South Salem High School - Sword and Shield Yearbook (Salem, OR)

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Mari Hamilton Kathryn Hanel jay Hansen Laura Hansen Don Harp Troy Haugen Keith Hauswirth Marni Hawes Robert Hayward Peter Heald Tom Heidt Cindy Heinlein Andrea Heinz jon Held john Helms Shannon Hill Shelly Himler Carol Hoekstra Melinda Hogg Cynthia Holder

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The Class of 1984 was dreaded in their junior year. Nobody in the administration wanted us to become seniors, and one of the reasons for this was the dread antics of the notorious Tom Cox Club. Tom Cox had risen from an obscure, overweight fresh- man who ran through a West Albany spirit sign to become the pseudo-leader of a pseudo-group of rowdy followers. When- ever the senior class was assembled, be it at game or at pep assembly, Tom Cox could always be found in the middle of whatever riotous behavior our class came to be asso- ciated with. When asked why Tom and his followers of ten dissented from the ordinary rally- type cheer, Tom had this to offer: Some- Wendy Goddard Kurt Goeller Cam Goins jon Gortmaker x 'A 'Q Ye? The Tom Cox Club keeps seniors amuse times the cheers are fun, but sometimes they suck and we need som satisfy our desires. Something became such Hawaiian shirts at basketbal night raids of last year's se countless escapades during sunglasses, hats, newspaper ething else to occurences as I games, mid- wior campout, Spirit Week, , general rau- cous and undesired behavioj at assemblies, and the infamous elevator worthy occasion. The list m cheer on any st also include the less spirited but equllallly obnoxious stink-juice attack of 1982, ani posum in Center Hall in 1 spokeserson Sean Oingo commented: Tom, accom sans such as D. J. Burke and . -,bi .XJ l the dead op- 83. Cox Club led the people into raucous cheers and di creet crowd violence by his physical pre ence and boisterous voice. These ajc however ludicrous, were necessary maintain our sense of total ambiguityf' School is work, work, work, and I see role as to brighten things up a little bit. Y know, give the people something to lau at, something obnoxious, preferably voiced Tom on his role this year in the Cla of '84. We all need a little perversion in o lives, summed up lon Held. Tom Cox it oingo Cook anied by arti- ,lon Held, has -S. Me Tyler Graham Micheal Grant Richard Grant Teresa Granlund Chris Greenwood Dawn Hadley Denise Hagens Mark Ham 14 Seniors 1 1--fr IDN 'ts-all? fy, fl f 01' w---'97 1 1 m . I ,

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Darin Honey Bill Hopkins Doug Hounsell Glen Howells Mary Beth Huewe Adam Hull Rob Irish Carla jackson Global Issues!Con umer Ec ll: class war Although running in the halls was prohib- ited, and eating in the library was outlawed, full-scale war in the classroom was a part of the Global Issues curriculum. Because it was a new requirement, the class of '84 was the first to experience this simulated war. Stu- dents were divided into groups assigned to govern countries and then make important decisions involved in a major world conflict. Other less time-consuming areas of Global Issues included geography, studies of war, peace, and terrorism, and of course a ten- page term paper. Consumer Economics was the flip-flop class with Global Issues. The best part of Consumer Ec was getting 510,000 from the teacher, said Cindy Holder. After receiv- ing the money, students spent about two months buying and selling stocks. No class M time was allotted for that projec subjects covered were budgeting, market, and supply and demand. berg, Mr. Burch, Mr. Cantonw t. Other the trade rs. Mo- ine, Mr. McLaughlin, and Mr. Leopold conspired to make the classes interesting and k for all students. veneficial I know I've learned something in Con- sumer Ec, said Kathy Hanel, I'm sure what I've learned. I couldn't t just not lk in vast detail about economics, but I do hjve a bet- ter understanding of it. Chris january said about Global I ssues, It helps you understand what's goihg on in the world today. It really makes y ou think Global Issues: either you freeze to death, or can't figure out what's on right, lon? 16-Seniors sf I- -.-.-.est ..,. f---M ' 'TIT' I . ,F igwc- t, ....,. about wars, poverty, etc ... . Not all students found the classes as worthwhile. Many times during the year the question Why do we need to know this? was voiced. Mrs. Moberg explained the ne- cessity of Global Issues: In all polls taken around the world, U.S. students placed near the bottom in the knowledge of world af- fairs in comparison with students their age in other developed nations. The state, not- ing this, tried to remedy the situation and changed the requirement for graduation to include global studies. Students needed to be aware of events in the world around them. The situation in Lebanon and the in- vasion of Grenada were international high- lights that illustrated U.S. interdependence. The Day After also brought a controver- sial topic to the screen and provided insight into nuclear confrontation which students simulated in a dangerous parallel situa- tion. Whether students appreciated the classes or not, it was the general consensus that all would remember the below-freezing tem- perature in the classrooms, and of course, Mr. Burch's daily jokes. -S. Morrow