Walnut High School - Cayuse Yearbook (Walnut, CA)

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Special Classes, Special Teachers . 3 i AWRAPPED UP IN HER LECTURE, Ms. Christine tion to teaching classes, Ms. Gillette also advised Sillette pauses a moment to smile at a student's Cirl'5 League, iomment in her Individual Studies class. In addi- Science The Science Department did noth- ing but grow. The staff that consisted of six added two new members, They were Mrs. Beth Warren and Mr. Rich- ard Valencia. Many new classes were added also. More l.P.S., Basic Sci- ence, Biology, Chemistry, and Physics classes, were some of the sections added to the already large science curriculum. The emphasis was placed on the development of skills through labora- tory experiments and instruction. Students also had a chance to partici- pate in extracurricular activities. One such activity was the National Sci- ence Foundation Program, better known as a NSF. This meant going to a college from three to six weeks and learning about a subject of your choice. Andy Nishida, one student who went on an NSF, commented, lt was one of the most valuable experi- ences of my life. Q Social Science The already large Social Science Department grew even more, with the addition of four new members. They were Mr. Tim Cuzik, Ms. Rita Puzo, Mr. Dick Campbell and Mr. Mike Wendt, A new section of SRC was added on also. The emphasis was placed on per- sonal growth and achievement. Com- mented Ms. Susan McKinley, We're trying to get a program where the students not only learn, but get a sense of personal growth from their classes. Q Special Education!Brokers and Their Business

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60 Some students on campus were involved in what was called Special Education classes. Kids who are in these classes are not stupid,'f empha- sized Ms. Christine Gillette. They are average and above in intelli- gence, but for one reason or more they have difficulty in learning cer- tain subjects or certain aspects of a subject. These special education classes had three teachers: Mr. Dave Farley, Ms. Christine Gillette, and Mr. Michael Manchester. Each teacher had his own special class. Mr. Farley taught what was known as Learning Handicapped - Special Day class. In this class the kids learned everything that other kids learn except on a slower basis. They took all the sub- jects necessary for graduation and stayed with Mr. Farley most of the day. Another class was the Individual Studies - Learning Disability Group, taught by Ms. Gillette. She also taught every class necessary for grad- uation. ln all of these classes, the instruction is on an individualized basis. With individualized attention, the student involved has a better chance of learning the material, commented Ms. Gillette. The class Mr. Manchester taught was the Special Day Class. ln this class, for various reasons, the student needed to be with one teacher for most of the day. This class provided the place, The goals of these classes were very simple. As Ms. Gillette stated, I really want them to believe in themselves as people. Through the means of getting their education, they discover that they are really fine people. lust because they may not read or write as well as someone else, it doesn't mean that they don't have a whole lot to offer the world, because they dofa 1 - I YMAKING SURE HIS MEANING is under- Farley had to be able to teach in a number of stood, Mr. Dave Farley helps a student in his different subject areas. class. Unlike most high school teachers, Mr. AINDIVIDUALIZED ATTENTION is one of the Manchc ster givzs in his classes, Here he helps many benefits of the instruction Mr. Michael onc of his studc nts with a history assignment Brokers and Their Business!SpeciaI Education

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X isees Three Hostages CSI EGIIQSIIQS HN HEART Dateline: November 4th, 1979. Some 60 hostages are taken at the United States Embassy in Tehran, Iran. Militant students demand the return of the exiled Shah of Iran. Riots and pandamoneum ensue throughout the city. The world is shocked and appalled. It had been more than 100 days since the takeover occurred and there was still no end in sight. Ten- sion throughout the world had mounted to a dangerous peak. Indeed the global situation appeared grave. How had the Iranian crisis affected Walnut students? What were their opinions on this crucial issue that could dramatically affect their lives? A survey of over 85 stu- dents taken by the Cayuse Staff gave an insight to the answers to these and otherquestions. When asked whether or not Presi- dent Carter was handling the Iranian -gif tygwfvrlv 5711: ASTRONG FEELINGS are expressed in Rita Shiang's Civics project. Rita's.political collage was composed from various newspapers clip- pings and cartoons about Iran. LA PLAN FOR INVADING the U.S. Embassy in Tehran was outlined by Richard Long and Ben Alagar. This detailed blueprint was one exam- ple of students' varied reactions to the embassy takeover. Feature Story! Iran crisis well, 651, of those polled felt that he was not. President Carter had so far tried only purely diplomatic means of freeing the hostages. For example, he had cut off selling all military equipment to Iran and ordered all Iranian students in the U.S. to have their visas checked to insure that there were no illegal Ira- nian aliens in the country. As one senior stated, I think that Carter has been too wishy-washy. He's just not By Gretchen Mark lt had been more than 100 days since the takeover occurred and there was still no end in sight. firm enough. I Walnut students appeared uncer- tain about two key issues. Fifty-five percent of those polled felt that the U.S. was right not to have given the Shah back to Iran at the beginning of the crisis. However, 43'Zs felt that we should have returned the Shah to Iran. Wrote one student, We should talk to lran's new president fBani Sadrl, return the Shah and get the hostages back. Others felt that we should have never allowed the Shah to enter the U.S. at all. We were just asking for trouble, explained a soph- omore. The question of using military force was an emotional one with most students since declaring war would mean that many of the people in high school now would have to go to war later. However, 4921 felt that f Q1-,flair lbdikku W - A A Clrzfsrggg :inf-5 Ocffw E 1 : Puilgfl ,WU 3xl L hbhhb I A A 71 lk' If-. 4 ' I Z MMT ' cvlfdoe A COUSTYUC 2710 gmsniyo Lfi'.dA' . 4 me ' s,c7x,T SW-f.1l sat 0 I N G '. .... X Otgiirzd 3 lg. 0 0 Xf,g.z.2p7lrEl X t .2-L i - T 6 4 1 lf 'S' K 'f7'S'a Uimiix ,I . 3 I sz I 2 E.. gf EM fi. lg A TE' 9 33 T '. - gf r 7-7. mafrgg MQ, Hpveu S sauce K -ff M4191 Govt! I-lo