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

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jllelne ,6 0 ace Cllilfe ? 09m by Beth Negronids icture this: books and papers in total disorder, clothes scattered ell over the place, posters Ialling of! the wells, dust and dirt gathering in every little corner - in short, A disaster ares. Right? Wrong! Well, maybe not totally wrong. A lot o! people may, in fact, recognize this aforementioned mess ss their bedroom. Although the word bedroom itself implies nothing more than n place to house s. person? bed, to most people, a bedroom is so muah more. Bedrooms ere a place to spend time with friends, study, listen to music, think, daydream, or just sit and da nothing. Bedrooms are like fingerprints -- no two are alike. Bedrooms ere as unique as the individuals who inhabit them. Senior Diane Barker's bedroom is unusual in its shape, which Diane describes as octegonel. She also has a fireplace in her room, and shove the ments! hangs s painting her uncle did. Although she isn't entirely sure of the painting, Diane said, It looks like a crusher or n garbage con:peoter. Although few people keep orushers in their bedrooms, a lot ol' kids do keep their pets in their rooms. It is not unusual to find n dog or cat's bed, snsqusriurn, orsbirdcege. Thereisacagein senior John Goldmanb bedroom, but it is not for s bird. John keeps his pet bas there. However, his whole room is not that strange, according to John. Apart from his hos., John considers his roam normal, with ell the reguhr things. Although no two bedrooms are exnctly alike, there is one respect in which many' bedrooms are similar -- they tend to resemble pigsties. Early mess end late shlocl: is the description that John gives o! his room. Another student seemed s little more confident of the state of things in his room. It is an organized state of disorderf' he said. Bedrooms, whether large or small, neat or messy, or unusual or ordinary, are often used ss e place to get sway from it all. Although said jokingly, there may be some truth hs one student's shtement that my room is my sanctuary to protect me from the harsh realities of the world. Social Necessities

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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

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