Perry Meridian High School - Passages Yearbook (Indianapolis, IN)

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They ivill have a Home S veet Home The Home economics courses focused on concerns in today ' s living that affected the quahty of Hfe. Mrs. Linda Batt, home management, con- sumer education, and interpersonal relations teacher, said, Home economics was very necessary in becoming an adult; it is a requirement for life. Several projects highlighted this year ' s activities. One was a non- credit, individualized, creative sewing class offered during homeroom. Enrollment was limited to twelve students who had a strong desire to learn to sew or to improve their sew- ing skills. Students selected projects of their choice which ranged from making a decorator pillow to a formal wedding dress or tailored suit, hing- ing upon the students ' ability. They were able to work at their own speed. All supplies were furnished by the student. Mrs. Marjorie Smith ' s classes — family relations, foods, and housing— sent in information about how much money each family spent on food each week, to Butler Univer- sity to get back a computer readout. It asked them to name all of the members of their family and then calculated what a low food budget was and then a medixmi food budget. By this, the families found out if they were spending too much, too little, or just the right amount on food at the grocery. Other projects were con- ducted by Mrs. Rosemary Bogigian ' s class, child development, in which the students wrote babysitting tips on a bulletin board. They brought in children ' s books and discussed what and how children learned from them. They designed children ' s clothing books. Mrs. Bogigian said that she would have liked to see more students enroll in child development so they could have created and per- formed a children ' s play. Other projects in the department included labs and written and oral book reports. There was more 148 HOME EC

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diseases by reading the updated newspapers, periodicals, and medical journals. To help students under- stand more about the subject and cen- tralize about notetaking, we gave the students terms on the chapter to look up the definitions. This helped them while it increased their vocabulary. He commented that when one got older, certain structures start to hurt and wear and when one was young, they were not supposed to hiurt. He concluded that when one got older and gained an appreciation for his body, it was too late to learn about the body. Miss Murphy added, By state re- quirement, all Indiana high schools were required to give a one-credit, half of a semester course. This course, health and safety, consisted of various units, and they were the systems and workings of the body, alcohol and tobacco dru gs, natural and artificial disasters, and safety (first aid) units. In the safety unit, they studied first aid and had to recognize various kinds of first aid to be administered for various situa- tions. In the disaster imit, they ex- plored the various natural phenomenas that the parts of the world encountered. They studied the content and effects of drugs in that particular unit and explored the organs, glands, and canals of the body. Mrs. Jill Bnmic, freshman and sophomore gym teacher, quot d, The new gym will have furnished ust with more teaching stations and space to set up a new obstack; course. This year ' s obstacle course was a one-minute all-out nm with ten obstacles, one of which was a cargo net which was purchased. One climbed over, crawled under, and went through these various tests of agility, endurance, and speed. I thought that this was the truest test of physical fitness, a s well as a personal challenge. Freshman boys gym teacher Mr. Dick Brunoehler stated, The new gym will have more lockers and an of- fice from which teachers will look out the window and oversee what is going on in the pool. In the swimming unit, there were three levels of difficulty: beginning, intermediate, and lifesav- ing. The beginners level didn ' t have much workout. The intermediate Two gym students play water basketball, one of the pool sports that they participate In. level covered areas of lifesaving, div- ing, games, and workout. These pro- grams were associated with the Red Cross beginner and intermediate swim programs. The lifesaving level taught students how to be official lifeguards. Mr. Charles Earle, boys ' gym and adapted physical education teacher, commented, The department started to use the auxiliary gym, wrestling room, and weight room. In freshman physical education, I enjoyed the con- ditioning unit, and in sophomore gym, I liked the obstacle course. Both of these related to life-time fitness needs, and each student was com- peting against himself. Kim Aufderheide ' 83, department award winner, was selected unanimously for this honor. Mrs. Brunic said, She helped the health teachers and the girls ' sports direc- tor, was outstanding in all areas, and had a very good attitude. Becky Trieff ' 86 stated, I liked gym because I didn ' t sit at a desk, and I got blood circulating. In regular class, one built his mind and rested his body. In gym, one built his body and rested his mind. In the obstacle course, I tried to do my personal best because it was a challenge. It gave me self-satisfaction to know that I did. After he paused for more than a moment, Tom Sims ' 86 said, I felt the superb and intellectual ability of the health and safety teaching staff allowed one to thoroughly absorb the indisputable knowledge presented in this forum. HEALTH PHYSICAL EDUCATION 147

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relevancy in teaching and more hands-on projects. The home economics department received many new appUances from the IndianapoUs Power Light Com- pany. Ranges, refrigerator- freezers, washers, dryers, and microwave ovens were some of the apphances used. A television with a video cassette recorder was used for the first time. Several ideas for the department were being considered for futiue years. One of them was the purchas- ing of a computer. Mrs. Smith said, Even though we have had new equip- ment, we needed computers to keep up with the times. Computers would be used to evaluate diet, menus, wardrobes, and other important aspects. Cathy Schueth ' 84 said, The home economics courses I took dealt with my social Ufe and how to handle tough problems. The were so dif- ferent as compared with my other classes. It was a nice break in the day. One of the classes she took was marriage and family relations. It studied about personahties, and how to handle differences in other people, and knowing how to handle other people ' s conflicts. She said she took the class because it studied about kids, what to expect from them, and how to handle them. The class had a family counselor come in and inform them of what to expect in marriage, having a family, and holding a job. The child development course taught how to plan a family and how to deal with the personalities of children. The class also participated in open group sessions where students share their experiences. The program Footsteps was part of this course. It dealt with family problems, children, and other topics. After be- ing in this program, students felt more prepared to have and raise a family. The class invited Mrs. Kohls, a nurse at Perry, to come and talk about immtmizations. She informed the class about all the immtmizations they should have had. Students in the Home Economics Department learned about family crises like drugs, death, and pregnan- cy. The learned about nutrition, food planning and preparation, social customs, and preparing creative foods. They investigated how to use unit pricing, the labels on the shelves of the grocery store that told how much a certain product costs per pound. Students learned about various types of diets, money management, and how to care for equipment and fvimishings. Child development, foods and nutrition, and marriage and family relations were popular courses. Child development was goaled to help the students realize the responsibilities of being a parent for the care and training of children. It helped to gain an understanding of the child as it developed physically, psychological- ly, and socially from birth to maturi- ty. The classes worked in a day care center. Foods and nutrition was designed to help students choose their food constmiption to meet their nutritional needs. It studied the plan- ning, preparing, and serving of meals for aU quantities of crowds. There was much time experiencing these principles. Family relations made one understand himself and others better. It also dealt with marriages, and crises that struck the family. The home economics department gave students everlasting ex- periences that help in the future • when they have had a family of their own. It guided many students into having a home sweet home. While concentrating on drying a used bowl, Sandy Mennel ' 84 talks to her teacher. Mark Miller ' 84 measures the right amount of water to add to his muffin mixture . HOME EC 149