Overland High School - Trail Yearbook (Aurora, CO)

Page 100 text:

don't bank on it 3fPlease fasten your seatbelts and keep your hands inside the car. Those of you with heart, back, or financial problems, don't take the risk of getting on this ride. Yet, many Americans took this ride and invested in the stock market rollercoaster. Hopes of easy money were destroyed when the stock market plummeted 508 points on October 19. Millions of dollars were lost, showing the count:ry's grow- ing economic troubles. . Are we going into a de- pression'?', was the question on the minds of students the day after the crash. Econom- ics teacher Mrs. Susan Burrows said, The country could not fall into a depres- sion easily, because all other signs went up. The trade deficit improved, unemploy- ment went down, and new businesses opened. Although the collapse of the stock market didn't directly affect too many students, a few lost some of their invested college money. A week before the crash, Mrs. Burrow's economics class had begun to play the stock market game with imaginary money. The day after the crash, the Denver Post asked the students' reactions. An article and a picture of Srs. Kathy Kirsch- enman and Jill Carlson appeared on the frontpage of the October 21 newspaper. Economics student Sr. Pat O'Keefe said, I was disap- pointed that there was so much panic. Although I lost money in the game, l lost S150 of my own money thatl had no control over. After the crash, many Americans left the ride, but a brave majority stayed and risked their money in the unstable market which climbed and fell during the rollercoaster year. ---Anita and Beth Stocking upzon results, Irs. Javier De Garza and Pat O'Keefe calculate their losses. They participated in the stockmarket game for economics and checked the newspaper daily.

Page 99 text:

beautiful days It's a beautiful day in the neighborhood...won't you be my neighbor? No one expected to hear that familiar tune in a math class, But when Mr. Rob McKinney's Math Analysis class wor ed with the conceecpt of neighborhoods, he copi the mannerisms and attire of Mr. Rogers, played a recording of the theme song, and taught like he thought Mr. Rogers would teach. McKinney said, I felt really nervous, but I'm glad that I did it. It's something people will remember. Dr. Ted Tsumura, the Human Physiology teacher, also called upon his creativity in the classroom. He tying not to flinch, Ir. Mike tMattingly acts as Coopers Natty Bumpo and sitting duck while his classmates scalp him with wet sponges in Mrs. Sheryl Foster's American Lit class. sponsored a Health Fair so his students could apply what they had learned. He used humor, such as Garfield cartoons, to make the class more interesting. English teacher Mrs. Sheryl Foster used literature-related activities. When they studied the romanticism in James Fenimore Cooper's writing, they acted out a scene in one of his books. While one student played the hero, Natty Bumpo, the other students played the Indians and threw tomahawks Cwet spongesj at him. Dr. Tsumura explained why teachers took the time for these extra activities. He said, The teachers improve because they get good feedback. nd if you provide them with empathy, sincerity, and concem, they will return the same thing. --Michelle Marcu CounnsynUemK1miel Reasons For Being a Teacher This question plagued teachers across the nation just before the semester grade deadline and just after pay day. Though the answer wasn't always clear, teachers taught for many different rea- sons. Students gave their best guesses as to why teachers teach Cbelowj. . .-.-1-ze:-'49, . i . ' , .,.:.,. -. -. .-.,:.-.7.-ti.: .6 1 Na-x '-:-:-v g:-mg:-:-:-:5w::g W. ,.,.,. 1.4 ,.,.,. .W : 'itf5,:t27'H',..-Ai. - jf-25 .-:-:-.-:Egg.g:g.g.?g:-.g:g:::-:-5 -' N .4-:5-ralffett-22:-:2s !b5:g.,'-N -. -::::::.59',:-:::::,:::::5::-:,- - L I .eq -. -:-ec . af .v .439 ,gr 6,5 1. They like kids 2. Summer Vacation 3. They're Crazy For the Money Self torture 6. They like it 7. To Boss People Around 8. They're Stupid 9 Have Nothing Better to do 10 To Share their Knowledge 4. 5. - .. , p l i l uym Jmarumquumanmsupm a ult z1:SSS:zz5r:?.-Giga:-:-sz-:gi

Page 101 text:

birthday O ' ' pledge allegiance to the 1 flag. Jr. Latonya Barker strikes a patriotic stance as she prepares to recite the pledge during the September 16 celebration of the bicentennial of the constitution. H1 r. Mike Giddings' fifth hour Algebra II class recites the Pledge of Allegiance. Unfortunately, students did not get to hear the President recite it as the p.a. system broke down. Hardin celebration bomb Friday, September 16, 12:30 p.m. Most students were sitting in their fifth hour classes, conjugating verbs or learning Avogrado's number. However, on this day there was supposed to be a special treat to break up the monot- ony and test to see if students remembered the Pledge of Allegiance. Former Chief of Staff Warren Burger was to read the preamble of the Constitution and then the voice of Ronald Reagan reciting the Pledge of Allegiance was to be broad- cast over the public address system for students to join in. However, what most students heard, if anything at all, was an introduction by Principal Joseph Adamo, then some inaudible words and then, buuuuuuzzzzzzzzz. Several things had happened to foil the planned broadcast. First, the school was given the incorrect time by the National Bicentennial of the Constitution Commis- sion. Instead of 12:30, the readings came on at 12:55. Another problem was that the p.a. system broke down at that particular time. While many students did not care that the event didn't happen, most of the teachers felt let down. Dr. Ted Tsumura said, All of the teachers were excited, and their disappointment was appropriate because here was a chance for the Overland staff and students to be patriotic, because the last time was probably in elementary school. Most students had to wait until that night's football game to feel patriotic when the National Anthem was played. ringing in new sound Was that the bell? I don't think sog it sounds way too soft. Students retumed from winter break to a foreign sound: a new public address system, which included a new bell, had been installed during the students' absence. The 319,080 p.a. system allowed better quality reception and an adjustable bell tone said secretary Mrs. Trudy Rozas. This meant that students could clearly hear the second period an- nouncements which had previously been read by their second period teacher. Though they heard the announcements, many students disliked the F- sharp sounding tone. Jr. Chris Ann Weedman said, alt sounds like a computer, not a bell. The new sound was quickly called the tardy tone by many. Whether it was a bell or a tone, it still had the same ill effect: it let teachers know when to start marking students tardy. ---Ken and Mim ---Beth Schinn X