reading comprehension, analysis, and the ability to apply concepts and
principles to past and present situations. Students are urged to take the A.P. exam
administered in May.
Students who choose Psychology may not enroll in AP
Psychology.
TOPICS IN WORLD AFFAIRS
This senior elective course invites students to focus on contemporary issues on the
national and global levels. Issues such as trade, conflict resolution, human rights,
terrorism, and the environment are discussed. Reading comprehension, written
expression, and study skills are developed and reinforced with individual research
opportunities.
INTERNATIONAL RELATIONS SINCE 1945
International Relations is a one semester senior elective that provides students with
contemporary and historical perspectives related to foreign policy and global issues
facing the United States. The course considers such questions as: What is foreign
policy? How is US foreign policy made? How has US foreign policy changed? What are
the global issues of current significance? Who are the global leaders connected to these
issues? Topics include, but are not limited to the Cold War/Nuclear Arms Race, the war
on Terrorism, the emergence of a globalized economy, and the effectiveness of
international organization and a study of human rights. Materials include text book
excerpts and materials largely taken from newspapers, magazines and current news
media. In addition to completing assigned readings, students are expected to keep up to
date on daily news stories related to American foreign policy. Students are offered a large
variety of assignments geared to help them succeed in understanding the complex nature
of the current global community. Students who are part of this elective will also engage
in a Senior Inquiry Project that involves deeper topical research, writing and presentation.
URBAN HISTORY: CHICAGO
This one-semester senior elective introduces students to the history and inter-cultural
nature of urban America, using Chicago as an extended case study. The course
emphasizes Chicago’s history and attempts to make meaningful connections between
the history of the city and its geography, politics, economics and cultural experiences.
Students will be encouraged through both analytical and creative assignments to utilize
local recourses and sources to investigate, understand and appreciate the unique
contributions of our city, to analyze Chicago’s significance on the national and world
stage, and to explore current urban problems and possibilities. A wide variety of
assignments offers opportunities for success in multiple ways. Students who are part of
this elective will also engage in a Senior Inquiry Project that involves deeper topical
research, writing and presentation.
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World Languages
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Chinese I
2
9-12
None
Chinese II
2
9-12
Completion of Chinese I and
teacher recommendation
Chinese II Honors
2
9-12
Completion of Chinese I and
teacher recommendation
Chinese III
2
9-12
Completion of Chinese II and
teacher recommendation
Chinese III Honors
2
9-12
Completion of Chinese II
Honors and teacher
recommendation
Chinese IV
2
9-12
Completion of Chinese III
and teacher recommendation
Chinese IV Honors
2
9-12
Completion of Chinese III
Honors and teacher
recommendation
French I
2
9-12
None
French II
2
9-12
Completion of French I and
teacher recommendation
French II Honors
2
9-12
Completion of French I and
teacher recommendation
French III
2
9-12
Completion of French II and
teacher recommendation
French III Honors
2
9-12
Completion of French II
Honors and teacher
recommendation
French IV
2
9-12
Completion of French III and
teacher recommendation
French IV Honors
2
9-12
Completion of French III Hon
and teacher recommendation
French V
2
9-12
Completion of French IV and
teacher recommendation
AP French Language and Culture
2
9-12
Completion of French IV
Honors and teacher
recommendation
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Modern Hebrew I
2
9-12
None
Modern Hebrew II
2
9-12
Completion of Hebrew I and
teacher recommendation
Modern Hebrew II Honors
2
9-12
Completion of Hebrew I and
teacher recommendation
Modern Hebrew III
2
9-12
Completion of Hebrew II and
teacher recommendation
Modern Hebrew III Honors
2
9-12
Completion of Hebrew II
Honors and teacher
recommendation
Modern Hebrew IV
2
9-12
Completion of Hebrew III
and teacher recommendation
Modern Hebrew IV Honors
2
9-12
Completion of Hebrew III
Honors and teacher
recommendation
Modern Hebrew V
2
9-12
Completion of Hebrew IV and
teacher recommendation
Modern Hebrew V Honors
2
9-12
Completion of Hebrew IV
Honors and teacher
recommendation
Italian I
2
9-12
None
Italian II
2
9-12
Completion of Italian I and
teacher recommendation
Italian II Honors
2
9-12
Completion of Italian I and
teacher recommendation
Italian III
2
9-12
Completion of Italian II and
teacher recommendation
Italian III Honors
2
9-12
Completion of Italian II
Honors and teacher
recommendation
Italian IV
2
9-12
Completion of Italian III and
teacher recommendation
Italian IV Honors
2
9-12
Completion of Italian III
Honors and teacher
recommendation
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
Spanish for Native Speakers I
2
9-12
Department placement
Spanish for Native Speakers II
2
9-12
Department placement or
completion of SNS I or
teacher recommendation
Spanish for Native Speakers II Honors
2
9-12
Department placement or
completion of SNS I or
teacher recommendation
Spanish for Native Speakers III
2
9-12
Completion of SNS II and
teacher recommendation
Spanish for Native Speakers III Honors
2
9-12
Completion of SNS II honors
and teacher recommendation
Spanish I
2
9-12
None
Spanish I Experienced
2
9-12
Department placement
Spanish I Survey
2
9-12
None
Spanish II
2
9-12
Completion of Spanish I,
Spanish I Experienced or
Spanish II Survey and teacher
recommendation
Spanish II Survey
2
9-12
Completion of Spanish I
Survey and teacher
recommendation
Spanish II Honors
2
9-12
Completion of Spanish I or
Spanish I Experienced and
teacher recommendation
Spanish III Survey
2
9-12
Completion of Spanish II
Survey and teacher
recommendation
Spanish III
2
9-12
Completion of Spanish II and
teacher recommendation
Spanish Seminar: Dual Language Patterns in
World History
2
9
Spanish III Honors
2
9-12
*Dual Language Cohort Spanish III Honors
is a possible placement for freshmen.
PREREQUISITE
Department placement
Completion of Spanish II
Honors and teacher
recommendation
*Department placement
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COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
Spanish IV
2
9-12
Completion of Spanish III
and teacher recommendation
Spanish IV Honors
2
9-12
Completion of Spanish III
Honors and teacher
recommendation
Spanish V
2
9-12
Completion of Spanish IV
and teacher recommendation
Spanish VI, Spanish in Action
2
11-12
Completion of AP Spanish or
Spanish V. Completion of
SNS III Honors or Spanish IV
Honors with teacher
recommendation only.
AP Spanish Language and Culture
2
9-12
Completion of Spanish IV
Honors and teacher
recommendation
Courses offered by the World Languages Department promote academic, intellectual, and personal development
while facilitating communication between people of diverse cultures. Knowledge of another language contributes to
an appreciation of global perspectives. Language skills support multiple career options, as well as meaningful travel
and study abroad opportunities. A minimum of two years of world language study is recommended for college
admission, although selective colleges require 3-5 years.
To develop proficiency, students and teachers speak the target language exclusively in class. An independent
language lab assignment, done outside of the four regularly scheduled class periods, is a required component of all
foreign language courses. Students complete the lab assignment during a scheduled resource period, any day before
school, or on Thursday after school.
To move from a non-Honors course into an Honors course, a B+ average in the previous semester and teacher
recommendation are required. Students may also be required to independently acquire concepts necessary for
success in the Honors course.
NOTE: When enrollment in Chinese III and IV (honors and non-honors), Italian III and IV (honors and non-honors),
Hebrew IV and V (honors and non-honors), and French IV and V (non-honors) courses is not sufficient to run
individual classes, hybrid classes are created. Hybrid classes are those where students of levels III and IV (honors
and non-honors) or IV and V (honors and non-honors) meet together as one class. Content and instruction are
differentiated. Hybrid classes give students the opportunity to complete the full 4 or 5 year language program. If
enrollment is not sufficient to create a hybrid class, it is possible that a third, fourth, or fifth year course would not
be available.
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CHINESE I
This course lays the foundation for development of speaking, listening, reading, and
writing skills in Chinese. Students become familiar with the Chinese phonetic system.
They learn to read approximately 200 characters in both traditional and simplified forms
and write approximately 100 characters using correct stroke order. Students’ writing skills
evolve from words to sentences to short paragraphs about themselves and family
members. Students understand basic Chinese grammar and draw comparisons between
English and Chinese grammar usage. Students are expected to speak as much Chinese
as possible in class. Development of listening comprehension skills is emphasized.
Memory work is an essential strategy in learning vocabulary. Various aspects of Chinese
culture will be an integral part of coursework.
CHINESE II
This course builds on the novice level proficiency developed in Chinese I. Students
expand their vocabulary base to talk about leisure time activities, friendships, school life,
making phone calls, meeting and making plans, and time and schedules. Students view
video materials to enhance their listening comprehension skills. Students are able to
understand native speakers of Chinese in person and on audio and video recordings.
They read materials from Chinese newspapers and magazines. Guided writing strategies
support students’ use of more complicated grammatical structures. Memory work is an
essential strategy in learning Chinese. Various aspects of Chinese culture are
incorporated into coursework and students draw comparisons between American and
Chinese cultural phenomena.
CHINESE II HONORS
This honors course builds on the speaking, listening, reading, and writing skills developed
in Chinese I. Students expand their vocabulary base by interpreting a variety of materials
written in Chinese. Independent study of additional vocabulary is expected. Students are
expected to speak with correct intonation, to read higher level texts, and to write original
compositions. Students write at length with more complicated grammatical structures.
Students view video materials to enhance their listening comprehension skills. Students
are able to understand native speakers of Chinese in person and on audio and video
recordings. Various aspects of Chinese culture are incorporated into coursework and
students draw comparisons between American and Chinese cultural phenomena.
CHINESE III
The third year student develops increasing fluency in the language through dialogue
practice and spontaneous class discussion. The study of grammar and vocabulary
reinforces previously developed skills and refines students’ ability to express themselves.
Students give short oral presentations in Chinese based on compositions they write on a
variety of themes. This class is conducted in Chinese and students are expected to
interact with the teacher and peers using Chinese. Various aspects of Chinese culture
are incorporated into coursework and students draw comparisons between American and
Chinese cultural phenomena.
CHINESE III HONORS
The third year student develops increasing fluency with proper pronunciation and
intonation. Class discussions support use of advanced grammar and thematic
vocabulary. Students give oral presentations in Chinese based on compositions they
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write on a variety of themes. Students are able to write approximately 300 Chinese
characters. This class is conducted in Chinese and students are expected to interact with
the teacher and peers using Chinese. Various aspects of Chinese culture are
incorporated into coursework and students draw comparisons between American and
Chinese cultural phenomena.
CHINESE IV
This fourth year class is geared to the student dedicated to being able to converse in
Chinese. Advanced grammar is introduced as students expand their vocabulary and
facility in speaking and writing. Reading is incorporated through a variety of sources and
genres. Students are expected to communicate exclusively in Chinese. The course is
conducted in Chinese and students are expected to speak Chinese with their peers and
teacher. Various aspects of Chinese culture are incorporated into coursework and
students draw comparisons between American and Chinese cultural phenomena.
CHINESE IV HONORS
This class is conducted entirely in Chinese and emphasizes the development of
conversational skills on relevant topics for students. There is continuous acquisition of
vocabulary and idiomatic expressions. Students interpret a variety of audio and written
texts, including articles from contemporary media sources intended for native speakers.
Advanced grammar is studied and integrated into students’ speaking, reading, and
writing assignments. Writing assignments include guided composition of varying lengths.
Formal and informal oral presentations and projects are assigned. Various aspects of
Chinese culture are incorporated into coursework and students draw comparisons
between American and Chinese cultural phenomena.
FRENCH I
This course lays the groundwork for development of French language proficiency. Course
content is thematic, highlighting real world connections for students’ use of French language skills. Students speak about themselves, and their interests and activities in the
present and the near future, practicing proper pronunciation and intonation. Students
develop a wide range of working vocabulary. Cognate recognition is emphasized to support students’ ability to read and write in French. Students are expected to speak French
in class. Students understand basic French grammar and draw comparisons between
English and French grammar usage. Listening comprehension skills are enhanced by the
completion of a required independent language lab assignment.
FRENCH II
This second year course expands the language skills developed in French I. Course
content is thematic and language is discovered through the study of food, sport, clothing,
and other topics of interest to students. Emphasis is placed on conversation to prepare
students for travel and communication with peers in French speaking countries. Guided
writing projects and oral presentations support students’ acquisition of vocabulary and
grammar. Classes are conducted in French and students interact with peers and the
teacher practicing correct pronunciation and intonation. Listening comprehension skills
are enhanced by the completion of a required independent language lab assignment.
FRENCH II HONORS
This fast paced second year honors course builds upon a solid foundation of listening,
speaking, reading and writing skills. The study of grammar and vocabulary is designed to
improve students’ accuracy in speaking and writing. Students interpret a variety of audio
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and written texts, and develop reading comprehension and narrative writing skills. Course
activities are aimed at understanding native speakers of French in person and on audio
and video recordings. Classes are conducted entirely in French and students speak at
length in French to express opinions, ask questions, and describe. This course prepares
students for success in the French III Honors course. Listening comprehension skills are
enhanced by the completion of a required independent language lab assignment.
FRENCH III
In this course language proficiency is developed through the communicative language
approach. Emphasis is given to developing competency in speaking about Francophone
cultures and travel abroad. Students express themselves with increasing accuracy in
guided writing assignments and class discussions. Readings include short novels
designed for second language learners. Students use multimedia tools for creative
projects in the target language. Classes are conducted in French and students are
expected to use only the target language to question and express themselves. Listening
comprehension skills are enhanced by the completion of a required independent
language lab assignment.
FRENCH III HONORS
In this course students refine and expand their language proficiency. Emphasis is given
to developing fluency through communicative language instruction. Students express
themselves with increasing accuracy in oral presentations, daily discussions, monthly
journal entries of varying lengths, extended compositions, and in-class essays. Classes
are conducted in French. Students are expected to use the target language to
understand complex grammatical structures and vocabulary and to communicate
meaningful messages in both spontaneous and formal presentations. Readings include
short stories, articles, and Le Petit Prince. This course prepares students for French IV
Honors and AP French Language and Culture.
FRENCH IV
This fourth year class is geared students who wish to continue their development of
French language proficiency. This course explores the many facets of contemporary
Francophone cultures. Advanced grammar is introduced as students expand their
vocabulary and facility in speaking and writing. Reading is incorporated through a variety
of sources and genres. Students are expected to communicate exclusively in French.
This course prepares students for French V. Listening comprehension skills are
enhanced by the completion of a required independent language lab assignment.
FRENCH IV HONORS
This class is conducted entirely in French and emphasizes the development of
conversational skills on relevant topics for students in a global society. There is
continuous acquisition of vocabulary and idiomatic expressions. Students interpret a
variety of audio and written texts, including articles from contemporary media sources
intended for native speakers. Selected pieces of literature include a screenplay and a
novel. Advanced grammar is studied and integrated into students’ speaking, reading, and
writing assignments. Writing assignments include guided short response, essay, and
composition of varying length. Formal and informal oral presentations and projects are
assigned. The course prepares students for the A.P. French Language and Culture
course. Listening comprehension skills are enhanced by the completion of a required
independent language lab assignment.
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FRENCH V
This course is designed as a culminating course alternative to the AP French Language
and Culture course. Emphasis is placed on improving oral proficiency for speaking
French in real world situations. Study of the world’s francophone peoples and cultures
provides students a rich context for discussion and presentations. A thorough review of
previously studied grammar is supplemented by introduction of advanced syntax,
grammar and vocabulary. Reading and writing skills are enhanced through the exploration of French society, literature, history, music, and art. The course is conducted entirely
in French. Listening comprehension skills are enhanced by the completion of a required
independent language lab assignment. In addition to increased fluency, completion of
French V enhances students’ chances for higher performance on college French
language placement exams.
AP FRENCH LANGUAGE AND CULTURE
In this course students refine language proficiency at an advanced level. The course
content focuses on six themes: global challenges, science and technology, family and
community, contemporary life, self-discovery, and esthetics. These themes are analyzed
through the study of francophone literature, current events, and history. Learning targets
include vocabulary enrichment, examination of advanced grammar concepts, and the
development of interpretive, interpersonal, and presentational language skills. The course
is taught exclusively in French. Students are expected to use the target language in class
conversations, debates, and discussions of texts produced for native speakers. Students
read articles from multiple media sources and texts of a variety of genres. There are a
minimum of three persuasive essays assigned per quarter. Listening comprehension
skills are enhanced by the completion of a weekly independent language lab assignment.
Throughout the year, the class prepares for specific components of the A.P French
Language and Culture exam, which students are encouraged to take in May.
MODERN HEBREW I
The first year of Modern Hebrew begins with a study of the alphabet as a foundation for
developing listening, speaking, reading and writing skills. Students develop novice level
communication skills through guided practice and simple original dialogues. Grammar
and vocabulary study support reading and writing. Students read articles appropriate to
the beginner level. Students learn to compare and contrast English and Hebrew
grammar. Israeli culture is studied to give meaning to the study of the language. No
previous knowledge of Hebrew is necessary to enroll.
MODERN HEBREW II
In the second year, vocabulary building and a greater comprehension of both spoken and
written Hebrew are emphasized. Through the reading of authentic and academic Hebrew
texts, students develop their ability to use the language. Oral and written activities in
class help students develop fluency. Grammar work, composition, and conversation play
a greater role with the inclusion of major grammatical concepts. The study of Israeli
culture also is integral to the course. Instruction is conducted in Hebrew.
MODERN HEBREW II HONORS
In the second year, vocabulary building and a greater comprehension of both spoken and
written Hebrew are emphasized. Through the reading of authentic and academic Hebrew
texts, students develop their ability to use the language. Grammar work, composition,
and conversation play a greater role with the inclusion of major grammatical concepts.
Additionally, the honors curriculum requires students to read a book in Hebrew
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independently and complete related comprehension exercises. Students are tested on
the reading. The study of Israeli culture also is integral to the course. Students are
expected to interact with the teacher and each other speaking only Hebrew.
MODERN HEBREW III
Students in the third year course continue to develop language fluency through the study
of grammar, vocabulary, and composition. Reading and class discussion in Hebrew
reinforce previously developed skills and refine students’ ability to express themselves.
Students are introduced to Modern Hebrew literature which adds a new dimension to the
study of Israeli culture. Students further hone their ability to understand native speakers
of Hebrew in person and on audio and video recordings.
MODERN HEBREW III HONORS
Students in the third year honors course continue to develop language fluency through
the study of grammar, vocabulary, and composition. Reading and class discussion in
Hebrew reinforce previously developed skills and refine students’ ability to express themselves. Students are introduced to Modern Hebrew literature which adds a new
dimension to the study of Israeli culture. Students further hone their ability to understand
native speakers of Hebrew in person and on audio and video recordings. Additionally, the
honors curriculum requires students to read a book in Hebrew independently and
complete related comprehension exercises. Students are tested on the reading. Students
are expected to interact with the teacher and each other speaking only Hebrew.
MODERN HEBREW IV
This course is designed to extend students’ conversational and writing skills. The
continued acquisition of vocabulary and grammar occurs within the context of various
themes discussed in both large and small groups. Previously studied grammar is
reviewed and advanced grammar is introduced. Students develop their confidence in
expressing opinions on a variety of world issues and learn to debate in the target language. Reading comprehension skills are extended through newspaper articles and short
pieces of literature, as well as selected readings from the textbook. To reinforce class
work and deepen listening comprehension abilities, students complete assignments as
part of their language laboratory requirement. The class is conducted entirely in Hebrew
and students are expected to speak only Hebrew with their peers and teacher.
MODERN HEBREW IV HONORS
This course is designed to extend students’ conversational and writing skills. The
continued acquisition of vocabulary and grammar occurs within the context of various
themes discussed in both large and small groups. Previously studied grammar is
reviewed and advanced grammar is introduced. Students develop their confidence in
expressing opinions on a variety of world issues and learn to debate in the target language. Reading comprehension skills are extended through newspaper articles and short
pieces of literature, as well as selected readings from the textbook. To reinforce class
work and deepen listening comprehension abilities, students complete assignments as
part of their language laboratory requirement. The class is conducted entirely in Hebrew
and students are expected to speak only Hebrew with their peers and teacher. The
honors curriculum requires students to complete additional assignments and readings in
Hebrew and complete related comprehension exercises. Students are tested on
independent reading. The study of Israeli culture also is integral to the course.
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MODERN HEBREW V
This course continues to build students’ proficiency in listening, speaking, reading and
writing. Emphasis is given to increasing students’ ability in conversation and in writing.
There is a thorough review of previously studied grammar, supplemented by the refinements of idiomatic and formal usage of the language. Students read and discuss short
stories, poetry, and articles from multimedia sources. Students watch and discuss Israeli
films. Debates, research projects, and compositions reinforce grammar and vocabulary
studied in class. Technology and cooperative learning are frequently incorporated into
class lessons. To further develop auditory and writing skills, students complete an
assignment in the language lab every two weeks. The course is taught entirely in Hebrew
and students are expected to use the target language during class in order to develop
their confidence and proficiency in speaking the language.
MODERN HEBREW V HONORS
This course continues to build students’ proficiency in listening, speaking, reading and
writing. Emphasis is given to increasing students’ ability in conversation and in writing.
There is a thorough review of previously studied grammar, supplemented by the refinements of idiomatic and formal usage of the language. Students read and discuss short
stories, poetry, and articles from multimedia sources. Students watch and discuss Israeli
films. Debates, research projects, and compositions reinforce grammar and vocabulary
studied in class. Technology and cooperative learning are frequently incorporated into
class lessons. To further develop auditory and writing skills, students complete an
assignment in the language lab every two weeks. The course is taught entirely in Hebrew
and students are expected to use the target language during class in order to develop
their confidence and proficiency in speaking the language. The honors curriculum
requires students to complete additional assignments and readings in Hebrew and
complete related comprehension exercises. Students are tested on independent reading.
The study of Israeli culture also is integral to the course.
ITALIAN I
This course lays the groundwork for development of novice level proficiency in Italian.
Students are able to speak on a variety of topics in the present tense. Students work to
develop proper pronunciation and intonation. Students develop a wide range of working
vocabulary using cognates and context clues that support students’ ability to read and
write in Italian. Students understand basic Italian grammar and draw comparisons
between English and Italian grammar usage. Students are expected to speak as much
Italian as possible in class. Italian culture and real world connections for students’ Italian
skills are an integral part of coursework. Listening comprehension skills are enhanced by
the completion of a required independent language lab assignment.
ITALIAN II
This course builds upon the speaking, listening, reading, and writing skills acquired in
Italian I. Students expand their ability to speak and write with a broader scope of
vocabulary and idiomatic expression. Students expand their knowledge of Italian
grammar regarding sentence formation and are introduced to the past tense. Students
make comparisons between English and Italian grammar usage. Students further hone
their ability to understand native speakers of Italian in person and on audio and video
recordings. Course content is thematic, highlighting real world connections for students’
use of Italian language skills. Students are expected to speak only Italian in class. Italian
culture is an integral part of coursework. Listening comprehension skills are enhanced by
the completion of a required independent language lab assignment.
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ITALIAN II HONORS
This honors course builds upon the language skills acquired in Italian I. Students expand
their ability to speak and write with a broader scope of vocabulary and idiomatic
expression. Students expand their knowledge of Italian grammar regarding sentence
formation; making comparisons between English and Italian grammar usage. Students
further hone their ability to understand native speakers of Italian in person and on audio
and video recordings. Course content is thematic, highlighting real world connections for
students’ use of Italian language skills. Students are expected to speak only Italian in
class. Italian culture is an integral part of coursework. The honors curriculum is very
rigorous. Students read a book in Italian independently and complete related grammar
and comprehension exercises. Students complete writing assignments based on the
reading. Listening comprehension skills are enhanced by the completion of a required
independent language lab assignment.
ITALIAN III
The third year student develops more complex language proficiency through daily class
discussions and readings from a variety of sources, including mass media and literature.
Students are able to speak and write more thoroughly on a variety of topics. They will
utilize the present, past, and future tenses to express their views on lesson themes.
Students’ vocabulary and use of advanced grammar are enhanced by their reading.
Through online articles, videos, social media and literature, students make real world
connections as they expand their understanding of Italian culture. The course is
conducted entirely in Italian. Listening comprehension skills are enhanced by the
completion of a required independent language lab assignment.
ITALIAN III HONORS
The third year student develops more complex language proficiency through daily class
discussions and readings from a variety of sources, including mass media and literature.
Students are able to speak and write more thoroughly on a variety of topics. They will
utilize the present, past, and future tenses to express their views on lesson themes.
Students’ vocabulary and use of advanced grammar are enhanced by their reading.
Through online articles, videos, social media and literature, students make real world
connections as they expand their understanding of Italian culture. The course is
conducted entirely in Italian. Listening comprehension skills are enhanced by the
completion of a required independent language lab assignment. The honors curriculum is
very rigorous requires students to read independently a second text. Students complete
weekly written assignments related to the reading. Listening comprehension skills are
enhanced by the completion of a required independent language lab assignment.
ITALIAN IV
This fourth year course focuses on polishing the three modes of communication:
interpretive, interpersonal and presentational. Students are immersed in the Italian
language through class discussion of readings from a variety of sources, including mass
media and literature. Advanced grammar topics are presented and practiced through
essay writing and oral presentations on aspects of Italian culture. Increased facility with
vocabulary and idiom use is a goal of this course. The course is conducted entirely in
Italian. Listening comprehension skills are enhanced by the completion of a required
independent language lab assignment.
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ITALIAN IV HONORS
This fourth year course focuses on polishing the three modes of communication:
interpretive, interpersonal and presentational. Students are immersed in the Italian
language through class discussion of readings from a variety of sources, including mass
media and literature. Advanced grammar topics are presented and practiced through
essay writing and oral presentations on aspects of Italian culture. Increased facility with
vocabulary and idiom use is a goal of this course. The course is conducted entirely in
Italian. The honors curriculum is very rigorous and requires students to independently
read an additional text, and complete grammar, vocabulary, and comprehension
exercises related to the reading. Listening comprehension skills are enhanced by the
completion of a required independent language lab assignment. Students in this course
will be prepared to take the AP Italian Language and Culture exam in May.
SPANISH FOR NATIVE SPEAKERS I
This course is designed for students who are exposed to Spanish at home, but who have
had limited prior formal language instruction. Readings and class discussion highlight
Hispanic heritage and identity. Grammar study is a key component of the course.
Students enhance reading skills through articles, short stories, and novels. They improve
their writing skills through guided and creative writing and projects. Vocabulary building
and spelling are also components of the curriculum. Speaking and oral presentation skills
are developed through spontaneous and formal presentations. Listening comprehension
skills are enhanced by the completion of an independent language lab assignment.
SPANISH FOR NATIVE SPEAKERS II
This course continues development of literacy skills acquired through previous study of
Spanish. Vocabulary acquisition and grammar study are addressed through class
discussion, oral presentations, guided essays, and creative writing. Students read a
variety of Spanish language texts. Geography and cultural aspects of Spanish- speaking
Latin America are a key component of this course. Listening comprehension skills are
enhanced by the completion of an independent language lab assignment.
SPANISH FOR NATIVE SPEAKERS II HONORS
Students in this course have well-developed Spanish speaking skills. Emphasis is placed
on developing critical thinking, reading, and writing skills. Students complete a variety of
independent writing assignments designed to support grammar and vocabulary acquisition. Students read a variety of Spanish language articles, poetry, and short stories.
History, geography and cultural aspects of Spanish-speaking Latin America are a central
component of this course. Listening comprehension skills are enhanced by the
completion of an independent language lab assignment. This course prepares students
for success in SNS III Honors and the AP Spanish Language course.
SPANISH FOR NATIVE SPEAKERS III
This third year curriculum reinforces skills developed in previous SNS study. Grammar
and vocabulary study are at an advanced level. Students identify and analyze elements
of language and literature. Writing and translation skills are specifically targeted. Students
enhance speaking and listening skills through discussions, debate, and presentations. A
variety of Spanish language texts related to the Latino experience in the USA are
included to further develop reading proficiency. The role of Spanish language skills in
potential careers is discussed. Listening comprehension skills are enhanced by the
completion of an independent language lab assignment.
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SPANISH FOR NATIVE SPEAKERS III HONORS
This third year honors curriculum reinforces skills developed in previous study. Grammar
and vocabulary study are at an advanced level. Students identify and analyze elements
of language and literature. Oral presentations and projects requiring independent
research are assigned. Students participate in discussions, surveys, and debates based
on course readings. Students read articles from media sources as well as major literary
works. Students write essays which are peer-edited for content and form. Writing and
translation skills are specifically targeted for further development. During second
semester the class reviews components of the AP Spanish Language and Culture exam.
After the successful completion of this course, the teacher determines the best placement
for the following year: Spanish IV Honors or AP Spanish Language and Culture.
SPANISH SEMINAR HONORS/ DUAL LANGUAGE PATTERNS IN WORLD HISTORY
This dual language (Spanish/English) inter-disciplinary course provides students the
opportunity to pursue development of Spanish language skills while exploring recurring
themes of human experience in an interdisciplinary context. Spanish Seminar places a
strong emphasis on the study of Latin America and its relationship to select regions
around the world. It is taught in two consecutive periods by a Spanish language teacher
and a Social Studies teacher. Students will explore concepts concerning the effect of
different forces on people, the effects of change and why it occurs, and how multiple
perspectives shape our understanding. Primary and secondary sources from both
disciplines (Spanish and Social Studies) will synthesize important concepts in history,
literature and language. Both Spanish and English are used for instruction. Students
develop habits of mind that practice and extend the skills of questioning, discussion,
collaboration, text analysis, research, and writing. The Spanish Seminar component of
this course is conducted in Spanish and is designated for honors credit.
SPANISH I
This course develops novice level speaking, listening, reading, and writing skills in
Spanish. Students learn to speak on a variety of topics about the present and the near
future, practicing proper pronunciation and intonation. Students develop a wide range of
working vocabulary that will support their ability to read and write in Spanish. Students
will understand basic Spanish grammar and draw comparisons between English and
Spanish grammar usage. This course is conducted in Spanish as appropriate and
students are expected to speak Spanish in class. The study Hispanic of culture and use
of the Spanish language in a real-world context will be integral parts of the coursework.
Listening comprehension, reading, and writing skills are enhanced by the completion of a
required independent language lab assignment.
SPANISH I EXPERIENCED
This course is for students who have previously studied Spanish. It is a bridge course
between elementary/middle school study of Spanish and the high school second year
Spanish curriculum. Classroom instruction, structured support, and independent practice
develop students’ Spanish language proficiency. Students acquire vocabulary and
grammar through speaking, reading, and writing activities. The class is fast paced and
students are expected to speak Spanish in class the majority of the time. Students will
complete independent assignments as a language lab requirement. Cultural aspects of
Spanish speaking peoples are incorporated throughout the curriculum.
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SPANISH I SURVEY
This course offers guided practice to develop basic conversational skills in Spanish.
Through a variety of structured activities students learn to speak and write about
themselves, their family, their interests, school, and friends. Students are expected to
speak Spanish every day in class. Course content and instruction support development
of novice-level reading and writing skills. Interactive computer based activities provide
additional independent practice in the required language lab assignments. The study of
Hispanic cultures will be part of the coursework. Successful completion of this course and
the Spanish II Survey course are equivalent to the completion of the Spanish I course.
SPANISH II SURVEY
This course is designed to build on the speaking and listening skills acquired in the
Spanish I Survey course. New vocabulary and grammatical structures are introduced
through a variety of audio and written texts. Structured activities support students in
speaking about their schoolwork, daily schedules and routines, shopping, sports,
feelings, and opinions. Reading and writing skills are further developed through guided
practice. The study of cultural aspects of Spanish speaking countries is an important
element of the course. Students are expected to speak Spanish throughout each class
meeting. Listening comprehension skills, reading, and writing are enhanced by the
completion of a required independent language lab assignment. Successful completion of
this course and the Spanish I Survey course prepares students to enter the Spanish II
course or the Spanish III Survey course.
SPANISH II
This second year course expands the vocabulary and grammar covered in Spanish I or in
the combined sequence of Spanish I Survey and Spanish II Survey. Students learn to
speak about the present, the near future, and the past. Students write vocabulary
definitions in Spanish and practice vocabulary in authentic contexts. Classes are
conducted in Spanish. Students develop confidence in expressing themselves orally and
in writing through a variety of activities, which may include skits, oral presentations, and
the making of a music video. Listening comprehension skills, reading, and writing are
enhanced by the completion of a required independent language lab assignment.
SPANISH II HONORS
This fast-paced second year course builds upon the foundation set in the Spanish I
curriculum. Classes are conducted entirely in Spanish with students practicing proper
pronunciation and intonation. Students speak at length in Spanish with peers and the
teacher to express opinions, ask questions, and give descriptions. Students interpret a
variety of audio and written texts, to develop listening and reading comprehension and
creative writing skills. Students master Spanish verb tenses and the differences between
them. Language terminology is discussed in the target language. Students create their
own definitions for vocabulary in Spanish. This course prepares students for success in
the Spanish III Honors course. Listening comprehension, reading, and writing skills are
enhanced by the completion of a required independent language lab assignment.
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SPANISH III SURVEY
This course continues the development of speaking, listening, reading, and writing skills.
Students who successfully complete the Spanish I and II Survey courses may enroll.
Students’ oral communication skills are further developed through vocabulary
enrichment, role play, and reading. Students will speak about a variety of topics in the
present, the near future and the past. More emphasis is placed on writing than in prior
survey courses. This course is conducted in Spanish to support students’ use of Spanish
in real-world applications. Listening comprehension, reading, and writing skills are
enhanced by the completion of a required independent language lab assignment.
SPANISH III
In this third year course students develop increased fluency with the language. Students
express themselves with increasing accuracy in speaking and in writing, through daily
class discussions and extended composition assignments. Guided reading and writing
activities support students’ acquisition of vocabulary and understanding of Spanish
grammar. This class is conducted in Spanish, with students practicing proper
pronunciation and intonation. Spontaneous and formal oral presentations in the target
language are a component of the class. Cultural aspects of Spanish speaking countries
are taught and projects requiring independent research may be assigned. Students are
prepared for success in Spanish IV. Listening comprehension skills are enhanced by the
completion of a required independent language lab assignment.
SPANISH III HONORS
This course continues the development of language proficiency via the communicative
approach. Students express themselves with increasing accuracy in speaking and
writing. Topics include how we view ourselves and how we relate with one another, our
community, and our world. This course is taught entirely in Spanish. Students use the
target language to understand complex structures and vocabulary, to read and to
interpret print materials designed for second language learners and native speakers. A
major piece of literature is read to introduce students to the discussion of literature in the
target language. At the end of this course students will have acquired the necessary tools
to express their personal needs orally and in writing. This course prepares students for
success in Spanish IV honors or Spanish V. Listening comprehension skills are
enhanced by the completion of a required independent language lab assignment.
SPANISH III - DUAL LANGUAGE COHORT
This course is designed for students exiting the District 112 Dual Language Program,
who have not been recommended as freshmen for placement in our Spanish
Seminar/Dual Language Patterns in World History course. The course continues the
development of language proficiency via the communicative approach. Students are
expected to express themselves with increasing accuracy in speaking and writing. This
course is taught entirely in Spanish. Students analyze grammar and language mechanics
while expanding their vocabulary. Readings include those designed for second language
learners and native speakers of Spanish. This course prepares students for success in a
number of upper level courses: Spanish IV College Prep or Honors or SNS III College
Prep or Honors. Listening comprehension skills are enhanced by the completion of a
required independent language lab assignment. Students may earn honors credit for this
course through differentiated assignments.
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SPANISH IV
This course is designed to extend students’ conversational and writing skills. The
continued acquisition of vocabulary and grammar occurs within the context of various
themes discussed in both large and small groups. Previously studied grammar is
reviewed and advanced grammar is introduced. Students develop their confidence in
expressing opinions on a variety of world issues. Students write polemic papers and
debate in the target language. Reading comprehension skills are extended through
interpretation of newspaper articles, short pieces of literature, and selected readings from
the textbook. A variety of media resources are used to explore culture through historic
and political contexts. To reinforce class work and deepen listening comprehension
abilities, students watch a video series as part of their independent language laboratory
requirement. A project based course component expects students to research
independently and present topics to the class. The class is conducted entirely in Spanish
and students are expected to speak only Spanish with their peers and teacher.
SPANISH IV HONORS
In the fourth year honors class, Spanish is the vehicle to explore diverse experiences and
cultures of the Spanish-speaking world. The class is conducted entirely in Spanish and
emphasizes conversational skills on relevant topics for students. There is continuous
acquisition of vocabulary and idiomatic expressions. The students’ speaking and writing
skills are further developed by means of discussions related to several types of readings.
These include articles from a variety of media sources, selected pieces of literature from
Latin America and Spain, and a complete unabridged work. Advanced grammar is
studied and integrated into reading and writing assignments, which include personal
responses, essays, and short papers. Formal and informal oral presentations and
projects requiring independent research are assigned. This fourth year experience allows
students to gain confidence in expressing their opinions while making connections
between their coursework and global issues. Success in this course prepares students
for the AP Spanish Language course.
SPANISH V
This course continues to build students’ proficiency in listening, speaking, reading and
writing. Emphasis is given to increasing students’ ability in conversation and in writing.
There is a thorough review of previously studied grammar, supplemented by the
refinements of idiomatic and formal usage of the language. Students read and discuss
short stories and poetry by Latin American authors as well as a three-act play. Themes
discussed in class include culture, stereotypes, the history of Mexico and Cuba and
current events dealing with political, social, and economic issues in Latin America.
Debates, research projects, class discussions, and compositions reinforce grammar and
vocabulary studied in class. Technology and cooperative learning are frequently
incorporated into class lessons. To further develop auditory and writing skills, students
watch a video series in the language lab every two weeks as well as various
documentaries and movies in class in the target language. The course is taught entirely
in Spanish. Students are expected to use only the target language during class in order
to develop their confidence and proficiency in speaking the language.
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SPANISH VI – SPANISH IN ACTION
This course is intended for students who have successfully completed either AP Spanish
Language or Spanish V. With teacher recommendation, a student who successfully
completes Spanish IV Honors or SNS III/III Honors may also enroll. The course
curriculum builds upon and extends Spanish language proficiency developed in prior
classes. Attention to grammar will be tangential to advanced level reading, writing, and
speaking skills. Student placement in a third quarter service learning project is a key
element of the course, with related vocabulary acquisition a focus of the first semester.
Service learning placements may be at HPHS or off campus within the Highland
Park/Highwood community. This course requires students to have personal
transportation to and from any off campus location of service learning. The exclusive use
of Spanish during service learning experiences is expected.
AP SPANISH LANGUAGE AND CULTURE
In this course students refine language proficiency through the use of authentic materials
designed for native speakers of Spanish. This course is taught exclusively in Spanish.
Students use the target language with their peers and teacher in class discussions, oral
presentations, surveys, debates, and discussions of readings. Students read articles from
multiple media sources and two major literary works: Las Batalla en el desierto and La
casa de Bernarda Alba. Students write bi-weekly essays which are peer edited for
content and form. Students gain fluency in explaining, arguing, defending an opinion,
asking and giving directions to their peers and the instructor. The goal of the course is to
help students develop a variety of strategies to manipulate the language and achieve a
high level of written and oral language production. There is an intensive review of
previously studied grammar in preparation for the AP Spanish Language exam. Newly
introduced advanced syntax and idioms are also central to the curriculum and are
presented throughout the course content. Students take a total of four major exams,
including a mock AP exam, which is graded. Students are encouraged to take the AP
Spanish Language and Culture exam in May.
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Special Education
The Township High School District 113 Special Education Department supports the district vision of
providing every student with an excellent and equitable education.
Special Education is specially designed instruction, support and services provided to a student with an
identified disability through the implementation of an Individual Education Plan (IEP) which addresses the
student’s unique learning needs.
The purpose of Special Education is to enable students to successfully develop to their individual
potential, both academically and social/emotionally. Special educators work collaboratively with students,
parents, teachers, school staff, and community representatives as they assist students to become
responsible learners and transition to meaningful, healthy, and productive adult life.
Special educators work closely with all staff to help them gain knowledge about students with disabilities
and to help educator provide appropriate support and services, as outlined in a student’s IEP. The work
of the Special Education Department is done with care, integrity, fairness, patience, and respect.
Special Education programs support students who have been identified in one or more of the following
exceptionalities as defined by the Illinois State Board of Education:
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Autism (includes, but is not limited to, any Autism Spectrum disorder)
Deaf-blindness
Deafness
Emotional Disability
Hearing impairment
Intellectual disability
Multiple disabilities
Orthopedic impairment
Specific Learning Disability
Speech Language impairment
Traumatic brain injury
Visual Impairment
Small group instructional classes are taught in core academic areas and are described throughout this
booklet in the appropriate departments. Enrollment in all classes taught by special education teachers is
made through the Individualized Education Plan process.
FUNDAMENTAL CLASSES
Fundamental classes are small group instructional classes taught by special education
teachers in core academic subject areas. They are designed to mirror general education
class curriculum. These classes are highly modified to meet the needs of students with
significant learning disabilities. Information about each fundamentals class can be found
in its corresponding content area in the program of studies. Enrollment in Fundamentals
classes is made through the Individual Education Plan process
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ESSENTIALS CLASSES
Essentials classes are small group instructional classes taught by Special Education
teachers in core academic areas. These classes provide a functional academic
curriculum that focuses on basic skill development. Essentials classes encompass life
skills, vocational education, and practical application to promote independence in the
local community. Enrollment in Essentials classes is made through the Individual
Education Plan process.
ALTERNATIVE EDUCATION PROGRAM (AEP)
The Alternate Education Program is a learning experience for students with Individualized
Education Plans that indicate a need for a highly structured classroom environment. All
classes are taught by special education teachers with support from related service
providers, such as school psychologists and counselors. The program is designed to
meet the educational needs of students who have experience significant learning,
behavioral, and/or emotional concerns. Essential to the program is a classroom-wide
Positive Behavior Intervention and Support (PBIS) system which is a proactive systems
approach to establishing the behavioral supports and social culture needed for all
students in a classroom to achieve social, emotional and academic success. The smaller
class size allows for communication between students, parents, and teachers which
promotes the development of trusting relationships. The overriding goal of the program is
to help students develop the skills needed for success in the general education program
and the foundation of skills for life after high school. Enrollment in the Alternative
Education Program is made through the Individual Education Plan process.
Open to grades 9-12
FRESHMAN LEARNING STRATEGIES CENTER
Freshman Learning Strategies is a resource program taught by a special education
teacher designed to help freshmen transition to high school. Freshman Learning
Strategies provides structure and support for students who experience academic and/or
social and emotional difficulties. Freshman students will begin to develop the selfadvocacy skills to independently communicate with teachers and access resources
throughout the school. Strategies are individualized to address the student’s identified
disability and needs and focuses on assisting the student in becoming a self-determined,
independent learner. Special education teachers work closely with students, parents,
classroom teachers, counselors, and support staff to help ensure the student has the
best possible transition to high school. The student works on establishing goals and
learning strategies for success both in high school and life following graduation.
Enrollment in Freshman Learning Strategies is made through the Individualized
Education Plan process.
Open to grade 9.
LEARNING STRATEGIES CENTER
The Learning Strategies Center offers support through a resource program that provides
structure and assistance to students who experience academic and/or social and
emotional difficulties. Strategies are individualized to address the student's identified
disability and focus on assisting the student in becoming a self-determined, independent
learner. Teachers in the center work closely with students, parents, classroom teachers,
counselors, and support staff to help the student meet established goals, develop
appropriate self-advocacy skills, and learn methods for success both in high school and
life following graduation. Eligibility in the program is determined through the Individualized
Education Plan process.
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TPI
COURSE TITLE
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
TPI English I
2
9-12
language assessment and test
TPI English II
2
9-12
language assessment and test
TPI Global Studies I
2
9-12
co-requisite TPI English I
TPI Global Studies II
2
9-12
co-requisite TPI English II
TPI English III
2
9-12
language assessment and test
TPI Patterns of World History
2
9-12
co-requisite TPI English II
TPI English IV
2
9-12
language assessment and test
TPI U.S. History
2
9-12
co-requisite TPI English III
1
10-12
co-requisite TPI II or TPI III
TPI Spanish Ia
2
9-12
proficiency exam
TPI Spanish Ib
2
9-12
proficiency exam
TPI Pre-Algebra
2
9-12
placement test and department
approval
TPI Algebra
2
9-12
TPI Pre-Algebra or department
approval or placement test
TPI Geometry
2
9-12
TPI Pre-Algebra or department
approval or placement test
TPI General Science
2
9-12
department placement
TPI Integrated Science
2
9-12
department placement
TPI Biology
2
9-12
department placement
IMMERSION BLOCK
INTERMEDIATE BLOCK
ADVANCED BLOCK
APPLIED ARTS
TPI Life Skills
SPANISH
MATHEMATICS
SCIENCE
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COURSE TITLE
TPI Health
YEAR
LONG
CREDIT
OPEN TO
GRADES
PREREQUISITE
2
9-12
prerequisite TPI Eng. I
0
9-12
16 by end of semester; co-requisite
TPI III; see description
TRAFFIC SAFETY
TPI Traffic Safety
The goal of the Transitional Program of Instruction is to prepare students with limited English proficiency
for full time participation in the general education curriculum at either Highland Park High School or
Deerfield High School. The program, which is based at Highland Park High School, is created as a
“school-within-a-school” model for its bilingual and ESL education program. The program is designed to
develop students’ English language skills, teach students age-appropriate academic content and academic
skills, as well as to assist students with acculturation to the United States. The TBE/ESL classes at
Highland Park High School operate with a block-scheduled, team-teaching model that is a blend of
bilingual, sheltered English, and mainstream classes tailored to fit each student’s individual language
needs. Students’ English proficiency and growth are monitored frequently with a several different
assessments and students usually transition from bilingual/ESL classes to mainstream classes within three
years of a student’s enrollment in school.
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Immersion Block: “Community Studies and Life Skills”
TPI ENGLISH I
Designed for students with little or no proficiency in English, this course emphasizes the
acquisition of language in all four skills areas: listening, speaking, reading, and writing.
Students learn word clusters and strategies for effective survival level communication at
school and in the community. This course also directs students in developing the
academic skills needed to progress to the Intermediate block as well as to other TPI and
mainstream classes.
TPI ENGLISH II
Designed for students with emerging proficiency in English, this course is a more
advanced version of TPI English I that is designed specifically for students who have
strong literacy skills in languages other than English.
This course mirrors the TPI
English I curriculum, with emphasis being placed on building the students reading,
writing, speaking, and listening skills in English.
TPI GLOBAL STUDIES I
This beginning level social studies course is combined and team-taught with TPI English
I. It is specifically designed for students with little to no English language proficiency.
Students in this course study world geography, as well as the cultures and histories of
communities found throughout the world. A great deal of emphasis for the course is
placed upon developing the social studies skills such as reading timelines, charts, and
graphs, as well as learning to do basic research. This course also works to build fluency
and proficiency in the English language.
TPI GLOBAL STUDIES II
This advanced level social studies course is team-taught with TPI English II. It is
designed for students who have strong literacy skills in their native language, but who are
still at the beginning stages of acquiring proficiency in English.
This course is a
continuation of the Intro to Global Studies curriculum and covers topics in world
geography, world cultures, and world history. Special emphasis is placed on the
development of students’ academic and English language skills.
Intermediate Block: “Cultural Studies”
TPI ENGLISH III
This course is designed for the intermediate student of English as a second language
The course uses a thematic approach to explore civilizations and elements of culture.
The four language skills of listening, speaking, reading, and writing are developed as
students explore myths of origin, celebration of life cycles, and conflict resolution.
Students read short stories and novels, write journal entries, letters and narrative
paragraphs, and deliver speeches and use interview techniques.
TPI PATTERNS OF WORLD HISTORY
This course is designed for the intermediate student of English as a second language. A
thematic approach is used to integrate social studies skills and content into the
intermediate block curriculum. Students analyze maps, interpret graphs, and develop
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research skills as they investigate the elements of culture. Activities focus on reinforcing
listening, speaking, reading, and writing skills in English.
Advanced Block: “American Studies”
TPI ENGLISH IV
TPI U.S. HISTORY
The Advanced block consists of TPI English IV and U.S. History team-taught by an
English teacher and a history teacher. Students read four or five novels dealing with
current or historical issues and events in the United States. The primary goal is to help
students acquire the language skills of reading, writing, speaking, and listening in English
at a level at which they can function in mainstream classes. Grammar lessons and a unit
on the U.S. Constitution are also included. Students write both narrative and analytical
essays on themes such as rights, prejudice, war and peace, and immigration. Students
earn both English and social studies credit as well as satisfy the U.S. Constitution test
requirement.
Applied Arts
TPI LIFE SKILLS
This course gives students instruction and practice in making decisions related to
relationships, financial planning, effective communication, and consumerism. Post-high
school plans to further education, get a job, and plan a career are part of the curriculum.
Computer skills are integrated into this year-long course which meets the consumer
education graduation requirement.
World Language
TPI SPANISH IA
This course concentrates on building proficiency in spelling, vocabulary, reading and
writing. At the same time, emphasis is placed on highlighting Hispanic heritage and
identity. The course is designed for native speakers of Spanish with limited prior
language instruction. Study of grammar is both explicit and inductive as students
enhance reading skills through various genres of print media and literature. Selections
include articles, poetry, short stories and legends. Writing skills are enhanced through
journals and compositions related to class discussions.
TPI SPANISH IB
This course concentrates on building increased understanding of syntax and language
mechanics. Skill development in listening, speaking, reading and writing is enhanced
through discussions, compositions and presentations. Students read a variety of articles,
poetry, and short stories by Spanish and Latin American authors. Writing assignments
include essays and creative writing. History, geography and cultural aspects of the
Spanish speaking Latin American peoples are a central component of this course.
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Mathematics
TPI PRE-ALGEBRA
Designed for students whose primary language is other than English, this course
reinforces student understanding of fundamental operations of whole numbers and
fractions, the meaning of ratio, and types and uses of measurement with an introduction
to geometric facts. Students problem-solve using the number line, formulas and graphs
as well as simple expressions involving variables. Students have an opportunity to
increase their skill in arithmetic and to maintain growth in understanding basic
mathematical concepts. Students should earn a “C” in order to continue into TPI Algebra.
TPI ALGEBRA
Designed for students whose primary language is other than English, this course extends
the operations of arithmetic to include working with one or more variables and with signed
numbers. Through study of the formula, equation, and graph, students acquire an
understanding of some of the relationships that exist between dependent quantities. The
ability to analyze and express these relationships is emphasized and applied to labs in
TPI Integrated Science. A graphing calculator is recommended. Students should earn a
“C” in order to continue in algebra/geometry.
TPI GEOMETRY
Designed for students whose primary language is other than English. The students study
the properties of geometric figures, including area and volume of two and three
dimensional figures. Students integrate their study of algebra and geometry in analytical
geometry (combining equations and graphs) to solve problems in the coordinate plane.
Students should earn a “C” in order to continue in geometry.
Science
TPI GENERAL SCIENCE
This bilingual course is taught in Spanish and English for students with limited
proficiency. Students learn about the Solar system and the interrelation of Earth systems
through investigations, experiments, models, reports. There are field trips to the
Planetarium and Field Museum at the end of each semester. Emphasis is made to
increase understanding about scientific inquiry. English vocabulary is introduced
throughout the year and students are encouraged to write and communicate in English
while learning about science. Students have approximately three hours of homework
assignments per week.
TPI INTEGRATED SCIENCE
This course meets the needs of English language learners through the integration of
science content in earth science and learning of the English Language. Vocabulary
acquisition, reading strategies and science processing skills are emphasized through
experimentation and exploration of the Hydrosphere and the Atmosphere. Students learn
about the weather, global warming, and the water system. Field trips to the Water
Treatment Plant in Highland Park and the Aquarium are required assignments.
Books, Materials, and assignments are in English. Students have approximately three
hours of homework per week.
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TPI BIOLOGY
This course is for students who are in the process of acquiring English as a new
language. Through instruction in English, students will learn the unifying themes of
biology including ecology, evolution, microbiology and genetics. Students learn through
projects, cooperative learning, differentiated instruction, weekly laboratory experiments,
and guided analysis and processing. The class focuses on strengthening the students’
understanding of the relationships found within biology and application of these concepts
to the world around them. Some independent reading and writing outside of class time
will be required. There is a co- requisite with English 3-4 or 5-6. Successful completion
of TPI General Science or TPI Integrated Science is recommended.
TPI HEALTH
This course helps students with limited English proficiency learn current information in
health while simultaneously enhancing their reading, writing, and speaking skills. The
theme of wellness is a focus throughout the course in order to assist individuals with
present and future health concerns. The course has a variety of activities including a
decision-making process which, when applied, will be conducive to maintaining a
balanced lifestyle.
TPI Traffic Safety
TRAFFIC SAFETY
Designed for students whose primary language is other than English, this course includes
theory and laboratory experiences, instruction in laws and regulations, the role of
government, automobile use, and traffic problems. Laboratory experiences extend the
theory instruction to provide students with opportunities for driving experiences under real
conditions.
Students must be at least 16 years old by the time they finish the course and be
concurrently enrolled in ESL III. Each student must also have a social security number
prior to entering the course as well as passing grades in at least eight courses in the
preceding two semesters.
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Summer School
In order to provide students an opportunity to expand their high school learning experience or
to make-up a credit deficiency, District 113 offers a summer program. Although offerings
are contingent upon enrollment and staffing, the following courses are usually offered.
Actual course offerings will be listed in the summer school brochure which is available in
February. Registration will be on the district website. Summer school is held at DHS for the
summer of 2009.
APPLIED ARTS
* Graphic Design
Consumer Economics
Consumer Economics Online
ENGLISH
Culture, Experience
and Creating Writing
English Review I (failure make-up)
English Review II (failure make-up)
* Etymology
Senior English - World Literature
Building Reading Proficiency
TRANSITIONAL PROGRAM OF
INSTRUCTION (TPI)
Courses in English as a second language and math
to be determined by department chairperson
FINE ARTS
* Art 1
* Summer Theater
* Wheel Throwing
Summer Dance Workshop
* Music Essentials: From Bach to Rock
Production Workshop
WORLD LANGUAGE
MATHEMATICS
* Algebra I
Algebra I (2nd sem.)
Algebra/Geometry I
Algebra/Geometry II
Algebra II
Algebra & Related Topics
* Geometry
* Geometry (2nd sem.)
* Geometry Survey
Trig & Related Topics
Computer Programming
PHYSICAL EDUCATION
Physical Education (failure makeup)
Weight Training
Summer Yoga
SCIENCE
Health
Chemistry
SOCIAL STUDIES
Introduction to Psychology
U.S. History
Urban History
SPECIAL EDUCATION
Courses to be determined by student need
STUDY SKILLS
* Survival Skills for High School
and Beyond (1/2 credit)
TRAFFIC SAFETY
Traffic Safety
* Open to Incoming Freshmen
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