Marcos De Niza High School - Libro de Oro Yearbook (Tempe, AZ)

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Q r ar Above: D.J. Floddewig stops to show his newest way of getting to school. Above right: Bill Wong skateboards his way to school. 3' Left: Bill Hagen shows off his classic Camero. Below: Jenny Haynes and Joe Wewell show another method of getting to school. fl .r 'i 5 'Sy' M: 'v it it 'r-'giw Qt-1 i Z . iz '.A:fA9-1 S8111 ' if , Q.. ' fx Foiculty vs. Students ifferent forms of transportation were a reflection of the faculty and stu- dents' personalities. Looking at Marcos' two parking lots, a difference be- tween them was evident. A quick comparison of the teachers' parking lot and the student lot revealed that cleanliness of the cars was notice- able among the faculty, whereas the stu- dent parking lot had a greater number of dirty cars. Another difference was the style of cars. Many cars in the faculty lot were station- wagons or vans, or vehicles needed for families. The student parking lot, howev- er, had a greater number of two seaters and compact cars. The next main difference was the number of options which students and faculty put on their cars. For example, lowered pick- ups that were all white or red were not a common sight in faculty parking lots. This was largely due to personal tastes of each generation in modes of transporta- tion. Bumper stickers were another item that identified cars, owners and their per- sonalities. Some students had a variety of stickers such as No Bozos, Powell Per- alta, Skate to Die, and even Motley Crue, or Ozzy Rules, in the faculty lot, however, stickers such as Save the Whales, Have you Hugged a Teacher Today, or even Marcos de Niza stickers were in evi- dence. Student Life - 25

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Getting to School Getting to school. Everyone has to do it, but their methods of doing so greatly dif- fer with students' ages and grades. For example, the majority of freshman and sophomores either skateboarded, biked, walked, or hitched a ride from parents or friends who drove. As students entered the end of their sophomore or the start of their junior years, driving permits and licenses were acquired which meant a new or used car, depending upon generosity of one's par- ents or the students' ability to get a job. When the students finally did get a car, it opened a whole new world of freedom. Because of the variety of ages, distances from home to school, economic status and other variables, students approach- ing school were seen walking, biking, skateboarding, emerging from buses or trying to find a parking place. But no mat- ter how students arrived at school, most ended up running to their classes. Above: Healther Gentry and Amy Savillina walk home after a long day at school. Right: Scooters are a popular form of transportation for students. L7f V ff l 24 - Student Life

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, . .tr Countdown . . . fo Lunch Fifth hour . .. 11:35 ... the crowd by the door is growing. The clock counts down-five, four, three, two-the teach- er orders everyone to Be Seated. Sud- denly, there is a dead silence stu- dents burst through the door as the bell signals Lunch! everyone's favorite time of the day. Students flock to a number of different locations during both fourth and fifth-hour lunches.Theseinclude the schoolcafete- rla, Little Caesar's Pizza, White Castle, and the list goes on. Many students complain that there is not enough time for lunch. Forty minutes is not enough time to travel to a restau- rant, order, eat, and most importantly, so- cialize before making that made dash back to school to get to class on time. Y -- ws 1 . . X E. , W' ,tx X x ., K t., B 1 1 X .X -li Q x .... 'iiizf ft ,. , twgklkis Q 2 , . TE - 23.44 .ft - Q . , 75, 6 Right: The halls were terribly crowded, especially between the 100 and 300 buildings. Above: Tim Richards and friends gather around a table at lunch. 26 0 Student Life av