2010-2011 Curriculum Guide for DHS

DHS CURRICULUM GUIDE

2010-2011

POLICY CHANGES!

Please read this page!

 

 

The DHS Curriculum Guide is printed during January each year.  Changes to courses may occur later.  Often courses listed in the guide are not offered, and sometimes new courses are added.  These courses will not be in the curriculum guide.  There may be new requirements added after the printing of this guide.  DHS may also change required classes for each grade level.  When you read this guide, keep in mind that information may have changed.  Please pay special attention to prerequisites needed for certain courses or the grade level the course is available for students.  If you have a question, you may always contact the guidance counselors for updated information and requirements.  You may stop by the guidance office or call the guidance counselors at 542-4744 extensions 2008 or 2009.

 

Students cannot pick the teacher or the period that they will take a class. The guidance office will decide which period each student has a particular class.  With the changes in credit requirements, the schedule is a much tighter choice.  After required classes are chosen, students will be asked what elective classes they wish to take.  Students need to list several alternate or second choice classes.  The guidance office will do their best to schedule each student’s choices.  However, sometimes classes are full or in a conflicting period, and so the student’s choices are just not possible.  It is extremely important that each student seriously decide which electives (and alternate choices) they want at registration time because the student will not be able to change his/her mind.  As in past practices, students are never allowed to change classes or periods because they want to be in class with a particular friend or just want a class in a different period.  If a student has a health issue that requires a snack, the teachers will work with the student to allow a snack for blood sugar or other health related problems.   

 

 

 

 

 

 

S C H O O L      Y E A R

2010-2011

 

 

 

 

FORWARD

 

This curriculum guide is prepared to assist students in planning intelligently a program of studies to meet their individual needs.  Early planning becomes more and more important each year as greater demands are being made on our graduates. Careful preparation is essential for those who will attend college, as well as for those who wish to enter the world of work. 

 

 

 

 

Dr. Gary Kelly – Superintendent

Lybrand Beard - Principal

Jeff Gossett – Assistant Principal

Carolyn Sorrows – Guidance Counselor

Erin Basso – Guidance Counselor

 

                                                                         

 

                                                                                                                  

GENERAL PLANNING GUIDELINES

FOR

COURSE SELECTION

 

 

Du Quoin High School, in an effort to provide its students with a quality education, has adopted “Block-4” scheduling.  “Block-4” scheduling allows a student to earn four (4) credits per semester.  A semester consists of two terms.  Each nine week period is referred to as a “term”.  One half (1/2) credit will be given for each course passed at the end of each term.

 

This curriculum guide is designed to provide the students with a description of courses offered.  In view of each student’s unique needs, Du Quoin High School does not endorse any one, precise curriculum, but rather presents the following items for consideration in selecting individual classes or four-year programs.

 

           1.  If you are considering a Bachelor’s Degree or above and you know the institution 

                you plan to attend, consult their handbook or their website for high school courses

                required.  This may vary depending upon your intended major.  Your guidance

                counselor can assist you in obtaining this information.

 

2.      Associate Degree (two-year) programs and certificate (one-year) programs may require fewer core academic subjects than do four-year programs.  Consult appropriate literature or your guidance counselor.

 

 

 

STATE UNIVERSITY ENTRANCE REQUIREMENTS

4 credits of English

3 credits of Mathematics (Algebra I or above)

3credits of Social Studies

3 credits of Science (Lab)

2 credits of Foreign Language, Music, Art or Vocational Subject

 

 

NCAA REQUIREMENTS

NCAA requirements are similar to college requirements.  Division I schools require 16 core courses.  For more complete information, worksheets, and a list of core courses at DHS, go to www.eligibilitycenter.org.  When registering for the ACT test, students should send scores directly to the NCAA by entering code 9999 as one of their college choices.

 

 

 

DUQUOIN HIGH SCHOOL GRADUATION REQUIREMENTS:

28 credits are required for graduation in Block 4 scheduling. 

 

REQUIRED COURSES FOR GRADUATION:

Class of 2014, 2013 & 2012                                        Class of 2011                                       

4 credits of English                                                      4 credits of English

3 credits of Math¹                                                        3 credits of Math¹

4 credits of PE²                                                                        4 credits of PE²                

3 credits of Social Studies                                            3 ½ credits of Social Studies

2 ½ credits of Science                                                  2 ½ credits of Science

½ credit of Consumer Economics                                ½ credit of Consumer Economics

1 credit of Music, Art, Foreign                                     1 credit of Music, Art, Foreign

   Language, or Vocational Subject                                  Language, or Vocational Subject

½ credit of Health                                                        ½ credit of Health

½ credit of Keyboarding                                                          ½ credit of Keyboarding

2 credits of a Writing Intensive course³                                   2 credits of a Writing Intensive course³

½ credit of College/Career Prep                                               ½ credit of College/Career Prep                                  

 

COMPETENCY REQUIREMENTS:

Prairie State Achievement Exam (PSAE) score

U.S. & Illinois Constitution

Driver Education (class room only) ⁴

**************************************************************************************      

 

    ¹The lowest level math class a student can start in is Pre-Algebra (Algebra ½).

 

     ²Four credits of Physical Education are required.

     Exemptions:

                A.  The student is enrolled in Marching Band.

B.  A junior or senior student is exempt during the season for which he/she is participating in interscholastic       sports.

                C.  A junior or senior student needs to take a course in order to make up a previously failed course to meet                      graduation requirements.

                D.  A junior or senior student needs to enroll in a course in order to meet entrance requirements for college.

    Students take 2 terms of PE each year.  This is 1 credit of PE.  Students are allowed to earn only a total 

    of 4 credits of PE during the four years of high school.

 

      ³Writing Intensive courses will be satisfied in English III and American History.

               

⁴A student must pass 6 credits in the previous 2 semesters to be eligible for Driver Ed.   A freshman, who is age eligible, must pass 3 credits the first semester to be eligible second semester. 

 

 

To participate in actual graduation exercises, the student must have completed all graduation requirements.     

 

NOTE:  The Illinois State Board of Education sometimes changes requirements for graduation.  Therefore, the class of 2010 and younger may have additional required courses.  DHS will inform parents and students of any changes.  For updated information, read the guidance newsletters or contact the guidance counselors. 

 

 

DUQUOIN HIGH SCHOOL

HONORS PROGRAM

 

DuQuoin High School’s Honors Program was implemented with the Class of 2003.  A student must complete the honors program requirements to be considered as an honors graduate, valedictorian orsalutatorian.  The distinction of “Honors” will be denoted on the final transcripts of students who successfully complete the honors curriculum.  In addition to graduation requirements, it requires twenty-nine (29) credits and the completion of the following course requirements: 

 

                                                                                                           

Math – 4 credits                                                                                  

Science – 4 ½ credits                                                                                                                          

Foreign Language – 2 credits                                                  

Fine Arts – 1 credit                                                                                                                             

Vocational – 2 credits                                                             

Total of 29 credits                                                                  

 

 

 

Math credits must be Algebra I and above.  Algebra IA and IB count only as one credit toward the Honors Program.  Eighth grade Algebra I does not count towards the math credit for the Honors Program. 

 

Science includes Earth Science, Pre-Chemistry (or Conceptual Chemistry), Pre-Physical Science (or Physical Science), Biology I, Biology II, Chemistry I, Chemistry II, Physics, and Anatomy & Physiology. 

 

Foreign Language includes French or Spanish.  The two credits of foreign language must be in the same foreign language.

 

Fine Arts includes Art I-IV, Introduction to Speech/Drama, Drama/Theater Production, Media Production, Film & Literature, Public Speaking, Band, Music Appreciation I & II, Beginning Piano, Color Guard, Creative Writing, Novels, and Journalism. 

 

Vocational includes Industrial Technology, Agriculture, Family & Consumer Science, Business, and Health Occupation departments (excluding Anatomy & Physiology and Medical Terminology) .

 

 

 

NOTE:  The credit for upper level courses does not count toward the Honors Program unless the course is completed.  For example, you can NOT mix the credit of first term Advanced Algebra and the first term Statistics to create one math credit for the Honors Program.

 

 

 

 

Art I is the study of basic problems in Art.  The course covers the five elements of design.  Each element is explored and problems are given to draw the basic elements together.  The students work in lettering, three dimensional design, collage, printing, drawing, and painting.  Several individual problems are given in each of the above areas.  The purpose of the course is to give the beginning student in Art an opportunity to express his/her creative ability.  Art history is also presented.

 

Art II is for the student who has taken Art I and has expressed an interest in furthering his/her knowledge in the subject.  The course offers an opportunity for the student to become more deeply involved in various areas in Art.  Art II offers a greater amount of freedom in creative expression.  Experimentation with various media is strongly encouraged.  The student is able to spend a greater amount of time working in areas of special interest.

 

Art III emphasis is placed on experimentation and creativity.  The students develop style and techniques and try new approaches to the traditional media.

 

Independent study is emphasized.  The student is encouraged to explore his/her own areas of interest, solving problems in his or her own individual manner.

 

 

Marching Band class will be offered in the fall semester of each school year.  This band is a high energy performing organization designed to provide the instrumental musician with a variety of quality literature and performance experiences.  Students enrolled in this class participate in a highly active, competitive, marching, pep band, and Christmas concert environment.  Band students also begin to develop the self-discipline skills necessary for post-high school education and vocational experience.  Band credit will count toward honor roll and can also be used as a fine arts and/or extra curricular requirement for most colleges and universities.  Marching Band class will waive the State Physical Education requirement.

 

The concert band class will be offered the second semester of each school year.  It will include pep and concert band, I.H.S.A. solo and ensemble and organizational contest, as well as a spring concert.  The band will practice and perform a variety of quality literature for the instrumental musician.  The band will also have the chance to perform at competitive festivals in the region.  Concert Band credit will count towards the honor roll and can also be used as a fine arts credit at most universities.

 

The jazz band will explore the various styles of jazz music including swing, funk, fusion, rock, and Dixieland.  The jazz band will perform at concerts with the band, compete at organizational contests, and other various performances throughout the year.  Jazz Band will meet during Extended Learning Time and is made up of a volunteer group of instrumentalists with some experience.

 

Music Appreciation I will introduce the different types of music, musical notation and writing, as well as time periods of many famous composers.  Students will also learn the instruments of the orchestra and their families and how to identify them by their different sounds.  The class will learn and do a project with music writing on the computer. This class will count as a Fine Arts credit requirement.

 

Music Appreciation II will continue with music writing (notation), as well as, finishing the 19^th and 20^th century time periods and their music.  This will include jazz, rock, blues, fusion,...  They will also be required to make an instrument during class time.  This class will count as a Fine Arts credit requirement.

 

Beginning piano will teach the basic piano skills and theory.  It will include hands-on training with the piano.  This class will count as a Fine Arts credit requirement.

 

 

 

 

The goal of French I is to teach the basic skills of listening, speaking, reading and writing.  The course also deals with French speaking countries and the customs of the people who speak the language.  Students will compare and contrast the French culture to their own. 

 

French II continues the development of French I language skills.  Additional basic language pattern, vocabulary and cultural topics are presented.

 

French III provides a comprehensive review of the grammar from French I and II.  It improves comprehension and usage of the language ability in French spoken and written language.  Selected culture topics are discussed.

 

French IV is the most advanced course.  Basic grammar is reviewed and refined.  Emphasis is on reading and discussing the history of France.

 

The goal of Spanish I is a comprehensive goal of speaking, reading, and writing the Spanish Language.  The introduction and comprehension of the language are mainly derived from the textbook, videos, and audiotapes.

 

Spanish II is a continuation of Spanish I.  Students continue to learn basic Spanish grammar through the oral method.  A third goal of reading with conscious translation is added during the second year.

 

Spanish III will explore Hispanic life and civilization through readings from the works of great Hispanic authors.  The vocabulary exercises of each chapter stress high-frequency words.  Also, the comprehension exercises following each reading focus on student involvement.  Lastly, conversational Spanish will be used in discussion of the assigned readings and in the classroom in general.

 

Spanish IV will include an introduction to the literature of Spain and Latin America through representative Hispanic writings from the Middle Ages to the present.  The text covers fables, short stories, letters, the novel, journalism, oratory, poetry, drama, the essay, and translation.  Comprehension and vocabulary questions follow each selection, and discussion and composition exercises follow each unit. In addition to literary appreciation, the student will also receive grammatical and conversational practice.

 

 

*Freshman will be placed in Core or English I based on 8^th grade assessment. 

 

This English course will cover the basic knowledge essential for higher-level thinking skills.  It will allow students an opportunity to learn how to read required material as well as communicate the information learned in writing form.  Daily reading and writing assignments will be instituted.  Grammar and sentence structure and the development of various paragraph forms will also be implemented.

 

This English course will cover the very basic skills necessary to succeed in all high school courses and beyond.  These skills include but are not limited to:  organizational skills, time management skills, note taking skills, listening skills, etc.  Focus will lie within word recognition, reading comprehension, and basic sentence structure.  After successfully completing Core English I and after reviewing standardized test scores, the student will be placed in English I or English II with the final decision made by an educational committee.

 

English II is designed to study the different genres of literature:  short stories, novels, poetry, and nonfiction to become familiar with elements of literature used in each.  Students will reflect on their reading through extensive discussion, writing, and rewriting.  Essays and projects are required.  Daily language practices are used to discuss the problems of mechanics in writing.  Critical thinking, reading, and writing skills are emphasized.  The process of formal writing is taught through a research based essay. 

 

 

 

 

There are two central areas of study in English III.  Students will read a wide variety of American literature.  This reading will include over 20 short stories, three novels, and two plays.  The other main area of emphasis will be on writing.  Students will write numerous themes over the various literary works discussed in class.  Students will be required to complete 3 or 4 research papers.  Papers will be completed utilizing the MLA style.

 

English IV is designed to prepare students for college-level work.  A survey of many of the masterpieces of British literature as well as notable works of American and World Literature will make up the class content.  We will also focus on the preparation of collegiate skills, including the reading of non-narrative texts, note-taking, and time management.  This class will focus on writing, critical thinking and analytical skills, and the reading of upper-level material.  Essays and critical response writings will be written throughout the semester.  The senior research paper will be a large focus of the class as well.

 

 

 

Public Speaking is a writing intensive class that is designed to teach students the skills needed to become effective speakers in everyday situations.  Students will learn the primary methods and tools that speakers use to increase their effectiveness, including voice, nonverbal delivery, language, audience analysis, topic selection, speech delivery, and speech evaluation.  Students will also learn how to write and deliver specific types of speeches-speeches to inform, speeches to entertain, speeches to persuade, debate, and specialized speeches.

 

Creative Writing I is designed to provide students with the opportunity to develop their skills in writing and collaborate with other student writers.  Students will explore such genres as short story, poetry, journaling, essay-writing, and drama as well as writing for professional purposes such as advertising and letters.  Writing techniques and mechanics will be reviewed as necessary.  Individual interests and talents will determine a long-term project approved by the instructor.  Finally, all students will be encouraged to enter their works in contests and for publication.

 

 

Creative Writing II is an extension of Creative Writing I designed to provide students with a more intense opportunity to develop their skills in writing in such genres of literature as the short storey, poetry, journal, etc.  Students will have the opportunity to work as individuals and as groups on creative projects such as time capsules, board games, advertising campaigns, etc.  Students will view videos on the lives of many famous authors.  Each student will have the opportunity to write a research paper on a famous author of his or her choice, subject to the approval of the instructor.  Students will also be required to enter an original work such as a short story or poem in a contest or magazine for publication.

 

The purpose of this class is to produce the high school newspaper The Magnavox.  Students will have an understanding of how a newspaper functions, the different parts of a newspaper, and the different staff members involved.  The Magnavox staff members must have an ability to show leadership, research, write, interview, work beyond the classroom time, photograph, and most importantly, work well as a team. 

 

Each nine-week course will consist of the reading of 6 different novels.  These novels offer a wide variety of reading selections from classics to modern day.  Some authors included are Victor Hugo, Charles Dickens, Kurt Vonnegut, Jane Austen, Thornton Wilder, Ernest Hemingway, and Stephen King.  Course work consists of daily reading of novels, completion of study guides, classroom discussion, and essay exams. 

 

This course will use film as a way to engage students to use higher-level thinking skills by relating lessons to the “real” world.  Lessons of life and the study of positive moral messages presented in each film will be reviewed and discussed.  The focus will lay within the relationship of the movie itself and the piece of literature on which it is based or is similar in comparison.  The basic literary elements (plot, character, setting, etc.) present in both the film and text will be explored.  There will be journals, class discussions, projects, worksheets, and an array of writing assignments to complete during this semester course.

 

 

The purpose of this class is to introduce students to basic techniques of taking ACT tests and WorkKeys assessments.  Additional practice is give to enrich students’ vocabulary.  Students will also learn techniques of applying to colleges, filling out scholarship and financial aid forms, completing work applications, cover letters and resumes.  Students will be able to explore career interests.  Interviews and research will be performed for specific work interests.  Guest speakers will be present in different work-related fields to capitalize on skills needed to perform certain duties.

 

The Academic Success course is designed to help students with their study skills, Math skills, and Reading skills.  The students will be using a computer program, Auto Skill, which helps them identify basic Reading and Math skills they will need for their high school level classes.  This course is open to any student who feels they need the extra time and support to successfully complete their English and Math credits, but the final placement decision will be made by a committee.  The Auto Skill program is broken up into two parts:  Academy of Math and Academy of Reading.  The students start at a basic level in each and gradually move up to a senior level.  Students are encouraged to take the course two consecutive terms in order to complete the Auto Skill training program. 

 

All Freshmen entering DuQuoin High School will be required to enroll in a minimum level of Pre Algebra.  Exceptions to this policy may be granted by the mathematics instructors, the Guidance Department or the Administration.

 

Note: To meet the needs of students in special circumstances, a placement decision may be made at any time during the math sequence by a committee consisting of mathematics department, guidance, and the building administrator.

 

The Alternative Algebra class will include probability and statistics, fundamental operations with positive and negative numbers, linear and non-linear equations, functions, graphs and inequalities.  Geometric topics and problem solving skills involving real-world situations are integrated throughout the course.  The purpose of this class is to allow students who have difficulties in mathematics to earn the third credit of mathematics required for graduation.  This class is not a prerequisite for any other mathematics class.

 

This course is a fundamental course in mathematics.  The study includes the workings of whole numbers, common and improper fractions, mixed numerals, decimals, percentages, and real numbers.  Basic geometric concepts, such as area, perimeter, circumference, surface area, and volume will be covered.  Basic data collection will be conducted and graphs will be used to analyze the data.  Points and collections of points will be graphed.  Practical applications of these concepts will be demonstrated.

Students MUST have passed the entire course with a 70% or better to proceed in the math sequence.

 

This course is designed to provide the foundations in algebra, geometry, and problem solving; the skills and concepts needed to be successful in Algebra IA.  The course includes variables, expressions, integers, solving basic equations, multi-step equations, factors, fractions, exponents, rational numbers, equations, ratio, proportions, probability, percents, linear functions, real numbers, right triangles, measurement, area, volume, data analysis, probability, polynomials, and nonlinear functions.

 

*If a student has less than a 70% at the end of the semester, he/she will NOT qualify to take Algebra IA.

Students MUST have passed the entire course to proceed to Algebra IA. 

 

In this course students will study expressions, equations, functions, properties of real numbers, solving linear systems, graphing linear equations and functions, writing linear equations, solving and graphing linear inequalities and begin solving systems of equations and inequalities.  Technology, which will include the graphing calculator, will be implemented where appropriate.

 

*If a student has less than a 70% at the end of the semester, he/she will NOT qualify to take Algebra IB.

Students MUST have passed the entire course to proceed to Algebra 1B.

 

In this course students will study systems of equations and inequalities, exponents, exponential functions, polynomials, polynomial factoring, quadratic equations, quadratic functions, radicals, geometry connections, rational equations, rational functions, probability and data analysis.  Technology, which will include the graphing calculator, will be implemented where appropriate.

 

*If a student has less than a 70% at the end of the semester, he/she will NOT qualify to take Geometry.

Students MUST have passed the entire course to proceed to Geometry.

 

In this course students will study Plane and Solid geometry.  Special attention is given to making orderly proofs and to applying geometric principles in original exercises.  This course is not limited to plane figures, but will include lines, planes and space, study of prisms, cylinders, pyramids, cones, and spheres.

Students MUST have passed the entire course to proceed to Algebra II.

 

In this course students will study equations in one, two, and three variables, inequalities, inequality functions, matrices, quadratic functions, factoring polynomials, polynomial functions, graphs of polynomials, rational exponents, radical functions, exponential functions, and logarithmic functions.  Technology, which will include the graphing calculator, will be implemented where appropriate.

 

*If a student has less than a 70% at the end of the semester, he/she will NOT qualify to take Advanced Algebra w/Trig.

Students MUST have passed the entire course to proceed to Advanced Algebra w/Trig.

 

In this course students will study rational functions, quadratic relations, conic sections, trigonometric ratios, trigonometric functions, trigonometric graphs, trigonometric identities, trigonometric equations, probability and counting methods, data analysis, statistics, sequences, and series and three variables, inequalities, inequality functions, matrices, quadratic functions, factoring polynomials, polynomial functions, graphs of polynomials, rational exponents, radical functions, exponential functions, and logarithmic functions.  Technology, which will include the graphing calculator, will be implemented where appropriate.

 

*If a student has less than a 70% at the end of the semester, he/she will NOT qualify to take Pre-Calculus.

Students MUST have passed the entire course to proceed to Pre-Calculus.

 

In this course students will study functions and their graphs.  The functions which will be covered but not limited to are:  polynomial, rational, exponential, logarithmic, and trigonometric.  The course will also include analytic trigonometry, linear systems and matrices, sequences, series and probability.  An introduction to limits and calculus is included.  Technology, which will include the graphing calculator, will be implemented where appropriate. 

 

*If a student has less than a 70% at the end of the semester, he/she will NOT qualify to take Calculus.

Students MUST have passed the entire course to proceed to Calculus.

 

Calculus includes topics equivalent to freshman calculus in college.  Topics include functions, derivatives, differentiation, integration, and logarithms.  A student should have excelled in the prerequisite course before enrolling in calculus.

 

This class will explore statistics concepts and how it is used in the real world.  It is an activity-based course where data will be collected using a variety of methods and then analyzed.  Methods of graphing, measures of central tendency, normal distributions, correlation factors, linear and nonlinear regression, probability, and randomness will be studied.

 

 

Students take 2 terms of PE each year.  This is 1 credit per year of PE.  Students are allowed to earn only a total of 4 credits of PE during the four years of high school.

The PE class is designed to promote a healthy body while exposing students to different sports, in which they can participate outside of school in general everyday living.  Class begins with calisthenics, followed by activities in three-week-blocks.  Basic rules and skills are presented for activities.  The following is a list of activities for each term:

1^st Term                       2^nd Term                      3^rd Term                       4^th Term

Archery                                    Indoor Tennis             Badminton                   Golf

Flag Football                Ping Pong                     Bowling                       Tennis

Softball                                    Volleyball                    Physical Fitness                       Recreational Games

In compliance with the State law, no one is exempt from taking Physical Education.  Participation is required unless the student brings a statement from a doctor stating the limitation and type of activity the student may participate to earn credit in physical education.  Provisions are usually made to take care of special cases.  By filling out the proper waiver form, the 11th and 12th grade students may be exempt from taking PE.  (See footnote #2, page ii)

 

Students take 2 terms of PE each year.  This is 1 credit per year of PE.  Students are allowed to earn only a total of 4 credits of PE during the four years of high school.

This course offers the student a strenuous workout with free weights, aerobic exercise and fitness activity.  The student will keep a notebook of work-outs done and improvements made, on the following activities:  Bench press, Squats, Cleans, Dead Lifts, 40 yd. Dash, 1/2 -1 Mile runs.

 

The curriculum for the classroom segment of driver education includes traffic rules and regulations, traffic control devices such as signs, signals, and pavement markings, and basic vehicle control as well as more advanced skills including lane changes, passing, and parking with emphasis on defensive driving.  Automobile insurance, post-collision procedures, and the effects of alcohol on driving capabilities and the devastating consequences of drinking and driving are major parts of the curriculum.  Students who do not pass the classroom or whose grades fall below passing in the classroom while taking behind-the-wheel training will not be allowed to drive.  Any student who does not pass the classroom must re-take and pass the classroom before driving in the driver education vehicle.  Students enrolled in behind-the-wheel training may be taken from PE classes or Band to complete the necessary hours as long as they are passing those respective classes.  After being absent 5 times, a student could be removed from Driver’s Education due to failing status. If there is a medical reason for the absences, a doctor’s excuse must be brought in and all work/time made up.

In addition to the required classroom instruction in driver's education, the school will offer practice driving.  Behind-the-wheel and obtaining a driver’s license are both optional.

Currently, a $50 fee is charged for use of the car and an additional $20 fee is charged by the State of Illinois for the white slip. Fees must be paid prior to enrolling in class.  NOTE: Transfer students from out-of-district or out-of-state are NOT exempt from the classroom phase of drivers education unless a transcript reflects recent successful completion of the classroom. 

Qualifying for a Learners permit:

The student must pass the written test which is given in class.  This written test can be taken up to 3 times with the classroom instructor. 

 

If the student has not passed it after 3 times, they must:

1.   Fill out another application.

2.  Get this application signed by driving instructor.

3.  Go to Department of Motor Vehicles office (DMV).

4.  Take 3 forms of I.D.

5.  Pay $20.00.

6.  Take the test again at the DMV.

 

The course is designed to cover many different health topics and issues that arise in our world today.  Topics may include drugs, alcohol, tobacco use, human skeletal system, respiratory system, human reproduction, cardiovascular system, muscles, and CPR.

 

 

 

This freshman level introductory Earth Science course is intended to give the student a basic grasp of the Earth and its functions.  Emphasis is given to hands-on activities and labs as well as general textbook studies.  Areas covered include geology, weather, global forces, volcanism, and basic space science.  Coursework includes labs, activities, group work, note taking, tests, quizzes, and occasional videotape lessons.

 

Chemistry is the study of the relationship between the structure and the properties of matter.  This course will introduce the student to these concepts of matter along with the physical, chemical, and energy changes that occur in the world around us.  This class will include a blend of course work and hands-on laboratory work, which will help reinforce the concepts discussed in class.

 

This freshman level introductory Physics course is intended to give the student a basic grasp of Physical Science and its uses.  Emphasis is given to hands on activities and labs as well as general textbook studies. Areas covered include forces and motion, heat and temperature, electricity and magnetism and light & sound.  Coursework includes labs, activities, group work, note taking, tests, quizzes, and occasional videotape lessons.

 

This course will cover the basics of Environmental Science with an emphasis on hands-on activities and labs as well as general textbook studies.  Areas covered include basic Ecology, Soil Science, Geology, Life Science, Botany, and Environmental issues of current interest.  A few activities include a wildflower

collection, owl pellet dissection, water and soil sample studies, population counts, and waste treatment/cleanup.

 

This is the study of living things: how they grow, how they reproduce their kind, and interact with their environment.  It also includes basic molecular biology, microbiology, and genetics.  This is accomplished through lecture, demonstrations, lab experiments, and other hands-on activities.

 

 

This course is for students who wish to further their understanding of biology, to prepare students for college biology, and to further professional goals of interested students.

 

This course continues where Conceptual Chemistry leaves off. A more in-depth study of the atom and its reactions will be covered in lecture as well as in hands-on laboratory work.  Atomic structure, ion formation, reactivity, chemical formulas, chemical reactions, and chemical bonding will be discussed.  This course is designed to prepare college-bound students for college chemistry courses.

 

For those students who found Chemistry I intriguing, Chemistry II provides a more in-depth look at the science of matter.  This class will include topics in chemical bonding, reactivity, and equilibrium.  A large part of this class will include a qualitative analysis laboratory, which will challenge the student’s ability to identify unknown ions through chemical processes.  This class is designed for the student that may be looking at the sciences or medical fields in college.

 

Physics emphasizes the basic laws and principles needed to understand the various aspects of the modern physical world. Basic concepts of physics will be explored, i.e., mechanics properties of matter, heat, sound, light, electricity, electronics, and nuclear physics. This course will prepare college-bound students for college level laboratory physics courses.

 

 

 

This course will revolve around reading and discussing events and topics from the U.S. and abroad.  Each student will read articles from various print media sources and be able to discuss those articles with their peers.  CNN Student News will also be utilized in this course.

 

This course is a required social science class for all 9^th graders excluding those with IEP exemptions.  World History: Connections to Today is a survey of history using Thematic Units.  Units include early civilizations and World Religions, Renaissance and Reformation, Revolutions (Scientific Revolution, Industrial Revolution, French Revolution and Russian Revolution), Global Conflict (Cold War, Imperialism, Apartheid).  Students will learn to analyze major historical trends and understand the connection of the past to the world today.

 

This term course is an elective social science course for 10^th – 12^th grade.  World History:  Connections to Today will focus on “modern” events such as nationalism around the world, WWII and aftermath, the world today in Europe, East Asia, Southeast Asia, Middle East, Africa and Latin America.

 

This course is a continuation of American History.  It will begin following World War II and end with the present day events.  Some of the topics to be discussed include the Cold War, Vietnam, Civil Rights Movement, and Modern Presidents.

 

This course will guide students through the fundamental trilogy of economics--scarcity, choice, and cost.  Students will examine the broad social goals of an economy by exploring pre-college level topics such as the stock market, public choice and aggregate supply and demand. 

 

This course includes the study of human group behavior. Topics that will be discussed include the foundation of sociology, research methods, culture, society, socialization, deviance, race and gender.

 

This course is designed to trace the founding growth and development of the United States from the beginning in the New World to the present time.  The course will survey the explorers, colonial period, Revolutionary War, the beginning of the United States, a young country, Civil War, Reconstruction, Industrial Revolution, gains in world power, World War I, Roaring Twenties, Great Depression, World War II, and postwar problems.

 

The aim of the course is to provide knowledge of the rights, privileges, and duties of an effective citizen.  The content of the course will cover such areas as political systems, civil rights, political parties, voter behavior, nominations, elections, pressure groups, Congress, President, and the court system.  Students will study and pass a test in regards to the Declaration of Independence, U.S. flag, Illinois Constitution, and the United States Constitution.

 

This term class will cover the fundamental themes of geography:  location, place, human-environment interaction, movement, and regions.  Students will look at the concepts of both physical and cultural geography and apply them to countries around the world.

 

This term class will trace the settlement of Illinois from the Cahokia Indians through present-day.  Students will study the people, places, and events that have shaped our state as well as locate major geographical features of our state.

 

This course studies human behavior and the function of the mind.  It helps the student understand themselves and others.  The course covers the science of psychology, research methods, central nervous system, perception, learning, personality, psychological disorders and therapies.

 

 

 

The course is set up to be practical and relevant for students planning to enter the world of work upon graduation.  The English component presents the rules and concepts of communication skills by providing opportunities for appropriate practice.  Exercises are designed to develop better writing, speaking, listening, and social skills.  The Reading component is designed to improve reading recognition, comprehension and communication skills.  Spelling and vocabulary skills are also addressed on a daily basis.  Students reinforce their skills and knowledge through use of high interest materials.  Students read and discuss topics of interest to today's teenagers.

 

Resource Services will provide supportive educational services to students and/or their teachers.  The resource teacher may provide the student with direct services in the form of remedial, developmental or compensatory teaching and/or behavioral management.

 

This course will survey the explorers, colonial period, Revolutionary War, the beginning of the United States, a young country, Civil War, Reconstruction, Industrial Revolution, gains in World War I, Roaring Twenties, Great Depression, World War II, postwar problems and through current 21^st century events.  Local history including city and county will also be covered.  Current events will be discussed on a daily basis and tested weekly.

 

The course is designed to provide the student with knowledge to the rights, privileges, and duties of a responsible citizen.  Topics to be covered:  political systems, civil rights, political parties, voter behavior, election procedures, branches of government, and the court system.  Current events will also be discussed on a daily basis and tested weekly.  Students will study and pass a test of the Constitution of the United States.

 

This course is a fundamental course in Mathematics.  It includes a review of the four operations of math along with word problems.  The studies include work on decimals, fractions and percentages.  Vocational skills such as check writing and working with money are included, also.

 

 

This course is a step-up from Math I.  The studies include a review of the four operations of mathematics, word problems, four operations of fractions, percents, decimals, graphs, ratio and proportions, negatives and positives, and an introduction to expressions and equations.  The course also includes vocational skills in money and check writing.  The course introduces the students to the Algebra ½ textbook.

 

This course is a step-up from Math II.  A review of the four operations of mathematics and fractions are included.  Concentrations are on vocational consumer math by teaching skills in money, check writing, check books, cash registers and job applications.

 

Students are provided with a variety of learning opportunities to develop specific job skills to include check writing, check books, check registers, working with money, problem solving, job applications, and preparation for employment testing.  This course also provides an introduction to Algebra, basic concepts of mathematics, review of previous math concepts, and preparation for employment testing.  Students will be evaluated and trained to achieve at the highest possible level of performance with emphasis on developing eye-hand coordination with business machine operations using calculators.  In addition, emphasis will be placed on using appropriate work behaviors and attitudes.  This course will be implemented according to individual student needs.

 

*This class is designed for students who might not be successful in an occupational specific program or special education vocational education placement.

 

This course is designed to help students prepare for the world of work and life as a consumer.  The first term deals with: Job survival skills, job interests, applying and interviewing, getting along with your employer and co-workers, economics and on-the-job training, and safety on the job.  The second semester deals with: Managing your money, take-home pay, living on your own, counting money and making change, consumer purchasing, making a budget, checking account and comparison shopping.

 

Students will learn how to improve their own health.  They will learn how to handle their feelings and how to solve problems and set goals. There are also biological studies of plants and animals included in this course.

Students will learn the entire measurement system and basic Geometry including angles, Pythagorean Theorem, area and volume.  Other topics covered in the course include acids and bases, lime and concrete, properties of matter, ratios and proportions, water and basic electricity.

 

This course deals with students who like to work with their hands and enjoy construction projects.  Students will build construction projects made of wood.  The students are taught how to draw an object in orthographic projection.  The student learns how to view objects in more detail and how to present the object on a two-dimensional piece of paper.  Time will be devoted to learning to identify woodworking tools and how to use them safely.  The course will also cover basic auto care techniques such as automotive detailing, maintenance, and care.  Basic transportation technology and internal combustion engines will also be addressed in the technical careers course.

 

This course will develop skills in the area of technical science.  Hands-on projects involving environmental and technical applications in science will be utilized.

 

This course will provide students an opportunity to learn stress management techniques, relaxation techniques, and exercises relating to the management of stress.  Students will increase their awareness of their personal reaction to stress and build their sense of control and mastery over the stressors in their life.

 

Students will learn that the wellness concept is centered on connections and the idea that all the mind, body, spirit and community are all interrelated and interdependent.  Students will learn a variety of activities, set priorities and make choices that help them make decisions toward a more balanced and fulfilling life.

 

This course is designed to develop basic skills in keyboarding techniques on the computer.  Basic computer software programs will be explored.

 

The goal of this course is to provide students with learning experiences to develop appropriate work skills necessary for transition to employment after high school.  Job skill development will include appropriate workplace communication, behaviors, and attitudes.  Through instruction and application, students will develop and enhance skills required to seek, obtain, and retain employment.  In addition, students will be involved in individual career/vocational planning in accordance with their own individual interests and abilities.  Students will participate in career exploration activities, complete employment applications, develop a personal resume, complete an interest inventory, and develop skill sets.  Skill sets will include discussion and application of effective interviewing, communication, appropriate attire, problem solving, team building, and self-advocacy.  This course will be implemented according to individualized student needs. 

 

Students are provided opportunities to practice and improve marketable job skills while increasing knowledge of an occupation through working on the job.  Students will receive instruction in seeking and securing employment.  In addition, support will be provided on an individualized basis to assist with the development of job-specific skills.  Supervision will be provided by the teacher and employer.  Worksite placement will be based on the student’s individual needs and may begin in-school followed by placement at sites within the community.  Supervised work activities will assist the student to gradually acquire work skills, acceptable habits, and appropriate attitudes and behaviors to be successfully employed.  Learning experiences will be provided as specified in the student’s training plan agreement.  During the classroom portion of this course, students will participate in “job club” activities to included peer group discussion and support regarding individual workplace experiences.  The classroom portion of this course must include 200 minutes of instruction including supervision of the individual student.  Students must be concurrently enrolled in the “Specialized Work Skills Development” course for career and tech ed funding. 

 

Students are provided an opportunity to explore a wide range of career/employment options.  Assessment and the identification of appropriate career options are key components.  Employability skills, job maintenance skills, and appropriate work behaviors and attitudes are introduced.  Students will be involved in individual vocational planning.  Emphasis is placed upon related background knowledge and skills as they relate to occupational tasks identified as appropriate in accordance with the interest and abilities of the individual learner.

 

Students are evaluated and trained to achieve at the highest possible level of performance.  Students who might not be successful in an occupational specific program or special education cooperative vocational education placement are provided with a variety of learning experiences to develop job skills.  Emphasis is placed on teaching appropriate work behavior, attitudes, and developing eye-hand coordination and specific job skills.

 

 

 

Improving computer and workplace skills will be a focus in all agriculture courses. Participation in FFA student organization activities and Supervised Agricultural Experience (SAE) projects is an integral component in each course for leadership development, career exploration, and reinforcement of academic concepts.

 

This orientation course provides an opportunity for students to learn how the agricultural industry is organized, its major components, the economic influence of agriculture at state, national, and international levels and the scope and types of job opportunities available in the agricultural field. Basic concepts in animal science, plant science, soil science, horticulture, natural resources, agribusiness management, agricultural mechanics, agricultural biotechnology, food science technology, environmental science and aquaculture science, and technology will be presented.

 

This orientation course builds on basic skills and knowledge gained in the Introduction to Agricultural Industry course. Major units of instruction include agricultural research, soil science, advanced plant science, biotechnology, and advance animal science. Applied science and math skills and concepts will be stressed throughout the course as they relate to each area.

 

This course will concentrate on expanding the student’s knowledge and experiences with agricultural mechanics technologies utilized in the agricultural industry. Units of instruction included are: design, construction, fabrication, maintenance, welding, electricity/electronics, internal combustion engines, hydraulics, and employability skills. Careers of agricultural construction, engineer, electrician, plumber, welder, equipment designer, parts manager, safety inspector, welder, and other related occupations will be examined.

 

This course will develop students’ understanding of the agricultural industry relating to the United States and world marketplace. Instructional units include: marketing and trading of agricultural products, international agriculture, imports and exports, agricultural law, taxes, governmental regulations and policies, and advance computerized record keeping. Student skills will be enhanced in math, reading comprehension, and writing through agribusiness applications. Employability skills will be developed with resume writing and interviewing techniques to gain employment. Post-secondary education will be explored at agricultural colleges and universities

 

This course is designed to reinforce and extend students understanding of science by associating scientific principles and concepts with relevant applications in agriculture. Students will examine major phases of animal agriculture and specific biological science concepts that govern management decisions in the animal industry. Topics of study are in the areas of growth and development of animals – embryology, nutrition, immunity systems, and processing animal products – preservation, fermentation, and pasteurization. The course will be valuable preparation for further education and will increase the relevance of science through the applied setting of agriculture by enhancing literacy in science and the scientific process.

 

This course is designed to reinforce and extend students understanding of science by associating basic scientific principles and concepts with relevant applications in agriculture. Students will examine major phases of plant growth and management in agriculture and the specific biological science concepts that govern management decisions. Topics of study are in the areas of initiating plant growth – germination, plant sensory mechanisms, enzyme action, absorption, and managing plant growth – photosynthesis, respiration, translocation,  metabolism, and growth regulation. The course will be valuable preparation for further education and will increase the relevance of science through the applied setting of agriculture by enhancing literacy in science and the scientific process.

 

This course is designed to develop knowledge and skills in the following areas: using soil and other plant-growing media; identifying, propagating, and growing horticultural plants in greenhouse and nursery settings; constructing, maintaining, and using plant-growing structures; operating, repairing and maintaining equipment used in the horticulture field.  

 

This course is designed to establish knowledge and skills in various agricultural careers. Students will gain credit by establishing a project at their home, at a local business, or at their school usually after normal school hours. Example projects may include but are not limited to: working at a garden center, raising vegetables/grain/livestock, conducting agriscience experiments in a greenhouse, and training horses at a stable. Students will be required to verify their experiences by keeping written or computerized records including: business agreements, budgets, inventories, daily activities, hours worked, income and expenses, total earnings, depreciation, and net worth. Instructor supervision will be conducted to the student’s home or place of employment. SAE records should be evaluated at least once per month. In addition, SAE lessons are integrated in each agricultural course. SAE participation can lead to fulltime employment, scholarships, and awards through the FFA.

 

This course is designed to improve and expand knowledge and skills in various agricultural careers. Students will gain credit by continuing a project at their home, at a local business, or at their school usually after normal school hours. Students are encouraged to add additional projects, experiences, scope and growth involving managerial and decision-making skills. Students will be required to verify their experiences by keeping written or computerized records including: business agreements, budgets, inventories, daily activities, hours worked, income and expenses, total earnings, depreciation, and net worth.  Instructor supervision will be conducted to the student’s home or place of employment. SAE records should be evaluated at least once per month. In addition, SAE lessons are integrated in each agricultural course. SAE participation can lead to fulltime employment, scholarships, and awards through the FFA.

 

 

This course is designed to develop basic skills in keyboarding techniques on the computer.  Major emphasis will be placed on keyboarding techniques, speed, and accuracy.

Units of study will include:

-Develop touch system techniques                              -Develop speed and accuracy skill

-Use manipulative parts of a computer                                    -Proofread and correct errors

-Develop punctuation, syllabication, and capitalization skills

Students will be taught on computers utilizing as much "hands-on typing" experience as possible.

 

This second course in the keyboarding sequence continues to develop the skills introduced in the first course.  Emphasis will be placed on production work on computers.

The following areas will be included:

-Advanced reports                               -Tables                                     -Outlines

-Simple simulations                             -Vertical and horizontal centering

-Document preparation:  Personal & business letters, announcements, memorandums, envelopes, reports

NOTE:  It is recommended that students take the Fall & Spring term courses in the same school year.

 

This is an orientation-level course offered to business education students to develop awareness and understanding of the application of electronic information processing concepts, terminology, software and equipment to accomplish tasks typically performed by employees in the business occupational area.  This course will focus specifically on the use of software that is used by persons employed in business occupation.

Units of study will include:

-Basic computer technology and terminology              -Basic function of a computer system

-Demonstrate equipment and related operational skills            -Basic internet functions and concepts

-Use the computer for basic business applications: word processing, spreadsheets, database

-Develop an awareness and understanding for the following:  graphics and telecommunications       

Students will be exposed to a variety of information processing systems and they will have frequent hands-on experience.  Instruction will also focus on problem analysis and ethical consideration that arises in using electronic information processing equipment and gaining access to available databases.

 

This course is designed for students wishing to learn advanced operations of a computer system and to develop programming skills using Visual Basic, C++, or Basic.  Topics covered are introduction to presentation software and writing programs using Visual Basic C++, or Basic.

 

Spreadsheet and Database Design builds on the beginning skills developed in Computer Concepts and Software Applications.  In-depth work is done with spreadsheets and databases through the use of software packages (such as Microsoft Excel/Access).

To receive dual credit from John A. Logan College, the student must be a junior or senior.  Take both Programming and Spreadsheet, and earn an “A” or “B” in both courses.

 

This accounting course includes a planned learning experience that develops initial and basic skills used in systematically computing, classifying, recording, verifying and maintaining numerical data involved in financial records, including the paying and receiving of money.

Units of study will include:

-Keeping financial records                               -Accounting computer theory and/or applications

-Preparing financial reports                                   -Basic fundamentals and terminology of accounting

-Operating related business machines and equipment

 Students will use practice sets with business papers to emphasize actual business records and management.  Basic principles of automated accounting (using the computer) are used throughout the course.

 

Accounting II is a skill level course designed to build upon skills learned in Accounting I.  It will help students to develop a deeper knowledge of the principles of accounting with emphasis being placed on financial statements and accounting records.  Students will study previously learned principles as they apply to business.

Units of study will include:

-Types of business organizations; i.e., partnerships, corporations, branches, etc.

-Cost accounting                                              -Tax accounting

-Payroll accounting                                          -Prepare financial reports

-Prepare budget reports

Skills will be developed in the entry, retrieval and statistical analysis of business applications.  Simulated business conditions will be provided through the use of practice sets.  This course will provide a technical background for college-bound students who plan a business curriculum, as well as those who wish to obtain a saleable vocational skill.  Automated accounting, with emphasis on spreadsheets, is an integral part of the course.

To receive dual credit from John A. Logan College, the student must earn an “A” in Accounting II.

 

Business Law helps students develop a better understanding of the personal and business legal environment in which they live and the laws that govern human conduct in a civilized society.  Students also learn how to avoid many legal difficulties and how to cooperate more effectively with a lawyer if and when necessary.  The use of role playing, guest speakers, and field trips supplement the text in the study of the American Legal System. Aside from the personal and business implications of the course, the subject matter also provides an orientation to the law profession.

 

Activities are associated with the physical movement or transfer of ownership of a product or service from producer to consumer.  Topics include wholesale, retail, and specialist business activities and functions, packaging, and storing.  Duties such as receiving and storing incoming merchandise, performing merchandise duties and preparing merchandise displays are included.  Product-service planning is the process of developing the product or service mix in response to market opportunities.  Topics include quality assurance, grade and standards, warranties and guarantees.

 

 

This course will focus on the understanding and skill needed to make decisions about the use of resources and strategies which lead to quality of life.

Units of study will include:

-Understanding the role of the consumer                                 -Utilizing resources and consumer information

-Installment purchasing                                                            -Budgeting

-Comparison of prices                                                 -Cost of credit, insurance, and taxes

-Purchasing food, clothing, shelter, and transportation            -Managing money and resources

-Applying consumer rights and responsibilities in the market place

-Analyzing resource/consumer management skills necessary for present and future decisions

-Understanding economics and free enterprise systems

*This one term course meets the requirements for consumer education instruction as required by the School Code of Illinois   (Section 27-12.1)

 

This is the suggested first course for all Family and Consumer Science Programs.  It is designed to teach students about all of the occupational areas in Family and Consumer Science:

1.  Clothing and Textiles                                              2.  Consumer Management

3.  Foods and Nutrition--Food Service Occupation                  4.  Housing, Interior Decorating and Equipment

5.  Child Development and Child Care Occupations    6.  Employability Skills

7.  Problem Solving Skills

8.  Human Development, Interpersonal and Family Relations

This is a sample course in the above-mentioned topics. An introductory unit in each area of Family and Consumer Science is interlaced with the study of personality and qualities sought by employers. Areas of study will include getting along with others, how to deal with people, how to control your feelings, personal health habits, good grooming and their importance in relation to success in life and how to apply to a job, job interviews, careers in the Family and Consumer Science fields and everyday life.  Other units covered include:  Foods & Nutrition, Childcare, Housing and Clothing and Textiles.

 

This "how to" course will provide students with classroom and laboratory experiences needed to know and understand basic food principles and applied nutrition concepts for people of all ages.

Units of study will include:

-Careers in foods and nutrition

-Identify and use proper safety and sanitation measures when preparing foods

-Identify, understand and apply basic principles of cookery

-Identify and utilize cooking tools to promote efficiency

-Understand cooking terms and apply them to achieve the best results when preparing food

-Use the decision-making process to coordinate and organize preparation techniques to produce satisfying   meals and serve appropriately

-Make maximum use of resources when planning, preparing and serving foods

 The course will be taught using various means of demonstrations, laboratories, field trips, class handouts    and study guides.  Information related to careers in foods and nutrition will be utilized.

 

The major aim of this class is to provide learning experiences which will expand the students’ knowledge of food preparation, nutrition concepts and food management.   

Units of study will include:

-Food—how it affects life and the life cycle               -Nutritional needs and healthy food choices

-New Food Guide Pyramid                                          -Food preservation

-Meal planning (including budgeting and proportioning foods)

-Proper cooking and storing methods and techniques of food

-Basic catering-preparing large quantities of food

 

The major aim of the course is to provide learning experiences that will help students know and understand about the physical, cognitive, and psychosocial development of children from conception through adolescence.  Included topics of study will consist of the physical, economical, and psychological preparation from childhood, family planning, pregnancy and the complications involved, prenatal care, characteristics and care of the newborn.  The role of the parent and the family, as well as the environmental aspects will be discussed as to how they shape the character and personality of the child.  Other areas will include encouraging children to utilize their resources, discipline styles, family values, and attitudes.  The students will also study special problems, cultural differences, and day-care services.  Information on careers related to child care will be utilized throughout the course.  This class includes a required two night simulation of caring for an infant.  Baby-Think-it-Over baby modules are used to simulate infant care.

 

This course will stress the competencies, qualities, and knowledge that are needed to help care for young children.  It is designed to provide students interested in child care occupations with information and experiences used in caring for individuals.  Students will have lab experiences and will develop the appropriate skills needed for assisting with care for children.

Units of study will include:

-Characteristics of good child care programs               -Licensing rules and regulations for child care

-Operating a child care facility                                     -Handling parents

-Safeguarding health and safety                                               -Developing programs and activities

In this course, the student will gain an understanding of human development, human relations, and human behavior and will develop competencies that will help to enrich the lives of others and learn wholesome attitudes toward working with others.  Students will be involved in actual work with children in situations that simulate those found in business and industry.  Good attendance is an absolute necessity.  A grade of a “B” is required to enroll in Child Care Services II or consent of instructor.

 

The major aim of this course is to help students develop the qualities, competencies and knowledge that are needed in working with children. It will provide lab experiences with children in order for the students to achieve the necessary skills needed when working with children.  It will allow the student to use the skills learned in Child Care Services I to be used on a daily basis.  The students will be able to experience the following:

-Setting up a quality child care program                                   -Play a part in operating a childcare facility

-Understand and abide by state regulations for childcare         -Communicating with parents about their child

-Following all health and safety rules                          -Set up a daily schedule of activities

-Developing activities to fulfill the program schedule

It is hoped that the student will gain an understanding of what is "real life" in a childcare facility.  Students will gain an understanding of human behaviors and develop ways in which to deal with those behaviors.  By being involved in this laboratory experience, the student may be able to decide at an early stage about the career they seek.

To receive dual credit from John A. Logan College, the student must earn an “A” or “B” in Child Care II.

 

This course is designed to provide students interested in careers in food service with information and practical experiences needed for the development of food service job-related competency.

Units of study will include:

-Following safety procedures                                       -Cleaning and sanitation

-Arranging services and serving guests                                    -Preparing and serving food in quantity

-Preparing vegetables and sandwiches                         -Preparing meats, poultry, fish, and shellfish

-Good work habits

-Preparing beverages, garnishes, topping, fillings and appetizers

-Cake decorating (Purchase of cake decoration kit is required)

-Foreign foods (a study of climate, geography, culture, lifestyle, cuisine, & common menus)

Units in managing money, budgeting, selecting utensils and equipment, kitchen safety, insurance, types of business, entrepreneurship, taxes, time management as well as numerous other lessons on reading labels, nutrition and food buying. The overall intent of the course is to prepare the student with the basic skills needed to handle an entry-level job in the food service area and to enrich his/her knowledge and appreciation of well-prepared attractively served fine food.

 

This course is designed to assist individuals and families in achieving life satisfaction through responsible participation as adults in the homes, community, and the work place.  Various resources that will assist when dealing with life’s problems will also be utilized.

Units of study will include:

-Identification of values and goals                               -Goal-setting and decision-making skills

-Basic needs and practices that assist in coping                       -Communicating with others

-Developing effective relationships with others                       -Impact of family and career changes on others         

-Selecting and using resources to enhance individual growth and development

-Financial aspects of marriage which includes budget and installment purchasing

 

This course is designed to expose students to the responsibilities, satisfaction, and problems of parenthood. Stress prevention and management and the work of many community agencies that help parents deal with various types of parenting crises will be emphasized.  This class includes a required four night simulation of caring for an infant.  Baby-Think-it-Over baby modules are used to simulate infant care.

Units of study will include:

-Types and styles of parenting                                     -Maximizing family resources

-Responsibilities of parenthood                                               -Human relations skills

-Basic principles of the parenting process                    -Impact of career changes on family

-Preparing for parenthood                                            -Teenage parenting

-Financial aspects of parenting which include comparison of prices and role of the consumer in the               economy

Special emphasis will be placed on recognition of values, goals, standards, resources and the development of the ability to seek solutions to family living and economic problems.

 

This course is designed to help students develop knowledge, understanding and experience in fashion, fabric and textiles, their classification qualities and characteristics and to assist them in meeting the clothing needs of humans. 

The students will develop competency in the following areas:

-Selecting clothing products                             -Appraising products for health, safety, and comfort

-Caring for clothing products                           -Fashion and its effects on humans

-Construction techniques                                 -Repairing and remodeling

-Pattern alterations, layouts, marketing, pinning and cutting techniques

-Communicating clothing image to others

-Jobs and careers using competency related to clothing and textiles

Learning methods to be used will include the use of lecture, laboratory experiences, class project demonstrations, field trips, handouts and study guides.

 

This course is designed to help students to use prior knowledge and develop additional knowledge of fabric and textiles and additional skills in garment construction and the use of technology.  The student will have opportunity to develop advanced skills in the following areas:

-clothing care and repair

-pattern alterations, layouts, marking, pinning, and cutting techniques

-construction techniques

-remodeling of garments

-build competency for jobs in the related field

Learning methods to be used will include the use of lecture, laboratory experiences, individual project based learning, class demonstrations—given by the student, field trips, handouts and study guides.

 

This course is designed to help students to use prior knowledge and develop additional knowledge of fabric and textiles and additional skills in garment construction and the use of technology.  The student will have opportunity to develop advanced skills in the following areas:

-clothing care and repair

-pattern alterations, layouts, marking, pinning, and cutting techniques

-construction techniques

-remodeling of garments

-build competency for jobs in the related field

Learning methods to be used will include the use of lecture, laboratory experiences, individual project based learning, class demonstrations—given by the student, field trips, handouts and study guides.

 

Learning experiences in this course are designed to provide students with the basic knowledge and skills needed to select, acquire, maintain and manage living environments to meet the needs of the occupant.  The course content will include units of study in the following areas:

-Alternatives in housing available to young adults

-Locating and managing housing using goal-setting and decision-making skills

-Evaluating living space to meet basic needs

-Determining the impact of the individual and/or group on living environments

-Selecting appropriate resources in creating living environments

-Selecting and care of housing, furnishings, equipment and accessories

-Applying housing and home management choices relating to changing family/individual and career patterns

Teaching techniques of class discussions, lab experiences, problem-solving games, resource persons and field trips will be utilized.

 

 

This course is offered to students wanting to further their education in a health related field.  Medical Terminology has been designed to aid students who want to pursue a career in medicine.  Some of the topics covered include:

-Integumentary system

-Muscular/Skeletal system

-Respiratory system

 

This course is offered to students wanting to further their education in a health related field.  The many topics covered include:

-Skeletal System

-Muscular System

-Respiratory System

-Cardiovascular System

 

This course is designed to introduce the students to occupations in the field of health.  The study of the health care system, medical abbreviations will be incorporated into each unit, along with information on varied health careers. Guest speakers and field trips will be utilized to enhance learning. 

Requirements: Student may be asked to provide their own transportation to and from school for field trip experiences.

 

This course is designed to give the student job shadowing experience in varied health care settings.  Students follow a health care professional through a portion of their day, asking questions and getting answers which can help them see both the connections to what they learn in school and future career possibilities.  The mentor may supervise the student in doing simple tasks in the health care setting.  Grades are based on weekly reports, mentor evaluations, and attendance.

Requirements for Participation:  Dress code as required by the job shadowing provider. Students must be able to provide transportation to and from school job shadowing site, Immunizations/TB test.  Students will not be permitted to take this class if they have had to serve an in-school suspension or be excluded from school 1 semester prior to or the semester of the Health Occupation I.

 

This course is designed to train students to be competent in skills necessary for the nursing assistant to function successfully in a hospital, long-term care facility, or other health care facilities.  The nursing assistant will provide services related to the comfort and welfare of the resident under direct supervision of the licensed nurse or physician.  Some topics to be covered include body mechanics, transfer techniques, basic anatomy and physiology, personal care, vital signs, rehabilitation, death, Alzheimer patient care, dying, and post-mortem care.  Cardiopulmonary resuscitation is also included.  For more information, go to www.jalc.eduor call John A. Logan College at 542-8612.

 

 

 

This nine-week course is designed to inform students about the kinds of industries we have in our region and the program we offer.  It is designed to expose students to a variety of occupations and to provide minimum basic skill development that will enable students to make meaningful decisions about which career/occupation to pursue.  Experiences will start with basic employability skills needed by all workers and basic safety principles for industry.  Experiences will include:  Resources, technical processes, industrial applications and technological impact.  Units of study will include:

Power and Energy                                          Communication

-Electricity/Electronics                                     -Drafting/Computer Aided Design

-Alternate Energy Sources                               -Graphic Communications

-Solar Energy                                                   -Internet

Manufacturing                                                 

-Plastic Applications                                       

-Sheet Metal                                                    

-Welding                                                         

 

This nine week introductory course will expose students to a variety of skills and competencies needed in the increasing world of construction.

 Units of Study will include:

-Practice basic safety principles/procedures

-Explain and use hand/power tools and their proper uses

-Explain building concepts and procedures

-Practice layout, design and ordering materials.  (Bidding)

-Skills will be developed by the designing and production of class projects

-Career opportunities in construction/manufacturing trades.

Exposure to all of these areas will be through a series of field trips, on-site visitations, guest speakers, videos, and lab projects.  Activities will include a hands-on approach with studies enforcing any qualifications for the various job opportunities available in the construction industry.

 

Once a building is constructed and closed in (windows, exterior doors, and roof installed), it is ready for the installation of Electrical Wiring, Heating/Air Conditioning, Plumbing and Interior Finishing.  These processes are called Mechanical Construction System.

Students will explore the integration of these disciplines, which involves the use of resources, tools and technical processes to increase student capabilities by performing basic fundamental skills in these highly competitive technical areas, including:

-Electrical Wiring

-Plumbing Systems

-Finishing Interior-Exterior

-Construction Projects

 

This training level course will provide the students with experiences related to erection, installation and maintenance of residential buildings and related fixtures as well as tools and equipment used in construction and building industry.

Units of study will include:

-Review of safety practices and principles                  -Masonry

-Building principles                                                     -Finish carpentry

-Footings, foundations and basement layout                -Construction Projects

-Local, state and national codes

This course is designed to equip students with basic employability skills in construction occupations.

 

Technology offers students the opportunity to explore the fascinating world in which they live.  This course will provide an in-depth orientation of many different aspects of technology today and in the future.  This is an orientation level course about technology education.  Technology I utilizes a variety of levels at the technology learning unit (TLU).  Students will receive exposure in the use of tools and hardware in our world of technological change.  Students will experience a minimum of six different TLUs in a semester.  At this level students will integrate technological concepts and academic disciplines into useful and contextual learning experiences.  Time permitting the course will initiate exposure in the following areas:

-Computer Numerical Controlled                     -Graphic Design

-CNC Milling Operations                                 -3 Dimensional Modeling

-Digital Photography                                        -Multimedia/Animation

-Electronics                                                      -Precision Measure

-Flight Simulation                                            -Robotics

 

This one-semester course will provide learning experiences, which will enhance students with a variety of drawing and multi-media applications using 3D-studio max and Auto-Cad software.

Units of study will include:

  -Animation/Multi-Media Fundamentals                                 -Product Development and Model Building

  -Architectural Design and Drawing (Auto-Cad)                     -Layout, Designs and Specifications to Drawings

  -Character Studio Design (Cartoons)                          -Scenery and Landscape Design

  -Drafting:  Civil, Mechanical, and Industrial              -Leadership and Employability Skills

  -Graphic Arts

 

 

Interrelated Cooperative Education is designed for students interested in pursing a career in any of the career and technical education program areas.  The student will be released from school for a paid cooperative work experience.  Students participate in a related classroom instruction phase of the program for a minimum of 200 minutes per week.  Students will receive a grade for both the classroom and work experience.  Students must pass the classroom portion of the course in order to continue their work experience.

Related class instruction will include units of instruction in the following:

-Job survival skills                   .                                   -Job-related organizations

-Career exploration                                                                              -Economics and the job

-Improving work attitudes                                                        -Job termination

-Job-seeking skills                                                                   .-Job legalities and ethics

-Transition skills                                                                      -Getting alone with fellow workers

-Life skills

 

The Education to Careers and Professions (ECP) Program allows the student to experience a selected career interest both in the classroom and on-site with a business partner.  The course involves researching the past, present, and future of a career/profession.  The student participates in a non-paid project-based internship.  During the internship, a project that focuses on all aspects of the business or organization must be designed and completed. 

 

The student will job shadow in a career and/or profession that is aligned with his/her career interest(s).  Additional topics to be included in the curricula involve interviewing techniques, resume writing, and workplace readiness.

STUDENTS WILL BE RESPONSIBLE FOR TRANSPORTATION TO AND FROM THE WORK SITE.    

 

 

 

Dual Credit:  Both high school and college credit is earned for dual credit courses.  Dual credit classes may be taught at the high school by a qualified teacher.  Juniors or seniors must earn an “A” or “B” in the course.  Students will fill out a dual credit form during the course.  DHS has the following courses offered for dual credit:

Computer classes:  (Both of these classes must be taken to earn dual credit.)

                        Spreadsheet/Database

                        Computer Programming

Accounting II

Child Care Services II

           

 

Dual Enrollment:  Students enrolled in high school may also enroll in a college level course through John A. Logan College.  Students earn college credit exclusively.  High school credit is not awarded.  DHS seniors may take day, evening, or online courses as their high school schedule permits.  Juniors 16 and older may take evening or on-line courses in addition to their complete high school schedule.  In order to enroll in a dual enrollment course, a student must apply to John A. Logan College and take the ASSET test.  One must score appropriately on the reading comprehension and math portions of the test.  A student then must register for the college course with a college academic advisor.  Next the student must obtain a guidance counselor or principal’s signature on the dual enrollment form (Forms may be obtained from a guidance counselor or at www.jalc.edu/dual_credit.).

 

Course Withdrawals:  Students must originate schedule changes and withdrawals with their high school guidance counselor.  Refer to the College policy on course withdrawals (located in the College Catalog under Academic Policies).

 

Tuition and Fees:  Currently, the College waives the tuition for dual credit and dual enrollment courses.  Students are responsible for all course fees.  Students must have the permission of their district high school to receive a tuition waiver.  Registration forms must be approved by the high school in order to process the waiver (Courses taken during the summer semester will not have tuition waived.  The student is responsible for payment.).

 

Transcripts:  Grades earned in dual credit/dual enrollment courses are entered on your John A. Logan College transcript.  Contact the College’s Admissions Office to request a copy of your transcripts. 

 

Special Notes from your guidance counselors:  When taking dual enrollment courses, students need to realize these courses are college level.  We suggest students not overload themselves.  If students are involved in sports or clubs and organizations, they probably won’t have time to take college courses.  DHS cannot guarantee the high school schedule will coordinate well with the college schedule.  The college serves students from many high schools with many different schedules.  It is suggested that high school students who plan to take dual enrollment courses go online and review John A. Logan’s policies.  Dual Credit/Dual Enrollment students must abide by John A. Logan College’s Students’ Rights and Responsibilities Handbook. 

 

For more information, visit the website at www.jalc.edu/dual_credit. Phone:  542-8612, Ext. 8134 and 8312.

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