West Mecklenburg High School - Tomahawk Yearbook (Charlotte, NC)

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English Prepares for Accurate Communication Communicating accurately one’s thoughts to an- other person requires mastery of his native tongue. Functions of substantives, punctuation, agreement, reference, diction—these and other phases of gram- mar are presented in our English courses because they contain the rules governing the English lan- guage. In English II intensive work on sentence structure, punctuation, and vocabulary prepares the student for the writing which he will be required to do. Sophomores write short compositions at the be- ginning of the year and longer ones during the latter part of the year. English Il emphasizes types of world literature. Such works as Silas Marner, Idylls of the King, and Julius Caesar are read. Sophomore English student Phyllis Warren explains various grammar functions and sentence structures. Jimmy Ashe and Vicky Johnston study Greek mythology, a memorable part of senior English. | J Page 28 Junior English continues intensive study in gram- mar, punctuation and vocabulary. Juniors study the development of literature in America. Beginning with colonial writers, students trace the progress of American literature in relation to the changes that took place as America passed through the phases of its history. Finally, they sample more modern works such as The Red Badge of Courage, Our Town, and In the Zone. Research projects in Greek drama and Greek mythology are undertaken by seniors. In addition, they delve into English literature with emphasis placed on the works of Shakespeare, Milton, and Chaucer. They continue to work with a detailed course of grammar and they write at least one term paper. Miss Browder, a student teacher in Mr. Pearson’s English III class, checks Sandra Teague’s test.

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Classes Study Past, Keep Abreast of Current Events Striving to instill in students a greater knowledge of past events and heritages and to investigate the phenomena of consciousness and behavior, our social studies department covers a vast area. Two history courses, United States history and world his- tory, which are required for graduation, and psy- chology constitute this particular field of study. Psychology is the study of human behavior. Methods of study include the use of case studies, tests, and evaluations of results in the study of individual human differences. Affording students a comprehensive study of the varied heritage of our country is accomplished by our United States history course. Major phases of study include the American Revolution, the Civil War, the Reconstruction, and the world wars. On the other hand, world history acquainted stu- dents with civilizations in all parts of the world. The Egyptian, Greek, and Roman civilizations; the Middle Ages; the Renaissance; and the world wars are among the areas of study. David Beatty and Betty Joy find the locations on the map of Europe that they are studying in their world history class. ot eee Stimulating a desire to learn more about the heritage and history of America, U. S. history, required subject for graduation, is the conversation between Ray Armstrong and Sandra Abernathy. subject of World geography student Benny Gurley locates the cities and countries that are currently of importance in the news. Page 27

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In Spanish, Paul Outlaw uses the laboratory equipment, which gives language students an opportunity to practice conversa- tion and pronunciation. Linda Stall, a third-year Latin student, explains a complicated sentence which stresses certain grammatical functions. Language Department Adds Latin III, French III By means of laboratory instruction, visual aids, and classroom instruction, the foreign language teachers of West Mecklenburg gave thorough in- struction in their respective languages. This year they exhibited an improved and broadened curricu- lum. Each language course not only gave instruction in grammar but also provided the students with an adequate background of the language’s history. Such background subjects as history and literature supplemented the direct study of the languages. For the first time Latin and French were offered in advanced third-year courses. These courses af- forded the students a chance to go further into a language and gave them a better background of literature. Two years of Spanish were offered. Latin’s first two years dealt mainly with grammar and translations of selections from Caesar. The third-year course presented translations from Cae- sar, Cicero, Gellius, and other noted Latin scholars. Students in all Latin classes were responsible for a project. Students in the third-year course took time out to discuss the lives of many authors who wrote the material which they translated. They discussed the styles of these authors and the conditions of Rome during the period in which the authors lived. The first two years of French dealt with gram- mar and usage. The advanced course entailed more difficult translations and introduced the students to French literature and French philosophy. The two years of Spanish offered the students an opportunity to obtain an adequate background of grammar and experience in translation. Showing their French projects of artwork are Linda Hutchinson and Helena Hinson. Page 29