Marshall High School - Cardinal Yearbook (Minneapolis, MN)

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Histmgf Related to Students' Lives Governmental and economic systems were studied in modern problems classes, with particular stress on citizen responsibility in a democracy. Other sen- iors received training in occupational relations. Geography and American history gave seventh and eighth graders a basic understanding of the world and their own country while freshman civics introduced them to the precepts of democracy and good citizenship. Tenth grade world history classes learned the progress of civilization from ancient times through thc Civil Wlar. Juniors continued this study with the reconstruction period, and were guided through the evolution of American domestic and foreign policies. Below Left: 'AOh, you caught me in the act of correcting these papers that were due back a month agoli' confesses Arthur Chiodo, freshman Civics teacher. Above Right: I think I can find it on the map for you, says Joseph n 'W Jocketty, tenth grade world history teacher. Photo by Dorothy Rose. Below Right: Supervising the students from his third story Hlookoutu is Robert Baker, eighth grade history teacher.

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Above Left: Trudi Kroger, new part-time math teacher at MHS, seems stumped by a problem. Ninth grade refresher math occupies Mrs. Krogens afternoons. Below: George Keprios, known affectionately as 'lThe Great Pumpkin by his students, enjoys a caramel apple on his an- nual Halloween celebration. Advanced algebra, solid geome- try, trigonometry, and senior math are Mr. Keprios' respon- sibility. 22 Above Right: ln answer to the groans which indicated that the assignment was ''impossible''--George Patten, geometry teacher, cheeks the homework of Jim Shearer. ath Is Essential hfathematics- -multiplication to trigonometry ---was available to all Marshallites. All seventh and eighth graders reviewed arithmetic, studied busi- ness math, and drilled on routine number concepts. Elementary algebra was introduced to some ener- getic freshmen, while the remainder of their class studied more complicated arithmetic. Although the general math students worked hard figuring budgets, percentages, and interest, they found math could be practical and fun. A three year higher mathematics sequence was offered for those with college aspirations: plane geometry was offered to the sophomores, juniors solved advanced algebraic equations, and the sen- iors were engaged in a yearls study of solid geom- etry and trig. Senior math, an additional elective course, was designed for those not planning any further math after high school. This enabled seniors to review all previous work taken in seventh and eighth grade and to understand the basic fundamentals of algebra. D