George C Marshall High School - Columbian Yearbook (Falls Church, VA)

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Under Mrs. Catherine Young’s supervision, Lorna MacDonald. Rosanne Papa, and Carol Moore arrange platters of previously prepared cookies tor one of several class Christmas parties. In addition to its traditional courses, the Home Economics department ottered classes which developed specialized skills in both the preparation of food and the construction of clothing. Among the most popular courses was Advanced Foods, which gave students the chance to experiment with a variety of complicated dishes ranging from chocolate mousse to quiche lorraine and crepes. By learning to follow and improvise recipes, students gained experience in the art of choosing, preparing, and serving nutritious meals. Advanced Knits allowed students the opportunity to increase their skill in sewing with knit fabrics. One class project involved the fashioning of a complete outfit, by each student, out of knits. Although few boys signed up for other Home Economics courses, the Bachelor Living classes were never at a loss for interested junior and Senior guys. After sewing their ow n aprons, the students polished up on their cooking skills by preparing many appetizing foods, including the French bread served at the SCA spaghetti dinner. In an attempt to brighten one of the Home Economics classrooms. Susan Shaw and Terri Holt decorate a bulletin board.

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Language gap bridged Second only to Chinese, English is the most widely used language in the world. It may be surprising to learn, therefore, that many people in the United States do not speak English as their native language. Even within Marshall, there exists a small number of foreignspeaking people. Realizing this problem, the Foreign Language Department added a new course to its program that was designed to teach English to the foreign students enrolled at Marshall. This course was English as a Second Language (ESL). The ESL course consisted of four levels of learning called phases. The students enrolled in the first three levels of the course received English credit and did not take a regular English course. Instead they were enrolled in ESL for two hours a day. In the fourth level, the students spent only one hour in ESL a day and spent the other hour in a regular English class. The students were allowed to go at their own speed, and it was estimated that most students finished a phase in a semester. The books used in the course, the English for today series, had government backing and were designed by the Council of English Teachers. The use of these books helped the students increase their vocabulary and knowledge of the English language. Iranian, Bolivian, Chinese, and Korean were just a few of the different nationalities that were found in the ESL classes. Since there was no common language in the class, communication was difficult but not impossible. Mrs. Rose Alley, the teacher of ESL, was concerned that this problem affected the relationship between the ESL students and the other students at Marshall. She felt that the other Marshall students should help the foreign students become more involved in school activities. Despite these problems, there were hopes that ESL would continue to be an integral part of Marshall's curriculum. Hae Yoon Lee and Margarita Contreras, two students enrolled m the ESI pcogrlm. use English grammar as a basis for better communication. m

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Economic ILLS examined Taking notes in class prepares an Economics student tor tests on such topics as the functions of corporations and partnerships. While lecturing on the problems of inflation and recession. Mr. Chuck Cascio emphasizes the importance of having a basic understanding of economics. Concentrating on the application of classical theories to current economic situations, Marshall's new Economic class explored the depths of what turned out to be a most interesting area of study. Geared for a first year college level, the course involved economics-related class and individual projects such as interviewing businessmen, arranging guest speakers, and examination of Stock Market quotations. Another such project was a formal letter sent to President Ford evaluating his proposed Ten Point Economic Plan. The unstable condition of the United States' financial situation provided many topics for criticism and proposed solutions. Overall, the class turned out to be a highly relevant, as well as practical course.