Lanier High School - Viking Yearbook (Austin, TX)

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v..1'sh is all iii ilu f ll ' an ' 4 V 'ma 7 if Q X 'I r, o , 1 , ,Q f r t Mr. Cookes sociology classes learned about many areas of school and lite. Here he leads a general discussion with the aid of Bubba Jennings and Sam Sanders. li 3 l 1 1 2 Mr Porters Urban Politics class studied reapportionment, Ueui ner and Don Dye tried to set up voting districts with equal representation. Cooke's Sociology class, Dr. Smith spoke about the social orooessesi W A

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4 Foreign languages werent all parties and skits. Don Davis. Dwayne Price, and Elaine Duet work together on a book assignment in Frau Burnett's Ger- man CIBSS. XM A , 1........M,,, ,,,, A GTBUL ...Q W To Celebrate Cultures raising programs. Selling cupcakes, tickets lor a showing of the movie M 'A 'S'H at Northcross Mall, and a spaghetti supper all enhanced the cIub's lun. Also the money was used to support a student in the Philippines and their club, Senatus Romanorum, The Latin club joined the German club at Inks Lake. The German club existed mainly for the fun of it. Attending Wurst- fest in New Braunfels and a TAGS convention at Baylor University brought the old and new club members closer together. Laura Johnson, Donnie Youngbloom, Judy Lentz, Heather Smith and many more dedicated members went to the TAGS convention. Activities at school included selling the multi-colored Gummy bears that everybody enjoyed. The club also participated in the canned food drive at Christmas and rounded off the year with a gathering with Latin club at Inks Lake. Although no French club existed, Madame Benaiteau's sec- ond period class existed as if it really were a club. Madame's return from a first quarter hitch at Anderson heralded an ecstatic welcome back party. Activities included a Christmas party, authen- tic crepes the class made and her personal pictures from her recent trip to France, The class performed skits at Doble and Burnet junior high schools to cultivate interest in French studies. foreign language 95

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4 Mr. Belden shows Indian burial mounds in a magazine to his Guilded Age class. The American History course emphasized domestic policies from 1865 through the post-World War ll period, Politics and Ideals e learned about ourselves, the whys and wherefores of our own actions and thoughts, and we began to under- stand the way societies function, ours and others. Study- ing their beliefs and ideas led to increased understanding ot their ways. Prepared with that appreciation tor other cultures, we learned to contribute to our own, We proceeded to become informed, even active, citizens of our community, country, and world. We learned about ourselves, why we flew into a rage when our best friend talked aimlessly with a guy we liked, why we reacted to authority in the different ways we did. We gained knowledge about our own country, and the develop- ment ot our society. The contributions of minorities taught us to understand the trials and triumphs of all races, and tracing the development ot customs and traditions helped us to appreciate our culture more. We studied difterent regions, learning their physical geography and cultural lifestyles. Mrs, Irwin provided us with interesting tidbits about the private lives of kings and pharoahs, We learned why peo- ple in India could starve while plump, juicy cattle strolled through their streets. We drew maps until we could point out major cities and Iandforms in many different continents. All these learning experiences combined to make us more informed people. When ldi Amin rose to infamy in Uganda, we could vaguely picture the place. We remembered that there were many tribes and lots of other rather unimportant details pertaining to the area, but we did recall something. As we became better educated, we grew more interested in the affairs around us. Especially as we got closer and closer to social studies 97