Program of Studies

Completion of the Core 40 Diploma is an Indiana graduation requirement. Therefore, students work toward a Core 40 Diploma or a Core 40 with Academic Honors or Technical Honors Diploma. To receive an exemption and graduate with less than a Core 40 Diploma (a General Diploma) a formal opt-out process must be completed.  Students must meet certain benchmarks to be eligible to opt-out of the Core 40 Diploma.  The student must schedule a conference with his/her guidance counselor and parent(s) or guardian(s). Refer to the IDOE graphic below for an overview of these requirements. School counselors will review graduation requirements with each student and provide guidance based on individual academic needs and post-secondary goals.

Students all receive an Indiana Diploma, but can choose different "designations" for their diploma:

1. Indiana Diploma with General Designation
2. Indiana Diploma with Core 40 Designation
3. Indiana Diploma with Academic Honors Designation
4. Indiana Diploma with Technical Honors Designation

The Indiana Department of Education has changed the requirements for graduation starting with the class of 2023.  Students will need to meet criteria in 3 areas to show they are college and career ready upon graduation, this is called the Graduation Pathways. Refer to the IDOE graphic below for an overview of these requirements.

There are three situations where students may Opt Out of earning a Core 40 diploma:

1. Parent request
2. If a student fails three Core 40 classes
3. If a student scores in the twenty-fifth percentile or lower on the Core 40 End of Course Assessment (ECA)

The process for Opting Out:

1. The parent or student contacts their counselor
2. The counselor confers with the parent and student
3. The counselor explains the consequences of switching to a General Diploma
4. The student and parent sign the Opt Out agreement
    

Beginning with the class of 2029, Indiana offers one high school diploma for all students: the Indiana Diploma. Students personalize their diploma by earning Readiness Seals that show how they are prepared for life after high school. Students may earn one or more seals, and earning any seal fulfills Indiana’s Graduation Pathway requirement. Refer to the IDOE graphic below for an overview of these requirements.

Readiness Seal options include:

• Enrollment Honors Seal – preparation for college or postsecondary education
• Employment Honors Seal – preparation for the workforce
• Enlistment Honors Seal – preparation for military or public service

Honors Plus options are available for all three seals for students who meet additional requirements.
School counselors will review graduation requirements with each student and provide guidance based on individual academic needs and post-secondary goals.
 

Effective beginning with students who enter high school in 2012-2013 school year 
(class of 2016) and ends with the class of 2028.

With Graduation Pathways, students are able to individualize their graduation requirements to align to their postsecondary goal of Enrollment, Employment, or Enlistment leading to service. No longer must all students fit into the same academic mold, but rather, they can choose the high school options that best meet their postsecondary goals and aspirations.

Beginning with the graduating class of 2023, Indiana high school students must satisfy all three of the following Graduation Requirements:

1. Earn credits necessary for a High School Diploma;
2. Learn and Demonstrate Employability Skills; AND
3. Demonstrate Postsecondary-Ready Competencies.
    

The new Indiana diploma, effective for all students beginning with the class of 2029, includes a base (minimum requirements) for every student, plus the opportunity to earn readiness seals aligned with their unique path. Students are encouraged to seize this flexibility by personalizing their high school experience. The new seals provide additional intentionality to maximize readiness and are designed to be permeable, allowing students to update their graduation plan and pivot, if their original interests and goals change. Students who do not earn a seal must still complete components 2 and 3 of Graduation Pathways.

A complete list of eligible courses for the school year can be found here.

Readiness seals are designed to be permeable, allowing students to update their graduation plan and pivot, if their original interests and goals change.  Although seals are optional, students are encouraged to utilize the blueprints below to focus their flexible credits into a connected pathway that aligns with their future goals. Students may earn one or multiple seals. Graduation Pathways requirements will be satisfied through completion of any seal.

The grade point average a student has at the end of his/her 8th semester will determine his status for graduation. Students will be recognized as a candidate for Academic and/or Technical Honors Diplomas at the achievement ceremony.  

Any student who attains a cumulative grade point average of 3.700 or higher at the end of six semesters will earn an Academic Letter during the first semester of their senior year. Students who raise their cumulative GPA to 3.700 or higher by the end of the seventh semester will also earn an Academic Letter. All students who earn an Academic Letter will be recognized at an awards ceremony.

Commencement dates are decided by the calendar committee through Huntington County Community Schools.          
The following honors should be listed in the commencement program:

• Valedictorian and Salutatorian
• Academic Honors Diploma (HNHS and Indiana)
• Technical Honors Diploma (HNHS and Indiana)
• Highest Distinction – G.P.A. of 4.000 or higher
• Distinction – G.P.A. of 3.300 – 3.699
• Honors – G.P.A. of 3.000 – 3.299
• Honor Society – G.P.A. of 3.000 or higher

All grade point averages, and class rank will be recalculated at the end of the 8th semester. Final transcripts will be sent to each student’s college of choice at that time, as requested by the student on Parchment.  Please know that when a student is accepted to college, it is always pending the receipt of the final transcript.

It is the responsibility of each student, in collaboration with their parents/guardians and school counselor, to plan and monitor progress toward meeting all graduation requirements. While school counselors assist in tracking credits and requirements, the ultimate responsibility for ensuring that all required courses, credits, and graduation criteria are met rests with the student. Students must also complete graduation pathway requirements as designated by the Indiana Department of Education (DOE) or meet approved waiver requirements to earn a diploma.

Post–high school requirements vary by college, employer, or military branch. Starting early, students should explore their options and partner with their school counselor and family to choose courses and experiences that align with their interests and future plans.

All students in the class of 2023 and beyond must participate in the SAT in the Spring of their junior year. 

Some post-secondary options may require or recommend standardized assessments as part of the admission or placement process. Testing requirements vary by college, training program, employer, or military branch. Students are responsible for researching and understanding the admission and testing requirements connected to their intended post-secondary pathway, in consultation with their family and school counselor.

During scheduling, sophomores or juniors who are interested in graduating in fewer than eight semesters will be asked to complete an Early Graduation Application. Early graduation may occur after six semesters (end of junior year) or seven semesters (December of senior year), provided all graduation requirements are met. Students graduating after seven semesters will complete all coursework by December of their senior year, but will not receive their official diploma until the end of the regular school year. Upon request, the school may provide a letter verifying that the student has met all graduation requirements. Students graduating in fewer than eight semesters may not participate in school activities following their final semester of enrollment, with the exception of Achievement Night, Prom, and Graduation exercises. Any student who has not met all graduation requirements, including graduation exam or assessment requirements as designated by the Indiana Department of Education (IDOE), by the end of the seventh semester may be required to attend full-time during the eighth semester. Students must also remain in compliance with the school’s attendance policy. Beginning with the Class of 2029, students seeking early graduation (six or seven semesters) must earn at least one Indiana Diploma Readiness Seal to be eligible to graduate in fewer than eight high school semesters.

To be scholastically eligible to participate in any high school athletic event, students must have received passing grades at the end of their last grading period in at least five of seven subjects.

If a student is planning to enroll in college as a freshman and wishes to participate in Division I or Division II athletics, the student must be certified by the NCAA Initial-Eligibility Clearinghouse. The Clearinghouse ensures consistent application of NCAA initial-eligibility requirements for all prospective student-athletes at all member institutions. Students planning to register with the NCAA Clearinghouse must complete a form at www.ncsasports.org

If a student plans on enrolling in an NAIA Division School, the student must register with the NAIA Clearinghouse to ensure athletic eligibility.

To guarantee as fair as possible of a class ranking system, the following audit policy is now in effect:
Since Academic Honors and Technical Honors Diploma students must have a C- or higher in the required classes for graduation, the retake policy at Huntington North stipulates that students may only retake classes if they earn a grade below the required C-.

Students are only allowed to audit classes under the following condition:
Occasionally a student will have earned a grade at or above a C- in the first semester of a course but will have earned a grade below a C- in the second semester. In this case, as a student retakes the course it would be to the student’s advantage to audit the first semester to build their skills so they can enhance their knowledge to be more successful in the second semester of the course.

Final exams may be required by teachers.  Advanced Placement and Dual Credit courses must follow guidelines stated by College Board or Dual Credit Institutions.

Class of 2025 & Beyond: Grade point average is calculated using the final grade.  

The following scale is used for grade point average: 

• A+, A=4
• A-=3.7
• B+=3.3
• B=3
• B-=2.7
• C+=2.3
• C=2
• C-=1.7
• D+=1.3
• D=1
• D-=0.7
• F=0

Final grades, credits, grade point average, class rank, and honor roll will only be figured and awarded at the end of each semester. The final semester grade is the grade that will be on the transcript. This is also the grade on which the grade point average will be determined. During a semester, progress reports will be given at approximately four and one-half week intervals.

Huntington North has two honor rolls. Students earning all A+’s, A’s, and A-’s for final grades on their report card at the end of each semester will be on the A Honor Roll.  Students earning all A’s and B’s (nothing lower than a B-) for final grades on their report card at the end of each semester will be on the B Honor Roll.

Incompletes on report cards will only be given in extreme cases and with administration or school counselor approval. If the incomplete is not made up in a timely manner, it will be recorded as an F in the course.  It is the student’s responsibility to complete the course.

Students may retake a course only if the original grade was below a C-. This option allows students pursuing the Academic Honors Diploma to meet required grade thresholds while strengthening academic foundations. Only one credit will be awarded for the course, though both grades will remain on the transcript. If the course was failed, the credit and new grade will be applied in the semester the course is retaken; the original grade will remain on the transcript. Course retakes may limit opportunities to earn new credits and could impact IHSAA eligibility. Students are responsible for monitoring their eligibility status.

There may be classes offered in the summer for students needing additional credits and this is dependent on need and/or funding.  Students may also take high school courses through accredited high school programs to work ahead or gain experience with a course not offered at HNHS.  It is the responsibility of the student to request that the issuing school send an official transcript of the grade(s) and credit(s) earned to the high school. 

Credit Recovery is another possible way to recover credits during the summer or in some cases the school day.  Students will have the semester to complete the course(s) needed.  If a student has not completed their enrolled course(s) by the end of the semester, the course(s) will be archived, and students will receive a failing grade for the course(s).  Enrollment in Credit Recovery or Viking Success Academy requires approval.  Check with your counselor for more information and course approval.
 

When a student is removed from a course for any reason such as, but not limited to, a disciplinary reason or violation of the attendance policy, the student will earn a WF on the report card and the permanent record for that course.  The grade will be included in the student’s grade point average as an F.

A Quantitative Reasoning course is a high school course designed to strengthen a student’s ability to apply mathematics in real-world situations while deepening understanding of high school mathematics standards. The Indiana State Board of Education requires the inclusion of a Quantitative Reasoning course for all diploma types. Courses that the Indiana Department of Education has designated as Quantitative Reasoning Courses are listed within the course description. The Quantitative Reasoning requirement applies through the Class of 2028. Beginning with the Class of 2029, students will follow the requirements outlined under Indiana’s new diploma framework.

Huntington North High School offers Dual Credit opportunities in partnership with Ivy Tech Community College, Purdue University Fort Wayne, Vincennes University, and Huntington University. Dual Credit courses allow students to earn college credit while simultaneously earning high school credit. These courses are taught at Huntington North High School by instructors who have been trained and approved by the partnering postsecondary institution. In most cases, students must meet specific academic eligibility requirements to participate. It is important to note that there is no guarantee of the transferability of Dual Credit classes and students should consult with the colleges and universities they are considering regarding how these courses will be applied toward their post-secondary degrees. See your guidance counselor for details.

Benefits of Dual Credit

• Provides students with rigorous coursework and the opportunity to earn college credit at a reduced cost
• Allows students to earn credits that may apply toward the Academic Honors or Technical Honors Diploma
• Encourages strong academic performance and preparation for college-level expectations

The Advanced Placement (AP) Program is a cooperative educational endeavor of secondary schools, colleges, and the College Board.  Huntington North High School offers Advanced Placement (AP) courses in science, mathematics, social studies, English, music, and Spanish. Course descriptions are listed within each department section. AP courses are designed to allow students to engage in college-level coursework while still in high school.

AP course content is prescribed by the College Board, ensuring consistency and rigor across schools nationwide. At the conclusion of an AP course, students will be required to participate in the corresponding AP course exam.  Exam fees that are not paid for by the Department of Education will be covered by Huntington North High School.  Students who miss an AP Exam will be required to pay the corresponding fee for the unused exam.  We expect this fee to be around $40 per test. If a student misses a test due to an illness, they will need to provide a doctor’s excuse/documentation.  This will allow Huntington North High School to waive the $40 unused test fee.

Colleges and universities may award college credit and/or advanced placement based on a student’s AP exam score. Credit policies vary by institution, and students are encouraged to research the AP policies of the colleges they are considering.

AP courses are academically rigorous and designed for students prepared for challenging, college-level expectations. Selective colleges consider both course rigor and whether a student has enrolled in the highest level of coursework available. Enrollment in AP courses is viewed favorably, as these courses reflect advanced academic preparation beyond standard high school curricula.
 

Honors courses at Huntington North do not require an application and are open to any interested student; teacher recommendation is strongly encouraged. Students enrolled in Honors or AP courses are expected to remain enrolled for the full year and may only drop second semester with a D or F and teacher recommendation. Honors courses are not weighted in the GPA.

The Indiana College Core (ICC) is a statewide set of 30 college credits that transfer to all public colleges and universities in Indiana. Completing the ICC allows students to begin college with general education requirements already fulfilled. Under Indiana’s new diploma framework, the ICC is one way students may demonstrate college readiness in support of earning the Enrollment Seal.

• Students who complete the Indiana College Core:
• Earn up to 30 transferable college credits
• May save time and money in college
• Demonstrate readiness for postsecondary enrollment

ICC courses are typically completed through Dual Credit, Advanced Placement (AP), or approved college coursework. Students should work closely with their school counselor to ensure courses align with ICC requirements and their postsecondary goals. Through a partnership with Ivy Tech Community College, HNHS provides students the opportunity to pursue the Indiana College Core (ICC) while in high school.
 

Career and Technical Education (CTE) is the modern evolution of traditional vocational programs. While vocational courses focused primarily on direct entry into the workforce, CTE programs combine academic instruction with hands-on, certification-based training, preparing students for both postsecondary education and careers.
Students may choose from programs in the following career areas:
Agriculture; Architecture & Construction; Arts, A/V Technology & Communication; Business & Marketing; Education & Training; Health Science; Human Services; Manufacturing; Public Safety; Science, Technology, Engineering & Mathematics (STEM); and Transportation.

Many CTE courses offer dual college credit through partnerships with Ivy Tech Community College and Vincennes University. Huntington North High School’s goal is to prepare students for high-wage, high-skill, and high-demand careers, while also building strong foundations for continued education and training after high school.
 

Huntington University and Huntington North High School have partnered up to give students the unique opportunity to earn college credits as a dual  enrolled student on the HU Campus. Students must be on track, and it will be the determination of HU Registrar/Advisor for meeting pre-requisites. The registrar at HU and the guidance department at HNHS will collaborate to determine course availability and location.

Scheduling for the following school year takes place in January and February. Each student will receive a course selection guide through Canvas and will meet with their school counselor to schedule courses during the second semester. Teachers will assist by providing recommendations for next-level courses. Families are encouraged to review the course selection guide together and prepare a list of preferred courses prior to the scheduling appointment. Being prepared will help ensure meaningful conversations and allow students to finalize their course selections during their allotted scheduling time. Each student will receive a copy of the scheduling form. A parent/guardian signature is required. If the form is not completed during the scheduling appointment, it is the student’s responsibility to return the signed form to the Guidance Office. In addition, students are responsible for rescheduling any courses that were not successfully completed.

Teacher recommendations in English, mathematics, and science are provided to assist students and parents in making appropriate course selections. Current subject-area teachers consider each student’s academic performance, demonstrated potential, and level of motivation when making recommendations. While counselors strongly encourage students to follow teacher recommendations, the final decision regarding course selection rests with the student and parent/guardian.

A completed schedule will be given out to each student prior to the last day of school for review.  All schedule changes should be made by June 1 or within 5 days of the last day of school. No schedule changes will be made unless a mistake was made in the schedule, or a student failed a class in the preceding semester.  This allows us to finalize teacher schedules, so they have time to prepare over the summer for their teaching assignments.  It also allows us to ensure the smallest class sizes we can by knowing how many students we expect in each section.

Any student enrolling at Huntington North must have the following: birth certificate, social security card, immunization records, previous school records, proof of physical custody and proof of Indiana residency.  If a student is under 18 years of age, a parent must be present. Enrollment into HNHS is done online.  Please make an appointment with the guidance office to ensure a smooth transition.

Students who transfer from Huntington North to another school or to home school must obtain a “Student Transfer” form from the guidance office prior to or on the day of withdrawal.  Students who are not 18 must have a parent present to sign the transfer form. HNHS will send all records electronically to the requesting school of the family’s choice.  Records will not be given to the student or family.

Principles of Agriculture is a two-semester course that will cover the diversity of the agricultural industry and agribusiness concepts. Students will develop an understanding and the role of agriculture in the United States and globally. Topics covered in the course range from animals, plants, food, natural resources, ag power, structures and technology, as well as careers.

Animal Science is a two-semester program that provides students with an overview of the animal agriculture industry. Students participate in a large variety of activities and laboratory work including real and simulated animal science experiences and projects. All areas that the students’ study may be applied to both large and small animals. Topics to be covered in the course include history and trends in animal agriculture, laws and practices relating to animal agriculture, comparative anatomy and physiology of animals, biosecurity threats and interventions relating to animal and human safety, nutrition, reproduction, careers, leadership, and supervised agricultural experiences relating to animal agriculture. 

Prerequisites: Principles of Agriculture

Animal Science is a two-semester program that provides students with an overview of the animal agriculture industry. Students participate in a large variety of activities and laboratory work including real and simulated animal science experiences and projects. All areas that the students’ study may be applied to both large and small animals. Topics to be covered in the course include history and trends in animal agriculture, laws and practices relating to animal agriculture, comparative anatomy and physiology of animals, biosecurity threats and interventions relating to animal and human safety, nutrition, reproduction, careers, leadership, and supervised agricultural experiences relating to animal agriculture. 

Prerequisite: Principles of Agriculture

Recommended:  Biology; Chemistry; Integrated Chemistry Physics
This course fulfills two Core 40, Academic Honors or Technical Honors Diploma science credits for graduation. You must take both semesters of this course. Qualifies as a quantitative reasoning course.

Agribusiness Management Capstone introduces students to the principles of agribusiness management and leadership from a local and global perspective, with the utilization of technology.  The course will help students build a strong knowledge base of the agribusiness industry as they study agribusiness types, communications, agricultural law, leadership, and teamwork, ethics, and agricultural economics.  Additionally, students will understand the role of selling in the agricultural economy, stressing the points and terminology necessary in today’s agriculture.  Students will demonstrate principles and techniques for planning, development, application and management of agribusiness systems through project-based learning and supervised agriculture experience (work-based learning) programs.  This course can be used as a capstone experience for any agriculture pathway.  Qualifies as a quantitative reasoning course.

Food Science is a two semester course that provides students with an overview of food science and the role it plays in the securing of a safe, nutritious, and adequate food supply. A project-based approach is utilized in this course, along with laboratory, team building, and problem-solving activities to enhance student learning. Students are introduced to the following areas of horticulture science: food processing, food chemistry and physics, nutrition, food microbiology, preservation, packaging and labeling, food commodities, food regulations, issues and careers in the food science industry.

Prerequisites: Principles of Agriculture

Horticulture Science is a two semester course that provides students with a background in the field of horticulture. Coursework includes hands-on activities that encourage students to investigate areas of horticulture as it relates to the biology and technology involved in the production, processing, and marketing of horticultural plants and products. Students are introduced to the following areas of horticulture science: reproduction and propagation of plants, plant growth, growth-media, management practices for field and greenhouse production, marketing concepts, production of plants of local interest, greenhouse management, floral design, and pest management. Students participate in a variety of activities including extensive laboratory work usually in a school greenhouse. 

Prerequisite: Principles of Agriculture

Landscape and Turf Management is a two semester course that provides the student with an overview of the many career opportunities in the diverse field of landscape management. Students are introduced to the procedures used in the planning and design of a landscape using current technology practices, the principles and procedures involved with landscape construction, the determination of maintenance schedules, communications and management skills necessary in landscaping operations, and the care and use of equipment utilized by landscapers. Upon completion of the program, students have the opportunity to become Indiana Landscape Industry Certified through a state approved program.  Qualifies as a quantitative reasoning course.

Prerequisites: Principles of Agriculture

Natural Resources is a two-semester course that provides students with a background in environmental science and conservation. Coursework includes hands-on learning activities that encourage students to investigate areas of environmental concern. Students are introduced to the following areas of natural resources: soils, the water cycle, air quality, outdoor recreation, forestry, minerals, interrelationships between humans and natural systems, wetlands, wildlife, safety, careers, leadership, and supervised agricultural experience programs.

Prerequisites: Principles of Agriculture

Advanced Life Science: Plants and Soils is a two semester course that provides students with opportunities to participate in a variety of activities including laboratory work. Students study concepts, principles, and theories associated with plants and soils. Knowledge gained enables them to better understand the workings of agricultural and horticultural practices. They recognize how plants are classified, grow, function, and reproduce. Students explore plant genetics and the use of plants by humans. They examine plant evolution and the role of plants in ecology. Students investigate, through laboratories and fieldwork, how plants function and how soil influences plant life. 

Prerequisites: Principles of Agriculture

Supervised Agricultural Experience (SAE) is designed to provide students with opportunities to gain experience in the agriculture field(s) in which they are interested. Students will experience and apply what is learned in the classroom, laboratory and training site to real-life situations with a standards-based plan for learning. Students work closely with their agriculture teacher(s), parents and/or employers to get the most out of their SAE program. This course can be offered each year as well as during the summer session. Curriculum content and competencies need to be varied so that school year and summer session experiences are not duplicative.

Veterinary Careers I is a lab intensive course that introduces students to animal care and veterinary medicine. Through classroom and field experiences, students will attain the necessary skills to demonstrate standard protocols that are used in veterinary careers. This course also provides students with the knowledge, attitudes, and skills needed to make the transition from school to work in health science careers. Students are encouraged to focus on self-analysis to aid in their career selection. Job seeking and job maintenance skills, personal management skills, and completion of the application process for admission into a post-secondary program are also areas of focus. Participation in HOSA or FFA encourages development of leadership, communication, and career related skills, and opportunities for community service.

Recommended Prerequisite: Animal Science; Advanced Life Science Animals

Principles of Digital Design introduces students to fundamental design theory. Investigations into design theory and color dynamics will provide experiences in applying design theory, ideas and creative problem solving, critical peer evaluation, and presentation skills. Students will have the opportunity to apply the design theory through an understanding of basic photographic theory and technique. Topics will include image capture, processing, various output methods, and light.

Digital Design Graphics will help students to understand and create the most common types of computer graphics used in visual communications. Skills are developed through work with professional vector-based and page layout software used in the industry. Additionally, students will be introduced to a full range of image input technology and manipulation including conventional photography, digital imaging, and computer scanners. Students will learn to communicate concepts and ideas through various imaging devices.

Graphic Design and Layout teaches design process and the proper and creative use of type as a means to develop effective communications for global, corporate and social application. Students will create samples for a portfolio, which may include elements or comprehensive projects in logo, stationery, posters, newspaper, magazine, billboard, and interface design.

The Digital Design Capstone course provides students the opportunity to dive deeper into advanced concepts of Visual Communication including user experience/user interface design, video production editing, animation and/or web design. Depending on the length of the course, students may focus their efforts on one area or explore multiple aspects.

The purpose of the Principles of Broadcasting course is to provide entry-level fundamental skills for students who wish to seek or pursue opportunities in the field of broadcasting or mass media. Students will explore the technical aspects of audio and sound design for radio production and distribution, as well as, the technical aspects of video production and distribution.

Audio and Video Production Essentials provides an in-depth study on audio and video production techniques for radio, television, and digital technologies. Students will learn skills necessary for audio production and on-air work used in radio and other digital formats. Additionally, experience will be gained in the development of the video production process; including skills in message development, directing, camera, video switcher, and character generator operations.

Mass Media Production will focus on the study of theory and practice in the voice and visual aspects of radio and television performance. In addition, this course introduces the skills used to acquire and deliver news stories in a digital media format. Students will learn how to research issues and events, interview news sources, interact with law enforcement and government officials, along with learning to write in a comprehensive news style.

This course will cover a variety of domains further building on skills in video production, and broadcast industry practices specific to radio, television, and digital media. Attention will be given to cross industry synergies, emerging technologies, and the global market for media. Students are highly encouraged to do a video newscast or radio practicum to gain real world experience. In most cases this practicum may be completed through a school-based enterprise.

Accounting introduces the language of business using Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting. Emphasis is placed on accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing, and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision making. 

Advanced Accounting expands on the Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting covered in Introduction to Accounting. Emphasis placed on accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing, and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision-making.

Required Prerequisites: Accounting Fundamentals
Qualifies as a quantitative reasoning course.

Digital Applications and Responsibility prepares students to use technology in an effective and appropriate manner in school, in a job, or everyday life.  Students develop skills from Microsoft 365 that are related to word processing, spreadsheets, presentations, and communications software.  Students expand their knowledge of how to use digital devices and software to build decision-making and problem-solving skills. Students will be required to complete and pass industry-recognized digital literacy certifications as part of their course grade. This license will then be useful on job applications, college resumes, and could even help to test out of some college courses.

Principles of Business Management examines business ownership, organization principles and problems, management, control facilities, administration, financial management, and development practices of business enterprises. This course will also emphasize the identification and practice of the appropriate use of technology to communicate and solve business problems and aid in decision making.  Attention will be given to developing business communication, problem-solving, and decision-making skills using spreadsheets, word processing, data management, and presentation software.

This is an intriguing class in which students start with his/her concept of a dream business and follow through to the establishment of this enterprise. Students create a business plan that includes types of ownership, market analysis and inventory costs. Students must select the actual site that meets their needs and design the physical layout of their store/plant. Decisions are made on staffing and how best to promote their business. Students must present to the bank their financial prospectus, including six-month income and cash flow statements that would warrant the bank’s investment in their establishment. Students set up a recordkeeping system that provides an accurate measurement of the progress of the business. Students research their career business choice through internet resource materials and personal interviews.

Principles of Marketing provides a basic introduction to the scope and importance of marketing in the global economy. Emphasis is placed on oral and written communications, mathematical applications, problem solving, and critical thinking skills as they relate to advertising/promotion/selling, distributing, financing, marketing-information management, pricing, and product/service management.

Sports and Entertainment Marketing is a specialized marketing course that develops student understanding of the sport/event industries, their economic impact, and products; distribution systems and strategies; pricing considerations; product/service management, and promotion.

Recommended: Principles of Business Management or Marketing Fundamentals

Business Math is designed to develop students’ abilities to solve practical problems in order to become productive citizens and workers. Areas of study include number relationships and operations; patterns and algebra; measurements; and statistics and probability. Problem-solving techniques are used to analyze and solve business problems for such areas as taxation, savings and investments, payroll records, cash management, financial statements, purchases, sales, inventory records, and depreciation. For Indiana General Diploma students, this will count as one of the six required math credits.

Qualifies as a quantitative reasoning course.

The course is designed to introduce students to five major topics within computer science including computing systems, networks and the internet, data and analysis, algorithms and planning, and impacts of computing. The course introduces foundational computing concepts while exploring current events and building critical thinking, collaboration, problem solving, and other important technology-related skills.

(IDOE Graduation requirement for Class of 2029 and beyond)

Preparing for College and Careers addresses the knowledge, skills, and behaviors all students need to be prepared for success in college, career, and life. The focus of the course is the impact of today’s choices on tomorrow’s possibilities. Topics to be addressed include twenty-first century life and career skills; higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills, transferring school skills to life and work; and managing personal resources. This course includes reviewing the 16 national career clusters and Indiana’s College and Career Pathways, in-depth investigation of one or more pathways, reviewing graduation plans, developing career plans, and developing personal and career portfolios. A project based approach, including computer and technology applications, cooperative ventures between school and community, simulations, and real life experiences, is recommended.

Starting with the Class of 2023, all 8th grade students will take this course at their respective middle school. This course is a graduation requirement. 

Personal Financial Responsibility addresses the identification and management of personal financial resources to meet the financial needs and wants of individuals and families, considering a broad range of economic, social, cultural, technological, environmental, and maintenance factors. This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants and goals; identify sources of income, saving and investing; understanding banking, budgeting, record-keeping and managing risk, insurance and credit card debt. A project based approach and applications through authentic settings such as work based observations and service learning experiences are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged.

HNHS Graduation Requirement Class of 2020 and beyond, IDOE Graduation requirement for Class of 2028 and beyond

Qualifies as a quantitative reasoning course.

This two-semester course is an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 9-10, is a study of language, literature, composition, and oral communication, focusing on literature within an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write responses to literature, expository (informative), narrative, and argumentative compositions, and sustained research assignments. Students deliver grade-appropriate oral presentations with attention to audience and purpose and access, analyze, and evaluate online information.

This two-semester course is the Honors alternative to English 9 and will follow the Indiana Academic Standards for English/Language Arts for the corresponding grade level. This honors course is recommended for students who have strong academic behaviors and desire an academically challenging study of the English language. Students will experience an independent reading and writing schedule that encompasses a wide variety of genres and themes. This independent component allows students to have close reading and critical analysis during classroom discussion, spending more time applying strategic and extended thinking.  Writing assignments include a variety of journal, essay, and research-based assignments with an emphasis on prewriting, organization, and revision. Grammar skills and vocabulary development will be taught in the context of the students’ reading and writing. An independent vocabulary study program will begin this year and continue in 10 and 11 Honors. To help develop higher level thinking skills, students will complete a culminating research project that includes an oral presentation as well as a final research paper.

Students will not be allowed to switch to English 9 after one semester without teacher recommendation.

This two-semester course is an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 9- 10, is a study of language, literature, composition, and oral communication, focusing on literature with an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write responses to literature, expository (informative) and argumentative compositions, and sustained research assignments. Students deliver grade-appropriate oral presentations with attention to audience and purpose and access, analyze, and evaluate online information.

Prerequisite: Successful completion of English 9 or English 9 Honors

This two-semester course is the Honors alternative to English 10 and will follow the Indiana Academic Standards for English/Language Arts for the corresponding grade level. This honors course is recommended for students who have strong academic behaviors and desire an academically challenging study of the English language. Students will experience an independent reading and writing schedule that encompasses a wide variety of non-fiction and British classics. This independent component allows students to have close reading and critical analysis during classroom discussion, spending more time applying strategic and extended thinking. Writing will include a variety of journal, essay, and research-based assignments. Grammar will be taught in the context of students’ reading and writing. Students will continue with the intensive independent vocabulary study program that began in English 9 Honors. To help develop higher level thinking skills, all students will complete a culminating research project that includes an oral presentation.

Students will not be allowed to switch to English 10 after one semester without teacher recommendation.

Prerequisite: Successful completion of English 9 or 9 Honors or teacher recommendation.

This two-semester course is an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 11-12, is a study of language, literature, composition, and oral communication focusing on literature with an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate in classic and contemporary literature balanced with nonfiction. Students write narratives, responses to literature, academic essays (e.g. analytical, argumentative, expository, summary), and more sustained research assignments incorporating visual information in the form of pictures, graphs, charts, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information.

Prerequisite: Successful completion of English 10 or 10 Honors.

This two-semester course is the Honors alternative to English 11 and will follow the Indiana Academic Standards for English/Language Arts for the corresponding grade level. This honors course is recommended for students who have strong academic behaviors and desire an academically challenging study of the English language. Students will experience an independent reading and writing schedule that encompasses a wide variety of non-fiction and American classics. This independent component allows students to have close reading and critical analysis during classroom discussion, spending more time applying strategic and extended thinking. Writing assignments include a variety of journal, essay, and research-based assignments. Students will continue with the intensive vocabulary study program that began in English 9 and 10 Honors. To help further develop higher level thinking skills, students will complete a culminating research project that includes an oral presentation.

Students will not be allowed to switch to English 11 after one semester without teacher recommendation.

Prerequisite: Successful completion of English 10 or 10 Honors.

This two-semester course is an integrated English course based on the Indiana Academic Standards for English/Language Arts for Grades 11- 12, is a study of language, literature, composition, and oral communication focusing on an exploration of point of view or perspective across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write narratives, responses to literature, academic essays (e.g. analytical, argumentative, expository, summary), and more sustained research assignments incorporating visual information in the form of pictures, graphs, charts, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information.

Prerequisite: Successful completion of English 11 or 11 Honors.

AP Literature and Composition is taught as a college course in critical reading and analytical writing. At the completion of this rigorous course, students will be prepared to take the AP Literature and Composition exam. This is an accelerated course with an intensive reading and writing schedule. Students read a variety of challenging literature as well as modern non-fiction. Written assignments focus on critical analysis, exposition, and argument. Frequent in-class essays and research-based writing will be emphasized. Students will not be allowed to switch to another English class after one semester without teacher recommendation.

Prerequisite: Successful completion of English 11 or English 11 Honors. Students must have a strong command of writing and grammar skills.

This is a workshop for the preparation of the school yearbook. Students plan the design and layout, shoot photos, and write copy for the yearbook. Students are required to solicit and prepare advertisements and keep records of yearbook accounts, subscription sales and distribution.

Work on DEKA generally extends 1 - 2 weeks into June. 

Biblical Literature, a course based on the Indiana Academic Standards for English/Language Arts, is a study of the Bible, viewed from a literary standpoint, as a source of a wide variety of literary patterns, themes, and conventions. Students examine the different books in relation to the various historical time frames of the books and in relation to related literature as it pertains to Biblical themes. Students read, discuss, and write about Biblical references (allusions) in both classical and modern literature, formation of a canonical Bible, inclusion of apocryphal and heretical writings, oral versus literate transmission of sacred history and doctrine, and questions and problems of interpretation. 

Recommended Grades: 11 and 12

Recommended Prerequisites: English 9, English 10, or teacher recommendation

Creative Writing is a study and application of the rhetorical writing strategies for prose and poetry. Using the writing process, students demonstrate a command of vocabulary, the nuances of language and vocabulary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing.

Prerequisites: English 9, English 10

This rigorous one-semester course is equivalent to an English Composition 101 college course and will fulfill the senior writing requirement and is designed for students who plan to attend a four-year college. Students will read a variety of nonfiction writings and discuss effective writing strategies as they pertain to the readings. While writing for various audiences and purposes, students will concentrate on strengthening skills in all aspects of writing, with emphasis on peer review and self-editing. Writing will include a variety of essays, informational writing, and a comprehensive research paper, all word processed. Research skills and applications will be taught so that students can produce manuscripts that adhere to MLA.

Prerequisite: Successful completion of English 11 or 11 Honors. Students must have a strong command of writing and grammar skills.

This rigorous one-semester course is equivalent to an Introduction to Literature 100 college course and will fulfill the senior literature requirement and is designed for students who plan to attend a four-year college. It is a comprehensive survey of world literature through the genres of fiction, drama, and poetry.  By a careful reading of representative texts, students will be able to identify the major genres, recognize, analyze, and interpret elements of literature; form a greater appreciation for literary styles, authors, and cultures; analyze critically literary works and express ideas verbally and in writing, use MLA documentation, and write creatively.  Students will complete several writing assignments, including literary essays, creative writings, and a research paper.  Class discussion and a project are also required.

Prerequisite: Successful completion of English 11 or 11 Honors. Students must have a strong command of writing and grammar skills. Students that did not take English Composition will be unable to register for Dual Credit for Introduction to Literature.
 

This course is directed toward developing journalistic writing and basic compositional design skills in order to prepare students for a position on The Campus or DEKA. Students learn about media law and ethics before practicing news gathering techniques and interviewing. Students learn how to write news stories, features, editorials, columns, reviews and sports stories. This course also provides media law and ethics background before focusing on the variety of journalistic writing techniques utilized in the coverage of high school, college, and/or professional athletics. Sports Writing will focus on the basic concepts of journalistic writing and reporting to produce pre-game stories, coverage stories, follow-up stories, sports photography, and specialized features. In addition, students gain a familiarity with statistical analysis and sports jargon. Students are periodically required to attend home athletic events and cover those events for one of the student publications.

As this is a dual credit college course, upperclassmen will be most successful.  The class builds on skills learned in English 9 and 10 .  Focus on foundational skills of public speaking with a balance of theory and practical application and learning how to utilize the spoken word for good.  This course helps students conquer the fear of public speaking. In a supportive and non-threatening atmosphere, students will learn the many basics of effective communication with a variety of activities which allow students to create, write, and deliver demonstration, informative, and persuasive speeches.  Additionally, students will improve their listening and interpersonal skills and develop foundational skills essential for success in the school setting, workplace environment, and daily relationships.  Strongly recommended for college bound students.
 

This course provides study and practice in the strategies necessary to increase reading comprehension and helps students gain skills in all of the Language Arts Standards. Instruction involves cooperative group work, discussion, and a variety of class activities. Enrollment is based upon recommendation from a previous Language Arts teacher or guidance counselor.

Prerequisite: Teacher recommendation

*Per Year

This course, based on the WIDA English Language Development (ELD) Standards, is the study of language, literature, composition and oral communication for Limited English Proficient (LEP) students so that they improve their proficiency in listening, speaking, reading, writing and comprehension of standard English. Students study English vocabulary used in fictional texts and content-area texts, speak and write English so that they can function within the regular school setting and an English-speaking society, and deliver oral presentations appropriate to their respective levels of English proficiency.

Placement in ELL I will be based upon previous English study experience and current WIDA score.

(ELL II) This course, based on the WIDA English Language Development (ELD) Standards, is the study of language, literature, composition and oral communication for Limited English Proficient (LEP) students so that they improve their proficiency in listening, speaking, reading, writing and comprehension of standard English. Students study English vocabulary used in fictional texts and content-area texts, speak and write English so that they can function within the regular school setting and an English-speaking society, and deliver oral presentations appropriate to their respective levels of English proficiency.

Placement in ELL I will be based upon previous English study experience and current WIDA score.

The Health Education credit may be waived if the student’s program includes credits from three (3) of the following Family & Consumer Sciences course areas (this applies to students graduating with the Class of 2028 and earlier):

• Child Development
• Human Development & Wellness
• Interpersonal Relationships
• Intro to Culinary Arts
• Preparing for College & Careers
• Adult Roles and Responsibilities
   

Child Development is an introductory course for all students as a life foundation and academic enrichment; it is especially relevant for students interested in careers that draw on knowledge of children, child development, and nurturing of children. This course addresses issues of child development from conception/prenatal to age 3. It includes the study of prenatal development and birth; growth and development of children; child care giving and nurturing; and support systems for parents and caregivers. Class activities include the use of “Real Care” computerized infant simulators, as well as the use of the Pregnancy Simulator – Empathy Belly. This course is a prerequisite for participation in the Early Childhood Education program and a recommended course for participation in the Education Professions program and Human and Social Services program.

This course can be taken in combination with 2 other FACS courses to complete the required Health Credit.

Advanced Child Development is for those students interested in life foundations, academic enrichment, and/or careers related to knowledge of children, child development, and nurturing of children. This course addresses issues of child development from age 3 through age 8 (grade 3). It builds on the Child Development course and includes the study of professional and ethical issues in child development; child growth and development; child development theories, research, and best practices; child health and wellness; teaching and guiding children; special conditions affecting children; and career exploration in child development and nurturing. 

This course is a recommended prerequisite for participation in the Early Childhood Education program, Education Professions program and the Human and Social Services program.

Prerequisite: Child Development

Personal Financial Responsibility addresses the identification and management of personal financial resources to meet the financial needs and wants of individuals and families, considering a broad range of economic, social, cultural, technological, environmental, and maintenance factors. This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants, and goals; identify sources of income, saving and investing; understand banking, budgeting, record-keeping and managing risk, insurance and credit card debt. A project-based approach and applications through authentic settings such as work based observations and service learning experiences are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged. 

(HNHS GRADUATION REQUIREMENT CLASS OF 2020 & BEYOND, IDOE Graduation requirement for Class of 2028 and beyond)

Counts as a Directed Elective or Elective for all diplomas.

Qualifies as a quantitative reasoning course.

Principles of Human Services explores the history of human services, career opportunities, and the role of the human service worker. A focus is placed on target populations and community agencies designed to meet the needs of various populations. This course will also focus on cultural variations in attitudes, values, language, gestures, and customs.

A “C” average is recommended in all first semester courses before a student takes the second semester. In most cases a “B” average in the first two semesters is recommended for students wishing to take third and fourth semester advanced courses. Any college bound student in his or her junior or senior year who has an interest in art, but does not have time in their schedule, may take one art course of their choice without any prerequisite. Intro 2 & 3 Art II and Fiber Arts II may be taken before Art I and Fiber Arts I.

The Huntington North Music Department prepares lifelong learners through excellence in performance and study from a worldwide perspective. Taking music courses prepares students of all skill levels for careers after high school.  Studies show music students have, on average, higher grades, SAT scores, and GPA.  The skills taught in music are necessary to prepare for opportunities after graduation in the community, at the collegiate level, or for a career in music. Performance opportunities exist for everyone!

The Vocal music program at Huntington North offers students professional caliber training in vocal technique and enhanced skills in stage performance. As part of any vocal ensemble, students perform multiple times per semester and a costume is needed for every ensemble. Many vocal music students are able to apply the life skills taught to everyday situations outside the classroom and life beyond the stage.

• All students request “Choir” when requesting classes.
• Students DO NOT need to have prior experience in choir to join.
• Students DO NOT need prior dance experience to be in show choir but need to be placed through an audition.
• Students wishing to be in Concert Choir, Viking Volume, or Varsity Singers must attend a live audition.
• Prior to the school year, a conference with student and parent(s)/guardian(s) with the instructor may be necessary to review necessary materials.

The Band program is designed to foster performance confidence, aesthetic perception, creative expression, responsible citizenship, and an awareness of the historical and cultural heritage of music through the performance of concert band literature. The ensembles are structured to accommodate musical skill level placement and work to push each musician to their highest potential. As a music performance organization, student participation in all rehearsals and performances scheduled inside or outside of the school day is required. Students must practice their instruments regularly to perform at their highest ability level.  Students are evaluated on participation, citizenship, rehearsal behavior, and testing and performance of the assigned exercises and music on their instrument as well as their contribution to the total ensemble. Students may also be evaluated via tests and quizzes on the specified course objectives. Course objectives are derived from the National and State Standards for Music Education.

Principles of the Biomedical Sciences introduces this field through “hands-on” projects and problems. Student work involves the study of human medicine, research processes and an introduction to bioinformatics. Students investigate the human body systems and various health conditions including heart disease, diabetes, hypercholesterolemia, and infectious diseases. A theme through the course is to determine the factors that led to the death of a fictional person. After determining the factors responsible for the death, the students investigate lifestyle choices and medical treatments that might have prolonged the person’s life.

Key biological concepts included in the curriculum are homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease. Engineering principles such as the design process, feedback loops, fluid dynamics, and the relationship of structure to function will be included where appropriate. The course is designed to provide an overview of all courses in the Biomedical Sciences program and to lay the scientific foundation necessary for student success in the subsequent courses.

Prerequisite: Must be currently enrolled in Biology I or have completed Biology I. Must have passed Biology with a 60% or higher if they have already taken it.

Human Body Systems is a course designed to engage students in the study of basic human physiology and the care and maintenance required to support the complex systems. Using a focus on human health, students will employ a variety of monitors to examine body systems (respiratory, circulatory, and nervous) at rest and under stress, and observe the interactions between the various body systems. Students will use appropriate software to design and build systems to monitor body functions.

Prerequisite: Principles of Biomedical Sciences or receive teacher approval

Medical Interventions is a course that studies medical practices including interventions to support humans in treating disease and maintaining health. Using a project-based learning approach, students will investigate various medical interventions that extend and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. Students will also study the design and development of various interventions including vascular stents, cochlear implants, and prosthetic limbs. Lessons will cover the history of organ transplants and gene therapy with additional readings from current scientific literature addressing cutting edge developments. Using 3-D imaging software, students will design and build a model of a therapeutic protein.

A PILOT PROGRAM IN AGRICULTURE, focusing on essential skills needed to analyze and incorporate soil sampling, controllers, sensors and information management data to optimize returns while preserving resources and protecting the environment.  The fundamental principles of crop production in correlation to soil properties will be emphasized to maximize return on investments.  Students will be exposed to the use of drones in agricultural settings and will be able to obtain the Part 107 Drone FAA License.  A second year of the course will include the latest technologies of satellite imagery, information technology and geospatial tools.  This program of study will include GPS, GIS, crop production, integrated pest management and sales.  Students will gain hands-on opportunities through a supervised agricultural experience.  The goal is to have each student obtain the certified crop advisor and commercial pesticide applicators license.

Half-day program

A classroom and laboratory that focuses on repairing damaged vehicle bodies and frames.  Year one focuses on safety and tool identification.  Students also learn about straightening metals, smoothing surfaces (filing, grinding, sanding), concealment of imperfections, replacements of parts.  Students should have basic computer and math skills (mixing/percentages).

Half-day program

The second year of auto collision introduces concepts in auto paint fundamentals.  Students develop their painting and refinishing skills with continued emphasis on safety.  Students will be challenged to take auto service excellence certifications in structural, nonstructural, painting/refinishing and mechanical skills.  Internships are available for students that qualify.

Half-day program

A classroom laboratory that is focused on knowledge and hands-on skills with diesel engines.  Safety becomes a primary focus with students working on the basics of electronics and hydraulics.  Overall, students will learn about engine operations, troubleshooting, overhauling and replacement of critical parts.  Students are exposed to the technical manuals, trainers, hand & power equipment and diagnostic equipment used in diesel repair.  

Half-day program

A second year of training on diesel engines.  With the safety emphasis, students are branching into engine repair and rebuilding.  As well, the class will focus on heavy truck maintenance and inspection.  Students will take ASE student certifications in:  diesel engines, electrical systems, inspection maintenance/minor repair, brakes and steering/suspension.  Internships may be available for students that qualify.

Half-day program

A 10 week (last 10, March –May) internship for students enrolled in the diesel, automotive service or entrepreneurship program (with prior auto or diesel courses) only.  Students will be taught the C.D.L. curriculum by an outside company (C.T.S.) and participate in both classroom and hands-on driving hours to meet the requirements of the C.D.L. licensure.  Students must meet the following criteria:

• At least 18 years of age by March 1.
• Have a valid driver’s license.
• Willing to take/pass a department of transportation drug screen.
• Willing to take/pass a department of transportation physical.
• A U.S. citizen and have a valid SS#.
• Be in good standing at Heartland and their sending high school.
• Have solid attendance.

With a combination of both classroom and laboratory, students are being taught fundamentals in electronics and robotics.  With emphasis on industrial operations to include electronic circuits, motors/motor controls and basic programming.  Emphasis is also placed on safety, basic writing and mathematics and customer service.  Students train in the MSSC system on safety and quality in order to prepare students for entry into the manufacturing field.

Half-day program

The second year course applying basic electronic and robotic skills to more advanced projects, applying programming skills to PLC’s, automation processes and designing and building more advanced robots.  Students will be exposed to real-life and laboratory settings.  They will also work toward completion of the certified production technician certification.

Half-day program

A visual communications classroom that incorporates a variety of visual arts techniques as they relate to design, execution, layout and illustration in advertising and marketing.  Students will explore in-design, photoshop and illustrator software.  Multiple certifications in adobe are available.

Half-day program

Math Lab is a tutorial course designed to give students in Geometry or Algebra II additional support in achieving proficiency in the mathematics standards. Individualized instruction will help students gain basic math skills necessary to perform well in other math courses. Credits earned in this class will not count toward the six math credits that are required for graduation. However, students will receive elective credit.

Algebra I formalizes and extends the mathematics students learned in the middle grades. Algebra I is made up of 5 strands: Real Numbers and Expressions; Functions; Linear Equations, Inequalities, and Functions; Systems of Equations and Inequalities; Quadratic and Exponential Equations and Functions; and Data Analysis and Statistics. These critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

This course is for students who did not complete Algebra I as a freshman. Algebra I develops an understanding of basic algebraic concepts and skills to be applied to equations, inequalities, and problem-solving. This course is required for all students. Topics include: solving and graphing linear equations and inequalities, systems of equations, radical expressions, relations and functions, algebraic fractions, polynomials, and nonlinear equations.

test must be passed to earn a high school diploma.

Qualifies as a quantitative reasoning course.

Integrated Mathematics I formalizes and extends the mathematics students learned in the middle grades. The critical areas deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Integrated Mathematics I uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

This course is intended for students who will not be taking higher-level mathematics in high school or attending college after high school.  Geometry instruction is directed toward understanding the role of definitions, theorems, and postulates. Students will develop logic skills and use deductive and inductive reasoning. Topics include: points, lines, angles, and planes; polygons with emphasis on quadrilaterals, triangles, and right triangles; transformations; circles; polyhedra and other solids.

Geometry instruction is directed toward understanding the role of definitions, theorems, and postulates. Students will develop logic skills and use deductive and inductive reasoning. Investigative strategies and an understanding of proofs will be stressed. Topics include: points, lines, angles, and planes; polygons with emphasis on quadrilaterals, triangles, and right triangles; transformations; circles; polyhedra and other solids.

Qualifies as a quantitative reasoning course.

Prerequisite: Algebra I with at least a “C” average or teacher recommendation.

This course parallels Geometry with additional emphasis being placed on an accelerated pace, covering material in more depth and using higher order thinking skills. Topics are the same as Geometry with more emphasis on deductive reasoning and proofs. Students will not be allowed to switch to Geometry after one semester without teacher recommendation.

Prerequisite: Algebra I and middle school math teacher recommendation.

The PRIME Math course utilizes a curriculum developed by the Southern Regional Education Board (SREB), that includes and reinforces the Algebra I, Geometry, Algebra II, and Statistics skills necessary for postsecondary success. This course emphasizes understanding of math concepts rather than just memorizing procedures. PRIME math emphasizes students' reasoning and sense making about procedures (e.g., why to use a certain formula or method to solve a problem). This equips them with higher-order thinking skills in order to apply math skills, functions, and concepts in different situations. The course is intended for students who currently have achieved the minimum math requirements at the secondary level but need additional experiences to enhance their mathematical knowledge before pursuing credit-bearing courses at a postsecondary institution.

Prerequisite: Algebra II or Analytical Algebra II  

This course is intended for students who will not be taking higher-level mathematics in high school, and it is not recommended for students interested in pursuing a STEM degree at a four-year institution; this course does not prepare students for Precalculus/Probability & Statistics.  This course is a continuation of concepts learned in Algebra I and will introduce advanced algebra topics that are the same as traditional Algebra II but with less depth and more focus on application rather than theoretical concepts.  There will be an emphasis placed on analyzing graphs using technology and the use of technology to model real-world problems.  Students will experience mathematics as a coherent, useful, and logical subject that makes use of their ability to apply common sense to problem situations.  Qualifies as a quantitative reasoning course but does not qualify as a prerequisite for any advanced math courses.  A consent form will be required, notifying the parent and the student that enrollment in Analytical Algebra II may affect the student's ability to attend a particular post-secondary educational institution or enroll in a particular course at a particular post-secondary educational institution because Analytical Algebra II may not align with academic requirements established by the post-secondary institution.

Prerequisite:  Geometry

This course is intended for students who will take higher-level mathematics in high school and college. This course reinforces and expands on concepts learned in Algebra I to master fundamentals as well as develop advanced topics.  It provides further development of functions and emphasizes problem solving.  There are many opportunities for students to graph by hand, use a graphing utility, and explore analytic geometry.  Topics include relations; functions; equations and inequalities; algebraic fractions; polynomials; complex fractions; imaginary and complex numbers; logarithmic and exponential functions, counting principles and probability.

Qualifies as a quantitative reasoning course.

Recommended: Geometry with at least a “C” average or with a teacher recommendation.

This course parallels Algebra II at an accelerated pace with opportunity for enrichment and application of concepts learned.  Additional emphasis will be placed on problem-solving. Topics include those listed in Algebra II, presented from a more abstract and theoretical standpoint.  Additional topics include:  matrices; synthetic division; polynomials of high-degree.  Students will not be allowed to switch to Algebra II after one semester without the teacher's recommendation.

Qualifies as a quantitative reasoning course.

Prerequisite: Geometry Honors or teacher recommendation.

Quantitative Reasoning is a mathematics course focused on the study of numeracy, ratio and proportional reasoning, modeling, probabilistic reasoning to assess risk, and statistics. Students build knowledge of and confidence with basic mathematical/analytical concepts and operations required for problem solving, decision making, and economic productivity in real-world applications and prepare for an increasingly information-based society in which the ability to use and critically evaluate information, especially numerical information, is essential. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Prerequisite: Algebra II (It is recommended that students seeking dual credit for Quantitative Reasoning have successfully completed AP Precalculus.)

This course covers a variety of discrete topics and helps students develop problem solving skills in many disciplines such as business, social sciences, economics, and the natural and physical sciences. There will be an emphasis on applications, mathematical reasoning, and modeling. This course is designed for students who will undertake higher-level mathematics in college that may not include calculus.  Topics include:  social choice; recursion; mathematical induction proofs; matrices; game theory; graph theory; counting techniques; probability and statistics; logic; linear programming. Qualifies as a quantitative reasoning course.

Prerequisite: Algebra II (It is recommended that students seeking dual credit for Finite Math have successfully completed AP Precalculus.)

Statistics is a branch of mathematics dealing with the collection, analysis, interpretation, and presentation of numerical data. Students will apply measures of central tendency, standard deviation, correlation, and other statistical techniques to enhance their decision-making skills. Topics include:  counting principles and probability, descriptive statistics, and statistical inference.

Prerequisite: Algebra II with at least a “C” average or teacher recommendation

Pre-Trigonometry is designed to be an introduction to trigonometry and is available to all students who have successfully completed Algebra II. The content of this course continues the study and graphing of functions and their inverses and develops trigonometric relationships. Topics include: functions and inverse functions, directed angles, the six trigonometric functions, radian measure, angular and linear velocity, graphs of sine and cosine, and fundamental identities.

Prerequisite: Algebra II with at least a “C” average or teacher recommendation

This highly demanding course covers topics including modeling real-world data, exploring multiple representations, and mastering symbolic manipulation. The course teaches students to approach precalculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections among these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. Students must take both semesters of this course.

Prerequisite: Algebra II with at least a “B” average or teacher recommendation

This highly demanding course is to introduce and familiarize students with the major concepts of collecting, analyzing, and drawing conclusions from data.  Projects are a significant requirement for this course.  Since the content is in alignment with College Board guidelines, this is a unique course that uses a large amount of reading, writing, problem solving & analytical skills. Students are encouraged to take the advanced placement test for college credit at the conclusion of this class.  Topics include: exploring data, sampling and experimentation, anticipating patterns, and statistical inference.  Graphing calculators, as well as graphing and spreadsheet software, will be used to explore these topics.  Students must take both semesters of this course.

Prerequisite: Algebra II with at least a “B” average or teacher recommendation. Successful completion of AP Precalculus is highly recommended.

This high level mathematics course utilizes graphing technology and is designed for highly motivated math students who will undertake advanced level mathematics in college. The content is in alignment with College Board guidelines. Students are encouraged to take the advanced placement test for college credit at the conclusion of this class. Topics include: limits and continuity, differential calculus, applications of derivatives, integral calculus, and applications of integration. Students must take both semesters of this course.

Prerequisite: AP Precalculus with at least a “B” average or teacher recommendation

AP Calculus BC is roughly equivalent to both first and second semester college calculus courses and extends the content learned in AP Calculus AB to different types of equations and introduces the topic of sequences and series. This course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. The content of AP Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for AP Calculus AB. Students must take both semesters of this course.

Prerequisite: AP Calculus AB with at least a “B” average or teacher recommendation.

These classes provide a variety of experiences and an introduction to individual sports, team sports, and rhythmic and co-ed activities. Units will revolve mainly around skill development, game rules, and strategies. Units will also include at least three different movement forms from the following: (1) health-related fitness, (2) aerobic exercise, (3) team sports, (4) individual and dual sports, (5) outdoor pursuits, and (6) recreational games. These experiences aid in developing an enjoyment for a wide variety of health-related fitness activities that carry over into adult life. These courses are required for graduation. The courses include a general discussion of possible careers.

These two courses are required to meet all diploma requirements.

The courses can be adapted to meet the needs of individuals with disabilities.

These classes provide a variety of experiences and an introduction to individual sports, team sports, and rhythmic and co-ed activities. Units will revolve mainly around skill development, game rules, and strategies. Units will also include at least three different movement forms from the following: (1) health-related fitness, (2) aerobic exercise, (3) team sports, (4) individual and dual sports, (5) outdoor pursuits, and (6) recreational games. These experiences aid in developing an enjoyment for a wide variety of health-related fitness activities that carry over into adult life. These courses are required for graduation. The courses include a general discussion of possible careers.

These two courses are required to meet all diploma requirements.

The courses can be adapted to meet the needs of individuals with disabilities.

This course is for students interested in all aspects of weight training and physical activity with an emphasis on weight training and cardiovascular work. Each student plans and takes part in a program that is set up to meet their individual health-related fitness needs with an eye toward incorporating that program into their adult lives. A minimum of two of the following activities will be included in the course: (1) health-related fitness activities, (2) individual and dual sports, (3) team sports, and (4) outdoor pursuits. The courses include a general discussion of career possibilities. Up to six credits may be earned in this course during high school.

Prerequisite: Physical Education I and II

Advance Weight Training is designed for students with athletic backgrounds and above average ability to perform fitness activities and sport  specific exercises. This class is limited to athletes and coaches’ approval will be required for admission. Athletes wishing to participate must  understand the rigorous nature and increased physical expectations of the course before enrolling. This course is designed to improve each  student’s overall ability in athletics using personalized strength training, cardiovascular conditioning, and speed development. This course is  offered to student athletes in grades 9-12. Up to six credits may be earned in this course during high school.

Prerequisite: Students must be a participant of an HNHS athletic team

Instruction is designed to give students information in the following areas: (1) growth and development, (2) mental and emotional health, (3) community and environmental health, (4) nutrition, (5) family life, (6) consumer health (7) personal health, (8) alcohol, tobacco, and other drugs, (9) intentional and unintentional injury and (10) health promotion and disease prevention. Teachers use a variety of methods to develop health literacy such as class discussion, film reports, debates, lectures, guest speakers, demonstrations, and technology. The course work is designed to help students become aware of the physical, social, mental, and emotional health that is required to develop a wellness that will last a lifetime. This course includes general discussions of careers in the health field.

Advanced Life Science, Animals, is a standards-based, interdisciplinary science course that integrates biology, chemistry, and microbiology in an agricultural context. Students enrolled in this course formulate, design, and carry out animal-based laboratory and field investigations as an essential course component. Students investigate key concepts that enable them to understand animal growth, development, and physiology as it pertains to agricultural science. This course stresses the unifying themes of both biology and chemistry as students work with concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, evolution, ecology, and historical and current issues in animal agriculture. Students completing this course will be able to apply the principles of scientific inquiry to solve problems related to biology and chemistry in highly advanced agricultural applications of animal development. 

Prerequisite: Principles of Agriculture

Recommended: Introduction to Agriculture; Animal Science; Food and Natural Resources; Biology; Chemistry; Integrated Chemistry Physics

Biology I is a course based on the following core topics: cellular structure and function, matter cycles and energy transfer; interdependence; inheritance and variation in traits; evolution. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation, by designing and conducting investigations guided by theory, and by evaluating and communicating the results of those investigations according to accepted procedures.

This course is similar to Biology I, but enrollment is limited to those freshmen* who have a high aptitude and interest in Biology. Topics covered include all those listed in Biology I, plus selected additional material in genetics and developmental anatomy. Emphasis is on critical, logical, analytical and creative thinking skills. Particular attention is paid to mathematical relationships. Extensive laboratory exercises supplement the classroom curriculum. Several long-term inquiry projects must also be completed. This course exceeds the state standards. Students will not be allowed to move to “Biology I” after semester one without teacher permission.

*Under certain circumstances, upperclassmen can be admitted.

AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes — energy and communication, genetics, information transfer, ecology, and interactions.  This course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices.

Recommended Prerequisites: Algebra I, Chemistry I and Biology I. Other Biology II classes are recommended, but not required.

Anatomy & Physiology is a course in which students investigate concepts related to Health Science, with emphasis on interdependence of systems and contributions of each system to the maintenance of a healthy body. It introduces students to the cell, which is the basic structural and functional unit of all organisms, and covers tissues, integumentary, skeletal, muscular, and nervous systems as an integrated unit. Through instruction, including laboratory activities, students apply concepts associated with Human Anatomy & Physiology. Students will understand the structure, organization and function of the various components of the healthy body in order to apply this knowledge in all health related fields. Dissection of a mammal and mammalian organ sets are required in this course.

Prerequisites: Biology I or Chemistry I

Students planning on taking any advanced sciences should take this course as the math, problem-solving and critical-thinking skills learned and practiced here, as well as the general chemistry knowledge, will be necessary for those future courses. Chemistry I students will be given the opportunity to study basic concepts in chemistry. Topics include the structure of matter, atomic theory, chemical reactions, gas laws, acid/base and solution chemistry. This course provides students with a significant amount of time involved in laboratory investigations, which will help students establish a good foundation of knowledge in laboratory safety, as well as an understanding of the historical perspectives of chemistry. Qualifies as a quantitative reasoning course.

Prerequisite: Algebra I. 
Concurrent enrollment in Algebra II is recommended

Honors Chemistry is a quantitative, in-depth course recommended for students planning further study in a science related field at the college level. This course is for students who are planning to take AP Chemistry and AP Biology. Chemistry topics covered are the same as regular Chemistry I, but in much more depth of theory and more strenuous mathematical expectations (i.e. proficiency in solving equations, graphing and interpreting graphs, calculations involving scientific notation, and use of logarithms). Also much more independence will be expected of the students, both in homework, lab procedures and reports. Students will not be allowed to switch to Chemistry I after one semester without teacher recommendation. 

Prerequisites: Has earned an A both semesters in Algebra I; concurrently enrolled in Algebra II.

Qualifies as a quantitative reasoning course.

Dual Credit/AP Chemistry contains instruction that is directed at an advanced level for the motivated student of proven academic ability. The curriculum is directed toward theoretical aspects of chemistry indicative of a college level general chemistry course and build upon Chemistry I topics. Laboratory experiments are performed in each topic area in order to emphasize the practical applications of chemical principles. A thorough knowledge of mathematics and the ability for problem solving is essential. This course follows College Board guidelines for Advanced Placement Chemistry. Students may elect to take the AP test for college credit at the conclusion of this class. Students must take both semesters of this course.

Prerequisites: Algebra II, Chemistry I – Honors Chemistry recommended

Qualifies as a quantitative reasoning course.

This course is designed to provide students with learning opportunities and hands-on laboratory experiences in the earth and space sciences.  Astronomy, meteorology, geology and oceanography units will allow students to gain an understanding of earth and space science processes and their practical application and to become informed about career opportunities available. Topics reviewed will include volcanoes, plate tectonics, earthquakes, glaciers, river systems, groundwater, weathering and erosion, the atmosphere, weather, violent storms, the sea floor and sea life, geologic time, mineralogy, and the rock cycle, as well as the social impact of all these sciences.

Advanced Science: Astronomy is an “Honors Astronomy” course for the analytical student wanting to learn more about the day-to-day life of the astronomer and how outer space is analyzed through physical laws, observations of the universe, and current technology.  Topics will include the stars, the constellations, the Solar System, the history of astronomy, and the origin of the universe, as well as the Newtonian Mechanics “good enough to land us on the moon.”  You will learn how to identify constellations, and stars through labs held in the new planetarium, and you will even have the opportunity to learn how to use it yourself!  More advanced Algebraic and Geometric principles, problem-solving, and good reading skills will help you understand the “what” and “how” of the universe.  

Recommended Prerequisite: Chemistry or Physics. Concurrent Pre-Calculus or higher

Dual Credit/AP Environmental Science is a course that provides students with the content established by the College Board. Students enrolled in AP Environmental Science investigate the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze natural and human-made environmental problems, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them.

Prerequisites: Algebra I, Biology I or Chemistry I and Recommended: Earth and Space Science I and/or Earth and Space Science II/Geology

Qualifies as a quantitative reasoning course.

Forensic Science is the application of science (Chemistry, Physics, and Biology) to the criminal and civil laws that are enforced by police agencies in a criminal justice system.  It includes the investigation of fingerprinting, fiber analysis, ballistics, arson, trace evidence analysis, poisons, drugs, blood spatters, and blood samples.  Students are taught the proper collection, preservation, and laboratory analysis of various samples.  Emphasis will be on the scientific process through project-based units, which develop content mastery.  Students will learn the history, legal aspects, and career options for forensic science.  This course will give you a chance to live as some of your favorite television detectives while mastering the concepts of scientific methodology.  Step behind the yellow tape and bring the culprits to justice. 

Prerequisites: Biology I, Chemistry I, ICP is adequate if a B or higher in both semesters

Integrated Chemistry/Physics introduces the fundamental concepts in chemistry and physics. Students who earned A’s and B’s in Algebra and other math courses and who plan on advancing in other science courses are recommended to take Chemistry I and Physics I. Laboratory work will be emphasized to enhance material taught through lecture and class work. Topics will be divided between basic concepts of Physics (Semester 1) and Chemistry (Semester 2) including, but not limited to, the structure of matter, chemical reactions, forces, motion, and the interaction between energy and matter. This is an excellent choice for the student who does not wish to take two semesters of chemistry or physics or who desires extra practice before taking those classes. It can serve as a good introductory course for exploring further options in related science fields.

Prerequisite: Algebra I

Qualifies as a quantitative reasoning course.

This is a college-preparatory course on Newtonian Mechanics, focusing on the study of mechanics, heat, sound, light, electricity, and nuclear energy. The emphasis is on matter-energy relationships. There is a substantial amount of analytical learning in this class. An aptitude for mathematics is essential. Qualifies as a quantitative reasoning course.

Prerequisites: Geometry and Algebra II
Recommended: AP Precalculus

Dual Credit/AP Physics C is a year-long calculus-based course in Mechanics.  It will cover topics typically presented in a first year college Physics course. Concepts and problem-solving techniques are introduced through a combination of lectures, demonstrations, lab work, question-answer sessions, and teacher-generated worksheets with the text acting as a back-up resource. Students should be capable of performing basic differentiation and integration functions typically covered in a calculus course. This course follows College Board entrance examination guidelines for Advanced Placement Physics. 

Prerequisites: Must be concurrently enrolled in AP Calculus AB OR have taken Physics I, having earned an A or B.

Qualifies as a quantitative reasoning course.

Astronomy is for the student wanting to learn more about outer space and the physical laws that help us understand our place in the universe.  While exploring each new view of space, you will understand why astronomers expect to be astonished.  Topics will include the stars, the constellations, the Solar System, comets and asteroids, astronomical phenomenon, the history of astronomy, and the origin of the universe.  You will learn how to identify constellations, and stars through labs held in the planetarium.  Basic algebraic, geometric principles, problem solving, and good reading skills will help you understand the how and why of the universe.

Recommended: Concurrent Algebra II or higher

Forensic Science is the application of science (chemistry, physics, and biology) to the criminal and civil laws that are enforced by police agencies in a criminal justice system.  It includes the investigation of fingerprinting, fiber analysis, ballistics, arson, trace evidence analysis, poisons, drugs, blood spatters, and blood samples.  Students are taught the proper collection, preservation, and laboratory analysis of various samples.  Emphasis will be on the scientific process through project-based units, which develop content mastery.  Students will learn the history, legal aspects, and career options for forensic science.  This course will give you a chance to live as some of your favorite television detectives while mastering the concepts of scientific methodology.  Step behind the yellow tape and bring the culprits to justice.

Prerequisites: Biology I, Chemistry I, ICP is adequate if a B or higher in both semesters

Marine Biology and Oceanography are deeply interconnected fields, so this class will weave together key components from both. Students will learn about marine life in the ocean, as well as the physical attributes of the ocean itself. 

Recommended: Concurrent Algebra II or higher

This course provides students with an opportunity to study the invertebrate world of arthropods and the vertebrate world of fish, amphibians, reptiles and birds. This course allows for laboratory study involving both groups to compare similarities and differences. Ecological studies of these two groups and the adaptations of animals are also keyed on during this semester. Study areas include development, genetics and population dynamics. A comparative insect collection and dissection of a fish and an amphibian are included in this course.

Recommended: Biology I

Genetics is a one-semester course designed for the student that is interested in the subject of heredity without becoming involved in a comprehensive biology course. The course includes an in-depth study of Mendelian, modern, medical, and applied genetics. Special attention is paid to human inheritance, genetic disorders, genetic engineering, the molecular structure of chromosomes and the effects of heredity on evolution. The ability to think in an abstract and analytical manner is suggested for a student considering this course. Laboratory exercises will aid in illustrating the curriculum and concepts.

Recommended: Biology I

This course is designed to help students analyze the economic reasoning used by consumers, producers, savers, investors, workers, voters, and government agencies when making decisions. Topics of abstract study include: scarcity and economic reasoning, supply and demand, money and banking, economic stabilization, and trade. 

Qualifies as a quantitative reasoning course (subject to change per IDOE).

Geography & History of the World is designed to enable students to use the geographic “way of looking at the world” to deepen their understanding of major global themes that have manifested themselves over time, for example, the origin and spread of world religions; exploration, conquest, and imperialism; urbanization; and innovations and revolutions.  In Geography and History of the World, specific geographic and historical skills and concepts of historical geography are used to explore these global themes primarily but not exclusively for the period beginning in 1000 CE. The skills are grouped into five sets, each representing a fundamental step in a comprehensive investigative/inquiry procedure. They are: forming research questions, acquiring information by investigating a variety of primary and secondary sources, organizing information by creating graphic representations, analyzing information to determine and explain patterns and trends, and presenting and documenting findings orally and/or in writing. The historical geography concepts used to explore the global themes in Geography and History of the World include change over time, origin, diffusion, physical systems, cultural landscapes, and spatial distribution and interaction. By using these skills, concepts and the processes associated with them, students are able to analyze, evaluate, and make predictions about major global developments. Geography and History of the World is designed to nurture perceptive and responsible citizenship, encourage and support the development of critical thinking skills and lifelong learning, and help prepare Indiana students for employment in the 21st Century.

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

Counts as an Elective for all diplomas

This college preparatory course covers a wide range of interesting and important topics and prepares students for AP Psychology. The class covers all six approaches to studying our mental processes and behavior. Emphasis is placed on gradually introducing students to college-level education. Students will consistently be engaged in fun and interesting hands-on activities that bring classroom material to life, such as: creating scientific questionnaires and administering them, examining and analyzing their dreams, taking various personality and intelligence tests, and participating in role-playing activities. Students will also examine various theories on memory, intelligence, and information processing. Emphasis is placed on the cognitive, social, emotional, and moral development of human beings from birth until death. Gender differences and relationships are covered here, as well. This class takes a close look at the formation of our personalities and the impact that anxiety, stress, and conflict have on our daily lives. Mental illness, along with potential treatment options for many psychological disorders, is also a focal point. Students planning to take AP Psychology should strongly consider taking this course and be prepared for a very fun, but also challenging, 18-week experience. 

Ethnic Studies provides opportunities to broaden students’ perspectives concerning lifestyles and cultural patterns of ethnic groups in the United States. This course will either focus on a particular ethnic group or groups, or use a comparative approach to the study of patterns of cultural development, immigration, and assimilation, as well as the contributions of specific ethnic or cultural groups. The course may also include analysis of the political impact of ethnic diversity in the United States.

This is a two-semester course that expands on the material covered in Psychology by further analyzing the systematic and scientific study of the behavior and mental processes of human beings. It will be comparable to an introductory college course by exposing students to college-level research, reading, writing, and testing. Students will have the opportunity to receive college credit in this course if they pass the AP exam at the end of the school year, which they will be prepared for because of their participation in a balanced and rigorous curriculum. Students will be engaged in interesting hands-on activities that make classroom material applicable to their own lives. Students will learn various behavior modification techniques and participate in a personal behavior change process. Students will examine various theories on memory, intelligence, and information processing. Emphasis will be placed on the cognitive, social, emotional, and moral development of human beings from birth until death. Students will also learn about drug classification and abuse. This course will examine the formation of our personalities and the impact that anxiety, stress, and conflict have on our daily lives. Social psychology and group processes will be used to analyze human socialization and topics like aggression, helping, conformity, obedience, and deviant behavior. Mental illness, along with potential treatment options for psychological disorders listed in the DSM- TR, will be a focal point of research and study. This will be a very rigorous, but extremely rewarding, college-level experience for those who enroll.

Prerequisite: Successful completion of Psychology OR successful completion of another AP course prior to enrolling in AP Psychology

Sociology studies the nature of culture, cultural differences, and cultural universals. Students will examine the ways that different groups, major social institutions, and structures within society affect individuals. The class will address the origins of the field of sociology, its developments, and the impact of technology on its development. Students will conduct scientific inquiry using a variety of research methods and will evaluate the implications of social problems for society. Discussion is highly emphasized. 

This course provides a framework for understanding the purpose, principles, and practices of democracy in the United States. Students will understand the nature of citizenship, politics, and government as it relates to the individual and society as a whole. As a result, students will be able to explain the roles of citizens for active participation in government. Students will analyze how the Constitution provides the guidelines for all actions of our federal government and how it protects the rights of citizens. Political issues will be examined at the federal, state, and local levels.

This college-level course provides an analytical perspective on government and politics in the United States. The course involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. Class projects, group and individual presentations, class discussions, debate, document-based questions, and other writing activities are among the assessment tools that will be utilized to gauge student progress. This course places a high degree of emphasis on the student’s self-motivation, study skills, and ability to self-direct his or her own learning experience. This course will prepare interested students to take the College Board’s advanced placement exam with the possibility of earning college credit. 

This course is designed to provide students with an understanding of key events, people, and groups that greatly impacted and influenced our nation’s past, with a focus on the late 19th, 20th, and early 21st centuries. Students will develop and utilize several skills including historical thinking and questioning that calls for the use of chronological thinking, comprehension, analysis, interpretation, and research methods. Special attention is also delegated to surveying the diversity in America, both in terms of population and opinion. All material is presented in a way that students may apply their understanding toward solving societal problems and becoming active citizens in the future.

Advanced Placement United States History is a two-semester course covering the development of the United States from early exploration and colonization to the present. Compared to a regular United States History course, the Advanced Placement course will be more demanding. Reading and homework assignments have the potential to be extensive. Students will be expected to perform at the college level with success particularly in the areas of writing, reading for analysis, synthesis of ideas, and test taking. The course will study the historical, political, economic, and social factors that served as developmental building blocks for the United States. Success in this course will rely heavily on the ability to think critically, which will be assessed through class projects, group and individual presentations, class discussions, debates, document-based question essays, and other writing activities. In addition, this course places a high degree of emphasis on the student’s self-motivation, study skills, and the ability to self-direct his/her own learning. Success in writing in English classes should influence enrollment in this course.
This course will prepare interested students to take the College Board’s advanced placement exam with the possibility of earning introductory level college credit.

Recommended: Any sophomore taking this course should have successfully completed English 9 Honors during their freshman year. It is also recommended that any sophomore or junior taking this course carry a GPA of 8.25 or higher.

This two-semester course is more than a series of dramatic events; it is the story of the human community, how people lived on a daily basis, how they shared ideas, how they ruled and were ruled, and how they fought. Western Civilization includes big subjects like economics, politics, and social change, but it also is the story of dreams fulfilled or unfulfilled, personal creativity, and philosophical and religious inspiration. Students are expected to practice skills and processes of historical thinking, comprehension, analysis and interpretation, research, issue-analysis, and decision making. They are expected to compare and contrast events and developments in Western Civilization. Finally, students are expected to apply content knowledge to the practice of thinking and inquiry skills and processes. 

Learning Strategies is a multidisciplinary course for students on diploma track which provides students continuing opportunities to develop basic skills and self-advocacy including (1) reading, (2) writing, (3) listening, (4) speaking, (5) mathematical computation, (6) note-taking, (7) study and organizational skills, (8) problem-solving and (9) test taking strategies that are essential for high school course work achievement (10) life skills. Determination of the skills to be emphasized in this course is based on Indiana’s standards, individual school corporation general curriculum plans, and student Individualized Education Programs (IEP) or other individualized plans. Skills selected for developmental work provide students with the ability to continue to learn in a range of different life situations. Up to four (4) credits may be earned.

Recommended Prerequisite: Recommendation from teacher of record to enroll in class or a case conference decision.

Resource study hall is only open to students with an Individual Education Plan (IEP).  The purpose of the resource study hall is to provide students with an opportunity to get extra assistance on academic assignments, work on organizational and study skills, or work toward additional individual goals.

Recommended Prerequisite: Recommendation from teacher of record to enroll in class or a case conference decision.

Applied Preparing for College and Careers addresses the knowledge, skills, and behaviors all students need to be prepared for success in college, career, and life. The focus of the course is the impact of today’s choices on tomorrow’s possibilities. Topics to be addressed include twenty-first century life and career skills; higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; and managing personal resources.

Applied Interpersonal Relationships is an introductory course that is relevant for students interested in careers that involve interacting with people and for everyday life relationships. This course addresses knowledge and skills needed for positive and productive relationships in career, community, and family settings. Major course topics include communication skills; leadership, self-determination, teamwork, and collaboration; conflict prevention, resolution, and management; building and maintaining relationships; and individual needs and characteristics and their impacts on relationships. A project- or community-based approach is recommended in order to apply these topics of interpersonal relationships. This course provides a foundation for all careers and everyday life relationships that involve interacting with people both inside and outside of a business/organization, including team members, clients, patients, customers, the general public, family and friends.

This course provides students with additional time to build the foundations necessary for high school math courses and work on specific, individualized math skills, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas align with the critical areas of Math: Number Sense; Computation; Data Analysis; Geometry and Measurement; and Algebraic Thinking. 

* 2 units per year maximum

A solid understanding of application of money management skills, navigating industry specific technology and apps, establishing and managing budgets, and maintaining inventory for products and other necessary skills that provides the foundation for students interested in careers in business related fields and everyday life. The content includes basic mathematical operations related to accounting, banking and finance, marketing, management, and retail. Instructional strategies should include simulations, guest speakers, tours, Internet research, and business experiences.

Applied English 9/10 is an integrated English course based on the Indiana Content Connectors for English/Language Arts in Grades 9-10, is a study of language, literature, composition, and communication, focusing on literature and nonfiction within an appropriate level of complexity for each individual student. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to a variety of texts. Students form responses to literature, expository (informative), narrative, and argumentative/persuasive compositions, and research tasks when appropriate. Students deliver ability-appropriate presentations with attention to audience and purpose and access, analyze, and evaluate online information.

Applied English 11/12, an integrated English course based on the Indiana Content Connectors English/Language Arts in Grades 9-10 and applicable employability skills. This course is a study of language, literature, composition, and communication focusing on literature with an appropriate level of complexity for each individual student. Students analyze, compare, and evaluate a variety of classic and contemporary literature and nonfiction texts, including those of historical or cultural significance. Students write narratives, responses to literature, academic responses (e.g. analytical, persuasive, expository, summary), and research tasks when appropriate. Students analyze and create visual information in the form of pictures, graphs, charts, and tables. Students write and deliver grade-appropriate multimedia presentations and access online information.

Through a variety of instructional strategies, students practice the development of functional health information (essential concepts); determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. This course includes the application of priority areas in a planned, sequential, comprehensive health education curriculum. Priority areas include promoting personal health and wellness, physical activity, and healthy eating; promoting safety and preventing unintentional injury and violence; promoting mental and emotional health, a tobacco- free lifestyle and an alcohol- and other drug-free lifestyle; and promoting human development and family health. This course provides students with the knowledge and skills of health and wellness core concepts, analyzing influences, accessing information, interpersonal communication, decision-making and goal-setting skills, health-enhancing behaviors, and health and wellness advocacy skills.

Applied Advanced Health Education, an elective course that is aligned to Indiana’s Academic Standards for Health & Wellness, provides knowledge and skills to help students adopt and maintain healthy behaviors. Through a variety of instructional strategies, students practice applying health information (essential concepts); determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors.

Applied Physical Education I uses a structured physical education program to help students build skills, knowledge, and confidence for lifelong physical activity and fitness. Students actively participate in a variety of activities, which may include team sports, individual and dual sports, outdoor activities, self-defense, aquatics, gymnastics, and dance.

Applied Geography and History of the World is designed to enable students to use geographical tools, skills and historical concepts to deepen their understanding of major global themes including the origin and spread of world religions; exploration; conquest, and imperialism; urbanization; and innovations and revolutions. 

Applied United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States. Responsible and effective participation of citizens is stressed.

Applied Earth and Space Science incorporates high school Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students gain a three-dimensional understanding of Earth and Space Science topics.

Applied Biology I incorporates high school Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students gain a three dimensional understanding of Biology topics. Disciplinary Core Ideas for this course include From Molecules to Organisms, Ecosystems, Heredity and Biological Evolutio

Applied Career Information and Exploration provides students with opportunities to learn about themselves including interests, strengths and needed supports while exploring various traditional and nontraditional occupations and careers. Students develop skills in: (1) employability, (2) understanding the economic process, and (3) career decision making and planning.

Applied Basic Skills Development is a multidisciplinary course that provides students continuing opportunities to develop basic skills including: (1) reading, (2) writing, (3) listening, (4) speaking, (5) mathematical computation, (6) note taking, (7) study and organizational skills, and (8) problem-solving skills, (9) employability skills, which are essential for high school achievement and post-secondary outcomes.

Applied Cooperative Education is an approach to employment training that spans all CTE program areas through school-based instruction and on the job training. Time allocations are a minimum of fifteen hours per week of on-the-job training and approximately five hours per week of school-based instruction, focused on employability skills development.

Introduction to Engineering Design is a fundamental pre-engineering course where students become familiar with the engineering design process. Students work both individually and in teams to design solutions to a variety of problems using industry standard sketches and current 3D design and modeling software to represent and communicate solutions. Students apply their knowledge through hands-on projects and document their work with the use of an engineering notebook. Students begin with completing structured activities and move to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills. Ethical issues related to professional practice and product development are also presented. 

Recommended Prerequisite: Completion of Algebra I

Principles of Engineering is a course that focuses on the process of applying engineering, technological, scientific and mathematical principles in the design, production, and operation of products, structures, and systems. This is a hands-on course designed to provide students interested in engineering careers to explore experiences related to specialized fields such as civil, mechanical, and materials engineering. Students will engage in research, development, planning, design, production, and project management to simulate a career in engineering. The topics of ethics and the impacts of engineering decisions are also addressed. Classroom activities are organized to allow students to work in teams and use modern technological processes, computers, CAD software, and production systems in developing and presenting solutions to engineering problems. Schools may use the PLTW curriculum to meet the standards for this course.

Recommended Prerequisite: Completion of Algebra I or teacher recommendation
Prerequisite:  Introduction to Engineering Design

Qualifies as a quantitative reasoning course.

Ivy Tech DESN 105

Civil Engineering and Architecture introduces students to the fundamental design and development aspects of civil engineering and architectural planning activities. Application and design principles will be used in conjunction with mathematical and scientific knowledge. Computer software programs should allow students opportunities to design, simulate, and evaluate the construction of buildings and communities. During the planning and design phases, instructional emphasis should be placed on related transportation, water resources, and environmental issues. Activities should include the preparation of cost estimates as well as a review of regulatory procedures that would affect the project design. 

Recommended Prerequisite: It is highly recommended that students have taken Principles of Engineering. Students that have taken CAD classes and/or Architecture classes may take this class with teacher permission.

Qualifies as a quantitative reasoning course.

Computer Integrated Manufacturing is a course that applies principles of rapid prototyping, robotics, and automation. This course builds upon the computer solid modeling skills developed in Introduction of Engineering Design. Students will use computer controlled rapid prototyping and CNC equipment to solve problems by constructing actual models of their three-dimensional designs. Students will also be introduced to the fundamentals of robotics and how this equipment is used in an automated manufacturing environment. Students will evaluate their design solutions using various techniques of analysis and make appropriate modifications before producing their prototypes.

Engineering Design and Development is an engineering research course in which students work in teams to research, design, test, and construct a solution to an open-ended engineering problem. The product development life cycle and a design process are used to guide the team to reach a solution to the problem. The team and/or individual(s) communicates their solution to a panel of stakeholders at the conclusion of the course. As the capstone course in the Engineering Pathway, EDD engages students in critical thinking, problem-solving, management, and teamwork skills. 
Prerequisite: Intro to Engineering Design, Principles of Engineering and one pre-engineering specialty course

Computer Integrated Manufacturing is a course that applies principles of rapid prototyping, robotics, and automation. This course builds upon the computer solid modeling skills developed in Introduction of Engineering Design. Students will use computer controlled rapid prototyping and CNC equipment to solve problems by constructing actual models of their three-dimensional designs. Students will also be introduced to the fundamentals of robotics and how this equipment is used in an automated manufacturing environment. Students will evaluate their design solutions using various techniques of analysis and make appropriate modifications before producing their prototypes.

Topics in Computer Science allows students to explore emerging areas of computer science using skills developed in Principles of Computing. Students will investigate topics such as data science, artificial intelligence, app and game development, and cybersecurity. Using programming and problem-solving skills, students will design and develop solutions to real-world and authentic problems, gaining deeper understanding of how computer science is applied across multiple fields.

Computer Science introduces the fundamental concepts of procedural programming. Topics include data types, control structures, functions, arrays, files, and the mechanics of running, testing, and debugging. The course also offers an introduction to the historical and social context of computing and an overview of computer science as a discipline.

Computer Science Capstone is an advanced course focused on procedural and object-oriented programming. Students design and manage programs using structured, modular techniques and modern programming languages such as Java, Python, and C#. The course covers key concepts including classes and objects, inheritance, polymorphism, exception handling, recursion, file input/output, and data structures. Students strengthen core programming skills while applying problem-solving and software design practices to create industry-standard programs using current development tools. This course prepares students for postsecondary computer science study and technology-related careers.

Introduction to Construction is a course that will offer hands-on activities and real-world experiences related to the skills essential in residential, commercial, and civil building construction. During the course students will be introduced to the history and traditions of construction trades. The student will also learn and apply knowledge of the care and safe use of hand and power tools and equipment, and safety. Students will demonstrate building construction techniques, including concrete and masonry, framing, electrical & dry walling, as developed locally in accordance with available space and technologies. Students learn how architectural ideas are converted into projects, are managed during construction project in this course. Students study construction technology topics such as preparing a site, doing earthwork, setting structure, and completing the site. Students also investigate topics related to the purchasing and maintenance of structures, special purpose facilities, green construction, and construction careers.  Students can develop the characteristics employers seek as well as skills that will help them in future endeavors.

Introduction to Advanced Manufacturing and Logistics focuses on manufacturing systems with an introduction to advanced manufacturing and logistics and their relationship to society, individuals, and the environment. Students apply the skills and knowledge of using modern manufacturing processes to obtain resources and change them into industrial materials, industrial products and consumer products. Students investigate the properties of engineered materials. Students study six major types of material processes: casting and molding; forming; separating; conditioning; finishing; and assembling. After gaining a working knowledge of these materials, students are introduced to advanced manufacturing, logistics, and business principles that are utilized in today’s advanced manufacturing industry. Students gain a basic understanding of tooling, electrical skills, operation skills, inventory principles, and chart and graph reading. There is also an emphasis placed on the flow process principles, material movement, safety, and related business operations. Students can develop the characteristics employers seek as well as skills that will help them in future endeavors.