Evanston Township High School - Key Yearbook (Evanston, IL)

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Deri0d 9 S, I nd th r unctuation by Sharon Hoffman t means five more minutes to sit in class. Fifteen less minutes to sit in the cafeteria or to go to McDonald's or to get your homework done. It means fifteen more minutes tacked on to the end of the day, and it means getting up fifteen minutes earlier in the morning. These changes are the result of the changeover from mods to periods that was enacted this year. In addition, class periods were made 45 minutes long, with honors science courses growing to 90 minutes. Supt, Ober requested the alteration because he believed students had too much freedom, and were not using it as,Wisely as possible. How do people cope with this major change from modular to period scheduling? The change wasn't very hard to get used to for most sophomores, because they had very little freedom as freshmen. However, many objected to study halls. One sophomore said, 'AI don't think it's fair to assume everyone won't use free time intelligently. I would, but I still have to go to study halls. Juniors and seniors as a rule were so relieved not to have to be in study halls that they didn't complain much about the extra time in class. However, one junior summed up a popular opinion by saying, Mr, Ober assumed with 45 minutes in class, teachers would give you 15 minutes to start on your homework, It didn't work out that way. Now they assume that since there is more time in class to go over it, more homework can be assigned. For freshmen the change wasn't very pronounced, unless they had older brothers and sisters, and had heard about the Good Old Days, By the end of the year, people had accustomed themselves to the new schedule. There are still B-days, although now each B-day period is 35 minutes. An innovation was the rare C-day. On a C-day, dismissal is still at 3:30, every period is shortened, but period 3 becomes IW hours. It was used for assemblies and communications, and while there was confusion at the beginning, it was successful. So, like everything else, the change from modular scheduling to periods is just a matter of getting used to. It seems to have harmed no one and has helped to keep the faculty and their computers busy. Small Change

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by Julie Schrager t is three o'clock in the morning, and you are trying very hard not to let your tired eyes close. On one side of you is a cup of coffee that has been refilled many times, and on your other side are pages and pages of U.S. History notes. Tomorrow is the biggest test of the quarter. Does this situation sound familiar? Most of us spend many evenings each quarter in this manner, because it is always convenient to leave our studying for tests until late the evening before. Even if we have begun studying earlier, we figure that a few more hours certainly can not hurt. After all, reviewing the dates of the Civil War battles once more will implant them more firmly in your brain, right? Well, you will probably remember the dates long enough to pass your test, but they won't stay with you much longer. According to one history teacher, Cramming is wonderful for passing tests, but the material will not be retained for long. Long-term studying is much better for actually learning the material. Students tend to agree with this opinion, but there never seems to be enough time to start studying early. There was an algebra test to study for three nights before the history test and a Spanish test to study for the following one. Of course there was the weekend, but there were so many good parties, and it would be crazy to devote your only free days of the week to studying. The results are evident, cramming is the most widespread method of studying. One sophomore summed up the situation, I try and try to plan ahead, but it never seems to work out. I am never able to avoid that late study session. Crornming for Exams 1 Burning Midnight Oil

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PERKOD 2 AN 9 .4 M, 'P EY PEPAOD 3 qCommumcation 35 Mmutesl PEF-NOD 4A PERI nga.. r PEPAQY .,..---- 11AB XODA PEPAOD SB i Our A,B,C,s H7 2 Alf l'l1i1fiVB by jenny Wright his year the juniors were the first class to try out a new plan known as the junior Intensive Program. The fact that it followed so closely on the heels of Senior Seminar might lead one to think that the new program was meant to replace it, but the junior program is a wholly different experience. We wanted something that wasn't as elaborate as Senior Seminar, but would produce the same enthusiasm on the part of the students, explained U.S. History teacher Phil Roden. The junior Intensive Program involves three required courses for the junior year fEnglish, U.S. History, and P.E.j which are taught on three levels fl, 2, and Honorsj. These classes are block- scheduled into the first four periods of the day, with the fourth period being a study period. This year the students to participate were selected by computer. Two Weeks each quarter, the classes are mixed together and they have an intensive An intensive is an activity which is concentrat- ed on during the morning of each day for two weeks. First quarter the intensive was a creative writing workshop, in which the students spent a day on the streets of Evanston or Chicago interviewing people in shops or on park benches and getting people's views for a story. This was to help improve the students' ability to see detail, to observe carefully, and to take notes. The students spent the next day working on their papers, and the following day they interviewed more people. This went on for eight days, and the students were expected to write four papers, one of which had to be typed and in publishable form. Future activities will include working on Nautilus machines with Coach Chmela and compiling a book on ETHS history. There are four goals of the junior Intensive Program, said teacher Syd Lieberman, to have good academic output, to give students more independence and responsibility, to improve human relations, and to have some variety to generate more enthusiasm. The program has definitely been a success, said Mr. Roden, and we have it documented. Each student and parent received a questionare, and we found that even parents who were at first hesitant about the program are now happy with it. Only one student has dropped out. It offers more freedom than a regular curriculum could, said student jeff Henry, and the closeness of the people in the group makes it easier to do things in class. Leslie Hamilton agreed. Mr, Roden and Mr. Lieberman are about the best teachers I've had since I came to this school, They treat us more like humans that like students. I thought the creative writing intensive was a good learning experience and really fun. A plan is in the works to create a similar program for seniors, but it's too early to know whether or not it will be in effect next year. Meanwhile, the Junior Intensive Program has been very successful, and long may it live! Small Change