Oak Park High School - Cambia Yearbook (Kansas City, MO)

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s the year progressed, one became accus- tomed to the bustle and chaos of changing mods and the cafeteria rush. After discovering the uses of the media center, the resource centers, and the conversation areas, the student adjusted and felt a part of Oak Park. Contributing to the feeling of be- longing, the weekly class, sophomore orientation, aided the sophomores in learning about school or- ganizations and classes. Encouraging companionship and friendship among students and teachers, extra-curricular events offered the opportunity for becoming better ac- quainted with other members of the school. Clubs, athletics, intramurals, and after school help in studies were a few of these profitable activities. Even though feeling himself to be an Oakie, the student needed to exert his individuality. The pride and security of being one of the Northmen became important, but so did the individual's right to be his own person. This right remained intact as he found each person had his own specific personality, tal- ents, and ambitions. He comprehended the fact that, as in a tree each leaf contributes to the beauty and grace of the whole being, he, too, was an integral part of the life and success of the school year. Dur- ing the time of conversion from a loner to an active participant, one decade was ending and a new age beginning. Changes, not just in educational methods, but in areas of social practices and hair and dress styles evolved for students and faculty alike. For example, the mini and maxi skirt appeared on the Oak Park scene while wigs, wiglets, and long curls spiced hair fashions. The males, not excluded from the transition of styles, grew long side burns, mus- taches, and beards. Music brought its message for progress, change, and the betterment of society. Songs from groups such as Simon and Garfunkel and the Beatles underwent analysis in a special class developed just for that purpose. The Oakie was now one of many involved in making school active and alive: yet he had recognized that his individuality, like a snowflake, though one of many, differs from its neighbor. Even as the oak tree changes with the seasons and environment, so does the student. Expressions of this change evolved in a variety of ways. Innova- tive teaching techniques involving various sized groups from possibly 500 for lecture periods to 15 for discussion groups developed. Unscheduled mods gave the student the opportunity to explore the stu- dies and interests he desired and to be creative. Some teachers, realizing the need for creativity, would often allow class to be held in the courtyards or in the park near the school. This informality often led to more fruitful discussions than the enclosed classroom would have encouraged.