CPHS Course Catalog

Introduction to 2D Art will prepare the student for success in CPHS advanced Art classes. This course is also a beginning visual art course for the student who is seeking a well-rounded introduction to visual arts with an academic approach. This course provides the students with opportunities to: explore art history; understand and apply the Elements of Art and Principles of Design; create meaningful artworks that investigate multiple methods, materials and techniques; compose thoughtful written critiques; and use visual thinking skills to discuss the aesthetic nature of art. Emphasis will be placed on students developing visual awareness and craftsmanship as it relates to their artwork. This course will provide an overview of digital portfolio development of prior learning and on-going learning in the visual arts.

This is an introductory art class concentrating on 3D artworks dealing with height, width and depth. Students will exclusively produce works of art using a variety of three-dimensional medium with a concentration on relief sculptures and sculptures in the round. This course provides students with opportunities involving the additive and subtractive methods of 3D production. Students will experiment with numerous methods, techniques and materials such as: printmaking, balsa foam, plaster, wire, clay, glass etching, mixed medium, recycled materials, tie-dye, etc. This course will provide an overview of digital portfolio development of prior learning and on-going learning in the visual arts.

AP Art History is a course based on the content established and copyrighted by the College Board. The course is not intended to be used as a dual credit course. The AP Art History course is equivalent to a two-semester introductory college course that explores topics such as the nature of art, art making, and responses to art. By investigating a specific image set of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the course fosters indepth, holistic understanding of the history of art from a global perspective. Students become active participants in the global art world, engaging with its forms and content, as they experience, research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art.

AP 2D Art and Design is an introductory college level course. Students will investigate materials, processes, and ideas to make works of art and design by practicing, experimenting, and revising to communicate ideas about art and design in a portfolio of work. The portfolio will have two sections: Sustained Investigation and Selected works. Sustained Investigation consists of 15 quality submissions that have a common theme. Students submit portfolios for evaluation at the end of the school year. Students may choose to submit: Drawing, 2- Dimensional Design, or 3-Dimensional design portfolios.

Students in ceramics engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create works of art in clay utilizing the processes of hand building, as well as proper glazing application for functional and non-functional pottery. Various methods and techniques will be covered including: pinch method, coil method, slab construction, and drape molds. Design and craftsmanship will be emphasized. Students will create a digital portfolio of their artworks.

Ceramics II is an advanced course concentrating on the medium of clay. Students in ceramics engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio 15 quality submissions. Students create works of art in clay utilizing the processes of molds, wheel throwing, slip and glaze techniques, and the firing processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers

Students in sculpture engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production. Using materials such as plaster, clay, metal, paper, wax, and plastic, students create portfolio quality works. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. They create realistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.

Students learn to create expressions through observation and skillful use of media techniques in this introductory course to painting. They also study historical, cultural, and critical aspects of art. Works emphasize personal expression, improvement of techniques and understanding of the appropriate use of painting concepts. The course teaches students how to critically analyze and interpret artworks, equipping them to theorize and make informed judgments about art's nature and purpose. All works are presented in a digital portfolio.

Students continue to create expressions through observation and skillful use of media techniques in this advanced course to painting. They also study historical, cultural, and critical aspects of art. Works emphasize personal expression, mastery of techniques and understanding of the appropriate use of painting concepts. The course teaches students how to critically analyze and interpret artworks, equipping them to theorize and make informed judgments about art's nature and purpose. Beyond artistic skills, the curriculum fosters creative potential, critical thinking, and historical awareness, preparing students for success in both artistic and academic fields. All works are presented in a digital portfolio.

This advanced class will allow the student to develop basic drawing skills learned in 2-D Art while experiencing a wide variety of media which include graphite pencils, pen & ink, oil pastels and colored pencils. Advanced problems in landscape, still life, portraits and figure drawing will be presented. Students create drawings utilizing processes such as sketching, rendering, contour, gesture and perspective and use a variety of media. Students will create a digital portfolio of their artworks.

This is an advanced class that will allow the student to further develop drawing skills learned in 2-D Art and Drawing I. This class will continue to use a wide variety of media which include graphite pencils, pen & ink, pastels, oil pastels, colored pencils and mixed media. Advanced problems in landscape, still life and portraits will also be explored. Students create drawings utilizing processes such as sketching, rendering, contour, gesture and perspective and use a variety of media. Students will create a digital portfolio of their artworks. The artwork created in this class is suitable for inclusion in a portfolio for admittance to an art school or university art program.

Computers and the internet have revolutionized the way we access and disseminate information. As technology continues to change at an ever-increasing pace, the need for students to gain a foundational understanding of computer science is clear. Computing Foundations for a Digital Age 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 skills that are invaluable for life in a global and technologically advancing society.

This course is offered to 12th grade students interested in specific careers that require additional degrees or certification following high school. The emphasis of this experience is on applying skills developed through instruction and learning new competencies at the internship site. The internship is tailored to the unique needs and interests of the student. Interns in this program may leave CPHS during the school day to go to the internship site. CPHS staff will work with students on an individual basis to set-up their course schedule. Interested students should register for Internship when building their 12th grade course schedules. Students will then complete the application packet required for admission into the program. Once students are accepted to the program, they will work with coordinator(s) to secure their internship. Students must complete Preparing for College and Careers prior to the start of their senior year.

Preparing for College and Careers addresses essential knowledge, skills, and behaviors all students need to live successfully in today's world. The focus of the course is creating a career plan to help students focus on his/her future. Topics to be addressed include communication, leadership, and management processes; exploration of personal aptitudes, interests, principles, and goals; life and career exploration and planning; examining multiple life roles and responsibilities as individuals; planning and building employability skills; transferring school skills to life and work; decision making and organizational skills. Students will engage in career procurement processes and do a few classroom presentations. This is a foundational course designed to teach knowledge and life skills that are essential for ALL high school students regardless of their career cluster or pathway.

CPHS recommends Personal Finance to all students regardless of their college and career goals. Personal Finance teaches students the principles of managing and growing their money. Students learn how to plan and set financial goals, develop budgets, save and invest, manage a checking account, use credit wisely, select credit cards, avoid financial pitfalls, protection against identity theft, choose financial institutions, understand paychecks and taxes, and purchase insurance.

*Counts as a Quantitative Reasoning course

**Starting with the Class of 2027, Personal Finance will be a graduation requirement for all grades. This requirement can be fulfilled by taking this 1-semester course, or by taking the Finance & Investment Pathway of courses.

Information Tech Support (Repair) allows students to explore how computers work. Students learn the functionality of hardware and software components as well as suggested best practices in maintenance and safety issues. Through hands-on activities, students will learn how to assemble and configure computers, install operating systems and software, and troubleshoot hardware and software problems. Information

Tech Support II: Grades 11, 12 Through troubleshooting hardware, software, and networks, students solve problems through a variety of real-world IT problems. Throughout the course, students communicate with other team members and document progress to fix a variety of devices.

DC Entrepreneurship and New Ventures Capstone is recommended for students intending to pursue a Business degree and/or who may have aspirations of starting their own business someday. Entrepreneurship and New Ventures introduces entrepreneurship and development skills and tools critical for starting and succeeding in a new venture. Students enrolled in this course will learn first-hand how to develop a business plan necessary to learn the critical factors of value proposition, competitive advantage, venture concept, feasibility analysis, and “go to” market strategies. Additional topics of government and legal restrictions, intellectual property, franchising location, basic business accounting, raising start-up funding, sales and revenue forecasting are explored.

Principles of Entrepreneurship focuses on students learning about their own strengths, character and skills and how their unique abilities can apply to entrepreneurship, as well as how an entrepreneurial mindset can serve them regardless of their career path. Students will learn about the local, regional and state resources and will begin to understand and apply the entrepreneurial process. The course helps students to identify and evaluate business ideas while learning the steps and competencies required to launch a successful new venture. The course helps students apply what they have learned from the content when they write a Personal Vision Statement, a Business Concept Statement, and an Elevator Pitch.

Students opting for the dual credit option must apply to Ivy Tech. Students wishing to earn the dual credit in this course must apply to Ivy Tech. Grades 9 & 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (ENTR 100, ENTR 200).

Finance and Investments addresses the need of schools in areas that have workforce demand in the finance industry. It analyzes and synthesizes high-level skills needed for a multitude of careers in the banking and investment industry. Students learn banking, investments, and other finance fundamentals and applications related to financial institutions, business and personal financial services, investment and securities, risk management products, and corporate finance. *Counts as a Quantitative Reasoning course.

Advanced Accounting DC provides a broad overview of financial accounting. Advanced Accounting DC is designed to help students (1) understand the two primary functions of financial accounting, (2) understand the business activities that financial accounting measures, (3) determine how financial accounting information is communicated through financial statements, and (4) describe the role that financial accounting plays in the decision-making process. This course is recommended for students intending to pursue a 2-year or 4-year Business degree as they will be required to take this course as part of their major in business. Student grades will be reflected on both the CPHS transcript and Purdue University Northwest transcript (ACC 20000).

This is a Core Transfer Library course (CTL) that guarantees transfer between all public colleges and universities in Indiana. 

*Counts as a Quantitative Reasoning course.

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

Personal Finance and Banking DC emphasizes management of individual financial resources for growth and maintenance of personal wealth. This course covers home buying and mortgage financing, installment financing, life and health insurance, securities, commodities and other investment opportunities. Students will gain an overview of the banking industry and the financial services provided by banks for individuals and businesses.

Students opting for the dual credit option must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (BUSN 108).

Digital Marketing provides an introduction to the world of e-commerce and digital marketing media. The course covers how to integrate digital media and e-commerce into organizational and marketing strategy. Students will explore e-commerce applications and the most popular digital marketing tactics and tools. Emphasizes familiarity with executing digital media, understanding the marketing objectives that digital media can help organizations achieve, and establishing and enhancing an organization’s digital marketing presence. Students will also manage the digital marketing for a simulated company.

Students wishing to earn the dual credit in this course must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (MKTG 252, MKTG 257).

Marketing Fundamentals DC is a course that introduces the importance of marketing in today’s global economy. In Marketing Fundamentals DC, we will focus on studying the functions of marketing, market segmentation, marketing planning, advertising, promotion, pricing, branding, selling, distribution, financing, marketing efficacy, product/service management, and marketing planning. Students will also learn how to manage the social media of a company through an interactive simulation where they will take on the persona of the social media marketing manager and create and manage the social media for the organization through ten rounds of posts. Students will take a social media certification exam at the conclusion of the course through Stukent. This course is project based.

Students wishing to earn the dual credit in this course must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (MKTG 101, MKTG 102).

Management Fundamentals DC describes the functions of managers, including the management of activities and personnel. Describes the judicial system and the nature and sources of law affecting business. Studies contracts, sales contracts with emphasis on Uniform Commercial Code Applications, remedies for breach of contract and tort liabilities. Examines legal aspects of property ownership, structures of business ownership, and agency relationships.

Students opting for the dual credit option must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (BUSN 105, BUSN 201).

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 curriculum is a full-year, rigorous curriculum that introduces students to software engineering and object-oriented programming and design using the Java programming language. This curriculum covers a broad range of topics, including the design of solution to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. All student materials and activities are provided online at code.org/csa. After completing this course, students will be prepared to take the AP Computer Science A AP exam. *Counts as a Quantitative Reasoning course.

Topics in Comp Sci introduces the structured techniques necessary for efficient solution of business related computer programming logic problems and coding solutions into a high-level language. Students will learn the language of C++ while gaining knowledge in computer science concepts. The study of variables, selection structures, iteration structures, functions, arrays, data files and classes will be covered in this year-long course. *Counts as a Quantitative Reasoning course

Principles of Computing (AP CSP) is a full-year, engaging, entry-level course that introduces high school students to the foundations of modern computing and prepares them to complete the 9 hour AP Performance Task. The course covers a broad range of topics such as programming to design an app, the Internet, digital privacy and security, the societal impacts of computing, and many more. Computer Science Principles introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology impact the world. This course explores many of the fundamental ideas of computing so all students can understand how these concepts are transforming the world we live in. After completing this course, students will be prepared to take the AP computer Science Principles AP Exam if they choose.

*Counts as a Quantitative Reasoning course for 2027 and 2028 diplomas

Engineering Design and Development DC 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 individuals communicate 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, time management, and teamwork skills.

Students opting for the dual credit option must apply to Ivy Tech. Knowledge Assessment is not required. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (DESN 195).

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 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. CIM students will learn about how all of the products they use every day are manufactured—from the product design to the manufacturing processes that involve robotics and automation. Students will learn to use CAD and computeraided manufacturing (CAM) as tools to design and create products. Finally, as part of a team, students will design, build, and program their own manufacturing system model.

*Counts as a Quantitative Reasoning course for all diplomas

Civil Engineering and Architecture DC 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. Principles of Engineering is required for this course in order to earn the dual credit.

Students opting for the dual credit option must apply to Ivy Tech. Knowledge Assessment is not required. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (DESN 105).

*Counts as a Quantitative Reasoning course for all diplomas.

Principles of Engineering DC 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 mechanical and electrical engineering, along with robotics and automation. 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.

Students opting for the dual credit option must apply to Ivy Tech. Knowledge Assessment is not required. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (DESN 104).

Introduction to Engineering Design DC is a course that develops student problem solving skills using the design process. Students document their progress of solutions as they move through the design process. Students develop solutions using elements of design and manufacturability concepts. Students develop hand sketches using 2D and 3D drawing techniques by using Computer Aided Design (CAD).

Students opting for the dual credit option must apply to Ivy Tech. Knowledge Assessment is not required.

Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (DESN 101, DESN 113).

Precision Machining Capstone is an in-depth study of skills learned in Precision Machining I, with a stronger focus on CNC setup/operation/programming. Students will be introduced to two axis CNC lathe programming and three axis CNC milling machine programming. Develops the theory of programming in the classroom with applications of the program accomplished on industry-type machines. Studies terminology of coordinates, cutter paths, angle cutting, and linear and circular interpolation. Classroom activities will concentrate on precision set-up and inspection work, as well as machine shop calculations. Students will develop skills in advanced machining and measuring parts involving tighter tolerances and more complex geometry. A continued focus on safety will also be presented.

*Counts as a Quantitative Reasoning course for all diplomas

This course is recommended for students who have successfully completed PMTI and are intending to pursue a machining degree, mechanical engineering degree, or enter the workforce under the educational principles and guidance of an apprenticeship program. This course is offered for students looking to pursue a career in the machining or mechanical engineering field. In this course we will review the many basic principles in machine manufacturing that were learned in PMT I and begin exploring new more complex scenarios and processes. Students will get to experience operating various pieces of machinery, using basic hand tools, using precision measurement tools, and maintaining machinery. We will embrace a strong focus on shop mathematics (including right angle trigonometry), blueprint reading, and related machine information and concepts. Students will engage in machine processes on assigned projects that will hone their previous skills, introduce them to new more challenging processes, and foster more in depth problem solving capabilities and analytical thinking. This course takes up 2 periods in a student’s schedule.

Students opting for the dual credit option must apply to Vincennes. Student grades will be reflected on both the CPHS transcript and college transcript (Credits will be determined by instructor - instructor can issue up to 12 credits)

*Counts as a Quantitative Reasoning course for all diplomas

Principles of Precision Machining DC will instruct students in shop safety, industrial terminology, tools and machine tooling, measurement, and layout. Includes laboratory exercises to begin project completion of turning, milling, and grinding applications. This course incorporates certification assessment for the National Institute of Metalworking Skills Measurement, Materials and Safety, Job Planning, Bench work, and Layout Certification. Students will apply mathematics in solving engineering and design related problems in the areas of die design, fabrication, assembly, special machinery, die casting and molds. Emphasizes geometric dimensioning and applying tolerances.

Students opting for the dual credit option must apply to Vincennes.

Student grades will be reflected on both the CPHS transcript and Vincennes transcript (PMTD 110, PMTD 110L, PMTD 105). Per our dual credit partner, 9th graders are NOT able to earn the dual credit for this course.

The Construction Trades Capstone course covers the basics of electricity and working with concrete. Electrical topics include National Electric Code, electrical safety, electrical circuits, basic electrical construction drawings and residential electrical services. Students may also gain an understanding of concrete properties, foundations, slab-on-grades, and vertical/horizontal framework. The course prepares students for the NCCER Carpentry Forms Level 3 and Electrical Level 1 certificates.

Students opting for the dual credit option must apply to Ivy Tech. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and college transcript (BCTI 130, BCTI201).

*Counts as a Quantitative Reasoning course for all diplomas

Builds on the formation, installation, maintenance, and repair skills learned in Construction Trades I. Information on materials, occupations, and professional organizations within the industry will be covered. Students will develop basic knowledge, skills, and awareness of interior trim and the installation of drywall, moldings, interior doors, kitchen cabinets, and baseboard moldings. Students will also develop exterior finishing competencies. The course includes instruction on the installation of cornices, windows, doors and various types of sidings currently used in industry. Studies will also focus on the design and construction of roof systems and the use of framing squares for traditional rafter and truss roofing.

Students opting for the dual credit option must apply to Ivy Tech. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and college transcript (BCTI 103, BCTI 104)

For those students interested in learning about the materials and processes used in the construction industry and possibly entering a career in the construction trades, construction management, or architecture, the construction trades course will provide a good foundation from which to start. Students will study about and work with concrete as used in slabs, footings and foundations. Floor, wall, and roof framing using wood, steel, and engineered materials will be practiced. Time will also be spent in learning the basics in the areas of roofing, drywall, electrical and mechanical systems, and plumbing. This course provides students with an understanding of how their home is constructed and skills with which to maintain it.

Students opting for the dual credit option must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and college transcript (BCTI 101, BCTI 102).

Principles of Construction Trades DC prepares students with the basic skills needed to continue in a construction trade field. Topics will include an introduction to the types and uses for common hand and power tools, learn the types and basic terminology associated with construction drawings, and basic safety. Additionally students will study the roles of individuals and companies within the construction industry and reinforce mathematical and communication skills necessary to be successful in the construction field. Modules cover topics such as basic safety, communication skills, and introduction to construction drawings; all basic skills needed to continue education in the construction program.

Students opting for the dual credit option must apply to Ivy Tech. Grades 9 & 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and college transcript (BCTI 100).

Students are responsible for creating the Excalibur Yearbook and maintaining the Crown Town Media Website. This course further enhances students’ understanding of design theory and computer graphics in visual communications and storytelling. Continued applications in digital content creation and photography provide experiences in applying design theory, creative problem solving, critical peer evaluation, and presentation skills. This course includes computer terminology and use, mastering intermediate skills, and developing efficient working styles. Students will also develop an advanced portfolio for scholarship and job interviews. These skills are demonstrated through award-winning work with page and web design software used in the professional visual communications industry.

Students are responsible for creating the Excalibur Yearbook and maintaining the Crown Town Media Website. This course further enhances students’ understanding of design theory and computer graphics in visual communications and storytelling. Continued applications in digital content creation and photography provide experiences in applying design theory, creative problem solving, critical peer evaluation, and presentation skills. This course includes computer terminology and use, mastering intermediate skills, and developing efficient working styles. Students will also develop an advanced portfolio for scholarship and job interviews. These skills are demonstrated through award-winning work with page and web design software used in the professional visual communications industry.

Students are responsible for creating the Excalibur Yearbook and maintaining the Crown Town Media Website. This course introduces students to fundamental design theory and fundamental computer graphics in visual communications and storytelling. Investigations into digital content creation and photography will provide experiences in applying design theory, creative problem solving, critical peer evaluation, and presentation skills. This course will include basic computer terminology and use, mastering fundamental skills, and developing efficient working styles. These skills are further developed through work with page and web design software used in the professional visual communications industry.

This course will further enhance the students' learning experiences in pre-press, offset press and finishing operations. Emphasis will be placed on advanced elements of design and layout leading to computerized electronic image generation, multi-color plate preparation, and multi-color offset press operations, and advanced finishing techniques. Advanced Photoshop and Illustrator projects as well as multi-color textile screen printing, complex and rotary laser engravings, sublimation, contour cutting vinyl, wide format printing, UV printing, and embroidery, are additional areas of study in this course. Students may be responsible to produce, from concept through completion, products for the school corporation. A student’s success in this course will strongly hinge on good attendance and the ability to work independently without distraction. This course takes up 2 periods in a student’s schedule.

Students opting for the dual credit option must apply to Ivy Tech. Students wishing to earn the dual credit in this course must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (VISC 102, VISC 115).

This course introduces students to fundamental design theory and fundamental computer graphics in visual communications. 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. This course will include basic computer terminology and use, mastering fundamental skills, and developing efficient working styles. These skills are further developed through work with vector-based, raster-based, and page layout software used in the professional visual communications industry.

This course further explores important skills and competencies within the Automotive Service Technology Pathway. Topics such as Steering & Suspension, Engine Repair, Climate Control, and Driveline Service. This course takes up to 2 periods in a student’s schedule.

Students opting for the dual credit option must apply to Ivy Tech. Students wishing to earn the dual credit in this course must apply to Ivy Tech. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (AUTI 131).

This class is an advanced class for those interested in automotive technology. Students will be studying engine repair, engine performance, brake systems, and suspension/steering. The program will help students prepare for areas of NATEF certification as specified by the National Institute for Automotive Service Excellence (ASE). The inner workings of a service repair shop will also be explored. This course will have more hands-on application and school-to-work experience than the one-hour course. National certifications will also be taken during this class. This class takes up 2 periods in a student’s schedule.

Students opting for the dual credit option must apply to Ivy Tech. Students wishing to earn the dual credit in this course must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (AUTI 121, AUTI 122, AUTI 145).

This course gives students an overview of the operating and general maintenance systems of the modern automobile. Students will be introduced to the safety and operation of equipment and tools used in the automotive industry. Students will study the maintenance and light repair of automotive systems. Also, this course gives students an overview of the electrical operating systems of the modern automobile. Students will be introduced to the safety and operation of equipment and tools used in the electrical diagnosis and repair in the automotive electrical industry. Students will study the fundamentals of electricity and automotive electronics. Students opting for the dual credit option must apply to Ivy Tech. Students wishing to earn the dual credit in this course must apply to Ivy Tech. Grades 9 & 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (AUTI 100, AUTI 111)

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.

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.

A continuation of Principles of Broadcasting, which provides students with opportunities to produce and broadcast weekly TV & radio news/sports shows, live sports broadcasting, commercials, short films, and segments under the Crown Town Media student media program. Students will be responsible for producing weekly TV & radio programming such as CPTV and QuickCUT, in addition to producing radio shows and local commercials.

Students opting for the dual credit option must apply to USI. Student grades will be reflected on both the CPHS transcript and USI transcript (RTV 150).

Principles of Broadcasting introduces students to the fundamentals of digital radio and television/film production. Students will develop basic skills in digital production techniques for audio, video, studio, and field production. Provides a framework for the practical applications required to operate in front of the camera/mic and in the production field of TV and radio. Students will learn how to operate all TV and radio studio equipment and perform as talent in both mediums. Students will learn the basic operations of a radio station including programming, writing, recording, interviewing, editing, and announcing skills. Students will learn about TV production including direction, camera techniques, lighting and sound techniques, stand up talent, and editing techniques. The emphasis will be on producing short video segments using TV field production techniques and design principles. Students will research, conduct interviews, write scripts, provide talent, and edit news segments. Students will also listen to and analyze professional programs, learn about the different types of TV & radio programming, the evolution of TV & radio, and challenges of working in the profession.

This elective course is for the student with strong English skills who enjoys writing, reading and learning about current news events. This course includes the process and application of news gathering; reporting, writing, and editing news stories along with features, sports stories, and opinion writing; the legal and ethical responsibilities involved in publication; advertising; design; and computer technology. This class is a prerequisite for those students who plan to join the newspaper staff, the Inklings.

Students must be proficient writers and have the ability to meet deadlines to succeed. This class produces the school newspaper, Inklings, including generating story ideas, reporting, writing, editing, photography, page design, financing and distribution. Students who have successfully completed the beginning journalism course, have taken honors or AP English and have the recommendation of the newspaper advisor are encouraged to join the newspaper staff. This course requires some after school hours **counts as a fine arts credit for all diplomas

STUDENT MEDIA EDITOR: This course is for the editors of the newspaper and yearbook staff only. All aspects of publications are coordinated in this class. Student leaders are involved in managing the financial and legal aspects of newspaper or yearbook and hold meetings during this time to make editorial decisions.

This semester elective course introduces students to the basic principles involved in debate including public speaking delivery techniques, research strategies to support arguments, active listening skills to enable strategic responses, and creative writing techniques to inform or persuade an audience. Students will also examine how the media purposefully include or exclude information to sway public opinions.

This course will introduce students to the world of photography and journalism. The law, ethics and history of photography will completement the major units of study: operation and care of the camera, photo composition, journalistic photography form and function, photo manipulation, caption writing and management skills. Students will use Adobe Photoshop, the photo editing industry leader. This course is the prerequisite to yearbook production. The students will create a photo portfolio which then may be used for application submissions and various photo contests and/or scholarships. Each student is required to have access to a working camera throughout the semester. **Counts as a fine arts credit for all diplomas.

This course is designed to prepare students for tournament competitions as a member of the CPHS Speech and Debate Team. Students are required to attend a minimum of three Saturday tournaments with the option to compete at up to 15 tournaments leading to the opportunity to compete at the state level. Students are introduced to all categories of competitive speech and debate before instruction is individualized based on category. Speech competitors choose from impromptu or extemporaneous speaking, informative speaking, original oratory, poetry, prose, dramatic/humorous interpretation, radio broadcast, or group discussion. Debaters choose from congress, world schools team, public forum, policy, or Lincoln-Douglas. Students should take this course first semester to prepare for events. Competitors may renew the course for the second semester to continue skill development in varsity tournaments.

Creative Writing DC 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. Students complete a project, such as a short story, a narrative or epic poem, a persuasive speech or letter, a book review, a script or short play, or other creative compositions, which demonstrates knowledge, application, and writing progress in the Creative Writing course content.

Students opting for the dual credit option must apply to Ivy Tech. Students must have credit in ENG10400 (though PNW) with a C- or better, or an AP English Literature AP Score of 4+ to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (ENGL 20200).

Advanced Placement English is a rigorous, discussion oriented two-semester course intended for the serious student. The course is essentially based on non-fiction writings but does include some fiction works as well as drama. Nonfiction essays will be studied with heavy emphasis on class dialogue as well as reading and writing in various rhetorical modes. An opportunity is offered for concentrated focus on the student’s personal writing style and presence. Designed to increase the student’s literary repertoire, the student will be encouraged to take the AP English Language and Composition test for possible college credit. Summer reading is required.

DC World Literature allows students to become exposed to a wide range of texts chosen from numerous cultures and countries. When students immerse themselves within these texts, they are given the opportunity to explore and engage in a variety of world views while developing, reshaping, and/or enhancing their own. Students’ intellect, opinions, and sense of perception of both each other and the world around them will be challenged through studying literature from around the world. Reading, discussing, researching, and writing about these cultural texts are linked, recursive processes rooted in curiosity; practice leads to skill. Reading, writing, and engaging in discussion over a variety of genres, both academic and non-academic, cultivates critical thinking as well as the ability to adapt to new rhetorical situations. This course aims to prepare students to enter the world as competent, compassionate, and tolerant members of society.

Students must take DC Advanced Composition for dual credit and earn a C- or better in order to qualify for dual credit in DC World Literature. Students opting for the dual credit option must apply to PNW. Student grades will be reflected on both the CPHS transcript and PNW transcript (ENG 23100).

Students will practice the basic principles and techniques of effective oral communication. This course includes instruction in adapting speech to different audiences and purposes. Students must make a variety of oral presentations. Elective course for 11th grade students-12th grade students may take this course as an elective or as part of their senior year English courses.

Students opting for the dual credit option must apply to PNW. Student grades will be reflected on both the CPHS transcript and PNW transcript (COM 11400).

This course focuses on realizing that writing involves making choices – in response to the writer’s understanding of the purpose of the writing, its intended audience, and the form (or genre) the writing takes – helps writers take ownership of their work. Integrating the voices of others into a piece of writing while maintaining control over one’s own ideas and purpose is a complex skill requiring comprehension, interpretation, analysis, and synthesis. Academic integrity is cultivated when writers have multiple opportunities to demonstrate it.

Students opting for the dual credit option must apply to PNW. Student grades will be reflected on both the CPHS transcript and PNW transcript (ENG 10400).

This course emphasizes critical reading of various types of literature with a focus on building discussion and writing skills. Students will examine a variety of texts from different time periods and genres to identify the intended audiences and purposes for writing, as well as practicing various styles of writing (including but not limited to: narrative, expository, persuasive/argumentative, literary response, research and letter writing). This course is intended for students who are preparing for college or workforce entrance but are not yet ready for the rigor of dual credit, college-level English courses.

ENGLISH 12 ONLINE: Students who can learn independently through computer integration may opt to take English 12 Online. Please see our Online Course Policy for further clarification.

AP English Literature and Composition is a rigorous two-semester course intended for the serious, accelerated student. Through careful reading, critical analysis of imaginative literature, and extensive writing, students will deepen their understanding of the ways writers use language to provide both meaning and interest for their readers. After intensively studying the increasingly global literary works recommended by College Board, the student will be encouraged to take the AP English Literature and Composition AP test for possible college credit. Summer reading is required.

This course integrates a progressive composition program, including documented literary responses, with a study of select American poetry and prose from Romanticism to Postmodernism. The course integrates SAT instruction within the study of American Literature and the study of composition skills. This course is intended for students planning to go to a 4-year college or university and is a rigorous study of American Literature, with an analysis of some of the most impacting writings from America’s history.

Through the integrated study of language, literature, vocabulary, composition, oral communication, and use of technology, English 11 continues to develop all skills as outlined in English 9 and 10. We read four novels for practice with reading comprehension and critical thinking. Writing focuses on the development of a main idea and organization that supports the defense of the idea. There are projects for all literary works that offer opportunities for alternative assessment and student choice. Test preparation for the SAT are incorporated throughout the year, and there is a unit for career exploration that utilizes a variety of technological resources.

The focus of this course is on skill building of reading comprehension and formal essay writing skills. Individual units emphasize fiction, nonfiction, and drama, with a focus on diverse reading comprehension skills, composition units focus on multi-paragraph essay development, timed writing, and synthesis essay writing. Vocabulary and grammar are integrated into the course in weekly lessons that emphasize skill acquisition for the sake of application into writing assignments and reading comprehension assessments. Students will also learn how to analyze a novel for key elements such as theme and character development.

ENGLISH 10 HONORS: Prerequisite: “B” minimum in English 9 Honors Designed for the accelerated English student who intends to continue into AP Literature, this course provides students the opportunity to sharpen skills in language, vocabulary, literature, composition, and oral communication with the focus on exploring characterization, universal themes, and symbols in four novels, a Shakespearean play, and poetry. Students will develop, refine, and apply advanced critical and analytical thinking, writing, and communication skills in preparation for the active, high-level learning required for AP English. Discussions, timed essays, and projects will incorporate classroom activities such as group work, student presentations, and peer review/editing. Summer reading is required for English 10 Honors

In English 9, students focus on developing reading comprehension and analysis skills. These skills include using context clues to determine unknown words, determining main ideas, drawing conclusions, and supporting conclusions with details from a text. In this course students will read short stories, a novel, a Shakespearean play, poetry, and nonfiction articles. English 9 places a strong focus on helping students organize their writing for short answer questions and analysis paragraphs. Minimal homework is required in this course.

ENGLISH 9 HONORS: Prerequisite: “C” minimum in English 8 Honors This course requires students to analyze texts at a more rigorous level than the English 9 course. Coming into this course, students should have a solid knowledge of grammatical conventions and should be able to write a well-developed paragraph. In this course, students will read short stories, a novel, a Shakespearean play, poetry, and nonfiction articles. Honors students will also participate in a debate unit with research and public speaking components. Students will be expected to complete reading assignments at home ahead of classroom discussions. There is a required summer reading assignment for this course.

Culinary Arts DC prepares students for occupations and higher education programs of study related to the entire spectrum of careers in the Culinary and Hospitality industry. Major topics include: how to prepare the four major stocks, the five mother sauces (in addition to smaller sauces) and various soups. Additional emphasis is placed on the further development of the classical cooking methods. As well as basic baking theory and skills, introduction to breads, introduction to pastry arts, food safety and personal hygiene; sanitation and safety procedures, basic culinary skills, culinary math; baking and pastry arts skills, food science, and food preparation techniques and applications. Instruction and laboratory experiences will allow students the opportunity to use and maintain related tools and equipment; and apply management principles in food service or hospitality operations. Intensive laboratory experiences with commercial applications are a required component of this course of study. A standards-based plan guides the students’ laboratory experiences. Students are monitored in their laboratory experiences by the Culinary teacher.

Students opting for the dual credit option must apply to Ivy Tech. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (HOSP 103, HOSP 105)

Nutrition DC introduces the characteristics, functions and food sources of the major nutrient groups and how to maximize nutrient retention in food preparation and storage. Students will be made aware of nutrient needs throughout the life cycle and to apply those principles to menu planning and food preparation. Major topics include: nutrition, nutrition accommodations and adaptations, special dietary needs, and food preparation techniques and applications, essential and non-essential nutrients, and vitamin and mineral deficiencies. Intensive laboratory experiences with commercial applications are a required component of this course of study. A standards-based plan guides the students’ laboratory experiences. Students are monitored in their laboratory experiences by the Culinary teacher.

Students opting for the dual credit option must apply to Ivy Tech. Grade 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (HOSP 104).

Principles of Culinary Arts and Hospitality is recommended for all students pursuing a graduation pathway in Culinary Arts. It is especially appropriate for students with an interest in careers related to Hospitality, Tourism, and Culinary Arts. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended. Topics include basic culinary skills in the foodservice industry, safety and sanitation, nutrition, customer relations and career investigation. Laboratory experiences that emphasize industry practices and develop basic skills are required components of this course.

Students opting for the dual credit option must apply to Ivy Tech. Grades 9 & 10 will have to complete a Knowledge Assessment to determine whether or not they qualify for the dual credit. Grades 11 & 12 will have to complete the Knowledge Assessment if they have under a 2.6 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and Ivy Tech transcript (HOSP 101, HOSP 102).

Introduction to Fashion and Textiles II includes the study of career paths, Fibers and textiles, design skills, and sewing skills, Each student is required to construct two projects and two garments. A Community service project may be done during class. This is a one-semester elective course suggested for 10th, 11th, and 12th grade students.

*Counts as a Fine Arts credit for Academic Honors Diploma

Fashion and Textiles addresses knowledge skills related to design, production, acquisition and distribution in fashion and textile arenas. Topics covered include the study of fabrics and elements of design, the correct use and care of sewing equipment, and the selection and correct fit of a commercial pattern. Each student is required to construct a garment and an additional project.

*Counts as a Fine Arts credit for Academic Honors Diploma

Teaching and Learning DC provides students the opportunity to apply many of the concepts that they have learned throughout the Education Professions pathway. In addition to a focus on best practices, this course will provide an introduction to the role that technology plays in the modern classroom. Through hands-on experience with educational software, utility packages, and commonly used microcomputer hardware, students will analyze ways to integrate technology as a tool for instruction, evaluation, and management.

Students opting for the dual credit option must apply to IUN. Student grades will be reflected on both the CPHS transcript and IUN transcript(EDUC-W200).

Child and Adolescent Development DC examines the physical, social, emotional, cognitive, and moral development of the child from birth through adolescence with a focus on the middle years through adolescence. Basic theories of child development, biological and environmental foundations of development, and the study of children through observation and interviewing techniques are explored. The influence of parents, peers, the school environment, culture and the media are discussed. An observation experience up to 20 hours is required for completion of this course. Students will be cadet teachers for an elementary school mentor on block days.

Students opting for the dual credit option must apply to IUN. Student grades will be reflected on both the CPHS transcript and IUN transcript (EDUC-P250).

Principles of Teaching DC addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. The social, emotional, and physical growth of children plus parenting skills will be covered. A laboratory preschool is a part of the learning experience each semester. Second semester addresses more complex issues of child development and early childhood education with emphasis on guiding development throughout childhood, including school age children. Topics include positive parenting, practices that promote long term well-being, guidance and intervention strategies with individuals and groups of children. Students will explore child-related careers. Authentic applications are required through school-based experiences with children. This course is recommended for any student for enrichment and as a foundation for students with interest in any child-related career or profession. This course will require a great deal of writing.

Students opting for the dual credit option must apply to IUN. Student grades will be reflected on both the CPHS transcript and IUN transcript (EDUC- F200).

AP Calculus AB is a course which provides students with the content that has been established by the College Board. Generally, topics include: limits, continuity, derivatives, definite integrals, techniques of integration involving rational, trigonometric, logarithmic, and exponential functions. This course also includes applications of the derivative, the integral, and theory of calculus. The use of graphing technology is required.

*Counts as a Quantitative Reasoning course for all diplomas

This course introduces students to the concepts of exploratory analysis, planning and conducting studies, probability and statistical inference. This course would benefit any student whose college major requires a statistics course.

*Counts as a Quantitative Reasoning course for all diplomas.

PRIME Math will include and reinforce the Alg 1, Geometry, Alg 2 and Statistics skills necessary to be ready for an entry-level college math course for non-STEM majors. This course emphasizes understanding of math concepts rather than just memorizing procedures. PRIME Math students learn the context behind the procedure: why to use a certain formula or method to solve a problem, for example. This equips students with higher-order thinking skills in order to apply math skills, functions and concepts in different situations. The content of this course is designed to enhance students’ math skills so that they are ready for college-level math assignments.

This course does not count towards NCAA eligibility requirements and is not intended for students pursuing a STEM major in college.

Pre-Calculus: Trigonometry is the 2nd semester that follows Pre-Calculus. This course provides students with the skills and understandings that are necessary for advanced manipulation of angles and measurement. Trigonometry provides the foundation for common periodic functions that are encountered in many disciplines, including music, engineering, medicine, finance, and nearly all other STEM disciplines. Trigonometry consists of six strands: Unit Circle; Triangles; Periodic Functions; Identities; Polar Coordinates and Complex Numbers; and Vectors. Students will advance their understanding of imaginary numbers through an investigation of complex numbers and polar coordinates.

*Counts as a Quantitative Reasoning course for all diplomas

PRE-CALCULUS: TRIG: not intended for students pursuing a STEM degree in college.

PRE-CALCULUS: TRIG DC: Prerequisite: M125 Students opting for the dual credit option must successfully pass DC Pre-Calculus 1st semester and have a minimum 2.7 GPA. Student grades will be reflected on both the CPHS transcript and the IUN transcript (Math M-126).

PRE-CALCULUS: TRIG HONORS: Recommended Prerequisite: “C” or better in prior Honors class This course features the same concepts as Pre-Calculus: Trigonometry but with greater depth and enrichment. It is intended for students looking to pursue a STEM career and/or to prepare for college level mathematics.

This course blends together all of the concepts and skills that must be mastered prior to enrollment in a college-level calculus course. A functional approach provides for the integration of many trigonometric concepts plus the relationship of equations and graphs of linear, quadratic, and parametric equations, translation of axis, and vectors. *Counts as a Quantitative Reasoning course for all diplomas

PRE-CALCULUS: not intended for students pursuing a STEM degree in college.

PRE-CALCULUS DC: This course blends together all of the concepts and skills that must be mastered prior to enrollment in a college-level calculus course. Students opting for the dual credit option must apply to Indiana University and have a minimum 2.7 GPA. Student grades will be reflected on both the CPHS transcript and the IUN transcript (Math M-125)

PRE-CALCULUS HONORS: Recommended Prerequisite: “C” or better in prior Honors class This course features the same concepts as Pre-Calculus but with greater depth and enrichment. It is intended for students looking to pursue a STEM career and/or to prepare for college level mathematics.

Algebra II is a course which expands on the topics of Algebra I and provides further development of the concept of a function. The expanded topics of the course include: theorems and algorithms of algebra, polynomials and polynomial functions, rational exponents, complex numbers, sequences and series, properties and graphs of conic sections, permutations and combinations, matrices, exponential and logarithmic functions. IM Algebra 2 is a problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language.

ALGEBRA II HONORS:

Recommended Prerequisite: “C” or better in prior Honors class This course features the same concepts as Algebra II, but with greater depth and enrichment.

Geometry provides students with experiences that deepen the understanding of shapes and their properties. Deductive and inductive reasoning as well as investigative strategies in drawing conclusions are stressed. Properties and relationships of geometric figures include the study of angles, lines, planes, congruent and similar triangles, trigonometric ratios, polygons, circles and spatial drawings. An understanding of proof and logic is developed. IM Geometry is a problembased core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language.

GEOMETRY HONORS: Recommended Prerequisite: “C” or better in prior Honors class This course features the same concepts as Geometry but with greater depth and enrichment.

Algebra I provides a formal development of the algebraic skill and concepts necessary for students who will take other advanced college-preparatory courses. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problem solving situations. Topics include: properties of real numbers, solution sets, basic operations with polynomials, solving quadratic equations and systems, use of exponents. IM Algebra 1 is a problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real world contexts, and constructing arguments using precise language.

This course is open to any student wanting to expand their knowledge of music construction and composition. The information covered will include knowledge of the names of the notes, identification of notes to a piano keyboard, all major minor key signatures and scales, time signatures, note values, intervals, understanding of rhythmic figures, aural association to pitch, the ability to identify construction of music, chords and inversions, rhythmic organization, procedures for four-part writing, chord structure analysis, transposition, and aural association to musical structure.

Technical Theatre will be a self-directed study program. Technical Theatre instruction combines the theories of design and stagecraft with the construction and operation of the various elements of technical theatre. This course would give the students the opportunity to work hands-on in the Theatre Department on current theatrical productions, music concerts, or convocations. Students would also be working on and helping with the everyday operations of the auditorium. Projects assigned would include set design and construction light design and installation, sound design and installation, and stage management operations. Students may choose to take this course for successive semesters.

Students taking Theatre Arts will gain knowledge and develop skills important to any beginning actor. Acting activities will include scripts reading and analysis, rehearsal, scene workshops, peer critique, and final performance. Students will hone their acting skills through multiple scene projects, theatre games, and improvisational games. Emphasis will also be placed on students learning about the history of theatre and play production.

Wind Ensemble. This advanced band is considered the top concert band at CPHS. The band represents Crown Point High School in public performances and competitions. Advanced performance techniques are emphasized. Serious band literature is selected from a variety of periods of music history. Private lessons are strongly encouraged. All State Band participation is highly encouraged. This ensemble typically performs more concerts than other CPHS Concert Bands. Students in this band are eligible to participate in marching band (sign up in March), jazz band (audition in October) or pep band (sign up in October).

Students will be divided into the appropriate course, A or B, at the discretion of the director.

INTERMEDIATE CONCERT BAND A: WIND SYMPHONY:

This advanced band class is available by audition, or director discretion, to CPHS students who play a band instrument at an upper intermediate to advanced level. Emphasis is placed on tone, technique development and sight-reading. Advanced performance techniques are emphasized. Participation in the ISSMA Solo/Ensemble contest is encouraged. Serious band literature is selected from a variety of periods in music history. Private lessons are highly encouraged. Students in this band are eligible to participate in marching band (sign up in March), jazz band (audition in October) or pep band (sign up in October).

INTERMEDIATE CONCERT BAND B: SYMPHONIC BAND:

This band class is open to all CPHS students who play a band instrument at an intermediate proficiency or better. Emphasis is placed on tone, technique development and sight reading. Participation in the ISSMA Solo/Ensemble contest is encouraged. The band performs several times during the year. Students in this band are eligible to participate in marching band (sign up in March), jazz band (audition in October) or pep band (sign up in October).

As the fourth class in the PLTW Biomedical Pathway, Biomedical Innovations Honors is a capstone course designed to give students the opportunity to design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. Students have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the course, students are expected to present their work to an adult audience that may include representatives from the local business and healthcare community.

The third course in the PLTW Biomedical Pathway, Medical Interventions Honors 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 innovative developments.

This course involves an in-depth investigation of the structure and function of the human body. Beneficial to those students pursuing a career in medical, dental, or health related areas. All human systems will be studied and how they relate to one another. This course will require work outside of the school day in order to be successful.

Students opting for the dual credit option must apply to IUN and have a minimum 2.7 GPA. Student grades will be reflected on both the CPHS transcript and the IUN transcript (PHSL P130, BIOL N213).

As the second course in the PLTW Biomedical Pathway, 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.

Principles of Biomedical Sciences is the first course in the PLTW Biomedical Pathway. It is a hands-on project and problem-solving course. 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 of the death, the students investigate lifestyle choices and medical treatments that might have prolonged the person’s life. Key concepts included are: homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease.

PRINCIPLES OF BIOMEDICAL SCIENCES HONORS:

Only available to students who have already taken Biology at the 8th grade level. This course features the same concepts, but with greater depth and enrichment.

This course is designed to teach the basic strength training and fitness principles and would be of interest for any student who wants to improve his/her personal level of health and fitness. Weight training and cardiovascular fitness will be the main focus of the course. Students will learn the proper form and techniques to strength train using the combination of weight machines and free weights. This course does not include any Olympic lifts. Cardiovascular fitness will be incorporated with the different cardio machines (treadmills, ellipticals, stationary bike, etc) as well. The students will learn about general fitness programs and how to create ones specifically tailored to their fitness level and goals including a warm up, workout, and a cool down phase. The class will meet in the Bulldog Fitness Center.

*This course does not count as a Core PE course; it is a PE elective. Students may take a maximum of 8 elective PE credits during their time at CPHS

Students will participate in a variety of team sports such as football, basketball, floor hockey, and diamond sports. This class is designed for students that enjoy participating in team sports in a competitive environment and have some background in athletics. Frequent competitions and tournaments will take place throughout the course.

*This course does not count as a Core PE course; it is a PE elective. Students may take a maximum of 8 elective PE credits during their time at CPHS.

The purpose of this course is to instruct candidates the skills and knowledge needed to prevent and respond to aquatic emergencies. This course will permit a student to become a lifeguard and will also allow re- certification. It is designed to teach students advanced techniques in water rescue and leads to Red Cross certification in Advanced Lifesaving. NOTE: The fee for this class is relatively high due to the demands of the American Red Cross and required materials for certification. Students should be avid and strong swimmers. The Red Cross certification requires a student to be able to swim 300 yards (12 lengths) in under 8 minutes. Other tests of a student's swimming ability may be utilized.

*This course does not count as a Core PE course; it is a PE elective. Students may take a maximum of 8 elective PE credits during their time at CPHS.

This course is specifically designed for strength training with the purpose of improving athletic performance. The important elements of athletic development; muscular strength, muscular endurance, flexibility and body composition will be the major emphasis of this course, through use of free weights and Olympic lifts. The students in this course, males or females, will be able to develop these physical attributes and incorporate them into their practices and competitions. *This course does not count as a Core PE course; it is a PE elective.

Students may take a maximum of 8 elective PE credits during their time at CPHS

Students are provided with opportunities to explore the effect of health behaviors on an individual’s quality of life. This course assists students in understanding that health is a lifetime commitment by analyzing individual risk factors and health decisions that promote health and prevent disease. Students are also encouraged to assume individual responsibility for becoming competent health consumers. A variety of instructional strategies, including technology, are used to further develop health literacy.

HEALTH AND WELLNESS EDUCATION (ONLINE):

Students who can learn independently through computer integration may opt to take Health Online. Please see our Online Course Policy for further clarification.

Physical Education I and II continues the emphasis on health-related fitness, and developing the skills necessary for lifetime of activity. The program includes skill development and application of rules and strategies of complex difficulty in different movement forms. This includes health related fitness activities (cardio respiratory endurance, muscular, strength and endurance, flexibility, and body composition) aerobic exercise, team sports, individual and dual sports, outdoor pursuits, aquatics, dance, and recreational games. On-going assessment will include written and health related evaluations. Swimming is a required part of the PE curriculum. Students must take both courses (3542 and 3544).

CORE PE-ATHLETIC DEVELOPMENT-9

The curriculum for this course is designed to enhance the fundamental athletic skills of competitive CPHS students. Physical Education continues to be the emphasis on health-related fitness and developing the necessary skills necessary for a lifetime of activity. The Athletic Development program includes skill development and strategies of complex difficulty in different movement forms, utilizing free weights and Olympic lifts. This includes health-related fitness activities, cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition as well as development, agility, speed and power. This course is open to competitive male and female students. Recommendations must be secured from a CPHS head coach. Swimming is a required part of the curriculum.

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 an analysis of the political impact of ethnic diversity in the United States.

Sociology allows students to study human social behavior from a group perspective. The sociological perspective is a method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, cultures, and in social settings and groups. Students describe the development of sociology as a social science and identify methods of research. Through research methods such as scientific inquiry students examine society, group behavior, and social structures. The influence of culture on group behavior is addressed through institutions such as the family, religion, education, economics, community organizations, government, and political and social groups. The impact of social groups and institutions on group and individual behavior and the changing nature of society will be examined. Influences on group behavior and social problems are included in the course. Students also analyze the role of individuals in the community and social problems in today’s world.

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.

Students will be introduced to the fundamental concepts and theories which are basic to all economic systems. Students will study economic reasoning, pricing systems, microeconomic principles, macroeconomic principles, consumer economics, financial institutions, employment, and production. Key elements of the course include the study of scarcity and economic reasoning; supply and demand; market structures; the role of government; national economic performance; the role of financial institutions; economic stabilization; and trade.

*Counts as a Quantitative Reasoning course for all diplomas

MICROECONOMICS DC:

Prerequisite: 2.5 GPA, concurrent enrollment in higher level math Economics DC examines the allocation of resources and their uses for satisfying human needs and wants. The course analyzes economic reasoning and behaviors of consumers, producers, savers, investors, workers, voters, institutions, governments, and societies in making decisions. Students explain that because resources are limited, people must make choices and understand the role that supply, demand, prices, and profits play in a market economy. Students opting for the dual credit option must apply to PNW, have a minimum 2.3 GPA, and have earned DC in M-125 (Pre-Calculus DC) to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and the PNW transcript (ECON 25100)

*Counts as a Quantitative Reasoning course for all diplomas

ECONOMICS ONLINE:

Economics Online is designed for students who are adept at working on their own with computer technology. The course requires the student to spend 5 hours per week working on the class on their own time. Please see our Online Course Policy for further clarification.

*Counts as a Quantitative Reasoning course for all diplomas

Students will survey governmental systems of the United States on the federal, state and local levels. Emphasis is on the organization, composition and implementations of the American system of government including the social, philosophical, and economic foundations of a democratic state. Topics in this course are: nominations and elections, political parties, Congress, the Presidency, the national judiciary, and federal bureaucracy. Students will be required to take the Naturalization test at the conclusion of the semester.

GOVERNMENT DC:

Prerequisites: 2.0 GPA

Government DC is designed to provide students with the analytic skills and knowledge necessary to deal with problems in the United States Government. Students will develop an understanding of the essential structures and processes of the government of the United States. Our purpose is to discover the what, how, and why of the American government, not make moralistic judgments about politicians or parties. This course is primarily test-based. Students will be required to take the Naturalization test at the conclusion of the semester. Students opting for the dual credit option must apply to PNW and have a minimum 2.3GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and the PNW transcript (POL 10100).

GOVERNMENT (Online):

Online Government is designed for students who are adept at working on their own. The course requires the student to spend 5 hours per week working on the class. Students will be required to take the Naturalization test at the conclusion of the semester. Please see our Online Course Policy for further clarification.

This one semester course is designed to provide students with knowledge of fundamental economic principles that relate to the individual consumer, firms, and business organizational structures. Upon completion of the class, students will understand the essentials of the “economic way of thinking” including concepts such as opportunity costs, marginal analysis, voluntary exchange, real vs. nominal principles, efficiency, market failure, factor and product markets, positive and normative analysis, externalities, cost/benefit analysis, production theories, market structures, and pricing. Students will be expected to apply conceptual, logical, mathematical, and analytical approaches to problem solving. A strong emphasis will be given to demand and supply models with a high application and understanding of graphs, tables, and critical thinking. Students should be able to read a college level text and write grammatically correct sentences.

*Counts as a Quantitative Reasoning course for all diplomas.

AP Government is a one semester course that will provide students with an analytical perspective on government and politics in the United States. The course will contain both general information to analyze U.S. politics and specific examples in order to cover topics with detail. The course will also cover the basic components of the U.S. political system. The course will take an in depth study of the constitution while looking at issues that influenced Supreme Court decisions. Students should be able to read a college level text and write grammatically correct sentences.

US History emphasizes national development from the late 19th century into the 21st century. After reviewing fundamental themes in the early development of the nation, students are expected to identify and review significant events, persons, and movements in the early development of the nation. The course gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present as they relate to life in Indiana and the US. Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in US History. Students develop historical thinking and research skills to explore topical issues and to understand the cause for changes in the nation over time.

US HISTORY DC:

This course is intended to replicate the equivalent collegiate levels for introducing US History. Both semesters focus on building students’ analytical skills, historical writing ability, historical research skills, and primary source analysis. Students will be asked to build on concepts throughout the semester focusing on political, economic, social, and military endeavors. Students will be expected to read historical texts and summarize to better understand the time periods and the relationship to modern day issues. First semester is a study of development of American political, economic, and social institutions in their geographical and environmental context from the early explorations and colonial settlements through Reconstruction. The second semester is a study of the growth of the US from 1877 to the present. The new industrialism, agrarian problems, geographical and environmental consequences, and depression are studied. Students opting for the dual credit option must apply to PNW and have a minimum 2.3 GPA to qualify for the dual credit. Student grades will be reflected on both the CPHS transcript and the PNW transcript (HIST 15100, HIST 15200).

US HISTORY ONLINE:

This course is designed for students who are adept at working on their own with computer technology. The course requires the student to spend 5 hours per week working on the class on their own time. Please see our Online Course Policy for further clarification

AP US History is designed to provide students with the analytic skills and knowledge necessary to deal with problems in US History. AP United States History focuses on developing students’ abilities to think conceptually about U.S. history from approximately 1491 to the present and apply historical thinking skills as they learn about the past. Seven themes of equal importance — identity; politics and power; work, exchange, and technology; America in the world; environment and geography; and ideas, beliefs, and culture — provide areas of historical inquiry for investigation throughout the course. These require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places. Students will need to read 1-3 hours a week in a college level textbook, and they should be strong essay writers.

AP Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental processes. Students will learn many psychological facts, principles, and phenomena associated with each of the major subfields within the study of psychology through research, group discussions, projects, and critical-thinking exercises. Students are to expect a heavy load of reading and writing.

AP Human Geography is a two semester course designed to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the Earth’s surface. The course will be developed around the five college level goals that build on the National Geography Standards developed in 1994. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by an introductory college course.

Students will earn credit in both AP Human Geography AND Geography/History of the World. Credits attached to Geography/History of the World do not factor into the student’s GPA.

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, imperialism, urbanization, and innovations and revolutions.

This course is for students looking to continue the development of their language acquisition skills through the rigorous application of communication skills. Students looking to meet their college degree requirements are encouraged to take this course at CPHS. AP Spanish will continue to expose students to the various aspects of the Spanish-speaking world, language & culture. Students will expand their knowledge & abilities in speaking, writing, listening and reading through active participation in class and a variety of text & media/technology-based resources.

At the successful completion of the course, qualified students may earn* 3 credits through IUN. Student grades will be reflected on both the CPHS transcript and IU transcript (SPAN 200)
 

This course builds upon the foundational vocabulary and grammar structures introduced in Spanish levels 1 and 2. Through interactive conversations, written conversations, and expanded vocabulary exercises, students will enhance their communication skills in Spanish. Upon successful completion, students are encouraged to advance to DCAP Spanish to continue their language learning journey.

Students continue to learn new vocabulary words and how language works. Students are expected to incorporate grammar and vocabulary into conversations within the classroom setting. Reading, writing, and listening skills are also practiced in ways similar to those of first year. This course reinforces communication in Spanish.

This class provides students with basic conversation, reading, writing, and listening skills. Students must be willing to engage in a variety of student-centered activities. This course requires students to speak in target language with peers; utilizing both interpersonal and presentational communication skills. Students will be introduced to cultural practices and celebrations within the Spanish-speaking world.

The focus of this class will be the literature of the late Roman Republic and early Roman Empire, primarily Vergil’s Aeneid and Pliny’s letters, but also including passages chosen by the student. Students will read Latin literature and discuss it orally and in written form. Students will read critical essays on both works and will write interpretative essays based on the Latin text in preparation for the spring Advanced Placement test. Students will study the complex relationships between the political players of the late Republic, the emperor Augustus, the authors, and the art and architecture of this period. Students are encouraged to take the end-of-course Advanced Placement test in May because scores of 3, 4, or 5 may result in college credit. AP Latin is roughly equivalent to an upper-intermediate college or university course.

In this course students will read original Latin literature from a selection of Roman authors as a survey course. Students will focus on the literature of the late Roman Republic and early Roman Empire. The lives of Plautus, Cicero, Caesar, Catullus, Vergil, Ovid, and other great personalities of this period will be studied in an effort to understand the political intrigue of the period and the purposes of the authors in creating this literature. Students will also review all grammar concepts covered in Latin 1 and 2 and discuss the art and culture of the period. Activities in this course will help prepare students for success on the AP Latin exam next year.

This class is a continuation of Latin 1 and employs many of the same methods to help students achieve the goal of reading Latin literature written by Roman authors. Word study will be continued. As part of this course, students will continue studying the culture of the Romans. Students will also study Roman history with a focus on the early history of the Roman Republic. By the end of this course, students will be able to begin reading original Latin literature.

This class will introduce students to the Latin language and the ancient Roman world. Students will study and practice using the written grammatical structure of classical Latin as preparation for reading and discussing Latin literature written by ancient Roman authors. Students will study Latin vocabulary and English derivatives to help achieve this goal and improve their command of the English language. As part of this class, students will also study Greek and Roman mythology and the culture of the Romans.

Students will continue to learn how to accurately communicate in the German language. This course includes a brief look at German history, exploration of German art and music, and covers themes such as healthy living, travel and interpersonal relationships. Swiss culture and geography will play a larger role. Students will present and debate a variety of topics. German film and literature will be utilized to help develop German language skills as well as deepen cultural understanding.

Students will continue to learn how to accurately communicate in the German language. Students will explore themes that relate to other fields such as recycling and sustainability, German resistance groups during WWII, cooking, and interpersonal relationships. A major focus this year will be Austria’s geography and culture. Students will begin to present on a variety of topics. German film and literature will be utilized to help develop German language skills as well as deepen cultural understanding

Students will continue to expand their skills in communicating in German. A variety of authentic sources such as video, audio, websites and print sources guide students to comprehend and communicate in German as they explore the cultures and perspectives of the German speaking countries. An immersive environment allows students to continually receive and contribute to their German Language development. Students will be able to communicate about themselves and others, as well as request information from others. Students are continually reviewing themes from Level 1 and learning about topics such as sports, clothing, shopping, food, living spaces, travel, geography and more. Students will continue to learn about German culture and compare it to their own. Students will read at least one level appropriate novel in German.

Students will learn to communicate in German from day one. An immersive environment and use of authentic German music, websites, social media and more will lead students to be able to comprehend and communicate in the target language while exploring the culture and perspectives of German speaking countries. Many themes are centered around the student such as their hobbies, school, family, pets, celebration of holidays and more. Students will be able to communicate their opinions and share information about themselves. Learning about German culture and comparing it to their own will also be a reoccurring theme. Students will also learn about German geography. Students will read at least one short level-appropriate novel in German.

This course is designed as a college-level course intended for students in their fourth year of French. The course work provides students with opportunities to demonstrate their proficiency in each of the three modes of communication: Interpersonal, Interpretive, and Presentational. Upon entering French 4, students should have a good command of the grammar and show competence in listening, reading, writing, and speaking. This course is approached in a thematic format where Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics are explored, taught, and learned. During a nine-week period, there will be multiple assignments designed to promote and encourage listening, reading, writing, and speaking as well as work on the Interpersonal, Interpretive, and Presentational communication styles. Listening activities, such as podcasts and radio broadcasts will occur at least every other week, if not more frequently. Reading will occur almost daily. In-depth writing, such as essays and complex questioning with a structural response will occur. Speaking will occur quite frequently, if not daily.

More effective communication is our goal. Proficiency is nurtured as students think critically and express themselves with more advanced vocabulary and grammar. Second language strategies will be applied toward longer works to build vocabulary, grammar, and communicative skills. French 3 students are equipped with the grammatical and communicative tools to enter AP French. In addition, students will read French short stories that emphasize francophone culture, geography, history, and landmarks. Students will also practice timed, in-class essay writing and oral activities.

Students continue to learn basic vocabulary, intermediate grammar, and francophone culture to prepare them for our ever-increasing global community as well as French 3. Students learn and practice critical thinking skills, cooperative skills, presentation skills and more while completing projects, reading short passages, and using interpersonal speaking.

Beginning French students are introduced to the language which focuses on: (1) Learning about authentic francophone situations; (2) Speaking and role-playing within those situations; and (3) Learning basic grammatical structures, including present, past, and future tenses. The major emphasis is on feeling comfortable and competent when communicating in French.

The Senior Project experience at CPHS is an opportunity for senior students to explore and study an area of interest to them. This approach to learning encourages students to follow their passions and to develop skills and knowledge related to those individual interests. The Senior Project experience places value on authentic, creative, and self-driven student work which serves to enhance the student’s understanding and mastery of skills and ideas which will serve the student well after high school. Students will create a research-based project and make a 10-15 minute presentation with the use of a visual aid.

Peer Tutoring provides high school students with an organized exploratory experience to assist students in kindergarten through grade twelve (K-12) through a helping relationship with their studies and personal growth and development. The course provides opportunities for the students taking the course to develop a basic understanding of individual differences and to explore career options in related fields. Peer Tutoring experiences are preplanned by the teacher trainer and any cooperating teacher under whom the tutoring is to be provided. It must be conducted under the supervision of a licensed teacher. The course provides a balance of class work relating to the development of and use of: listening skills, communication skills, facilitation skills, decision-making skills, and teaching strategies while working with exceptional learners. Students may take this course for a maximum of 2 credits.

AP Research is the second year foundational interdisciplinary course that is unique to the AP Capstone diploma program. AP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan, and conduct a year-long research based investigation to address a research question. In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. Students explore their skill development, document their processes, and curate the artifacts of the development of their scholarly work in a portfolio. The course culminates in an academic paper of approximately 4000–5000 words (accompanied by a performance or exhibition of product where applicable) and a presentation with an oral defense.

AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments. AP Seminar is the first of two courses in the AP Capstone™ program. AP Research is the second course. If a student earns a score of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing, the student will receive the AP Capstone Diploma™ that signifies outstanding academic achievement and attainment of college-level academic and research skills. Alternatively, if a student earns a score of 3 or higher in AP Seminar and AP Research only, the student will receive the AP Seminar and Research Certificate™.