Columbia City High School - Columbian Yearbook (Columbia City, IN)

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and filled with surprises Through daily lessons and a language lab, Latin, French, and Spanish came alive to foreign language students as they developed a lively interest in other peoples of todays fast-paced world. First year Latin, French, and Spanish students learned the basics of their language through the use of drills and conversations. French and Spanish students relied much on the use of the language laboratory. Second and third year classes extended their knowl- edge in various ways. French II and III, taught by Mrs. Archer, did outside readings, worked with lecture materials, and produced the French play Les Mouches, by Sartre. Latin II classes, under the direction of Miss Walter, carried on extensive readings of famous Roman works by Caesar, Livy, and Virgil. A variety of speeches and plays were conducted by Spanish II and III classes, taught by Miss Baumgartner. Thus, French, Latin and Spanish students received a better understanding of their language, and perhaps more importantly, they developed a deeper under- standing of the culture, history, and people of these three languages. Liz Miller points out the sight of Ancient Troy on a map of the Mediterranean. Spanish I students find the language lab a great asset in translation, oral practice, and general con- versation.

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Students find foreign language studies intriguing Sharon Goodrich. Debby Boggs. Pam Culbertson. and Jerri Etchason follow along as Kim Long trans- lates her French lesson. HHfllfcfei ' Tr % S Dave Palmer catches up on some current Spanish headlines. Oral readings form a basic part of Latin classes.

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Geometry students often find themselves ar the hoard drawing geometric figures. Mathematics, an old system expanding in a new age Doug Taylor and Karen Fahl try to figure out a graph in Algebra. The mathematics department of CCJHS was alert in meeting the challenge of our fast-growing computerized world. Since math would enter into all people ' s lives, the math teachers gave students an extensive program throughout the year. Although only one year of mathematics was required, many students took advantage of the wide variety of courses offered: Algebra I, Geometry, Algebra II, and Trigonometry. Math students studied composition of the number system and made use of graphs and solid geometry models to enable them to visualize problems more clearly. Geometry students worked with angles, polygons, planes, and other aspects of this course. Junior algebra students added to the knowledge they acquired as freshmen by studying equations, graphs, and alge- braic functions. Trigonometry dealt with such functions as cosine, sine, and tangents— vital for college work. Math courses provided many opportunities for stu- dents to broaden and deepen their mathematical con- cepts. Thus, from the freshman algebra student to the senior trigonometry student, there was a growth of un- derstanding and knowledge of the principles of mathe- matics.