Hobart Senior High School - Memories Yearbook (Hobart, IN)

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LATIN AMERICAN HISTORY— Rich Young read an interesting article from a current magazine during Mr. Scarborough’s Latin Ameri- can History class. Student Understanding of Hobart High School requires two years of social studies. Junior students took the first of these two years when they studied U. S. History. Juniors were taught the past of America through the use of textbooks, maps, lectures, and descriptive magazines. Government was a required senior course. During the year seniors learned about all the departments of our federal, state, and local governments. Passing laws, vot- ing, and petitions were studied. One of the many elective history courses was World History I, II. Students were taught the achievements and growth of man from his very beginning. Latin American History is a course not offered at many high schools, but which was available at Hobart this year. During this one semester course students studied the history of Central America and its affects on the United States. Asian- African History was still another new course. The dark continent of Africa and the large continent of Asia were studied in this class. Economics was also considered a social studies course. In this class the economic development of the United States was closely observed. Sociology and Psychology were two additional one semester courses offered. They both dealt primarily with the advancement of man and his adaptations to changing times. In psychology students probed man s subconscious to find out why he thinks and acts . as he does. Sociology explored the world of man’s social en- vironment and acceptances. Communism was a part of the senior government course which was taught for the first time last year. Students were taught about the Communists and their government. Today s Modern Problems UNITED STATES HISTORY— U. S. History events were explained in detail by history and government teacher, Mr. Edquist. 29

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GOVERNMENT — Mr. Trammel instructed Dave Kietzman in the PSYCHOLOGY — Mr. Davis defined psychology terms for the class proper voting procedure as Steve Rettig awaited his turn to vote. as Bob Sowinshi checked with the book and Kent Smith observed. Social Studies Explored the Past to Bring Better . », 4 - ri °r Ser L- M MODEM 1 U. S. HISTORY — Bruce Story selected an important city in the United States as Diane Benka checked the accuracy of the location. WORLD HISTORY — Pat Metzler and Dave Johnson enjoyed the interesting pictures of the wonders of the world in World History class.

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GEOMETRY — In Geometry if nyne Carpenter demonstrated what is meant by the theorem, “Verticle angles are equal,” while Mr. Reed stood by. Hobart Maintained Ever Progressive Math Department ALGEBRA— Mr. Dean handed back the graded test papers during his advanced algebra class. Mathematics is a demanding field that grows as need enlarges. Hobart High was proud to boast of a well or- ganized mathematics department this year. All phases of math were taught by qualified teachers. The aim of the department was to train students to take their places in mathematical fields or to use the fundamentals in later life. Most of the sophomores took Geometry. In geometry students learned logical thinking by studying projects and working with constructions. First semester students worked with straight lines, circles, and triangles. Material for the second semester included arcs and regular polygons. Third year math was Algebra III-IV. During the first semester first year algebra was reviewed with new concepts added. Graphing and square roots were also studied. In the next semester students explored the world of slide rules, loga- rithms, and combinations. Seniors were given the chance to finish their high school math career with solid geometry and trigonometry. Trigonometry dealt with the finding of angles and distances. It combined math with science and engineering. In Trigonometry a great many identities were included and more attention was given to correlating the algebraic and trigonometric solutions of equations. It provided an admirable training ground in which to develop ability and skill in the accurate use of tables. To maintain the en- thusiasm of the student, the teacher had to present mathe- matics in a manner which would arouse their interest and which would enable them from the outset to glimpse the value and fascination of the subject. 30