Santa Rita High School - Eyrie Yearbook (Tucson, AZ)

Page 155 text:

Many English Extras he English department offered many classes to Santa Rita students. Four years of English credit were required, but many electives were offered as well. Creative writing was an elective offered third hour by Merle McPheeters. The main purpose of this class was to enable students to perfect their writing skills. We acquaint students with the basics of poetry, fiction, thinking creatively, and having a good time, stated McPheeters. to gain a greater knowledge and insight of human behavior. The students also learned of the change in the English language from the late 1650's. Ms. Bowland planned to teach Shakespeare in the future. She claimed she learned something new every year and she enjoyed learning with her students. English Contemporary lm WS M' 5 Creative Writing Debate English as a Second Language Film English Emphasis g lntensivqwt ef' ,ihilllli Foreign French 1,2,3,4 German Spanish Latin, 4 Senior Amy Carr intensly studies her ACADEMICS 1 49 writing exercise book.

Page 154 text:

History Comes to Life t Santa Rita, Social Studies was offered in many different forms. American History, American Government, and Free Enterprise were required courses for juniors and seniors. Teacher-lim Ganas felt that free enterprise was a very important part of high school education. It studies consumer spending and how to best use the resources available to you. By comparing the economics of other nations we can better unders- tand ours. junior Doreen Roberts enjoyed free enterprise, because she felt it was in- history, and Arizona history. He found that the most challenging part of teaching these subjects was motivating the students and selling them on the subjects. Mr. Bubany's goals for the year were to try to make history rele- vent to everyday life. ff, , sy- ,,, ,W , Vi W, ,,,. ,S HZ, ,vs 1 W X f' X ' as 3 wa , wwe 'L f - f, nr ' .., J , JK- 4 p Hem. - . 4fa,,.f 77' M , ,a :if fr Y f 1 . . 'L , .A t Lg, .. , 0 M.. ,Q ivan if ,riff ' 'fig , Social History History and Local X Student Government Westward Expansion t. V . Women in American History X ........4-.-.---n 'Hitt' :M ,,,,,, .,,,,, ti ,,,,,,,,,,, M ,.,,i , A ff 5 ' A fl ,,,,, ff,f:f,,,,t , , A An ardent English student filming with a P movie camera in the film movie class. Pjuniors Christie Hickman and Michele Coffman listen attentively in English. 1 Designzjennifer Kelly Copy: Donna liaceslci Photos: Kelly Garis

Page 156 text:

Future J obs Secured he main objective of many industrial education classes was to prepare students for future jobs. Industrial arts was a vast field that provided many interesting opportunities that greatly helped the future of many students. The industrial arts included interesting and challenging subjects. For in- stance, drafting, electronics, auto mechanics, photography, welding, year- book and many others. In drafting students learned how to draw plans for large machines, such as the lathe and drill press. They also learned how to interested and talented photographers. Their main job was to take pictures for the yearbook. Industrial education was the beginning of the American industry and a good way for the youth of America to find productive jobs in the future. Advanced Hgoduaion .sv ' Wf '2aii.z.,,. 3 W was A While using his imagination, art student contemplates his next sketch. 1 5 0 Design: Amy Pederson Copy: Lori Verhulst,james McKnight Photo. Bond, Toman ,wwe