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Orientation in action: a proposed orientation unit for B-10 English at Dorsey Senior High School

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Orientation in action: a proposed orientation unit for B-10 English at Dorsey Senior High School

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Content ORIENTATION IN ACTION A PROPOSED ORIENTATION UNIT FOR B-10 ENGLISH AT DORSEY SENIOR HIGH SCHOOL A Project Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by Richard Mednick June, "1955 UMI Number: EP48015 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertaïfon PubJ sh»ng UMI EP48015 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 S.o( 'S5 AAH"^) This project report, written under the direction of the candidate's adviser and approved by him, has been presented to and accepted by the faculty of the School of Education in partial fulfillment of the requirements for the degree of M aster of Science in Education. DateJ A dviser Dean TABLE OF CONTENTS CHAPTER PAGE PART I I. THE PROBLEM AND PROCEDURE ................ 1 The problem............... 1 Statement of the problem.............. 1 Importance of the study................ 2 Delimitation of the problem 3 Definition of terms................. k Teaching unit . . . . . . . . . 4 Orientation ........... k Group guidance....................... 5 Advisory teacher . ................. 5 Method of procedure ............ 5 Organization of the project .............. 6 Chapter summary ..................... 7 II. SURVEY OF RELATED LITERATURE.............. 8 What may be expected from a unit of work?............................... 9 What are the goals of orientation? ... 11 Why have orientation?............. 12 What has been done with orientation units?............................. 13 iv CHAPTER PAGE Is there a basic need for democratic education? • • • • ................ 16 Summary of review of literature . . . . 19 Conclusions and recommendations from the literature......... 19 ANNOTATED BIBLIOGRAPHY......................... 21 PART II A 8IX-MEEES ORIENTATION UNIT FOR B-10 ENGLISH I. THE ROLE OF THE ENGLISH TEACHER IN ADVISORY TEACHING ................. 28 Chapter summary......................... 31 II. THE UNIT IN ACTION....................... 32 Week 1 32 Orientation objectives.............. . 32 Specific English goals ................ 32 Weekly assignments to be given to students ............... 32 Suggested techniques................. 33 Week 2 36 Orientation objectives ................ 36 Specific Ehglish goals ................ 36 Weekly assignments to be given to students........................... 36 V CHAPTER PAGE Suggested techniques .................. 39 Pacts about Dorsey High ........... I 4O Panel I— Organization of school . . . I 42 Panel II— School rules and customs . ij3 Panel III— Student organization and activities............. kk Panel IV— Courses of study, graduation requirements and student government I 46 Panel V— Controversial laws confront ing students............. . . • . If7 Meek 3...................................... Orientation objectives ........ 1|8 Specific English g o a l s ............... 48 Weekly assignments to be given to students............................. 43 Suggested techniques................. 49 Meek 4 49 Orientation objectives ............... 49 Specific English goals ................ 5l Weekly assignments to be given to students................. $1 Suggested techniques .................. 52 Facts about Dorsey High ....... 53 Meek 5 55 Vi CHAPTER PAGE Orientation objectives .................. 55 Specific English goals .................. 55 Meekly assignments to be given to students................................. 55 Suggested techniques .................... 56 Meek 6 Orientation objectives. . . . ........... 58 Specific English goals ......... 58 Meekly assignments to be given to students................................. 58 Suggested techniques .................... 59 ANNOTATED BIBLIOGRAPHY......................... 60 APPENDIX ............................. • 62 Appendix A: Don Data Handbook ......... 63 Appendix B: Sixty-five Study Questions and Answers Based on Don Data Handbook........... 6I 4 Appendix G: Program Guidance Bulletin ....... 73 Appendix D: Student Spelling List................ 74 Appendix S: Library Information for Teachers , . 78 Appendix P: Orientation Pinal ................... 79 LIST OP ILLUSTRATIONS ILLUSTRATION PAGE 1. Map of Library .......... 34 2. Map of Dorsey................................. 35 3. Dorsey Lay Out................................. 37 4. Dorsey Student Council . . . . . . . 38 5. The Library.......... 50 6 . Study Recommendations.......... 57 PART I CHAPTER I THE PROBLEM AND PROCEDURE I. THE PROBLEM Dorsey Senior High School is one of the many sec ondary institutions operated by the City of Los Angeles for the education of its youth. One of the serious prob lems of a large senior high school is the effecting of a speedy and satisfactory orientation of the children new to the school. Statement of the problem. The purpose of this study was to show how specific English skills might be combined with orientation principles into a six-weeks unit of work for a B-10 English class. In other words, the purpose of this study was to answer the following ques tions : 1. What personal attributes are necessary to teach this type of unit? 2. What specific English skills and orientation goals should be achieved? 3. What techniques may be employed in achieving orientation-English goals? 4. What means of evaluation of such a unit might be employed? 2 Importance of the study. A B-10 orientation pro gram was inaugurated at Dorsey Senior High School. The aim of the program was to assist the new pupil in adjust ing himself satisfactorily to his new environment. The program consisted of two parts: holding a pre-enrollment meeting for A-9 children who were planning to enter Dorsey the following semester and their parents ; and utilizing the facilities of the B-10 English classes for orientation purposes during the first few weeks of the new semester. These English classes were selected because of the close ness of subject matter and guidance roles to be developed, and because English was required for all entering fresh men. For several years, a student handbook entitled "Don Data” has been used in the school as a means of introduc ing the pupils to Dorsey. This handbook has been compiled by the administrative staff of the school and is quite complete in detail. The existence of such a handbook did not insure its incorporation or proper emphasis in the classroom. Some instructors, unfortunately, had taken the attitude that the student could purchase the book and "orientate” himself; others operated under the philosophy that "if you*re lost, ask someone; if you get kicked out, you*re where you shouldn’t be. Now let * s get on to finer things--English." 3 The aim of this study was to show that orientation might be taught not only without loss of time from "English," but actually so that the orientation section acted as a stimulus and motivation towards the learning of English skills sought in the B-10 curriculum. Delimitation of the problem. It was assumed that this unit was for a B-10 English class in the Los Angeles City schools and that the basic goals set by the city curriculum will be supplemented by city texts and audio visual aids . It was further assumed that the user will have a student handbook or some other guide to school facts available, and have the close cooperation of other members of his school faculty, such as; counselors, librarian, student government sponsor, etc. True orientation is actually pupil centered. The investigator has operated on the assumption that the administration and school system know what the pupils need and are providing some solutions to this need (either through a handbook, orientation, or both). No attempt has been made to approach all the many facets of "Orientation." The time allotted to the unit was arbitrarily chosen, and curriculum arrangement seemed best suited to orientate towards the physical school, its organizations, activities, and arrangement. Since this k was for a three year high school it was assumed that the pupils were familiar with such things as a changing from room to room and homework for different courses. Oral English has been emphasized in this program. This study was a compilation of materials and techniques to aid in the instruction of Orientation— English, not a "cure-all" for orientation problems. II. DEFINITION OF TERMS For purposes of this study, the following terms were used. Teaching unit. A unit is a "carefully developed series of child-like experiences related to a particular subject and designed to contribute to the achievement of the purposes of the course."^ Orientation. Orientation usually means: The ability to find and hold the right mental atti tude in a new situation or towards a new subject. . . , The meaning will be confined to those activities which are organized primarily to guide the student to adjusting himself to the high school and through it to a better life. It may be considered as a form of ,group guidance.2 ^ John Udell Michaelis, Children in Democracy New York: Frentice-Hall, Inc., 19^0), p. 11*81 ^ William Leroy Stevenson, Jr., "An Orientation Course for High School Freshmen" (unpublished Master*s thesis. The University of Southern California, Los Angeles, August, 1948% p. 12. Group guidance. This term shall be used to describe : those guidance activities taking place within a group situation which are common to that group and which are designed to answer the needs and problems of the pupils in that g r o u p .3 Advisory teacher. The advisory teacher has been used throughout this study to designate those English teachers who have been selected to teach this orientation unit. The advisory teachers may not be trained in guid ance practices, but through continued in-service training and cooperation of all the personnel services throughout the school,, they may utilize guidance tech niques and principle8.4 III. METHOD OP PROCEDURE Gathering and organizing the data for this report consisted of three main steps; (1) utilizing the Los Angeles Course of Studies for B-10 English and incorpora ting its contents in the study; (2) surveying the litera ture available on orientation from books, papers, theses and courses of study related to this study; (3) taking the 3 Ed Powell, "A Plan of Organization for a 10th Grade Advisory Class" (unpublished Master’s thesis. The University of Southern California, Los Angeles, June, 1950), p. 83. ^ Ruth Strang, Pupil Personnel and Guidance (New York: The Macmillan Company, 194O), p. ^53. 6 Student Handbook as prepared for Dorsey Senior High School, adding to it suggestions from the Administration and English departments, and combining it with basic English skills and teaching techniques in order to develop a six- weeks* orientation unit in B-10 English. IV. ORGANIZATION OP THE PROJECT Part I is composed of two chapters. Chapter I pre sents an introduction to the project, explaining in detail the purpose and importance of the problem and outlining the method of procedure to be followed in thé development of the project. Chapter II reviews some of the literature available on unit-of-work programs, on the "orientation" approach, and on the Los Angeles City Schools* aim in English. Part II consists of the investigator’s idea of a workable six-weeks orientation unit adaptable to B-10 English. Chapter I explains the English teacher’s func tions in the capacity of advisory teacher. Chapter II sets forth the actual unit and its method of operation, with objectives, and techniques thoroughly explained. The Bibliography refers to books used as both pri mary and secondary sources for gathering the data pre sented in this project. In the Appendix will be found data of interest to both teachers and students of Dorsey 7 High School, with an outline of all student activities carried on at the school. CHAPTER SUMMARY This chapter has attempted to present an introduc tion to the project, justifying the study as a means of helping to solve an important problem of orientation in B-10 English. A definition of terms used in the study and an outline of the procedure for developing the report have been presented. A survey of pertinent literature will be found in Chapter II. CHAPTER II SURVEY OF RELATED LITERATURE While the investigator discovered no evidence of a similar study having been previously made, it was discov ered that much work had been done in related fields. Some of the literature which has resulted from studies in the areas of the unit approach suid orientation have been employed as basic background material for this report. Kilpatrick^ has stated that a student must go througih experiences and incorporate these experiences into his personality before he is educated. He seems to feel that if no participation on the part of the student is involved, no actual education of the pupil is achieved. From 1935 to 194If a program of evaluation of the traditional and modern methods of teaching was carried on and recorded by trained personnel in the New York City 2 schools. Loftus states that valid tests and thousands of observations were made. " As a result, an enriched program was strengthened and children were given more ^ William Heard Kilpatrick, Group ^ucation for a Democracy (New York: Associated Press, 194O)• ^ John J. Loftus, "The Activity Program in New York Elementary Schools," Journal of Educational Society, 17:67-75, October, 194% 9 1 opportunities to share by working together. This partici pation or enriched program works well through the unit organization of material. What may be expected from a unit of work? The results of course depend upon the goals of the instructor. If, as in other unit programs, the teacher needs to pro- ! vide for growth not only of the child’s intellect but for the development of the whole child, then he realizes that learning is a cooperative enterprise in which ideas, expe riences and information are shared. The unit of work approach provides the needed enter- I prises if, as Hale says: . . . It is quite evident, therefore, that the unit-of-work program is based on activities and is the product not only of an attempt to lessen the subject matter load, but also of the changes in viewpoint evolved through the various stages of curriculum development.3 The unit of work approach is to be utilized by the instructor who believes in constant improvement of curricu lum; who feels obligated to provide for the whole child through cooperative meaningful activities; and who realizes that this approach intends to change views on the part of Verna L. Hale, "An Evaluation of the Unit of Work Program" (unpublished Master’s thesis. The University of Southern California, Los Angeles, June, 1933), p. 120. 10 the student. The unit, as intended to be utilized, has been well summed up by Lee, who defined a unit-of-work as: A phrase which used to refer to the most popular method of organizing learning experiences. ... A unit consists of purposeful (to the learner), related activities so developed as to give insight into, and to increased control of, some significant aspects of living; and to provide opportunities for the sociali zation of pupils. The key words and phrases in the definition are purposeful to the learner, related activities, insight, increased control, significant aspect of the environment, and socialization.4 How should the created unit be evaluated? Most authorities seem to be in accord on the broad criterion F for a good unit. Michaelis lists what he considers criteria for a good social studies unit. While he has ; phrased the criteria in narrower terms than Stevens,^ the : two educators are in basic accord. Michaelis^ criteria may well serve as an evaluation of this orientation unit : Criteria for content of a good unit : 1. Stimulate problem-solving and critical thinking. 2. Be geared to the level of development of the group. ^ J. Murray Lee, The Child and His Curriculum (New York: Appleton-Century-Crofts, Inc., 1950), p.22È. . ^ John Udell Michaelis, Social Studies for Children in a Democracy (New York: Prentice Hall, l95o), pp. 148-49- ^ Marion Paine Stevens, Activities Curriculum in the Primary Grades (New York: D. C. Heath and Company, Inc., 1931), p. 70. 11 3. Be varied so as to hold interest, mee t individ ual needs, and provide for individual and cooperative group activity. 4. Be worthwhile and practicable with reference to time, expense, and available resources. 5. Be recognized by the group as being needed to solve the problem. 6. Lead to significant activities. 7. Be authentic and realistic in order to build accurate concepts. 8. Call fog the use of a variety of materials and skills. ¥hat are the goals of orientation? An analysis of these criteria shows that they fulfill the basic goals of orientation. Compare Michaelis’ criteria with the goals of orientation as set out by Trillingham: Orientation should provide opportunity for pupils to get acquainted with the physical plant, the personnel, the traditions, the activities, and the services of the school. It may also be designed to facilitate appropriate participation in home and com munity life by giving pupils a better -understanding of the benefits, obligations, and potential contributions Implied.o The course may well reveal new fields of experience which may point to satisfying vocations and more valuable uses of leisure time. Another objective should be that of ^ Michaelis, 0£. cit., p. 142. ^ C. C. Trillingham, "Course in Orientation," Sierra Educational News, 33:16, December, 1937, 12 giving pupils the tools of oral and written expression 9 with which to convey their ideas adequately. These goals are summarized by Allen, who wrote in the preface of his book: The course in orientation or group guidance should include problems of personal and social relations, information about courses of study, and educational opportunities, and methods of studying occupations and occupational problems and opportunities.3-0 Why have orientation? "Orientation” is primarily "getting acquainted with the physical plant, the personnel, the traditions, the activities, and the services of the school." Starting students off on the right track upon , their entrance into high school is simply sound education , according to Cochrane. Numerous teachers and administrators have felt the need for a course experience which would give boys and girls a perspective of the total high school environ ment as well as to reveal the necessary adjustments to be made by both the pupil and the school. The course of orientation seems to be a worthwhile possibility for fulfilling that need. . . 9 Ibid.. p. 18. ^ Richard D, Allen, Organization and Supervision of Guidance in Public Instruction (New York: In or Publishing Company, 1934 ), P* Ü- Roy Cochrane, "A Course in Ninth Grade Orienta tion," California Journal of Secondary Education, 19:376-76, November, 1944• 12 Trillingham, cit. , p. 38-39. 13 11 Smith found in his survey of orientation courses that there was a definite need due to increasing enroll ments and compulsory school laws. He also points out that they are being combined with various social living classes. This finding was supported by Koos,^ who pointed out that compulsory attendance laws had increased the enrollment of highly unselected groups with a diversity of interests* Koos showed the need of group guidance by the following excerpt: Another group of recent developments in secondary education is comprehended by the term educational and vocational guidance. These are but natural accompani ments of most of the other trends that have so far been called to mind, especially the increased propor tion of youth attending high school, the expanding number of subjects and number of curricula, the opening up of opportunity for vocational training, and the multiplication and educational utilization of extra-curricular activities. Within the school, increasing variation of the pupil body and enlarging educational offering could not fail to bring with it attempts in the direction of the proper distribution of the former to the latter. What has been done with orientation units? For the past few years "Orientation” courses have been taught in ^3 William C. Smith, "An Evaluation of Orientation Practices in the Secondary Schools" (unpublished Master’s thesis. The University,of Southern California, Los Angeles, 1938)» P* 35. ^ Leonard V. Koos, Trends in American Secondary Education (Cambridge: Harvard University Press' Ï937), p. 41. 15 Loc. cit. 14 the high schools throughout the country* They have been used with increasing frequency to denote new courses which ' approach various problems of secondary education by placing primary emphasis on social living and adjustment. These new courses are called by many different names, such as How to Study, Guidance, Social Living, Social Civics, Occupations, and Freshmen Orientation. These courses are designed to see that the students live fuller lives, have fewer failures, and are prepared for life outside of school. Stevenson^^ has written an excellent summary of the articles written for the various types of orientation units taught to high school freshmen. In one instance reference is made to programs 17 where the school representative council conducts it. In The Clearing House, Mhalen^^ describes a program functioning in the English classes of the Beverly, Massachusetts, High School, The English department pre pared an eighty-page syllabus on school regulations. William Leroy Stevenson, Jr., "An Orientation Course for High School Freshmen" (unpublished Master’s thesis. The University of Southern California, Los Angeles, August, 194 8). M. B. Henry, "Readjusting the Student," School Activities, 18:275-76, May, 1947. E. M. Whalen, "English Classes Handle Newcomers Orientation," Clearing House, 21:27-30, September, 1946. 15 activities, customs and traditions that it thought the students should know. The syllabus was divided into ten lessons and the eight pages to be studied were handed out each day. Each class discussed the lessons, all classes 19 proceeding uniformly. The Senior High School of Bradford, Pennsylvania, used the handbook as a basic text for the orientation program. Another part of their program was an open house for the community. While a number of other studies (noted in the Bibliography) had been written under the title "A Course of Orientation. • ." or some similar title, they seemed to develop into pupil handbooks, orientation textbooks, or solutions of personality problems, rather than actual class work or units in an English skills class attempting to develop an orientation unit. 20 Crammer gave the details of the program of orien tation carried on in the social studies classes of the Compton Union Secondary System. An excellent analysis of content and techniques for C. W. Callahan, "Orientation Plan Uses Home Rooms aid Three SubjectsClearing House, 20:404-06, March, 1946. 20 Mona Crammer, "A Survey of Orientation Courses Offered in the Junior High Schools of the U. S." (unpub lished Master’s thesis. The University of Southern California, 1933)» P- p6. 16 the instructor of Orientation in high school was given 21 by Bowman, He makes no attempt, however, to coordinate this activity into a subject-skills class. 22 23 Myers and Miller presented two studies at the junior hi^ school level, while Reni’s^^ "A Course of Orientation for High School Freshmen" was actually a hand book for new pupils. His was simply an example of many other such works in this area. Is there a basic need for democratic education? A good statement of the school’s role in democratic educa- 26 tion may be found in the preface to Point of View. The Los Angeles Schools serve people of all ages, abilities, races, creeds, nationalities, and socio economic backgrounds. Our central purpose is to help each individual leam how to live in such a way that H. A. Bowman, "How to Teach High School Orienta tion" ( unpublished Master’s thesis. The University of Southern California, Los Angeles, 1939). Maurice M. Myers, "The Compilation of a Guide Book for B-7 Orientation Classes in Edison Junior High School, Los Angeles" (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1952). ^3 Heal Lewis Miller, Orientation Handbook for 7th Graders, Los Angeles, 1950. Joseph Nicholas Reni, "A Course of Orientation for High School Freshmen" (unpublished Master’s thesis. The University of Southern California, Los Angeles, 1948)< 26 Los Angeles School Publication, No, 470, Point of View, 1949. 17 he makes the most of himself as an individual and makes his finest contribution to s o c i e t y . In any real problem of education for democracy, the field of guidance and curriculum could not be considered as separate entities. In its concern for the welfare of the individual and the group, a synthesis of the best practices in ^idance and curriculum seems necessary to provide an outstanding educational program in democracy that would be applicable to any group. The Los Angeles City School System has recognized this fact and has provided for it in its tentative 195U course of studies for B-10 Unglish. This study differs from the adopted 19^6 course primarily in emphasis. The 19i|6 course stressed oral communication in the B-10 semester and written skills in the A-10 semester, while the tentative course of studies for 19% emphasized written skills on a par with oral skills for both the A-10 and B-10 semester. The 19% tentative edition was used by the researcher in arranging his guide and may be divided into three areas: 1. Educational philosophy. 2. Skills to be developed. 3. Activities suggested by teachers. ' 2 6 Ibid., p. 7. 27 Tentative Course of Studies B-10 Siiglish, 19%« 18 î The Los Angeles School system felt that: Educational purpose should be based on effecting living in our American democracy. The particular responsibility of the schools in meeting the needs of the Individual and of society seems to lie in the twelve areas of living and learning indicated below. 1. Citizenship. 2. Character and human relations. 3. Basic skills. 5. Health and safety. 3. Understanding of environment. 6. Vocational competence. 7. Consumer effectiveness. 8. Successful family life. 9. Use of leisure time. 10. Appreciation of beauty. 11. Effective thinking. « 12. World understanding. The course of studies then went on to relate these needs to a series of skills and goals which they sought to accomplish. They stated that: English is concerned always with the development of the students ability to use language: as a means of expression, as an instrument for facilitating thinking, as a medium of communication (getting and receiving information and ideas), as a means of persuasion, as a stimulus to the imagination, as a source of aesthetic delight.29 It is then stated that they realize that learning involves certain elements; that language development is closely associated with the development of the 28 Point of View, Los Angeles City Schools, 1949. 29 Outline Course of Study for 10th Grade English Series, High School, Los Angeles Schools Division of Instructional Services, Curriculum Branch Publication #SC-502 Tentative edition, 19%, p. 67. 19 i personality; and that communication skills teach the student to understand himself and other people as well as to get along with others. Summary of review of literature. This survey of literature has briefly covered three phases : (1) presenta tion of the unit approach, its organization and its evaluation; (2) the use of orientation in conjunction with the unit approach and previous work with orientation; (3) the view and aims of the Los Angeles City School System regarding orientation and English as presented by its publications and courses of study. Cone lus ions and rec ommend ations from the literature. Prom the foregoing the following conclusions are drawn and recommendations are made : 1. Although there is no agreement on materials to be covered, all groups do agree that some form of orienta tion is necessary for the student. 2. Various techniques and approaches may be used in orientation, ranging from Student Government Guides to courses dealing solely with Guidance and Orientation. 3. No matter Wiat techniques are used for orienta tion the personnel must have the attitude that its activities are vital and pupil centered. 20 . The existence of student manuals and handbooks do not guarantee their proper incorporation nor utiliza tion. Orientation and Basic Skills may be combined into one course, although no literature read specifically did so. 6. A written Uhit-of-Work combining specific Orientation Goals and Basic (English) Skills would be use ful for reference to anyone interested in Orientation or Orientation Techniques. Such a study would not meet all needs and would simply be a reference for suggested techniques or organi zation. Such a study would have to be adapted to a specific situation in order to be worked out in detail. 7. Further study should be done to see if Orienta tion might be expanded to include other subject skills (mathematics, social studies, etc.) and other Orientation Goals. ANNOTATED BIBLIOGRAPHY 22 ANNOTATED BIBLIOGRAPHY A. BOOKS Allen, Richard D., Organization and Supervision of Guid ance in Public Instruction. New York: Inor Publishing Company, 1934- 303 pp. An early practical group approach to solving guid ance problems on the secondary level. Kilpatrick, William Heard, Group Education for a Democracy. New York: Associated Press, 19^0. 306 pp. Collection of articles written by Kilpatrick on various aspects of the education of **teenage” young people. An aid in pointing out that meaningful activities in the curriculum should be included when ever possible. Koos, Leonard V., Trends in American Secondary Education. Cambridge: Harvard University Press, 1937. I 4O9 pp. A printed discussion of trends in Secondary Educa tion in America up to 1926. (Trends in guidance was utilized by the researcher.) Deals primarily with educational and vocational guidance. Lee, J. Murray, The Child and His Curriculum. New York: Appleton-Gentury-Crofts, Inc., 19^0. 710 pp. Emphasizes elementary school level curriculum; written with the idea that curriculum planning should be based on understanding of the child. Michaelis, John Udell, Children in Democracy. New York: Prentice Hall, Inc., 1950. 309 pp. A clear and concise explanation of the child’s place in the democratic scheme. Omits flag-waving and approaches the problems in a practical manner. _______, Social Studies for Children in a Democracy. New York: ï^rentice Hall, 195ÔT 2^66 pp. A synthesis of principles and procedures related to the social development of social experiences with 23 children. Intended for use in elementary school curriculum and social studies or related areas. (Sections on the IJnit-of-Mork approach have been of greatest use to the researcher.; Stevens, Marion Paine, Activities Curriculum in the Pri mary Grades. Hew York: 5^ C. Heath and Company, Inc., 1931. kkO pp. For age group 6*9• Prime value to researcher was Part III which described typical units of work and gives general criteria for a good unit. Weakness lies in its old age (1931) and fact was for younger group than researcher intended unit for. Strang, Ruth, Pupil Personnel and Guidance. Hew York: The Macmillan Company, T940. 430 pp. Utilizes the ”child-center needs” approach. Stresses the need of preparing administrators and teachers to guide as well as to teach. B. PERIODICALS Callahan, C. ¥., ’ ’Orientation Plan Uses Home Room and Three Subjects,” Clearing House, 20:404-06, March, 1946. Detailed explanation of operation of a plan tailored for a particular situation. Many items involved are adaptable to this study. Cochrane, Roy, ”A Course of 9th Grade Orientation,” California Journal of Secondary Education, 19:376-79. Shows how the entire school might participate in orientation. Divides 9th grade orientation into six parts: (1) Orientation to yourself, (2) Orientation to school, (3) Occupations, (4) Craftsmanship and Handi craft, (3) Art, (6) Music. Gives brief description of each activity, then goes into detail on unit-- ”Occupations.” Good background source for widening scope of orientation. Henry, M. B., "Readjusting the Student,” School Activities. 18:275-76, May, 1947. - 24 Describes how a student government class was utilized in a high school in Towson, Maryland, to aid new students in adjusting to school situations. Only specific aid for researcher was as background for what might be done. Loftus, John D., "The Activity Program in Hew York Ele mentary Schools,” Journal of Educational Sociology, 17:67-75, October, 1943. A description of the change in curriculum in the Hew York City elementary system from strictly teaching ”subjects” to teaching ’children” and some of the results of these changes. Served the researcher as background for possible philosophy behind unit worked out. Los Angeles School Publication, Ho. U70, Point of View, 1949. Views and attitudes of administrative heads of Los Angeles School Board on the purposes of education in the city schools. Miller, Heal Lewis, ’ ’Orientation Handbook for 7th Graders,” Los Angeles, 1950. A typical handbook for use in orientating junior high school level students. Of little use to the researcher. Outline Course of Study for 10th Grade English Series, High School, Los Angeles Schools Division of Instrue- ,tional Services, Curriculum Branch Publication #SC-302 Tentative edition, 1954. The minimum essentials which should be covered in the tenth grade high school English class. It was used as the basic guide for this study. Trill in gham, C. C., ’ ’Course of Orientation,” Sierra Educa tional Hews, 33:16-38, December, 1937. - Short article which justifies orientation in the high school. An aid to the researcher in what pos sible goals of orientation might be as a possible aim ôf the Los Angeles City school system. 25 Whalen, E. M., ’ ’English Class Handle Newcomers* Orienta tion,” Clearing House, 21:27-30, September, 1946. Description of how an orientation unit is handled in an English class through use of mimeographed data handed out to each class bit by bit. Also how student government might fît in. Not much of an aid in developing the unit subject matter approach, but good for an overview of what other schools are doing. C. UNPUBLISHED MATERIALS Bowman, Howard Arthur, ”How to Teach High School Orienta tion.” Unpublished Master’s thesis. The University of Southern California, Los Angeles, June, 1939. Breaks down orientation into various areas : cooperation, study skills, citizenship, personality development, etc. Is not correlated with any subject matter course. Orientation is taught as a separate course. Not too related directly to this study— very related to orientation background. Grammer, Mona, ”A Survey of Orientation Courses Offered in the Junior High Schools of the U. S.” ISapublished Master’s thesis. The University of Southern California, Los Angeles, 1933. The author gives a survey to show that orientation matter is taught throughout the United States. She then gives the details of the program of orientation covered in Social Study classes of the Compton Union Secondary system. Hale, Verna^L., ”An Evaluation of the Unit of Work Program.” Unpublished Master’s thesis. The University of Southern California, Los Angeles, June, 1933. States the advantages of the utilization of the unit approach to planning work on the elementary school level. Myers, Maurice M., ”The Compilation of a Guide Book for B-7 Orientation Classes in Edison Junior High School, Los Angeles.” Unpublished Master’s thesis. The University of Southern California, Los Angeles, 1952. 26 A detailed handbook for orientation classes in Edison Junior High School. Helpful to researcher in organization of this study. Powell, Ed, ”A Plan of Organization for a 10th Grade Advisory Class.” Unpublished Master’s thesis. The University of Southern California, Los Angeles, June, 1950. A glorified homeroom program plan with detail concerning the role of various people in the program. Primarily viewed from that of the administrator. Reni, Joseph Nicholas, ”A Course of Orientation for High School Freshmen.” Unpublished Master’s thesis. The University of Southern California, Los Angeles, 1948* An orientation program covering the entire school but noi one specific class. Smith, William C., ”An Evaluation of Orientation Practices in the Secondary Schools.” Unpublished Master’s thesis. The University of Southern California, Los Angeles, 1938. Surveys the field of the orientation program of a number of California schools for the year 1936. An excellent source for the researcher on statistical breakdown of orientation through homeroom, social living classes, and vocational classes. Substantiates the view that orientation courses are needed and serve useful functions. Stevenson, William Leroy, Jr., ”An Orientation Course for High School Freshmen.” Unpublished Master’s thesis. The University of Southern California, Los Angeles, August, 1948. Overall approach to orientation organized on the problem solving method. Deals with orientation as a separate subject in curriculum. Excellent for suggestions of other sources to read on work done in orientation. PART II A SIX-WSSKS ORIENTATION WIT PGR B-10 ENGLISH CHAPTER I THE ROLE OP TBE ENGLISH TmCHER IN ADVISORY TEACHING The instructor must be well versed in certain basic skills. Since the purpose of B-10 English is to emphasize English fundamentals and communication skills--especially speech— the instructor selected must excel in these fields.; It is assumed that the selection of personnel would take care of this problem. But in addition to these skills, the orientation instructor must have certain other attri- I butes, attributes which have nothing to do with English as ! a subject. There is general agreement among writers in the field of guidance that the person in charge of any group guidance activity (and that is what this unit consists of) is vitally important to the success of that activity. Lefever goes so far as to declare that ”the human factor is apparently more important than any program yet de vised.” ^ This centering of responsibility on the indivi dual leads to the acceptance of the idea expressed by D. Welty Lefever, Archie M. Turrell, and Henry I. Weitzel, Principles and Techniques of Guidance (New York: The Ronald Press, 1941), p. 32b. ' 29 many writers that not all teachers are capable of being efficient orientation leaders. McKown stresses the fact that the leader (instructor) must be carefully selected and assigned and that the administration should consider each member of the faculty on the basis of such qualifi cations as ”age, experience, maturity, ideals, ambitions, personality, initiative, originality, leadership, imagina tion, patience, sympathy, judgment, enthusiasm, tact, and 2 responsibility.” The qualities of personality that are necessary for effective work with young people are aptly stated by Strang: His attitude towards others, his appearance, his taste in dress, his manners and speech are contagious. Pupils like teachers who are friendly, and who treat them with consideration and understanding. There is no substitute for genuine friendliness between pupils and teachers. Sentimentality is shallow and easily detected as such; impersonal ob jectivity leaves the pupil inert; but a friendly relation based on knowledge of the child and an appre ciation of his potentialities in the sine qua non of personnel work.3 The things that the sponsor of a group guidance class should know in order to achieve effective work are ^ Harry C. McKown, Home Room Guidance (New York: McGraw Hill Book Company, 1946 ), p. TJWl " ^ Ruth Strang, Pupil Personnel and Guidance (New York: The Macmillan Company, l940), PP• 253-54• 30 h emphasized by Wright. She feels that the sponsor must understand the concerns or needs of youth. This includes the problems that they meet as they grow up physically; as they make their way in social development; as they separate themselves from their families; as they move towards becoming self supporting; and as they develop a set of standards and values to guide their lives. The advisory teacher must realize that in satisfying these needs, thought must be given to the emotional climate in which they live. He must provide an environment that recognizes the person’s need for a feeling of security, a sense of personal worth, a feeling of belonging, and a sense of achievement; for the satisfaction of the needs of adolescents is dependent upon this atmosphere. Strang believes that certain conditions are neces sary if the values desired in group guidance are to be realized. They all pertain to the responsibility of the advisory teacher. 1, Teachers and other leaders must be aware of the individual development that may take place through group experience; shy persons grouped with a few congenial classmates learn to contribute to the group and feel at ease; individuals who are too aggressive learn that they get more satisfaction ^ Barbara H. Wright, Practical Handbook for Group Guidance (Chicago: Science ResearcE Associates, 194d), pp. 9-42. 31 from being friendly and considerate of others; children from broken homes gain a sense of belong ing in their group. The student is the "Subject Matter” in this type of group. 2. A democratic atmosphere must prevail. 3. The leader must le am the technics working with informal groups; discussion method, committee work, guidance by means of group activities. 4. The leader must know the individuals in his group: their needs, backgrounds, previous experiences, abilities, interests. 5. The leader must be ingenious in providing the experience the individual needs.^ CHAPTER SUMMARY To sum it up, the human factor is all important. The person in charge of group activities should have a personality that is well adjusted. He must understand the needs of youth and be cognizant of the ways to satisfy these needs. The advisory teacher has been selected because he possesses these attributes and has a desire to accomplish these goals. 5 Ruth Strang, The Role of the Teacher in Personnel Work (New York: The Macmillan Company, 1940 J, p. è09. CHAPTER II THE UNIT IN ACTION WEEK 1 DATE: I. ORIENTATION OBJECTIVES: A. Become familiar with physical surroundings by preparing map of Dorsey and visiting library. B. Introduce Student Government opportunities through chart of offices and requirements. C. Gain insight into themselves by outlining their autobiographies. D. Learn specific facts about Dorsey by becoming familiar with Don Data handbook. II. SPECIFIC ENGLISH GOALS: A. Learn the basic parts of a book or notebook. 1. Title page. 2. Table of contents. 3. Content. 4* Bibliography, etc. B. Introduce the basic parts of an outline. 1. Headings to be used. 2. Types of form to be followed 3. Purposes. C. Learn how to locate books and materials to be used for Reports. III. WEEKLY ASSIGNMENTS TO BE GIVEN TO STUDENTS; A. Officially enroll and organize class on a 33 temporary basis. B. Start work on orientation notebook which will include title page, table of contents, weekly assignments, autobiographical essay, map of Dorsey High School, Outline of Dorsey service, Dorsey student government, and facts about Dorsey High School. G. Draw up autobiographical outline. When correct ed start work on autobiographical essay, which is due. Essay will be used as basis for first three minute speech. D. Buy school magazine, Don Data, and start answering specific questions on Dorsey for homework. E. Visit library on ______to start work on (Day) orientation with school librarian, Mrs. Blumberg. IV, SUGGESTED TECHNIQUES : A. See Don Data Handbook, Appendix A. B. See Map of Library and have them complete one (Illustration 1), page 34. C. See Map of Dorsey and have them complete one (Illustration 2), page 35. D. Introduce physical description of area through c _ i n l.u_l _ L _ _ _ 1 w Pi CO © © rQ © ü © PJ o © O © © p, •H o m H g PQ O w cd © © CD ü o Pi O w d 00 © PQ © cd cd -P 01 g ,g -P O •H © © P3 g •H U H r4 Pi © O g w cd -C •H © Pi •H p ♦H U j. Pi Pi ü Ti © P Æ cd ,o Ü cd =H O r-j M rP •H © © © © •H Cd M O t -4 Pi P P Pi ■t © » n • # • - ^ • g )• o O Ü § CO O n o d M H O S & < D ^ CO ü a 0 % îi 8 < P Q M Ü D M O <D r4 O bû c S c3 -p S ( 3 S •H N c d 0 ) M C : ( d * r 4 " g tiO fcû 0 c d o •H W)-P •S;3 f c D 0 b ^ cd Pi _ , . -g Td b i) p d < L > sd 'td Pi o P h pd P h cd Pi ^ O cd >£d -H 0 PQ o o o o iH CM CY^-CflJWO I>- O O P Q g O •H f i i E z n o % V Gymnasnim H -160 Bu 1 H -161 15 14 1 Boiler I PLOT OF BUILDINGS DORSEY HIGH SCHOOL r a 10 CD Cafeteria 12 Auditor ium Building Building Business® Science 3537 Farmdale Avenue L.A. 16 36 "Dorsey Lay-Out" (Illustration 3)» page 37. E. Have members of the Student Honoraries (Knights and Ladies) speak to them. P. Have them supply incumbent*s name on Dorsey Student Council (Illustration i | ), page 30. WEEK 2 DATE: I. ORIENTATION OBJEG TIVES: A. Become familiar with other members of the class. B. Become familiar with facts about Dorsey through first thirty-two questions. G. Become exposed to school organizations through assignments to various committees. D. Associate with members of the faculty on a friendly basis through interview. II. SPECIFIC ENGLISH GOALS : A. Speaking standards (through student committees). B. Ability to use the library. C. Spelling (including apostrophes and capitals). D. Use of Parliamentary Procedure. E. Taking part in group discussion. F. Learning techniques of interviewing. III. WEEKLY ASSIGNMENTS TO BE GIVEN TO STUDENTS: A. Pile autobiographical essays in notebook and ILLUSTRATION 3 DORSEY LAY OUT Dorsey High School which occupies a 20 acre site was opened in September 1937^ and is one of the most modern and efficient school plants in the United States both in construction and design. The plant is an excellent example of functional design, free from meaningless ornament and waste space. The beauty and effectiveness of the design depend upon simple forms, pleasing proportions, the use of color, and such modern materials as chromium, glass-bricky and steel. The construction of the buildings makes them earth quake resistant. The structural elements of which they are composed, and the materials of which they are built, make them peculiarly resistant to the lateral stresses which earthquakes create. The foundations were sunk 20 to 30 feet below the surface, making the buildings rest practically on the ground. The roof is cantilevered over the corridors making the inside wall the supporting wall. Since there is no weight on the outside walls, they are given over entirely to window space, providing the maxi mum light and ventilation. The ceilings of each room. because of this cantilever construction, slope from 10 feet along this corridor side to U4 feet along the window side. This also provides for increased light and breaks sound wave reverberations. Acoustic plaster and modern floor coverings further eliminate noise. Administration Building The administration building is the central unit - the hub from which all of the classroom units radiate. It is the only two story building in the plant. The first floor contains the administration offices of the principal, girls’ vice-principal and boys’ vice-principal, counselor and registrar. Library The library occupies the entire second floor of the administration building. It is thus removed and quiet, and yet equally accessible to all of the classroom units which radiate from this building. The Circle The circle, a beauty spot of lawn and shrubs, and the real heart of the school, is located just back of the administration building. It is surrounded by a covered arcade and equipped as an outdoor theater. It has a seating capacity of 3,000 and will be an ideal setting for pageants and musicals. Since it is the center of the life of the school, the name. The Circle, has been adopted as the title for the school annual which gives a resume of the year’s activities. B Building (Note the color in the halls and rooms. Rooms on the sunny side are decorated in cool colors while those on the shady side are decorated in warm colors. Venetian blinds are a modem touch which carry out the color scheme and provide excellent light distribution. Note the use of glass brick at the ends of the hall, and the sani tary facilities of the buildings which are beautiful, adequate and accessible.) This building houses the commercial and language departments. It also contains the "Dug Gut" or student store, which handles school souvenirs, and a limited stock of school supplies for emergency neèds of the students. C Building This building contains the specially equipped cooking and sewing rooms of the home economics department. D Building The art rooms are located here and also classrooms for mathematics. The art rooms are located on the porch side for the best light, and are a white, because it reflects more light and is a better background for the colorful work of this department. E Building This building contains the Little Theater which seats 130. The music rooms are located here, as well as two commercial rooms for the use of the commercial depart ment. A complete photography laboratory and work room with all of the latest equipment complete this building. P Building This building is entirely given over to labora tories and classrooms of the science department. K Building This is the newest building and houses English - Social Studies classes. Bungalow Court Bungalows 1, 2, and 3 are for tenth grade English Orientation classes. Bungalow I 4 is the English Office, while 5 has the Dorseygram and other publications. Bungalow 6 is the Stage Graft headquarters and 7 has science and math, while 9 and 10 are for English - Social Studies. Bungalows 11 and 12 are for science and 13 is for social studies. ll| and 1$ are for language and social studies, while 16 has driver education. Auditorium The auditorium which seats 1,000 is one of the most beautiful in the city. Its acoustics are perfect. It is equipped for motion picture projection. A special feature of this building is a sound-proof band room back of the stage. Note use of color, chromium, and glass-brick. Shops A drafting room and a print shop are located in one building. The wood, metal and electric shops are located in a second building. All of the shops are excellently equipped, and work is facilitated by good light and special heating and ventilating equipment. Gymnasium Our gymnasium has the largest floor in the city, which is 94 % 205 feet. There is bleacher space for 350 spectators on either side. It contains doctors* offices and rooms for corrective physical education. There are 72 individual showers in the girls dressing rooms, and 26 shower heads in 3 large shower rooms for the boys. Rancho La Cienega Playground This playground of 30 acres adjoins our own athletic field. Its track, football, baseball, tennis, archery, and handball facilities are available for our use. These playground facilities combines with our own, make our athletic set-up the finest of any high school in the city. Cafeteria Our cafeteria serves hot lunches to both faculty and students. The faculty dining room seats $0 and the student dining room seats 350. Service is facilitated by boys and girls having separate service lines. The kitchens have all of the most modern equipment, are well managed, and kept scrupulously clean. Mholesome and nourishing food is sold to the students practically at cost. The small margin of profit that is realized goes back into equipment. DORSEY STUDEtîT COUNCIL Winter Summer 19 Elected: Appointed: Community Boys* Personnel V.P, Girls* Personnel V.P. Boys* Service V.P. Girls* Service V.P. Secretary Commissioner of Student Finance Commissioner of Fine Arts Commissioner of Community Activities Yell King President Knights President Ladies President Congress President Senior A Class President Senior B Class President G.A.A. President C.8.F. President Circle-Ators Editor of Dorseygram State V.P. C.A.S.C. 39 I prepare to give a 2-3 minute speech, on your life. Student committee will be used to assist in grading. B. Elect class officers for the first 7 weeks on ____ . C. Start work on facts about Dorsey High School. Answer questions 1-30 for homework. Purchase Don Data tomorrow in class period (optional for i teacher). D* Organize class in 5 committees which will give reports on various aspects on Dorsey life . Reports to be turned in in outline form and should contain personnel interview. E. Visit library on _______ to finish work on library orientation. P. Start work on student spelling list. G. Take weekly test on . IV. SUGGESTED TECHNIQUES: A. Here are thirty-two study questions based on the student handbook which the students should answer (pages, 6-1^ 1) B. On pages I 42-I46 are five suggested Panels cover ing various possible topics and faculty members to be interviewed. ko FACTS ABOUT DORSEY HIGH 1. Dorsey dedication? 2. Five school administrators and their functions? 3. Absence note should have the following points? I 4 . Dorsey* s motto and its meaning? 5. Absence five or more days, what is the procedure? 6. Permit to leave campus? 7. Three tardies, five tardies (procedure)? 8. Four different types of bell schedules? 9* Length of periods? 10. Students eligible for free bus? rides? 11. Location of business office? 12. What is the dug out? 13. What is the circular? Hj. How do you get a notice on the bulletin (circular)? 15. Signal for fire drill? 16. Signal for Red Alert? 17. Signal for air attack (surprise)? 18. Best shelter in case of an enemy air attack? 19. Dorsey*s athletic league?and other teams? 20. Dorsey*s sports? 21. Dorsey tournament? 22. Circle-lators (function)? 23. Inter-club council (how does it work)? 41 24. Organizing a new club (how)? 25. Purpose of the Key Club? 26. Rules about dances at Dorsey? 27. L. A. code on school dances? 28. Smoking (state law)? 29. Rancho Playground (rules)? 30. Who is responsible for conduct in assemblies? 31. Dorsey*s sportsmanship record? 32• Howdy Day (purpose)? 42 PANISL I— ORGANIZATION OP SCHOOL CHAIRMAN Interview (School Official) TOPIC 1. OUTSTANDING FACTS ABOUT DORSEY HIGH ______________ Mr • Larsh TOPIC 2. SCHOOL ADMINISTRATORS AND THEIR DUTIES Miss Howard Dr. Neher TOPIC 3. WHAT TO KNOW ABOUT ATTENDANCE AT DORSEY _____________ Mrs. Me Ewan TOPIC 4. HOW THE BUSINESS OFFICE AND STUDENT STORE WORKS . . ■ __________ Mr. Brown TOPIC 5. HOW THE CAFETERIA AND FOOD LINES WORK _______________ Mrs. Anderson TOPIC 6. HOW TO RECOGNIZE THE DIFFERENT EMERGENCY DRILLS AT DORSEY ■ _. _____ _ Mr. Larsh TOPIC 7. DIFFERENT LIBRARY RULES AND CUSTOMS ________ _ Mrs. B lumber g TOPIC 8. HOW TO GET A WORK PERMIT _______________ Mrs. Scott NOTE: 1. Chairman will summarize each student* s lecture and complete information in outline form at the completion of each panel. 2. Chairman will assist in grading students. PANEL II--SGHOOL RULES AND CUSTOMS CHAIRMAN____________________ Interview (School Official) TOPIC 1. IMPORTANT LOCAL AND STATE LAWS CONCERNING STUDENTS Mr. Larsh TOPIC 2. IMPORTANT CAMPUS CUSTOMS Miss Howard TOPIC 3. PROPER CONDUCT IN SCHOOL ASSEMBLY Mr. Drury TOPIC 4. PROPER CONDUCT AT DORSEY ATHLETIC EVENTS Mr. Shea TOPIC 5. SCHOOL SONGS AND YELLS Mr. Rhoads TOPIC 6. OUTSTANDING DORSEY TRADITIONS Mr. Neher TOPIC 7. HOW THE HEALTH OFFICE WORKS AT DORSEY Miss Graber NOTE: 1. Chairman will summarize each student’s lecture and compile information in outline form at the comple tion of each panel. 2. Chairman will assist in grading. PANEL III--STUDENT ORGANIZATION AND ACTIVITIES CHAIRMAN Interview (School Official) TOPIO 1. OUTSTANDING PACTS ABOUT DORSBÏ'S ATHLETIC PROGRAM Mr. Brubaker TOPIC 2. GIRLS’ ATHLETICS AT DORSEY HIGH Miss Brussa TOPIC 3. HONOR ORGANIZATIONS AT DORSEY Mrs. Garrison TOPIC 4- DORSEY SERVICE Miss Brus8a Mr. Jacobs TOPIC 5. SCHOOL PUBLICATIONS AT DORSEY Mr. Mr. One Douglas TOPIC 6. SERVICE CLUBS AT DORSEY TOPIC 7. SPECIAL INTERESTS CLUBS AT DORSEY Mr. Johnson Mr. Tucker Mr. Calhoun Mr. Jacobs Miss Brussa Mr. Jaffey Mr. Johnson Mr. Bronsnian TOPIC 8. HOW TO BE A KNIGHT OR A LADY Mr. Larsh Miss Howard. TOPIC 9. HOW TO GET A COLLEGE SCHOLARSHIP Miss Boyd PANEL III— STUDENT ORGANIZATION AND ACTIVITIES (Continued) NOTE: 1, Chairman will summarize each student’s lecture and compile information in outline form at the comple tion of each panel. 2. Chairman will assist in grading students. PANEL IV— COURSES OP STUDY, GRADUATION REQUIREMENTS AND STUDENT GOVERNMENT CHAIRMAN Interview (School Official) TOPIC 1. STUDENT GOVERNMENT AT DORSEY TOPIC 2. COURSES AND MAJORS AT DORSEY TOPIC 3. GRADUATION REQUIREMENTS Mr. Drury Mrs. Hatch B-IO Grade Counselor TOPIC 4. SCHOLARSHIPS AND MARKS AT DORSEY TOPIC 5. COLLEGE ENTRANCE REQUIREMENTS TOPIC 6. HOW THE STUDENT COUNCIL WORKS TOPIC,?. IMPORTANT SCHOOL LAWS Mrs. Hatch B-IO Grade Counselor Mr. Drury Mr. Larsh TOPIC 8. DORSEY LEADERSHIP CLASS AND HOW IT WORKS ____________ Mr. Drury TOPIC 9. DORSEY SERVICE BOARD AND HOW IT FUNCTIONS ________. Mr. Jacobs NOTE: 1. Chairman will summarize each student’s lecture and compile information in outline form at the completion of each panel. 2. Chairman will assist in grading students. PANEL V--CONTRAVERSIAL LAWS CONFRONTING STUDENTS CHAIRMAN TOPIC 1. TOPIC 2. TOPIC 3. TOPIC 4. TOPIC 5. NOTE: 1. _______________ Interview (School Official) LAWS CONCERNING THE LEAVING OF THE SCHOOL GROUNDS Mr. Jacobs ____________ Mr. Larsh LAWS AND REGULATIONS CONCERNING FRATERNITIES, SORORITIES, AND SECRET CLUBS Mr. Larsh ____________ Miss Howard LAWS AND REGULATIONS CONCERNING THE SMOKING PROBLEM ON THE SCHOOL GROUNDS Mr. Neher Mr. Larsh Miss Howard COMMON COURTESY RULES ABOUT THE CONDUCT IN THE SCHOOL HALLS Dennis Wheels _ _ _ _ _ _ _ Mr. Drury COURTESY RULES AND REGULATIONS CONCERNING CONDUCT IN THE CAFETERIA AND IN THE LUNCH AREAS Mr. Jacobs Miss Brussa Mrs. Anderson Mr. Norman Chairman will summarize each student’s lecture and compile information in outline form at the completion of each panel. 2. Chairman will assist in grading students. 48 WEEK 3 DATE:___________ I. ORIENTATION OBJECTIVES: A. Becoming familiar with facts about Dorsey. B. Graining insight into individual problems by having them stated to others. C. Developing a feeling of "Group Belonging” by seeing the problems and background of other members of the class. D. Utilizing knowledge gained by having to check book from library for specific purpose. II. SPECIFIC ENGLISH GOALS: A. Speaking and listening. 1. Interviewing. 2. Giving speeches. 3. Taking notes. B. Using various sources for information desired. C. Using complete sentences. D. Improving enunciation and pronunciation. III. WEEKLY ASSIGNMENTS TO BE GIVEN TO STUDENTS : A. Continue work on facts about Dorsey. B. Organize into committees and start work on panel reports. C. If possible complete autobiographical speeches. D. Continue work on spelling lists. E. Visit library to select first fictional book. 49 Indicate choice of book on sign-up sheet before leaving library. P. Copy and file a model fictional book report outline in notebook. Use outline as basis for first book report, soon. G. Take weekly test on __________• IV. SUGGESTED TECHNIQUES : A. Suggested Outline Top Questions for Autobio graphical Speeches. 1. "Mho am I”: The school I’m from, etc. 2. "What am I": Personality, hobbies, likes and dislikes, etc. 3. "Where am I going": Vocational and educa tional goals. 4* Obstacles I have to overcome: Finances, parents, teachers, reading abilities, etc. B* Specific assignments for information or book reports in the library may be given. C. The instructor might prepare an introduction to the Library Orientation which is usually pre sented to the new students. On the following pages may be found the Orientation Data given at Dorsey High School. Further library informa tion may be found in Appendix E. WEEK 4 DATE; ______ I. ORIENTATION OBJECTIVES: A. 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X 0 0 o 0 > 0 •rH 3 X 0 X o 0 X î>sX •rH co H •3 0 ü 0 0 0 0 X 0 X A P o A O 0 0 0 X 0 A X !> p. co co 0 0 0 0 0 0 0 •rH X X X X 0 •rH A X bû 3 X p 0 O 1 •ri co o bû co 0 co 0 X 0 0 0 0 w X •H 0 0 ü P co X 0 0 3 0 •rH 0 0 X o N X X 0 p 0 bûbû 0 P 0 0 o P 0 •m B P P •rH a d X 0 3 Q X a* O 0 0 1 —1 0 O 0 0 o !>s co 3 X >> 0 a d P 0 0 O 0 0 0. 0 O 0 X 0 X X p X •rH 0 •rH X 1 —IX o X 1 — 1 X p 0 0 OT 0 X X p 0 a d P 0 O o 0 3 X o A > p w X 0 0 0 0 0 0 w d a d X 0 0 0 co co co •rH 3 3 0 t a X 0 O p P X b O A 3 0 0 X p 1 H s ü SUSAN M. DORSEY HIGH SCHOOL UBRARY HALL PASS (To be used for Library only) Date.. Name_______________________________________ H. R. Time--------------------- Time-------------------- Leaving Class Leaving Library Teacher_______________________ Librarian. Susan M. Dorsey High School S rV D Y HALL ATTENDANCE PERMIT Date----------------------- Last name First name Due in Room---------------------------- Period------------- : -------- Issued by_______________________________________ Class Teacher NOT Study Hall Teacher ___________________________________________Librarian for graduation. B. Have a brief description of the courses available to them. C. Gome in personal contact with grade counselors. D. Reveal some of the Vocational and Educational Counseling available. II. SPECIFIC ENGLISH GOALS A. Organizing material through outlines. B. Improving spelling through use of specific spelling rules. C. Using several sources of information. 1. Library. 2. Text. 3. Dictionary. D. Speaking and listening. 1. Asking effective questions. 2. Taking notes. 3. Taking part in discussion. E. Reading with a purpose. III. WEEKLY ASSIGNMENTS TO BE GIVEN TO STUDENTS A. Visit auditorium for study orientation on B. Turn in panel outlines on G. Complete speeches. D. Bring library book to class for book report reading on__________. 52 E. Copy and file form of fiction book report. P. Panel #1, take notes from each speaker. G. Finish Don Data questions I } . 6 t65. Due_________ H. Learn spelling rules, I before E and double consonant. I. Weekly test on__________. J. Go to principal’s office on__________. IV. SUGGESTED TECHNIQUES A. Have the grade counselors go over the various requirements of the students (either by going to the auditorium or having the counselors visit the classroom). B. Furnish each student with a publication includ ing information on: 1. Course and course description. 2. Graduation requirements. 3. Future opportunities (Vocational and Educational). Refer to Appendix C. C. Conduct question and answer period in class after class receives the information. D. Have students take notes on each speaker by use of key words or phrases. E. Visit the principal’s office as a group in order to meet him under informal atmosphere. P. Have the students answer the following study questions on student handbook. 53 I PACTS ABOUT DORSEY HIGH 33. Purpose of Hay Day? 34-* Where is Senior Court? 35* What is the purpose of the Senior Prom? 36. When are passes not needed for library entrance? 37* Checking out books (procedure)? 38. Area we may eat lunch? 39. Work permit (procedure)? 4-0. Free sixth period (who)? 4. 1. State law for compulsory education. 4-2. Parking space for cars? 4-3. Parking on school grounds? 44-' State law about fraternities? 4. 5. What is hazing? 4. 6 . What is G.L.Ss? 4-7. C.S.P. (requirements)? 4-8. Ephèbians (how to become a member)? 4-9. How do you become a Knight? 50. What is the service board and function? 51. Selection of Knights & Ladies (differences)? 52. Purpose of service? 53. Why is it necessary to join service clubs? 54" Requirements for service club. 55. Boys service clubs? 5k 56. Three responsibilities of the service clubs? 57* Six special interest clubs? 58. Six special activities classes? 59. Powers of Student Council? 60. Duties and activities of Congress? 61. When student body elections held? 62. Duties of Personnel Board? 63. Duties of Service Board? 6if. List members of student council. 65. Make a list of 5 to 10 school rules that you think should be changed. (Refer to Appendix B) 55 WEEK 5 DATE:____________ _____ I. ORIENTATION OBJECTIVES A. Developing study habits and techniques. B. Learning how to solve social problems through the group. C. Learning about the organization of the school. D. Gaining insight into evaluation processes. E. Gaining insight into their relationship to their fellow classmates. II. SPECIFIC ENGLISH GOALS A. Reading. 1. With a purpose. 2. For facts. 3. For improvement. B. Writing about material read. C. Improving spelling (through specific words and rules). D. Organizing material. E. Use of punctuation and grammar. III. WEEKLY ASSIGNMENTS TO BE GIVEN STUDENTS A- Receive invitations to B-10 tea. B. Turn in Don Data questions on C. Visit library on__________. Outlines due next D. Include spelling words 35-64. in spelling list 56 study for test on » E. Review grade points earned for first 4- weeks. P. Pill out study habits charts on . take to teachers on and and bring to parents for signature on (Illustration 6) G. Complete panels this week. H. On__________see film strip "How to Read a Historical Novel" and take notes. IV. SUGGESTED TECHNIQUES A. List spelling words and go over spelling rules. Refer to Appendix D. These words may be taken from written work turned in by the class or from Don Data. B. Utilize film strips or other audio-visual aids in explaining basic reading skills. C. Utilize the "socio-drama" technique to solve social problems which might arise at a B-10 Tea. i.e. Problem: How would introduction of parents and teachers at the B-10 Tea be made? One member-of class is the instructor. One member of class is the student. One member of class is the parent. They act the introductions out. Variations, two parents, etc., may be used. SELF RATING CHARACTER CHART Score yourself 5, 4, 3, 2, 1, 0, according to the degree with which you meet these requirements. L RESPONSIBILITY A responsible pupil . . Study Recommendations Name- Date— Grade. -H. R. . 1. . 2. . 3. . 4. . 5. . 6. . 7. . 8. . 9. . 10. . 11. . 12. .13. develops an interest and a will to learn, hands in school work on time, comes to class on time. returns borrowed books promptly and in good condition. can be trusted while the teacher is out of the room. brings necessary equipment to class. asks no questions of his classmates during a test. is honest in preparing his own assignments. takes good care of school building, equipment and grounds. does not waste school supplies. prepares and brings to class EXTRA materials. accepts responsibility for developing projects helpful to the class. finds his own material for reports and other activities. n. CO-OPERATION A co-operative student . . . ____ 1. listens when someone is talking. 2. does not talk to other pupils unnecessarily. 3. co-operates with class officers and committee chairmen. 1 enriches the work of the class by bringing books, pictures, and other aids. 5. respects opinions of others. 6. controls his voice and actions. 7. abides by group decisions. 8. does nothing which will bring criticism on his class or school. III. WORK HABITS A student possessing good work habits . . . 1. starts to work promptly and does not waste time. 2 . hands in written assignments promptly. 3. does his work accurately. 4. gets to work without urging by the teacher. 5. COMPLETES assignments before coming to class. 6. is careful to follow directions. 7. uses the index, table of contents and dictionaries, intelligently. 8. prepares reports in his OWN words. 9. enunciates words distinctly. 10. pronounces words accurately. 11. prepares written work neatly. 12. ____________________________________________________________________ t 4 i I r STUDY CONDITIONS 1. KEEP PHYSICALLY FIT Make out and follow a plan which provides for enough sleep and plenty of outdoor exercise. 2. DECIDE WHEN TO STUDY Do not study immediately after violent exercise or a heavy meal. Such practice makes for indigestion and tends to develop mental dawdling. 3. BUDGET YOUR TIME Work out a plan which regularly allows enough time and provides the propejr place for each subject. 4. DISCRIMINATE Do first that which is most necessary. 5. SECURE EQUIPMENT Make sure that you hove the necessary tools, materials and references to do the subject in hand. 6. UTILIZE TEXTBOOKS Learn how to use your textbooks—their topic sentences, cross references, tables, charts, indexes and tables of contents. STUDY PROCEDURE 7. WRITE ASSIGNMENT Write carefully each day in a notebook the assignment exactly as given by the teacher. 8. REVIEW RAPIDLY Review the outstanding points in the previous lesson before beginning the advanced work. 9. EVALUATE ASSIGNMENT Take a bird's-eye view of the entire assignment before starting your detailed study. 10. DO AS MUCH AS POSSIBLE OF ASSIGNMENT IMMEDIATELY AFTER TEACHER MAKES IT AND IN THE CLASSROOM WITH YOUR TEACHER Ask your teacher about the assignment if you do not un derstand it. 11. VISUALIZE CONDITIONS AND RELATIONSHIPS Through the use of a chart, an outline, a tabulation, an expressed ratio, picture the word or number relationships in question in the given and required con ditions. \ 12. DISCOVER SHORT CUTS Discover short cuts so you m ay improve your plan of work. Make use of key words or phrases, topical sentences, outline headings, summaries and diagrams. 13. LEARN KEY WORDS Memorize pivot or key words which will help you recall the organization of topics and the procedure followed. . 14. CHECK YOUR WORK Make sure that the results of your work meet the requirements of the assignment. 15. APPLY EACH FACT LEARNED W hen a new fact or relationship has been mastered use it in school, home and wherever possible. 16. ORGANIZE YOUR NOTEBOOK Keep a clean, neat notebook with information well arranged and or ganized. 17. DO YOUR BEST ALWAYS Promote self-respect by earning deserved praise for thoughts well ex pressed, work neatly written and well arranged. 18. RECALL IMPORTANT POINTS Recall the important points, new ideas, and key words of the lesson from a rapid review of your text, notebook or outline. STUDY GOALS 19. INCREASE YOUR VOCABULARY Work to have an increased vocabulary by watching for and using new words. 20. GRASP FUNDAMENTALS Grasp and understand the important facts and fundamental ideas in each subject. 21. CONTRIBUTE TO GROUP DISCUSSION Make a real contribution to classroom, group or home dis cussion, remembering the rights of others. 22. NOTE YOUR PROGRESS Watch for signs of improvement in your work. 23. DEVELOP INITIATIVE Take pride in each of your new tasks well done. My Home Study Schedule It is important to plan out-of-school study time and to follow this study schedule very regularly. AT THIS TIME I PLAN TO STUDY: (Hour) (Subject) » Counselor's Comments: Counselor's Signature Parent's Comment: I have read these suggestions concerning study habits and Parent's Signature Name Class Program H.R. Reading Score Period and Room SUBJECT TEACHER'S COMMENT I 2 3 . . 4 5 6 H. R. I have. -hours available for home study. 1 need more time for_ 1 take part in the following school activities. 58 D* Discuss various aspects and utilization of the Study Recommendations (Illustration 6, page 57) suggested by the school. WEEK 6 DATE:______________ I. ORIENTATION OBJECTIVES A. The incorporation of facts and knowledge into action so that it may become productive, useful, and meaningful. II. SPECIFIC ENGLISH GOALS A. Effective listening. B. Sentence building. 1. Writing complete sentences. 2. Using simple and complex sentences. C. Improving spelling. D. Punctuation. E. Organization of material. 1. Outlining. 2. Thought content. III. WEEKLY ASSIGNMENTS TO BE GIVEN TO STUDENTS A. Complete panels (if necessary). B. Complete spelling words 65-115 and study for final exam on C. Review all material on orientation for final exam on___________ . D. . hand in book report outline. 59 Turn in notebook on__________. IV. SUGGESTED TECHNIQUES A. Have the students prepare and turn in a note book covering the Orientation Unit. It should contain the following: 1. Title page. 2. Table of contents. 3. Weekly assignments. i j . . Spelling words and rules. 5* Map of Dorsey Senior High School. 6. Graph of Dorsey Service. 7* Dorsey Student Council data. 8. Pacts about Dorsey (Don Data questions and answers). 9. Fiction book report outlines. 10. Library chart. 11. Individual panel report. 12. Notes on other panel reports. B. Have them study for and take final examination which covers all material and data for the six weeks. (See Appendix P) AOTTOTÂTED BIBLIOGRAPHY 61 ANNOTATED BIBLIOGRAPHY Lefever, D. Welty, Archie M, Turrell, and Henry I. Weitzel, Principles and Techniques of Guidance. New York: The Ronald Press, 1%1. po8 pp. Can be used in any level of teaching in Southern California or Pasadena. Little detail for beginning worker. McKnown, Harry C., Home Room Guidance. New York: McGraw Hill Book Company, 1914-6• 390 pp. Secondary level use for beginning worker. Offers you bag of tricks within scope of Home Room Guidance. Strang, Ruth, Pupil Personnel and Guidance. New York: The Macmillan Company, 1914^0. 5ÔÇ pp. Covers the elementary and secondary levels of guid ance. Utilizes the **child-center needs” approach. Stresses the need of.preparing administrators and teacher to guide as well as to teach. Doesn't include some of the more modern techniques of guidance but does give excellent insight into basic philosophy. Section III, ”A School Environment Conducive to Child Development,” particularly useful to one seeking to join curriculum-and guidance (orientation). The Role of the Teacher of Personnel Work. New York: The Macmillan Company, 191|.6. 14-97 PP* Revised and enlarged edition. Emphasizes ”How to do" technique of guidance. The emphasis of the book is towards in-service training of the classroom teacher towards guidance (personnel) work. Aim at the high school level of great aid to the author in seeing possible guidance techniques to be employed. Useful for a new person in the field. APPENDIX J 2 > < m 2 > a i a /I S tu d e n t < M a n d J p a o J ^ Susan Miller Dorsey High School 1952 TABLE OF CONTENTS PAGE INTRODUCTION ................................................................................ 3 ORGANIZATION OF THE SCHOOL.............................................. 4 SCHOOL RULES, CUSTOMS, AND TRADITIONS................... 8 STUDENT ORGANIZATIONS AND ACTIVITIES..................... 11 COURES OE STUDY AND GRADUATION REQUIREMENTS ............................................................................ 16 DORSEY CONSTITUTION ............................................................... 18 INDEX ..................................................................................................... 21 2 2 DON DATA INDEX H azing, state law re., 8 H ealth Coordinator, 6 H ealth examinations, 6 H ealth services, 6 H istory of school, 4 Homeroom organizations, 6, 17 Homeroom schedule, 5 H onor organizations, 13 Hospitality Com mittee, 16 Hostess C lub, 13 H ow dy Day, 10 Illness absence, 4, 8 Illness at school, 5 Incom plete work, 17 Insurance, athletic, 11 Inter-C lub Council, 12 Interest Clubs, 14 Interm ission, food lines, 5, 8 Key C lub, 12 Knights, 13 L.A. T ransit buses, 5 L.D .S., 14 Ladies, 13 Latin C lub, 14 Laws, school, 8 Leadership class, 16 Letters, athletic, 11 Letterm en’s banquet, 11 Library, 6 Library permits, 6 Lockers, 6, 7 Lost and Found, 7 Lost gym apparel, 7 Lost textbooks, 7 L unch areas, 7 L unch lines, 5, 8 Lunch line courtesy, 8 L unch passes, 7 Majors, 16 M anagers’ C lub, 14 M ay Day, 10 M ilitary inform ation, 4 M odern Dance, 12 Montgom ery, G. M ., 4 M otor scooters, 8 Motto, school, 4 Non-academic majors, 16 N urse, school, 5, 6 Offices, student body, 16, 18, 19 Off grounds, 5, 9 Orchestra, 15 O rganization, Adm in., 4 Parking, autos, 8 Passes, hall, 8 Passes, lunch, 7 Passes, leave grounds, 5 Perm its, other schools, 5 Perm its, leave school, 5 Perm its, work, 7 ,1 7 Personnel Boards, 16, 20 Play-days, 12 Principal’s message, 3 Program planning, 16,17 Projectionists, 14 Public speaking, 15 Publications, 13 Publicity Com mittee, 16 Rainy noons, 7 Rancho Playground, 9 Records, school, 17 Red alert drills, 6 Registrar’s duties, 4 R eport cards, 17 Scholarship and marks, 17 Scholarship Society, 13 Scholarships, inform ation regarding, 17 School adm inistration, 4 School buses, 5, 9 School bus conduct, 9 School C onstitution, 18, 19, 20 School doctors, 5, 6 School history, 4 School laws, state & local, 8 School motto, 4 School nurse, 5, 6 School records, 17 School service org., 13 School songs and yells, 9, 10 School supplies, 5 Science C lub, 14 Senior breakfast, 10 Senior Class org., 13 Senior C ourt, 10 Senior Field Day, 10 Senior gift, 14 Senior Prom, 10 Senior Service Clubs, 13 Senior sweaters, 13 Service Board, 13, 16, 20 Service Clubs, Boys’, 14 Service Clubs, senior, 13 Service organization, 13, 20 Short day permits, 17 Smoking, laws & rules, 8 Songs, 9 Sound C lub, 14 Spanish C lub, 14 Special activities, 15 Special interest clubs, 14 Sports nights, 12 Sports program, 9, 11, 12 Sportsm anship, 9 Sportsm anship trophy, 9 Stage Crew, 14 Store, student, 5 Student Body Fin. M gr., 5, 16 S tudent Body Officers, 16, 18 Student C ouncil, 15, 16, 19 S tudent Governm ent, 15 Study halls, 7 Surprise attack drills, 6 Susan M iller Dorsey, 4 T alent Com mittee, 15 Tardiness, 5 T ennis Club, G irls’, 12 Textbook office, 7 Textbooks, issuance & return, 7 Textbooks, lost or dam aged, 7 Tradition Day, 10 Traditions, school, 10 Transcripts, 17 Transfers, other schools, 5, 15 T rial Flights, 13 T riangle C lub, 14 T rophy case, 6 U nsatisfactory notices, 17 Ushers, assembly, 9, 14 Vice-Prncipals’ duties, 4 Vikings, 14 Visitors’ passes, 9 W elfare Com mittee, 16 W estern League, 11 W ithdraw als from school, 5 W ork experience program, 17 W ork permits, 7, 17 Yells, 9, 10 THE PRINCIPAL’S MESSAGE This handbook can be a useful and effective source book for every Dorsey student interested in those phases of school life outside the classroom which are important to a well-rounded high school experience. It is the second edition of The Student Handbook, the first one having been published four years ago. Naturally, during these four years there have been some changes but they have not been of a major nature. This is some indication that we have built our activities, traditions and organizations wisely. It is our hope that this handbook will answer most of the questions students have regarding extra-curricular opportunities at Dorsey and Dorsey’ s democratic plan of student government. However, having the information is not enough. Students must use this information if they are to make the most of the opportunities our campus offers. GERW IN NEH ER W e, the Dorsey Student Council, give you a hearty “H i” and a warm welcome to your new school. Your success at Dorsey will depend largely upon your own efforts. W e hope that you will soon catch the Dorsey spirit and participate in activities and student government. It is our sincere wish that you enjoy the many opportunities that high school life affords and we hope that during your stay here you will be able to contribute something to make Dorsey an even finer school. TH E ST U D E N T C O U N C IL DON DATA HISTORY Susan M iller Dorsey H igh School was dedicated on Friday, Septem ber 10, 1937, and the following M onday 875 students and 39 faculty members started classes in the five completed buildings. W hile under construction, the school was know n as the W est ern District H igh School, but was later nam ed for Susan Miller Dorsey, a living pioneer in education and the first wom an Super intendent of Schools in Los Angeles. D uring the first year m any improvements were m ade in the landscaping, work on E building and the auditorium was started, and Rancho Cienega Playground was opened on January 22, 1938. In January, 1938, comm encement exercises were held in the Library for the first graduating class num bering only seven, and Mrs. Dorsey herself presented the diplomas. D uring the second semester, Dorsey’s enrollm ent increased by 400, the track and athletic fields were completed, and the 50 members of the Class of S’38 received their diplomas in the newly completed auditorium . In 1939, K building was built and since then more and more bungalows have been added to house the expanding student body. Mr. G. M illage M ontgomery, Dorsey’s first principal, was prom oted to the position of Assistant Superintendent in February, 1944, and Dr. G erw in N eher was appointed as his successor. Shortly after W orld W ar II, Dorsey reached a peak enrollm ent of 2200 students. Since then our growth has leveled off and our present student population is less than 2000. AD ASTRA O ur school motto, given to us by Mrs. Dorsey, is “Ad A stra’’ or “Look to the Stars.” It was adopted by the Student Council of 1945 from three suggestions subm itted by Mrs. Dorsey. It is appropriate, not only because of its m eaning, but because her selection of it keeps the memory of a great wom an close to our hearts. SU SA N MILLER DORSEY Dorsey H igh School was the only Los Angeles city school to be nam ed after a living person, Mrs. Susan M iller Dorsey, former Superintendent of Schools in this city. M rs. Dorsey was born on February 16, 1857, in Pen n Yan, N ew York. She attended Vassar College, received her Bachelor of Arts degree in 1877, and was elected to P hi Beta Kappa, thus attaining the highest scholastic recognition possible. A fter her graduation, she began a teaching career that was to lead to the highest position in the Los Angeles School System. She served as teacher, administrator, and superintendent in the Los Angeles City Schools for m any years. She retired in 1929 and her work in the field of education and youth welfare remains unsurpassed by any wom an educator in the U nited States. She participated in the laying of the cornerstone at Dorsey, and in the dedication ceremonies. She presented the diplomas to the first graduating class, and at various times visited the school and talked to the Student Body. She died on February 6, 1946. An oak tree, presented by the P.T .A ., is planted in M emorial C ourt in her honor. ORGANIZATION OF THE SCHOOL SC H O O L A D M IN IS T R A T IO N Gerwin N eher, Principal M ary How ard. Vice-Principal Augusta H atch, Counselor W alter Larsh, Vice-Principal Carrie M cEw an, Registrar T he offices of the above persons are located in the Adm inistra tion Building. D uties and responsibilities are divided according to the following plan of organization. Use this as a directory; it will help you in locating the right person for your particular need. A lum ni affairs Assembly programs Buildings, grounds, and m ent Cafeteria and staff Classroom supervision Com m unity relations Ephebians G raduation policies Principal G raduation program Honors and awards equip- Student body finance Student governm ent School journeys and class trips School publications Teaching, clerical and custo dial staffs Teacher training program Bfiys' Vice-Principal A ctivity tickets A ssem bly conduct and ushers A thletic events, eligib ility, ii ance, transportation, etc. Boys’ personnel board Boys’ problem s and discipline Boys’ service clubs Boys’ service organization Buses Congress m eetings Em ergency drills H all passes Knights M ilitary inform ation Parking regulations Student body elections Student council V isitors’ perm its, boys W ork experience program, boys GirL' Cafeteria, student help Calendar of school activities Cal. Scholarship Federation Circle bulletin cases Circie-Ators, social program Club policies Congress elections G irls’ personnel board G irls’ service organization G irls’ problem s and discipline C hange of course C hange of program C ollege requirem ents Grade counseling program H om eroom activities Vice-Principal H ealth program Ladies P.T .A . activities Senior A ctivities Senior class elections Student body candidates Visitors’ perm its, girls T extbooks W elfare activities W ork experience program, girls Counselor Program m aking P u p ils’ educational records Scholarship inform ation T esting program V ocational counseling Registrar Absence and readm ission A ttendance records C hange of address Enrollm ent Lunch permits Tardiness records Transfers and w ithdraw als W ork perm its, fu ll-tim e A T T E N D A N C E PR O C E D U R E S Absence W h en returning to school after an absence, bring a note giving: 1. D ate 2. Days of absence 3. Reason for absence In case of illness absence of 5 days or more, you m ust be checked by the school doctor or nurse before being readm itted. HANDBOOK 2 1 INDEX Absence, 4, 8 Academic majors, 16 A Capella Choir, 15 Accident reporting, 6 Activities Board, 15 Activity ticket, 11 Ad Astra, 4 Adm in, organization, 4 Adm inistrators, 4 Advisem ent service, 17 A lum ni Day, 10 A m endm ents, Constitution and By-Laws, 18, 20 A nnual, Circle, 13 Assemblies, 9 Assembly committee, 15, 20 Assembly conduct, 9 Assembly schedule, 5 Assembly ushers, 9 Athletics, 9, 11 Athletic awards, 11 A thletic classification, 11 Athletic events, conduct and sportsmanship, 9, 11 A thletic history, 11 Athletic insurance, 11 Athletic managers, 14 Athletic physical exams, 6, 11 Athletic teams, 11 A ttendance procedures, 4, 5 A ttendance laws, 8 Auditorium , 9 Automobiles, 8 Aviation C lub, 14 Band, 15 Bicycles, 8 Bell schedules, 5 "BigD',9 Boys’ Personnel Board, 16, 18, 20 Boys’ Vice-Principal, 4 Budget Board, 15 Bulletins, 6 Bus conduct, 9 Bus routes, 6 Bus ticket books, 6 Bus transportation, 6 Business office^ 6, 16, 18 By-Laws, Constitution, 18 C.A.S.C., 15 G.S.E., 13 Cafeteria, 5 Cafeteria courtesy, 8 C afeteria workers, 5 Cam pus regulations, 8, 9 Candidates, 15, 18, 19 C hange of address, 5 C hange of course, 17 C hange of program, 17 C haracter trait ratings, 17 Choir, 15 Christm as contributions, 16 Circle-Ators, 12 Circle bulletin cases, 6 Circle, care and conduct, 8 Circle, school annual, 13 Circular, Dorsey bulletin, 6 Circular notices, 6 Clearance card, 5 C linic appointm ents, 6 C lub charters, 12 C lub funds, 12 Clubs, H ow to organize, 12 C lub meetings, 12 C lub pins and sweaters, 12 C lub regulations, 12 Clubs, service, 14 Clubs, special interest, 14 College, entrance requirem ents, 17 Com m unity relations, 8 Com m unity Service — Key Club, 12 Conduct, assemblies, 9 Conduct, athletic events, 9 Conduct, Circle, 8 Conduct, lunch lines, 8 Conduct, neighborhood, 8 Conduct, school buses, 9 Congress, 15, 20 Constitution, 18 Counselor’s duties, 4, 17 Counseling services, 17 C ouncil’s message, 3 Courses and majors, 16 Creative, w riting, 15 Criterions, 13 C urricula, 16 Dances, admission to, 12 Dances, appropriate dress, 12 Dances, conduct, 12 Dances, legal requirem ent, 8 Dances, sponsorship, 12 Debate, 15 Doctors, school, 5, 6 Dorsey Christian Fellowship, 14 Dorsey Constitution, 18 Dorsey secretaries, 13 Dorsey, Susan M iller, 4 Dorsey tournam ent, 11 Dorseygram, 13 Dram a, 15 Dress, dances, 12 Drills, fire, red alert and surprise attack, 6 Dug-out, 5 D uties of administrative officers, 4 D uties of student officers, 18, 19 Elected officers, 16, 18 Elections, 15, 19 Eligibility, student offices, 18, 19, 20 Eligibility, athletic, 11 Emergencies, 5, 6 Emergency drills, 6 Employm ent, 7, 17 Em ploym ent coordinator, 7 ,1 7 Ephebians, 13 Excuses, absence, 4, 8 E xponent system, athletic, 11 Failure notices, 17 Field day, senior, 10 Financial manager, 5, 16 Finance, student body, 5, 15, 16 Fine Arts Committee, 16,18 Fire drills, 6 First aid services, 6 Food lines, 5, 8 Four-Four plan, 17 Fraternities, 8 Fraternity affidavits, 11 Free priods, 7 French C lub, 14 C.A .A . activities, 12 C .L.S., 12 G irls’ Personnel Board, 16, 18, 20 G irls’ Vice-Principal, 4 Grade Counselors, 17 G raduation requirem ents, 17 G uidance services, 17 H all passes, 8 20 DON DATA HANDBOOK Section 2 — T he Student Council shall consist of the officers nam ed in Article II of the By-Laws, and any other additional officers of whom the Student Council and the Adm inistration may approve. Section 3 — Subject to the Principal’s supervision, the C oun cil shall have charge of the following: a. To pass legislation concerning student affairs. b. ho approve the members of all Boards and Committees concerned with Student Governm ent. c. T o assist the Principal in any way he may rec|uest. d. T o carry out the will of the m ajority of the Student Body. Section 4 — A quorum m ust he present to vote on any issue. Tw o-thirds of the total m em bership constitutes a quorum . Section 5 ■ — Every m em ber of the Student Council shall be chosen during the semester prior to his or her term of office. Section 6 — A m ember of the Student C ouncil may not hold another office, major or minor, unless by special permission of the Student Council. T h e president or vice-president of any school club or organization, not represented on the Student Council, may hold a m inor office in another organization, hut may not hold a major office (president or vice-president) in any other school club or organization. Article Z1/ — 1 I I E PE R S O N N E L BOARDS Section 1 — T h e Boys’ Personnel Board shall consist of a maxim um of seven members. T he chairm an shall be the Person nel Vice-President. T he members, w ith the exception of the Presi dent of Knights, who is cx-officio, are appointed by the Personnel Vice-President and the Faculty Sponsor. Section 2 — T he G irls’ Personnel Board shall consist of a m axim um of seven members. T h e C hairm an shall be the Person nel Vice-President. T he other members, w ith the exception of the President of Ladies, who is ex officio, are appointed by the Per sonnel Vice-President w ith the approval of the Faculty Sponsor. Section 3 — Qualifications: a. All members of the Girls’ and Boys’ Personnel Boards m ust be B12’s or A l2 ’s while serving on the Board. T hey shall serve for the term follow ing their appointm ent. N ew members m ay be appointed cvhen vacancies occur. b. M ust have three recom mended grades, “A’s” or “B’s.” c. N o failures, “D ’s,” or unsatisfactories in trait-ratings on last twenty-weeks report card. Section 4 — D uties: a. T o counsel offenders against school rules. b. T o sponsor special activities that will benefit the students. c. T o regulate the standard of dress among the students. Section 5 — M eetings: a. T he Personnel Boards shall meet according to a schedule set by the Principal. ylrhcZe V — T H E SER V IC E BOARD Section I — M embers: I he Service Board shall he composed of eight members: the two Service Vice-Presidents, two hoys and two girls who have had service experience, and the presidents of the Boys’ and G irls’ Senior Service Clubs. T he two boys and two girls will be chosen by the Service Vice-Presidents with the approval of the Service sponsors. Section 2 — Duties: a. To discipline violators of service reg ulations. b. T o make other regulations as are necessary for the proper functioning of service. Section 3 — M eetings: T he Service Board shall meet as speci fied by the Principal. Article VI — C O N G R E SS Section 1 — Congress shall be an advisory body for the pur pose of establishing a direct connection between the students and their government. Section 2 — Congress shall consist of one representative elected from each homeroom. A representative should serve for two con secutive semesters. T h e qualifications of each representative are: T hree recom mended grades, “A ’s” or “B’s,” no failures or “D ’s” in scholarship, and no unsatisfactory grades in trait ratings on last twenty-weeks report card. An alternate shall be elected to attend meetings in case of ab sence of the regular representative. T h e same qualifications shall he necessary for the alternate. A Congress representative or alter nate may serve on Congress more than one year. T he alternate cannot run for President. Section 3 — M eetings shall be held every two weeks. Article V ll — C LU B M E M B E R SH IP Students of the Dorsey C om m unity shall have their choice of joining not more than one club of each of the three types, inter est, honorary, and service. Article V n i — ASSEM BLY C O M M IT T E E Section 1 — M em bership: a. M em bers shall be chosen from their applications a n d /o r interview by the Commissioner of Fine Arts and the Director of Assemblies. b. Each grade shall have at least one representative. c. Representatives shall he appointed by the Sound C lub and Stage Crew to attend the meetings. d. T he Commissioner of Fine Arts shall be a member. Section 2 — M eetings: T h e Assembly Com mittee shall meet one day per week, and at such times as are necessary. Section 3 — D uties: T o be responsible for the schedule, ad m inistrative organization of the assemblies, and the selection of assemblies for open dates. Article IX — R E C O M M E N D E D S T U D E N T SER V IC E Service for which service awards are given shall be considered as “recom mended service.” Article X — SE N IO R CLASS O FFIC E R S O T H E R T H A N CLASS P R E S ID E N T S M ust have 2.0 average, w ith no “F ’s” nor more than one “U ’ on the previous twenty-weeks report card. A M E N D M E N T S T O T H E BY-LAW S I. Article I, Section 2, and Article II, Section 2. T he Senior “B” president to become a m ember of the Student Council effective February, 1951. Passed Novem ber 25, 1950. II. Article I, Section 2, and Article II, Section 2. T he Circle-Ator president to become a m ember of the Student Council effective February, 1952. Qualifications: M ust have a 2.0 average with no “F ’s” or “U ’s” on previous twenty-weeks report card or on eligibility slips. Passed January 11, 1952. III. Article III, Section 6. N o member of the Student Council may hold another office, either major or minor, w ithout the unanim ous consent of the Council. Passed Novem ber 15, 1950. IV. Article IV, Initiative and R eferendum . Initiative and R eferendum — passed by the Student Council April 2, 1952. Petition forms shall be available in the M ain Office to all students during the 4th, 9th, and 14th weeks of school and shall be returned to the M ain Office with one hundred and fifty signa tures of enrolled Dorsey students. T h e principal, w ithin three days, shall approve or disapprove the petition. If approved, the initiati\e measure shall be forwarded to the Student Council for imm ediate action. If the measure is turned down by the Council, it shall be referred to the entire student body for discussion and vote w ithin two weeks. Passed April 2, 1952. Change of Address W hen a change of residence occurs, you m ust immediately report the new address to the attendance office. Also report a new phone num ber, change of name, or change of parent or guardian. T his inform ation is most helpful in case of emergency. Emergencies In case of an emergency which necessitates a parent contact ing a pupil during school hours, the m atter should be handled through the attendance office. Advise your parents to call this office w hen im m ediate contact is necessary. W henever an emergency makes it necessary for you to leave school during the day, be sure that you check out properly through the vice-principal or the attendance office. Illness at School Should you become ill while at school, report to the vice-principal or the attendance office. You will then he referred to the health office or your parents will be contacted. D on’t go directly to the health office. School doctors and nurses are there only at certain times. D on't leave school w ithout an “ex cuse to go hom e.” T his is necessary for your own protection. Permits to Leave Campus You m ust not leave campus at any time during the school day w ithout a perm it from one of the offices. Since the school must be able to contact any pupil w ithin a few m inutes in case of emergency, it is im portant that your whereabouts be know n at all times. If you need a perm it to leave school for a dentist’s or doctor’s appointm ent, funeral, or other im portant business, secure a note from your parent, bring it to the vice-principal’s office, and get your perm it before leaving. Attendance W hile we have no hard and fast rule that a definite num ber of absences autom atically lowers your subject marks, it is gener ally agreed that there is a m arked correlation betw een good at tendance and good marks. It simply stands to reason that the stu dent whose attendance is as near 100% as he can make it is giving him self the best possible opportunity to earn good marks. In cases of absence due to illness or other legitim ate reasons v ni will find teachers cooperative in arranging for m ake-up work. However, in the event of unsatis factory or illegal absence, make-up work cannot be accepted at full value and marks will undoubtedly be affected. W h en a transfer or withdraw al has been approved, a “clear ance card” will be issued which will enable the pupil to check out of classes and clear all records. H - M M / . e e Tardiness Classroom teachers send all tardy slips to the attendance office where they are entered on pupils’ tardi ness record cards. Should you he tardy three times to a class you will be sent to the attendance office and you and your parents notified that further tardiness may m ean drop ping the class and losing credit. In most cases five times tardy is con sidered sufficient cause for dropping the class concerned. Transfers and W ithdraw als T ransfer or w ithdraw al from school will be made only upon w ritten request from a parent. T ransfer requests should give the new address to w hich you are moving and the name of the school you expect to attend. W ithdraw als, such as pupils 18 years of age, or boys entering the armed services, m ust also have parents’ authorization. BELL SC H E D U L E S R E G U L A R ASSEM BLY Period I Period II Interm ission Period III Period IV L unch Period V Period VI 1:20 - 9:10 Period I 9:15 - 10:11 10:11 - 10:25 10:30 11:23 11:28 - 12:21 12:21 - 1:02 1 :1 0 - 2:03 2 : 0 8 - 3:00 Period II Interm ission Period III Period IV a Period IV b L unch Period V Period VI 8 : 2 0 - 9:10 9:15 - 9:55 9:55 - 10:07 10 : 1 2 - 10:52 1 0 :5 7 - 11:37 11:4 2 - 12:22 12 : 2 2 - 1:02 1 :1 0 - 2:03 2 : 0 8 - 3:00 H O M E R O O M Period I Period II Intermission Homeroom Period III Period IV L unch Period V Period VI S H O R T H O M E R O O M 8 : 2 0 - 9:10 9 :1 5 - 9:55 9:55 10:12 10:57 11:42 12:22 1:10 2:08 10:07 10:52 11:37 12:22 1:02 2:03 3:00 Period I Period II Interm ission Homeroom Period III Period IV L unch Period V Period VI 8:20 9:15 10:02 10:22 10:47 9:10 10:02 10:17 10:42 11:32 1 1 :3 7 - 12:22 12 : 2 2 - 1:02 1 :1 0 - 2:03 2 : 0 8 - 3:00 BUS T R A N S P O R T A T IO N L.A. T ransit Lines operate buses on Jefferson, Coliseum, Santa Barbara, La Brea, and Crenshaw, providing transportation throughout the Dorsey district. Inform ation regarding routes and schedules may be obtained in the boys’ vice-principal’s office. Bus ticket-books may be purchased in the business office during the noon hour. T h e current price is $3.60 for a book of 120 tickets, each ticket being worth 5c in fare. Pupils living 3 miles or more from school are eligible for free transportation books. T his includes those residing south of 57th. Charlene, M arburn, Marvale, and Northridge. B U SIN E SS O FFIC E T h e business office of the school is located in B-IOI. U nder the direction of our Student Body M anager, a student staff con ducts the financial business of the school. T his office handles all student body, class, and club accounts and their transactions. 1 ickets for athletic events and entertainm ents are sold here. Student Store Adjoining the business office is the student store or “D ug-O ut.” A full line of school supplies are available at reasonable prices. Profits from the student store go into the student body fund. T he store and business office are open throughout the day w ith the exception of 5th period. C A FET E R IA A N D FO O D L IN E S Intermission D uring this popular "snack-time” midway through the morn ing, our cafeteria provides a variety of sandwiches, pastries, and drinks at moderate prices. These may be purchased in any of the indoor or outdoor food lines. All refreshm ents should he con sumed outdoors since the cafeteria is used as a study hall im mediately following intermission. N oon Cafeteria and food lines offer a variety of items from a cookie to a full-course luncheon. You may eat either in the cafeteria or outdoors, as you prefer. T h e cafeteria is reserved for cafeteria patrons. Some student help is used in the cafeteria offering an opportunity to earn lunches. M ake inquiry if you are interested. DON DATA C IR C L E B U L L E T IN CASES T h e Circle Cases in the adm inistration building arcade display publicity and inform ation about a great variety of school affairs, if you w ant to keep posted on ''w hat's going on at Dorsey,” make it a habit to check them daily. From north to south, the cases are devoted to the following: Job opportunities T ennis tournam ents and activities C lub notices Lost and found notices G irls’ activities Athletic schedules and scores T rophy display case Bulletin or Circular M ilitary inform ation H ealth items Library displays — new books and special events Counselors’ notices— scholarships, competitive examinations, etc. T H E C IR C U L A R T h e Circular is the official Dorsey Bulletin, issued on M on day, W ednesday, Friday, and read in all second period classes. A copy of the C ircular is posted on the bulletin board. Notices for the Circular m ust be signed by a faculty sponsor or an adm inistrator and m ust be turned in at the telephone office by noon of the day before the Circular is issued. EM E R G E N C Y D R ILLS W e have three different types of emergency drills at Dorsey. You should be familiar w ith them , recognize the different signals, and know the instructions for each of your classrooms. Fire Drill T his alarm is a continuous series of short rings. Classes vacate all buildings and move to open areas in the triangles and on the grounds. Classes should rem ain intact during drills. Red instruc tion cards are posted in every room. Red A lert T his drill is designed to take advantage of our best protection in case of enemy air attack. It is based on the assumption that several m inutes are available betw een the w arning signal and actual danger. T he signal is a series of alternately long and short rings. D eploym ent instructions are posted in every room. Look for the red and w hite “Red A lert” cards. T his drill utilizes our best shelter areas, the hallways in our classroom buildings. Surprise A ttack & Earthquake Drill T he drop drill, as it is more often called, comes w ithout w arn ing and is signaled by teachers at some prearranged time. Its purpose is to get students into the safest possible position im mediately, in the event of an atomic explosion or earthquake. W h en the command “drop” is heard, every pupil drops to the floor on elbows and knees and covers face w ith hands or arms. Location H E A L T FI O FFIC E Bungalow No. 11 is the H ealth Office. It is located in the triangle betw een E and F buildings. Doctors, N urse, and H ealth Coordinator A boys’ doctor is present twice m onthly and a girls’ doctor three times m onthly. T h e nurse is present two and one-half days weekly. T he H ealth Coordinator is on duty two periods daily. A schedule of the exact dates, days, and periods for the above personnel will be found in each classroom. H ealth Services Routine Examinations. Every student will be given an exami nation at least once during his three years in Dorsey High School. Special Examinations. Any student needing further medical attention will be exam ined w henever necessary. A thletic Examinations. Boys taking part in interscholastic athletics will he exam ined at the beginning of each semester of participation. Clinic A ppointm ent. Any student eligible to attend the P.T.A . clinic may make an appointm ent through the nurse. O n the appointm ent day the student wall be excused from school to allow' time for his appointm ent. First Aid. O nly emergency care may he administered. Further care is the responsibility of the student and his parents. All accidents are to be reported to the H ealth Office. An accident report is to be filled out by the teacher in charge. N o drugs, such as aspirin, may he given to students at school. H O M E R O O M S Every pupil has a homeroom. Dorsey’s homeroom system serves three m ain purposes : 1. Enrolling and program making. D uring the first few days of each semester, the business of “getting started” is carried on in the homeroom. 2. Program planning and course selection. Your homeroom teacher and your grade counselor wdll devote considerable hom e room time to helping you plan your program of studies. 3. Student Body business. Sale of activity tickets. A nnual, special drives and campaigns, are usually carried on in home room. Dorsey’s homerooms are organized on the grade level plan and, with few exceptions, homeroom teacher and pupils remain together for the full three years. Flomerooms are scheduled weekly but are occasionally omitted wdien not needed. LIBRARY 7 OVE ------- BOOKS • • • PAY UP/ GROAN M C O LLEN O ER — * • T he Dorsey Library is lo cated on the second floor of the adm inistration building and is reached by the stairway at the south end of the building. It is open from 8:00 A.M . to 3:45 P.M . w ith the exception of interm ission and home room periods and the first half of the lunch period. Before and after school and at noon, no passes are required. D uring class periods you may go to the library instead of study hall by securing, in ad vance, a yellow library perm it from any of your teachers; or you may go to the library from any regular class if your teacher gives you a w hite hall pass. T h e library is here, not only to help you w ith class assign m ents, but also to provide you with books and magazines for your own reading pleasure. W e hope you will enjoy and profit by the materials it has to offer you. Establish the library habit now and you wall have pleasure from it for the rest of your life. N o library cards are required for checking out library books; a student’s signature and the room num ber of his second period class are sufficient. Check out your books at the charging desk. R eturn them , unless they are overdue, by placing them in the book slot near the library entrance. W h en you use the library, leave your textbooks on the shelves outside the library door. C onsult the librarian for help in book selection or for further inform ation regarding library procedures. LOCKERS Lockers are issued to all new' students during the first week of each semester. Pupils retain these lockers during their entire stay at Dorsey. Since there are not sufficient lockers for individual HANDBOOK 19 Publicity Com mittee m ust have journalism experience. 4. T o publicize and organize school drives. 5. T o provide talent and speakers to com m unity organiza tions upon request. 6. T o foster cooperation between the com m unity and the Dorsey Student Body. YELL LEA D ERS Qualifications: 1. M ust attend at least three sessions of YTll Leaders’ school. 2. M ust have a 2.0 average w ith no failures in scholarship and no unsatisfactory grades in trait ratings on previous tw?enty-w'eek report card or candidate’s eligibility slips. 3. M ust have been a resident of the Dorsey C om m unity for one semester prior to election. D uties: 1. T o lead the school in yells at sports events and at other activities as needed. 2. T o organize and lead the YTll Leaders’ School. Section II — O T H E R O FFIC E R S P R E S ID E N T O F K N IG H T S Qualifications: 1. M ust he a m em ber of Knights. 2. M ust have received no “D ’s” or “F ’s” and no unsatisfac tory grades in trait ratings on previous twenty-week report card. D uties: 1. T o take charge of all K nights’ activities. 2. T o act as ex-officio m em ber of the Boys’ Personnel Board. P R E S ID E N T O F LA D IES Qualifications: I: M ust be a m em ber of Ladies. 2. M ust have received no “D ’s” or “F ’s” and no unsatisfac tory grades in trait ratings on previous twenty-w'cck report card. D uties: 1. T o take charge of all Ladies’ activities. 2. T o act as ex-officio m em ber of the G irls’ Personnel Board. SE N IO R A P R E S ID E N T Qualifications: 1. M ust be an A12 during term of office. 2. M ust have completed one term of recom mended student service. 3. M ust have no “D ’s” or “F ’s” and no unsatisfactory grades in trait ratings on previous twenty-week report card. D uty: 1. T o act as liaison officer betw een the Senior A class and the Dorsey Student Council, and to perform such other duties as may be delegated to him. S E N IO R B P R E S ID E N T Qualifications: 1. M ust be a B12 during term of office. 2. M ust have completed one term of recom mended student service. 3. M ust have no “D ’s” or “F ’s” and no unsatisfactory grades in trait ratings on previous twenty-week report card. D uty: I. To act as liaison officer betw een the Senior B Class and the Dorsey Student Council, and to perform such other duties as mav be delegated to him. C O N G R E SS P R E S ID E N T Qualifications: 1. M ust serve during B12 or A l2 term. 2. M ust have three recommended grades, “A ’s” or “B’s,” no “D ’ s” or “F ’ s” in scholarship and no unsatisfactory grades in trait ratings on previous twenty-w'cek report card or candidate’s eligibility slips. T h e latter m ust he filed not later than the day before the election meeting. 3. M ust have been a m ember of Congress one semester pre ceding his or her term of office. D uties: 1. T o represent, by virtue of office, each m ember of the student body on the Student Council. 2. T o inform the Congress of im portant decisions of the Student Council. 3. T o inform the Student Council of recom mendations of the Congress. E D IT O R -IN -C H IE F O F T H E D O R SEY G R A M Qualification: M ust have had one semester of Journalism. D uty: T o transm it inform ation concerning student problems and affairs to the student body through the school paper. FIEAD A T H L E T IC M A N A G E R Qualifications: I. M ust he a B12 or an A 12 during term of office. 2. M ust have been a m em ber of M anagers’ C lub for two semesters prior to election. 3 . M ust have received no “D ’s” or “F’s” and no unsatisfac tory grades in trait ratings on previous twenty-weeks report card. D uty: Fo act as coordinator betw een the Athletic D epartm ent and the Student Council. G IR L S’ A T H L E T IC A S S O C IA T IO N P R E S ID E N T Q ualifications: 1. M ust he a two star letterwom an in G.A.A. and he an A 12 during term of office. 2. M ust have an “A ” or ”B” in physical education the pre vious semester. 3. M ust have three recom mended grades and no failures in scholarship and no unsatisfactory grades in trait ratings on previous twenty-week report card and on candidate’s eligibility slips. 4. A lust have held a previous cabinet office in G.A.A. 5. M ay not ru n for another office the same semester that she runs for G.A.A. office. D uty: T o prom ote better friendship and sportsmanship among the girls. P R E S ID E N T O F C R IT E R IO N S Q ualification: M ust he a sealbearer. D uty: T o promote a respect for scholarship among the m em bers of the student body. P R E S ID E N T O F C IR C L E-A TO R S Qualifications: M ust have a 2.0 average and no “F’s” or “U ’s” on previous twenty-week report card or eligibility slips. D uty: T o coordinate m atters pertaining to the social program betw'een the Council and the Circle-Ators. Article II — E L E C T IO N O F O FFIC E R S Section 1 — T he following officers shall be elected by the students of the Dorsey C om m unity at the end of each semester in a Student Body Election. T hey shall hold office for the term follow'ing. A m ajority shall be necessary to elect. If on the first ballot no candidate receives a majority vote, the two highest candidates only shall be voted upon by a second ballot. President Personnel Vice-President for Boys Personnel Vice-President for Girls Service Vice-President for Boys Service Vice-President for Girls Secretary Commissioner of Student Finance Commissioner of Fine Arts Commissioner of C om m unity Activities Yell Leaders Section 2 — T he following officers shall be elected by their respective organizations. T hey shall hold office for the term fol lowing. A m ajority vote shall be necessary to elect. President of Knights President of Ladies President of the Dorsey Congress President of Senior A Class President of Senior B Class President of G irls’ A thletic Association President of Circle-Ators President of the California Scholarship Federation H ead A thletic Alanager Section 3 — 4 he Editor-in-Chief of the Dorseygram shall he chosen as seen fit by the sponsor of the Dorseygram. Article m — T H E D O RSEY S T U D E N T C O U N C IL Section I — All legislative and executive pow'ers granted to the Dorsey Student C om m unity shall he vested in a Dorsey Student Council, W'hich shall he scheduled to m ee' one period daily. 1 8 DON DATA CONSTITUTION OF THE DORSEY COMMUNITY A IM T h e aim of this constitution is to present to the students an understandable, yet fully inclusive program of student govern m ent as is in effect in Dorsey H igh School. T his constitution is not m eant to hold to a rigid pattern; instead it should be flexible and open at all times to improvemeirt. W ith the creating of this constitution, it is the hope that it shall fed511 its purpose in serv ing adequately the needs of the students. T his constitution shall be read aloud at the first m eeting of each new Dorsey Student Council. Article I — T his organization shall be know n as the Dorsey Com m unitv. Article n — S T U D E N T BODY E L E C T E D O FFIC E R S Section 1 — President Personnel Vice-President for Boys Personnel Vice-President for Girls Service Vice-President for Boys Service Vice-President for Girls Secretary Commissioner of Student Finance Commissioner of Fine Arts Commissioner of Com m unity Activities Yell Leaders Section 2 — If any student officer is deem ed hy the adm inis tration to be unfit to hold the office to wffiich elected, he may he asked to hand in a w ritten resignation. If any student officer is declared ineligible, or if the office becomes vacant, the vacancy will be filled by an alternate. T he Student Council shall appoint this alternate, with the approval of the Principal, or he m ay be chosen hy a student body election, if so recom mended by the Student Council and Principal. Section 3 - — Each Student Officer is required to serve on the Dorsey Student Council. Article III — Q U A L IF IC A T IO N S Section I — For all student body elected officers, except the Yell Leaders, the qualifications are as follows: T h e grades on the previous twenty-week report card and on the eligibility slips w hen combined, m ust average 2.6 (B — ). N o more than one “D ” is perm itted on the twenty-week report card. N o more than one “D ” is perm itted on the eligibility slips. N o “F ’s” or “FI’s” in trait ratings are perm itted. A good attendance and office record is required, and the student m ust have been a resident of the Dorsey C om m unity for one year prior to election. Section 2 — All other qualifications shall be as specified in the By-Laws. Article IV — A M E N D M E N T S A N D BY-LAW S A m endm ents to the C onstitution may be made by a two-thirds vote of a quorum of the members of the Student Council. Am endm ents and By-Law'S should include the date passed and be listed under the title “A m endm ents and By-Laws of the C on stitution.” A notation should be m ade on the Article am ended, indicating it has been amended. BY-LAW S Article I ■ — Specific qualifications and duties of student body officers. In addition to the following specific qualifications, each candidate elected by the student body m ust fulfill the require m ents in Article III of the C onstitution. Section 1 — S T U D E N T BODY E L E C T E D O FFIC E R S P R E S ID E N T Qualifications: 1. M ust be an A I2 during term of office. 2. M ust have completed two terms of recom mended student service. D uties: 1. T o preside at all general assemblies 2. T o act as chairm an of the Student Council. 3. T o serve as ex-officio m em ber of all other boards. P E R S O N N E L V IC E -PR E SID E N T S Qualifications: 1. M ust be a B12 or A 12 during term of office. 2. M ust have completed two terms of recom mended student service. D udes: 1. T o act as chairm an of their respective Personnel Boards. . 2. T o select Personnel Boards with the approval of the respective vice-principals. 3. To appoint various committees and officers as needed w ithin the Board. SER V IC E V IC E -PR E SID E N T S Qualifications: 1. Alust he a B12 or an A l2 during term of office. 2. M ust have completed three terms of recom mended stu dent service. Duties: 1. T o act as co-chairman of the Service Board. 2. T o appoint the members of the Service Board with the approval of the sponsors. SEC R EFA R Y Qualifications: 1. M ust be an A l l , B12, or A12 during term of office. 2. M ust have completed one term of recom m ended student service. 3. M ust have at least two semesters of typing w ith college recom mended grades. D uties: 1. T o record the m inutes of all meetings of the Stu dent Council. 2. I ’ o take custody of all Student Council correspondence. 3. T o keep files of the m inutes, mail, and business of the S tudent Council. C O M M IS S IO N E R O F S T U D E N T F IN A N C E Qualifications: 1. Alust be a B12 or A 12 during term of office. 2. M ust have completed one term of work in the Business Office. 3. Alust have the approval of the head of the Commercial D epartm ent and the Financial M anager. Duties: 1. To supervise business activities of the Student Body. 2. d o be in charge of the Business Office or Student Store as directed by the Financial M anager. C O M M ISS IO N E R O F FIN E A R TS Qualifications: 1. M ust be a B12 or an A12 during term of office. 2. Alust have completed one term of recom mended student service. 3. M ust ha\'e at least a “B” average in the Fine Arts field from w hich he is applying. 4. M ust be an A rt or M usic major or m ust have completed, or during term of office m ust be enrolled in, one semes ter of advanced work in English, Art, or Music, over and above that w hich is required for graduation. D uties: 1. T o act as chairm an of Fine Arts Committee. 2. I ’o choose Fine Arts Com m ittee w ith approval of faculty sponsor. 3. T o serve as m ember of the Assembly Committee. 4. To sponsor and promote programs and activities pertain ing to the four fine arts. C O M M ISS IO N E R O F C O M M U N IT Y A C T IV IT IE S Qualifications: 1. M ust be a B12 or an A 12 during term of office. 2. M ust have completed one term of recom mended student service. D uties: I. T o promote publicity for school activities w ithin the school and in the comm unity. 2. T o act as chairm an of the Activities Board. 3. T o appoint a Publicity Com mittee. One m ember of the HANDBOOK c o i i f M c a ? occupancy, it is necessary to assign two students to each locker. If each lock er partner will live up to the pledge on the locker assignm ent card, there will be fe w d i f f i c u l t i e s or losses. 1. L o c k e rs m u s t be locked at all times. 2. Lockers m ust not be shared or exchanged with others except assigned part ners. R em em her this — Your locker is only as safe as you make it; keep your combination to yourself. Locker difficulties are handled in the business office, B-101, during noon hours. If your locker is broken, or will not lock or open properly, a new one will be issued. Lockers are located as follows: 1 - 262 B building 263 - 492 C building 493 - 786 D building 7 8 7 - 1070 F building 1071 - 1358 E building 1359 - 1634 K building Gym locks and baskets are issued in the boys’ and girls’ gym classes. Questions relating to these should be taken up directly with your physical education teacher. L O ST A N D F O U N D T h e Lost and Found departm ent is located in the business office, B-101, and it is open at all times except the 5th period. Found articles, except textbooks, should be turned in here. O w n ers may claim their lost property upon satisfactory identification. Inquire for lost textbooks in the bookroom office. Inquire for lost gym apparel in the boys’ or girls’ gym offices. LU N G FI AREAS Eating is restricted to the cafeteria area and the four triangles. Remem her that Senior Court, betw een D and E buildings, is the exclusive dom ain of Senior A ’s. ’T is rum ored that under classmen do not “enjoy” lunching there. T here are over 80 (ask the Knights, they paint ’em ) big, green trash cans conveniently located around the lunch areas. It shouldn’t he too difficult for each Dorseyite to “can” his own lunch papers. Howsaboutit? L U N C H PA SSES Pupils who live w ithin w alking distance (about 5 blocks) of school may obtain lunch passes. You may secure an application from either vice-principal or the attendance office. " ^UDY WALL" C O L IE N O E R — « - T he only rules governing lunch passes are that you: 1. Leave and return by the m ain entrance. 2. W alk, do not drive, to and from home. 3. Do not loiter in the neighborhood. R A IN Y N O O N S W h en the w eather is bad or the lawns are wet, a num ber of classrooms are opened at noon for those who wish to eat their lunches indoors. W atch the big blackboard on the Circle stage for a list of rooms open for this purpose. S T U D Y H A LLS A N D FREE PE R IO D S Full-tim e pupils enrolled in only 5 subjects will have either a study hall or an excused period. A ny pupil who wishes to arrange his program so as to have a free first pe riod may do so. T here is no study hall this period. Regular study halls are ~ provided periods 2 through 5. E nrollm ent and attend ance are required. A special 6th period study hall is provided for pupils with program m ing difficulties or program changes. Assignm ent to this study hall may he made only by the counselor or vice-principals. B-12’s and A-12’s may have free 6th period if they so desire. A-lO’s, B -lT s, and A - I l’s who have all A ’s and B’s on their last report cards m ay also be excused this period. All other 10th and 11th grade students m ust enroll in regular 6th period classes. TEX TB O O K S T h e vice-principals’ secretary is in charge of all textbooks at Dorsey. T his office is located in the adm inistration building across the hall from the vice-principals’ offices. All lost books should he turned in to the textbook office. If a student loses a book and it is not recovered, he will he charged for it before another book is issued. Charges will also be made for damages to books. W O R K P E R M IT S A ny boy or girl under 18 years of age who is employed full time, part time, week-ends, or during vacations m ust have a work permit. T bis is required by the laws of the State. 1. W ork plus school time must not exceed 8 hours per day or 48 hours per week. 2. Each job requires a different permit. If you change jobs, a new perm it m ust be secured. 3. All permits expire September 15th of each year. T hey must be renewed wffien school opens. 4. W ork permits for part-time jobs may be obtained from tire Em ploym ent Coordinator in B 100 during 1st or 6th period, or at noon. DON DATA HANDBOOK 17 SCHOOL RULES, CUSTOMS, AND TRADITIONS T his chapter is not intended to be a series of “don’ts.” H ow ever, a large high school operating under state and local laws, and Board of Education regulations, is necessarily hound by m any rules and policies. It is our belief that a pupil m ust be well-informed before he can become a really good citizen in the school. 4 he purpose here is to summarize the im portant school laws, customs, and traditions which are a part of your school life at Dorsey. S T A T E A N D LO C A L LA W S A ttendance C alifornia School Law requires children betw een the ages of 8 and 18 to attend full-time school unless exem pted for disability or w hen w'orking under the C ontinuation School La wo Every pupil is expected to attend school regularly and punctually. T he only legal reasons for absence are illness of the pupil or serious illness or death in the family. It is our wish to he reasonable; and, if your parent feels there is some other good cause for absence, we suggest that he contact the school by phone or note prior to the absence. Regular attendance is essential to a successful school career. Parents should consider the importance of school attendance before keeping pupils out for errands, work, or other illegal reasons. Aiitoinohiles Piprils who drive cars park them on the streets nearby school. Students are not perm itted to drive cars onto the school grounds unless a perm it is first ob tained from a vice-princi pal. Students should not sit in or loiter around parked cars. Remember that our neighbors form their im- mm U . 1 — iB É T e f f l - T S HOT ROD" C O U E N O T R — ‘ pressions of Dorsey H igh School from our conduct to and from school and in the neighborhood. Let’s he considerate of them and their property, drive carefully, and refrain from unnecessary noise around people’s homes. Bicycles and M otor Scooters I he Los Angeles M unicipal Code requires that all bicycles w ithin the city limits of Los Angeles he registered and licensed. 4 he Los Angeles Police D epartm ent asks each school to see that all bicycles ridden hy pupils are licensed. Bicycle racks and scooter parking area are provided at the northeast corner of the campus. Be sure that your bike or scooter is properly locked; the school is not responsible for your property. Dances The Los Angeles M unicipal Code specifically prohibits persons from leaving and returning to a school dance. W e respect this rule at all Dorsey dances. Fraternities California State Law makes it unlaw ful for any pupil in ele m entary or secondary schools to become a member of any secret fraternity, sorority, or club whose mem bership is wholly or partly made up of pupils in the public schools. Hazing State Law also prohih its hazing w ithin the pu b lic schools. Hazing is con strued to be any act which injures, degrades, or dis graces a fellow student. Violation is a misdemean or punishable by fine or imprisonm ent, or both. Sill okmg THE V.R/ Use of tobacco on school grounds by pupils is pro hibited by California law. In addition to this, it is a custom here at Dorsey that smoking is not permissible in the imm ediate vicinity of the school. 4 he best answer to the smoking question is this: “If my smoking reflects on the reputation of the school, then I ’m too near school.” Smoking on, or adjacent to, the campus is a serious offense and is usually punishable by suspension from school. C A M PU S C U S T O M S T h e Circle The Circle is the beauty spot of our campus and the center of social life during the noon hour. W e ask that students respect two rules which are necessary for the preservation of its attrac tiveness. Lunches, ice cream, and popcorn should not be eaten in the Circle. T h e hedge w hich borders the arcade is ornamental, not a hurdle, and will not stand the abuse of pupils cutting through or jum ping over it. Noon programs and short assemblies are often held in the Circle. It is large enough to accommodate the entire student body. Hall Passes W henever you leave class on an errand or special business, be sure y'ou first obtain a hall pass from your teacher. Service Per sonnel wdiose business it is to check on “wanderers” during class time will ask to see your pass. Conduct in the Neighhorhood Pupils can damage D or sey’s reputation immeasurably by poor conduct around the community. As a general rule, it is wise to go directly to and from school. Loitering on neighbors’ property or on the streets near school often leads to discourtesies which result in ill feeling betw een the school and the neighborhoo.l Û O L L E N C Ê I Ç —• If you have a free 1st or 6th period and have some spare time on your hands, you are welcome in the Circle. W e urge you to use it for this purpose. Lunch Line Courtesy Courtesy in the cafeteria and food lines makes lunch a more pleasant time for everyone. Your own good judgm ent will usually suffice but here are a few things to avoid: Shoving or chiseling in line. Asking others to buy food for you. Llolding up the line while deciding w hat to buy. e e C O U N S E L IN G PR O G R A M Grade Counselors G rade Counselors assigned to each class aid students in m aking satisfactory adjustm ents during their three years in high school. Homerooms Homerooms meet once a week. Homeroom teachers assist stu dents in m aking program plans. Activity tickets are sold and other school business is carried on during the homeroom period. Scholarships Scholarship inform ation may be obtained from the grade coun selors or the scholarship chairm an in B 102, where notices are posted and college catalogues may he obtained. A dvisem ent Service The Advisement Service of the Los Angeles City Schools is a free service w hich is available to senior students at Dorsey H igh School who are interested in getting the answers to the following questions: W h at am I best suited for? W here do I get job information? Do I need more schooling? Plow can I find out more about myself? Change of Program Changes of programs, or of courses and majors, are m ade by the counselor and grade counselors. A student m ust bring a note from his parents before a change in course may be made. G R A D U A T IO N R E Q U IR E M E N T S G raduation requirem ents are outlined on pages 2 and 3 of the Program G uidance Bulletin. Physical Education is required each term. English m ust be taken at least four terms. U . S. History is required in B-11 and A l l , and U. S. Governm ent is required in B-12. O ne year of science is required. Six semesters of the same or closely related subjects m ust be taken to complete the major. See Program G uidance B ulletin for additional information. C O LLEG E E N T R A N C E R E Q U IR E M E N T S Because of variations in the requirem ents of different colleges, each student is urged to ascertain very early in his high school career the requirem ents of the college he expects to attend. In general, accredited colleges require an average grade of “B” in certain specified subjects. See page 4 of the Program Guidance B ulletin for entrance requirem ents to the LJniversity of Cali fornia. C onsult the college catalogues in B 102. SC H O L A R S H IP A N D M ARKS Explanation of Marks: A — Superior B — Above average C — Average D — Below average (barely passing) FAIL — Failure In c .— Incomplete work, due to absence, is to be made up w ithin 10 weeks after the grade is given. B average is necessary for recom m endation to the University of California or to institutions of equal rank. In C haracter Traits you are graded in W4)rk Flabits and Co operation. E — Excellent S — Satisfactory U — Unsatisfactory Report Cards R eport cards are issued to students at the close of each 10 weeks. These cards m ust be signed hy a parent and returned to school. Unsatisfactory Notices to Parents W T en work is unsatisfactory in any class and there is danger of failure, notice is given to students. T hese reports are to be signed by the parent and returned to the class teacher. T hey serve as a w arning to the pupil that extra effort is needed to prevent a failure. Records T h e records of each student are kept hy the school in a kind of savings bank on w hich the graduates may draw as long as they live. If students have made the mistake of being frequently tardy, absent w ithout excuse, or given to inexcusable lapses of conduct, the record will show these facts. T h e administrative officers who are answering the query of a prospective employer or investigator from the Arm ed Forces will transm it this inform a tion. If the scholastic record and character ratings are good, these facts will be very helpful; if they are not, the opposite m ay be true. Requests for transcripts for college entrance or for scholar ships should be made in the counselor’s office. W O R K E X PE R IE N G E PR O G R A M T his plan was adopted to give students an opportunity to earn school credit; and, at the same time, to get actual work experience at prevailing wages. R equirem ents for Participation in the Program 1. Satisfactory attendance and scholarship. 2. Filing w ith the Em ploym ent Coordinator: a. W ork perm it application filled out by parent, pupil and employer. b. Request for work experience credit approved by parent, grade counselor, and vice-principal. c. “W ork Experience” entered on p u p il’s program and signed by the Em ploym ent Coordinator. 3. If pupil becomes unemployed, this inform ation m ust be reported to Em ploym ent Coordinator immediately. 4. R eport cards m ust be brought to Em ploym ent Coordinator for “W ork Experience” mark. 5. T h e work m ust be approved under C hild Labor Law. R equirem ents for Receiving School Credit 1. Pupil m ust work for at least 3 m onths and for a m inim um of 200 hours. 2. Five credits may be earned per semester. 3. A Field Coordinator calls on the employer and evaluates the p u pil’s work. 4 h is mark is entered on the report card by the Em ploym ent Coordinator. Requirem ents for the School Program 1. “ 5 - 3 P lan ”- — Five periods in school, three hours of work, 23 hours weekly m aximum of work. 2. “4 - 4 P lan ”— Four hours in school, four hours of work, 28 hours weekly m axim um of work. Students on the “4 - 4 P lan” who leave school at noon m ust have a “Short Day Perm it.” Secure this from the Em ploym ent Coordinator. 1 6 DON DATA HANDBOOK Elected Officers T h e ten officers elected hy the Student Body each semester are; President Boys’ Personnel Vice-President G irls’ Personnel Vice-President Boys’ Service Vice-President Girls’ Service Vice-President Secretary Commissioner of Student Finance Commissioner of Fine Arts Commissioner of C om m unity Activities Yell King Finance T h e financial affairs of the school are carried on in the Busi ness Office under the direction of the Student Body Financial M anager. T h e Commissioner of Student Finance assists in the Business Office, and as a m em ber of the Student Council is re sponsible for keeping it posted on the condition of student body finances. Fine Arts Com m ittee T h e Fine Arts Com mittee is headed by the Commissioner of Fine Arts and is sponsored hy the Coordinator of C ultural Activi ties. Its purpose is to provide noon literary, dramatic, and music programs; to present exhibits, and to sponsor plays and fine arts assemblies. T hese activities provide opportunities to Dorsey stu dents to gain new and enriching experiences in the fine arts field. T h e committee meets weekly and its members receive Knights and Ladies credits for their participation. Hospitality Com m ittee T he H ospitality Com mittee, as its nam e implies, greets student visitors and substitute teachers who arrive during the day. M em bers act as M ay Day hostesses; they also decorate for m any social activities. In addition, this committee has charge of decorations in the entrances of the adm inistration building and the auditorium . Personnel Boards T h e Boys’ and Girls’ Personnel Vice-Presidents are C hairm en of their respective boards. These groups meet daily, each having a period set aside for that purpose. T hese boards work closely with their respective vice-principals in counseling students regarding problems of scholarship, con duct, personal appearance, school rules, etc. T hey sponsor such special activities as Boys’ W eek, M ay Day, sock hops, and noon programs. T hey also assist in selecting representatives to such affairs as Boys’ State and G irls’ State. Ptihlicity Com m ittee A group of students who work under the direction of the Commissioner of Student Activities and the Activities Board. T heir job is to arrange for and produce publicity for all school activities. T h e members of this committee work w ith the Dorsey gram and the Art and Printing D epartm ents to employ the vari ous publicity m edium s which are available. Service Board T h e Service Board is a group of students under the co-chair- m anship of the Boys’ and G irls’ Service Vice-Presidents. T his body meets daily during 5th period to supervise the workings of the school service organization and to hear cases of offenders against school regulations. It is their responsibility to counsel and to recom mend discipline for persons wdio are referred to the board by members of the service organization. Student Council T his governing group of the Dorsey Com m unity consists of the ten elected student body officers plus ten other organization representatives. Chairman C om m unity President Sponsor Coordinator of Student Activities M embers Boys’ Personnel Vice-President Girls’ Personnel Vice-President Boys’ Service Vice-President Girls’ Service Vice-President Secretary Commissioner of Student Finance Commissioner of Fine Arts Commissioner of Com m unity Activities Yell King President of Knights President of Ladies President of Congress President of Senior A Class President of Senior B Class President of G.A.A. President of C.S.F. President of Circle-Ators Flead Athletic M anager Editor of Dorseygram T h e Council, otherwise know n as the Leadership Class, meets daily during the 4th period to transact the business of the student body. T hey work with the school adm inistration on form ulation of policies concerning student activities. T hey select representa tives to C.A.S.C., Boys’ and G irls’ State, and similiar events. T hey authorize and approve various committee activities, club charters and regulations, and financial expenditures. Most Dor sey students consider m em bership on the Council as one of the top goals for w hich to strive in their school careers. W elfare C om m ittee T h e W elfare Committee, headed by a m em ber of the G irls’ Personnel Board, organizes and heljrs to publicize welfare activi ties, such as Red Cross, C om m unity Chest, Vlarch of Dimes, and the Christmas contributions for our adopted elem entary school, Alpine. COURSES OF STUDY AND GRADUATION REQUIREMENTS C O U R SE S A N D M A JO RS Dorsey H igh School offers the following courses from which students m ust choose one major wffiich best suits their interests, needs, and abilities. Academic Majors* (College Preparatory) 1. Foreign Language 2. M athem atics 3. M athem atics and Science 4. Science 5. Social Studies Non-Academ ic Majors * 1. Art 2. Business Education (Choose one) Bookkeeping Clerical Salesmanship Stenographic 3. Home Economics 4. Industrial Arts 5. M usic * See pages 6 to 9 in Program G uidance B ulletin for outline of courses and pages 10 to 19 for description of courses. e e A change booth is provided near the outside lines so that yo;i may have the correct change for your purchases. O ff ^grounds O ur campus is completely enclosed. Pupils are not permitted to leave campus during the school day w ithout permission. Viola tions of this rule are considered serious and w arrant disciplinary action. Rancho Playground Rancho designates the large city playground which adjoins our campus on the west. Dorsey has long enjoyed its playground facilities and use of its stadium. In addition to staging m any of our athletic events there, we also have the %)rivilege of using the playground during the noon hour. T h e following regulations m ust be observed in order to protect this privilege : 1. O nly boys may use the playground at noon. 2. Lunches are not to be taken to the playground. 3. Smoking, card playing, gambling or other undesirable conduct will not be tolerated. 4. T h e playground is open from 12:30 to 1:02. School Bus C onduct T h e bus driver is responsible for conduct on his bus. H elp make his job pleasant hy using common sense and observing these rules of courtesy: D o n ’t converse unnecessarily with the driver. Avoid loud talk or singing. These are distracting to the driver. Rem ain seated at all times for your protection. Keep arms inside the bus windows. Do not eat food on the bus. Follow directions of the driver in regard to loading and unloading. Visitors’ Passes If you bring a guest or expect a visitor at school, advise them that they m ust first obtain a Visitor’s Pass. These are issued by the viee-principals to persons who, in their judgm ent, are en titled to visitors’ privileges. A SSEM BLIES Dorsey’s auditorium is one of the finest in the eity. Its acous tics and sound system are second to none. O ur assemblies are scheduled as evenly as possible throughout the year in an attem pt to have programs biweekly. A uditorium conduet and seating are under the supervision of the service clubs. Good m anners naturally imply quiet, attentive, and courteous conduct during all assemblies. Food and books are not to be taken into the auditorium . Since our auditorium will not seat the entire student body, assembly programs are presented twice. You will attend either the 1st or 2nd assembly depending on the location of your class room. Instructions are always given in the Dorsey Circular. Assembly attendance is required of all students unless other wise stated. A T H L E T IC E V E N T S Conduct Dorsey’s spirit has become know n city-wide. Enthusiasm , en riched with tradition, has become a legend everyone is proud to m aintain. W hether Dorsey’s teams are cham pions or not has not altered the student body’s spirit and support. W in, lose, or draw, the outstanding conduct of Dons and Donnas is respected by all opponents. Sportsmanship D uring 14 years of participation in the W estern League, the sportsmanship of Dorsey teams and fans has achieved a level unequaled throughout the league. A trophy, symbolic of the best attitudes by teams and spectators, was awarded for 8 years to the school selected by the whole league as the most exemplary. D u ing these 8 years, Dorsey won the trophy 6 times; and, w hen the trophy was retired, its possession was perm anently awarded to Dorsey. ] hough the contest for the trophy no longer exists, it is proudly displayed in the trophy case and serves as a constant rem inder to new classes of the reputation earned by previous students. Dorsey "D ” A symbol of Dorsey school spirit, which reminds the team that the school is behind them, is the Dorsey “D ” in the stands at football games. M ade up of girls w ith their green G.A.A. sweaters, the D is set off by other students in w hite shirts or blouses, to form an appropriate background. SC H O O L SO N G S Dorsey Alm a M ater 1. W ith deepest green our fields are bright T he spotless w hite makes each heart light T hese colors both have provcxl our right To H ail the Green and Vffiite. O ur standards may they always he As high as yonder m ountains tree W hich God hath placed on earth for thee. O ur pledge to Dorsey High. 2. O h, joyous school days, all shall be 1 he treasures of each memory. O ur songs will blend in praise of thee O ur Alma M ater, Hail! O ur standards may they always he As high as yonder m ountains free, Whieffi God hath placed on earth for thee. All Flail to Dorsev Fligh! Hail! All Flail! H it the Line H it the line for Dorsey For Dorsey wins today. W e will show the other fellows T h at the Green and W hite hold sway. Sweep down the field again Victory or die. And we’ll give a great big cheer boys. As the Dons go m arching by. Dorsey Fight Song W e ’ll fight for Dorsey High; A nd as the Dons go m arching by, V h th heart ever true, w e’ll he loyal to you. Strike up the hand for the best in the land; It’s good old Dorsey Fligh! A nd as the Green and VVdiite flash by. W e will he ]U'oud to stand up and shout, A nd cheer For our Dorsey High. R A H RAH! Dorsey Dons OH! W e ’re Dorsey Dons from Dorsey d o w n W ith our colors of Green and W hite; W e re all behind our Varsity To win the game tonight. Come on every regular fellow For Vict’ry and i lonor w e’ll fight; For we’re Dorsey Dons from Dorsey Tow n V hth our colors of Green and W hite. SC H O O L YELLS Dozffiffi “D ” (W hisper, Falk and Yell It) D D D O R S -S S E -Y D O R S-E-Y D O O R SEEY 1 0 DON DATA D on C hant Fight on you Loyal Dons Fight on you Loyal Dons D O-N-S Fight 'em, Fight ’em Fight ’em Dons, Fight ’em. Big "D” D O R S E Y D O R S E Y D O R S E Y DORSEY DORSEY DOORSEEY Don Special W ith a “D ” W ith a "D” ^Vith a D O-N S DORSEY W ith an “H ” W ith an “H ” W ith an H I G H H IG H W ith a D O N S H -LG-H Fight ’em DO RSEY FIIG H Don Stom p Glap your hands. Stamp your feet. Stand up. Sit down. W e ’ve got a team that can’t be beat! (R epeat 3 times, increasing speed and volum e.) T R A D IT IO N S k d O i ALUMNI A lu m n i Day Alum ni Day is an annual affair at Dorsey. It is scheduled in Novem ber on a day w hen we have a home football game. It is an opportunity for Dorsey graduates to return for a visit with teachers and friends. Special activities are planned including a baby show, faculty alum ni volleyball game, talent show, and football game. T o top off the occasion, an A lum ni D ance is held in the evening. Hoivdy Day One of the finest tradi tions at Dorsey is Howdy Day. T his particular Fri day, early in the semester, is devoted to the prom o tion of friendship, cordial ity, and wider acquaint ance among all Dons and Donnas. U nder the direc tion of the Student Conn cil "H ow dy” tags are dis tributed and a noon pro gram is presented in the Circle. HOWDY, DAY In the evening, the How dy Day Dance winds up the day’s activities. It is traditionally the biggest dance of the year. M ay Day jMay Day is one day a year set aside in honor of the girls at Dorsey. A gala program is held in the auditorium , w ith every body wearing spring cottons and fresh flowers. After a picnic lunch in the Circle, there is a coronation ceremony in w hich a senior girl is crowned as M ay Q ueen. A program presented for the entertainm ent of the Q ueen and her subjects completes this festive occasion. Senior Court Senior C ourt is one of the four triangles on the campus and is especially attractive because of the d i s t in c t iv e benches and sundial which have been presented to Dor sey by former senior classes. It is located betw een Build ings D, E, and K, and at noon is reserved for A-12’s. T his is a tradition that sen iors and all Dorsey students feel to be im portant. It is a place set aside at noon for Senior A ’s to spend their fast- fleeting term together in fun. SENIOR COURT C O L t E N O e R Senior Field Day SENK3R FIELD DAY ®'^^COLl£N0ER—* • Field Day is certainly one of the most enjoyable events of the Senior year. D uring this day the friendly rivalry between the Senior A and B classes is keener than on any other day of the year. In such events as tug-of-war, pie-eat ing, relay races, volleyball and baseball, everyone competes to prove his class is better. All fOLUENDER-seniors wear old clothes, usu ally levis. After the compet itive games, the festivities w ind up w ith a dance. Senior Prom T h e Senior Proms are the most im portant dances of the year, as well as the social climaxes of one’s stay at Dorsey. T h e only formal dances of the year, they are usually the most memorable because of the central themes carried out in decorations, hostesses’ costumes and the m any colored formais of the girls. It is customary for the girls to wear formais, and for the boys to wear suits, w hite shirts and ties. All the planning and decorating is done by the Prom Gom- mittee. Tradition Day T radition Day is appropriately named, because its ceremony is one of the oldest traditions at Dorsey. It is the Senior As’ formal farewell to their school and to their fellow students. T h e program begins in the auditorium , where both classes are assembled. At this time the Senior A President turns over Senior C ourt to the Senior B class, and announces the gift of the outgoing class to the school. T h e respective senior breakfasts follow the Tradition Day programs. HANDBOOK 15 SPEC IA L A C T IV IT IE S Band In their green and w hite uniforms, Dorsey’s band is always one of the outstanding bands in the city. It has become know n for its unusual and interesting half-time stunts during the fall football season. In the spring semester, it becomes a concert band and takes part in the city music festivals and programs at local schools. T hroughout the year it performs for m any comm unity events as well as school programs. In special cases practical and fine arts credits may be earned through band membership. K nights and Ladies credit may also be earned by band members. Choir T h e A Cappella Choir is composed of selected voices chosen by the director. It is an outstanding mixed choral group and strives to interest the entire school in music appreciation and participation through m any varied and unusual programs. T h e choir participates in m any assembly programs and music festivals, and always has an im portant part in the graduation program. Creative W ritin g Creative w riting is a class open to anyone in A l l or above. W ith special permission from the teacher, other students may enroll. 1 his class offers a young w riter a chance to try “his wings.” About half the tim e is spent on poetry and half on prose. T h e prose work culm inates in the w riting of a short story. T his class sponsors the production of Trial Flights, Dorsey’s creative writing publication. Drama Dorsey offers two classes in drama. Dram a I gives training in speech, platform m anner, general poise, and elem entary dramatic training. Dram a II is the production class and is open to students who have completed Dram a I. Further training in diction, stage presence, and actual participation in plays is offered. Invaluable experience in working w ith others as well as in the more techni cal aspects of drama work is gained by the students in this class. Orchestra T h e Dorsey orchestra is another outstanding instrum ental group w ith m em bership open to proficient and callable players. T h e orchestra always has a busy season perform ing for plays, assembly programs, music festivals, and special musical events. M embers are easily recognized by their distinctive w hite orches tra sweaters and orchestra club pins. Practical and fine arts credits, as well as K nights and Ladies credits, may be earned by orchestra mem bership. Public Speaking Beginning and advanced classes in public speaking are offered at Dorsey. T hey provide a wide variety of speech activities for students w ith interests and talents in this field. Interscholastic and intersectional contests in debate and oratory climax the work in the speech departm ent. S T U D E N T G O V E R N M E N T Student governments vary from school to school, no two arc alike. Some have very lim ited powers, others more extensive, depending on the quality of leadership they have demonstrated in building their organizations. Dorsey’s student governm ent has hroad powers and exercises jurisdiction over all school activities not specifically restricted to the administration. T his requires a large organization of officers, boards, committees, and other groups to carry on the m any responsibilities involved. O ur student governm ent organization is set forth in the school C onstitution w hich may be found in the appendix of this h and book. Its provisions may be changed and am ended from time to time as necessity warrants. You may keep it up-to date by record ing new am endm ents in the space provided for this purpose. T he Student Council is the governing body of the student or ganization. T h e Dorsey C onstitution invests this group w ith the legislative and executive powers of the Student Governm ent. Various other boards and committees carry on the m any special ized activities and duties for w hich they are responsible. A brief description of these various groups follows. Activities Board Fhe Activities Board is, a representative student group formed to provide a coordinating center through w hich requests for publicity for all major school activities may he channeled and handled. T his Board helps plan school activities and organizes publicity for the various events. T he Commissioner of Com m u nity Activities is head of the Board and representatives from key organizations assist him w ith his duties. A ctivity Point System T he activity point system has been established in order to achieve a democratic and more unified m ethod of accrediting students for service and participation in school activities. Points obtained determ ine eligibility for student body offices and honor organizations (an d can be used upon graduation to help obtain scholarships or jobs). T he system also provides a means of giving credit to transfers for participation in activities at their form er schools. Such trans fers could then become eligible for student office and honor organizations under the Dorsey system. Assem bly Com m ittee T h e Assembly Com mittee plans and arranges for various school assemblies throughout the year. Am ong those which the committee organizes and produces are the “Kickoff,” activity ticket, and patriotic programs. T his group collaborates w ith the T alen t Com m ittee in produc ing talent shows and Circle programs. Pupils from all grades arc eligible to apply for membership on this committee. Budget Board T he Budget Board is composed of seven members: Boys’ Vice- Principal, Coordinator of Publications, Coordinator of Siudent Activities, C hairm an of Boys’ Physical Education, Financial M anager, President of the Student Body, and Commissioner of Student Finance. T h e purpose of the hoard is to prepare the annual budget for the student body. All budget requests are subm itted to this body. W h en the Board has prepared the annual budget, it is then subm itted to the Student Council for approval. Requests for funds not provided for in the budget m ust be presented to this board for consideration and approval before they m ay be authorized. C. A.S.C. T he California Association of Student Councils is an organiza tion for the benefit of all public high schools in the State. Repre sentatives from m ember schools are sent to various meetings in w hich school problems are discussed and ideas exchanged to help each school improve its student governm ent, its social and activity program, and its relations w ith neighboring high schools. Dorsey has held several im portant offices in C.A.S.C. Congress T he Dorsey Congress, m eeting twice a m onth, is composed of elected student representatives from each homeroom. Congress discusses problems brought from homerooms, determ ines student opinion regarding current school affairs, advises the Student Council as to student opinion, and reports back to the homerooms on progress being made or action taken. Since every Dorsey stu dent is represented in Congress, it is truly the most democratic group in our Student Governm ent. Elections Student Body Elections are held approxim ately one m onth be fore the end of each semester at which time the ten elective offices arc filled for the coming term. T he candidates m ust meet service, scholarship, and character trait requirem ents as set forth in the C onstitution. T hey are also required to give short speeches at an election assembly after which the entire student body votes on the candidates. T he elected officers autom atically become members of the Student Council for the next semester. 14 DON DATA HANDBOOK 1 1 Breakfast, Tickets, and Prom. T h e A-12’s also have a G ift Com mittee and a G raduation Com mittee. In the A -11 term a comm it tee of appointed homeroom representatives select the class names, emblems, and sweaters to be voted upon at the beginning of their B-12 semester. Officers and committees work together in planning class meetings, collecting dues, and organizing social events. SER V IC E C LU B S Dorsey is proud of its three boys’ service clubs: the L .D .S , Triangle, and Vikings. T hey perform valuable service to the school. These clubs are responsible for ushering in the auditorium , noon assignments in the Circle, and supervision of the outdoor food lines at the cafeteria. T he three clubs rotate these respon sibilities during the semester. In addition to their service activi ties, they enjoy m any social af fairs during the term. Eligibility for m em bership var ies slightly w ithin the clubs. In general, a boy m ust have reached the A -II grade, w ith acceptable scholarship and citizenship, and have perform ed two semesters of school service. T h e Letterm en’s Club, as the nam e indicates, is composed of boys who have lettered in, athletics. You will recognize the m embers of these clubs by their dis tinctive sweaters and insignia: L.D.S. members wear club insignia on the shoulder of the letterm en’s sweaters. T riangle club has brown sweaters w ith triangular green emblems. Vikings have blue sweaters w ith w hite Viking shields. SPECIAL SERVICE O R G ANIZATIO NS D o r s e y h a s s e v e ra l groups w hich perform spe cialized services as regu lar class work rather than as club activities. M em bers of these organizations are enrolled in certain special classes and receive regular school credit. i l i l u m i L p THE VIKINGS coufMoe^—Ü TRIANGLES A thletic Managers T h e athletic managers arc in charge of equip m ent and organization at all athletic events. Each coach selects his own team ^\COllENCER — “ managers and they work in conjunction with the coach and the team. M an agers carry on their duties during 6th period and after school, d hey are enrolled in physical education 6th period, receive a mark, service credit, and in most cases a letter award. Projectionists T his group of hoys are enrolled throughout the 6 jieriods of the day so as to have projection crews available each period. Each crew is limited to 6 members including the crew chief. Projection is open to A lO’s through A-12’s. Some B lO’s who have had junior high experience are accepted. School credit may be earned for 2 semesters (1 0 credits). Boys in this activity learn to operate the various types of equipm ent used at Dorsey and serve as projectionists for class room teachers who use films and slides. Sound Crew 1 he top students in electricity and radio are usually members of this group. Dorsey has some of the finest sound equipm ent to be found in any high school in the country and it takes a fine crew to service and operate it. These boys m ust be willing to put in extra hours w hen athletic events and evening programs re quire sound equipm ent. Stngg Crew Stagecraft gives students with a genuine interest an oppor tunity to develop skill in the tools and equipm ent used on the stage. T h ey also learn the techniques of teamwork w hich are essential to a good crew. Eligibility for stagecraft is based upon citizenship, dependability, and a willingness to work. W ith the rapid developm ent in television production, stagecraft is a fast- growing field. Los Angeles City College offers an advanced course in this field and has been successful in placing all stage craft graduates thus far. SPEC IA L IN T E R E S T C LU B S Aviation Chih I his newly formed club is open to all students who have genuine interests in aviation. Its purpose is to promote interest and further research and developm ent in this rapidly expanding field. Its activities are discussions of current and past problems of interest, visits to aircraft industries, airports, and other special places relating to aviation. Dorsey Christian Fellowship Its purpose is to %rromote C hristian fellowship and Christian ideals on the Dorsey campus. M em bership is open to all students interested in attending the meetings. M eetings are, at present, held on T hursday during the noon hour. D.C.F. is not a club in terms of m em bership requirem ents, and it does not have a constitution or club charter. French Chih T h e activities of the French C lub include club programs and social events. M eetings often feature guest speakers on topics relating to France, its background and culture. Social affairs include club banquets at French restaurants, m otion pictures in French, etc. T here are no restrictions as to mem bership. Anyone who is interested is invited to join. Latin Cluh T he purpose of Rénovantes Return Rom ana rum , the Latin club, is to give students who have a common language interest an opportunity to meet together for both social and cultural ac tivities. 1 h e members are encouraged to enter discussions con cerning the contributions of the Rom ans and of Latin to our m odern world. T h e activities of the cluh arc largely social and the cluh sponsors several different affairs each year. M em bership is open to all students in the Latin classes or to any who have studied Latin. Spanish Chih Pupils who arc in Spanish III or above m ay join the Spanish Cluh. T h e cluh sponsors various social events, such as dinners featuring Spanish food, movies in Spanish, and trips to such atmospheric spots as Olvera Street. Each year it joins w ith the other two language clubs for a banquet at a foreign restaurant, w here a p>rogram is presented hy eacb club for the enjoym ent of the others. Science Cluh 1 he Science C luh is open to all 10th, 11th, and 12th graders who are genuinely interested in science. At its regular meetings, students have an opportunity to demonstrate their science proj ects and to discuss their plans for scientific careers. Am ong its other activities trips are made to commercial and industrial plants, science laboratories, the Griffith Park Planetarium , and an annual visit to the seashore to collect tidepool plants and animals. STUDENT ORGANIZATIONS AND ACTIVITIES e e A C T IV IT Y TICKETS A Student Activity Ticket is offered each semester, thus en abling the student to purchase, on a budget plan, athletic admis sions, school paper and annual, and rights to attend certain assemblies. T he Activity T icket varies slightly in price depending on the items included but usually sells tor around $3.00. Paym ents can be m ade in weekly installments. T he ticket represents cpiite a saving to the buyer since the value of the separate events and publications totals almost twice that amount. A T FIL E T IC PR O G R A M Dorsey H igh School is a member of the W estern League, m eeting Fairfax, Ham ilton, Los Angeles, University and Venice in league competition. Sports in w hich we participate include: football, cross country, basketball, tennis, gymnastics, swimming, track, and baseball. In addition to varsity teams in these various sports, there are the following classification teams: “B” football, “B,” “C ,” and “D ” basketball, “B” and “C ” track, and junior varsity and 10th grade baseball. T hese latter teams give the younger and smaller boys an opportunity to compete w ith teams of comparable ability. As a m em ber of the Los Angeles City School System, we are governed by “Rules and Regulations Governing Interscholastic A thletic Contests,” the official athletic guide for all schools in the city leagues. Boys interested in athletics are primarily concerned with rules governing eligibility, the exponent system of classification, and the earning of athletic awards. Im portant points relative to these subjects are outlined below: Eligihility 1. M ust be exam ined and classified physically fit hy the school doctor. 2. M ust be under 19 years of age on Septem ber I, for fall sports, and on January 31, for spring sports. 3. M ust be at least 15 years old in order to compete on varsity football, basketball, or track teams. 4. N o student is eligible for competition after completing 8 semesters of school attendance in the 9th to 12th grade level. 5. Fraternity affidavits stating that the athlete is not a member of a high school fraternity or secret society m ust he on file with the boys’ vice-principal or the coordinator of athletics. 6. A boy may not participate on any non-school team during a season that he is out for a school team. 7. Each athlete m ust pass in four subjects (including physical education) the preceding semester as well as the semester of participation. Grades are checked at the 5th, lOth, and 15th weeks. 8. A boy who is living out of the district w hen he first comes to Dorsey m ust have a perm it from the school in whose district he resides. T his perm it m ust grant full athletic privileges. 9. A ttendance, citizenship, and conduct m ust be satisfactory at all times. Classification 1. T h e “exponent” system by which athletes are classified is based upon age, weight, and height. A hoy whose exponents total 89 or above is in Class “A,” 84 to 88 in Class “B,” 80 to 83 in Class “C, ” and 79 or less in Class “D .” 2. Classification m ust be completed during the first 2 weeks of each semester. 3. A student’s age for the fall semester is his age as of Sep tember 2; for the spring semester, as of February I. ■' v O U fNŒR- - J £ 2 | ___ . Athletic Awards X X I. Certificates, indicat- TEAM ing the award of a letter, are given during the last three weeks of each se mester. A graduating sen ior may be granted his certificate as soon as it is earned. 2. A student m ust be passing in four subjects and be satisfactory in citi zenship at the time awards are made. 3. Size of letters: Class “A ”— 8 inches Class “B”— 6 inches Class “C ”— 5 inches Class “D ” — 4 inches 4. Chenille letters may be purchased after an individual re ceives his award. 5. Stripes designate the num ber of years on a Class “A ” team. 6. If a student wears an illegal award or stripe, he becomes ineligible for further competition. 7. Requirem ents for certificate of letter awards: Football: Alust % ffay in 50% of quarters of league games. Basketball: M ust play in 50% of quarters of league games. Track: M ust make 10 points in dual meets or score in league meet. Gymnastics: M ust make 10 points in dual meets or score in league meet. Baseball: M ust play in 50% of innings of league games. (Pitchers and catchers need 9 innings only.) T ennis: M ust play in 50% of league matches. Cross C ountry: 5 best m en in dual meets or in the first 5 in the league run. Letterm en’s Banquet T his athletic award affair is held each semester in the school cafeteria. Boys receiving awards are encouraged to bring their fathers w ith them to this banquet. Insurance Protective insurance, to cover possible injuries during football season, is required of every boy going out for football. T his is standard insurance made possible through the Caifornia Inter- scholastic Federation, and the fee m ust be paid before uniforins will be issued. Dorsey Tournam ent T his elim ination tournam ent, held each year at the close of the regular league season, determines the city baseball champion for the year. T he tournam ent was originated by Coach Sid W ith crow, formerly of Dorsey, and includes all teams in the city. Games are played at Rancho Playground. W estern League T h e revision of leagues throughout the Los Angeles city high schools effective in September, 1952, changed the W estern League slightly, reducing it from 7 to 6 schools. Dorsey, Fairfax, hlam ilton, Los Angeles, U niversity and Venice comprise the league as it now stands. Dorsey’s A thletic History After riding the storm of the first few years, Dorsey’s athletic teams soon rose to a position of cham pionship contention. Teams in all sports have won league cham pionships, as w^ell as city recognition. Probably the most outstanding accomplishment has been our three baseball city championships. 1 2 DON DATA HANDBOOK 13 C IR C L E-A TO R S Dorsey’s social activities, including dances and sports nights, are planned and directed by the Circle-Ators. M em bership in this organization is open to all students. C hairm en are appointed each semester to organize committees to decorate, serve refreshments, provide entertainm ent and pub licize these events. T h e Circle-Ator pin may be worn by any of these members active in committee work. T he committee chairm en and club officers make up the Circle Ator Executive Cabinet. T his group fomulates the plans and policies of the club and coordinates the activities of the various committees. Point credit toward the Knights and Ladies organizations may be earned in committee work. C L U B R E G U L A T IO N S A N D TLIE IN T E R -C L U B C O U N C IL School clubs are regulated by the school constitution and by the Inter-C lub Council. T his latter body is composed of the presidents of all the chartered clubs at Dorsey. Its purpose is to see that clubs follow school regulations and all have up-to-date club information. T his group provides a direct avenue of contact betw een clubs and the Student Council. T h e Inter-C lub C oun cil has the responsibility for chartering clubs. H ow to Organize a N e w Cluh A student group of 25 or more members having a faculty sponsor may apply for a club charter. A proposed constitution m ust accompany this application. If the application is approved by the school adm inistration and Student Council, the Inter- C lub Council may grant the charter. C luh Funds All dues collected by a club m ust be deposited in the Business Office, B 101. A separate account is set up for each organization. All purchases and expenditures m ust be m ade through the Business Office. N o individual club, club member, or sponsor may hold or spend club funds w hich have not been accounted for hy the Business Office. Sweaters, Pins, and Insignia Sweaters, pins, and insignia m ust be approved and authorized by the adm inistration and Student Council. M eeting Days In order to avoid conflicts in m eeting times, it is customary* for school service clubs to meet on Mondays, Knights and Ladies on Tuesdays, and special interest clubs on W ednesdays. C O M M U N IT Y SER V IC E— T H E KEY CLUB T h e Key C lub was formed in 1949 by the Student Council in cooperation with the Angeles Mesa Kiwanis Club. T his club represents Dorsey in various com m unity projects and supports fund-raising drives for worthy causes. Its purpose is to represent some com m unity activities in the school and some school activities in the community. Boys with satisfactory scholarship and citizenship are eligible to apply for mem bership w hen they become A -11’s. D A N C E S U nder the sponsorship of the Circle-Ators, school dances are held regularly throughout the school year. T h e same high stand ards should be upheld at the dances that we m aintain wherexer Dons and D onnas assemble. All members of the student body, alum ni, and guests are eligible to attend. It is customary for guests to be accompanied by cither a student or an alum nus. School smoking regulations apply at school dances. Appropriate dress is always publicized in connection with each dance, w hether it is sport, dressy, or formal. T-shirts, jeans, leather jackets, and Balboa blues are never appropriate. RETURN 6ERTRU ....... : O L l £ N 0 e B — » GIRLS' ATH LETICS Girls’ A thletic Association C urls’ A thletic Asso %------ « ciation (C .A .A .) is open (wATCH Y to any girl interested in Ç athletics and related so cial activities. Each girl is given a basic skills test upon entering the association. T he activity program includes such team sports as volleyball, basketball, softball, and speedball; and such in dividual sports as arch ery, badm inton, twoso-'^c volleyball and tennis. T ournam ents are sched uled for each activity. T he activities are he d after school and credit is given for regular participation one day a week. Six credits are needed to qualify for the letter “D ” award at the end of the B-11 semester. Thereafter, a star is awarded for each additional two credits. T h e three star letter is the top letter award. T h e highest award is know n as the “O utstanding C.A.A . G irl” award given to a Senior A, not on the Cabinet, for out standing service in C.A.A. Selection is m ade by the C ahinit. For specific inform ation about letter requirem ents, refer to the C.A.A. Handboook. Special Events C.A.A . Formal T ea: Each semester the new members are for mally received into the C.A.A . by the Cabinet, the school ad ministrators, and the C.A.A. sponsors, at a formal tea. Play Days: Once a year, Dorsey is hostess to four other city schools. Dorsey D onnas spend the afternoon (1 :0 0 to 4 :0 0 ) playing games, singing songs, and m aking new friends. O n other occasions, we are invited to send representative groups (6 0 to 70 girls) to other schools for their playday programs. C.A .A . Breakfast: T h e affair which every m em ber of C.A.A. looks f’ orward to is the Awards Breakfast. Each girl receives her award and recognition for successful participation in C.A .A . Fli- lites of this event are the announcem ents of the outstanding C.A.A. girl and the new Cabinet officers. Girls’ I ctter Society G irls’ Letter Society is the honorary service group in C.A.A. Apjilication is open to any girl who has earned her one-star letter. M em bership is based upon service rendered to C.A.A . and the Girls’ Physical Education D epartm ent. A point system is used to evaluate this service. For further information about the point system, see the C.A.A. Handbook. T he purpose of the C.L.S. is to give recognition to outstanding girls in C.A.A. and as a group to offer efficient leadership and service for C.A.A. M odern Dance M odern Dance is a special physical education class. T h e be ginning class learns the basic techniques and elements of creative or interpretive dance. T he interm ediate class enlarges its dance vocabulary and begins creating group dance studies. T he ad- xanced class is the production group. For the past several years, this latter group has presented the girls’ M ay Day Assembly and other programs. Any girl, in the A -10 or above, may select M od ern Dance for her physical education credit. She should enjoy dancing and he interested in rhythm ic training, poise, and grace. I e I in is Cluh 1 he Dorsey G irls’ T ennis Chdr was organized to create a greater knoxxledge and interest in the game of tennis. T o become a m ember you must liaxe taken tx x ax previous semesters of tennis. A playing team and a ivm-playing team are established as early in the semester as possible. T he playing team plays with the tennis chdxs from other schools. # # H O N O R O R G ANIZATIO NS C.S.F. or Criterion Cluh Dorsey H igh School is a m em ber of the C alifornia Scholarship Federation, C hapter 353. Any student receiving a grade point count of 10 and haxing no unsatisfactory marks in character traits or in physical education may become a member. A student who is a C.S.F. m em ber for 4 semesters, one of xvhich is in the senior year, becomes a Sealbearer in the organization and receives the gold seal of the state federation on his diploma. An A counts 3 points, a B counts 1 point. C ’s and D ’s have no point value. T he C.S.F. pre,sident is a m em ber of the Student Council. T he society’s motto is “Scholarship for Service.” Ephehian Society T h e E phehian Society is a city-xvide organization established to encourage able and worthw hile young people to become active in and give support to com m unity governm ent and its activities. For every 40 seniors or major fraction thereof, one student may be selected for m em bership in this society. M em bership is based upon serx'ice, scholarship, and leadership. At Dorsey, the students are selected by a combined vote of the senior class and the fac ulty. Such election is considered one of the highest honors a student may attain. K nights T h e Dorsey Knights, senior boys’ honor society, was organized in 1939. Its m em bership may vary in num ber but cannot exceed 25. Eligibility for mem bership is based upon activities, service, scholarship, and leadership. Boys may ajrply at the end of their A l l semester. T hey m ust hax^e a 2.5 scholastic ax-erage, favor able recom mendations from teachers, and a satisfactory activity and service record based on the K nights’ point system. Leader ship ability is evaluated hy the K nights organization. T h e above ratings are then combined and members are taken in order from the eligibility list. T h e Knights perform txvo im portant services. 1 hey act as official hosts for the school at all im portant functions. T hey also spend considerable time w ith new hoys; helping them with enrollm ent and familiarizing them with the school and its opportunities. Ladies T h e Dorsey Ladies, a senior girls’ honor society, was organized in the spring of 1939. M em bership is based on leadership, service and scholarship. Applications of prospective Ladies are ex aluated according to a point system. T hough m ainly an honorary organization, the services which the Ladies extend to the school are m any and varied, though helping new girls become familiar with the school is their first responsibility. Senior girls, having attained the honor of becoming Ladies, continue to set standards and traditions for Dorsey girls of the future. P U B L IC A T IO N S T h e Circle O ur school yearbook, the “Circle,” is published in June of each year by members of the A nnual staff and Photography de partm ent. It provides a pictorial record of the school year, and is one of the most cherished possessions of ex-ery Dorsey student. All committees, boards, and organizations are pictured in the Circle together with individual photographs of members of the txvo senior classes. Purchasers of Activity Tickets in the spring semester receive copies of the Circle, and a lim ited num ber are printed lot sale to non ticket holders. T h e Dorseygram O ur school newspaper, the “Dorseygram,” is issued xxcekly to Actix'ity T icket holders. Others may purchase a copy for fix e cents. It is published by the journalism and printing students as a means of encouraging greater interest and particiiiation in school activities. T he Dorseygram serves a dual purpose. It offers journalistic and printing experience for pupils enrolled in these subjects, and at the same time provides the entire student body w ith an excel lent m edium of inform ation and publicity regarding school af fairs. In the Dorseygram, you will find not only the accounts of w hat’s been happening around school but also inform ation on coming ex’cnts. Trial Flights T rial Flights is a literary publication devoted to original prose and poetry. C ontributions are accepted from any student in school, and it is edited by members of the Creative W riting Class. Adxance orders are taken through English classes and distri bution is made early in June of each year. SCHOOL SERVICE Sendee OrgowzaHow T he Service Organization helps to carry out the rules, regula tions and traditions set forth by the school goxiernment. T h e students elect a G irls’ Service Vice-President and a Boys’ Service Vice-President xvho select, w ith the help of their sponsors, a Service Board. T his Board accepts applications for service and selects students to fill axaliable posts. A nother im portant job of the Service Vice-Presidents and the Board is to hear the cases of offenders, and to discipline students xA 'ho violate school rules. School Service is a “m ust” for anyone who wishes to be eligi ble for service clubs, honor organizations, or student office. N ew students should watch for announcem ents regarding service appli cations at the beginning of the semester. R emem ber — Service is xvorking for the betterm ent of the school w hich m eans we are xvorking for the betterm ent of our selves. Dorsey Secretaries 1 he Dorsey Secretaries, a part of the Service Organization, is made up of 25 girls from grades A -10 to A -12. Applications for membership are accepted at the end of each term. Prospective members m ust pass a test in typing skill. T he secretaries perform typing, duplicating, addressing, and other secretarial duties for the student body, for clubs and for teachers. Llostess Cluh 1 his group of girls is a part of School Serxace rather than a chartered cluh. Its m em bership is made up of girls from A -10 to A 12. N ew members are chosen each semester, txvo or three from each grade level, to replace the graduated seniors. Selection is based upon scholarship, citizenship, attendance, and personal ajxpearance. T he Hostess C lub serves at all student, faculty, and P.T .A . teas, luncheons, and dinners. M eetings are held every Friday. Senior Service Cluhs T h e highest achievem ent attainable in the serx'ice organization is m em bership in the boys’ or girls’ Senior Service Club. M em bership is open to those xx'ith three semesters of recommended service and satisfactory scholarship (n o “D ’s, ” “F’s,” or “U ’s” on last tw enty xvecks report card). These clubs include all service captains in their memberships enabling each group to function as a supervisory body over its serx'ice squads. T hey also check and rate individual service m em bers in perform ance of their duties. W h en any squad encounters ddlicuities in carrying on its job, members of the Senior Service Club act as “trouble-shooters,” inx'cstigating, and helping to solve the problem. T he clubs meet xveekly under the direction of the service sponsors. I he members xvear distinctix’c Senior Service insignia. SENIOR CLASS O R G ANIZATIO NS T he organization of the senior classes includes ( 1 ) the election of a president, boys’ vice-president, girls’ vice-president, secretary, and treasurer; and ( 2 ) the appointm ent of homeroom representa tives on each of the committees for Field Day, T radition Day, 63 APPENDIX A aU'K DAÏÀ HaMDBOuK 6I| APPENDIX B SIXTY-FIVE STUDY QUESTIONS AND ANSWERS BASED ON DON DATA HANDBOOK 1. Dorsey dedication? On Friday, September 10, 1937; the following Monday 875 pupils and 39 teachers entered, 2. Five school administers and their functions. Gerwin Neher, Principal Mary Howard, Girls* Vice Principal Walter Larsh, Boys* Vice Principal Augusta Hatch, Counselor Carrie McEwan, Registrar 3. Absence note should have the following points? Date, Day included in absence and reason for ab sence . i|, Dorsey* s motto, and its meaning? Ad Astra, which is Latin for "Look to the Stars," 5, Absence five or more days— what is the procedure? Be checked by school doctor or nurse before being readmitted, 6. Permit to leave campus? Bring a note from a parent to the vice principal*s office and get your permit before leaving. 65 7. Three tardies, five tardies (procedure)? Three tardies, sent to attendance office and parents notified. Five times, class must be dropped. 8. Four different types of bell schedules? Regular, assembly, homeroom, short homeroom. 9. Length of periods? Average about 50 minutes. 10. Students eligible for free bus rides? Pupils south of 57th Street, Charlene, Marburn, Marvale, and Northridge, 11. Location of business office? It is located in Room B 102, 12. What is the dug out? It is the student store located in B building next to the business office. 13. What is the circular? It is the official Dorsey bulletin issued on Monday, Wednesday, and Friday, and is read in all second period classes, li|, How do you get a notice in the bulletin (circular)? Must be signed by a faculty member and brou^t to the office. 15. Signal for fire drill? 66 Continuous series of short rings. 16. Signal for Red Alert? Short and long rings. 17. Signal for air attack (surprise)? "DROP" announced by any teacher. 18. Best shelter in ease of an enemy air attack? The hallways in the classroom buildings. 19. Dorsey*s athletic league? and other teams? Member of the Western league. Fairfax, Hamilton, Los Angeles, University, Venice high. 20. Dorsey*s sports? Football, cross country, swimming, basketball, tennis, track, baseball, and gymnastics. 21. Dorsey tournament? Élimination tournament (each year) determines city baseball champion. 22. Circle-lators (function)? Plan social activities such as: dances and sports nights. 23. Inter-club council (how does it work)? It controls all of the clubs in Dorsey, and meets on Tuesday. 2I 4. Organizing a new club (how)? 67 A student group of 25 or more members with a faculty sponsor may apply for a charter through the vice principal’s office. 25. Purpose of the Key club? To represent Dorsey in community business. 26. Rules about dances at Dorsey? Proper dress, no smoking, guests must be accom panied by alumnae. 27. L. A. code on school dances? Prohibits leaving and returning to a school dance. 28. Smoking (state law)? Smoking is prohibited at Dorsey by state law. 29. Rancho Playground (rules)? Open only to boys between 12:30 to 1:02. 30. Mho is responsible for conduct in assemblys? The service clubs. 31. Dorsey’s sportsmanship record? Mon the sportsmanship trophy 6 times out of 8 times it was awarded. 32. HowdyjDay (purpose)? Howdy Day is to promote friendship in Dorsey. 33. Purpose of May Day? May Day is to honor the girls, or "Donnas," of Dorsey. 68 3k* Where is Senior court? Between D and E buildings. 35. What is the purpose of the Senior Prom? So that all seniors may leave Dorsey remembering Dorsey with all its happiness and fun. 36. When are passes not needed for library entrance? Before school, after school, and at noon. 37. Checking out books (procedure)? Sign name, and second period room number on card in book. 38. Area we may eat lunch? Cafeteria area and four triangles. 39. Work permit (procedure)? Obtain them from the employment coordinator in BIOO. ijO. Free sixth period (who)? B12:8, A12*8, AID’S, Bll’s, All’s with "B’s" and "A’s" if they want. 1 41, State law for compulsory education? Until 18 years of age and 3 years of high school or entering the armed forces. 1 42. Parking space for cars? Nearby streets and lots. [ 43. Parking on school grounds? 69 A permit must first be obtained from the vice principal. kk• State law about fraternities? It is unlawful to be a member of a secret group made up of students, 1 45. What is hazing? Any act which injures, degrades or debases any other student. 1 46. What is G.L.S.? "Girls Lettermen Society." 1 47. O.S.P. (requirements)? Any student with 3 A’s and one B may become a member of C.S.F. ijB. Ephebians (how to become a member)? The vice principals each year select some A12*s to become an Ephebian. They are life long members. 149. How do you become a Knight? Eligibility for membership is based upon activi ties , service, scholarship, and leadership. Boys may apply at the end of their B12 semester, 50. What is the service board and function? It decides who is accepted for service and makes corrections in case of some one failing to work on their assigned service. 7C~] 51. Selection of Knights & Ladies (differences)? Selections differ in many ways such as their point system. 52. Purpose of service? This is the way someone can help their school and to obtain points to become a Member of Knights or Ladies. 53. Why is it necessary to join service clubs? To gain points and to gain experience in leader ship. . Requirements for a service club. In all, we have had 2 semesters of approved service and good grades. 55. Boys service clubs? L.D.S., Triangles, Vikings. 56. Three responsibilities of the service clubs? Ushering in auditorium, noon assignments in the Circle, supervision of food lines. 57. Six special interest clubs. Aviation club, French club, Latin club, Spanish club. Science club. Dorsey Christian Fellowship is not a club in Dorsey now, however there a lot of Christian Cells who are trying to revive it. 59. Powers of Student Council? 71 It has all the legislative and executive powers of student government. 60. Duties and activities of Congress. It discusses the problems brought from each of the homerooms and anything passed by the Congress goes to the Student Council. 61. When student body elections held? Approximately one month before the end of the semester. 62. Duties of Personnel board? They sponsor such programs as Boys* Week, May Day, Sock Hops, and Noon programs. 63* Duties of Service board? To supervise the people on service and to study offenses done by people on service. 6I 4. List members of Student Council. Dennis Wheeler, Bob Takeuchi, Jo Ann Wolf, Jim Robinow, Helen Yamada, Georgia Alevizos, Jean Pujioka, Evelyn Bush, Bob Gar1ton, Jerry Brownstein, Harvey Coleman, Carol Sales, Jim Beardsley, Henry Lewin, Jim Stealey, Angela Pateria, Joyce Battu, Kaye Harrison, Steve Encell, Brent Barksdale. 65. Make a list of 5 or 10 school rules that you think 72 should be changed. Add a few more ways to make Knights available. Change the policy of making 3 service points for lunch service and 2 Kni^t points to 3 points for both. Start Dorsey Christian Fellowship again. Change the area in which you must live for a lunch pass from 5 to 10 blocks. Have some more special interest clubs. Record grades and credits at end of each semester: CURRICULUM \ Major First Semester Second . Semester i i < I i ] < 1 10th Year 1. Health and Physical Education 2. English 3. BIO Life Science AlO Life Science or W orld History 4. Driver Education 5. 6. 7. 8. TOTAL 11th Year 1. Health and Physical Education 2. U. S. History I, II 3. B ll American Literature A ll English Elective 4. 5. 6. 7. 8. TOTAL 12th Year 1. Health and Physical Education 2. U. S. Goverment 3. 4. 5. 6. 7. 8. TOTAL Check off as completed. SENIOR HIGH SCHOOL GRADUATION REQUIREMENTS 150 credits above 9th grade 6 sem esters in senior high school 6 sem esters in curriculum Driver Education Physical Education— 6 sem esters English — 4 sem esters B I O A lO B ll All Social Studies — 3 sem esters B ll B12 All World H istory— 1 sem ester in AlO (for all Academic Curricula except Science Majors Life Science— 1 sem ester in BIO Laboratory Science — 2 sem esters Fine Art — 1 sem ester Practical Art — 1 sem ester Music — 1 sem ester Senior Problems — 1 sem ester advised Basic M athematics IV (Senior Mathematics) — 1 sem ester required in B12 or A 12 if test is not passed. NAME GRADE HOMEROOM HOMEROOM TEACHER GRADE COUNSELOR GRAND TOTAL Students w ho wish practical vocational advice from business and professional m en m ay obtain appointm ents for personal interviews with leaders in the community by contacting the vocational guidance committee of the Kiwanis Club of Angeles Mesa. See the principal for an appointment. COST OF PRINTING DONATED BY KIWANIS CLUB OF ANGELES MESA. LOS ANGELES. K \ VM cJc r j - ' s b M 4 = 1 1 R e v i s e d Edition, 1953 S u s a n M. D o r s e y High S c h o o l 3537 F a r m d a l e A v e n u e Los A n g e l e s 16, C a l i fo r n i a < & Ü % ta a* t à M X M X t a M O i-j O o X Ü C O X Ü X w C O o Q ! 1 P R O G R A M I \ 1 G U I D A N 0 E I B U L L E T I N J A Graduation Requirements. .DescriptionofCourses Graduation Depends Upon Completion ol a Definite Curriculum D o r s e y H ig h S c h o o l o f f e r s th e f o llo w in g f r o m w h ic h th e s tu d e n ts m u s t c h o o s e o n e m a jo r w h ic h N o n - A c a d e m ic M a jo r s * 1 . A rt 2 . B u s in e s s E d u c a tio n ( C h o o s e o n e ) a . B o o k k e e p in g b . C le r ic a l c . S a le s m a n s h ip d . S te n o g r a p h ic 5 . ( C o ll e g e P r e p a r a to r y ) 1 . F o r e ig n L a n g u a g e 2 . 4 . I courses am Pages 10 to 19 lor descriptions ol courses SERVICE CLASSES 1 , lIB H A E y P R A C T IC E I, D -B 11-A 12 Library Practice is offered library ' P R O jE C T IO N C R E W B 1 0 -A 1 2 Library Practice is open to students Dorsey. It also services the equip- upon the recommendation of an Eng- ment, aids in ordering supplies, cata- acquire practice in performing iish teacher. The course carries upper logues equipment and supplies, and actual library service. Familiarity division elective credits. advises the student body and faculty with library materials, instruction in _ ^ about the audio-visual materials that the use of reference books and other Library Practice is not an English are available. Crew, members show library books, and an opportunity to o k iv e . It may be taken in addition film strips and slides as well as mo- be in intimate contact with books, is ty but not in place of an Eugbsh elec- tion p ictures., of particular value to the pre-college tive. Enrollment is open to students who are approved by the instructor. MINIMUM PROGRAM F o u r s u b je c ts p lu s P h y s ic a l E d u c a tio n = 2 5 c r e d its . E a c h s u b je c t is p u r s u e d fo r 5 p e r io d s p e r w e e k th r o u g h o u t th e s e m e s te r . S u c c e s s f u l c o m p le tio n o f s u c h a s u b je c t e q u a ls 5 c r e d its to w a r d th e 1 5 0 r e q u ir e d f o r g r a d u a tio n . ■ S tu d e n ts in g r a d e s A lO th r o u g h A 1 2 m a y ta k e a fifth s u b je c t w h ic h d o e s n o t re q u ir e p r e p a r a tio n . A s tu d e n t w is h in g to ta k e a fifth s u b je c t w h ic h r e q u ir e s p r e p a r a tio n m u s t o b ta in s p e c ia l p e r m is s io n f r o m th e g r a d e c o u n s e llo r . B 1 2 a n d Â 1 2 s tu d e n ts a r e r e q u ir e d to ta k e a t le a s t tw o s u b je c ts w h ic h r e q u ir e p r e p a r a tio n . WORE EXPERIENCE (44 PROGRAM) W o r k e x p e r ie n c e is s u p e r v is e d le a r n in g o n a jo b r e q u ir in g a d fo r w h ic h th e r e g u la r w a g e is p a id . S tu d e n ts o n th e 4 - 4 p r o g r a m m a y ta k e th re e s u b je c ts a n d .P h y s ic a l E d u c a tio n in , f o u r h o u r s o n th e jo b . F iv e c r e d its f o r w o r k m a y b e e a r n e d e a c h s e m e s te r , PLAN FOR COMPLETION OF HIGH SCHOOL CURRICULUM o f p e r f o r m a n c e a n d BIO AID BII I. Physical Education I. Physical Education I. Physical Education 2. English 2. English 2. American Literature 3. Ule Science 3. Lile Science or World History 3. U.S. History I 4. 4. Driver Education-IO Weeks 4. S. 5. 5. 6. 6. 6. A ll BI2 AI2 I. Physical Education I. Physical Education I. Physical Education 2. English Elective 2. U. S. Government 2. 3. U. S. History II 3. 3. 4. 4. 4. S. 5. 5. 6. 6. 6. SOCIAL STUDIES 1 . IN T E R N A T IO N A L R E L A T IO N S B 1 2 .A 1 2 The course in International Rela tions is one which stresses the condi tions and policies evidenced in today’s world, It gives pupils the opportunity to realize world trends, to analyze t in sur- 4. S E N IO R FR O B L E M S -B 12-A I2 This course is designed to help stu- lems, and those problems which they may face in the immediate future. It Academic students should elect this, course as preparatory to college as it is a basis for college work in Social 2. L E A D E R S H IP This is a course in school govem- marnage, arts, as well as consumer education, and vocational and educational guid ance. Senior Problems is flexible in content, depending upon class person nel, and social and economic trends, Recommended for one semester in the B12 or A12 term. 5. U .S.G O V ER N M EN TB 12 7 . U.S, H IS T O R Y II All This is the second semester of the required course in U, S, History con tinuing from the post Civil War per iod and bringing the study up to the present. In both B ll and A ll courses the political, economic, and social trends are ( 8. W O R L D H IS T O R Y A 1 8 official positions in the Executive 'e, mi- of its course of study. are a part m is IS the tmrd semester ol re quired Social Studies courses. The course deals with federal, state and local government. The first ten weeks is ' This course aims t a better understanding of the world we Americans live in today. To do this, our European background is. studied. First; The westward progress of lis traced with emphasis on ' of Nationalism, the French Revolution, the Napoleonic Era, and the growth of democracy. 3 . P A N -P A C IF IC R E L A T IO N S B I2-A I2 The course includes the economic, social, political and historical factors in the development of the Pacific area. Special emphasis is placed on Asia in a post-war world. This elective is open to twelfth i,m & w (, & B ll Ü. S. History, A ll U. S. His tory and U. S. Government are re quired of all B ll, A ll and B12 stu dents. 6. U . S . H IS T O R Y I Bll This is the first semester of the re quired course in U. S, History begin-- anism in Germany, Italy and Russia, World War 11 and lastly the United the year 1876. P a g e N in e te e n Description of Courses. SCIENCE One year of laboratory science is re quired for graduation from high school. Life Science is a 10th grade subject and is not open to 11th and 12th grade students. Life Science I, II, or Life Science I plus one semester of Physio logy or Physical Science may be taken to satisfy the requirement for one year of laboratory science for gradu ation by non-academic majors only. One y ea r of Advanced Biology, Chemistry, Physical Science, Physics, or Physiology will satisfy the re quirement for one year of laboratory science for entrance to the University of California. 1. ADVANCED BIOLOGY I, II—B11-A12 This laboratory science is a syste matic study of the facts about liying organisms. Studies are made of plants and animals as to similarities and dif ferences, how they are dependent upon each other, their classification, struc ture and function. Special attention is given to the study of environment, and the adapta tion of organisms to their surround ings. It is recommended for students an ticipating a career in the Medical Sciences (nursing, medicine, bacte riology, dentistry, etc.) or the Biologi cal Sciences (agriculture, dietetics, ■ w ild life conservation, animal hus bandry, forestry, teaching and scien tific research. 2. CHEMISTRY I. II—B11-A12 Chemistry has to do with the prop erties by which substances are tested, the methods to form new substances, and the conditions governing these changes. The course is an introduction into the various fields of chemistry, exploring such areas as atmosphere, water, solutions, structure of matter, metals and non-metals, acids, bases and salts, ionization, chemical calcu lations, colloids, halogens, silicates, carbon and fuels, organic compounds, metallurgy and an introduction to qualitative and quantitative analyses. The course is planned to meet the needs of hose students who are pre paring for College Chemistry and of those who wish to understand applica tions of chemistry in their everyday life. 3. LIFE SCIENCE I—BIO The objective of Life Science I is to provide understandings of biological facts which will fit one for a full and appreciative life in his environment. This is a functional, broad field course with problems materials drawn from the following areas of investiga tion: cells, tissues, organs, plant and animal differences, structural modifi cations in plants and animals, foods, nutritution, digestion, oxidation, respi ration, growth and development, con tinuation of the species, regulation, and protection. Required of all BIO students. 4. LIFE SCIENCE II—AlO This course stresses our environ ment and an appreciation of the in ter-relationship between plants and animals; how we control our environ ment, suppressing undesirable factors and encouraging desirable ones so that we may survive in this world of com petition. It may be elected by Academic stu dents who are Science Majors, as well as Non-Academic students. Life Science I and II may be taken to satisfy the requirement, for labor atory science for graduation by Non- Academic students only. 5. PHYSICAL SCIENCE I, II—B11-A12 Physical Science is less technical, particularly less mathematical, than Physics and Chemistry. It cuts across the lines of these organized sciences trying not to keep each in its own compartment. The university accepts this for the entrance requirement of one year of a laboratory science. Physical Science is recommended for students without a strong math ematical background. 6. PHYSICS I. II—B11-A12 The study of Elementary Physics aims at an understanding of the bas ic laws underlying the physical phe nomena associated with your daily life. It covers the mechanics of liquids, gasses and solids, molecular behavior, force, motion, work, power, energy, machines, heat, sound, light, magne tism electricity, radio and radiations, and transportation. It is recommended especially for students anticipating an engineering career. 7. PHYSIOLOGY I. II—B11-A12 The study of Elementary Physio logy aims at an understanding of the functioning and inter-relationship of the various organs of the body in maintaining health. Its subject mat ter content includes these problems: the food we eat, how it is digested, as similated, and circulated through our bodies, how its wastes are eliminated, how the various parts of the body are regulated and coordinated by the nervous system. Special emphasis is placed upon health conservation and first aid. It is recommended for all students intending to follow nursing or pre medical work. Graduation Requirements of Dorsey High School: 1. W orthy character and citizenship 2. Satisfactory attendance 3. Credits above ninth grade . 4. Time in senior high school 5. M a j o r ............................................ 6. Physical Education . . . . .Graduation Requirements 11. Fine A rt 12. Practical A rt 13. Music 150 (Minimum of 25 credits per semester) Four subjects plus Physical Education 6 semesters—Necessary even though all other require ments are fulfilled in less than 6 semesters. 6 semesters—See Pages 6 to 9. 6 semesters—Thirty of the 150 credits must be earned in Phys. Ed. 7. English . . . . 8. Social Studies . 9. Life Science (Science Majors) 10. Laboratory Science 14. Senior Mathematics (Basic Math IV) 4 semesters—BIO, AlO, B ll, Amer. Lit., A ll English elective. 3 semesters—B ll, A ll, U.S. History, B12 U.S. Govern ment 1 semester— BIO 2 semesters—BIO, AlO 2 semesters—Academic Majors must take a year of Ad vanced Biology, Chemistry, Physical Sci ence, Physics, or Physiology in the 11th or 12th year. Non-Academic Majors may take one year of Life Science in 10th year or Life Science 1 in BIO and one term of Physiology or Physical Science in the 11th or 12th year. 1 semester— Required regardless of work taken in Grades 7, 8, 9. Choose one of the following: Art 1, Art Appreciation, Art Craft, Ceramics, Pho tography 1, Stage Art. 1 semester—Regardless of work taken in Grades 7, 8, 9, choose one of the following: Any course listed under Home Economics except Nu trition; Ceramics; any course listed under Industrial Arts; Photography I; Stage Art; Typewriting. 1 semester— Regardless of work taken in Grades 7, 8, 9, (Any course listed under Music.) 1 semester— Must be taken in B12 or A12 by students who do not pass the Special Performance Test given during the 11th year. ELECTIVES: Each student should plan the electives in his curriculum to cover both graduation requirements and the specific requirements for entrance to the university, college or school which he expects to a t tend or the vocation which he expects to enter after graduation from high school. An elective may be any course in the curriculum for which the student has the prerequisite. Page Eighteen Page Three College Entrance Requirements. COLLEGE ENTRANCE REQUIREMENTS Because of variations in the entrance requirements of different colleges, each student is urged to ascertain very early in his high school career the requirements of the college he expects to at tend and if possible, any special requirements of the specific curriculum which he wishes to follow. Students who fulfill the requirements for entrance to the University of California may be ad mitted to most universities; therefore, it is recommended that students who expect to enter a uni versity complète the following requirements of the University of California: a. History—1 unit (2 semesters)—This requirement must be satisfied by one unit of U. S. History or one unit of U. S. History and Government. b. English—3 units (6 semesters)—including ninth grade. c. Mathematics—2 units (4 semesters)—Algebra I, II, Plane Geometry I, II. d. Science—1 unit (2 semesters)— To be taken in the 11th or 12th grade and the two semesters must be in the same subject field. (Advanced Biology, Chem istry, Physical Science, Physics, Physiology). e. Foreign Language— 2 units (4 semesters)—These must be in one language. f. Advanced Course chosen from one ofi the following: ^ 1 or 2 units (2 or 4 semesters)— 1. Mathematics, a total of 1 unit (second year Algebra, ^ or 1 unit; Solid Geometry, ^ unit; Trigonometry, V 2 unit) ; 2. Foreign language, either 1 additional unit in the same foreign language offered under (e), or 2 units of a dif ferent foreign language; 3. Science, 1 unit of either Chemistry or Physics in addition to the science offered under (d) above. For any of these required subjects completed in the ninth grade, subject credit is given irre spective of scholarship grade received provided it is a passing grade. In the subjects completed in the last three years of the high school program, however, a scholarship average of grade B must have been maintained. Page Four .Description of Courses MUSIC Any course in Music will satisfy the one semester music requirement for graduation. The Music major includes Harmony I and II, Music History I and II, and two semesters of choral or instru mental music. 1. BAND—B10-A12 The band is open to any girl or boy who plays a wind or percussion instru ment. This group plays for football games, assemblies, and other school and community activities. 2. CHOIR—B10-A12 The Dorsey Choir is actually a ser vice club which meets during a class period. It is rich in tradition and pre sents a big musical program every se mester. There are other activities such as appearances on radio, in concerts, in light operas, and in festivals. Try-outs are required, however it is open to singers of any grade. 3. CHORUS—BIO-A12 Boys’ Chorus Girls’ Chorus, and Mixed Chorus are open to any stu dent who likes to sing. No previous training or try-out is necessary. Songs are sung in unison and in parts. Chorus may be taken for credit toward graduation for one semester only. 4. GIRLS' GLEE CLUB— B10-A12 This is a selective organization for girls and is open through try-out to any girl who sings well, or to any girl who has had recommended grades in music in junior or senior high. This group appears for various school and community functions. 5. HARMONY I—B10-A12 This course deals with the nature of music and its technical aspects. Sight singing and ear training are empha sized. A study is made of scales, inter vals, and chqrds, and students learn to harmonize simple melodies. It is strongly recbmmended for all instru mentalists and singers as a basis for fine musicianship. 6. HARMONY II— A10-A12 Harmony II continues with the work of Harmony I. Students learn to use more advanced harmonies and gain greater facility in writing music. 7. INSTRUMENTS—B10-A 12 This class is open to any student interested in learning to play a mus ical instrument. Students may bor row school owned instruments. 8. MUSIC APPRECIATION—BIO-A12 This class is designed to help stu dents understand and enjoy the finest music available on records, the radio, and the concert stage. It is especially recommended for those who plan to take only one semester of music in their high school career and who wish a broad general introduction to the field of music as a cultural art. 9. MUSIC HISTORY I AND II—B10-A12 Music History has the same gen eral aim as the Music Listening class, but is recommended for the student whose musical experience has been broader than the average and who wishes to go more deeply into the study of the development of musical expression through the ages. 10. ORCHESTRA—B10-A 12 The orchestra is open to any stu dent who plays an orchestral instru ment well; Students are given an op portunity to do solo work, as well as special ensemble work. The orchestra performs fo r assemblies, concerts, plays, and community activities. 11. PREPRATORY ORCHESTRA—B10-A12 This class is open to students who have completed instrument class or who now have some playing ability. After completing Preparatory Orches tra, the student should be able to en ter Band or Orchestra. PHYSICAL EDUCATION-BOYS Every boy is required to take Phys ical Education every semester during high school. Period 6 Physical Education is for special 'activties such a s football, track, and basketball. Boys who take Physical Education Period 6 should have a study Period 5. REGULAR PHYSICAL EDUCATION—B10- A12 The boys Physical Education Pro gram is designed to achieve the fol lowing objectives. 1. To develop, through a variety of _ large muscle activities, healthy bodies f^ T H T C and clean clear-thinking minds. 5. To give every student in school an opportunity to take part in all types of physical activities, including basketball, volleyball, tennis, foptball, soccer, track, handball, gymnastics, archery, golf, formal exercises, rhyth mical activities and social dancing. CORRECTIVE PHYSICAL EDUCATION BIO- AI2 These classes give an opportunity to correct postural defects and build general health. 2. To attain through actual partici pation, high standards of sportsman ship, including respect and loyalty to friends, teammates, teachers, school and country. 3. To establish definite habits and ideals for personal health and physi cal perfection as well as a sense of responsibility and self-confidence. 4. To train students in safety edu cation through learning to anticipate and avoid dangers and safety prob lems, through greater neuro-muscular coordination, and by being able to think and act quickly in an emer gency. Girls Athletic Association The G . A. A. is open to any girl who fulfills the requirements of the city- wide Girls Athletic Association Con stitution. REGULAR PHYSICAL EDUCATION—BIO A12 The course work in regular Physical Education consists of gymnastics and instruction in techniques and team play in the sports of volleyball, speed- ball, basketball and softball. T he classes are individualized as for as possible in order to meet the needs of each particular group. SPECIAL CLASSES 1. DANCING B1Ü-AI2 This class is for those interested in learning Modern Dance (Creative), and folk dancing. Beginning and ad vanced classes are offered. Each sem ester public performances are planned and staged by the students. 2. TENNIS AI0-AI2 This class is designed to teach the skills, techniques, and team play of tennis. Beginning, intermediate and advanced classes are offered. Each student must secure the recommenda tion of her previous teacher before being allowed to enroll. 3. SPECIAL SPORTS A10-A12 This class consists of Badminton, Archery, Field Hockey, and Basket ball or Softball. The semester is di vided equally between four of these activities. Above average skills are desirable. CORRECTIVE PHYSICAL EDUCATION AND REST B10-A12 These classes are organized to meet the health problems of students who, because of some illness or some tem porary or permanent disability, can not participate in the regular Phys ical Education program. Students are assigned to adapted activity classes by the school physi cian. The classes aim to meet the needs of the restricted students. Page Seventeen Description of Courses. MATHEMATICS One y ear of A lgebra an d one y ear of G e o m e tr y is required for entrance to most universities. M athematics majors should take Algebra I. II. Geometry I. II, and A lgebra III before taking A lgebra IV. Solid Geometry or Trigonometry Boys who are planning to take the semi- professional course for engineers offered at City College should take two years of A lgebra, one y ear of Geometry, a half y e ar of Trigonometry and a y ear of Phys ics and Chemistry in high school. 1. ALGEBRA I, II BT0-A12 This is an introductory course in high school mathematics involving lit eral notation, signed numbers, and problem solving by formulas and equa tions. It is required for Mathematics and Science and Engineering type ma jors. 2. ALGEBRA III. IV B11-A12 These classes thoroughly review first year Algebra and furnish an in troduction to quadratic equations, simultaneous equations, graphs, vari ations, series, progressions, and other topics leading up to College Algebra. It should be taken by Mathematics and Science majors. 3. BASIC MATHEMATICS I BlO-Bll This course includes a review of the fundamental processes of whole num bers; common and decimal fractions; simple measurements of perimeters and areas; simple problems of buying and selling, making change, earning money, and budgets. It is planned for students who have failed to achieve a grade placement of 8.0 on a test in mathematics. 4. BASIC MATHEMETICS II B 10-All This course includes a review of the fundamental processes of whole num bers, common and decimal fractions; business arithmetic and percentage applications ; measurements of lines, areas and volumes; applications of percentage and measurement to shop and home problems. It replaces Ap plied Mathematics I. It is planned for students who have achieved a grade placement from 8.0 to 9.0 on a test in mathematics and for those who wish to prepare for Al gebra I. 5. BASIC MATHEMATICS III (INDUS TRIAL MATH.) A 10-All This course includes a review of the fundamental processes, mensura tion, tables and coversions; English and metric conversions ; use of formu las in solving area and volume prob lems; squares and square root, law of Pythagoras; graphs and tabular val ues; scale drawing; longitude and time. It is planned for students who have achieved a grade placement of 9.0 or above on a test and those who have credit in Basic Mathematics II. Commercial students and Industrial Arts students are encouraged to take this course. One term of Basic Math ematics II or Basic Mathematics III is required for all Industrial Arts boys. ' 6. BASIC MATHEMATICS IV (SENIOR MATH) B12-A12 This course includes fundamental processes; business practices including buying and selling, discount, commis- son, inventories, payrolls, profit and loss; bank accounts, insurance, stocks and bonds, time payments, taxes, ele mentary statistics. Graphs and tables are studied in Basic Mathematics IV. It replaces “Senior Mathematics”. Ac ademic students W ho need a mathe matics review may take this course. All students who do not pass the A ll Mathematics test are required to take Basic Mathematics IV. 7. BASIC MATHEMATICS V B12-AI2 This course includes Algebraic pro cesses, formulas, and equations, scale drawings and geometric construction, plane and solid mensuration, trigon ometric solution of the right triangle, vectors and parallelogram of forces. It is planned for students who have credit in Basic Mathematics III or IV, and for those students other than Science and Engineering majors, who have credit in first year Algebra and Plane Geometry. 8. GEOMETRY I II—B10-A12 Geometry is the study of plane fig ures (rectangles, triangles, circles), their properties and relationships. It gives the student an opportunity to become acquainted with deductive and inductive reasoning. Prerequisites: Algebra I and II. 9. SOLID GEOMETRY— A11-A12 Solid Geometry is the study of Geometry in three dimensions. The re lationships, area and volume of such figures as cylinders, cones, pyramids, and spheres are studied. (Trigon ometry is not a prerequisite but it is desirable.) P r e r e q u i s i t e : A lgebra III. (This is strongly recommended for Science and Engineering majors.) 10. TRIGONOMETRY—A11-A12 This course is essential for students interested in Engineering, Navigation, Physics, and Aeronautics. It is the study of the measurement of plane figures by the use of triangles and the functions of their angles. The use of logarithms and the slide rule are learned. Prerequisite: A lgebra III. (It is strong ly recommended for Mathematics, Science and Engineering majors.) Page Sixteen Post High School Post High School Opportunities Offered by Los Angeles Schools Any graduate from Dorsey High School, re gardless of the curriculum taken in high school, may enter the following free public schools con ducted by the Los Angeles City Board of Edu cation. Los Angeles City College City College offers a three-track plan of edu cation which includes : 1. Semi-professional Courses for those who w ish two years of cultural and specific skill train in g. These are open to any high school graduate regardless of the course taken in high school or the grade received. 2. Pre-professional or Certificate Courses for those desiring the first two years of university work. These are open to high school graduates who meet the University of California entrance requirements. 3. Transfer courses for those who wish to re move high school deficiencies in order to meet the University of California require ments for entrance. Students may be graduated with the degree of Associate of Arts from either the semi-profes sional or certificate division of the City College. The college maintains an employment service to assist students in securing part-time and full time employment. Pierce School of Agriculture The Clarence W. Pierce School of Agriculture is a Junior College which offers training in the major field of agricultural pursuits peculiar to Southern California. Emphasis is placed not only on production but also upon processing and mar keting. Courses are offered in the field of agri culture, horticulture and animal husbandry. M erchandising Institute The Merchandising Institute is-a free public school offering a one-year junior college course in merchandising. It combines college training and paid work experience in department stores. Students attend school in the morning and work in stores in the afternoon. Any high school graduate, regardless of major in high school, may apply. East Los Angeles Junior College This is a liberal arts community college giving pre-professional courses and semi-professional work in the fields of business, engineering, nurs ing and social welfare. Los Angeles Harbor Junior College This college seeks primarily to serve the needs of those desiring to prepare for immediate em ployment in a technical or semi-professional oc cupation. Although a technical institute, Los Angeles Harbor Junior College offers to qualified students courses leading to the junior year in the State University or the State Colleges. Los Angeles Valley Junior College Valley Junior College offers pre-professional or certificate courses for those desiring the first two years of university work and specializes in semi-professional courses in the fields of busi ness, engineering, police science and secretarial science. Los Angeles Trade-Tech Junior College Trade-Technical Junior College prepares stu dents to enter trades and industry. It offers training in 58 occupations in the fields of air craft, art and drafting, automotive and metal, building, building operation and maintenance, clothing, cosmetology and personal service, elec trical and communications, foods, and printing. Los Angeles Metropolitan Junior College Metropolitan Junior College is a public, tui tion-free school which is open to any high school graduate. Three types of business preparatory courses are available: 1. A Review Course, of a few weeks or months, for students with previous business training who wish to improve their business skills. 2. A One-year Certificate Course to prepare for business employment. 3. A Two-year Junior College “Business Ca reer Course” for students who wish to receive the Associate of Arts degree. Central Employment Service Assists in Placing Graduates For those students planning to work upon graduation from high school, the Los Angeles City Central Employment Service helps find pos itions. This office is locted in Room 201, Metro politan Junior College, 1601 South Olive. It is open all summer. Page Five Curricula Requirements. CURRICULA AND MAJOR REQUIREMENTS Pupils are required to select a definite curricu lum, which means pursuing one subject or closely related subjects far enough to secure fair mas tery of a given field, thus gaining the most from their educational opportunities in high school. Dorsey High School offers the following cur ricula: ACADEMIC (College Preparatory) 1. Foreign Language Major (Recommended for those w hose academ ic interests center in classical and modem languages.) 2. Mathematics Major (Recommended for those who intend to specialize in M athematics in college.) 3. Mathematics and Science (Recommended as preparation for Insti tutes of Technology and CoUeges and Schools of Engineering.) 10th YEAR 1. Health and Physical Education. 1. 2. English. 2. 3. BIO Life Science. 3. AlO World History. 4. 4. Driver Education. 5. Mathematics (Algebra if not 5. taken in 9th year; or Plane 6. Geometry. 6. Foreign Language — French, Latin, Spanish. n th YEAR 1. Health and Physical Education. 2. B ll, All U. S. History. 3. B ll American Literature. A ll English Elective. 4. Mathematics (Geometry, if it was not taken in 10th year) or elective Art, Music, Practical Art, or other elective.) 6. Foreign Language (second or third year of first language or first year of second language.) 10th YEAR BIO Life Science. AlO World History. Driver Education. Algebra (if not taken in 9th year or Plane Geometry.) Foreign Language (French, Latin, Spanish.) 11th YEAR 1. Health and Physical Education. 2. B ll, All U. S. History. 3. B ll American Literature. A ll English elective. 4. Plane Geometry (if not taken in 10th year.) or Advanced Al gebra III and Trigonometry. 5. Foreign Language |if none was taken in 9th year) or elective. 6. Industrial Arts or Home Eco nomics elective. (Drafting ad vised.) 10th YEAR 1. Health and Physical Education. 2. English. 3. Life Science I, II. 4. Driver Education. 5. Algebra (if not taken in 9th year) or Geometry. 6. Foreign Language (second year of French, Latin, or Spanish.) n th YEAR 1. Health and Physical Education. 2. B ll, All U. S. History. 3. B ll American Literature. A ll English elective. L Plane Geometry (if not taken in 10th year) or Advanced Alge bra III and Trigonometry.) 5. Laboratory Science (Physics or Chemistry.) 6. Industrial Arts or Home Eco nomics elective. (Drafting ad vised.) 12th YEAR 1. Health and Physical Education. 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. Laboratory Sqience (Advanced Biology, Chemistry, Physical Science, Physics, Physiology.) 4. Foreign Language (third or fourth year of first language or second year of second lan guage) or elective. 6. Elective (English advised) Elective (Art, Music, Practical Art, if not completed above.) 12 th YEAR 1. Health and Physical Education. 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. Laboratory Science (Advanced Biology, Chemistry, Physical Science, Physics, Physiology.) 4. Algebra III and Trigonometry (if not taken in the 11th grade or elective (Solid Geometry and Algebra IV advised.) 5. Elective (English advised.) 6. Elective (Art, Music, Practical Art.) 12th YEAR 1. Health and Physical Education 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. Algebra III and Trigonometry (if not taken in the 11th year) or Solid Geometry and Algebra IV. 4. Laboratory Science (Physics or Chemistry.) 5. Elective (English advised. 6. Elective (Art, Music, Practical Art.) Page Six .Description of Courses INDUSTRIAL ARTS All courses in Industrial Arts will satis fy the one-semester Practical Arts repuire- ment for graduation. AUTOMOBILE-OWNER-DRIVER B10-A12 This is a course designed to cover single fundamental instruction in the principles of internal combustion en gines and the transmission of power as is applied to the automobile; an understanding of the fundamental operation of the automobile and ap preciation and recognition of the mechanism, maintenance and common repairs that should be everyday knowl edge to an owner and driver of an automobile ; traffic regulations; driv ing judgement; intelligent buying; insurance, service requirements and accessories. It is planned for boys and girls for a one hour period for one semester. DRAFTING 1. ARCHITECTURAL DRAFTING I. II. Ill, IV—B10-A12 This course provides training which will enable the student to obtain a good working knowledge of architect ural drawing and prepare him to meet problems related to building and home ownership. Emphasis is placed upon the following units: Floor plans, elevations and details of small and large one and two story dwellings, study of materials and particular style used, building ordinances, build ing materials and domestic architect ural styles; study of historic styles, sketching, shading, perspective and simple rendering. Architectural Drafting III and IV emphasizes the following additional units : Locating house on specific site and completing working drawings for frame house with basement, sketches and working drawings for brick or concrete commercial building, study historic styles and modern architect ure. Prerequisite: Basic Drafting or two sem esters of elective Drafting in the junior high school. 2. BASIC DRAFTING BI0-A12 The basic course serves as an in troduction an d an exploration of drafting. This course includes basic drafting techniques, tool skills and processes common to all types of drafting work with certain related knowledge necessary for making plans and blue prints. It should provide a foundation for further work in either mechanical or architectural drafting, and is planned for students who have had no experience in drafting or less than two semesters of elective draft ing in junior high school. It may be taken for one or two semesters. This course satisfies the mechanical drafting requirement for Industrial Arts majors as well as the practical art requirement for graduation. 3. MECHANICAL DRAFTING I. II, III, IV B10-A12 Mechanical Drafting I, II, gives fun damental experiences in mechanical drafting for students who elect draft ing for their Industrial Arts major. Emphasis is placed upon the follow ing units: Orthographic projection, pictorial drawing, auxiliary projec tions, developments, intersections, geo metrical problems, drawing of ma chine parts, shop drawings and blue print reading. In Mechanical Drafting III and IV emphasis is given to the following units : Mechanical motions, gears and cams, sheet metal work, furniture de sign and detailing, assembly drawings from details, details from assemblies, tolerances, aircraft details, marine de tails, patent drawings and exploded drawings. Prerequisite: Basic Drafting or two semesters of elective drafting in the junior high school. ELECTRICITY-RADIO 1. BASIC ELECTRICITY B10-A12 This course includes the basic prin ciples of electricity and their applica tion to home appliances and indus trial machinery. The student also gains experience in handling metal and general mechanical apparatus and tools such as drill press, grinder, machine lathe, buffer and sheet metal machines. Students have an oppor tunity to choose electrical and radio projects to construct or repair. The course is beneficial to students taking mathematics, science o r industrial courses, and those interested in be coming engineers. This course is a prerequisite to Electri city and Radio I, II, III, IV. 2. ELECTRICITY AND RADIO I, II, III, IV These courses are a continuation of Basic Electricity. They stress the con struction, repair and testing of elec trical and radio equipment. Motors, generators, rad io receivers, radio transmitters and basic television cir cuits are studied. An opportunity is afforded to use machines and tools. These courses are recommended for students in Mathematics, Science, and industrial courses, and those inter ested in becoming engineers. Prerequisite: Basic Electricity METAL 1. BASIC GENERAL METAL B10-A12 This course includes training in hand tool skills and processes, th e operation of metal working machines, and certain related technical knowl edge necessary to work intelligently. It is planned for students who have had less than two semesters of elec tive generally metal work in Junior high school and for students who wish to satisfy th e practical arts require ments for graduation. It may be taken for one or two semesters. 2. GENERAL METAL I, II, III, IV—B10-A12 General Metal is a course primarily designed for students majoring in in dustrial arts w h o have completed Basic General Metal or who have tak en at least two semesters of elective general metal work in junior high school. It offers opportunity to review skills, processes, and related knowl edge previously acquired. New skills will be developed in bench metal, ma chine shop practice, sheet metal, art metal, metal casting, forging and welding. PRINTING 1. BASIC GENERAL PRINTING B10-A12 This is a fundamental course which provides experiences in the broader aspects of printing, including simple hand compostion, proofreading, com position, platen press operation, sim ple bookbinding and repair, linoleum block cutting, silk screen process and a study of printing as a vocation. It is planned for boys who wish to sat isfy the practical arts requirement for graduation. 2. PRINTING II, III, IV—B10-A12 Printing II is primarily designed for students majoring in Industrial Arts. The course offers opportunity to review skills, processes and re lated knowledge previously acquired. Emphasis is placed upon hand com position, stone work, press work, stock figuring and cutting an d machine composition, elementary printing lay out and design. Prerequisite: Completion of Basic G raph ic Arts or at least two sem esters of elect ive Printing in junior high school. In Printing III and IV emphasis is given to design and layout, color jobs, high grade printing and production methods. It includes occupational and related technical information. WOODWORK 1. BASIC WOODWORK BI0-A12 This course includes basic hand tool skills and processes, the operation of woodworking machinery, wood finish ing, and certain related technical knowledge necessary to work intel ligently. Workmanship, construction, design, and finish are emphasized. The course is planned for students who wish to satisfy the practical art re quirement for graduation. It may be taken for one or two semesters. Prerequisite: Cabinet M aking I II. 2. CABINET MAKING I AND II B10-A12 This course is primarily designed for students majoring in Industrial Arts who have completed Basic Wood work. New hand tools and machine operations are introduced. Carpentry projects are also encouraged. 3. CABINET MAKING III AND IV B11-A12 This course includes the design and construction of English period styles, early American and modern furniture. The construction is more difficult and requires quite a high degree of ac curacy and skill. Simple carving, in laying, turning, mouldings, units in wood pattern-making and house con struction are included in this advanced course. Prerequisite: Cabinet Making I, II. Page Fifteen Description of Courses. .Curricula Requirements HOME ECONOMICS Academic (continued) All courses in Home Economics except Nutrition and Child Care will satisfy the one sem ester Practical Art requirem ent for graduation. 1. BOYS' HOUSEHOLD ARTS B12-A12 Boys study camp cookery, table etiquette, how to plan and order meals as well as how to cook individual re cipes. Permission to take this coursé must be obtained from the chairman of the department. 2. CLOTHING I B10-A12 After completing one cotton gar ment, each student works independ ently and progresses as rapidly as her ability permits. Good grooming, care of clothing and some textile study is included. 3. CLOTHING H A10-A12 The study of textiles and style se lection are emphasized. Each student works independently and progresses as rapidly as her ability permits. One hand-made garment and a suit, or its equivalent, are required. 4. CLOTHING IR, IV. V B11-A12 These courses include work based on individual wardrobe needs, using patterns, designs, and materials with which the student has had no previous experience. Comparative values of ready-made and homemade garments are studied. 5. SENIOR CLOTHING B12-A12 This course is for senior girls in terested in clothing construction. Af ter completing one garment, the stu dent may progress as rapidly as she is able and work on materials and with patterns as difficult as her abil ity permits. 6. FOODS I B10-A12 Special emphasis in the study of foods is placed on the basic needs of the body. A study of purchasing, pre paration and service of family meals is stressed. Simple luncheons are pre pared and served. Laboratory prac tice stresses work organization as it applies to a home. 7. FOODS II A10-A12 This course stresses more complex problems dealing with the prepara tion and serving of luncheon and sup per dishes. Emphasis is placed on menu planning, good judgment and managerial ability in meal prepara tion. 8. FOODS IIL IV. V B11-A12 These classes review nutrition, food buying and preparation of foods. Ta ble service decorations, and flower arrangements' are emphasized. Bal anced menus and low cost foods are used in practical demonstrations of luncheons prepared and served by in dividuals in the class. 9. SENIOR FOODS B12-A12 This course is designed for the sen ior girl who needs a practical art credit and wants to leam the princi ples of food preparation as well as actual preparation of meals. Emphasis will be placed on menu planning, meal preparation, serving of food and buying. 10. HANDICRAFT FOR GIRLS B10-A12 This course consists of plain and pattern weaving on the four harness loom, buck towel darning, sequin and head ornaments, colonial and peasant embroidery. All articles made are chosen from ideas in vogue each term. This course counts for either Fine Art or Practical Art credit. 11. HOME LIVING B12-A12 ^ Home Living is an elective for any girl who is interested in planning her own home, its furnishings, color com binations and new ideas in construc tion. The distribution of family fi nances and budgeting is discussed. Some time is given to the study of child care. Home Living will meet the Practi cal Art requirement for graduation. This course is required for all Home Making majors. 12. HOME NURSING A11-A12 This course may be an elective for any girl and especially one who is in terested in, nursing as a future pro fession. Girls leam fundamental pro cesses, use and care of the clinical thermometer, the taking of pulse rate, the treatment of minor injuries and ailments. It also includes the study of child care. 13. NUTRITION B12-A12 This course includes a technical study of diets, personal health prob lems, children’s diets, and low cost meals. Diets are planned to meet indi vidual basic requirements needed to maintain good health. This course is open to all students regardless of curriculum. It is required of all Home Making majors. It does not meet the Practical Art requirement for graduation. 14 CHILD CARE A10-A12 Child care includes the study of pre-natal and post-natal care of the baby. It will include some work on nutrition and clothing for the mother and baby. Problems of the baby-sitter will be discussed. It will be required of all home economics majors. 4. Science Major (Recommended for those who intend to specialize in Science in college.) 10th YEAR 1. Health #nd Physical Education. 2. English. 3. Life Science BIO, AlO. 4. Driver Education. 5. Mathematics (Algebra, if not taken in 9th year; or Plane Ge ometry. 6. Foreign Language—French, Latin, Spanish. n th YEAR 1. Health and Physical Education. 2. Bll, All U. S. History. 3. B ll American Literature. A ll English elective. 4. Laboratory Science, Advanced Biology, Chemistry, Physical Science, Physics, Physiology. 5. Foreign Language (if none tak en in 9 th y ear); Plane Geome try (if not taken in 10th year) or elective. 6. Industrial Arts or Home Econ omics elective advised. I2th YEAR 1. Health and Physical Education. 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. Laboratory Science (Advanced Biology, Chemistry, Physical Science, Physics, Physiology.) 4. Mathematics (if requirements for two years have not already been met) or elective. 5. Elective (English advised.) 6. Elective (Art, Music, Practical Art.) 5. Social Studies: Major (Recommended for those who intend to specialize in Social Science in college Students who choose the Social Studies major must also satisfy the "f " repuire- merit for the University of California. 10th YEAR 1. Health and Physical Education. 2. English. 3. . BIO Life Science. AlO World History. 4. Driver Education. 5. Mathematics (Algebra, if not taken in 9th year; or Plane Ge ometry.) 6. Foreign Language — French, Latin, Spanish. . 11th YEAR 1. Health and Physical Education. 2. B ll, A ll U. S. History. 3. B ll American Literature. A ll English elective. 4. Mathematics (Plane Geometry, if it was not taken in the 10th year;) or elective (Art, Music, Practical Art.) 5. Foreign Language (if not taken in 9th year) or elective. 12th YEAR 1. Health and Physical Education. 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. Laboratory Science (Advanced Biology, Chemistry, Physics, Physical Science, Physiology.) 4. Third year of Foreign Langu age or Mathematics; or Phys ics or Chemistry (See “f” re quirement for the University of California.) 5. Social Studies elective. 6. Elective (English advised.) Page Fourteen Page Seven Curricula Requirements. Non Academic ART MUSIC lOth YEAR 1. Health and Physical Education. 2. English. 3. BIO Life Science. AlO Life Science or World His tory. 4. Driver Education. 5. Art I, II. 6. Elective. n th YEAR 1. Health and Physical Education. 2. B ll, A ll U. S. History. 3. B ll American Literature. A ll English elective. 4. Art. 5. Elective. 12th YEAR 1. Health and Physical Education. 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. Laboratory Science (if not com pleted previously.) 4. Art Appreciation. Art elective. 5. Elective (English advised.) HOME ECONOMICS 1 0 th Y E A R 1. Health and Physical Education. 2. English. 3. BIO Life Science. AlO Life Science or World His tory. 4. Driver Education. , 5. Foods I, Clothing I. 6. Elective (Art, Bookkeeping, Foreign Language, Music, Typ ing, or other electives.) 1 1 th Y E A R 1. Health and Physical Education. 2. Bll, All U. S. History. 3. Bll, American Literature. A ll English elective. 4. Foods II, Clothing II. 5. Laboratory Science—Physiolo gy recommended (if not taken previously) or elective. 1 2 th Y E A R 1. Health and Physical Education. 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. B12 Nutrition. A12 Home Living. 4. Foods III, IV, V, VI; or Clothing III, IV, V, VI. 5. Elective (English advised. 6. Elective (Handicraft or Cos tume Design.) 1 0 th Y E A R 1. Health and Physical Education. 2. English. 3. BIO Life Science. AlO Life Science or World His tory. 4. Driver Education. 5. Harmony I, II. 6. Music Organization (Band, Choir, Glee Club, Orchestra.) nth Y E A R 1. Health and Physical Education. 2. Bll, All U . S. History. 3. B ll American Literature. A ll English elective. 4. Music History I, II. 5. Music Organization. 6. Elective (Art, Foreign Lan guage, Home Economics^ In dustrial Arts, Typing.) 1 2 th Y E A R 1. Health and Physical Education. 2. B12 U . S. Government. Senior Problems (one semester recommended.) 3. Laboratory Science (if not tak en previously) or elective. 4. Elective (English advised.) 5. Music Organization. INDUSTRIAL ARTS (Recommended for students interested in the broad field of trade and industrial oc cupations.) 10th YEAR 1. Health and Physical Education. 2. English. 3. BIO Life Science. AlO Life Science. 4. Driver Education. 5. Basic Drafting or Mechanical Drafting I, II. 6. Electric, Metal, Print, or Wood. 11th YEAR 1. Health and Physical Education. 2 U. S. History Bll, All. 3. Bll American Literature. A ll English elective. 4. Industrial Arts Subject. 5. Basic Math. II or elective (Art, Music, or other elective.) 12th YEAR 1. Health and Physical Education. 2. B12 U. S. Government. Senior Problems (one semester recommended.) 3. Laboratory Science (if not tak en previously) or elective. 4. Industrial Arts Subject. 5. Elective (English advised.) Page Eight .Description of Courses FOREIGN LANGUAGE Today w hen international relationships are so vital, a knowledge of a foreign language is important because of its con tribution to better understanding among peoples. Also, language study gives one a pleasant and valuable skill, besides re sulting in an improved understanding and use of English. Most universities require two y ears of a foreign language for entrance. The "f" re quirem ent of the University of California m ay be met by the third y ear of a lan g uage; while the fourth y ear will great ly increase a student's ability to use the language correctly and fluently among natives and in his university courses. No credit is given at the university for a single y ear of language. Fractional y ears from high school (i. e. Spanish V without Spanish VI) will be disregarded for the language requirements at the uni versity. FRENCH To those who. really know it, a knowledge of French brings deep per sonal satisfaction from a cultural point of view. For practical reasons, too, French is valuable. For instance, why do educated peo ple of Europe, and South America, feel the necessity to speak French as fluently as their own language? Be cause it is a common international means of communication. A German officer and a Turkish officer can con verse together in French. Why should some of our alert secre taries know French? Because it gives them more opportunities for positions for which a knowledge of French is a necessary tool. Why does French help English ? Be cause thousands of English words have been taken unchanged from French. Is French valuable for further edu cation ? Yes, because for all profes sional courses, at our universities, a reading knowledge of French is re quired or recommended. 1. FRENCH I, II—B10-A12 Special attention is given to build ing a solid foundation for a real knowledge of French. Pronunciation with the aid of speech and song re cording; Conversation based on prac tical vocabulary learned in expres sions, anecdotes an d proverbs; — Reading of ideas expressed in correct French; Writing of ideas expressed in correct French idiom ; Grammar to de velop understanding of fundamentals learned; these serve as the introduc tion to a pleasurable and profitable knowledge of French. 2. FRENCH HI, IV—B10-A12 The work of French I and II pro gresses in difficulty to meet the in creasing capacity of th e student. Writing in simple but correct French is stressed. Longer stories are en joyed. Pronunciation perfection is still worked for. 3. FRENCH V, VI, VII, VII—B11-A12 Students cannot be too strongly urged to continue any modern lan guage through semesters V and VI at least. The continued study of French is no exception. The foundations are all laid—the feeling of mastery and real enjoyment increase rapidly. Classes are conducted largely in French. Stories read are discussed in French. Pronunciation work is contin ued. Workable perfection in grammar is insisted upon. In a word, it is in these advanced semesters that the stu dent reaps the reward of all preced ing fundamental work. He is now able to understand, speak, read, and write French with an ever greater facility and enjoyment. LATIN Latin is a language of particular use to students of Law, Medicine, Pharmacy, Science, Nursing, Engi neering, and other languages. Fur thermore, it gives a student of any vocation an excellent training in read ing, writing, spelling, and under standing of English. 1. LATIN I, II—B10-A12 Elementary English and Latin grammar and vocabulary are empha sized and studied in conjunction with stories of Roman life. 2. LATIN III. IV—B10-A12 Grammar study is continued, and stories of mythology and an account of Caesar’s campaigns in Gual are read. ' 3. LATIN V, VI, VII, VIII—B11-A12 Cicero’s Orations and Virgil’s “Aeneid” are read. During the second, third, and fourth years of Latin, em phasis is given Rome’s contribution to civilization and to an appreciation of its literary heritage. SPANISH The emphasis throughout the eight semesters of Spanish offered is on the consistent development of an increas ing fluency and accuracy of speech, and on an ability to understand Span ish when it is spoken. There is con siderable practice in writing Spanish. The music, art, customs, history, and geography of Spain and Latin Amer ica are introduced as much as pos sible in order to improve our under standing of the problems of these people and to develop an appreciation of their culture and its contribution to our own. 1. SPANISH I, II—B10-A12 Beginning Spanish is learned by the oral method. Emphasis is strongly placed oh learning through hearing and using the language. Pronuncia tion is stressed. A practical vocabu lary is presented to enable the pupils to begin to understand and to speak everyday Spanish. Notebooks a re made to be used as the pupil’s per sonal and permanent guide and refer ence book. The work of the first few weeks of beginning Spanish is done without a text. Pronunciation drills and practice in conversation develop the ability to understand and use the language. 2. SPANISH III, IV—B10-A12 In general the niethod of Spanish I and II will be continued with much emphasis on oral work. Reading will be primarily a basis for conversation and there will be much stress on the gradual building of a practical vocab ulary and the correct use of verbs. Throughout the course Spanish will be used in the classroom whenever pos sible. 3. SPANISH V, VI, VII, VIII— B11-A12 Original work is stressed in the ad vanced classes, where the texts used are the foudations for oral reviews, vocabulary building, and class discus sions in Spanish. The grammar review promotes an appreciation of syntax and correct usage of words to express exact ideas. The pupil acquires confi dence in expressing himself idiomat ically in a foreign language. Page Thirteen Description of Courses. ENGLISH All students are urged to take six se m esters of English. Academic students should take A dvanced Composition in A 12, English Literature in B12 and an English elective in the A ll. 1. ADVANCED COMPOSITION—B12-A12 Advanced composition is a course designed to train college preparatory students for college entrance exam inations in English. Essays on vari ous aspects of modern life are dis cussed and outlined or summarized in precis. Thorough drill in grammatical usage and punctuation is given. Com position work begins with the devel opment of the topic sentence into the paragraph and proceeds to the outlin ing and writing of long themes. 2. AMERICAN LITERATURE—B ll It is a survey course of American authors and their writings. It aims to acquaint the student with some of the best that has been, and is being writ ten today, in drama, poetry, short story, essay, novel and biography, thereby enriching his background so that he may study and appreciate the development of our literary heritage. Required of all students in B ll. 3. CREATIVE WIRING—A ll-A l2 Creative writing provides for the training of the student who is inter ested in English composition beyond the field ordinarily covered in most high school classes. It gives the stu dent a chance to express himself free ly and artistically in written form. Half of the term is devoted to poetry; and half to prose. This class sponsors the publication of the literary maga zine, Trial Flights. 4. DRAMA I—A11-A12 Drama I is an elective course open to students who desire to overcome self-consciousness and fear of speak ing in public, whether they think they have dramatic ability or not. Prelim inary training is given to voice and speech. Pantomine is studied to de velop bodily freedom and grace of movement. One act plays are read and produced and every pupil has an op portunity to participate. 5. DRAMA II, in—B12-A12 Drama II is a course which is open to students who have recommended grades in Drama I, or have the per mission of the instructor. Instruction is given in advanced voice development, pantomine, and acting techniques. Individual work in platform reading of dramatic litera ture is encouraged. Long plays as well as one act plays are read and produced. Students are invited to join the Dor sey Community Players, and also to work toward membership in the Na tional Thespian Society. This group, acting as the Produc tion Class, spends a major portion of the time producing and acting in three-act plays and musical produc tions. 6. ENGLISH—BIO BIO English emphasizes English fundamentals and communication skills, especially speech. An orienta tion unit is included in the work of this semester. Required for all students in BIO. 7. ENGLISH—AlO AlO English emphasizes reading and composition. English fundamen tals are re-emphasized, a vocational unit is included in the work of this semester. Required for all students in AlO 8. ENGLISH LITERATURE—A11-A12 English literature is a survey course beginning with the Anglo-Saxon epic, Beowulf, and ending with current writings. Its purposes are to acquaint- the student with the chief authors and writers in the English language, to in crease his appreciation of certain lit erary forms, to give him an under standing of the development of his own language, and to give him some knowledge of th e historical back ground necessary to the study and ap preciation of English literature. The course increases the scope and matur ity of the student’s reading. It is recommended for pupils who are taking an academic course and who are expecting to go to college. 9. JOURNALISM I—AI1-A12 Journalism I is a course in which the student gains a knowledge of newspaper history and of the various steps in the production of a news paper. Emphasis is placed on learning to write news stories, features and editorials, as well as on the intelligent reading of a newspaper. This course is a pre-requisite for Dorseygram staff work. 10. JOURNALISM II, III, IV—B12-A12 Journalism II, III, IV is the staff class which produces the school paper. Skill is developed in interviewing, re porting, copyreading, proofreading, headwriting, planning layouts and making dummies. This class is open only to students who have been selected because of their superior work in Journalism I. 11. PUBLIC SPEAKING I, II—A1I-A12 Public Speaking I and II are courses which give students opportunities for development of skills and techniques which make for effective platform speech; preparation of material for and delivery of informal talks and more formal speeches; extemporane ous speaking, parliamentary proced ure; debate. 12. SCHOOL ANNUAL—B12-A12 School Annual is a production ac tivity course which requires many of the skills indicated for the Staff Class in Journalism. It gives opportunity for creative expression in literary and graphic arts work as related to the publication, the School Annual. 13. SENIOR ENGLISH—A11-A12 Senior English is a course which offers the student opportunity to in crease his effectiveness in all com munication skills, especially letter writing, grammatical usage, and or ganizing materials for both oral and written expression. 14. SHAKESPEARE—A11-A12 The purpose of this introductory course is to gain an apreciation of Shakespeare’s plays. Three or four plays are read as quickly and easily as possible in order to gain an under standing of the story and the charac ters. The plays are acted rather than analyzed, and are regarded as inter esting pictures of life rather than great works of literature. Every stu dent should gain some degree of abil ity to read and interpret Shakespear ean lines. 15. WORLD LITERATURE—A ll-A l2 World literature is a selective rath er than a comprehensive course. It includes the study of such literary forms as the drama, the novel, ' the epic, poetry, and philosophy. World famous authors of all countries and ages are read and studied. The pur pose of the course is to increase the scope and maturity of the student’s reading. It is recommended for students who are taking an academic course and who are expecting to go to college. Page Twelve Curricula Requirements BUSINESS EDUCATION B I O A lO 1. Physical Education. 1. Physical Education. 2. English. 2. English. 3. Life Science I. 3. Life Science II. 4. Business I. 4. Business II. 5. Typing I, II or III. 5. Typing II, or III. 6. Study. 6. Driver Education. Stenographic Clerical Bookkeeping Merchandising B ll B ll B ll Bll 1. Physical Education. 1. Physical Education. 1. Physical Education. 1. Physical Education. 2. American Literature. 2.. American Literature. 2. American Literature. 2. American Literature. 3. U. S. History I. 3. U. S. History I. 3. U. S. History I. 3. U. S. History I. 4. Shorthand I. 4. Bookkeeping I. 4. Bookkeeping I. 4. Bookkeeping I. 5. Typing III or elective 5. Typing III or elective. 5. Typing III or elective. 5. Typing III or elective. 6. Study. 6. Study. 6. Study. 6. Study. All All All All 1. Physical Education. 1. Physical Education. 1. Physical Education. 1. Physical Education. 2. Business English. 2. Business English. 2. Business English. 2. Business English. 3. U. S. History II. 3. U. S. History II. 3. U. S. History II. 3. U. S. History II. 4. Shorthand II. 4. Typing IV. 4. Bookkeeping II. 4. Merchandising I. 5. Typing IV or elective. 5. Elective. 5. Elective. 5. Elective 6. Study. 6. Study. 6. Study. 6. Study. B 1 2 B 1 2 B 1 2 B 1 2 1. Physical Education. 1, 2. Business Practice I. 2. 3. U. S. Government. 3. 4. Shorthand III. 4. 5. Transcription I. 5. 6. Elective (Music, Art, Practical Art.) Physical Education. 1. Business Practice I. 2. U. S. Government. 3. Elective. 4. Elective (Music, Art, 5. Practical Art.) Physical Education. 1. Business Practice I. 2. U. S. Government. 3. Bookkeeping III. 4. Elective (Music, Art, 5. Practical Art.) Physical Education. Business Practice I. U. S. Government. Merchandising II. Elective (Music, Art, Practical Art.) A12 A12 A12 A12 1. Physical Education. 1. Physical Education. 1. Physical Education. 1. Physical Education. 2. Business Law. 2. Business Law. 2. Business Law. 2. Business Law. 3. Shorthand IV. 3. Business Practice II. 3. Bookkeeping IV. 3. Merchandising III. 4. *Secreterial Bkkg. 4. Elective. 4. Business Practice II or 4. Business Practice II or 5. Elective. 5. Elective. W ork-Experience W ork-Experience 5. Elective. 5. Elective. * Experimental. Page Nine Descripüon of Courses. DESCRIPTION OF COURSES OFFERED AT DORSEY Courses are listed alphabetically within sub ject field areas. In order to choose courses best suited to his needs, interests, and abilities, every student should study carefully the summariza tion of the content of the courses offered. Teach ers will be glad to discuss the various courses and help the student decide which is best for him. ART All courses in Art will satisfy the one- sem ester Art requirement for graduation. 1. ADVERTISING ART I. II. III. IV Advertising Art covers lettering, layout and poster design and provides opportunity to develop those skills most widely accepted as essential to basic training in the field. 2. ART I. II These are basic courses in the study of fundamentals of art structure and of drawing and painting. They are re quired of all art majors and are a pre requisite to all other art courses. 3. ART APPRECIATION B11-À12 This course fulfills the Fine Art re quirement for graduation. Students without special interest in develop ing technical skills in drawing and painting should take this. It is planned to help students make finer choices and to become more discerning buy ers through a study of the important phases of the arts as develop^ from ancient to modern times. The course is presented through talks, discus sion, reports, slides and motion pic tures. No Prerequisite. 4. PAINTING I. II, m . IV Painting is advanced drawing and painting with emphasis on the art principles and working in a variety of media. It is planned for art majors. Pre-requisites: Art I, II 5. ART CRAFTS B12-A12 This course is designed for all stu dents. It offers the student a wide variety of experience in the handling of tools and materials; gives oppor tunity to create and express ideas and to relate his craft experience J to every day living. There is no p r e - r e q u i s i te It m ay be taken for eithier art or practical art. 6. CERAMICS B10-A12 The ceramics course is planned for all students interested in creative ex pression in clay. It includes the de sign and construction of pottery and sculpture; the mixing and u s e of glazes; and the operation of the kiln. There is no pre-requisite, It m ay be taken for either art or practical art. 7. COSTUME DESIGN I, II, III, IV The student learns the basic as pects of good costuming. They are: 1. faultless grooming; 2. suitability to function; 3. intrinsic beauty of line, color and design; 4. expression of personality. T he objectives are practical as well as professional. Pre-requisites: Art I, II . 8. LIFE DRAWING I, R, III, IV Life drawing emphasizes the study of the posed human figure. Pre requisites: Art I, II 9. STAGE ART The course includes the study of the fundamental principles of design as applied to stage art, the design and construction of model stage sets, the design and construction of stage prop erties, the design of costumes and makeup for stage productions. It also includes the study and use of modem stage lighting. Enrollment is open to students who are approved by the instructor. It may be taken for either art or prac tical art. 10. PHOTOGRAPHY I— A10-A12 Photography is both an art and a science; it is an invaluable tool to those working in the other arts and sciences. As a vocation photography has no superior, as a vocation there is no end to its possibilities—motion pic tures, x-ray, commercial photography and aerial mapping are a few ex amples. Photography, as an art, is a new medium by which those with limited are ability may freely create and ex press their artistic feeling. Fundamen tals of good picture taking, types of amateur cameras, camera parts and their function, types of photographic film, film development and kodak printing are discussed. Adequate pho tographic darkrooms and facilities are provided for their practical applica tion. It may be taken for either art or practical art. 11. PHOTOGRAPHY R—B11-A12 The second semester involves mak ing enlargements, print toning, print mounting and finishing, elementary photographic chemistry, negative in tensification and reduction, uses of camera accessories and speed graphic camera operation. 12. PHOTOGRAPHY III, IV—A11-A12 This course provides instruction in advanced photography such as: cut- film development, loading film hold ers, professional films and their uses, copying, portraiture and industrial photography. Page; Ten .Description of Courses BUSINESS EDUCATION 1. BASIC BUSINESS I, II—BIO-AIO Basic Business I presents a broad overview of many fields of business activity such as banking, savings and investments, social security, insur ance, telephone, telegraph, correspond ence and travel. Basic Business II covers topics such as guidance, filing, sources of infor mation, record keeping, business law, business organization, purchasing and selling. This semester, is planned to help the Business Education student decide upon the major to be followed in the 11th and 12th grades; These courses are required of all Business Education majors. 2. BOOKKEEPING I, II, III, IV—B11-A12 Bookkeeping I and II cover th e principles of double-entry bookkeep ing as applied to the accurate record keeping for individuals, social organ izations and businesses. This course provides an understanding of business transactions, business reports, bank ing services, social security taxes, and income taxes. Bookkeeping I is required as a back ground course for all business majors, except Stenographic, for whom it is a preferred elective. It may be taken as an elective by any student. Bookkeeping III an d IV include more advanced work in partnership, corporation, and departmental book keeping and accounting. 3. BUSINESS ENGLISH—A11-B12-AI2 Business English reviews English fundamentals, stresses spelling and vocabulary development, and trains the students in the writing of business letters of various types. > ; Business English is required of all Business Education majors. 4. BUSINESS LAW—BI2-A12 This is a practical course to develop appreciation of our legal framework. 1. It gives in understandable lan guage the law as applied to bus iness and personal affairs. 2. It develops respect for our laws and dur system of law. 3. It develops an awareness of the obligation to deal fairly with others. 4. It develops the ability to protect one’s own interests. 5. It emphasizes responsibility for one’s acts and shows ignorance of the law protects no one. It is open to all Senior A and B stu dents, and it is required of Business Education majors. 5. BUSINESS PRACTICE I B12-A12 This course includes office routine; filing; business papers; use of busi ness machines. It develops an under standing of office procedure and busi ness etiquette. It is required of all Business Edu cation majors. It is open to B12 and A12 students. 6. BUSINESS PRACTICE II A12 This course consists of advanced work on the business machines; appli cations of office work in major fields; civil service tests; job study; interview technique. It is required of all Bookkeeping and Clerical majors 7. MERCHANDISING I— A11-A12 This course consists of a study of textile and nontextile merchandise,’ with special emphasis on.the new ma terial in both fields and the knowledge salesmen and buyers should have about the merchandise offered for sale. It is an elective open to all stu dents. 8. MERCHANDISING II—A11-A12 Merchandising gives an understand ing of business in terms of earning a living. It includes the fundamentals or selling as they apply in retail stores, over the telephone and in outside sell ing; the development of business eti quette, personality, and how to get a job. 9. MERCHANDISING III—A11-A12 This course gives an understanding of the economics of distribution and the modern systems of retail store or ganization and operation. 10. SHORTHAND I, II, III, IV—B11-A12 Shorthand provides for the develop ment of a marketable skill; the read ing, writing at dictation, and trans lating of Gregg shorthand at accept able rates of speed and degree of ac curacy. It is open to all students. It is re quired for all Stenographic majors. 11. TRANSCRIPTION I—B12 This course is to be taken concur rently with Shorthand III. It is de voted to the development of the ability to combine the skills of shorthand, typewriting and correct English usage. 12. TYPEWRITING I, II, III, IV—B10-A12 Typewriting is offered for personal and vocational use. One semester is recommended for every high school student. Typewriting will satisfy the one semester Practical Art requirement for graduation. Typing I and II are required for every Business Education major. Stu dents who had one term of typewrit ing in junior high school and received a grade of D must take Typewriting I. Those who had two terms of Type writing in junior high, regardless of grade received, may not take Type writing I for credit. Page Eleven 73 APPENDIX C PROGRAM GUIDANCE BULLETIN V 714 APPENDIX D STUDENT SPELLING LIST Spelling Rules 1. strangely IS. scholarship 2. missiles 16. beautiful 3. optimist 17. relatives I 4. instructor 18. skating kindergarten 19. whereby 6 • immediate 20. considered 7. all right 21. preceding 8. Dorsey 22. college 9. maybe 23. worry 10. avidly 2I 4. boulevard 11. privilege 25. there 12. pneumonia 26. grammar 13- poodle dog 27. married II4. self-conscious 28. until 29. Final "E" A, Before a vowel drop the E, Before a consonant let it be, 1. forc^ & ible = forcible 2. hate & ful = hateful 7S 30. 31. 32. 3. inquiry & ing « inquiring i|. pursu£ & ing = pursuing Final "Y" A. After a consonant y becomes i. After a vowel y stays y. 1. story = stories 2. angry = angrily 3. occupy s occupied I 4 . valley ■ valleys Double I after 1 vowel A. If it accented be Final consonant suffix with a vowel. 1. thin, thinner, thinnest, thinly 2. ship, shipped, shipping, shipments I before E, except after C or when sounded like A As in neighbor and weight. achieve field ceiling conceit flint freight 33. leisure 38. citizenship 3k- seize 39. eligible 3S. absence ko. athletic 36. definite 41. events 37. academic 42. appendicitis 76 k3- bulletin 67. letterman hU- beginning 68. enter i+5. attendance 69. badminton i|6 • trouble 70. rece ive 47. rules 71. honorary 48. outside 72. situation 49. appearance 73. board so. place 74. different Si. their 7S. semester S2. personnel 76. separately S3. pupils 77. permitted S4. firmly 78. bicycle ss. allowed 79. employer S6. orderly 80. organization S7. upon 8 1. further S8. throwers 8 2. promote S9. attacked 83. sponsor 60. surprise 84. accumula te 61. ob ject 8S. exception 62. committee 86. entrance 63. occurred 87. benefit 64. mathematics 88. expenses 6S. sure 89. probably 66. too 90. participation 77 91. form 102. registrar 92. broiight 103. equipment 93. perform 1 0 4. villain 94. discipline 1 0 5. co-ordinator 9S. eaten 106. avidly 96. performance 1 0 7. counsel 97. schedule 1 0 8. administrator 98. alumni 1 0 9. municipal 99. regulation 110. counselor 100. recommendations 111. delinquent 101. misdemeanor 112. enforce s 0 E-t g P r - t g M E-4 1 I g -P C > T3 o § -p 03 CO P, 1-4 0 C t S c *H •H O -P to -p P: o o CO CO (D 4 - : » f3 E ? , 54 03 O I- ■CD •H Pi o ü ' oj x: g-p-*^ 03 0._, H (D o O X3 O P4 Xî f - î -4 a *H CD W o 10 ig o-^ T) r-4 C h * h O O c4 p» ^ -P rd •H C D g O -H CD 03 53 U •H -H Pi > CD O Pi P: CD T3 c en cj Cü <D c t 5 p C D en Pi XI •H CD o X d >3 u CD p cd e t ) CD 4 - ' ^ P -P d 5 o (D ^ r O m tH p o p ClH O CM - i ^ O -i4 ) C D C D X) hf) r4 C r-4 •H Cd p p p' CO p 'd e t ) "d 0 CD c o p e t) p C D C D XI G d O Ph ■LA fA e t ) o t e C D P H en C D ° ;g =4 M O P bf) e t ) P 0 G P 'H •r4 X X CO P •r4 G G P P E X 0 © P P © X p i 0 t e P P © G X rO , W © 0 P P G P G G © © ■ü © P X E ( © © X © 0 P P G •r4 © •fi 0 0 P X 00 © P ü P G te CO 0 G r " a ' G P P 0 f - a X ’ X P teP G X X P © E g; (D en CD <1 'd! q| II - P Ci) •"H b . n A © C O P G C O en G ' P H © w n t e P ü © G î - i M G C O 0 © © X G G ■fi P G X C O X P P X p 0 0 P 1 P © © © X X X C © P p 0 *> W 5 0 P G ÎP- © C O M X X G © p © ♦r4 P © X G te •r4 i? ri 0 en 0 P, P © 5î © G' P P X G >3 >3 o X X G © P © © X 4- ) 0 > © © © bJ X G P R G r,' P P P P P G G G 0 f» G P © © © P P G X © Pi G C O •. 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O © to G t e © O t e to © I ° § X © © P © G q C H o G X X X X © te P i P ü w G , , . § ! © *H > •3 © P © P © G P P te ü X G G G C D P P G © G ■S © te G w © ü K C 3 o G X ts p G X O G O P G X •3 o ü G P o •3 © •3 1 — 1 ü P Q X X P G•3 O G G•3 te * 3 E P ü » P p X © G P © O •3 te O Gte l p P (0 G G X © X X te • I — 1 X P G © o P * 3 G © CO w X G G G te X © •3 O ü p X-•3 P G X lA P G © ü © te © P te • r i P X G o te G P O O © O o o P G te X p P © GP © p CO X te G © •3 G G OX •3 to •3 p P Ë P G P o P CO •3 © © X © © î> 3 p G to E « G G © to •3 X X X P G P • G © © P G P X © O G © ü © X. X O •3 G ( M O > 3 X X X •3 ü © o © P P P P o P © O © P G m G tete G te ! to G © O X w t e p © o © G P © © •3 G G o G " r4 © X p X G P X P G G G O © o O •3 © P G © O O © © P © X G © P © P P X © >3 G te G te X •3 * t Ë X p CM O © O OP © P 5 : © G © P © E O C O G P © p p O © o ü te © te © X X X X ©p © P P P Gte G G X O X •3 © © X X X ü © O G w © w X © © P P X P © G g G P •3 W ü C O te © © © W © w © © © X GX Gp P G P Ü G O © Glis P X X G © © © •3 •3 •3 P •3 G P P •3 P C d G b O te to P G G © X W © H P •3 X © O P O X P P G © p q tO oQ © X G p ♦ H P ^ 4 r4 © P Q H < - Sq 5 © p * - * 5 G G X G P b o P G P X G G P te . •3 G G G P •O 0 1 © P G •3 X © © to G P G •3 X P to G G P G h GP G o G •3 © X X P G o •3 X G •3 P G X © p X © r3 P •ri • G C M G te b © X P P P E ? © O © te •3 p q te p GX OP © O G © ü P P X X P © P X b -a X © - f ^ X X X O •3 X © X p ;ii t g P p •3 P p te © G G te X © G G •3 1 — 1 P o X G © ©1 — t GX to p © G G G © G •3 •3 o © p X O P © P P 1 — t © g © C O O ü >3 X G G G © p p G © © P X G G © o p P © X G te . O X © p P ©P ü O © ü p X ü o C O © p •3 G © ©te © P X © © X G P X > © O P •X # x P ü G•3 •3 •3 X Gp © Ü G X © P p ü o p G C O © © G C O ü G C O GP •3 o © G O © > 3 © t te P O p X G X te © P P © © P G G•3 © G C G m P to © >3X G X O G te P © © © X G C O C O P o O U P G © G P •3 © ü P G •3 P -P © p P © © W •3 te > w G P P © to 1— 1 © © X © © •3 © GP > G X G o X P P X fr G © M GP © o X P t te •3 G © p 1 P P X O G © X © G O X O © P © p P P P G 7 2 Gte X ü X P X P X G P •3 © © •3 •3 E G © X •3 o © G P to © f3 © •3 © O © G P te © p X 1 — 1 ©1 — 1 © © © C O X G P © X G © G G P t e : C O G p X O O G X •3 © G P O P p >3 P © O P P © P P te ü X G © P ©P > •3 G © ü ©P P > © G © •3 1 — 1 > X w > G X G O X W G P © •3 X © •3 p © G te G © •3 © to © to Ü te w w WP © O O © P P X p © G p p © G P •3 b OG © ü P] G te P © © X X W O G •3 C O © © p t o X X ü î> 3 C J p P Q P X © •3 P ü ü G P O © © G > 3 O P G G G © G p te w P P O P G G & •3 © © 4 4 P O•3 O © C O G © P P te te X © P •3 © © P te W G © © t to•3 © t e X G E © X P G © P P |P G P p © © © p •3 © 1 1 © Ote G G G •3 te rO i •P CO © i3 Xi X •3 E © © G X G 1 3 © P ü P X X •3 O f — t G P CM •3 © G ü © P G G G C i ) © P P P X X >3l© •3 X O P P P © © G 3 < < < te p ml|te X P te CQ CO P P te O o g ;v '; '9m ilif l i i S i » » : 79 I APPENDIX P ORIENTATION PINAL DO NOT MARK THIS PAPER. . .USE ANSWER SHEET A. MATCHING: H 1. Student officer in charge a. Academic of school's literary pro gram. P 2. Executive body of student b. Congress government at Dorsey ^ G 3. Spanish Club c. Sphebian J 1|. Book with pictorial record of school year d. Student Coun cil C $. Honorary Organization with e. Special acti ons member for every i^O vity class seniors B 6. Membership selected from f. Triangle each homeroom ^ 7. Public speaking g. Special In terest Club ^ 8. Boys' Service club with h. Commissioner brown sweaters of Pine Arts L 9. Bulletin issued on Monday, i. Registrar Wednesday and Friday A 10. Foreign language major j. Circle I 11. Administrator in charge k. Criterions of attendance K 12. C.S.F. 1. The Circular N 13. Noon area for boys only m. Mr. Drury M 80 llj. Student Body Activity n. Rancho Play- Coord inator ground O' 15• Service Club open to o, Letterman all senior boys with two semesters of service p. Alumni Day q• Anchors B. TRUE OR FALSE: If statement is true, put in first space; if false, put ”X” in second space of answer sheet. F T 16. A select group of students who enforce stu dent body regulations is the G.L.S. 17. The Key Club is a boys* school club that is concérned with Community Service. F 18. The circle is a special area where only upper classmen may eat. F 19 , A long and short ringing of the school bell signifies a red alert. ^ 20. Bungalow #11 is the Dorseygram Office. I ' 21. The Business Office is located in B 101. ^ 22. Most Science classes can be found in E Building. ^ 23. Most Math classes can be found in D Build ing. F 2i|. The date of Dorsey* s Dedication is September, 1938. F 2$. "AD ASTRA" is the slogan of the Dorsey Latin G lub. 26. May Day is a special day set aside for Dorsey Girls. T 27. The school yell that starts Di:-DimORi:-Sii8i(-SEY 81 is the Double D. ^ 28. Alma Mater starts out with "In years gone bye, we founded our hopes---." F F F F T F T F F T F 29. The Dorsey D is a school song. F 30, According to California State Law, fraterni ties are legal if all their activities are held on campus. 31. Outstanding academic group at Dorsey is the Aidantes. ^ 32. The main function of the Service Board is to Gohnsel delinquent students. 33# The signal for the drop drill is a continu ous series of short rings. 3i|. In order to become a student body officer, one needs to have a B average only. 3$. The L.Â. Municipal Code prohibits students from leaving and reentering a school dance. 36. The Dorsey Fight Song starts out with: "With deepest green our fields are bright." F 37. Dorsey is run by four school administrators. ^ 38. Conduct in the hash lines at Dorsey is supervised by the Archons. 39. Hazing is a form of student discrimination and persecution. I 4O. "Howdy Day" is held on the 3rd Friday in October. i|l. "Trial Flights" is a school publication sponsored by the Aviation club. I j . 2 . The Student Council is the Legislative and Executive branch of Dorsey Student Govern ment . The Dorsey Tournament is a City-wide 82 ! ^ kk, One of the outstanding special interest clubs at Dorsey is the Choir. ^ Personnel Board’s main function is to en force student body laws. C. MULTIPLE CHOICE. Place appropriate number in the first column only, on answer sheet. 3 1^6. Dorsey’s top enrollment was: 1 . 2 ,0 0 0 2 . 1 ,8 50 3 . 2 ,2 0 0 k- 2 ,6 1 0 h The "Dug Out" is located: 1. Adm..Bldg. 2. Baseball Field 3. K 173 k. B 101 k I | 8 . The school nurse can be seen: Every day 1. Twice a month 2. Every Friday 3 . 2 ^ times a week 3 i|9. The person in charge of textbooks is: 1. Aesthetic Coordinator 2. V.P. (Boy’s) 3. V.P.’8 Secretary k. Librarian 50. Students eligible for free bus transporta tion must live : 1. 2 miles from school 2. 1$ blocks from school 3. Have special disability i j . 3 miles from school 5l# California State Law on compulsory school attendance is to-the ages of: 1 . 5 - 1 8 2 . 6 - 1 6 3 . 8 - 1 8 4 . 5 - 1 6 _3 52. Smoking is illegal according to a: 1. Municipal Law 2. Federal Law 3. State Law . School Law 2 53# Dorsey’s outstanding athletic accomplish ments have been in the field of: 1. Football 2. Basketball <33 3 5^4* Which of the following is not a Special Activity Class: 1. Band 3* Creative Writing 2. Science < 4. Public Speaking 3 55# Which is the correct number of elected members of our Student Council: 1. 8 3. 10 2. 6 < 4# 12 2 56. The size of a class "A" or Varsity letter is : 1. 6 inches ^ 3# 10 inches 2. 8 inches ij. 5 inches 1 57# Fire Drill is a 1. continuous ringing 3# Siren lounging of bell in the circle 2. intermittent short I 4. long and short rings rings 3 58# A fictional book has as its outstanding characteristic : 1. Greater length 3# One plot with than a short many sub story plots 2. true to life < 4. A villain U 59# Which of the following is not necessary in a fictional story: 1. setting 3# plot 2. action 5. villain k 60. Times tardy for automatic dropping of a class 1. 2 3# U 2. 1 i|. 5 B. SPELLING: If spelling and definition of word are both correct, put an X in first space ; if either is incorrect, put an , X in second (false) space. 61. A written statement specifying the details or order of any event is a schedule. F 62. The first in rank; as head of a school is a principle. F 63 F 6i| T 65 T 66 F 67 F 68 6F 69 T 70 F 71 F 72 F 73 T Ik F 75 81, The act of being tested is an examimation. A rule prescribed for conduct = a regulation. 67. A change for the better = a recommendation. A group of persons elected to act upon some matter = a commitee. A formal declaration = misdemanor. The authorized keeper of records is a registrar. équipement. villian. orgnization. coordinator. eligable. P P Tom, who had the affadavit for the Student Councel, w : 77 T P spoke to the administrator about the Municple Code and the 75:------ ■ - 7 9: . T schedule. According to Tom, the main function of the Ho: T F T Service Board was to council delinquent students, and the — 5 I T ~ 5 3 7 ------- F F Personal Board’s job was to enforce Student Body regulation. — -------------- F ., 86. separately. F 8 7. suprise. 85 T '88. leisure. T 89T discipline. P 9 0. occured. U fliv a rsitV o f S o u t h e r n Cmllfornim</s>

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Creator Mednick, Richard (author)

Core Title Orientation in action: a proposed orientation unit for B-10 English at Dorsey Senior High School

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1955-06

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c37-262105

Unique identifier UC11634472

Identifier EP48015.pdf (filename),usctheses-c37-262105 (legacy record id)

Legacy Identifier EP48015.pdf

Dmrecord 262105

Document Type Thesis

Format application/pdf (imt)

Rights Mednick, Richard

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA