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Page 15 text:
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ACADEMICS Expansion was necessary for the quality and efficiency of teaching at DHS to survive. Seniors testing for the interest areas they developed through their experiences; independently studying and reasoning out a problem; games getting even the most apathetic interested in learning; and the teachers concern for the individuals need crossed each students path at least once. Not always the most pleasant aspect of education, the curriculum gave students the insight for their future lives. 11
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Page 16 text:
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PROBLEMS Specialization Paul Ward, Modern Problems teacher, helps Glen Roth find Information in the occupational file. Linda Fast, Carol Hendrickson and others hurry to complete the Manual Dexterity section of the GATB Occupational tests given to Modern Problems and Sociology classes. Units in Modern Problems were highlighted by the three weeks spent on ecology with air and water pollution films. During the unit on state government Oregon’s ombudsman, Mark O’Haggard gave students great insight into his job. Beneficial units on consumer economics, race relations (featuring a group of militant and non-militant blacks from surrounding colleges), and the study of civil rights made for a more relevant learning opportunity. Old Man Wards’ Investment Club (O.M.W.I.C.), the heart of Mr. Paul Wards’ new economic class, explored the stock market through their stock broker, Mr. Jack Brown, of First California Company. They also toured Polk County State Bank; seeing the vault’s inside contents and checks being microfilmed greatly impressed the class. Seminar-oriented sociology class discussed basic sociological principals, including dating and communications. Enthusiastic students enjoyed both new courses as alternates to Modern Problems. Guest speaker Mark O’Haggard, Oregon’s ombudsman, addresses fifth period Modern Problems class on the unique character of his job. Sociology was a one semester alternative Krebs and Myrna Llnscheld study about 12
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