Lake Central High School - Quiver Yearbook (St. John, IN)

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Students Prepare for Future Learn Job Skills T here were vocational classes available in auto¬ motive, carpentry, graphics, and machine shop. These classes offered an excellent opportunity for students to gather skills essential in everyday living, as well as providing a good background for further educa¬ tion in those areas. Julie Schafer, a vocational graphics art student, said, “It’s going to help you out in the long run, and if you plan on going to college, you’ll be more prepared.” In vocational auto, students learned mechanical and body work by working on their own cars and engines. The vocational carpentry class rebuilt a Schererville home by tearing off the leaking roof and replacing it with a new one and adding new siding and new windows. They also built a garage in Schererville. The graphics class printed the Scout and Rune, among other things. In machine shop, students repaired machines around the school and became acquainted with machines in general. by Robert Bonner Rebuilding an old house in Schererville, the students of voca¬ tional carpentry get hands on experience. Baker Breaking the Silence M r. Lowe, who began teaching speech class at LC in 1966, said, “Speech class enables you to communicate with more com¬ fort and conficence.” He felt that speech should be re¬ quired for at least one semes¬ ter. In class, the students learned all forms of commu¬ nication. Several weeks were devoted to debate, discussion, Demonstrating her ballet skills, Michelle Rose adds visu¬ al effects to her speech. radio theory, and logic. Speech could not take the place of a full year of senior English because both have a broad field to cover. For non¬ college bound students, speech was a great asset. Sen¬ ior Mike Kiral thought speech class should be re¬ quired. He said, “It makes people less shy if they ever had to talk in front of a group of people.” by Carolyn Werler 16 Pay Attention!

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Seniors Try Voting w r hen election day ar¬ rived on November 4, only a few seniors were eligible to vote. Howev¬ er, the purchase of a voting machine allowed seniors to practice voting. They were shown where the candidates and their parties were placed, what levers to pull to make their choices, and how to vote a straight ticket. In the mock election, seniors voted for Scott Strong prepares to vote as part of the government class lessons about the election. president, Indiana congress¬ men, and the first and fifth district representatives. The machines familiarized seniors with voting tech¬ niques and prepared them for voting. Richelle Orich said, “I’m glad they showed us how to use them because I wouldn’t know how to use them in the future.” by Carolyn Werler Carmen Baker Teacher Gives Life to the Dead R unning from chalk¬ board to chalkboard, pointing to flags or posters and inventing new ways to present his material were part of history teacher Tom Clark’s teaching format. He had an immense amount of energy. Talking non-stop, except to take an occasional breather or to crack a joke, was his style. Students paid attention in his class because they didn’t have a chance to get tired. As Mr. Clark whizzed around the room, he’d occasionally stop to draw a picture on the board, or to point out some¬ thing of interest on a poster. Mr. Clark was also famous for bringing in his collections of military uniforms and war medals. He always had some¬ thing new to show. Steve Put¬ nam said, ‘‘It’s pretty nice and makes a class interest¬ ing.” His unique style and re¬ laxed manner made U.S. His¬ tory a liveable subject. by Carolyn Werler A Shocking Story A nyone who had elec¬ tronics in the past knew that students were al¬ lowed to work at their own pace. Work consisted of work¬ sheets, labs, chapter ques¬ tions, and tests. Students fol¬ lowed the assignments sheets, which outlined the whole se¬ mester, that were posted on the wall. Mr. Labus, the electronics teacher, had an interesting way to keep people from sleeping in class. He used an electronic zapper which didn’t hurt the person, but it surely got his attention. Usu¬ ally, the person would wake up before Mr. Labus could plug in the zapper. No one would wake the sleeping per¬ son because everyone wanted to see someone get zapped. The zapper method seemed to work because no one fell asleep all year. In electronics, students learned basic concepts about an electric circuit, and how to use a multimeter and oscilis- cope. Electronics was an ex¬ cellent class for preparing students going into that field. by Robert Bonner Before getting hands on exper¬ ience, students must receive in¬ formation from Mr. Labus ii I love working here as cook. It’s the best job I could have. I re¬ tire this year after 24 years.— Lois Stratten 9 men Baker Preparing lunches for the students, Lois Stratten adds just the right amount of spice. Pay Attention! 15

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Not only Bees Like Pollen Students Do! M aking posters, carry¬ ing eggs, and dressing up in pajamas were some of the things Mr. Pollen sponsored in his Sociology class. In one experiment, sociolo¬ gy students became parents for a week. The new babies were actually raw eggs which had to be carried around and cared for to prevent cracking. Some students decorated and dressed their eggs. If an egg broke, the “child” died, and the student flunked the pro¬ ject. The experiment taught stu¬ dents the responsibilities of parenthood. Senior Angie Marcinek said, “I learned that being a parent requires a lot of time and effort. I thought it was a good project, but I wouldn’t go through it again.” by Lisa Kuffel Lecturing his class, Mr. Pollen added humor to keep the class a surprise. Brad Sultan Students Make Pots during Class W hile most students were studying for tests, others were en¬ rolled in ceramics. For one hour a day, they let their brains rest while they made some useful pottery. Mrs. Bu- shong, who taught ceramics said, “I think students need a class where they can use their hands rather than their minds. It’s just not so aca¬ demic.” At the beginning of the year, the students were divid¬ ed into three separate groups. The first one worked on the pottery wheel; the second worked on sculpture; and the third worked on slab, which consisted of making a ceramic box and wind chimes. The groups rotated every six weeks. Once their projects were done, students laid them out to dry. After they were com¬ pletely dry, they were fired in a kiln. After this step was done, students finished pro¬ jects by applying a glaze, a thin coat of clear or colored glass. Then they were fired again. Sometimes while being fired, the projects got air bub¬ bles in the clay and blew up. “It’s hard when a project you have been working on for five weeks blows up, because you have to start all over again,” said Janis Balas. by Carol Bednarcyk Showing off his artistic talents, Buddy Masrhak works on his project. Carmen Baker a We offer these labs eight times on a volunteer ba¬ sis for extra cred¬ it to prepare stu¬ dents for college chemistry.—Mr. Rarick k Nancy Smock Rinsing equipment for his Advanced Chemis¬ try lab, Dave Blake takes precautions against a mistake. Pay Attention! 17