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GENERAL

INFORMATION

In March 1983, the State Board of Education initiated the North Carolina Scholars Program. In March 1990, it was revised and redesignated the North Carolina Academic Scholars Program. Again in August 2002, the State Board of Education revised the program requirements to be more consistent with graduation requirements and to promote rigorous academic study. Students who complete the requirements for this academically challenging high school program are named North Carolina Academic Scholars and receive special recognition, such as a seal attached to their diplomas.

In the high school, a student shall carry a course load equal to the number of instructional periods in the school day, unless special permission is given to the student by the principal.

No two required English courses may be taken concurrently except in extenuating circumstances as defined by the principal.

Each student served by East Wake Academy may request any course listed in this program guide. The school has the potential offering of each course, subject to sufficient minimum student enrollment and adequate staffing and materials.

Except when approved by the principal, students are not allowed to drop a course after the first (10) ten days of school. If a student withdraws after the (10) ten-day period and an emergency situation does not exist, a failure (WF) is noted as the grade, and the course is counted as a course attempted with no quality points earned.

Students transferring into East Wake Academy’s High School from another school, private or public, a home school, or an alternative school may receive credit toward graduation for courses successfully completed in the sending school. No credit toward graduation can be earned prior to the completion of eighth grade; however, high school courses taken prior to ninth grade qualify the student for placement at the appropriate level.

Students transferring from another public school, from a charter school or from a non-public school accredited by one of the six regional accrediting associations into East Wake Academy will receive:

1. Credit for all courses sent by the sending school.
2. Weighted credit for a course designated by the sending school system as Honors or AP only if a comparable course is designated Honors or AP in the current East Wake Academy High School Course Selection Guide.

Upon review and approval by the principal, students transferring into East Wake Academy from a non-public school not accredited by one of the six regional accrediting associations or from a home school may receive credit toward graduation for courses successfully completed in the non-accredited, non-public school according to the following guidelines:

1. Documentation must be provided to East Wake Academy by the sending school as to the course of study the student has followed, materials used, total number of contact hours per course, and scores of any standardized tests the student has taken.
2. Grades will be recorded as "Pass" (P) or "Fail" (F) and will be identified on the transcript as non-East Wake Academy grades.
3. Grades and credits will not be included in the calculation of the student’s GPA or class rank.

To the extent possible, students who transfer into East Wake Academy in the middle of an academic year will be enrolled in courses that are similar to those in which they had been enrolled at their previous school. In the event that, due to course offerings at East Wake Academy, a student is unable to enroll in a course that is similar to one in which he or she had been enrolled, the student will be given the opportunity to enroll in an alternate course that will not result in the denial of credit to the extent practical in the school setting; for example, if the student can "catch up" in the class or perform adequately without having completed the first part of the class. Determinations of credit for transfer students will be based in a review of individual circumstances. East Wake Academy does not guarantee course credit if a student is unable to complete a course due to a transfer.

A 4 5 6

B 3 4 5

C 2 3 4

D 1 2 3

F 0 0 0

FF 0 0 0

A = 93 – 100 B = 85 – 92 C = 77 – 84 D = 70 – 76 F = less than 70

I = Incomplete WP = withdrawal, no penalty

WF = withdrawal with an F

FF = failed for violation of attendance policy

Report cards are issued every nine weeks. Interim reports are issued at the midpoint of the first and third nine weeks. Students who are failing or whose grade has fallen a letter grade receive an interim report, at the midpoint of the second and fourth grading periods.

Grade point averages are calculated and rounded off to three decimal places. Class rank is based on that three-decimal place grade point average. Graduating seniors who have excelled academically are recognized for their achievement.

End-of-Course (EOC) Tests will be administered for the following courses:

Integrated Math I English II Honors English II Biology

In all courses with an End-of-Course test, the EOC shall count as 25% of the student’s final grade. In courses without an End-of-Course test, the final exam shall count as 25% of the student’s final grade.

Students will be required to pass three End-of-Course assessments. The specific courses are: Integrated Math I, English II, Honors English II and Biology

In addition, the East Wake Academy Board of Directors voted in May of 2006 to increase the EOC requirement for all students beginning the fall of 2006. In order to receive credit for a class with an EOC test, the student must make a Level III or IV.

COURSE

DESCRIPTIONS

A survey of literary types, this course focuses on comprehension and expressive writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure. The student is expected to function at grade level in communication and thinking skills.

This honors course is designed to challenge the academically advanced/gifted, highly motivated student. It concentrates on developing reading, writing, and critical thinking skills through an intensive survey of literary types and appropriate written and oral responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments.

This academic world literature course focuses on comprehension and informational writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure.

The final exam is the North Carolina English II – End of Course Test.

This honors course concentrates on developing reading, writing, and critical thinking skills through an intensive study of a variety of world literature and appropriate oral and written responses. . The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments.

The final exam is the North Carolina English II – End of Course Test.

This American literature course addresses reading comprehension and critical writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure.

This course is based on an educational philosophy that advocates an interdisciplinary and thematic approach to teaching traditional English and Social Studies courses. In addition to the requirements for Standard and Honors English III, this course students will read, discuss, and write about both classical and contemporary American literature in a context that teaches appreciation for diversity and the develop intellectual through individualized instruction and supervised practice in all areas of reading, writing, speaking, listening, viewing, and presenting. In addition, this course will guide students in the development of an enlarged understanding of ideas and values using Socratic seminars and questioning.

This honors course is designed to challenge the academically advanced/gifted, highly motivated student. It concentrates on developing reading, writing and critical thinking skills through an intensive study of selected American literature and appropriate oral and written responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments.

Prerequisite: Honors English II

Recommendation from the English Department is required

This college-level course provides an analytical and historical study of American literature and language in a comprehensive program of reading, writing, and critical thinking. As preparation to take the Advanced Placement Test in Language and Composition, students read, discuss, analyze, and write about challenging works of recognized literary merit to develop honest, concise, and effective use of language and the ability to organize ideas in a clear, coherent, and persuasive way. Independent literary analysis and a total mastery of writing skills are goals of the course. Because it meets the needs of academically gifted or highly motivated advanced students who hope to bypass introductory courses in composition and literature when they enter college, students in an AP course should expect assignments and instruction paced at the college level. Greater amounts of time and effort are expected on the part of the student. Students enrolled in this course are expected to take the College Board Advanced Placement Test.

This British literature course addresses reading comprehension and argumentative writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure.

This honors course is designed to challenge the academically advanced/gifted, highly motivated student. It concentrates on developing reading, writing, and critical thinking skills through an intensive study of selected British literature and appropriate oral and written responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. Homework is a reinforcement and extension of classroom instruction.

Prerequisite: Honors English III

Recommendation from the English Department is required

This college-level course provides an analytical and historical study of British and world literature in a comprehensive program of reading, writing, and critical thinking. As preparation to take the Advanced Placement Test in Literature and Composition, students read, discuss, analyze, and write about challenging works of recognized literary merit to develop honest, concise, and effective use of language and the ability to organize ideas in a clear, coherent, and persuasive way. Independent literary analysis and a total mastery of writing skills are goals of the course. Because it meets the needs of academically gifted or highly motivated advanced students who hope to bypass introductory courses in composition and literature when they enter college, students in an AP course should expect assignments and instruction paced at the college level. Greater amounts of time and effort are expected on the part of the student. Students enrolled in this course are expected to take the College Board Advanced Placement Test.

Recommended for 9^th grade only

In this course, students produce expressive, informational, argumentative, critical and literary writing as background for all high school English classes. The writing process, with emphasis on revising/editing, is modeled. In addition, students build grammar skills to apply in their writing.

Recommended for 11^th & 12^th grade only

Students enrolled in Standard English 11-12 write both in class and out-of-class essays. If they do not have sufficient time for practice within an English class, Writing Lab helps them identify and analyze more fully all writing techniques. When they explore universal themes more fully, they succeed in making even greater connections between the imaginative works they are reading in their assigned texts and supplementary works. Writing Lab encourages students to work towards stylistic maturity in their writing and to improve critical thinking skills as they explore literature in depth.

Recommended for 11^th & 12 grade only

The course is designed for the student interested in writing original poetry, plays, essays, and short stories.

Students consider the elements of creativity – inspiration, form and content – in relation to styles of

representative authors. Self-criticism, group evaluation, contest entries and publication of students’ work

are required activities.

Recommended Prerequisites: English II

This course is an intense study of many of Shakespeare’s greatest works including King Lear, Romeo and Juliet, and A Midsummer Night’s Dream. Students will study unique styles, vocabulary, and language of Shakespeare’s comedies and tragedies, as well as universal themes present in his works. Whenever possible, students will attend theater performances of Shakespeare’s plays.

Recommended for 11^th & 12 grade only

This course is primarily a writing class, using film as a catalyst for writing about universal themes and social issues. In every time period, literature has remained a reflection of society, and film is a modern form of literature as it conveys tales of the human condition. The focus of this course will be to watch, analyze, discuss, critique, and write about specifically chosen films and the roles they play in exposing certain social issues. Students in this class should be prepared to write extensively and take an active part in class discussions. The objectives will include enhancing interpretive, thinking, and writing skills. Expository writing in Standard English, the most common form of college and professional writing will be the required mode of written expression.

In this course, students lean how to present informative, communication, develop listening skills, and build self-confidence, they learn to reduce the stress involved in presenting ideas in an open forum. In this comfortable class setting, students are supported and encouraged to excel as they prepare and present speeches for the class audience.

Recommended Prerequisites: Public Speaking/Communication Skills

This course will emphasize the skills required by students to be effective debaters. Students will learn the basics of debate, both historical and theoretical. Students will become efficient in all areas of debate: oral, interpretation, dramatic interpretation, impromptu, extemporaneous, Lincoln-Douglas, cross-examination, humorous interpretation, and other forms. Students will also study the history of political debate and participate in a mock campaign and election.

Recommendation Required Grades 10 through 12 only.

Special Prerequisites: Application and Teacher Recommendation

This introductory yearbook course offers the student total involvement in production of the school yearbook. Activities include advertising, layout planning, photography, copy writing and proofing.

Prerequisite: Yearbook I

The second-level yearbook course is designed to help students refine their skills in copywriting, proofing, photography, and layout planning. Students deepen their understanding of advertising.

Recommendation Required Grade 12 only.

Prerequisites: Yearbook II

Students who have complete Newspaper I and II and who desire to refine skills in planning, layout, and technology may elect this course. In addition to development of higher level writing skills and business management procedures, students enhance their knowledge of the laws and ethics of journalism.

Recommendation Required Grades 11 through 12 only.

Prerequisites: Yearbook I

This honors course is for junior- and senior-level publication staff members. Students are required to fill an editor’s position or take leadership role on the publication staff. Students plan a yearbook ladder, complete various spreads and assignments, copy edit, and complete a portfolio of work. They master advanced layout and design of desktop publishing, digital imagery, and photo placement. Students may receive honors credit in this course one time only.

Recommendation Required Grade 12 only.

Prerequisites: Yearbook II

This honors level course provides journalism students the opportunity to expand their portfolios (begun in Yearbook II Honors) and to develop and deliver training modules for all staff positions. Students electing this course are required to fill an editor’s position or take a leadership role on the yearbook staff. In addition, they increase technological skills and refine writing skills. Students may receive honors credit in this course one time only.

Recommended Prerequisites: Recommendation of current high school English or Journalism teacher

This course focuses on the basic elements of journalistic writing and layout. Students who elect to take the course should be genuinely interested in developing journalistic skills and becoming an active member of the school’s publication staff. Student responsibilities include selling advertising, conducting interviews, writing stories, designing pages, proofreading copy, and distributing the newspaper.

Recommended Prerequisites: Completing of one semester of Journalism; submission of an application and approval of journalism teacher

Students in Journalism II will build on the skills and knowledge they developed in Journalism I by continuing to write articles for the student newspaper and to design newspaper pages. These levels of journalism will distinguish themselves from the first level of the course through more demanding requirements of students’ time, leadership and expertise. Students will not only contribute to the paper but will lead the class in determining content of the paper. They will not merely receive and apply information, but will teach Journalism I students basic skills while building their own skills. Learning goals for the course include: work within the guidelines of ethical and responsible journalism; sell advertisements in a professional manner; contribute to the publication of a student newspaper; write stories on a variety of topics in journalistic style; utilize technology in the process of publishing a student newspaper; analyze writing techniques in various journalistic publications. Recommended positions: Editor-in-Chief, Production Manager, Business Manager, News, Sports, and In-depth Editors

Students study basic grammatical structures and vocabulary and use them in listening, speaking, reading, and writing activities at the beginning level. Topics include the present tense, preterit tense, agreement and placement of adjectives, definite and indefinite articles, numbers, basic adjectives, common prepositions, telling time, basic foods, forming questions, demonstrative adjectives, weather expressions, the calendar, basic idiomatic expressions, and the culture of the Spanish-speaking world.

Recommended prerequisite(s): Spanish I

This course is for the student who has successfully completed Spanish I. Students review topics covered in Spanish I, while studying more complex grammatical structures and additional vocabulary to use in listening, speaking, reading, and writing activities. Grammatical topics include the future tense, conditional tense, imperfect tense, subjunctive mood, formation of adverbs, object pronouns, reflexive verbs, and relative pronouns, sequence of tenses, and comparatives and superlatives.

Recommended prerequisite(s): Spanish II

This course is for the student who has successfully completed Spanish II. Emphasis is on increasing aural-oral skills through reading, writing and conversation. The basic principles of Spanish grammar are reviewed. The student’s knowledge of cultures and lands where Spanish is spoken is broadened through readings and audio-visual materials. Acquiring an active vocabulary is still a goal.

Recommended prerequisite(s): Spanish III

This course is for the student who has successfully completed Spanish III. It is intended to increase the level of comprehension and conversational skills. Oral proficiency is stressed by means of interpretation of events, analysis of literature, dialogues, discussions, and debates. Students read literary works in prose, poetry, and drama to develop analytical skills. Advanced grammatical structures are utilized in the writing of poetry, essays and reports.

This course is designed as an introduction to the study of American Sign Language and the world of the deaf. Students will become familiar with both expressive (signing) and receptive (seeing and understanding) sign language and finger spelling. Students will develop skills to communicate at a basic level in American Sign Language. Basic conversational skills, emphasizing vocabulary and pragmatics will be covered. The course also includes information on the social, cultural, and educational implications of deafness. Completion of American Sign Language I and II fulfills the second language requirement for college admission to the UNC system.

Recommended prerequisite: American Sign Language I

This course is a continuation of the study of American Sign Language and the world of the deaf. Students will begin to develop proficiency with both expressive (signing) and receptive (seeing and understanding) sign language and finger spelling. Conversational skills, emphasizing vocabulary and pragmatics will be emphasized. The course continues to examine the social, cultural and educational implications of deafness. Completion of American Sign Language I and II fulfills the second language requirement for college admission to the UNC system.

The Algebra I: Part 1 curriculum includes the language of algebra; properties of real numbers; solution and use of linear equations and inequalities in one variable; ratios, proportions, and percents; operations with real numbers; identifying and applying concepts of functions and relations; linear regression; solving, using, and graphing linear equations and inequalities in two variables; operations with polynomials; and algebraic fractions. This course is designed to help students develop abstract reasoning and logic. Students are expected to demonstrate proficiency with the graphics calculator. The student's level of mastery of concepts in this course determines future course selection of Algebra 1: Part 2 This course, in conjunction with Algebra I: Part 2 fulfills the North Carolina high school graduation requirement for Algebra I.

The Algebra I: Part 2 curriculum includes operations and applications of real numbers; applications related to linear equations and inequalities in one variable; relations and functions; radical expressions; matrices; the solutions, graphs, and uses of systems of linear equations and inequalities; operations with algebraic fractions; linear regression; analysis of linear equations; and graphing and interpreting nonlinear equations. Students are expected to demonstrate proficiency with the graphics calculator. The student's level of mastery of concepts in this course determines future course selection of either Geometry or Algebra II. This course, in conjunction with Algebra I: Part 1 fulfills the North Carolina high school graduation requirement for Algebra I.

The final exam is the North Carolina Algebra I End-of-Course Test.

Algebra I includes the study of algebraic concepts including operations with real numbers and polynomials, relations and functions, matrices, creation and application of linear functions and relations, linear regression, and an introduction to nonlinear functions. Appropriate technology, from manipulatives to calculators and application software, is used regularly for assessment. This course is designed to help students develop the ability to reason abstractly. Students are expected to demonstrate proficiency with the graphics calculator. The student’s level of mastery of the concepts in this course determines future course selection in mathematics of Geometry or Honors Geometry. This course fulfills the North Carolina high school graduation requirement for Algebra I.

The final exam is the North Carolina Algebra I End-of-Course Test.

Recommended prerequisite(s): Algebra I

Geometry continues the students’ study of geometric concepts building upon middle school topics. Students move from an inductive approach to deductive methods of proof in their study of geometric figures. Two- and three-dimensional reasoning skills are emphasized and students broaden their use of the coordinate plane to include transformations of geometric figures. Appropriate technology, from manipulatives to calculators and graphic software, is used for instruction and assessment. Students focus on mastery of definitions, theorems, and postulates, strongly emphasizing their application in direct proof, indirect proof, and problem solving. The student’s level of mastery of the concepts in this course determined selection of future mathematics courses.

Recommended prerequisite(s): Algebra I (must have an A or B in class or a Level 3 or 4 on EOC) and proficiency with graphics calculator.

The Honors Geometry curriculum includes plane- and three-dimensional figures; logical proof; congruent and similar triangles and polygons; parallel lines; proportionality; circles and spheres; perimeter, area and volume; constructions with compass and straight edge; the relationship between algebra and geometry; transformational geometry; trigonometry; and investigation of non-Euclidean geometry. Strong emphasis is placed on proof, problem solving, investigation, analysis, discovery, and independent thinking. The student’s level of mastery of the concepts in this course determined selection of future mathematics courses.

Recommended for students who earned a D in Algebra 1

Prerequisite: Algebra I

This course reviews the algebraic ideas a student must understand in order to experience success in Algebra II. Topics covered will include: real numbers and equations, equations and inequalities, quadratic functions and relations, permutation and combinations, roots and powers and polynomials.

Prerequisites Algebra I and Geometry

knowledge of functions and transformations to graph pictures, using repetition, sequences, and series to form fractals, polar coordinates to create classical curves, using integrals to form solids, geometry to create tetrahedra (multi faceted shapes), geometry to create tessilations, famous mathematical art objects, such as the mobius band and the klien bottle.

Prerequisite(s): Algebra I or Integrated Math I

Mathematics of Personal Finance focuses on real-world financial literacy, personal finance, and business subjects. Students apply what they learned in Algebra I to topics including personal income, taxes, checking and savings accounts, credit, loans and payments, car leasing and purchasing, home mortgages, stocks, insurance, and retirement planning. They then extend their investigations using more advanced mathematics, such as systems of equations when studying cost and profit issues and exponential functions when calculating interest problems.

Recommended prerequisite(s): Algebra I, Geometry, and proficiency with a graphics calculator

Algebra II continues the students’ study of advanced algebraic concepts including functions, regression equations, polynomials, rational expressions, and complex numbers, systems of equations and inequalities, and matrices. Emphasis is placed on practical application and modeling. Appropriate technology, from manipulatives to calculators and application software, is used for instruction and assessment. Students are expected to demonstrate proficiency with the graphics calculator. The final exam is the North Carolina Algebra II End-of-Course Test.

Prerequisite(s): Algebra I, Geometry and proficiency with a graphics calculator

Honors Algebra II is designed to study the Algebra II curriculum in greater depth and with less teacher direction. Strong emphasis is placed on problem solving, investigations, analysis, discovery and independent thinking. Additional topics include sequence and series, advanced graphing theories and techniques, probability and introduction to limits. Students are expected to demonstrate proficiency with appropriate technology. The final exam is the North Carolina Algebra II End-of-Course Test.

Prerequisite: Algebra II or Integrated Math III

This course provides students with an in-depth study of modeling and applying functions to real-world situations. Major topics include: linear, quadratic, cubic, exponential and logarithmic functions, systems of equations and inequalities, and right triangle trigonometry. Applications may originate from home, work, recreation, consumer issues, public policy and scientific investigations. A student cannot receive math graduation credit for both Advanced Functions and Modeling and Pre-Calculus; one must count as an elective.

This course provides students the opportunity to study traditional topics from algebra, geometry, probability, and statistics in a problem-centered, connected approach. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relationships and use those representations to solve problems. The final exam will be a North Carolina End-of-course exam. This course will replace Algebra I beginning with the freshmen class of the 2012-2013 school year.

Prerequisite(s): Integrated Math I

This course continues students’ study of topics from algebra, geometry, and statistics in a problem-centered, connected approach. Functions, matrix operations, and algebraic representations of geometric concepts are the principle topics of study. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relationships and use those representations to solve problems. This course will replace Geometry beginning with the freshmen class of the 2012-2013 school year.

Prerequisite(s): Integrated Math II

This course continues students’ study of topics from algebra, geometry, and statistics in a problem-centered, connected approach. Functions and the deductive methods of proof with geometric concepts are the principle topics of study. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relationships and use those representations to solve problems. This course will replace Algebra II beginning with the freshmen class of the 2012-2013 school year.

The Pre-Calculus curriculum includes a complete study of trigonometry, as well as advance algebra topics, analytical geometry, series and sequence, data analysis, vectors and limits. Applications and modeling are included throughout the course of study. Appropriate technology, from manipulatives to calculators and application software, is used for instruction and assessment. Student must have extensive knowledge of the graphics calculator. A student cannot receive math credit for both Analytical Geometry/Trigonometry and Pre-Calculus; one course must count as a math elective.

Prerequisite: Advanced Functions & Modeling or Honors Pre-Calculus

Introduction to College Mathematics is a course designed for students who opt to take enrichment topics in advanced mathematics as an alternative to calculus. The student who wishes abroad introduction to many topics as well as an introduction to calculus is encouraged to select this course. Major topics include analytic geometry, matrices, space geometry, probability, review of trigonometry; curve sketching, limits and continuity, topics from pre- calculus, and statistics and data analysis.

Recommended prerequisites: Honors Pre-Calculus

This course is designed to enhance student understanding of math processes and concepts through laboratory experiences under the supervision of a technical math teacher. Students are involved in the preparation and instruction of laboratory activities, peer tutoring, maintenance of laboratory materials, and independent research in one of the five areas of technical math.

Recommended prerequisites: Honors Pre-Calculus

The AP Calculus curriculum includes limits, continuity, derivatives with applications, and elementary integration with applications. This is a college course. It follows the prescribed AP Calculus AB syllabus. The intent is to prepare students for second semester/block college calculus. For each session of classroom instruction the student is expected to spend, as a minimum, an equal amount of time outside the classroom for review, written assignments, and preparation. Greater amounts of time and effort are expected on the part of the student. It is expected that students enrolled in this course will take the College Board Advanced Placement Exam.

Prerequisite(s): Algebra I or Integrated I

Students will be introduced to the fundamental concepts of computer science and programming. General computer science topics covered will include history, basic computer architecture, algorithms, and computer number systems. Programming topics taught using the Pascal language include data types and variables, input-output procedures, decision

structures, basic loop structures, documentation, and a strong emphasis on modular programming techniques. Although this is an entry level course in the Computer Science sequence, a thorough understanding of mathematical concepts learned in Algebra I is required to master this material.

Prerequisite(s): Computer Science I

The second course in Computer Science builds directly on the skills and concepts developed in Computer Science I.

Pascal programming topics covered in this course include advanced data types, string manipulation, text files, advanced

loop structures, arrays, sets, continued emphasis of modular programming. General computer science topics covered

include advanced algorithms, boolean algebra, linked lists, bit string flicking, and elementary digital circuits.

This course is designed to develop student understanding of biological concepts and principles and promote an understanding of plant and animal processes from the cellular to the multi-cellular level. Laboratory work is an important phase of each phase of the course.

The final exam is North Carolina Biology End-of-Course Test.

Content and principles for biology are taught but at a greater depth and magnitude. Students do extensive research, independent study, and laboratory investigations. This course is designed for students who have shown superior achievement and high interest in science courses.

The final exam is the North Carolina Biology End-of-Course Test.

Recommended for Seniors Only

Prerequisite: Biology

Students study the basic principles and concepts covered in a rigorous introductory "General Biology" college-level course. Topics include the structure and function of cells and organisms, the organization, requirements and development of living systems, and heredity and evolution. Students are provided in-depth laboratory experiences. This course covers in greater scope and scale the concepts, knowledge, and skills introduced in a first level high school biology program. Greater amounts of time and effort are expected on the part of the student. It is expected that students enrolled in this course will take the College Board Advanced Placement Test.

Prerequisite: Earth Science, Biology and Algebra 1 or Integrated Math 1

This course is designed to introduce students to the fundamental regularities of chemistry and physics as they explore the structure and properties of matter and develop the mathematical and problem-solving skills necessary to perform chemical calculations and to analyze experimental data. Through guided-inquiry and project-based lessons or students will apply their understanding of chemistry/physics to real-world situations. Students will have to take Chemistry or Physics to meet their Physical Science graduation requirement.

Recommended prerequisite(s): Algebra II or Concurrent enrollment in Algebra II or Integrated Math III

Chemistry is the study of the composition and properties of matter. It provides an introduction to the theories concerning the structure of matter and includes mathematical problems that illustrate these theories. Laboratory experiences and demonstrations are integral parts of this course.

Recommended prerequisite: Algebra II

The concepts and principles of chemistry are presented in a greater depth and more rapid and rigorous pace than in Academic Chemistry. This course will continue to explore the composition and properties of matter. It also provides an investigation of theories concerning the structure of matter and includes mathematical problems that illustrate these theories. Laboratory experiences and demonstrations are integral parts of this course.

Prerequisite: Algebra II or Integrated Math III

Honors Physics is the in-depth mathematical and motion-oriented study of matter and energy. It provides an understanding of the physical principles and laws dealing with mechanics, heat, light, electromagnetism, and nuclear energy. Students are provided various laboratory experiences that are designed to enhance and reinforce concepts and principles in physics.

Earth/Environmental Science focuses on the functions of the Earth’s systems. This includes the following concepts: solar system and its position in the universe, tectonic processes, origin and evolution of the earth system, weather and climate, water quality, and human impacts on the earth systems. Students will be involved in a heavy inquiry-based laboratory experience to also build on experimentation and science process skills.

All topics covered in Earth/Enviormental Science will be covered in this course with increased depth. Additional topics will be added for enrichment. Earth/Environmental Science focuses on the functions of the Earth’s systems. This includes the following concepts: solar system and its position in the universe, tectonic processes, origin and evolution of the earth system, weather and climate, water quality, and human impacts on the earth systems. Students will be involved in a heavy inquiry-based laboratory experience to also build on experimentation and science process skills.

Prerequisites: Algebra I, Biology and Chemistry

Recommended prerequisite: Biology

This course provides the student with a general study of the structure of the human body and a detailed study of the functions of the body systems. Laboratory work includes anatomical studies of mammals.

Recommendation Required for Seniors Only

Prerequisite: Chemistry

This course parallels a college-level algebra-based physics program. It is designed to prepare the student to take the AP Physics B test. Topics covered are mechanics, thermodynamics, waves, sound, light, electricity, magnetism, and nuclear anatomic physics. Laboratory and problem-solving activities are emphasized and technology will be fully integrated. Greater amounts of time and effort are expected on the part of the student. Students are expected to take the AP Physics B Exam.

Prerequisite: Earth Science and Algebra I

The underlying principles of life, earth, and physical science are integrated in this study of the universe. Historical astronomy, the solar system, comets, constellations, extraterrestrial life, and the evolution of stars are the major topics of study. Observational astronomy skills and critical thinking are fostered through the use of laboratory and field activities.

Prerequisite: Biology

Recommended for 11^th & 12^th graders only

In this course, study will focus on forensic science concepts: abilities to perform inquiry; basic criminal law; crime scene investigation; DNA extraction and analysis; examining evidence; fingerprinting; science and humanity; and the nature of toxins. The primary emphasis will be to develop understanding of these concepts through interactive experiences using traditional and modern techniques.

This course describes human achievements through the study of the world’s great civilizations, past and present. The study of these civilizations is the study of people: How do they live together? How are they governed? What are their beliefs? How do they express themselves? Students discover the ways in which human beings through the ages have organized their lives to answer the continuing questions of survival and fulfillment.

This honors course is designed to challenge academically advanced/gifted, highly motivated students who have developed good reading, writing, and critical thinking skills in English and Social Studies. Additional reading/writing/research assignments are required for the honors level of this class. World History describes human achievements through the study of the world’s great civilizations, past and present. The study of these civilizations is the study of people: How do they live together? How are they governed? What are their beliefs? How do they express themselves? Students discover the ways in which human beings through the ages have organized their lives to answer the continuing questions of survival and fulfillment.

This course focuses on basic economic concepts, economic institutions, and approaches for analyzing and evaluating economic problems, actions and policies. Students examine economic topic and questions and apply concepts to economic decisions. They see themselves as consumers, producers, and participants in the national and global economy. Students examine the political and legal systems; learn about rights and responsibilities as citizens, the structure of legal and governmental systems within which they live, and how these systems influence their lives. Also examined are the origins, development, and main principles of important US documents, including the constitution.

This honors course focuses on basic economic concepts, economic institutions, and approaches for analyzing and evaluating economic problems, actions and policies. Additional reading/writing/research assignments are required for the honors level of this class. Students examine economic topic and questions and apply concepts to economic decisions. They see themselves as consumers, producers, and participants in the national and global economy. Students examine the political and legal systems; learn about rights and responsibilities as citizens, the structure of legal and governmental systems within which they live, and how these systems influence their lives. Also examined are the origins, development, and main principles of important US documents, including the constitution.

This course traces the political, economic, and geographical development of our nation. It focuses on the growth of democracy and the emergence of the United States as a world leader. By analyzing, the social and cultural developments of the United States, students develop an appreciation of American ideals and achievements. Students participate in in-class discussions, develop projects, and sharpen their critical thinking skills. This course will be a year long course in preparation for the new American History I and II courses that the freshmen class of the 2012-2013 will take their junior year.

This honors course is designed to challenge academically advanced/gifted, highly motivated students who have developed good reading, writing, and critical thinking skills in English and Social Studies. Additional reading/writing/research assignments are required for the honors level of this class. This course traces the political, economic, and geographical development of our nation. It focuses on the growth of democracy and the emergence of the United States as a world leader. By analyzing, the social and cultural developments of the United States, students develop an appreciation of American ideals and achievements. This course will be a year long course in preparation for the new American History I and II courses that the freshmen class of the 2012-2013 will take their junior year.

Recommendation required: only 11^th and 12^th grades

This course explores religions in the world as well as a study of the Bible in history. Students will be introduced to religious expressions and to the major religions of Hinduism, Buddhism, Judaism, Christianity, and Islam. They will examine religious customs, practices, holidays, and religious texts and the effect these religions have played in the development of cultures in world history. Learners will explore the history of the Bible beginning with ancient Judaism through the development of the Christian church. Students examine the text of the Bible for both its historical and literary meaning and value. This course also examines the historical development of Christianity in the United States as well as recent religious trends.

Prerequisite: World History

Prerequisite: World History

This course is designed to focus on the significant contributions African Americans have made to the economic, political, social and cultural development of the United States. Through this course, students discover how African Americans have always been a part of the American experience. Students will examine the issues of slavery, the contribution of African Americans to the cultural life of the United States during the Civil War and Reconstruction, their life experiences during the late nineteenth century and early twentieth century, their experiences during the Great Depression and World War II, the influence of the Harlem Renaissance, the growth of the Civil Rights Movement, and experiences of contemporary times.

Prerequisite: World History

This course introduces students to the diverse history and culture of Latin American and Latino Americans, beginning with life prior to Columbus to contemporary life in the United States and North Carolina. Important issues from prehistoric societies to present-day contemporary society are discussed. Students immerse themselves in the Western Hemisphere's oldest civilizations and cultures, and also focus on Latino Americans in North Carolina.

Students apply the five cultural and physical geographic themes (location, place, human/environment interaction, movement, and regions) across a broad range of fields, including the fine arts, sciences, and humanities. These become central to global connections as students expand knowledge of diverse historical and current cultures. The importance of core geographic themes to public policy is explored as students address issues of domestic and international significance. Analysis of tensions between national interests and global priorities contributes to the development of possible solutions to persistent and emerging global issues in many fields: health care, economic development, environmental quality, universal human rights, and others.

This course will build upon and interact with social studies skills students acquire in other classes. The course is designed to give students a broader view of the world around them and to teach them to impartially judge sources of information presented to them through various forms of media. Students will examine important local, state, national, and international events and topics. Students will be evaluated based on measures of higher order thinking skills.

This course should be taken before Civics.

This academic course focuses on the legal, judicial, law enforcement, legal procedures and corrections systems of the United States. Examined are relevant examples of civil and criminal laws, law-enforcement methods, court procedures, and efforts toward corrective justice. Students also examine problems within the legal and justice systems. Classes will benefit from their schools’ participation in the Lawyers-In-The-Schools Program through the North Carolina Bar Association, gaining resources, speakers, programs and publications through LIS for law-related education.

This course gives students a general background as to purpose and major aspects of sociology. Students study the basic forces of group life as they influence the values, behavior, and knowledge of man. This course promotes an understanding of the ways people develop an identity as individuals and as members of their societies and cultures. This course is open to juniors and seniors only.

The right to question what we see around us is a basic American right. Do we take advantage of this and ask the tough questions? Are there issues you would like to discuss but not sure how to approach? This course will offer the student the opportunity to explore the varieties of perspectives and examine questions like these in a seminar-style format. Based on written and oral resources, the student will examine questions like: Do all people have equal access to education: Do we make assumptions about the equality of men and women in our current society? Is it harder to be successful in our society if you come from poverty? Does race matter? Based on in-depth discussions and readings, this course will challenge the student to imagine the world from different points of view. The examination of race, ethnicity, religion, socio-economic status and equality between genders will be focal points for each section.

This course is open to Juniors and Seniors only.

In this course, the history and growth of psychology as a science is studied. Basic theories of learning, personality development, patterns of human behavior, heredity and environment, and mental health are analyzed.

This course introduces the elements and principles of design through an exploration of a broad range of media. Activities emphasize skills and techniques in the following areas: drawing, painting, fibers, ceramics, art history, and three-dimensional design.

Recommended prerequisite(s): Visual Arts I or portfolio

This course offers an in-depth study of design through repeated use of art elements; i.e., color line texture, value, and shape, while expanding technical abilities. Design is taught through experiences in the following areas: drawing and painting, art history and survey, three-dimensional using materials such as wood, clay, graphics with processes involving silk screening and/or woodcuts, and fibers (loom weaving and batik).

Recommended prerequisite(s): Visual Arts II or portfolio

Recommended prerequisite(s): Visual Arts III or portfolio

This course trains students in basic aspects of body movement and vocal expression. Class activities include pantomime, improvisation, individual and group presentation of oral reading, and solo and ensemble acting. The course culminates in a polished presentation before an audience.

Recommendation required: Prerequisite Theatre Arts I

Students explore theatre as a comprehensive performing art. The technical aspect of production including lighting, sound, makeup, property, scenic and costume design enhance the study of acting, directing, and basic theatre management. Participation in after-school rehearsals and performances is expected.

Recommendation required: Prerequisite Theatre Arts II

Students who have demonstrated exceptional skill levels in the dramatic arts are eligible to take honors level Theatre Arts III. Success at the honors level requires rigorous study, excellence in performance, and extensive knowledge of all areas of theatre including production and directing, and an in-depth study of a variety of dramatic literature. Participation in after-school rehearsals and performances is expected.

Recommendation required: Prerequisite Theatre Arts III

Students who have demonstrated exceptional skill levels in the dramatic arts are eligible to take honors level Theatre Arts IV. Success at the honors level requires rigorous study, excellence in performance, and extensive knowledge of all areas of theatre including production and directing, and an in-depth study of a variety of dramatic literature. Students are encouraged to explore a variety of theatrical styles and work with others to produce experimental culturally significant works of art. Participation in after-school rehearsals and performances is expected.

This course explores movement as a creative art form. This level introduces the student to body awareness, alignment, improvisation, dance history, and interpretation of different forms of dance. This builds an appreciation for all types of dance. (NC DPI Standard Course of Study) The students are evaluated by written and movement exams. The students much reach a basic performance skill level to perform on stage.

In this class the students will explore the stylized forms of jazz dance from Broadway to Hip-Hop. Dance technique,

history and composition will be covered. Students will work to develop strength, flexibility, proper alignment and musicality in this energizing course. Students who take this course are strongly encouraged, though not required, to

Prerequisite: Jazz Dance I

In this course students will continue to explore multiple styles of jazz dance ranging from Broadway to Street Jazz. Through the exploration of styles students will fulfill an understanding of jazz history, technique, and composition. Students will work to develop strength, flexibility, proper alignment, and musicality in this high-energy course.

This course is for students with limited or no previous ballet training. It will introduce and develop proper alignment, technique, and vocabulary.  Students will be introduced to ballet history. 

Prerequisite: Ballet I and/or Audition

In this course emphasis will be placed on technical development and strength. This course will expand on ballet history and ballet in today's society. Choreography will be introduced in this course. 

Prerequisites: Modern Dance I or Audition

This course continues the development of technical skills acquired in Dance I, with students continuing movement through exploration of the elements of basic modern dance. Classwork includes experiences that reinforce strength, flexibility, and endurance. Dance attire is recommended. In lieu of leotards and tights, students may wear loose, comfortable clothing to assure a full range of movement. Participation I some after-school rehearsals and performances may be expected.

Prerequisite: Audition Required

Students who have demonstrated a serious commitment and advanced skill in modern dance are eligible to take Modern Dance III at the honors level. Success at the honors level requires rigorous study, excellence in technical performance, and deep aesthetic awareness. Appropriate attire is required. Participation in after-school rehearsals and performances is expected.

Prerequisite: Audition Required

Dance IV Honors provides the students with the opportunity to develop an advanced level of dance technique and refine their skills as both choreographer and performer. The student works strive to clearly express ideas through the creative process of integrating movement with choreographic intent. (NC DPI Standard Course of Study) The dance portfolio showcases their written work, biography, and builds their performance resume’. Students are encouraged to apply for scholarships, summer workshops, and performance opportunities enhance their education as a performer.

Prerequisite: Audition Required

This course is designed to prepare the dancer who is considering a major or minor in dance in college. The course will stress technical ability, choreographic skills, performance, history, and dance criticism. Students will be a member of the dance ensemble, which will require extra rehearsals and performances.

Prerequisite: Audition Required

This introductory year long course is open to students who have an interest in music and singing. In this class, choral literature is studied through various genres of music.  The course includes an introduction to music theory and music appreciation. Emphasis is placed on correct vocal production, notation, and performance skills. Participation in after-school rehearsals and performances is expected. Students are required to audition for the course. 

Prerequisite: Choral Ensemble I or audition

In this second level course, students develop vocal skills through extensive study of classical and contemporary works. Adequate proficiency in sight-reading and a basic understanding of the fundamentals of music are necessary because of the vast amount of choral literature taught and memorized during the course. In addition, this course provides for the special interests of a small number of select students. An extensive study of three-and-four part music literature will enable the student to gain music literacy and train the voice for an acceptable level of proficiency and performance. This course may focus on the exploration and performance of music from the vocal jazz, barbershop, and acappella idioms. Students will perform outside the regular class period. Participation in after-school rehearsals and performances is expected.

This course develops knowledge, skills and understanding related to finding, keeping, advancing in, and changing employment. Students are provided appraisal opportunities, and experiences that facilitate their abilities and interests to enable them to make wise career decisions. Places of potential employment are identified and techniques practiced in searching for employment and succeeding on the job. Students study benefits, deductions, guidelines, laws and policies they encounter in beginning a job. The also learn skills that enhance success and possible advancement on the job.

Open Elective Grades 10 through 12 only

This course is designed for students interested in a study of sports, entertainment, and event marketing. Emphasis is placed on the following principles as they apply to the industry: branding, licensing, and naming rights; business foundations; concessions and on-site merchandising; economic foundations; promotions; safety and security; and human relations. Skills in communications, mathematics, psychology, and technical writing are reinforced in this course.

This course is designed to help student’s master skills in the areas of word processing, database management, spreadsheets, telecommunications, desktop publishing, and presentations applications. Emphasis is on data communication, Internet, and email, as well as skill development in the integration of software applications, ethical issues pertaining to information systems, and information technology careers.

Recommended Prerequisites: Computer Applications I

This course is designed to help student’s master advanced skills in the areas of integrating technology devices, Internet research strategies and uses, complex desktop publishing, multimedia production, and basic web page design.

In this course, students will explore design through the production of the school yearbook. However, assignments will not be limited only to the yearbook. Students will be trained to operate a digital camera, write captions, headlines and body copy, design layouts, learn graphic arts for yearbook publishing. Also they will be asked to contribute to EWA events and/or productions. Students will learn skills that can be included in a resume for any positions that involve desktop publishing and graphic arts. Students enrolled in this course need to be reliable, self-motivated, organized and creative who meet deadlines and work well with others

Recommended prerequisites: Digital Media I or Teacher approval

Digital Media II is a continuation and more advanced level of Digital Media I, students will continue to explore design through the production of the school yearbook. However, assignments will not be limited only to the yearbook. Students will be trained to operate a digital camera, write captions, headlines and body copy, design layouts, learn graphic arts for yearbook publishing. Also they will be asked to contribute to EWA events and/or productions. Students will learn skills that can be included in a resume for any positions that involve desktop publishing and graphic arts. Students enrolled in this course need to be reliable, self-motivated, organized and creative who meet deadlines and work well with others.

The Healthful Living Curriculum is designed to help individual develop proactive health promoting behaviors. Students develop the knowledge and skills that empower them to identify and manage health behaviors related to stress management, self-protection, interpersonal relationships, nutrition/weight management, substance abuse, family life, CPR, and first aid. The physical education component stresses lifetime sports, gymnastics, cardiovascular fitness, and dance skills. Students have the opportunity to demonstrate acceptable levels of health-related fitness and to develop the knowledge and skills to implement their own personal fitness program. Completion of this course is required to meet the North Carolina High School graduation requirements.

Prerequisite: Healthful Living

This course is an extension of some sports that were taught in Healthful Living and additional new sports.  Some examples include: floor hockey, basketball, volleyball, flag football, and various team building games.  Each sport will be taught at a level above that of Healthful Living and will include: basic offensive and defensive strategies play making, rules, and team work.  The amount of time for each sport will be equal throughout the semester and upon completion of this course, the learner should be able to perform each sport at a level competent enough to play for recreation/intramural leagues.

Prerequisite: Team Sports I

This course is a more advanced level course for the learner who wants to gain experience/knowledge and includes the same sports taught in Team Sports I.  Advanced offensive and defensive strategies, individual assessment/analyzing of plays, officiating and coaching will be taught during the semester for each sport in this course.  The amount of time for each sport will be equal throughout the semester and upon completion of this course, the learner should be able to perform at a level competent enough to play for school athletics and/or organized competitive leagues.

Prerequisite(s): Healthful Living I, interview, and 2 sponsoring teacher recommendations.

Recommended for grades 11 and 12 only

The course is designed for students interested in serving as physical education aides to elementary classroom teachers. Special training in the area of elementary physical education is given to each student prior to working in the schools. Students will be trained in classroom management; development of physical activity lessons, conflict resolution skills, and providing lessons aligned to the Physical Education goals in the North Carolina Standard Course of Study. This course is designed for students interested in careers related to teaching or recreation leadership.

Prerequisite(s): Healthful Living I and PEPI I.

Recommended for grades 11 and 12 only

The course is an extension of PEPI I. Students in this course will take a more active role as a pupil instructor at the assigned elementary school, are provided with additional opportunities to work with students at differing grade levels, and are expected to demonstrate a greater level of leadership within the PEPI program. This course is designed for students interested in careers related to teaching or recreation leadership.

Prerequisite: Healthful Living I

This course focuses on intense training for the purpose of improving physical fitness through strength training, cardiovascular conditioning, flexibility exercise, speed training, polymerics, and diet and nutrition. Students are tested periodically in the above areas. Students are required to participate five days per week. This course cannot be taken more than twice.

Prerequisite: Physical Fitness I

This course continues to focus on intense training for the purpose of improving physical fitness through strength training, cardiovascular conditioning, flexibility exercise, speed training, polymerics, and diet and nutrition. Students are tested periodically in the above areas. Students are required to participate five days per week. This course cannot be taken more than twice.

Recommended prerequisite(s): Healthful Living I, Biology, and sponsoring teacher recommendation

This course offers an in-depth focus on first aid, safety, and emergency response. Students will be certified in Community First Aid and Safety (Adult/Child/Infant CPR and basic first aid are the main components) this course would be beneficial to students interested in "First Responder" and safety careers. This is a good foundation course for students wishing to explore careers in the health and medical field.

The primary focus will include, but not be limited to, the following topics: injury prevention, Nutrition, Psychology of injury/illness, mechanisms and characteristics of trauma, human anatomy, biomechanics, kinesiology, CPR / blood borne pathogens, injury assessment, environmental concerns, basic exercise rehabilitation, drug use/abuse. Classroom instruction involves the mechanics of athletic injuries, conditioning and training, prevention of injuries, care of equipment, legal implication, and reconditioning, and training room procedures. Students may be required to engage in practical experience outside of class for the purpose of applying knowledge and techniques learned in class. For this reason, any student interested should be free to attend athletic practices and events.

Recommendation required: Prerequisite Algebra II or concurrent.

This course helps students prepare to take the critical reading and math portions of the Scholastic Aptitude Test. Verbal preparation focuses on reading comprehension, vocabulary development, critical thinking, and analogies. Math preparation focuses on arithmetic, algebra, and geometry skills to answer the high-level questions that appear on the test. Students should take this course before senior year.

This course can be repeated.

Students are assigned to the library with daily classroom preparation. Duties may include but are not limited to media shelving, general clerical duties such as word processing and photocopying, research, general errands with the school buildings, and classroom organization.

The main object of this required course is to introduce high school to freshmen. The development of critical thinking and problem solving skills will provide an opportunity for students to enhance personal characteristics necessary for successful school and life experiences. Students will be guided through goal setting and career planning lessons. Organizational skills and study skills activities will be taught in conjunction with time management. Academic support will be integral to the program and will be provided through structured tutorials.

Senior Seminar is a comprehensive and required course for all 12th grade students at East Wake Academy. The course focus is on postsecondary education, and students will explore and thoroughly plan and prepare for life after high school.

Planning and applying to colleges and post-secondary schools will be the primary goal of the first semester. Students

will participate in every phase of college preparation and planning—researching and matching with colleges, writing

personal statements, submitting applications and financial aid forms, applying for scholarships and exploring careers

and other post-secondary options. This class will also strengthen and develop post-secondary life skills with units and activities regarding campus life, college issues, and financial education.

This course can be repeated.

Students assist with general office and reception duties. Assignments may include but are not limited to, greeting ad assisting school visitors, answering telephones, word processing, database entry, filing, mail sorting, and running errands within the school buildings. Maturity and commitment to confidentiality are required.

This course can be repeated.

Students are assigned to a specific teacher to assist with daily classroom preparation. Duties may include but are not limited to general clerical duties such as word processing and photocopying, research, general errands with the school buildings, and classroom organization.

The purpose of the North Carolina Virtual Public School (NCVPS) is to provide courses that students are unable to take at their local schools. In other words NCVPS will provide courses that augment a student’s local schools program of study. For example a student may wish to take an AP course the local school does not offer. Another student may want to complete the remaining requirement for graduation this semester yet the course needed at the student’s school already full this semester. All courses will be taught by a certified teacher in the subject certified to teach in North Carolina. Once the on-line course is completed the student receives credit on his or her school transcript. In 2008, NCVPS added Learn and Earn Online under its umbrella as well for high school students seeking college credit via community colleges and/or UNG 1-school. The authorizing legislation for NCVPS states:

"NCVPS shall be available at no cost to all students in North Carolina who are enrolled in North Carolina’s public schools, Department of Defense schools, an schools operated by the Bureau of Indian Affairs."