Central High School - Maroon and White Yearbook (Sioux City, IA)

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HON BUI IHPSIB vnu sm: mas ONJTR win cmfvme Um' atm vm 'W' f lfVm'!d Affairr .rfudmztr Diana Thatcher and Fred Garber develop a headline bulletin board to keep in touch with current world events. F f , f Tracing the Stuart family tree in connection with the study of world history are Sandy Shapiro and Eva Thorp. Panel di5L'14.YSIi01lf lender Kathy Younglove explains the Civil Aeronautics Board to her American Government class. so ,e E Q - . . ...... 2 sis After the jim! semester trip to Glenwood, Q I 0610! .S?ll,6Le6 Anzerican hixtory pupils Sandy Goldberg and

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7fWocJern mafAemaficA jZacAe:5 nw gonceloffi fl, Jlnfe,-ata! .Siualmfa For the bczzvft of her geometry class, Joan XK'atkin Droves a theorem. Six mathematics courses challenged stu- dents planning to enter the held of ad- vanced science and those desiring to increase their skill and knowledge of the subject. Students who planned to study geometry, chemistry, or physics were required to take algebra, which concentrated on numbers, formulas, equations, logarithms, and pro- gressions. Terminal Algebra intended for those who did not plan to continue in mathe- matics but desired perhaps to fulfill some college requirements, emphasized applica- tion of algebriac principles to daily prob- lems. Geometry students strained their brains proving theorems and postulates. Careful study of triangles, rectangles, parallelo- grams, circles, and other geometric figures supposedly resulted in the development of logical thinking. Trigonometry provided a basic back- ground for entrance into technical fields from engineering to astronomy. Math Anal- ysis students at last discovered the reasons behind the theories and formulas first studied in geometry and algebra. Seniors who entered the advanced math program in the eighth grade and survived the next nine semesters finished their high school math careers with calculus, basic for all higher mathematics. Usirzg Ilzc opaque projector, Jane Olson and Mark Penkert derive the solution to a difficult calculus puzzler.

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Vvayne Bergman, B.S. I George Finzen, M.A. Rober Wendt, M.A. John Hejhal, M.A. Mark McLarnan, HE. Wally Piper, M.E. smrszqiss .,,,g v,-, we ssl ee wr 3 x R ii t if x, I it X es:-gf., gg gx ,X X N N ' ' I sfgs U Q Olllff .9l'lil'LCaCy 0 W0 el l'l 0CL2tg Participation in the Social Studies pro- gram gave the student an awareness of the problems of his fellow man and stimulated him to search for the solutions. To fulfill graduation requirements, stu- dents could choose from American Prob- lems, Economics, and Psychology. American Problems promoted an understanding of the problems presently facing the United States and a knowledge of practical solutions in keeping with American traditions. Those who chose to take Economics found them- selves concerned with the study of man's wants and the processes and procedures by which he attempts to satisfy them. Psychol- ogy involved students in a study of the human mind and the inliuences on behavior. Each semester, psychology classes took the impressive tour of Glenwood, state institu- tion for the mentally retarded. Vtforld History, a tenth-grade elective, re- lated the story of civilization from the very beginning to the present day. American History traced the development of America, the United States in particular, from an un- charted wilderness to a modern world power. American Government, a required course, taught the functions of the executive, legis- lative, and judicial branches of the federal, state, and local governments. -:ze . - .ef - K5 N Thomas Prout, M.A. 51,-. Elden Rogstad, B.A. X X X sf M S if SE ,