Irving High School - Lair Yearbook (Irving, TX)

 - Class of 1976

Page 32 of 376

 

Irving High School - Lair Yearbook (Irving, TX) online collection, 1976 Edition, Page 32 of 376
Page 32 of 376



Irving High School - Lair Yearbook (Irving, TX) online collection, 1976 Edition, Page 31
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Irving High School - Lair Yearbook (Irving, TX) online collection, 1976 Edition, Page 33
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Page 32 text:

Ill 7,79 ' ll,, ?Innlf1nU,,,,.A,, xlnrv ...... ' --.A ,'Z.'... ' RV it aj. jggvc lllfilllXl53 ,j il fl M.. .E 55 fr . r .L M, .,x,, L! ,. I Ethnic studies: Learning to relate At the beginning of the '75-'76 school year, IHS began teaching three new social studies classes. These courses were designed to help students understand the minorities and their problems in today's society and in the past. Mr. Aaron Day teaches Negro American Studies. He described the course in this manner, It is geared to give students an overall view of progress of Blacks from slavery to the present, with emphasis on outstan- ding Black leaders and their con- tributions to America as a whole. it is to help all students, not just Black students. He also stated the reason that the course was formed, Several former students and parents felt that there should be some form of course on the progress of Blacks and the failures, and the casues for both. It lasts for one trimester and is for juniors and seniors only. Another new course, taught by Mrs. Bernadine DeHaro, deals with the Mexican American. Mrs. DeHaro, stated, Since we study very little of the Mexican American in American History, we have established a course studying the Mexican American's problems and his economic and social contributions to the U.S. Mex- ican Americans are the nation's se- cond largest minority and are con- centrated mostly in the Southwest, even though they are now spreading out into other parts of the U.S. She stated the purpose of the course is to try and answer the question, What is The Mexican American and why is he important to this country. American Indian Studies was designed to provide students an op- portunity to study the American In- dian, his culture, ancient tribes, past, present, and future in today's society. Mrs. Daisy Staples, Mrs. Bernadine Deharo, and Mrs. Cathy Rudder have taught this course. Mrs. Staples felt that the purpose of this course was, to better understand the culture of the first Americans. She also stated, I have learned more about the different Indian cultures, and have a better understanding of the problems today. These courses have helped many students develop an understanding of these ethnic groups. As Mrs. Staples aptly stated, You probably can not even begin to justify any of their actions, but you can at least try and understand and relate. The students who leave these courses when the trimester is completed can generally comprehend the failures and successes of these varied people.

Page 31 text:

LEFT: Mr. Gerald Lewis watches confused Loyce Milam attempt to solve a chemistry equation by using a barometer, an instrument for measuring atmospheric pressure. RIGHT: Student teacher, Mr. john Cocharo, directs his geometry class in learning new theorems for working proofs. Let's talk about it in class toda What does the word participation bring to mind? In some classes, the word forms an image of a classroom of eager students who are hopping in their desks, pounding ontheir chests, and waving their bodies to catch the attention of the teacher. Their mouths turn dry as they sit in agony thirsting for participation points which make up one-fourth of their final grade. Best friends become classroom enemies as they compete for the privilege of answering a ques- tion.Thosestudentswho getinvolved without the influence of participation points are able to carry on discussions because of interest in the subject being discussed and not their grades. In other classes, there exists a half- asleep classroom filled with bored students dyingforthe belltoring.The teacher stands in the front of the room crying from frustration because no one but herself is answering her questions. The only form of group discussion is the failing attempt ofthe students to persuade the teacher to allow them to leave class fifteen minutes early. At the pitstop on the way to absolute boredom is the class in which a small handful of students do all the participating. These few students answer every question, carry on all group discussions, and illustrate all examples on the blackboard. ln the meantime, the other students have developed enormous inferiority complexes because of the speed and self-assurance of thefew participants. When they do decide to try to get involved, their fear of failure overwhelms any decision. wf t ABOVE: Diligently endeavoring to finish their math assignments are Mark Meyers, Patti Pierce, Paul Schore, David O'Steen, and Pat Lear. LEFT: jimmy Schroder, Lisa Duty, Beverly Holland, and Christy Stockton take time to rest between intervals of laboring over English classwork.



Page 33 text:

,.,- BELOW: Tim Vowell presents his report to the American Indian Studies class, as David Lubke awaits his turn. 55 up fsar' LEFT: Discussing the problems of Negroes in today's society, Mr. Blackmon and Mr. Stephenson respond to questions asked by the students. BELOW: Mike Perez, Todd Brazeel, Janice Garrett, Mike Lugo, and Paul Alford use various magazines to make summaries of ar- ticles pertaining to Latin American Studies. . A ,Q .A -5'

Suggestions in the Irving High School - Lair Yearbook (Irving, TX) collection:

Irving High School - Lair Yearbook (Irving, TX) online collection, 1968 Edition, Page 1

1968

Irving High School - Lair Yearbook (Irving, TX) online collection, 1971 Edition, Page 1

1971

Irving High School - Lair Yearbook (Irving, TX) online collection, 1972 Edition, Page 1

1972

Irving High School - Lair Yearbook (Irving, TX) online collection, 1973 Edition, Page 1

1973

Irving High School - Lair Yearbook (Irving, TX) online collection, 1974 Edition, Page 1

1974

Irving High School - Lair Yearbook (Irving, TX) online collection, 1982 Edition, Page 1

1982


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