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Page 167 text:
Mr. Bernard Sauter has fun and jokes around with his students while helping them take notes over the chapter with an overhead projector. preparing to be a good citizen, and learning about government. Popular courses were economics which studied about economic condi- tions, problems and solutions. Mrs. Rebecca Wooden, also a history teacher, stated, " Phychology was a popular course because it studied human behavior. " The ES classes of U S History, taught by Mr. Ron Cummingham, par- ticipated in some tum-of-the-century roleplaying. In Mr. Cunningham ' s first period, one student, David Schulz ' 84 got a special assignment. David said, Mr. Cummingham gave us a list of people who could be role- played. I was volunteered to do Teddy Roosevelt, which I didn ' t want to do, but I went along with it, anyway. " He researched information from two books and wrote 12 pages of notes. He memorized a 12-13 minute speech, and tried to mimick Teddy ' s clothes from a picture in a book. He wore a tweed jacket, a Falcon homecoming hat, some old wire glasses, and a moustache. He brought in a " teddy " bear which he had made. It had wire glasses and a moustache. After the presentation, the rest of the class asked some questions about the president. Mr. Cunningham was very pleased with the presentation and gave David a perfect score. The advancing frontiers in the modem world had created changes in issues and problems which social studies courses helped students to understand. Goals of the social studies courses were to learn understanding of the relationships among individuals, groups, society, and the world; to learn skills in gathering and organizing information; to learn to believe in democratic pro- cesses and willingness to assume civic responsibility. SOCIAL STUDIES 163
Page 166 text:
Anaeomp provides neiv experienees. The social studies department made changes to better the 1984 school year. One such change was the addition of a new course called Ap- phed Economics, sponsored by Jimior Achievement and taught by Mrs. Ginger Faber. She formed a company called " Anaeomp. " The students sold stock in their company and also received salaries. The Anaeomp Com- pany sold paint brush note pads and safety lights for cars. The teachers taught a wider variety of topics, en- couraged motivation, and gave the students more of an opportunity to earn good grades. Some classes in the department were involved with new and in- f .^ Mr. Ron Cunningham gives Brian Armstrong ' 85 some assistance with US History. I) ' )iig May ' 8.5 does some quick sHulylnK of the Constitution before u US teresting projects. The government classes made up their own minor political parties to which they made platforms and chose mascots. Props, such as dressing up like a politician and confetti, made it seem like a real political gathering. Students com- pared other countries with the United States economically, politically, and culturally. They created a video game on civil rights, made interviews with people of all ages and wrote editorials on various topics. Mrs. Joann Brown, geography and U S history teacher, said, " I gave the student an idea and they had to create something im- aginative from that. " She mentioned an example where she told the stu- dent to create an island large in size, and create a name, a place on the earth, government, agriculture, religion, and other specifications. The most well-liked of all activities in the social studies department was mock congress. The students were expected to write a bill on the na- tional level, to research it, and prepare a primary supporting speech to give should it reach the floor for debate. The students were members of standing cormnittees to discuss bills which they received. They were asked to dress up to encourage them to play the role of a congressperson. Social studies teachers were hop- ing to see some courses approved. Mrs. Evelina Brown, government teacher, stated, " I would like to see government be offered a fuU year with students having a choice of continu- ing or choosing an elective. Duiing the second semester, teachers would teach about state and local govern- ment. " Mr. David Moultin, sociology and government teacher, indicated, " I would like as E S sociology course be approved in our department cur- riculum because I feel that there is a need for excelling students in this area. " Other coxirses wanted were an Indiana History course, a world ' s culture course which would study about the world ' s people, and a world ' s religion course which would study about all the various religions of the world. The benefits of taking a social studies course ranged from preparing for life, learning to express oneself, 162 SOCIAL STUDIES
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^nw«i«^««^i^iW^Hi ' ' You are Somebody . 99 " There ' s no such thing as I can ' t. " That ' s what Mr. Michael Smith, assistant aide to the Special Educa- tion teachers, told his students. Mr. Smith worked ' ith both black and white mildly mentally handicapped students. He had concern for students and sometimes acted as a covmselor, or rather, just someone to talk to. Mr. Smith had a son with some of the same problems as his students, and he considered this an advantage in relating to the students. An assistant aide was a helper who carried out the teacher ' s plans on an indi ' idual basis. The purpose of the program was to find the potential of Rusty Morris ' 84 reads his paper. the student and see that they used all of it to the fullest. Students who participated in the Special Education program had to write a paragraph every day on a dif- fer ent subject. They practiced things that they wUl use in every day life such as budgeting and comparison shopping. Students kept up on cur- rent events by reading the newspaper. Mrs. Debra Ann Lechner, assis- tant, said, " We work hardest to get the students out of the program and into a regular curriculimi. " Mrs. Lechner had been teaching for three years but this was her first year at Perry Meridian. Students were encouraged by stressing their strong points and working hard at their weak ones. They sometimes worked in groups and or had discussions about their work. Most of the students could handle the regular curriculum with a little adaptation or assistance. One important rule was to keep students involved in school activities, like clubs and convocations, etc., rather than have them form their own groups shut off from other students in the school. Mrs. Susan Handy, specia l educa- tion teacher, explained the adaptive typing program. " The program was for students who didn ' t have com- plete use of all fingers on both hands. There are two parts to the typing pro- gram: career oriented typing or typing for personal needs. The student decided which one he took. " Mr. Brett Bollinger was really in- terested in finding out about com- puters and applying them to the pro- grams at Perry. He taught the special education freshman English class with Mrs. Lechner. Mr. Bollinger en- joyed the English class he taught and hoped to continue with the resource room. The resource room was a program where students received individual care and assistance in maintaining passing grades and study habits for their classes. The students also received aid in acquiring mobility skills. Another adapted class was adapted physical education. Mr. Chuck Earle, pe teacher, said, " The adapted physical education class was especially rewarding because of the small class size and individualized in- struction. " The pe department used scooter boards to play scooter soccer and scooter hockey for the first time. A new class project that was assigned in adapted physical educa- tion was a program for weight con- trol. Students with weight control goals participated and used a study guide called " Fitness for Life. " They made line graphs to chart their weight gains and losses. The entire special education pro- gram with the new techniques and suggestions was a great success. This was proven by the progress of many students. Mr. Earle, for exam- ple, named James Robertson ' 86 for showing remarkable progress in his weight loss goals. Mr. Bollinger said that Dennis Gayles ' 86, and Sandra Carter ' 86, also did especially well in his freshman English class. One part of the program helped students motivate themselves extremly well. In room 201, a room that students could go to for extra help during homeroom and study hall, there was a bulletin board showing the students ' grades. Their names were posted in alphabetical order, and after their names were squares of construction paper with their first period classes, second period classes, third period classes and so 164 SPECIAL ED
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