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Page 28 text:
From B.C. To D.C Historical story. Bonnie Person watches Mrs. Dyer explain about the Spaniards in California in her first period California History class. Mrs. Dyer often broke the tedium of California history by telling interesting stories. 1) When was the Caifornia gold rush? 2) What is a characteristic of the Islamic religion? 3) In which elections were third parties prominent? 4) What events led to the Boston Massacre? 5) When did James I of En- gland ascend the throne? Had you taken California History, American Govern- ment, Social Studies, Ameri- can History or European History, you would know the answers to these questions. It all started freshman year with social studies. " I really didn ' t know what to expect from social studies. I heard that we ' d learn about natural disas- ters. Learning about earth- quakes, volcanoes and floods really got my attention and threw a lot of action into a sub- ject which could tend to get a bit boring, " stated Rich Gose- Sophomores were not re- quired to take a history course. However, many tenth-graders missed learning the historical facts and decided to join some juniors and seniors by schedul- ing either California or Euro- pean History into their line-up of classes. " I really enjoyed So- cial Studies in my freshman year. When I heard they were offering semester courses in history for the first time, I de- cided to sign up and learn more about Europe and California, " said Mike Bennett. Juniors faced the required American History. In class they learned about the Civil War, the stock market and the roaring twenties as they traced history through the mid-20th century. " My American His- tory class with Mrs. Alsterlind always held my attention. It covered a variety of topics and moved fast, " commented Carl Goldberg. When senior year rolled around, it was time for mem- bers of the twelfth grade to learn a little more about their government. American Gov- ernment covered everything from electoral college proce- dure to the duties of the Sen- ate. Seniors combined a semester of American Govern- ment with a semester of Sociol- ogy, Economics or International Relations. Jenny Hoots stated, " I ' m glad that American Government was a required course. It helped me get more involved in our gov- ernment, and I learned about current events everyday. " If you retained any of the knowledge given you as you made your way from freshman Social Studies all the way to se- nior government, you ' d know that the answers to the above questions were: 1) 1849 2) They pray 5 times a day. 3) 1912, 1944, 1968, 1980 4) Americans stored guns at Lexington. 5) 1603 Quick quiz. Settled comfortably in the Quad, lenni Smith and Carol Ravetto quiz each other for a test in Mrs. Alsterlind ' s history class. Students often found their scores improved if they studied with friends. Social study. Elicia Pryor and Julie Dean participate in a group discussion in their sixth period sot lal studies class. Supposedly stranded on a desert island, their assignment was to set up a government and society that was workable. 24 HISTORY
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Art to Art There are always those lucky few who have an artistic talent so great that it shines through the minute they wield a paint- brush. Then there are those who are creative and imagina- tive and enjoy just " dabbling " in the many mediums of art. Whether students showed an aptitude for cartooning or sketching, there were classes that suited their talents per- fectly. For those who wanted to learn the basics of drawing and painting, Art I, II and III pre- cisely fit their needs. Art IV and V catered to the more ad- vanced artist. " I was in Art V with Gary Gray, " said Jay Spangenberg. " We were the only ones in the class, so we Detailed design. Carol Stanton puts the finishing touches on her ink drawing during her fifth period Art I class. This beginning art class gave students an idea of their abilities. got special attention and we learned more. " Crafts offered a more con- crete type of art. Students were able to create original designs and use metal, gold, silver, leather and stained glass to in- tensify their work. Cari Tryon commented, " I liked the class becaus e it gave me a chance to be inventive. I made a sterling silver ring that I designed my- self; I know it ' s one-of-a-kind. " Jennifer Reimer added, " I made a leather wallet for my brother. The entire thing cost me only $2.15. " Students who wanted to take a less structured art class, with room for experimenta- tion, often signed up for car- tooning. Sue Eoff mentioned, " I wanted to take cartooning second semester but never got in. I ' ve always been interested in creating animated personali- ties. I guess everyone wants to learn the mystery behind the comic book characters. " W i - m Photography, although not usually considered art, al- lowed students to use unlim- ited creativity in choosing their subjects, atmosphere, back- ground, light and distance. " I never knew taking pictures was so complicated. The class was good for amateurs because it started from the very begin- ning. I learned all the specifics of photography, " commented Shelley Buster. Art classes offered an outlet for imagination, creativity and hidden talents, besides being relaxing and extremely enjoy- able. As Bob Baker put it, " I felt proud when I looked at a fin- ished project and realized that I made the entire thing; the feel- ing of accomplishment was in- credible. " Crafty intentions. After obtaining a cabachon, a special cut of stone, Diane Cvetic files it down for use in a necklace. Filing rough edges made jewelery look more professional. Photo fold. Vicki Mondloch makes a folder for negatives and light sensitive paper during her sixth period photography class. Photography students learned to be especially careful with their materials to avoid spotting, cloudiness and scratches on their prints. 23 ART
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News notes. On a Saturday afternoon, fifth period American History students assemble at the Lafayette Library. This group researched old facts as they prepared a model 1 850 newspaper. First-rate traits. American Government students look on as Mr. Dobbins lists qualities necessary to be a successful president. After preparing a list of the opinions of the students, Mr. Dobbins compared it to the list printed in their Back tracking. Bill Nagle and Craig Morrell wait for a cable car in San Francisco on their California History field trip. The history students visited Alcatraz, the Cable Car Museum and a Korean naval ship before returning to Lafayette in the afternoon. Campaign ' 80. A group ot American Government students discusses propaganda in their first period class. Throughout the elections, government classes zeroed in on the media and how it affected the election. 25 HISTORY
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