Dobson High School - Equus Yearbook (Mesa, AZ)

Page 190 text:

f? OW 2 GOOD R U ? 1. THE FIRST THING YOU LEARN IN DRIVERS ED IS A You're really not going to learn a thing about driving in this class. B You get an insurance discount. 2. DRIVING IN THIS CLASS ON SIMULATORS IS FUN BECAUSE A It's just like driving on real roads- in Germany. B It's better than doing workbook pages. C If you happen to be absent that day. you know you haven't missed any- thing really important like how to use the rear view mirror or get a tan through the sun roof. In sixth hour P.E., Chris Between gears, David Olsen, Hayward profiles while calmly cruises through the hooking another jump shot, simulator course. A. 7 ’ 176 e Drivers Ed

Page 189 text:

cademics 175 Janece Wheeler. Ms. Ratti. and Josh Arnold gives a helping hand past presidents listen attentively to Tiffany Rascoe as they present to comments made in class by the an oral report on current events in students. American History. Very interested in Mr. Stewart’s topic of discussion. Ronelle Ja- cobson gets involved in her pys- chology class. Concentrating heavily. Steve Pa- lacios takes time to review mate- rials before test time in social studies.

Page 191 text:

Unfortunately, the attitude of most students is why walk WHEN YOU CAN DRIVE? At first glance, driver’s education and physical edu- cation seem to have little in common. A closer look, however, revealed that these two subjects were re- lated. For most students, the biggest advantage of driving was the elimination of travel- ling by foot. Cars were sup- posed to be a quicker, easier and more fashionable form of transportation. However, more driving required more walking. After all, no one ever got a parking space close to the building; so students had to trek from the midst of a mas- sive parking lot to first hour. And of course, they had to walk to the gas station when the car ran out of gas. But all this walking was also exercise, something most teens needed desper- ately. At the time, many health studies reported that students were in poor phys- ical condition, and recom- mended an increase in exer- cise. Fortunately, Dobson had classes to help both the would-be drivers and out-of- shape teenager, in the form of driver’s and physical edu- cation. Blood, guts and mangled bodies reappeareed in stu- dents’ minds. No, it wasn’t a “Drivers ed gives you a chance to un- derstand what the driving world is about.” —Robyn Rogge- man vivid flashback of the Texas Chainsaw Massacre, but a film depicting the effects of drunk driving. Films were a tool used to emphasize what could happen when driving carelessly under the influ- ence of alcohol. Driver’s ed was not only concerned with drunk driving, but in teach- ing the rules of the road. P.E. served to whip lazy, listless students into phys- ically and mentally fit ones. Discipline, sacrifice and hard work played key roles in students improving their physical education. In a day when health, fit- ness and “thinness” were so- cially important, Dobson’s well-developed curriculum provided regular P.E. classes, as well as weight training, both of which were popular. Despite their seeming outward difference, driver’s education and physical edu- cation were both two very closely related courses. Design by Bernadette Spilo- tro and Patrick Haruan. Photos by Ashley Towne. Class clown Josh Boyd gets a laugh from his classmates in drivers ed as he tells of his recent driving experience. cademics 177