Sacred Heart Academy - Clelian Yearbook (Hamden, CT)

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ffxw Yi , -C Q,:qt,,tr1?r?r--if f ' il 1 1 g Q , 'X if C X l 5 6. Q the SCHIOI' StHlI'S lies thenunknown The lowly English Re- source Center has hardly ever been recognized. The room, however, has been vitally important. During SrlA's early years this cub- byhole was used to house many of the English sources: hence, its name. But as time went on, these books were transferred to the library's stacks. The Center then became the Bookstore. When school began each year and stu- dents didn't have the right books, this was where they went to order them. Later in the year, this room was used to sell tickets for dif- ferent events, ranging from the Talent Show to the Fall Dance. At Christmas time, it became home to the annu- al Christmas Post Office, from which students sent cards and balloons to friends in the school and Notre Dame high school as well. Ad campaign incentive prizes were distributed from this central location in Feb- ruary as well as admission tickets to the musical, The Boy Friend. Right: A calm Carole Kamienskl aids Angela Cappetta in the task of filling out college applications. Viewing go 't Students gain insight One week, a group of po- litically minded girls was missing from the school. They weren't sick, though. They were in Washington, D.C. from March 15-19, Sr. Christine Ring accompa- nied them to the nations capital to take part in the Close-Up program. This ex- citing opportunity was open only to juniors and seniors. Some seniors were return- ing for their second time this year, while others, like Anna Antonuccl, anxiously awaited their first trip. l didn't know quite what to expect, so that added to the suspense. Close Up was an opportunity to exper- ience the democractic pro- cess from the inside. The girls' agenda for the week included such things as workshops and daily visits to government agencies where they learned about current issues and the po- litical situation. However, the trip was not all work and no play. The girls also met students from other parts of the country and had ample opportunities to socialize, including ta theater perfor- mance, formal banquet and dance on the final evening of their stay. . heh: Concentration is the key. Ra- chel Proulx exercises her power of concentration during an algebra class. Right: Spending one of those rare quiet moments in-between classes, Pam Paradis catches up on homework. 5 is -HQ . . F 115-set? Wim ig Curriculum M 'Magi his

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Look! We did it. Along with the dilemmas that faced Sacred Heart stu- dents this past year, came stress. The formal defini- tion of stress was, a men- tally disruptive influence. For some students, this meant pressure from differ- ent groups. Raquel Cuasay commented, UThe stress l had was mainly due to school work and the pres- sure my parents put on me to do well. Maria Ciulisano believed that stress to her was like going through a tunnel and not being able to reach the light until the stress is gone. For others, stress was a good thing to have. According to Lisa DePino, l work better under much stress. The pressure makes me get my work done and it always seems that l get bet- ter grades under pressure. Many people had their own actions which they un- dertook to lessen unwanted stress. While Jennifer Ton- ucci exercised to help her- self, Tracey Salerno ate un- til her problems diminish- ed. Others blasted radios to drown out and forget stress. For many calmer indivi- duals, taking a walk was a way to escape pressure. Some students preferred to alleviate school pres- sures by tackling one as- signment at a time. As these methodical indivi- duals lessened their work- load, their stress was also reduced. Whatever tech- niques they used, students discovered that the stress monster could be over- come. Religion courses encouraged students to get in volved in various service projects These projects could have been anything from taking messages to visiting a convalescent home Freshmen found service projects a change of pace from their ordinary assignments Domenica Crrivello worked in a Catholic junior high school answering phones counting money and running errands Mi chele Grano and Christina Cestarr teamed up and to coach an elementary school cheerleading squad Up perclassmen also found themselves taking on var- ious servrce projects. Patricia Monroe for example assisted at a day care center everyday after school. Although volunteer projects were required many students enjoyed the opportunity to serve their com- munity. Presenting . . . Left: With loving attention, Debbie Eichler crowns the Sacred Heart of Jesus statue on November 6. Deb- bie was elected for this by the sen- ior class. 857332 9 H3564 Curriculum

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Ouch! It hurts. Horrid monsters followed in the wake of the bitterly cold winter. Chilly winds carried a variety of 'interest- ing' maladies. No one was safe from the angry, search- ing mobs of germs and vir- uses. They hunted every breathing student, waiting to ruin health and grade average. Yes, there was no doubt about it -- it was cold season again. No one liked the feeling of being sick. From the dreaded common cold to mono to injuries, it wasn't a wonder- ful experience. The missed days of school never made it any easier. With 75-min- ute classes, making up the work was not a simple task: it was, in fact, sometimes a tremendous burden. For the sole purpose of not missing those classes, many girls came to school sick, aggravating the prob- lem. Long-term illnesses were especially tough on stu- dents. Michele Santopietro, who suffered from mononu- cleosis, said with a sigh, I thought because l was out for so long teachers would go a little easy on me, but by the end of the marking period it felt like l was fall- ing farther and farther be- hind every day. Many stu- dents felt this way. With each day that was missed, one needed three to catch up on tests, homework, and classwork. All this was hap- pening simultaneously with students nursing their sneezes, sniffles, and coughs. lf a cold should have erupted again, the ag- grevation returned and stress remained! Presenting Before anyone dared to venture to an exotic foreign country he or she had to know some of that coun try s language What better way to have learned it than by preparing and performing language skits? According to French teacher Mrs Elaine Lamboley The use of mini dialogues encouraged students to use the language naturally in a real setting Students worked in groups to perfect the skits thereby benefit ing from peer interaction and correction Students learned best from their peers These skits were of ten done by groups of two or three using a specific selection of vocabuaiy and a healthy dose of imagi- nation. Skits also gave students the opponunity to learn and be entertained at the same time. Spanish stu- dent Anna Antonucci reflected, Skits were educa- tional and funny because your friends portrayed dif- ferent people and it helped you learn more skills. Whether planning to travel to a foreign country or not, learning a new language by performing skits was an interesting way to gain some exposure to culture. Above: Sitting on the floor in room nine, Tricia Sorrentino cuts out pictures for an exercise in Sr. Ger- aldine's Religion class. ??K5i11 Curriculum