Ellinwood High School - Eagle Yearbook (Ellinwood, KS)

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NEED HELP? Sophomore Damon Carson looks over a general business problem during sixth hour. OH NO!: Fourth hour computer accounting student Steve Moris stumbles over a mistake. photo by j. Knupp “I took Business Law because I’m thinking about entering a field of chemistry or law, but, basically, I took it because it sounded inte- resting.” Brooke Simpson sophomore photo by J. Knupp CHECKING IT OUT: Sophomore Terry Vogt studies his test that he has just received in General Business. EAGLE yBUSINESS 17

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16 Students enroll in business classes for present purposes and for future uses Learning about debits and credits, filing and resumes, 110 business stu- dents were enrolled in nine different classes throughout the year. Only 1 3 of these students took the class because it was a requirement. The other 66% had other reasons. “I’m planning to be a business major in college,” said senior Darin Batchman. “Besides we did some computer work, which was interesting, and Vogt allows everyone to go at their own pace; I like that.” Sophomore Michelle Lattin’s rea- sons were similar. “In General Business we had our own businesses,” she said, “and we ran a sandwich shop. I think this will help me a lot in the future. I have been thinking about becoming an accoun- tant.” Career choices affect what classes high school students take, and their reactions to classes often alter their decisions. A lot depends upon how much a student likes a class. “I took Business Law because I’m thinking about entering a field of chemistry or law,” said sophomore Brooke Simpson. “But basically I took it because it sounded interesting. We have learned a lot through the text and also through the field trips. The first one we took was to the court house. We saw what lawyers did before the trial, this was real interesting to most of the class.” No matter what the reason for enrolling in a class, students used what they learned in their own ways. Junior Jill Schloctermeier planned on using shorthand whenever she could. “We learn shorthand through books, tapes, and dictates. I will pro- bably be able to use this in some of my classes,” she said. by Shelly Duncan

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Home Ec students learn basic skills; Spanish students enjoy the language Raising a family involves more than just knowing how to diaper a baby or how to manage a checkbook. Teacher Linda Sobba makes that apparent to her students when they enroll in Family Living. Sobba said, “Most kids are going to leave school and at some time, even- tually, they will begin to form a family. 1 encourage students to take it as seniors because when they graduate everything they learned seems more realistic to them.” Besides Family Living, Sobba also teaches Home Ec I, Advanced Home Ec, and Skills for Single Living. These classes basically teach the same tilings, yet, each is geared toward a different group of individuals. Home Ec I teaches the basics of sewing, cooking, and child care while Adv. Home Ec teaches more of the specifics. Skills for Single Living is designed to help those who will be living on their own, either at college or elsewhere, to develop some skills needed to survive. Family Living is based more on getting married and raising a family. Spanish Class Students in Spanish learn vocabu- lary, grammar, and plain conversation by using text books, work books, and songs. Reasons for taking the class varied from the desire to learn or at least study a second language to the advan- tages of being able to speak Spanish in some areas to just having nothing else to take that hour. Instructor Wilbur Hogg tried to make learning another language exci- ting and fun by singing songs and dancing around the room. His class was one of the few where the students learned while their teac- her exercised. “I didn’t like to sew, but I liked to cook. I learned a lot and I like Mrs. Sobba.” Dawn Hazen, freshman 18 by Stacy Shields