CHS Periscope Fall 2018 issue

Carlisle High School

623 W. Penn Street Carlisle, PA 17013

www.chsperiscope.com

Vol. 73, Fall issue

The unheard voices of Carlisle High School

Programs at CHS that are flying under the radar 4-5

Arming against the epidemic 8-9

Hidden in plain sight: Carlisle restaurants 15

P

eriscope Staff

Periscope is a student-created magazine whose mission is to showcase student achievement, inform the Carlisle High School community of upcoming issues and events, and provide entertainment for students at CHS. The Periscope staff produces the magazine while learning the roles of staff writers, photographers, editors, and business managers. We will uphold all press standards in the creation of this publication and abide by ethical and legal practices set in place by press laws.

Kate Muir Adviser

Cameron Fritz Publications Manager

Meg Tate Sports Editor

Samantha Martin News Editor

Becca Winton Website Editor-in-Chief

Abigail Lindsay A&E Editor

Carol Etzel Magazine Editor-in-Chief

Heidi Heinlein Kathleen O'Neill Perspectives Co-Editor Perspectives Co-Editor

Lillianne Hogsten Photography Editor

Skylar Bowers Student Life Editor

Disclaimer: Articles designated as “Editorial� represent solely the views and opinions of the author, not the 2018-2019 Periscope staff, CHS Administration, or the CHS student body.

Top row: Meg Tate, Carol Etzel, Kate Muir, Karolena Santiago, Hunter Nace, Kaitlyn Peck, Zack Mattaboni, Ayb Graham, Cameron Fritz, Michael Raphael. Middle row: Lillianne Hogsten, Becca Winton, Dyamond Jones, Heidi Heinlein, Kathleen O'Neill, Abigail Lindsay, Shayna Rhoads. Bottom row: Parker Shabala, Summer Hollingsworth, Skylar Bowers, Ellie Knapp, Mia Byus, Samantha Martin, Carter Smith, Carlin Diehl, Kaycee Johnson

Equity Statement The Carlisle Area School District is an equal opportunity education institution and will not discriminate on the basis of race, color, national origin, age, sex, sexual orientation, religion or handicap in its activities, programs or employment practices as required be Title IX and Section 504. No person shall on the grounds of race, color, national origin, age, sex, sexual orientation, religion or handicap be excluded from participation in or be subjects to discrimination in any program or activity funded, in whole or in part, by federal funds. Discrimination on the basis or sex or religion is also prohibited in some federal programs. For information regarding civil rights and grievance procedures or for information regarding services, activities, and facilities that are accessible to and usable by handicapped persons, contact Ms. Christina M. Spielbauer, Title IX Coordinator, Section 504 Coordinator, at 623 W. Penn Street, Carlisle PA 17013-2298. 240-6800

6 17 13

10-11

featured articles 2

What does it mean to be a part of the Herd? / Kathleen O'Neill

3

The importance of clubs / Kaitlyn Peck

4-5

Not soaring or flying: CHS programs under the radar / Skylar Bowers, Michael Raphael, Carlin Diehl

6

The gender divide: Why are some classes not evenly represented? / Skylar Bowers, Michael Raphael, Carlin Diehl

7

10-11

Tennis equality: Serena and the never-ending battle with woman's athletics / Lillianne Hogsten

12-13

The perfect note: CHS's music department / Abigail Lindsay, Carter Smith

14

Feeding the future: Behind the scenes in the cafeteria / Ellie Knapp

15

Hidden in plain sight: Carlisle restaurants you need to try / Dyamond Jones

Where have all the male teachers gone? (Editorial) / Summer Hollingsworth, Heidi Heinlein

16

8-9

17

Arming against the epidemic: How CHS combats a culture of sexual violence / Samantha Martin

CHS golf swings through the season / Meg Tate eXCeptional success: Behind the scenes of cross country's back-to-back wins / Zack Mattaboni

PERISCOPE 1

What does it mean to be a part of the Herd?

“It’s a com mitment, title to be and a held. To b e a part of the He rd means to be a bison, an d to know you are a part of the bison should m family ake you fe e l proud.”

Jacob Mo rano, junior

g supportin “It means to g s and goin our team .” tivities school ac t, P Sara lan n a m fresh

“Being a part of the Herd to me means being a part of a community that supports you no matter what your background or your interests.”

Nick Otto, senior

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“It’s an honor to say I am a bison on and off the [football] field. I love the energy and environment that our school brings.”

Jamari Brown, senior

“For me, being a part of the herd is something that fills me with pride. I think our school is a great environment and I especially love competing and wearing our colors.”

Noah Clawson, sophomore

“[To be a part of the Herd means] th at you work hard, supp ort others, have school spirit, and support ou r sports teams.”

Abbie Hurst, senior

“To be pa rt of the H erd to me means to be part o f something big ger than yourself, to have st rength in numbers and a sen , se of coh esion tha is not easi t ly broken .”

Jason Erb , social stu dies teac her

“To me, it makes me proud. Even though our school is so small , we definitely made an image that I’m happy to be a part of.”

Madeline Midgley, junior

fa e a part o “I get to b as a great at h school th great and has a it ir sp l ent. m schoo n g enviro welcomin of the Herd rt Being pa be at I could th s n a me te p d and d be acce .” myself an e p my ers loved by , k la d Alex Se junior

PERISCOPE 3

the importance of clubs

Story by Kaitlyn Peck Photography by Ayb Graham, Carol Etzel Clubs at Carlisle High School inspire students to come together and connect with others by sharing their ideas along with skills.

Most of the student body is unaware of many of the club selections available and resort to an open period club. They may not take the time to go through and pick unusual ones, despite the good benefits the bring.

The only way these clubs can succeed is with effort from everyone involved. A lot of teachers feel as though clubs tend to take time out of their classes and pulls students from academics during that day, but in reality they give students a break and therefore they can go back to class in a better mood and more focused.

Seth Roper, world history teacher at CHS and puzzle club adviser said, “It takes commitment from the students to sign up for clubs they actually want to take part in, commitment from the teachers to offer clubs that they enjoy, and commitment from the administration to support both.

There are definitely some in all three groups that do make that effort.”

Clubs allow students to find a deeper interest in certain things that interest them and new perspectives on their hobbies. Teachers who are just as motivated as students create a great atmosphere for students to get involved.

There is talk about clubs being discontinued, but in the long run, club’s benefits outweigh the possible “inconveniences.” Students learn new skills, meet new people, grow their interests, and explore different ideas. Club periods aren’t just used for entertainment, but are also used for programs to meet.

These programs include but are not limited to Student Council, class councils, and new this year, cheerleading club. This eliminates before and after school meetings when they would have to meet. It becomes a useful resource.

Clubs are vital to the student body because they allow students to thrive in hobbies and bond with students who share the same interests, which will push them to try even harder. The effects they have makes it all worth it. Here are three unique clubs that often fly under the radar at CHS.

Mindfullness Club A club at CHS that normally goes unnoticed is called Mindfulness Club. This club has been meeting for the past two years. It is advised

by John McGuire, an English teacher in the McGowan building.

“After reading professional literature I thought it would be interesting to try out,” said McGuire.

Each club period involves a 20-minute meditation session, followed by discussion.

“Mindfulness is a club that does a lot with activities that allow students to be conscious of their present state and avoid the stress of the future, such as eating, drawing, walking, etc. to encourage being in the present,” said McGuire.

“It is them learning to heal themselves and lessen their own stress.”

This club will test your abilities of being able to step away from your daily problems and adventure to a different side of yourself. It allows for racing thoughts to be set aside and instead focus on other things which will bring you to a state of calm. Many students can then do better on their work since they will be at one with the present.

Robotics Club Another interesting club that is not well known around the school is the Robotics Club. It currently holds twelve students and is advised by William Bechtel.

Robotics club consists of required meetings twice a month where they build robots to compete against other students.

“Students are constructing their robots as of now, with the parts provided by Mr. Betchel, it is currently the testing phase,” said freshman member Ayb Graham. “[The] teacher is very interactive with the students [...] it’s really a hands on experience.”

“If you like building stuff and communicating with others, this is a good club for you,” Noah Patterson, sophmore at CHS and member of the club, said.

“Problem solving, critical thinking, and analyzing skills can be developed from being involved in the robotics club.”

When experimenting with robots or machinery, there is a lot of trial and error.

This allows students to learn from their mistakes. Students in this club learn skills that can be applied to real-life scenarios.

Puzzle Club Originally called “World’s Largest Puzzle Club,” the Puzzle Club allows students the opportunity to build puzzles during the club period.

Seth Roper, world history teacher at CHS, leads the club. “[I] absolutely love puzzles,” he said, describing how he works together with members of the club to build a diverse collection of puzzles. “I have all kinds of puzzles. I have one that has 33,000 pieces and all the way down to 300 piece puzzles.”

Have you come across framed puzzles lining the school? That is something the Puzzle Club works on.

“After completing a puzzle, some go back in the box and some of them I mount and frame and hang, so there’s puzzles all over the school,” Roper said.

Roper purchases these puzzles from puzzlewarehouse.com, a site that sells an assortment of brain teasers and puzzles.

There’s a club for everyone at CHS, from athletics to academics to puzzles.

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Not soaring or flying: CHS programs under the radar Behind the foundation: A first-hand experience of the cosmetology classes Story by Skylar Bowers, Michael Raphael, Carlin Diehl Photography by Skylar Bowers, Cameron Fritz, Kaycee Johnson There are many Career and Technology programs that take place at Carlisle High School that many of the students are aware of including Automotive, Carpentry, the Health Career programs, Broadcasting, Childcare, Culinary Arts, the Business Academy courses, Computer System Networking classes, and the Workforce Development Program. While these classes occur in the Fowler building during the school day, there are a few students that go outside of CHS and participate in other vocational schools to get the training they need.

For example, Sarah Etter, a sophomore at CHS, participants in the three-year cosmetology course at the Cumberland Perry Area Vocational Technical School. She is currently the only one from CHS who is participating in the cosmetology classes and this is her first year taking this course.

“I wanted to do cosmetology since I was in middle school and it’s something I can see myself doing forever,” said Etter.

Almost everyday in the morning before school starts, Etter and a few other students who take vocational classes outside of CHS take a small van to be dropped off at the Cumberland Perry Vocational School or at the Cumberland Valley High School.

After being dropped off at the school, Etter automatically gets into her cosmetology uniform and heads to her social studies class with the other students that come from surrounding schools like West Perry High School, Boiling Springs High School, Red Land High School and a few others.

Once her class ends after first period, she head to the cosmetology classroom and starts to work on the biological and medical factor of cosmetology. This includes studying health diseases that their future patient could be carrying and reviewing safety precautions that are necessary to know when working with patients.

The Cosmetology Instructor and Supervisor, Christine Franklin said, “This program is about learning the state laws and regulations of keeping the public’s health, based off of sanitation through skin, hair, and nails.”

Society seems to have create a stigma that cosmetology is an easy career since it’s just about doing peoples makeup or hair when in reality, many students have to work up to around 1,200 hours while learning about human disease while practicing different hairstyles, learning how to paint intricate designs on nails, and how to correctly apply makeup.

“Cosmetology is a job that will always be needed, you can’t be replaced by machine,” said Franklin. “It gives you lots of opportunities, you don’t just have to sit behind a desk.”

When third period rolls around, Etter and the other students start to pack up, get dressed, and go back to the school an to head back to CHS just in time for fifth period.

“This program will help me get a job in cosmetology after I graduate high school and the skills we learn help me so much,” said Etter.

There are many programs at CHS that students didn’t know existed, like cosmetology, that appear to be under the radar, but they are out there, and they can be extremely helpful for a student’s career for the future.

Amber Gantt (left) , a student from another participating school, works on advanced hair techniques, while (right) Sarah Etter, a sophomore at CHS, practices a curling technique on a classmate who is also a part of the cosmetology class.

Academic Decathlon adviser Matt Fahnestock prepares his students for their first competition.

Academic Decathlon Three Honor students, three Scholastic students, and three Varsity students, all who vary in their academic grade, represent CHS each year while participating in the nationwide event called the Academic Decathlon.

The Academic Decathlon team is run by a small group of students who want to have an opportunity to test their academic abilities and Matthew Fahnestock, the High School Gifted Support teacher.

“I don’t promote it widely outside of the students that are in my programs,” said Fahnestock. “We rely on kids who know about me and kids in my program to promote it.”

Students have opportunities to practice their skills during the whole school-year. Freshmen and sophomores meet up during lunch periods on Friday while juniors and seniors get together at lunch on Thursdays, along with meetings after school Wednesdays and Fridays. In these meetings Fahnestock leads discussions on literature like Rosencrantz and Guildenstern are Dead (the critical reading this year), and history.

At the competitions, students are tested in ten different subjects that include literature, science, math, social studies, art, music, economics, essay, speech, and interview around a central theme.

This year’s theme is the 1960s and be sure to keep updated about the ten different academic decathlon events that are going on throughout the 2018-2019 school year.

New DECA adivser Kirsti Larsen looks forward to working with the students this year.

DECA Many programs and classes accidentally go unnoticed and unrecognized at CHS, one of them being the DECA program. Only a few students know about the great opportunities that this business program has to offer.

“DECA is a business club with different competitions being the focal of the club,” said Tim Mattaboni, a junior at CHS who has been part of DECA for two years. Currently, Mattaboni is one of 15 students from CHS that is involved with the DECA program.

DECA is a program for students who are aspiring entrepreneurs in marketing, finance, hospitality and management. It meets after school and is a great club for students interested in the club.

Students who enjoy competition may be interested in joining the club because there are various competitions that DECA participate in.

“Students starting with a written exam in their field of interest, but if they do well then, they can advance to the state competition,” said Mattaboni. “If they advance [after the state competition], they have the chance to go to the national competition.”

Kirsti Larsen, Personal Finance, Entrepreneurship, Accounting I and II teacher and the new DECA advisor said, “[My students are] very dedicated and a great group.”

Keep a lookout for the achievements of DECA this year, and remember that if you are interested in a business field DECA is always an option.

Shakespeare Pit Band members Danielle Favola and Lola Gehman get ready for the fall festival.

Shakespeare Pit Band Shakespeare Troupe is a well-known school activity at CHS, allowing students to act out the infamous Shakespeare plays. Many things go on during a Shakespeare performance, including the music playing during the scenes.

The Shakespeare Pit Band is a small group of talented musicians who are willing to take the time to perform their music for the troupe while they act out the plays.

“It’s a really fun experience and it’s great to get together with other students who have a passion for music,” said Lola Gehman, a freshman at CHS. “Not many people know about it because it’s more behind the scenes, people usually just focus on the Shakespeare Troupe.”

A couple days a week, the small group gets together to rehearse songs that the Shakespeare Troupe needs. They also use this time to practice with the instruments that they will be performing with. The band is studentorganized and directed.

During the Fall Shakespeare Festival, student directors meet with the pit band and discuss what they want to be played during their scene. The musicians and directors must then work together to create the music.

Next time there is a Shakespeare performance, be sure to listen to the instruments in the background. There is more to the show than the acting.

PERISCOPE 5

The gender divide:

Why are some classes not evenly represented?

Pictured above from left to right: Kate Zhulyabina works on a composition in Drawing and Painting I. Senior Tessa Paulus teaches little kids in the Early Childhood Development program. Students work together in the AP Computer Science A class on an assignment.

Story by Skylar Bowers, Michael Raphael, Carlin doesn’t have dominating gender and anyone Diehl should join if they wanted to, pushing aside Photography by Kaycee Johnson, Skylar Bowers, Jess the stereotypes.

Walters (Unsplash) John Holtzman, Drawing and Painting 1 There has always been a lack of gender Teacher, said, “The cool thing about art is that diversity in certain types of classes. Classes it is a universal language. It doesn’t matter who such as arts, maths, and sciences. These ratios you are or where you come from, anyone can have stayed the same for a “Currently, the Early create art.” long time, this presumingly The Early Childhood Childhood Development Development Program is because of gender stereotyping and standards.

Program only has fe- another instance where there This is the truth for many male students but male is a stereotype that it is more schools including our own. of a female-based class and students are allowed and male students shouldn’t Take the Drawing and Painting 1 class at CHS for encouraged to join.” participate. However, this example, the class only has statement is extremely false two participating male students in it while according to Early Childhood Development the rest are female. Since art can be perceived teacher, Karen Dumas. as a feminine class, some male students are “I would love to have male students because uncomfortable taking the participating. male students make great teachers,” said “Because of the masculinity standard, art Dumas, “Males have this ability of connecting is thought of as a feminine activity,” said with children and are willing to be silly and Coleman Miller, a freshman and one of the get down on their level that some females are participating males in the class. “I really like more hesitant to do that.” art, it is an important creative outlet that I Currently, the Early Childhood think other guys should try.”

Development Program only has female Many students in the class believe that art students but male students are allowed and

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encouraged to join.

“Males should take it so they can get that experience if they want to go into teaching,” said Dumas.

The AP Computer Science A class, on the other hand, has more male students participating than females. Many advanced science and math classes lack female students but teachers and students are trying to change that.

“The ratio in my two computer science classes is about 4:1 male to female,” said Jeffery McMahon, the AP Computer Science A teacher. “Although, we want to keep improving that, more girls have been in the class the last couple of years and it’s a positive sign.”

Gender diversity in classrooms is an issue that needs to be addressed. Gender stereotypes and standards affect people’s passions and future career decisions. It is important that students keep in mind that they should pursue whatever field or class they wish, no matter their gender.

Where have all the male teachers gone?

(Editorial) Freshman Jacob Murphy and geo-environmental teacher William Bechtel work together to find the right parts for Murphy’s BattleBot during a club period.

Editorial by Summer Hollingsworth, Heidi Heinlein Photography by Ayb Graham Going through school, kids often have a plethora of questions about the education system, but there’s one question that is rarely asked: “Where are the male teachers?”

A 2015-2016 survey done by the National Center for Educational Statistics resulted in 77% of teachers being female. This number continues to rise seeing as it used to be 76% in 2012.

The lack of male teachers is evident, but looking at the gap creates a lot of questions.

Why are male teachers so few and far between, especially concerning the lower grades?

Why aren’t boys encouraged to be teachers?

Does the gender gap in teaching affect young boys going through school?

And most importantly, is it a problem, and does it need to be fixed?

The trend of teaching being seen as a female profession is has not been a new concept since the numbers went away from males many years ago. Tables show that in 1995 there were 2,666,192 more female teachers than male teachers. Out of 4,350,000 teachers, only about 19% were male.

Since then, things have gotten better, but only slightly. Schools are still primarily filled with female teachers. There are many different reasons why this may be occurring.

The stigma behind being a male teacher may be turning males interested in education away from pursuing it. Being a male teacher in a school full of females can be daunting, and standing out isn’t for everyone. But is that always the way it is?

David Frey, a 9th grade principal and previ-

ous teacher, said, “When you look at elementary schools, they’re predominantly female.

When you look at middle schools, they’re predominantly female.”

“Then you get to high school,” Frey continued, “where you have a better balance. For me, knowing that the profession was made mostly of female teachers, would have never affected my decision to become a teacher.”

A work environment full of women might not be a problem for some males when teaching is their passion. The real achievement is regardless of numbers, gender does not seem to sway behavior of students.

Robert Dutrey, a social studies teacher, said, “Never in my experience have I noticed [male teachers] being treated differently at the secondary level.”

Although male teachers may not recognize the stigma, it could sit in the back of many young student’s minds as a difficulty with their masculinity. All of the females make it seem like only a female job. Students spend so much time at school that they create bonds with teachers and make observations.

Many of those teacher student bonds are really a role model and learner situation. The students will look to the teacher as an influence. Many people tend to sway towards their same gender for support because they see more opportunities to relate. The teachers see the children sometimes more than the parents do and it create such an impact that students sometimes accidentally call their teachers “mom” or “dad.”

“I think that a young person or a child can be raised in a home that can look very different, but I think we can’t ignore our nature and

that we all, especially growing up, seek certain relationships for mentorships. If there’s a lack of male role models or lack of male leadership in the home, I definitely think that this can impact students within the school environment,” said Dana Neely, a social studies teacher at Carlisle High School.

The males that chose education as a career at CHS tend to agree on the influence they have for these growing students. It is essential for their presence in the schools during this period of time.

Frey agreed with Neely when he said, “I think that when you look at the American family right now, more than half of the American families are single parents, whether it’s male or female.”

“I come from a single parent family,” added Frey. “I did not have a male figure around when I was a young guy, and I know that I gravitated towards my male teachers and coaches. So, from my experience, I think it would be positive to have more males in a position where students could find them to be not only great teachers but role models as well.”

Accepting a need for male role models in the school environment is a crucial first step to inviting more males into the field of education. Every child wants a role model that they can look up to and depend on.

We owe it to our children, especially our male children, to provide them with that. Our children are our future, and without guidance, our future will not be bright.

PERISCOPE 9

Arming against the epidemic How CHS combats a culture of sexual violence Story by Samantha Martin sexual assault education can be significantly of that.”

Photography by Cameron Fritz effective with just a single class session Sexual violence, especially assault or rape, The #MeToo movement has revealed an and discussion devoted to sexual assault, can have a major impact on the well-being of uncomfortable truth: sexual violence is an accompanied by student presentations,” a person. epidemic in American society, and one that Jessica Ueland wrote in her honors thesis for According to the National Sexual Violence cannot be ignored in schools. the University of Northern Iowa, “Effects of Resource Center, 81% of women and 35% of According to the National Sexual Violence Sexual Assault Education on College Students’ men who are victims of sexual violence report Resource Center, one in three women and Rape-Supportive Attitudes.” short or long-term impacts on their life as a one in six men have suffered some sort of Moyer said he hopes the education provided result of sexual violence, including a diagnosis sexual violence throughout their lifetimes. by the school will help students better of Post-Traumatic Stress Disorder (PTSD).

The numbers are similar for people under 18: understand who is to blame for sexual assault.

The impact sexual violence has on a person one in four girls and one in six boys will be “We must collectively stop blaming the depends on the exact situation that took place, sexually abused before they become adults. victims of sexual misconduct and turn that according to McDonald, and can have varying Carlisle High School, like blame solely on the individuals impact on a person’s in-school performance. many other schools across the committing the crimes,” Moyer “I think it depends on the person, who “One in three nation, continually addresses said. the victim was,” said McDonald. “It’s pretty women and one sexual assault using a variety similar: they’re scared, have lower self esteem, in six men have of methods,mainly through Counseling for Victims Leads they feel worried. Sometimes students will education on sexual violence to Action Taken become suicidal, so it definitely has an effect. suffered some sort and counseling for those that While education hopes to I think it’s pretty devastating no matter who of sexual violence prevent sexual assault from have been violated. it was.”

Typically, if a student struggles significantly throughout their occurring, as well as help people Education Leads to Better better understand the victims after their assault, McDonald said she lifetimes.”

Understanding of sexual assault, in-school recommends them for counseling beyond According to Carlisle counseling is available to help what is offered at the school, and sometimes Health II teacher Jason Moyer, sexual assault students who were victims of sexual assault. even gets involved with the police. prevention/education has always been an Emily McDonald, a “We do a lot of referring; important part of the class’ curriculum. counselor in the McGowan the YWCA has a rape “The most important Moyer said that he teaches students about building, explained how crisis, they do counseling, job a counselor has, in a so we make referrals for what consent is, how to prevent the creation she typically learns students of toxic relationships, and about the damage have been assaulted or situation involving sexual that,” said McDonald. “I’ve sexual assault can do to a person. harassed. had to testify [in violence, is to be some- never “Understanding the prevalence of sexual “Typically, they would court], but I have talked to one a student can talk to law enforcement officials assaults in society and the irreversible damage either tell a teacher and it does to the victims is first and foremost,” the teacher would report it and is comfortable with.” about something that came said Moyer. “In addition, the understanding to us, or they would come up in one incident.” of true consent can help reduce sexual in here and talk to us,” The most important job coercion and violence. Sexual violence is a McDonald said. “Depending on what the a counselor has, in a situation involving sexual problem in young relationships because teens situation was, we always take it case by case; violence, is to be someone a student can are not entirely clear on what consent really we might need to go to a principal or go to talk to and is comfortable with, according to means.” a higher level, or it’s something we’d have to McDonald.

Moyer said that most students are unaware discuss with the student or a parent more.”

“Being a counselor is just being there to of the reality of sexual assault.

There are a variety of ways the school listen to the student,” McDonald said. “We “I think most students have been alarmed deals with sexual assault and harassment. The are not a law enforcement agency, we are not at the prevalence of sexual assaults on college actions taken by the school depend on what arresting students who may be perpetrators. I campuses,” he said. exactly happened to the student, and whether think it’s more of a comforting environment Studies show that education on consent and or not the perpetrator was another student at for the students to come talk to us for the sexual assault, like that given by CHS health the school. legality part of it.” teachers, is key to preventing sexual assault.

“If it is something that can be addressed Sexual assault is an epidemic, but students According to a 2011 study conducted at the pretty easily, if someone is being harassed in are being armed to fight against it with University of Northern Iowa, sexual education class, we could separate the students, maybe education and safe spaces to report incidents. that includes information specific to sexual move a student out of class, or things like that, assault helps students be more understanding something that is an easy fix,” said McDonald.

If you or a loved one is struggling with trauma as a of victims of sexual assault, and less likely to “If it’s something more like a sexual assault, it result of a sexual assault, please contact the National believe “rape myths,” or misconceptions on [goes] to more of a law enforcement situation, Sexual Assault Hotline, at 1-800-656-4673. sexual assault. and a student has to do a court case or testify PERISCOPE 9 “This study’s findings clearly suggest that against someone. We’ve had a few instances

Tennis equality: Serena and the never-ending battle with women athletes Editorial by Lillianne Hogsten Flash forward. It’s 2018. Arthur Ashe Photography by Mia Byus Stadium. A cold, September evening in the It’s 1973. The Houston Astrodome. A edges of New York. 23,771 glowing pairs warm, September afternoon in the heart of of eyes beamed down on the blue concrete Texas. 30,472 glowing eyes with millions of more faces beamed down on the green intently at home.

“It was a boost in the gazing concrete with 90 million Serena J. Williams, crowned right direction for the with the riches of being one more faces gazing intently at home. Crowned with women’s movement, yet of the most famous female the riches of being one of athletes of this time, placed still jogging 300 miles her Nike shoes on the fresh the most famous female athletes of her time, Billie behind the finish line of lines of the tennis court to Jean King placed her shoes face the problems all women equality.” onto the fresh lines of athletes have to face now: the tennis court facing the credibility. problems all women athletes had to face then: Along the horizon of the net, Naomi the other side. Along the horizon of the net, Osaka, sporting a fresh Adidas uniform and Bobby Riggs guides his eyes on his opponent, smiling nervously with the passion she exudes, unprepared and overconfident to play the guides her eyes on her opponent, prepared match that would define the sexes. and confident to play the match that would Which gender would prevail? Two hours define the US Open and her future career. and three sets later, King claimed victory of Which woman would prevail? An hour and the battle of the sexes, with all audiences alike two sets later, the 20-year-old Japanese athlete left collectively astonished yet impressed. claims victory of the battle between two It was a boost in the right direction for the powerhouses, with all audiences alike left women’s movement, yet still jogging 300 miles collectively astonished yet impressed. It was a behind the finish line boost in Osaka’s career, a slight pushback for 10 PERISCOPE of equality.

Williams’, and a total reversal in the direction

for women’s rights.

These matches may seem completely different in the weight of effect it has on the issue of women’s rights; however, upon closer inspection, their similarities are monumental.

Back in 1973, King suffered the backlash of a lifetime; headlines flashed, discrediting her victory against the infamous Riggs.

Opposition began before their shoes hit the concrete; King tried to advocate for higher pay for women in tennis, since women were playing the same competitions but receiving significantly less than their male counterparts.

When King created her own tennis league, the opposition erupted against her and the women who joined her.

According to writer Anna Klassen, Riggs himself tried to “prove that a woman’s place was in the kitchen and the bedroom - not the tennis court [...] by attempting to defeat King in a match of a lifetime.”

This began the theme of women continuously trying to earn themselves credit, even when the evidence is apparent. No one truly believed King was going to win, and neither did Riggs. Even with six Wimbledon single wins and four US Open titles under her belt, she still was forced to prove herself

against a 55-year-old man; even after that according to writer Freddie Gray of The credit was proven. Most news sources of the Spectator. Racist political cartoons and time expressed that since the two opponents horrifying headlines still haunt over Williams’ were twenty six years apart, King’s win wasn’t name, constantly reminding the audience of well-deserved. No matter how much women her wrongdoing for standing up for what she push themselves, in the eyes of the public it believes in: credibility. will never be enough. This was never a tennis These matches, 45 years apart, are familiar. issue, it has always been a gender issue. King The situations are different in their own right, beat a greedy man at his own game and was but both share the theme of: questioning ridiculed in the process. women’s credibility. Issues over women’s pay, The public erupted with allegations that ability of women’s athleticism, and credibility Riggs threw the match in the mind of money, of women’s victories in sports crush the but Riggs himself spoke to the issue that, headlines, more in a negative spotlight than “[King] beat me fair and square" according to positive. If women like King advocate for writer Jon Swaine of The Telegraph. more pay, critics claim she doesn’t play This was never a tennis issue, it has always enough to be paid the same amount as her been a gender issue. male counterparts. If women like Williams After the match, King continued to fight advocate for equal rights between sexes on for women’s rights, not only the courts, critics claim she is a giving women credibility, but “The gender gap sore, pathetic loser who abuses also giving them a voice and her racket and doesn’t deserve a within tennis is a platform to speak from. No platform. Women like King and other woman in sports of that a constant jog to Williams fight for these rights time had ever done something women like Alize Cornet can the finish line of so on the level King had, yet to change her shirt in the sweltering equality.” this day, her voice is constantly heat without getting a code fading beneath the shouts and violation for “unsportsmanlike ridicules of misogyny. conduct.” Women like King Fast forward to 2018, where Williams and Williams fight for these rights so women received a runner-up position in the US Open, like Alize Cornet can change her shirt for 15 just a year after giving birth and months after seconds without consequences while male a surgery. Headlines roared as Williams played tennis players can remain shirtless for several her way into the finals, sporting her Nike tutus minutes without any punishment. Women like and fresh kicks. Osaka and Williams left every King and Williams fight for these rights so piece of dirt and sweat from their bodies on women can play best out of five sets like their the court, fighting endless for the title they male counterparts so there is no argument both deserved. However, as the match wore over who should be paid more over the other. on and the pressure intensified, a moment Women like King and Williams fight for of utter shock struck the courts, a moment these rights so men like Jo-Wilfried Tsonga that left audiences speechless: Williams was cannot say women "are more unstable accused of cheating. This flicker, this slight emotionally than us” and men “don't have flame, ignited a fury within Williams; fumbled, all these bad things, so we are physically in a confused and exhausted, Williams stood her good shape every time, and you are not” as ground against the ref, fighting for her own writer Allen McDuffee said. Women like King credibility as a player, and now, as a mother. and Williams fight for these rights so men Just two days later, a hefty $17,000 fine laid like Novak Djokovic cannot say that women flat, nicely folded and organized in Williams’ deserve less money because their matches lap, ready to discredit her every moment of don’t attract as many viewers as he does. greatness, despite the loss she endured against The gender gap within tennis is a constant Osaka. Just a few weeks after older French jog to the finish line of equality, and day by men telling her what she can and cannot day, King and Williams fight to get a step wear, Williams experienced another slap in closer to that line. Even though one action the face for all women: the right to stand up won’t fix every inequality in women’s sports, for themselves when they are supposedly one hope can ignite sparks that stoke the fire wronged. Williams claims that male tennis of equality. players fight the ref with no consequences To keep that hope, Williams said, “Maybe it other than a slap on the wrist; therefore, didn't work out for me, but it's going to work Williams was tired of apologizing, tired of out for the next person.” taking the hits and tired of being discredited.

Women are taking it one battle at a time, Still, headlines roared against her, even but with Williams and King leading the front, claiming that “Williams behaved like a bad women will win the war. loser then pretended to be a victim of societal injustice to justify her bratty performance,”

Junior Meg Ulrich participates in a match. Ulrich was the top player on the tennis team this year as she qualified for States with the team and individually.

Girls tennis serves it up at States

Story by Parker Shabala Photography by Camera Box CHS girls varsity tennis had a strong season and made it to states on October 23.

They had an undefeated 2018 season with a record of 15-0.

The team is “thrilled” to have done so well, said senior Olivia Gorak-Lacquement.

Gorak-Lacquement has been playing tennis for the school for the past six years; this year she was the team’s second ranked singles player. “[The season] was very good given that we made it to States,” said Gorak-Lacquement.

“It was the first time we ever had made States and had an undefeated season.”

Freshman Natalie O’Neill joined the CHS varsity team this year, but has been playing since she was nine years old. She plays first in doubles alongside her partner Julia Martin who is a senior.

“I was so happy [this season],” said O’Neill. “My hard work payed off and it felt great.”

On Oct 15-18, varsity played against eight other teams at Hershey Racket Club in Hershey. On the first day of the District III team championships they won 3-1 against New Oxford; they then moved on to play Conrad Weiser HS in the semi finals and lost 1-3. On Oct 18, the team came back in the Consolation game and beat Dallastown 3-2 qualifying CHS for states for the first time ever. Gorak- Lacquement and partner Meg Ulrich placed 3rd in the District Doubles Tournament and won the consolation game as well to move on to the 2018 PIAA State Tournament.

The team went into the state tournament with the power ranking of first of 49 teams.

Unfortunately they took an unexpected loss in the first round closing out their season.

Their record season shows great hope for the future of the team. The teamwork displayed by the players in this undefeated season will carry onto the future years of the team.

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The perfect note: CHS’s music department Story by Abigail Lindsay, Carter Smith Photography by Becca Winton, Jack Collins Bloomquist, Kate Muir The music department of Carlisle High School devotes countless hours of hard work into preparing for their performances, yet the recognition that they get for that work is often little to none. CHS is home to an accomplished orchestra, choir, and band with students and staff dedicating themselves to become better with everything they do.

Orchestra While the music they play may only be a few minutes long, the hours the orchestra puts into practicing the songs are countless. The students in CHS’s orchestra work extremely hard in order to master the music.

Otto Kuehrmann, director of orchestra, picks pieces that will challenge his students, in order to make them improve. However, with choosing challenging pieces, a lot of hard work goes into practicing each piece.

The students have orchestra as a class everyday, yet their practice isn’t limited to the classroom.

“These kids work their butts off not only here in class but also at home,” said Kuehrmann. “Some practice for hours a day, 12 PERISCOPE and then they come in

here and we put it all together as a group.”

While the pieces are played as a large group, each student must personally make sure that they can play the piece.

Junior Rhiannon Witherow, who began playing the violin in fourth grade, believes for her the hardest part of orchestra is learning the new music.

“I usually start by trying to listen to them while I am walking in the hallway, just so I can hear how they sound,” Witherow said. “Once I start getting an idea of how it’s supposed to go I just usually start practicing them until I get them.”

For sophomore Danielle Fevola, who plays the upright bass, orchestra is a fairly stress free class to her. However, she does explain when a concert is approaching, the practice often becomes more intense.

“When it’s crunch time, we will run through our pieces a lot,” Fevola said. “The teacher will usually get very particular about the slightest things once we get the hang of it, so a lot of patience and hard work is required.”

Despite the fact that the songs the orchestra plays are only a few minutes, they take hours of rehearsing to perfect. This is what Witherow says is why she loves orchestra so much.

“We work so hard for months to perform

one time in front of people but just to hear the applause or see them smile, it’s all worth it,” said Witherow.

For Fevola, the part of orchestra she most enjoys is seeing how the orchestra, as a whole, is able to grow.

“Seeing and hearing the improvements of everyone’s musical skills on a daily basis, it’s really exciting,” said Fevola.

While the time the orchestra students dedicate into all the music they play may only last for a short amount of time, the immense amount of enthusiasm and dedication that each student plays with is what makes the Carlisle High School’s Orchestra truly unique.

Choir The voices of the Carlisle High School Choir are ones in which you can hear the passion behind everything they do.

CHS offers three types of choirs, each different in their own way. The concert choir is the only choir open to all grade levels. In this class, the focus is put on building the fundamentals needed to sing in a choir.

Bel Canto Singers is another choir that the school offers. It is only open to grades 10 through 12. In order to be apart of this choir, students must go through an audition to process. The focus within this choir is heavily

set on developing singing techniques and improving tuning accuracy.

The final choir is Chamber Singers, an advanced ensemble open to grades 1012 via audition. Students must be able to demonstrate their ability to read music notations, hear and then sing different pitches of music, and overall demonstrate a high level of music knowledge.

Students who want to sing, yet don’t have time in their schedule to fit, can chose to take non credit Concert Choir and or Bel Canto Choir. With these classes students will only have the choir one to three times a week.

Senior Joseph Durbin, a choir member, found his way into choir in a way most might not think of. Durbin was not in choir his freshman year, however he did audition for the musical.

“I did my [musical] audition and from the shadowy darkness of the auditorium I heard [choir director Dan] Schade [...] yell, ‘Why aren’t you in choir’,” he said.

Then in his sophomore year, Durbin made room in his schedule, and has been a part of choir ever since.

For junior Ashlynn Ashmore, this is her first year being a part of choir. Ashmore decided that she wanted to join choir, after deciding that she wanted to explore new hobbies.

“I love singing so I asked Schade if I could just join Bel Canto [...] but I wanted more singing in my day so I also joined concert choir and chamber,” said Ashmore.

While it may not look overly difficult to sing to some, the work that the choirs put into every concert that they have, it more than one may think. The songs in which they are presented with are not easy.

“It’s a lot of practice, a lot of rehearsing the songs over and over again, getting them right in class,” Durbin said. “It’s our job to review outside of choir class to know our stuff and do it well.”

CHS’s choir also stands out in that it is made up of a group of very diverse people.

“If you are in choir, we have every type of person,” said Durbin. “We have nerds [...], athletes, people who are ridiculously smart [...], the whole spectrum. In choir that doesn’t matter that much, what you come from.”

Those in choir, may have all different hobbies, backgrounds, etc., yet they are all able to come together to produce outstanding music.

Band Following the retirement of Dave Rohrer in 2012, Byron Mikesell took the reins as CHS band director, beginning a new era of success for the program.

The Carlisle High School Band is made up of several different groups, one of the largest

being concert band. Concert band consists of students, from all different grades, who come together for a common passion of playing music.

Reid Ellinger teaches concert band, as well as guitar, history of rock and roll, and perspectives of music in pop culture. He sees the importance of working in each individual’s musical ability, in order to improve the overall band.

“Students refine their skills as musicians in many ways,” Ellinger said. “We work on individual abilities as well as ensemble skills and techniques. We focus a lot on intonation, pitch, dynamics, blend and balance.”

In concert band, the contributions of underclassmen are essential, due to the fact that most upperclassmen are involved in a more advanced courses, such as symphonic band. This makes the feeder programs in the elementary and middle schools especially important.

“There’s no doubt that participating in band is a time commitment,” junior David Curry said. “In a given week, about 25 hours of my time is committed to the CHS band.”

Ellinger is especially excited about this year’s group of students, due to the hard work they are putting in right from the start of the school year.

Ellinger said, “They are realizing that the hard work they are putting in is beginning to pay off. Sometimes everything lines up perfectly and students see what they are capable of. I would say the biggest strength of this year’s band is their willingness to try anything. I’ve given them some pieces that are very difficult and they have hung with me as we worked through them.”

Another important aspect to the CHS Band program is the jazz bands. The jazz band offers two ensembles for band students of all levels and abilities.

Galaxies is the premiere jazz ensemble, led

by Mikesell, for the most skilled students. In order to be a part of this ensemble, you must audition for a spot into the ensemble. While the other jazz band, Sunrise, is an ensemble which is open to all students, no matter your grade level or musical ability. This ensemble is geared towards those interested in improving their playing through learning various jazz genres and improvisation techniques.

The bands of CHS, despite their hard work and dedication, are often under-appreciated for all the work they put in each day. The music department is what truly brings the sound into Carlisle High School. While the orchestra, choir, and band may only perform a few times each school year, the dedication they put into what they do is astonishing.

Marching into the light

Story by Carter Smith Photography by Karolena Santiago The Carlisle High School marching band had their most successful season in years.

This year’s show, Lost in the Woods, follows a girl who gets lost while playing in the forest by her house.

At the Keystone Competition, held at Carlisle’s Ken Millen stadium, the band received the highest score of the night.

However, since the band hosted the competition, they did not receive any awards for their score. The band members celebrated their accomplishment by standing on their home field playing pep tunes and dancing after awards ended.

The following week on Oct 20, the band traveled to Wilson High School and came home with a first place trophy. They also received the awards for high auxiliary and high percussion in their division.

Renee Blacksmith, a freshman member of the CHS marching band, credits the group’s success to a number of things. One key part of their success was the outstanding staff they have.

Blacksmith said, “Dave, the guard instructor, and Dustin and Charity, the percussion instructors, have been crucial to the success of our band. All of the seniors have also been very helpful to all of the underclassmen, teaching us valuable skills, while also holding us to high standards.”

Blacksmith went on to say that although she is happy with her band’s success, she doesn’t believe they get the respect that they deserve.

Blacksmith said, “Our peers often take us for granted. We play the Friday night anthems that everybody loves, but we never get thanked or shown appreciation.”

Senior tenor saxophone player Reece Bower also believes that a lot of hard work goes into the marching band that the students might not recognize.

Bower said, “It’s harder than it looks and its criminally underrated in a way.”

The marching band traveled to Allentown for Championships on Nov 10 and placed 7th out of the 23 bands in their division.

PERISCOPE 13

Feeding the future:

Behind the scenes in the cafeteria Story by Ellie Knapp Photography by Hunter Nace The cafeteria workers come in early and clean up student’s mess in the lunchroom, keeping our school running.

Doris Glunt is the kitchen manager at the Swartz Cafeteria. She comes in at six o’clock every morning and works until two o’clock in the afternoon, the same amount of time at work as someone with a nine-to-five job.

Glunt has worked for the Carlisle Area School District for 10 years, and she has spent her entire life with food.

“I have always been involved with food,” said Glunt. “I owned my own restaurant for 6 years in Carlisle, and after I gave that up I came here, so I have worked with food every job I’ve ever had.”

Although it is a lot of work, Glunt enjoys her interactions.

“I think my employees (are my favorite part Mary Sheffield and Vinette O’Farrel organize utensils to prepare for the day’s meal. The staff works together of work),” said Glunt. “I’m a pretty hands on well; as the Swartz kitchen manager Doris Glunt noted, “Everyone pitches in.” manager, so I’m out there with them. I like they aren’t like the children better at life, including showing my staff, and we get What is your favorite cafeteria little kids. Little kids respect, following rules, and cleaning up along,” said Glunt. menu option? would talk to you, messes yourself.

“Of course we have CHS students responded... big kids it’s like ‘eh, “The amount of kids that are in line, angry, our difficult days whatever.’” hungry teenagers, can be very emotionally sometimes. Overall Breakfast 20% Many people don’t taxing,” said Jillian Collins, a freshman at I just like people, so realize what all the CHS. She sees how hard the cafeteria workers that’s what draws Grilled cheese 32% cafeteria workers do. work, and makes sure to smile and make me. And I like the “I think they (the conversation with them. cooking” Chicken bowl 24% district) care, but May 3 of every year is School Lunch Hero Being a cafeteria I think that we are Day, and while the school district hasn’t ever worker is a job Other 24% at the bottom of participated in this, high school head principal of patience and the totem pole,” Michael Black is “looking into the possibility diligence, because as said Glunt. “I don’t of participation” and is going to “discuss the rewarding it may be, think that staff or students understand the matter with the person in charge of cafeteria “When you come to the high school it is jobs that we do. My girls work hard, and workers.”. a little bit easier work (than the elementary there is no break times in here; we just keep So, how should we be treating our cafeteria school) because you have more people going. I mean, they do get a break but they workers better? Well, this is a question working for you, so you don’t have that all are constantly going, until we get everything answered by Smart Kids 101, “A simple please to do yourself,” said Glunt. “And the kids, prepped. [...] We have at least 400. Just at this or thank you goes a long way.” school. So I don’t think that they know what all’s involved with our day-to-day basis.”

Glunt isn’t the only ones who notices the poor treatment of the cafeteria workers.

The Swartz Cafeteria is seen as a “I mean, I feel like [the students] not as respectful as they should be (towards the different school than the McGowan cafeteria workers),” said freshman Hailey Cafeteria to Chartwells. They have Flickinger. “Most people don’t say thank you different menus when they should […] those are the people and managers. who give you food; you should be respectful of them.”

There are many ways to show kindness towards cafeteria workers, according to Deb Holly puts pizza in the oven, preparing for lunch.

Smart Kids 101, a website devoted to making Pizza is a favorite in the Swartz cafeteria.

Did you know?

Hidden in plain sight: Carlisle restaurants you need to try Story by Dyamond Jones Photography by Karolena Santiago Downtown Carlisle is home to a variety of restaurants, from the Hamilton to North Hanover Grill. These are just a couple of the more commonly known restaurants in Carlisle, yet there are so many more that most may overlook. Spoons Cafe, The Grazery, and Yak and Yeti II are three unique restaurants to Carlisle that all hold amazing eating experiences.

Spoons is a small local cafe located on 57 West Pomfret Street, as well as a sister location in Burd’s Nest Brewing Company, on North Hanover Street. The owners have taken a different approach when curating their menu.

According to their menu, Spoons is dedicated to “cutting the chemicals not the portions” and every item available at the restaurant is free of processed meats and chemicals. Their vision is “to provide healthy alternatives to eating, yet while serving food that tastes great and won’t leave you feeling hungry after your meal.”

When first entering you are welcomed by a large chalkboard with the day’s special written on it. Spoons has a very rustic atmosphere, and the small quaint restaurant is decorated with unique artwork. The artwork that is displayed within the café was done by the

owner’s son.

Spoons has immense options for every customer, even those who may have dietary restrictions. They specialize in homemade soups, nutritious salads and hearty sandwiches; vegan and vegetarian options are available daily at the café. A stand-out on their menu is the turkey chili soup, which is a daily vegan item. The soup is a tasteful alternative to a traditional ground beef chili, filled with a variety of beans and peppers.

What was once the Back Door Cafe, The Grazery is a new addition to downtown Carlisle, located at 156 W. West High Street.

The small turquoise building adds a pop of color to the streets. The menu is inspired

by Greek and Mediterranean cuisines with affordable prices. A majority of the menu is full of vegan, vegetarian, and gluten free items. The restaurant is typically only open during breakfast and lunch, making it a perfect option for brunch and most early meals.

The restaurant has excellent service, with the food arriving at your table quickly. The servers were quick with their popular “Sun’s Up” meal, which is two eggs served sunny side up on whole wheat baguette with ricotta spread, arugula, and tomato. The customers are seated near a large window overlooking the busy streets of Carlisle. The eatery has a very homey atmosphere, leaving its customers

feeling comfortable and refreshed. It is a perfect place to study with friends or even just enjoy a cup of coffee.

Authentic Himalayan cuisines can now be enjoyed without even traveling outside of Carlisle. The new restaurant Yak n Yeti serves traditional Nepalese and Bhutan dishes and beverages. It is a family owned restaurant that was established due to the families ‘love and passion for food’. The dining arrangements within the restaurant, is what makes the restaurant truly unique. The owners offer their customers the option of eating on a floor mat or eating at a side table.

A buffet of a variety of meats and spices are available daily. The chicken thali is the most popular dish served at the restaurant. Chicken is the main course of the dishes and is accompanied by a variety of entrées including cabbage, rice and beans. All of these flavorful dishes can be found at the corner of 49 W. West High Street.

Spoons, The Grazery, and Yak n Yeti are breaking the barriers of food. These restaurants have created healthy menus for a variety of customers despite their dietary restrictions. Whether you’re looking for nutritious salad or spicy cuisine, you can find it right in the heart of Carlisle.

PERISCOPE 15

John Peters practices his swing on the driving range before one of the teams matches. Peters did very well during the post season and has hopes to return to states next year.

CHS golf swings through the season

Story by Meg Tate Photography by Camera Box The Carlisle High School golf team has not usually been a team at CHS that is well known, but this seasons’ successes makes the future seem bright. This year the team has developed returners and newcomers into one of the powerhouse teams in the Mid-Penn Commonwealth.

The team finished in third place overall in the division, a strong improvement from last year’s finish of last place, with no wins. There are several new factors that have caused the team to be much more successful than the past. The biggest factor: new coach, eighth grade teacher 16 PERISCOPE

at Wilson Middle School, Lucas Zampelli.

Introduced as coach before the season began, Zampelli was able to turn the individual golfers into a team.

The team competed last year with just three members; this year they had ten. Many of these students were new to the school district and made an immediate impact.

“They fit in with us well, they cared about how the others were doing more than how they themselves were doing,” Zampelli said.

The golf team was greatly impacted this year from the U.S. War College, two of the top three competitors this year are brothers that moved in from South Dakota.

The brothers, Strider and Cade Jacobson,

were our numbers two and three all regular season pushing the team to get very important points. The pair along with top player, sophomore John Peters, represented CHS at the Mid-Penn Championships held on Sept 24 at Dauphin Highlands Golf Course.

“Coming into CHS, joining the golf team and being able to have an impact was an awesome experience.” Strider said, “Being able to represent Carlisle in golf was something that I was looking forward to when I moved here.”

Cade ended up finishing tied for 46 place, with Strider not far behind tied for 62 out of 92 total competitors. Peters ended up having the most success out of the group.

Peters finished in eighth on the day and qualified for the District III Championships.

The top 20 go to Districts and from there the top 18 boys go on to Regionals then roughly the top 25 from there go on to States.

“I played relatively poorly at Mid-Penns,” Peters said of his Mid-Penn performance. “It was my worst round in the high school season, and my game was trending really strongly prior to that… On my front nine I had a stretch of three bogeys followed by a double bogey, diminishing my chances of winning.

The rest of the day I played solidly, but it was frustrating to post a 77.”

Coming into the season Zampelli knew that he was going to have Peters on the team after he had a successful season as a freshman last year. However, Zampelli had the same goals for Peters as he did everyone else on the team.

“I knew that coming into it we wanted to get the kids under their averages from last year in every match,” Zampelli said. “Every one of the kids came down in their averages so very successful. For the new players we got averages this year and hopefully they will be able to lower their averages next year in every match,” said Zampelli.

The CHS golf team finished the season with a 17-13, the best record in recent years. Peters competed at Districts on Oct 5-6, he finished tied for ninth and qualified to compete at the PIAA East Regional Golf Championships on Oct 15. Peters came away from the day tied for second. He shot a 71 compared to his 77 at Mid-Penns and a 78 at Districts.

“I played very solidly [at Regionals], finishing at 71 for the day which was rewarding,” Peters said. “I have previously failed to close out my good rounds…coming tied for second brings a lot of good energy going into states,” Peters said.

Peters then moved on to States that were held on Oct 22-23 at Heritage Hills Golf Resort in York. He finished six over on the day and tied for 22nd out of 36 competitors capping off a successful individual and team season.

eXCeptional success: Behind the scenes of cross country’s back-to-back wins Story by Zack Mattaboni Photography by Camera Box The Carlisle Cross Country Teams are back-to-back Mid-Penn Commonwealth Division champions, a fact that can mainly be attributed to the hard work of the entire team.

This success can be attributed to quite a few factors. Junior varsity runner Sophia Toti attributes the team’s success to their coach.

“Our coach… has us training hard for meets, so he has really helped to get the team to where it is,” Toti said.

Their coach, Ed Boardman, works to have the team follow a regular training schedule that gets them to the season results they strive for.

“I’d probably attribute our team’s success to how rigorous our practices are at times,” JV runner Bennett L. Solomon said.

Once a week the team runs a tempo run,

this involves the team running with their heart rates in the range of 170-185 bpm for 25 minutes. Toti confirmed that a regular practice week includes an aforementioned tempo run, track workout, long run, some easier practices, and even possibly a meet depending on the week.

Every year Carlisle’s cross country team strives to go to the state championship meet.

This year in particular they aimed to qualify because of their regular season successes.

They’ve been trying their best and having intense practices to try to achieve this.

The boys were able to qualify as a team, sending eight boys; the girls sent one, Toti.

Senior varsity runner Jack Wisner said, “Normal training for varsity has been around 60 miles a week for a little over a month with two to three workouts a week.”

The future of team looks just as promising

BOYS SCORES

GIRLS SCORES

Enos Yeager Invitational - 1st Carlisle – 17 vs. Central Dauphin – 44 Carlisle – 25 vs. Cumberland Valley – 32 Big Spring Invitational - 1st Carlisle – 35 vs. Mifflin County – 123 Carlisle – 19 vs. State College – 40 Carlisle – 24 vs. Central Dauphin – 36 Carlisle Invitational - 14th Carlisle – 19 vs. Northern – 36 Carlisle – 19 vs. Lower Dauphin – 38 Salesianum Invitational - 1st Carlisle – 15 vs. Chambersburg – 47 Mid Penn Championships - 3rd District III Championships - 5th

as the recent years have been.

Solomon said, “[The team has] a lot of promising freshmen this year who I think will be very successful in the years to come provided they work hard.”

There are definitely high hopes for the upcoming varsity runners, further backed up by the JV team having a successful season of their own.

“We have been progressing very well as a group. We are all becoming stronger physically, but especially mentally,” Wisner said when asked about the overall status of the entire team.

Both teams sent runners to the state tournament on Nov 5. The boys finished in 11th place as a team and Toti got 14th, making her the first girl in over 13 seasons to get a medal in cross country, indoor track and field and outdoor track and field.

Sophmore Evan Peachy maneuvers his way through a water crossing on the high school course. There were multiple meets this season in which the courses dealt with rain-related challenges.

Enos Yeager Invitational - 1st Carlisle – 15 vs. Central Dauphin – 48 Carlisle – 19 vs. Cumberland Valley – 40 Big Spring Invitational - 5th Carlisle – 26 vs. Mifflin County – 33 Carlisle – 15 vs. State College – 48 Carlisle – 15 vs. Central Dauphin – 46 Carlisle Invitational - 3rd Carlisle – 19 vs. Northern – 50 Carlisle – 19 vs. Lower Dauphin – 41 Salesianum Invitational - 2nd Carlisle – 23 vs. Chambersburg – 33 Mid Penn Championships - 2nd District III Championships - 3rd PIAA State Championships - 11th

PERISCOPE 17

Fall 2018 in review Photography by Lillianne Hogsten, Sarah Rendon, Carol Etzel, Becca Winton, Vera Erfle